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19278 AVBOB STEP 12 English Paper #1 Digital
19278 AVBOB STEP 12 English Paper #1 Digital
Preparation Guide
ENGLISH
HOME
GRADE
AND FIRST
12 ADDITIONAL
LANGUAGE
PAPER 1 LANGUAGE IN CONTEXT
(COMPREHENSION, SUMMARY,
AND LANGUAGE STRUCTURES
AND CONVENTIONS)
Supported by
FOREWORD BY THE HONOURABLE MINISTER OF BASIC EDUCATION
Our shared goal is continually to improve learner performance. This is an effort which is
strengthened through close collaboration between the Basic Education Sector and the South
Africa’s private and public sectors.
It gives me great pleasure to inform you that you have been favoured with the AVBOB STEP
12 Examination Preparation Guides for South Africa’s Grade 12 languages, a product of a
long-standing partnership between the Department of Basic Education and AVBOB.
Through these guides, AVBOB aims to provide language examination support to all Grade
12 teachers and learners. These guides will serve as a valuable self-help resource for
learners.
The initial set of AVBOB STEP 12 Examination Preparation Guides – in all 11 official South
African languages, comprises one guide for each of the three National Senior Certificate
examination papers, and covers both Home and First Additional Languages:
1. Language in context;
2. Literature; and
3. Creative Writing.
Each guide covers themes as directed in the curriculum and focuses on important areas
covered in the examination papers. By paying attention to time management in the exams,
the AVBOB STEP 12 guides can also assist learners in alleviating anxiety and stress.
The texts and questions presented in this guide are just EXAMPLES
of what can be expected in the final examinations.
1. Introduction
This Examination Preparation Guide is designed to assist you to improve your achievement in Paper 1 (Language
in Context: Comprehension, Summary and Language Structures and Conventions). The Examination Preparation
Guide consists of two parts: a discussion of the structure of Paper 1, followed by an overview of the content
aspects of language in context. Knowledge of both these components is necessary to succeed in Paper 1.
The structure and contents of Paper 1 are based on the Curriculum and Assessment Policy Statement (CAPS)
prescribed by the Department of Basic Education as a compulsory teaching and examination guide. Ask your
teacher to show you the CAPS document (and also the most recent examination guidelines) so you can
see first-hand what is prescribed for Paper 1.
This Examination
Preparation Guide does
not intend to overload you
with facts and information
but rather to GUIDE you
in the right direction. It is
not a subject textbook and
will, therefore, not cover
all the information of the
syllabus. Core aspects and
key notions will be brought
to your attention. You
must still do the work and
develop your potential.
Where Home Language and First Additional Language differ, the information on First
Additional Language will be indicated with a green border.
Page 01
2. Structure of Paper 1
Read the following information carefully because it will help you to answer the paper correctly.
HOME LANGUAGE
You have 2 hours (120 minutes) to answer Paper 1. The total number of marks for the paper is 70 marks.
The paper consists of three sections: Section A (Comprehension), Section B (Summary) and Section C (Language
Structures and Conventions).
Read the instructions at the beginning of the paper carefully and ensure that you understand all of them.
Answer ALL the questions in Paper 1 – they are all compulsory.
Section A (Question 1) is out of 30 marks. This section consists of two texts: a written text and a visual text (picture). You
must answer comprehension questions based on these two texts.
Section B (Question 2) is out of 10 marks. This section consists of a text that you must summarise according to the instruction.
Section C (Questions 3-5) is out of 30 marks.
Question 3 counts 10 marks and contains an advertisement. You must answer questions on advertising techniques
(8 marks) and language (vocabulary development and language use) or sentence structures and the organisation of texts
(2 marks).
Question 4 counts 10 marks and contains a cartoon. You must answer questions on critical language awareness, vocabulary
development, and language use or sentence structures and the organisation of texts.
Question 5 counts 10 marks and contains a reading text. You must answer questions on vocabulary development and
language use and sentence structures and the organisation of texts.
* Section C: Don’t spend more than 15 minutes on each question: 15 minutes × 3 = 45 minutes
Count the pages of your question paper to ensure that your paper is complete.
Answer the paper in BLUE or BLACK pen.
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FIRST ADDITIONAL LANGUAGE
You have 2 hours (120 minutes) to answer Paper 1. The total number of marks for the paper is 80 marks.
The paper consists of three sections: Section A (Comprehension), Section B (Summary) and Section C (Language
Structures and Conventions).
Read the instructions at the beginning of the paper carefully and ensure that you understand all of them.
Answer ALL the questions in Paper 1 – they are all compulsory.
Section A (Question 1) is out of 30 marks. This section consists of two texts: a written text and a visual. You must answer
comprehension questions based on these two texts.
