ENGLISH HOME LANGUAGE ROADSHOW

JOHANNESBURG REGION
SKILLS TO BE
REINFORCED
PAPER 1:
COMPREHENSION
SUMMARY
– Focus on lower
order questions

CARTOON
ADVERTISEMENTS
ANALYSIS

EDITING
 Candidates need to be mindful of:
• The INSTRUCTIONAL VERBS of
the comprehension and how
these link to the mark allocation:
EXPLAIN, DISCUSS, ACCOUNT
FOR, COMMENT, CRITICALLY
PAPER 1: COMMENT.
Comprehension • Key words like DICTION, STYLE,
INTRODUCTION, CONCLUSION,
IMAGERY, PARADOX, AND
IRONY are important. These
require specific reference and a
structured response
 SECTION A:
COMREHENSIO
N
Types of Comprehension Questions
• GENERAL COMPREHENSION e.g. Account for the writer’s feelings…
• VOCABULARY TYPE e.g. Explain what the writer means by…a
• TECHNICAL TYPE e.g. Explain the writer’s purpose in referring to statistics…
• COMPARATIVE QUESTION based on BOTH text -always refer to BOTH texts. Use words like
‘similarly’, ‘as in Text…’, ‘in the same way’. Look for common aspects/messages OR
alternate ones. Only refer to the parts of the text specified in the question! E.g. To what extent
does TEXT B support the title and paragraph 1 of TEXT A? Motivate your response. (4)

Important Terms Used In The Comprehension

• Ambiguity- More than one meaning, one less obvious
• Contradiction -ideas which are opposed to one another
• Irony-What appears to be is in contrast with what is actually the case
• Paradox-Absurd or contradictory statement which proves to be true
• Sarcasm-Use of irony as ridicule
• Satire-Ridicule used to expose or criticize issues
Technical Type Questions
The following phrases are usually included in a technical-type question. For each phrase we have
indicated words/phrases that you may use to respond to the question.

INCLUDED IN THE QUESTION POSSIBLE RESPONSE

1. use of statistics or numbers / direct 1. adds credibility, validity,
speech authenticity provokes an
emotional response to convince,
manipulate, persuade
2. reference to the grammar or style 2. involves/engages the reader
e.g. use of formal / conversational personally (colloquial language,
language, slang, personal informal) add credibility, validity,
pronouns (‘I’, ‘you’, ‘we’) choice of authenticity (formal writing)
diction use of punctuation use of provokes an emotional response
hyperbole (emotive words) adds authenticity
to reach a possible solution
 INCLUDED IN THE QUESTION POSSIBLE RESPONSE
3. rhetorical questions use of 3. provokes an emotional response
repetition encourages thinking / an opinion
emphasises / highlights the writer’s
point about… to convince,
manipulate, persuade

4. short paragraphs or single 4. emphasises / highlights the writer’s

sentence point / message evokes a response
adds impact
5. use of figurative language e.g. 5. emphasises / highlights (the writer’s
imagery, simile / metaphor/ message) engages the reader
alliteration
 Style in literature is the literary element that describes the
ways that the author uses words — the author’s diction
(word choice), sentence structure, figurative language,
and sentence arrangement all work together to establish
mood, images, and meaning in the text.

STYLE & Understanding style is imperative in informing tone as

well. It is difficult for learners to understand tone if they

TONE: do not have a clear grasp of the concept of style in

writing.

Tone is the author's attitude toward a subject. The tone

can be identified by looking at word choices and phrases.
Take time to look at the language. An author uses words
to create meaning
 The comparative question is still a challenge for the
candidates. It counts 5.71% of the paper and so
warrants special attention

SECTION A: If you study previous years’ papers, you will see that
COMPREHENSION you may
Compare the entire
be expected
Compare a certain to:
Link the title of TEXT A
number of paragraphs or a few paragraphs of
TEXT A to B
in TEXT A to TEXT B TEXT A and TEXT B.

