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Summary English paper 1 Guide Grade 10-12
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Summary of 56 pages for the course English Home Language at 12th Grade (will help you)
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, ENGLISH HOME LANGUAGE PAPER 1 RESOURCE BOOKLETINTRODUCTION
The English Home Language Paper One resource pack has been compiled from a wide
variety of sources, including amongst others the CAPS Document, various support materials,
textbooks, the internet as well as input from English HL educators.
The purpose of the resource pack is to assist both educators and learners.
ACKNOWLEDGEMENTS:
1. A BEHARYLAL GLENHILLS SECONDARY SCHOOL
2. R GOVENDER MARITZBURG COLLEGE
3. Z HUSSAIN HEATHER SECONDARY
4. S. JAFFER PALMVIEW SECONDARY
5. O. MAHARAJH UGU DISTRICT
6. A.J. MOTTIAN UMLAZI DISTRICT
7. J. NAICKER DURBAN GIRLS’ SECONDARY
8. P. NASAREE STANGER SECONDARY
10. N.M. SINGH AMAJUBA DISTRICT
12. S. SINGH NEW WEST SECONDARY
13. S. SINGH GLENHAVEN SECONDARY
14. W. RATZ OVERBERG DISTRICT (WESTERN CAPE)
TABLE OF CONTENTS
1. Essay Writing Genres
2. Analysis of the Paper – NSC November 2019
3. Points to Ponder
4. Examples of Essays
5. Longer Transactional Writing
6. Noteworthy Features of some Transactional Writing
7. A note from the team
8. RUBRICS FROM 2019 NSC PAPER 3 EXAM
Page | 2
,PREAMBLE:
The aim of this teaching aid is to show the learner that any question 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!
Understanding question levels and how to answer them:
Level 1 Level 2 Level 3 Level 4 Level 5
HERE HIDDEN HEAD / HEART
Literal Re-organisational Inference Evaluation Appreciation
40% 40% 20%
Point and Example Explain Link and Substantiate
(Direct from the text) (Why? So what?) (offer personal opinion)
PEELS = Point, Example, Explain, Link, Substantiate
Although we have isolated the levels in this chart, levels are usually integrated in a
question.
Notes for the teacher:
The above chart assists the teacher in setting questions and analysing the memorandum. Based on
the level of your class/learner, the learner should be encouraged to attempt EVERY question in Paper
1. This table indicates that an opportunity exists for learners to score AT LEAST 1 mark for every
question in the comprehension section alone.
The following section analyses all the questions in the NSC Paper 1 2018 examination. Teachers
should go through this paper in detail, and allow learners to make notes for each question. This should
build their confidence and offer them guidance to answer every question in the paper.
ANALYSIS OF PAPER 1
SECTION A – COMPREHENSION
TYPES OF COMPREHENSION QUESTIONS
There are generally THREE types of comprehension questions:
1. GENERAL COMPREHENSION questions test your understanding of the text.
E.g. Account for the writer’s feelings in paragraph 1? (2)
2. VOCABULARY TYPE questions test word meanings (synonyms, antonyms, etc.)
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.”
(2)
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. (2)
Page | 3
, 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
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
Note to teacher:
According to the diagnostic report on this paper, learners grappled with understanding the concept of
materialism. Learners must be encouraged to read the newspaper at least once a week to familiarise
themselves topical and current subject matter.
Generally, the first four, 2 mark questions, lend itself to rephrasing (finding suitable synonyms) OR a
POINT- EXPLANATION TECHNIQUE.
QUESTION 1.1
Account for the writer’s feelings in paragraph 1. (2)
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.” (2)
Page | 4
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