Section B (Question 2) is out of 10 marks. This section consists of a text that you must summarise according to the
instruction.
Section C (Questions 3-5) is out of 40 marks.
Question 3 counts 10 marks and contains an advertisement. You must answer questions on advertising techniques
(8 marks) and language (vocabulary development and language use) or sentence structures and the organisation of texts
(2 marks).
Question 4 counts 10 marks and contains a cartoon. You must answer questions on critical language awareness, vocabulary
development, and language use or sentence structures and the organisation of texts for (10 marks).
Question 5 counts 20 marks and is divided into two parts: a reading text (5.1 – 14 marks) on which language questions
are based and a visual text (5.2 – 6 marks) with language questions.
* Section C: Don’t spend more than 12 minutes each on Questions 3 and 4 and spend about 26 minutes on Question 5
(18 minutes on questions based on the written text and 8 minutes on questions based on the visual text): 12 minutes +
12 minutes + 26 minutes = 50 minutes.
Count the pages of your question paper to ensure that your paper is complete.
Answer the paper in BLUE or BLACK pen.
REMEMBER: In Paper 1, you must answer ALL the questions in ALL THREE SECTIONS.
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3. Contents: How do I answer Paper 1?
In Paper 1, you must carefully read the texts, properly observe and understand the visuals, appropriately interpret
questions and formulate answers clearly and directly. Each section requires different skills, which are discussed
separately below.
During the year, analyse at least five texts and visuals and answer questions relating to them to develop the relevant skills.
Your teacher can provide you with texts and questions to do these exercises.
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3.1.1 What kind of questions can I expect?
Some questions will be easy, some will be at a medium level of
difficulty, while others will be difficult. There may, however, be a few
very difficult questions – keep calm and answer all the questions to the
best of your ability.
40% of the questions test your understanding of the text (words,
sentences, paragraphs). You will find the answers to the questions
directly in the text.
40% of the questions assess your ability to make inferences.
You won’t find these answers directly in the text – the information
in the text is a point of departure, which enables you to infer the
answers from the information in the text. You must understand the
text well to answer these types of questions.
20% of the questions focus on your ability to get insight into the text, apply the information in new situations, analyse it and
arrive at appropriate judgements/evaluation. You must understand the text very well to answer these types of questions.
Question:
What is the difference between the shirts worn by John and Joseph?
Answer:
John is wearing a short-sleeved shirt and Joseph is wearing a long-sleeved shirt.
To only state that John is wearing a short-sleeved shirt is an incomplete answer – BOTH sides must be mentioned (what John
is wearing and what Joseph is wearing). The same applies to contrast, similarity, comparison, irony and similar questions.
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When a question asks for one-word answers only, you must give only the one word.
When a question asks for more than one word, check whether the question requires two (or more) separate words or
consecutive words – then answer the question accordingly.
If a question asks for a verbatim quotation from the text, the quotation must be written exactly as it appears in the text,
without any mistakes (spelling, punctuation, etc.).
When a question consists of more than one part, ensure that you answer the questions in the same sequence in which
the parts appear.
If you are asked to answer YES/NO, TRUE/FALSE, AGREE/DON’T AGREE, always add a motivation to your answer. Make sure
that your motivation fits the YES or NO (or other possibilities), for example,
If you answer YES, the motivation may not support the NO answer because you will lose marks in such a case.
First write the YES/I agree/True or NO/I don’t agree/False (depending on what the question asks) then provide the motivation.
The order of most questions follows the order of the text, although that is NOT always the case. There can be questions
that refer to a previous paragraph or touch on subsequent paragraphs – be ready to go backward or forward in the text.
If a question asks the relation between two sentences/paragraphs/texts/opinions, etc., ensure that you understand the key
notions of the question thoroughly and then identify the linking ideas in the two sentences/paragraphs/ texts/opinions, etc.
Determine what the relation is and write your answer in a clear and direct manner.
If a question asks facts and opinions, remember that a fact can be proven independently and with fixed data, and an
opinion is someone’s own understanding, which can differ from somebody else’s opinion, for example,
I have R1 000. This is a fact because you can count the money and arrive at fixed data.
I have a lot of money. This is an opinion because what is a lot for a poor person (in this case R1 000)
may be little to a rich person.
Open-ended questions: When a question begins with “Do you think …?” the answer is not necessarily in the text, so you
have to provide your own, independent answer. That doesn’t mean you can provide just any answer. Your own, independent
answer should still link with the text(s) provided. You must add value to the text(s) with your own, unique, original insight.
