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English Home Language - Grade 12 Notes
English - Home Language - Mandatory
FET
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ENGLISH
HOME LANGUAGE
GRADE 12 NOTES
TABLE OF CONTENTS
1. COMPREHENSION
2. SUMMARY
3. VISUAL LITERACY
4. EDITING
5. CHECKLIST
INCLUDED IN THE QUESTION POSSIBLE RESPONSE
use of statistics or numbers / direct speech adds credibility, validity, authenticity provokes an emotional response to convince, manipulate, persuade reference to the grammar or style e. use of formal / conversational language, slang, personal pronouns (‘I’, ‘you’, ‘we’) choice of diction use of punctuation use of hyperbole
involves/engages the reader personally (colloquial language, informal) add credibility, validity, authenticity (formal writing) provokes an emotional response (emotive words) adds authenticity to reach a possible solution rhetorical questions use of repetition
provokes an emotional response encourages thinking / an opinion emphasises / highlights the writer’s point about... to convince, manipulate, persuade short paragraphs or single sentence emphasises / highlights the writer’s point / message evokes a response adds impact emphasises / highlights (the writer’s message) engages the reader
Note that this question is a comprehension-type question and an accessible one as you merely have to “rephrase” the existing words in the paragraph. i. “that inspires more than the usual revulsion towards crude displays of opulence”
Answer: The writer is disgusted by/pities (writer’s feelings) the flashy/obscene displays of wealth by spoilt teenagers (account for his feelings). revulsion = disgusted by crude displays of opulence = flashy displays of wealth
QUESTION 1.
reverse.”
use of figurative language e. imagery, simile / metaphor/ alliteration
QUESTION 1.
Account for the writer’s feelings in paragraph 1.
For each phrase I have indicated words/phrases that you may use to respond to the question.
Explain what the writer meansby, ‘The young men and women seem lost in the designer clothes, dwarfed and dehumanised by their possessions, as if ownership has gone into
illustrate plenty seems instead to depict a void.’
Always use ‘BUT’/’HOWEVER’/’ALTHOUGH’ when answering a question with IRONY!
findings.
This is a TECHNICAL TYPE QUESTION. Whenever you see a question like this, you can offer the same TYPE of response. Practise this with past papers.
Answer: The writer wishes to provide convincing evidence to support his view/ validate/ add credibility to his argument.
Answer: A negative connotation is attached to the word ‘consumers’, who are viewed as those who purchase goods without discernment. They are self-absorbed individuals (’more competitive and more selfish’) who do not engage with others and lack ‘social responsibility’. ‘Citizens’ carries a positive connotation; they would be discerning and add value to society. Award 3 marks only if both concepts have been addressed.
QUESTION 1.
Discuss the paradox in paragraph 7.
Answer: The possessions seem to own the person, who has been dwarfed; the youth have become less human, ‘dehumanised’ by their possessions, as ownership has been reversed.
QUESTION 1.
Refer to paragraphs 3, 4 and 5. Explain the writer’s purpose in referring to various research
QUESTION 1.
Discuss the point the writer is making in lines 14 – 15: ‘a photograph whose purpose is to
QUESTION 1.
Why, in your view, does the writer distinguish between ‘consumers’ and ‘citizens’ (line 38)?
In Q1, many candidates did not provide the reasons for the writer’s use of the two distinct concepts, ‘consumers’ and ‘citizens’; instead they focused on defining the two terms. Further, this question requires an analysis of DICTION –see the underlined parts of the answer. NOTE: The question did not ask you to DEFINE the terms! To ‘distinguish between’ is to differentiate or tell apart.
Answer: It is ironic that POINT while these young people intending flaunting their abundant possessions , EVIDENCE they actually reveal how empty their lives are.
QUESTION 1.
Is paragraph 10 a suitable conclusion to the article as a whole? Justify your response.
Whenever you see a question about the conclusion, think SUMMARISE! What is it summarising? How is it doing this?
Answer: The writer summarises (WHAT?) the adverse/negative impact of materialism. (JUSTIFY THIS!) He refers to the initial image of ‘deluded youth’ and expands his focus to the broader society. He also draws the reader into his argument through the use of first person pronouns. (SO?) The writer contends that every member of society falls prey to the destructive cycle of materialism. Analysis – What is the aim of this conclusion? Does it fulfill this aim? How do you know this? Give evidence from the text.
QUESTION 1.
Critically discuss the cartoonist’s message in TEXT B.
QUESTION 1.
Explain how the thought bubbles of the two characters convey their attitudes toward the film.
Answer: The viewer on the left is disgusted (attitude) by what he is viewing. (Now explain why he is disgusted) He views the characters in the film as shameful criminals. He embodies the morally correct reaction to what he is viewing. The viewer on the right is enthusiastic / engaged (attitude) as he enjoys /susceptible to this lavish lifestyle. (Offer a comparison between the TWO characters).
For an ‘attitude’ question, immediately think of suitable adjectives for the attitude. In this question, use directional phrases– ‘the left’, ‘the right’.Only provide an explanation of the thought bubbles in terms of the attitude.