The final 3/4-mark compare/contrast question MUST be

attempted: it is a simple summary question with a
comparison/contrast angle.
ANSWERING TECHNIQUES
 COMPARISON BETWEEN TEXT A AND TEXT B question:
 Refer to the SPECIFIC PARAGRAPH in TEXT A
 Summarise the main idea/s(theme/s) in the paragraph indicated in the
question (TEXT A)
 Summarise the gist of TEXT B keeping in mind the overall main idea of
the passage
 Then look for similarities/link between the 2 texts. In most cases
there will be similarities between the selected paragraph in text A
and the visual (text B).
 Explain HOW they are similar. Identify the LINK between the 2 texts.
 VERBATIM LIFT/COMPLETE LIFT – can score 1 out
of 2 marks
LIFTING: BLENDED LIFT/SKILFUL LIFT – some semblance
of reorganisation of ideas – can score 2 out of 2
marks (similar to summary question)

3 mark question – 2 ideas well-discussed

MARKING THE
COMPREHENSION 2 marks – I idea well-discussed

Question on DICTION – No marks for mere

identification of diction.

2 marks for any 1 example of diction well-

discussed

3 marks for 2 examples of diction well-

discussed
SECTION B:
SUMMARY
Steps For Answering Summary

Start with paragraph 1. Read the first

Read the instruction carefully to clearly
Scan the passage to understand the sentence with concentration. Check
understand the SPECIFIC FOCUS for
content this sentence against the SPECIFIC
your summary.
FOCUS of the instruction.

If the sentence is a relevant point,

shorten the sentence by removing the
Read the next sentence and check it
UNNECESSARY details (Leave out
against the SPECIFIC FOCUS. If it is
examples, figurative language, When you have written out the seven
not RELEVANT, leave it and move on to
repetitions, unnecessary statistics ideas from the passage, count the
the next sentence. Follow the same
etc.). If it is a short sentence, then number of words used and write it at
procedure until you have found SEVEN
change a word or 2 by replacing with the bottom of the paragraph
points. NB: Ensure that you have
synonyms. E.g.: Teenagers usually diet
reached the stipulated WORD COUNT
to maintain attractive figures. Change
to: Youngsters diet to be attractive
 EXAMPLE: INSTRUCTIONS

PAST PAPER: FEB/MARCH 2015

Carefully read TEXT C below. It is an article on the role that parents can play in
preparing their children for the 21st century.
NOTE: You are required to do the following:
1. Use the information below to write a summary of how children should be
prepared for the 21st century. SPECIFIC FOCUS
2. You must write a fluent paragraph, using your own words.
3. Your summary should include SEVEN POINTS and NOT exceed 90 words.
4. You are NOT required to include a title for the summary.
5. Indicate your word count at the end of your summary
 SUMMARY QUICK WINS

Avoid the repetition of points.

Remember that it is not necessary in an examination to rephrase

the entire passage into your own words which often leads to
misinterpretation of the original text.

All you need to do is to make slight alterations to the passage to

score a minimum of 7/10.
 • Substitute just a
single word with a
You can synonym
obtain • Remove a word from
more the original sentence
SUMMARY QUICK or you can add a
marks if
WINS word as well
you do • Changing the tense
the of the sentence
following: • Change the order of
the sentence.
 SECTION C:
ADVERTISEMENTS
TYPICAL EXAMINATION
QUESTIONS AND EXPECTED
RESPONSES
Typical Exam Questions Expected responses Mark Allocations
1. State what the advertiser is 1. Identify the (2)
promoting and give a reason product/service/idea, (etc.)
for your answer? and provide reasons for your
2. Explain how the graphic. answer
supports the message of the 2. Focus on both the image and
advertiser/ Is the visual image the text and establish how the (2)
suitable for this text/image reinforces the
advertisement? Substantiate other. Look for specific
your response/ Discuss how words/phrases in the text.
the written text reinforces the Explain them and show how it
illustration in the relates to specific details in the
advertisement? image.
Typical Exam Expected Responses Mark Allocations
Questions
3. What two techniques 3. Identify any two ways (2)
are used to persuade used by the advertiser
the target market to to entice the target
buy the product? / audience to buy what
Study the language in is advertised. E.g.
the text and discuss emotive language,
how the advertiser well-chosen
succeeds in adjectives, repetition,
persuading the target bandwagon, rhetorical
audience to buy the questions, catchy
product? phrases, font etc.
4. Your opinion supported
4. What is the by evidence from the (2)
advertiser’s intention advertisement is
in referring to… required.
Typical Exam Questions Expected Responses Mark Allocations
5. Comment on the effectiveness 5. A slogan serves the purpose of (2)
of the slogan… emphasising a point. Check if the slogan
uses repetition, rhyming words, catchy
phrases the size of the font, etc. and
state what the advertiser is emphasising
and why
6. A critical response is required. Identify
the message first, then state to what
extent the text and the image assist to
6. Analyse the visual image and the convey that message.
written text. Critically discuss
whether the text and the image (3)
successfully convey the
advertiser’s message.
Typical Exam Expected Responses Mark Allocations
Questions
7. What is the 7. You are expected to (2)
implication of the state what you
headline…? understand from the
headline used by the
advertiser (conclusion/s
or meaning/s drawn from
the given headline)
8. This is a Technical
8. Comment on the question. Repetition is (2)
repetition of…as an usually used to drive a
advertising point home or
technique emphasize a point.
State the point that the
advertiser is
emphasising and how
what this helps to
achieve
Typical Exams Expected Responses Mark Allocations
Questions
9. Comment on the 9. A critical response is (2)
appropriateness of required. Focus on
the image in the what you see in the
context of the image, and is said in
advertisement as a the text. Are the two
whole related in any way? If
so, to what extent?
How do the two
support the
message? (If they do)
Typical Exam Question Expected Responses Mark Allocations
10.Comment on the 10. You are comparing two (4)
differences. between advertisements which
text D and Text F in the have something in
ways in which they common. You are
required to focus on the
present…to the target ways in which the two
audience advertisers use different
techniques to present
what they have in
common. Identify what is
common and different
techniques, then discuss
how the techniques have
been used. A layered
response is required
here. Take your time to
present each aspect of
the question
PAPER 1: Advertising
 PAPER 1: Advertising-Focus areas
• Concepts like logo, slogan, image and message/intention need
to be taught.
• The usage of an advertising technique is a commonly asked
question which needs to be identified, explained and linked to
the purpose of the advertisement.
• The two marks of language will be linked to the content.
 SECTION C:
CARTOONS
TYPICAL EXAMINIATION
QUESTIONS AND EXPECTED
RESPONSES
Cartoon Terminology