The length (and sometimes depth) of an answer depends on the mark(s) allocated to that question. Therefore, take note
of the mark allocation for every question and write your answers according to the marks allocated for each, for example,
In a three-mark question, you cannot write down only one word and nothing else. The mark allocation per
question is a guideline on how much you need to write when answering a particular question.
Usually you have to provide one fact for one mark. However, sometimes an extension of a fact is expected – in this case,
you must provide more information for additional marks.
To better understand the text, distinguish between denotation (the literal meaning of a word) and connotation (words with
inferred/figurative/non-literal meaning), for example,
Slim (adj.) and scrawny (adj.) both mean that someone is thin (denotation), but slim has a positive meaning
while scrawny has a negative meaning (connotation).
Take note (and be aware of) assumptions that are made in a text, arguments put forward, emotive language, bias,
stereotyping, manipulation and the structure of a given text.
An argument or statement is, in general, acceptable or credible if it is raised by an expert or informed person or when
facts and reliable information back it up.
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3.2 Section B: Summary (Question 2)
Section B contains one question – Question 2 (write a summary for 10 marks).
Hint!
If you change one word in a direct
quote from the text, then it no longer
counts as a direct quote.
If you change the word order of What does this mean?
a direct quote, this also no longer
You can use sentences from the text, but you must:
counts as a direct quote.
Change or delete at least one word or add a new
word that isn’t present in the text.
OR
Change the sequence of words in the sentence
without changing the original meaning.
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If you understand the question/instructions, write in full sentences and provide
seven aspects (as instructed) in your own words, without losing sight of the
original meaning of the text, the summary is an easy way to earn 10 marks!
Distinguish between a phrase and a sentence in questions – they are not the same! If a question asks for a
phrase, you can’t write the whole sentence. Conversely, if a question asks for a sentence, you must write the
whole sentence verbatim (exactly as in the text). A sentence: “I read a book in my bedroom in the evenings.”
A phrase from this sentence: “… in my bedroom in the evenings.”
This Examination Preparation Guide is not a textbook and does not aim to take over your teacher’s teaching task, it rather wants to
provide a supplement with a view to exam readiness. Phonology and word types (for example) are not covered here – that can be
looked up in textbooks and taught by your teacher in class. Applications of phonology and word types are highlighted in this guide.
3.3.1 Question 3
Question 3 comprises one or two advertisements. Ensure that you understand the visual aspects and related written text of the
advertisement. Also make sure that you develop the skills necessary to interpret such texts.
Question 3 is for 10 marks. The questions are divided into two categories:
2 marks for questions on vocabulary development and lan- 8 marks for questions on persuasive techniques – emotive
guage use OR sentence structure and the organisation of texts language, persuasion, bias and manipulative language
The questions can be asked in any order.
Let’s discuss these categories separately: language aspects and persuasive techniques.
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The language aspects apply to Question 3, Question 4 and Question 5.
Remember: This is not everything you need to know! This is only a list to
show some of the aspects to which you must pay special attention.
b) Vocabulary development
The role of prefixes, suffixes, derivations, compounds, etc. in vocabulary development is very interesting. Ask your teacher to
explain each of these terms. You will find a short reference to each of these aspects below:
PREFIXES
an-, bi-, co-, com-, con-, de-, exo-, fore-, hypo-, im-, mal-, non-, over-, pre-, quad-, re-, sub-, tri-, un-, etc.
A prefix is a word part that is placed in front of a base or root word (a stem) to form a new word. Keep the following in mind:
Prefixes change the meaning of the words to which they are attached, for example,
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Each prefix has a dependent/semantic function in terms of meaning, for example,
the re- in refresh changes the adjective (fresh) into a verb (refresh)
Ask your teacher to explain the semantic function and word category
function of each prefix.
SUFFIXES
-able, -dom, -ed, -er, -ful, -ing, -ise, -ive, -less, -ly, -ment, -ness, -ship, -ty, etc.
Suffixes are also used to form the plural, diminutive, feminine, and comparative and superlative forms
A suffix is a word part that is placed after a base or root word (a stem) to form a new word. Keep the following in mind:
Suffixes change the meaning of the words to which they are attached, for example,
the -able in predictable changes the verb (predict) into an adjective (predictable)
Ask your teacher to explain the semantic function and the word category
function of each suffix.
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Suffixes are used to make the plural forms of nouns, for example,
window + -s = windows
class + -es = classes
alga + -e = algae
Some words have more than one plural form, for example,
hippopotamuses – hippopotami
curriculums – curricula
indexes – indices
Suffixes are used to make the diminutive forms of nouns, for example,
Suffixes are used to make the feminine forms of nouns, for example,
Suffixes are used to make the comparative and superlative forms of some adjectives, for example,
There are no prefixes in the following words: biscuit, courage, deaf, forest,
males, northbound, pretty, revenue, trimming, unique. There are no suffixes in
the following words: table, breed, noise, waive, gully, lament. If you understand
this, you understand an important aspect of affixes. Ask your teacher to
explain this to you.