Answer: The cartoonist is critical of the public’s gullibility and lack of discernment. Some of the people are satirically portrayed as being devoid of the ability to think critically (easily manipulated by what they see). The film industry has undue influence on social conscience. 3 parts to this answer –gullible, lack judgement, influenced by the film industry
QUESTION 1.
To what extent does TEXT B support the title and paragraph 1 of TEXT A? Motivate your response.
Answers: Text B portrays the manner in which our morals are compromised by the created images of materialism. The opulent lifestyle of villains is seen as desirable. The headline of Text A refers to the effect of a materialistic society: moral decay erodes our humanity via the imagination (‘eats us from
the inside out’). The possessions idolised by the Rich Kids of Instagram are similar to the desired lifestyle in Text B. In both texts , materialism is acceptable when it is glamorised. Both the writer and the cartoonist disapprove of our mindless acceptance of materialism.
•
SECTION B: SUMMARY WRITING
QUESTION 2 - SUMMARY
HOW TO DO A FIRST DRAFT
UNDERLINE the instruction
THE IMPACT SUPERHEROES HAVE ON THE YOUTH
Step one What is the summary about? You should have a gist of what is being spoken about here. Underline the important points in the text by referring to the instruction. Every point should answer the instruction. For example:
ARE THESE WORDS SHOWING the IMPACT that superheroes have on the youth?
You should have underlined the following points from the passage:
‘we develop our reading ability’
- Please remember that your final draft MUST be in the form of a SINGLE paragraph. You may also delete/put a line across all your previous drafts so that the marker knows which aspect to mark. Note the use of the underlined LINKING WORDS (Furthermore, Moreover, In conclusion) in the paragraph.
- A final word of warning... Avoid lifting by copying complete sentences from the text. Try to rephrase points in your own words. Avoid being dishonest by misstating the exact number of words used.
Final Effort: The Impact Superheroes have on the Youth
Children develop reading skills, emotional intelligence and principles when they read about superheroes: their behaviour, leadership skills and outlook are influenced. Furthermore, youngsters imitating superheroes learn to verbalise a range of feelings. Children learn from superheroes and supervillains how to weigh up situations before acting. Moreover, children can role-play in larger-than- life scenarios to discern right from wrong and gain confidence in taking control of circumstances. They can witness the manner in which superheroes extricate themselves from daunting circumstances. In conclusion, superheroes with integrity are good role models and reinforce altruism.
SECTION C: VISUAL LITERACY
QUESTION 3 – ADVERTISING
Many advertisements are created according the AIDA principle.
A Stands for ATTRACTING attention. Ask ‘what attracts my attention to the advertisement?’ Use of font, bold print, shapes, pictures, photos celebrity, people, ... I Stands for keeping the INTEREST of prospective consumers. Pictures, promises and short facts are used. The target market must be reached quickly in order to entice interest. To tempt, invite and cajole. D Stands for DESIRE. To persuade people. Choice of words is very important. A promise to be more popular, more beautiful, better health, more successful, more environmentally conscious. A Stands for ACTION. The advert encourages a call for action - to obtain the product, to use the service. Know where to purchase. Also ‘special offer’ or ‘give-aways’ or ‘limited number’ entices action.
KNOW THE TERMINOLOGY WHEN REVISING FOR THIS SECTION:
visual, consumers, target market, layout, font, stereotypes, logo, slogan, ....
- Visual – pictures / photos Identify the link between the text (words) and the image (pictures). Adds credibility, validity, authenticity. To convince, manipulate, persuade, highlight and makes it easier to understand. Evokes an emotive response – e. a little teary-eyed toddler
- Use of personal pronouns ‘We’, ‘Us’, ‘You’ or relating to a common cause/shared view
Shows personal involvement and experience. Credible, reliable, sincere, believable. Involves us more directly. To engage readers (participation). Shows a shared concern – comrades/friends. 3. Literary expressions, puns, clever sayings
To impress, astonish, imprint. Gets the reader’s attention. Makes you remember – recall. 4. Repetition Has a pounding effect – hammers a point. Makes you remember - Recall. Familiar. It emphasises. To add credibility, validity, authenticity. To convince, manipulate, persuade. To emphasise, highlight. 5. Rhetorical Questions To provoke involvement, an emotional response, answer, reaction. To involve us more directly / personally. To add credibility, validity, authenticity. To engage readers (participation). To encourage thinking/ an opinion. To reach a possible solution. 6. Emotive Adjectives Emotive words - e. A new principal. Vs A new, foolish principal. Emotive words create an expectation/bias/prejudice ... an unusual comment will now be seen as ‘foolish’. Just ONE word can swing things. To provoke emotional responses. To emphasise, highlight. To engage readers - (participation). To encourage thinking/ an opinion. 7. Style – Direct/Casual To add credibility, validity, authenticity. To convince, manipulate, persuade, emphasise, highlight. To engage readers - (participation). 8. Numbers, statistics, data, research
Credible, reliable. To convince, manipulate, persuade, emphasise, highlight. 9. Arouse feelings of Guilt – manipulation/exploitation/bl ackmail
Encourage a response, play on feelings. To encourage thinking/an opinion. To involve us more directly / personally. 10. Font/Punctuation To emphasise, attract attention, to highlight, engage readers (participation). 11. Celebrities/Avarice(greed)/ Lifestyle/Attractive people
To attract attention. To add credibility, validity, authenticity. To engage readers (participation). To encourage thinking/an opinion. To manipulate. Question 3.
