provides examples of summary writing , how to approach an advertisement ,summary and cartoon and explain different terminologies used and how to correct and edit sentences using proper and good use of nouns and colons etc
English - Home Language - Mandatory (Best notes for high school - ZA)
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ENGLISH
HOME LANGUAGE
GRADE 12 NOTES
1
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TABLE OF CONTENTS
1. COMPREHENSION
2. SUMMARY
3. VISUAL LITERACY
4. EDITING
5. CHECKLIST
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PREAMBLE:
The aim of this teaching aid is to showANALYSIS
the learner OF
thatPAPER
any question
1 in Paper 1 is accessible and that
they should not feel intimidated by the text or the instructional verbs. Learners must be encouraged
to practise as many past papers as possible, prior to the exam, to ensure that they are fully prepared.
It is possible to score marks in this paper if you study!
SECTION A – COMPREHENSION
Understanding question levels and how to answer them:
Level 1 Level 2 Level 3 Level 4 Level 5
HERE HIDDEN HEAD / HEART
TYPESLiteral Re-organisational
OF COMPREHENSION QUESTIONSInference Evaluation Appreciation
There are generally THREE types of comprehension questions:
1. GENERAL COMPREHENSION
40% questions test
40%your understanding of the text.
20%
E.g. Account for Example
Point and the writer’s feelings in paragraph
Explain 1?
(Direct from the text) (Why? So what?)
2. VOCABULARY TYPE questions test word meanings (synonyms, antonyms, etc.)
question.
E.g. Explain what the writer means by, ‘The young men and women seem lost in the designer
clothes, dwarfed and dehumanised by their possessions, as if ownership has gone into reverse.”
3. TECHNICAL TYPE questions test the style/presentation/construction of the text.
E.g. Explain the writer’s purpose in referring to various research findings.
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For each phrase I have indicated words/phrases that you may use to respond to the question.
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.g. use involves/engages the reader personally (colloquial
of formal / conversational language, slang, language, informal)
personal pronouns (‘I’, ‘you’, ‘we’) add credibility, validity, authenticity (formal writing)
choice of diction provokes an emotional response (emotive words)
use of punctuation adds authenticity
use of hyperbole to reach a possible solution
rhetorical questions provokes an emotional response
use of repetition 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
use of figurative language e.g. imagery, emphasises / highlights (the writer’s message)
simile / metaphor/ alliteration engages the reader
QUESTION 1.1
Account for the writer’s feelings in paragraph 1.
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.e. “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 1.2
Explain what the writer means by, ‘The young men and women seem lost in the designer
clothes, dwarfed and dehumanised by their possessions, as if ownership has gone into
reverse.”
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