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STEMS
A stem (a base or root word) is the basic form of a word, without prefixes and/or suffixes. For example, in the following words
the stems are printed in bold:
dams – dam(-s)
rejoin – (re-)join
enjoyable – (en-)joy(-able)
stewardess – steward(-ess)
unable – (un-)able
disinfectant – (dis-)infect(-ant)
habitual – habit(-ual) habitually – habit(-ual)(-ly)
unusual – (un-)usual unusually – (un-)usual(-ly)
snowball – snow-ball snowballed – snow-ball(-ed)
DERIVATIONS
A stem with one or more prefixes and/or suffixes added is called a derivation, for example,
COMPOUNDS
These are two or more words (stems) grouped together to create a completely new word from the original words, for example,
table (a furniture item used for sitting around to eat) + cloth (a piece of material) = tablecloth (piece of material used
to cover the table when dining)
thunder (loud sound after lightning) + storm (heavy rainfall) = thunderstorm (heavy rainfall with a lot of thunder)
ash (residue left after burning) + tray (flat, shallow container) = ashtray (small receptacle for tobacco ash and cigarette ends)
DETERMINERS
A determiner is a word that often comes before a noun. It provides more information about the proximity of the noun and
clarifies/specifies what the noun is referring to. The types of determiners, among others, are articles, demonstratives,
possessives and quantifiers, for example,
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Example: This boy is the one who knocked me over on the rugby field.
The determiner (this) specifies – it allows you to point out exactly which boy was responsible for knocking you
over on the rugby field.
SIMPLEXES VS COMPLEXES
A simplex is a single stem with no added word parts, for example,
dog
tooth
value
norm
A complex consists of two or more word parts (stem, affix, compounds), for example,
A stem has independent meaning and can operate separately (on its own) in a sentence. Prefixes and/or suffixes (also known
as affixes) cannot operate as words on their own, because they do not have independent meaning – affixes only obtain
meaning when they attach to stems.
D
independent meaning but in the
word inconceivable -in is a prefix
that lacks independent meaning.
S
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c) Semantics
Semantics is the study of how words create meaning – it has to do with the interpretation and meaning of words, phrases and
sentences.
SYNONYMS
Words with the same meaning as other words are synonyms, for example,
ANTONYMS
Words with the direct opposite meaning as other words are antonyms, for example,
high – low
pretty – ugly
long – short
clean – dirty
Yellow and blue (for example) are not antonyms as they are not direct opposites.
HOMOPHONES
Words with the same pronunciation but different meanings and spelling are homophones, for example,
bear – bare
flour – flower
air – heir
right – rite
HOMONYMS
Words with the same spelling but different meanings are homonyms, for example,
PARONYMS
Words with the same stem but differing meanings are paronyms, for example,
alternately – alternatively
affect – effect
utmost – upmost
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DOUBLETS
A pair of words derived from the same source are doublets, for example,
vine – wine
mint – money
three – trio
POLYSEMY
A word with more than one underlying meaning is polysemous, for example,
accept ≠ except
affect ≠ effect
lose ≠ loose
e) Denotation vs connotation
Denotation is the literal or primary meaning of a word (as defined in a dictionary) and connotation is the associative meaning
or additional meaning of a word (the feeling(s) or emotions associated with a word), for example,
I am sitting on this old wooden seat to eat my food. (Here, seat has a literal meaning – denotation.)
He occupies the hot seat at work. (Here, seat indicates a difficult position a person has at work – connotation.)
f) Figurative language
Figurative language is a way of speaking/writing that is non-literal. It is a way of sharing information in a way that doesn’t use
everyday language. It includes idioms, sayings, expressions, metaphors, similes, hyperbole, personification, etc., for example,
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g) Emphasis
Changing the emphasis in a word can alter its meaning, for example,
Changing the emphasis in a sentence can alter its focus, for example,
ONE-WORD DESCRIPTIONS
We can often use one word instead of a phrase to convey information, for example,
ANTONOMASIA
When you use a proper noun to designate a member of a class (common noun) or replace a proper noun with a word or phrase,
this is antonomasia, for example,
My friend is a typical Jeremia with all his doom and gloom prophecies.
The King (Elvis Presley) was the biggest rock and roll star of the previous century.
i) Social aspects
English isn’t used in the same way by all people. Communities have different pronunciations, variations in vocabulary and
expressions, and sometimes changes in sentence structures and (idiomatic) expressions. These differences are known as
dialects. Separate dialects are found in many languages and are an effort by communities to maintain their communication
with each other in their own, unique ways.