What is the implication of the headline, ‘Let’s keep the lights on when she’s your age’?
For this question, you are COMPARING the two texts and then deciding which one is the BETTER text and has a greater impact on the reader.
Text D is more informative/inspirational: (WHY?) it provides details that illustrate the company’s social conscience. The advertisement elaborates on the company’s attempts to preserve energy for future use and points out that global co-operation has been achieved. The domestic setting shows a personal concern. The blurred image reinforces the fear that the future will be bleak if we fail to harness all possible sources of renewable energy. SOCIAL AWARENESS, PERSONAL CONCERN, EMOTIVE, SHOWS COMPANY’S INVESTMENT IN THE ISSUE – HOW? – WITH THE IMAGES AND THE TEXT.
Text E is more cautionary and emotive (WHY?) e. ‘stuff of nightmares’. Greenpeace satirises Shell’s approach and critically comments on Shell’s practises in the Arctic, endangering nature. Greenpeace has mimicked/presented a parody of Shell’s visual. You MUST mention both texts whenever the question makes reference to two texts. You need to focus on key terms when responding to this question. Why is it impactful? Focus on the image, the diction, the message, etc.
QUESTION 4 - CARTOONS
Question 4. Account for the lack of speech bubbles in FRAME 2.
(THIS IS A TECHNICAL-TYPE QUESTION.)
Question 4. Compare the boy’s verbal responses to his sister in FRAME 4 and FRAME 7. Whenever you see a question like this (COMPARE) always ensure that your answer shows a CHANGE or difference. Choose a suitable ADJECTIVE (describing word) to describe the boy’s verbal response and write this in your answer.
Revise as many words to describe ‘attitude’ as this is also a common aspect of cartoon analysis – elated, surprised, disbelief. This is a technical question. You must indicate an ATTITUDE and offer two techniques that you have IDENTIFIED and link this to the ATTITUDE (explained). For the teacher: Handout on attitude and techniques included. Answer: Stern/domineering attitude – scowl, pursed lips and clenched jaw – facial expression indicates anger in frames 7, 8 and 9.
In cartoons, do not be alarmed by stating the obvious. In fact, you should begin your response by describing what you see and then expanding on this. Answer: The boy is concentrating on his drawing. / The reader is invited into the boy’s thought processes. / It forces the reader to focus on the boy.
Question 4. Refer to frames 7, 8 and 9. Discuss TWO techniques that the cartoonist uses to depict the attitude of the girl.
Answer: In frame 4, the boy outlines the reason for his drawing, (FIRST ADJECTIVE) manner. In Frame 7, his response is hesitant (SECOND ADJECTIVE).
Overbearing attitude – in frame 8, positioning of the two characters – she is menacingly close to her brother. Rage (attitude) – in frame 8 and 9, absence of speech bubbles Aggression (attitude) – in frame 9 – large bold font, onomatopoeia, exclamation mark, body language, movement lines.
whole.
Again, part technical and part comprehension. You can easily identify specific visuals for some marks
- inverting the frames, showing the boy as a victim. You can learn the phrase ‘to arouse interest’ ‘to engage reader’. The critical thought follows from this. This is the message of the cartoon which is delivered by the visuals and the words BUT is not directly told to you – read between the lines! Answer: The cartoonist has given prominence to/aroused interest in the message of the cartoon by placing it first/inverting the order of the frames. This highlights the message which is the price to be paid for truth. The boy is depicted as a victim of violence illustrated by the ice-pack on his head/sling on his arm/plasters on his face. It shows the consequence of his actions – the truth hurts – the critical response.
QUESTION 5 – EDITING
This is the shortest question in the examination BUT if you revise all your language structures you can score some easy marks. A suggestion would be to answer this first. As long as you CLEARLY INDICATE the NUMBERING on your paper, you may answer the sections in any order. Remember, the NUMBERING must be exactly as that of the question paper.
5 semi-colon or colon 5 I was overwhelmed. 5 He was taken hostage for almost five years, most of which he spent in isolation, chained, with no stimulation – not even natural light. 5 He laughed BECAUSE he had no shoes on when he was released. / Conjunction ‘as’ indicates reason. 5. Waite said THAT he had no regrets, self-pity or sentimentality. 5 C Abstract Noun 5 causes – cause 5 infers – confers 5 Either ‘indifferently’ or ‘apathetic’ must be omitted.
A good way to prepare for this question is to practise the last 5 NSC question papers.
Question 4. In respect of the sequence of events, the cartoonist has placed FRAME 1 first instead of last. Critically comment on the effectiveness of this placement in the context of the cartoon as a
English Home Language - Grade 12 Notes
Subject: English - Home Language - Mandatory
FET
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