Speech Thought
Caricature Intention Caption Comic Strip
Bubbles Bubbles

Speedy Verbal
Frame Movement Punctuation Stereotypes
Action Clues

Visual
Irony Parody Satire
Metaphor
WHEN ANALYSING A CARTOON, LOOK AT THE FOLLOWING ASPECTS

Action - What is happening in the cartoon? How is the action portrayed?

Characters - What emotions are communicated through facial expressions? What actions and emotions are
communicated through body language? What does the body language suggest about the relationships between
characters?

Language - What words have been used? How has punctuation been used to suggest emotion

Setting- Where and when is the cartoon set? What is the particular social context?

Stereotypes/Symbols- Has the cartoonist made use of stereotypes – an over-generalized belief about a particular
category of people, example, all teenagers are rebels? Has the cartoonist used any symbols to represent something else?
When ANALYSING cartoons and referring to the TECHNIQUES used by a cartoonist, look at these elements

Speech bubbles-These are very easily identifiable, they are bubbles... with spoken words. When asked to refer to
diction, text, language or words in the cartoon this is where we look!

A lack of speech bubbles, especially in a comic strip where people are interacting or having a conversation can be
used to convey a message or a cartoon character’s attitude/reaction to something or someone.

Thought bubbles- These are usually in the shape of a cloud and contain words that are NOT spoken (thoughts)
The presence of thought bubbles can indicate or show the following:

A character is very deep in thought/ concentrating hard and is thus not speaking. Someone has a thought but
does not want to say it aloud; they do not want others to know what they are thinking.

This could be an exclamation, or a ‘secret’ comment, example: A character is annoyed with their classmates but
will not voice their irritation (it stays in their thought bubbles) as it will lead to more, unnecessary conflict.

It could also show the thought process behind what has been said, for example: the thoughts of a child before
asking their parent for money.
When ANALYSING cartoons and referring to the TECHNIQUES used by a cartoonist, look at these elements

Facial expressions- Be careful they are not the same as body language. Facial expressions examples and what
they could possibly refer to in context of the cartoon. INDICATE: Raised eyebrows: shock, enthusiasm, interest

Furrowed eyebrows: scepticism, concentration focus, frustration

Frown: sadness, confusion

Smile: joy, pleased , satisfaction

Enlarged eyes: shock, admiration, energetic

Rolled eyes: annoyance, frustration

Wide open mouth: excitement, shock, enthusiasm

When ANALYSING cartoons and referring to the TECHNIQUES used by a
cartoonist, look at these elements