Formal and informal speech depends on the situation and the people involved in the communication. Formal and informal
English is characterised by differences in the style in which messages are conveyed and in the level of the vocabulary (register)
used. Medical doctors use a different vocabulary when they discuss medical issues, than lawyers use when they talk about
legal matters (legalese). This is true for a variety of other aspects of language use. The standard variety is usually the general
mode of use.
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Pay careful attention to the following aspects of sentence structure and the organisation of texts:
Abbreviations and acronyms.
Correct word order.
Connecting/copulative words (including conjunctions).
Verbs: the subjunctive mood and copulative/linking verbs and active voice vs passive voice.
Direct speech vs indirect speech.
Punctuation.
Relations between words, sentences and paragraphs.
Mr. (mister)
no. (number)
e.g. (exampli gratia – example given)
An acronym is a letter word where the shortened form of the words is read or pronounced exactly like a word, for example,
ea. (each)
p. (page)
pp. (pages)
etc. (et cetera)
In abbreviations for the names of degrees, diplomas and similar qualifications full stops are optional, for example,
In abbreviations that consist of only capital letters full stops are optional, for example,
Titles and initials can be written with or without full stops, for example,
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Full stops are NOT used for abbreviations of names that appear as acronyms, for example,
No full stop is used after an SI unit symbol (except if it comes at the end of the sentence), for example,
Knowledge of word categories helps you to better understand the clauses (subjects, predicates, subordinate clauses, etc.)
that constitute sentences.
The texts and questions presented in this guide are just EXAMPLES
of what can be expected in the final examinations.
Page 18
The basic sequence in a simplex sentence in English is subject + predicate, for example,
I eat.
I is the subject – personal pronoun
eat is the predicate – main verb
We were eating.
We is the subject – personal pronoun
were eating is the predicate – auxiliary verb (were) + main verb (eating)
Such a basic sentence can be extended by adding an object: Subject + verb + object, for example,
I eat food.
food is the object – common noun
The basic sentence structure (subject + predicate) can be extended in different ways, for example,
The people with the hungry expression in their eyes eat the fresh fruit.
with the hungry expression in their eyes is an adjective determination to the subject (The people)
fresh is an adjective determination to the object (the fruit)
The poor primary school children will drink all the milk in the blink of an eye.
poor is an adjective determination to the subject (The primary school children)
all is an adjective determination to the object (the milk)
in the blink of an eye is an adverbial determination to the verb (will drink)
One can draw attention to different words in a sentence by adjusting the word order, for example,
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I am going to buy a motor car tomorrow, a new one.
The focus is on a new one.
I eat.
eat is the predicate – main verb
I have eaten.
have eaten is the predicate – auxiliary verb (have) + main verb (eaten)
I ate snacks.
ate snacks is the predicate – main verb (ate) + object (snacks)
A compound sentence is formed when two or more simple sentences are combined to form a sentence with more than
one predicate.
One way of combining two or more simple sentences is to use coordinating conjunctions (for, and, nor, but, or, yet, so),
for example,
These two simple sentences can be combined with different coordinating conjunctions: John eats. + Susan drinks.
John eats and Susan drinks.
John eats but Susan drinks.
John eats because Susan drinks.
In each of these sentences eats is the one predicate and drinks the other (second) predicate. The second part (after
the conjunction) of each of these compound sentences has the same combination of clauses as the first part (subject +
predicate). The first part of each of these compound sentences (John eats) is the main sentence and the second part
is a coordinate sentence.
You can also combine sentences using subordinating conjunctions (once, while, when, whenever, where, wherever, before,
after), for example,
Once you are done polishing the shoes, make sure to shine them.
He locked the garage after driving out of the garage.
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Another way to formulate a compound sentence is to transform the second sentence into a subordinate clause, for example,
The people are all rich. (main sentence) + The people sing in the choir.
= The people who sing in the choir are all rich.
The people are all rich is the main sentence and who sing in the choir is the subordinate clause.
Adjectival subordinate clauses provide more information about the subject or object, for example,
Adverbial subordinate clauses provide more information about the predicate, for example,
Here are some examples of other linking words (indicated in bold) that connect ideas/thoughts:
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m) Verbs
Verbs play an important role in sentences. They can indicate action (e.g. kick), a condition (e.g. is/are ill) and a change in
condition (e.g. becoming ill). Keep the following in mind:
They want to sleep. They wanted to sleep. They will want to sleep.
The people can write. The people could write. The people will be able to write.
There are 12 tenses in English, which include the continuous and participle modes and, where applicable, modals (should,
would, can, could, may, might, etc.).
SUBJUNCTIVE MOOD
The subjunctive expresses possibility, desires, wishes and suggestions, for example,
appear, be, become, feel, get, look, seem, smell, sound, taste, etc
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These two sentences communicate the same message, but in different voices:
The tenses are formed differently in the passive voice, for example,
You can omit the composition group in the passive voice for specific reasons, for example,
You can expand sentences in both the active and passive voice, for example,
Active voice: The extremely big predators attack the poorly protected victims aggressively.
Passive voice: The poorly protected victims are aggressively attacked by the extremely big predators.
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Direct speech Indirect speech
The politician argues, “People yesterday voted in big The politician argues that people voted in
numbers.” big numbers yesterday.
OR ª When the indirect speech is in the present tense
“People yesterday voted in big numbers,” the politician argues. yesterday remains.
The politician argued, “People yesterday voted in
The politician argued that people had voted in big
big numbers.”
numbers the previous day.
OR
ª When yesterday forms part of the direct words and
“People yesterday voted in big numbers,” the indirect speech is in the past tense, it changes to
the politician argued. the previous day.
The politician yesterday argued, The politician yesterday argued that people had voted in
“People last year voted in big numbers.” big numbers the previous year.
OR ª When last year forms part of the direct words and
“People last year voted in big numbers,” the indirect speech is in the past tense, it changes to
the politician yesterday argued. the previous year.
The doctor asks, “Does the patient have a lot of pain?”
ª Place the question mark before the closing inverted
commas. The doctor asks if the patient has a lot of pain.
OR ª Don’t use a question mark – use a full stop.
“Does the patient have a lot of pain?” the doctor asks.
ª Place the question mark before the inverted commas.
The doctor last year asked,
“How much pain does the patient have?” The doctor last year asked how much pain
the patient had.
OR
ª last year remains as it is because it is not part
“How much pain does the patient have?”
of the doctor’s direct words.
the doctor asked last year.
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Direct speech Indirect speech
The mother shouts that that case can
“This case,” the mother shouts,
be solved in a better way.
“can be solved in a better way!”
ª This becomes that and the exclamation mark
ª Take note of the punctuation.
falls away.
The coach will tomorrow declare that
The coach will tomorrow declare, none of their athletes use drugs.”
“None of our athletes use drugs.”
ª Take note that our changes to their.
The angry father says,
“Children, you are all guilty of this naughtiness.” The angry father says to the children
that they are all guilty of that naughtiness.
OR
ª You becomes they and this becomes that.
“Children, you are all guilty of this naughtiness,”
the angry father says.
The grandmother said that they must respect
The grandmother said, their parents.
“You must respect your parents.”
ª If the grandmother said it to a third party.
OR
OR
“You must respect your parents,”
The grandmother said that we must respect our parents.
the grandmother said.
ª If the grandmother said it to a first party.
The lady wants to know from the man,
Where did you find my umbrella?” The lady wants to know from the man where
he found her umbrella.
,
OR
ª The first person (my) and second person (you)
“Where did you find my umbrella?” change to the third person (he and her).
the lady wants to know from the man.
!
o) Punctuation
We use punctuation marks to make our writing more readable and accessible.
When using punctuation, keep the following in mind:
The functions of punctuation marks (full stop, comma, dash, colon, asterisk, exclamation mark,
question mark, ellipsis, etc.) are too complex discuss in a guide.
“
Ask your teacher to spend some time in class on punctuation marks.
Remember: Each punctuation mark plays an important
role in simplifying reading texts.
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One aspect of punctuation that requires our attention here is the use of brackets, dashes and commas to indicate parenthesis.
Keep the following in mind:
A parenthesis is a technique to add a word or clause to a sentence, which would have been a full sentence without the
word or clause, for example,
The city – the name of which I have forgotten – is on the eastern coastline.
The city (the name of which I have forgotten) is on the eastern coastline.
The city, the name of which I have forgotten, is on the eastern coastline.
The sentence The city is on the eastern coastline is a full, independent sentence.
The clause the name of which I have forgotten is the inserted part that adds additional, enlightening information
– it is called a parenthesis.
Make sure you know the difference between persuasion, manipulation, bias
and emotive language. They can be so close that you can distinguish them,
but not separate them. This is why you must clearly understand the nature of
each of these techniques.
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The discussion below can assist you to better understand persuasive techniques. Consider the following advertisement:
Insure YOUR
dearest darling
at a DISCOUNT PRICE
(if you apply before the
end of the month).
1. How does the advertisement try to persuade you to apply for motor car insurance from STAR?
Answer: The initial words (This is for you!) are in capital letters, with an exclamation mark, together with a picture of a
desirable, expensive car.
The lowest monthly premium is mentioned.