Grimace: pain, disgust,

disapproval. Body language
Remember to point out the
obvious! It does not matter how
Smirk: satisfaction, conceited, Outstretched arms: exaggeration,
clear an expression through body
smug, self- satisfied, playful emphasis
language (or facial expression)
may seem. Example of body
language and what may be
INDICATED:

Head buried hands: Head placed on one hand:

Slumped posture: uninterested,
overwhelmed, frustrated, tired, annoyance, impatience,
bored, tired
crying frustration

Head/ body turned away:

disinterested, ignoring
someone/something
 When ANALYSING cartoons and referring to the TECHNIQUES used by a cartoonist,
look at these elements

OnomatopoeiaWords that
Movement lines These lines
mimic a SOUND of an object
are squiggles that indicate
or action, for example ‘pow’, They can indicate an action
movement or a specific
‘clink’, ‘slurp’, ‘boing’, without saying anything
action. Movement lines are
‘crash.’ They are usually They can add to humour (‘crash’ indicating items
effective in showing the
outside speech bubbles and falling in another room,
reader how the characters
are accompanied by ‘pow’ indicating a punch)
move and can highlight their
movement lines. WHEN
movements and motives.
USED AS A TECHNIQUE:

Growing tensions (a Onomatopoeia words These elements of a cartoon

character slurping their written in large, bold fonts can also help when
milkshake, while another can indicate louder sounds, commenting on and
character grows visibly whilst smaller fonts can identifying the message of a
annoyed) indicate softer sounds. cartoon.
HUMOUR

The most common type of humour in cartoons are:

• Irony
• Satire
• Pun
• Stereotype
• Ambiguity
• Anti-climax
• Incongruity
• Caricature
 EXAMPLES OF CARTOONIST’S MESSAGES:

To make
To highlight
Criticism of people
the unfairness
human nature question
of something
something

To criticize
Showing how
systems or
it is ironic
leaders(usually
that...
with satire)
 Go back five years and revise all Q5’s of each paper.

June 2024

Nov 2023
TEXTUAL
EDITING June 2023

Nov 2022

June 2022
PAPER 3 :
CREATIVE
WRITING

36
FACTS ABOUT THE
PAPER

IT IS AN
IT IS A LIFELINE
ACCESSIBLE
TO CANDIDATES
PAPER

IT COUNTS MORE
THAN THE OTHER
TWO PAPERS
NUMBERS DO NOT
LIE

PAPER 1 = 70 marks = 28%

PAPER 2 = 80 marks = 32%

PAPER 3 = 100 marks = 40%

SECTION A: CONTENT: 30 marks (60%)
ESSAY –
LANGUAGE: 15 marks (30%)
MARK
ALLOCATION STRUCTURE: 5 marks (10%)
 2024 JUNE EXAM TOPICS

• 1.1 The song of the dawn [50]

• 1.2 Ethical leadership is underrated. [50]

• 1.3 ‘If I have seen further than others, it was by standing on the shoulders of giants.’ –
Sir Isaac Newton [50]

• 1.4 The best kind of gift is one given in secret. [50]

negative
• 1.5 Everything paused around me – the people, the sky, the trees – and I stood there,
motionless. [50]
ESSAY BASED 0N VISUAL
 SECTION B: TRANSACTIONAL WRITING

Learn Learn the different formats and practise the styles.

Read and Read and analyse topics so that all aspects are covered in the responses. The use
analyse of past papers will assist in reading and unpacking requirements for topics.

Familiarise Familiarise yourself with the rubrics.

 EXAMPLES – 2024 JUNE EXAMS
• 2.1 E-MAIL
You are a resident of a housing complex which has limited parking spaces. More often than not,
visitors park their vehicles in residents’ parking bays. This has led to heated arguments.
Write an e-mail to the manager of the complex about this on-going situation. [25]
• 2.2 FILM REVIEW
A light-hearted film was recently released. The film generated excited conversations across the
country.
Write a review of the film. [25]
• 2.3 FORMAL LETTER
In this time of great economic hardship, there are many people experiencing shortages of basic
necessities.
Write a letter to the mayor of your town in which you provide suggestions on how to alleviate the
situation for the affected communities.
[25]
TRANSACTIONAL WRITING

LANGUAGE – TONE,
CONTENT AND REGISTER,
FORMAT: 15 MARKS STYLE,PURPOSE,
(60%) AUDIENCE, CONTEXT:
10 MARKS (40%)