2. Which emotive language does the advertisement use to try and attract the attention of the reader?
Answer: “… (your) dearest darling …”
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3. How does the advertisement manipulate the reader to obtain the insurance quickly?
Answer: By offering a discount if the reader applies within a specific time frame.
6. Which other techniques does the advertisement utilise to persuade the reader to apply for STAR Motor Car Insurance?
Answer: The repetitive use of “your” (sometimes emphasised); words such as “today” (in capital letters); the use of
“now” (in capital letters) and “free quotation”; the prominent position of “value” (in capital letters); exclamation marks.
Note: The advertisement can also be misleading: the R150 per month is for cars valued below R50 000, while the
picture of a desirable and expensive car is directly below the R150. Readers must take note of the word from
and the asterisk (*) at the R150 and read the limitations that accompany the asterisk at the end of the
advertisement.
The texts and questions presented in this guide are just EXAMPLES
of what can be expected in the final examinations.
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Here is another example to provide some practice. Consider the following advertisement:
ONE SPECIALIST
FUNERAL POLICY
THREE TIMES THE
BENEFITS
PERFECT!
AVBOB’s Cashback Funeral
Insurance Policy continuously
grows in value to provide
extraordinary funeral cover
and so much more!
1. Every five years, you receive the fifth
year’s premiums in cash if you have not
claimed.
2. Dependants are covered after the
breadwinner’s death – without any
premiums being paid.
3. The pay-out is doubled in the case of
death caused by accidents or deaths as a
result of unnatural causes.
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1. This advertisement plays with figures to convince readers of the good properties of the product. Explain.
Answer: One specialist funeral policy: You do not need any other funeral policies; this policy covers everything.
Three times the benefits: You pay for one benefit, but get three.
Three benefits are mentioned one below the other and numbered as such.
Five: Every five years you get the fifth year’s premiums back in cash (if you do not claim).
2. Give the strategically placed word that carries strong convincing power.
Answer: “PERFECT!”
3. Write a sentence from the advertisement that indirectly focuses on the reader’s emotions. Motivate your answer.
Answer: ‘We’re here for you’
The reader feels good knowing that AVBOB cares for him/her; it is reassuring/the reader will not feel lost when
death comes.
4. How does the hand gesture link with the two key ideas of the advertisement?
Answer: It re-enforces the message of three benefits for the price of one. The circle formed by the tips of the thumb and
index finger is symbolic of perfect/extraordinary/a specialist policy.
5. Do you think it is essential for the reader of the advertisement to know that AVBOB is an authorised financial services
provider? Motivate your answer.
Answer: This is an open question, so you must consider different possibilities in providing an answer and motivate
your answer.
3.3.2 Question 4
Question 4 consists of one or two cartoons (one or more frames) on which questions are based. Question 4 is for 10 marks.
The questions are divided (as in Question 3) as follows:
2 marks for questions on vocabulary development and lan- 8 marks for questions on persuasive techniques – emotive
guage use OR sentence structure and the organisation of texts language, persuasion, bias and manipulative language
The questions can be asked in any order.
Both categories are discussed under Question 3, but one aspect of persuasive techniques, which deserves clarification here, is
critical language awareness.
Under normal circumstances words and sentences have literal meaning, but under specific circumstances they go further by
suggesting/implying certain nuances, or they state meaning indirectly, figuratively/idiomatically, or offer meaning in other
ways that go further or deeper than the literal meaning.
Sometimes specific words are used or omitted to create a certain effect. You need to attend critically to the language in which
the message is packaged and conveyed. You must, therefore, develop a critical language awareness to read what is not
(necessarily directly) presented. The cartoon below and the questions posed, provide an idea of the critical awareness you
need to properly understand certain texts and the messages they contain. Consider the following cartoon:
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Do you mind if I get a second opinion, doctor?
Sorry for letting you wait this long, But yes, enough
Hägar, but I was delayed on my way You won’t about me. I want
to my consulting rooms. believe how to talk about you.
busy the golf
course is!
THE HORRIBLE
Chris Browne
1. Why can it be said that the following words of the doctor in the first speech bubble are misleading: “… delayed on my way
to my consulting rooms”?
Answer: The word “delayed” suggests that the doctor, while directly on his way to his consulting rooms, had to attend
to something else unexpectedly/unintentionally (which resulted in him letting Hägar wait long). From the second
speech bubble, it is clear that he went to play golf and because there were so many players on the golf course,
he could not finish sooner and that is why he is late.
2. Why is it doubtful that the word “sorry” is meant to be sincere? How should “sorry” be understood in general terms?
Answer: The doctor let Hägar wait intentionally while the golf enjoys priority, which speaks of selfishness rather than
sincere regret.
AND
The word “sorry” should be understood as habitual politeness, which does not represent sincere regret in this case.
3. With what do readers associate the stereotypical situation in the first speech bubble?
Answer: Patients usually wait for a long time in doctors’ consulting rooms.
4. What makes us suspect that the doctors are referring to alcoholic drinks?
Answer: Other kinds of drinks are usually mentioned individually, e.g. coffee, tea, cooldrink, milk, water, etc., but “drinks”
usually refer to a collection of alcoholic drinks.
5. What indicates that the doctors suggest that rich food, dessert and alcoholic drinks are unhealthy?
Answer: The doctors instruct Hägar to live healthier by eliminating rich food, dessert and liquor from his diet.
(The doctors thus suggest that rich food, dessert and liquor are unhealthy.)
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6. What is the first sign that Hägar loves rich food, dessert and liquor?
Answer: He does not accept the first doctor’s instruction to eliminate rich food, dessert and alcohol; he wants to obtain a
second medical opinion (with the hope that the second opinion will not require elimination of rich food, dessert
and drinks from his diet).
7. How many doctors feature in the cartoon? Indicate how they feature.
Answer: There are three doctors in this cartoon.
AND
The first doctor is presented visually, and he speaks directly; the second doctor’s name appears on a signboard,
and he is visually presented, with direct speech; only the signboard of the third doctor is provided.
8. How does the reader know that Hägar does not accept Dr. Olsen’s instruction?
Answer: He is on his way to a third doctor (who will, hopefully, provide the opposite advice from the previous two doctors).
9. What indicates that Hägar will also not accept Dr. Svensen’s advice if it correlates with the instructions of the previous two
doctors? Also, which two consecutive words refer to Hägar’s determination to get the answer that he wants?
Answer: The companion suspects that they will spend the whole day walking from one doctor to the other until Hägar
hears what he wants to hear.
AND
“whole day”
10. Which word suggests that Dr. Svensen may perhaps give the same instruction as the previous two doctors?
Answer: “can”
11. What is the difference in emotive meaning between the exclamation mark after the doctors’ words and the exclamation
mark in the last frame?
Answer: The exclamation mark after the doctors’ words indicates authority – it is an instruction that should be obeyed.
The exclamation mark in the last frame represents a feeling of discouragement/being distraught/despondency.
12. Do you think Hägar’s humble words to the first doctor are in sync with his name, Hägar the Horrible?
Answer: When you see “Do you think” as part of a question, it shows: this is an open-ended question. You should analyse
Hägar’s words, determine how humble his words are, compare them critically with his name and formulate your
own, independent opinion on how/why they correlate/don’t correlate.
Note: Evaluate your answer critically and if you are convinced that you understand the question correctly and that you
have considered the information carefully, you can write down your answer with confidence.
3.3.3 Question 5
Home Language First Additional Language
One question only (Question 5) Two questions (Questions 5.1 and 5.2)
10 marks 20 marks
150-200 words Question 5.1: 150-200 words
– Question 5.2: Visual text (picture)
Question 5 (Question 5.1) comprises a written text on which language questions are based. Questions are based on vocabulary
development and language use and sentence structure and the organisation of texts (including critical language awareness).
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Home Language First Additional Language
5 marks for questions on vocabulary development and 10 marks for questions on vocabulary development and
language use language use
5 marks for questions on sentence structure and the 10 marks for questions on sentence structure and the
organisation of texts (including critical language awareness) organisation of texts (including critical language awareness)
All these aspects are discussed above (under Question 3 and Question 4). Questions on these aspects are distributed across
the three questions in Section C.
Question 5.2 below is an example of the type of question that can be posed in the second part of Question 5 (First Additional
Language ONLY):
5.2 Study the text (TEXT G) below and answer the questions.
(Note: The text below contains some deliberate errors in grammar and spelling)
TEXT G
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ANSWERS
5.2.1 It is/It’s
5.2.2 Chocolate does not make you hungry.
5.2.3 our = possessive pronoun (1), about = preposition (1)
5.2.4 I am going on holiday with my son next weekend. (Or similar)
5.2.5 errors
IN SUMMARY
If you want to achieve success with Paper 1, you need to do the
following throughout the year:
Read at least five texts of 700-800 words (600-700 words) and
answer related questions (Section A).
Read at least five texts of about 350 words (250 words) and
summarise them in 90 words (70 words) (Section B).
Read at least five advertisements and answer related questions
(Section C).
Read at least five cartoons and answer related questions (Section C).
Read at least five texts of 150-200 words (150-200 words) and
answer related questions (Section C).
The texts and questions presented in this guide are just EXAMPLES
of what can be expected in the final examinations.
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