gRADE 12 LANGUAGE GUIDE

FOURWAYS HIGH SCHOOL ENGLISH DEPARTMENT

 Table of Contents

Language: (Paper 1)............................................................................................................................2

Comprehension................................................................................................................................ 2

Summary Writing.............................................................................................................................. 8

Advertising........................................................................................................................................9

Cartoons......................................................................................................................................... 10

Grammar and Punctuation............................................................................................................. 13

Rules of Syntax........................................................................................................................... 13

Comparative Adjectives and Adverbs......................................................................................... 16

Inconsistent Use of Tenses.........................................................................................................16

Split Infinitive............................................................................................................................... 17

Participles....................................................................................................................................17

Misrelated Participles.................................................................................................................. 18

Incorrect Use of the Pronoun...................................................................................................... 19

Rules of Concord (Subject-Verb Agreement)..............................................................................20

Punctuation................................................................................................................................. 23

Exam Practice................................................................................................................................ 32

PRELIM PAPER 1 2016..............................................................................................................32

JUNE 2017.................................................................................................................................. 46

PRELIM PAPER 1 2017..............................................................................................................59

JUNE 2018.................................................................................................................................. 76

PRELIM PAPER 2018.................................................................................................................92

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Language: (Paper 1)
Comprehension
HOW TO ANSWER A COMPREHENSION
Have you ever wondered why you scored low marks for comprehension when you understood the passage
well? The answer is simple: your mark reflects your answering technique and not your grasp of contents.
You can take constructive steps to improve by working on your technique so that you can achieve the marks
you deserve.

Step One: The Passage

 Survey the passage to get a general picture of its contents. Use the information proved by
the title, author, and first sentence.
 Ask yourself these questions:
 Who is writing to whom?
 What is the passage about?
 Where does it come from?
 Read the passage once, slowly and thoroughly.
 Read the questions.
 Use a high lighter or pen. Read the passage a second time and highlight topic sentences
and mark off words or lines which you think relate to the questions.
 Do not panic if you do not understand any words. Look carefully at the word and see whether
you understand the prefix or root of the word e.g. omnipotent
Omni = all, potent = powerful. Look at the context and see if you can substitute a synonym.
If you are still clueless, carry on reading – the rest of the passage sometimes helps to clarify
meaning. Hopefully you will not be asked to give the meaning of the word.

Step Two: The Questions

 The questions and answers usually follow a logical sequence. The answer question one is
usually at the beginning of the passage. Similarly, the answer to question 6 occurs
somewhere between the answer to question 5 and 7.
 Using a highlighter, highlight the introductory verb (analyse, comment, justify). Highlight any
other key words that indicate the information needed e.g. Support your answer. This will
ensure that you do answer the question asked.
 Check mark allocation. One mark per point. Be careful to make sure that you are giving
separate points and not just giving more information about the same point. You cannot
receive two marks for the same point, unless you have been asked to explain it.
 Double check that you have answered the whole question, before you begin the next! Re-
read the question and your answer.

Step Four: The Answers

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  If you are asked to quote, merely write down the relevant words and use inverted commas to
indicate that you are quoting.
 Usually you will be expected to answer in full sentences. Do not begin with because or that
or to. Start with a subject and a verb. Use key words from the question in your answer. This
helps you to focus and also helps the marker to remember the question. Make your paper
“marker-friendly”!
N.B. The language examination tests your ability to understand English and your ability to
express yourself in correct, clear, complete English sentences.

 Answer in formal style. Do not use contractions (can’t, didn’t, it’s etc.). Do not use slang.
Do not use abbreviations.
 Answer in your own words. This gives evidence that you understand what you are reading.
 If you are explaining a word or phrase from the passage, quote it first in inverted commas,
and save the marker the irritating effort of having to check every question before marking
your answer.
 Watch your spelling. There is no excuse for spelling words that are in the passage,
incorrectly.
 Do not leave any questions unanswered. There is no negative marking. No answer = 0
marks. No guts, no glory!
 Questions that ask your opinion require a well-substantiated answer to earn any marks. You
do not get a mark for saying “Yes”, or “No”.
 Do not answer “Yes” or “No” to these questions and then give a reason. Answer as follows:
“I do agree that…….. because…..” /” ……is incorrect because…..”
This helps you to focus and helps the marker to understand your answer.

Step Four: Presentation of answers

 Think of your work as a work of art worthy of being framed!
 Follow the layout instructions given to you by the English Department.
We are matric markers and know what impresses the markers. If your work is neat and well-
presented, their attitude to your work is positive.

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 UNDERSTANDING THE MARK ALLOCATION

1 Mark  Keep answers brief

 Sometimes a single word is sufficient.

2 or 3 marks  Answer in complete sentences.

 Make a separate point for each mark.
4 or more marks  Longer questions are often marked globally, jwith credit
given for good style.
 You may be asked to give your opinion, and to
substantiate this from the text.
 Stick to the point when you answer longer questions,
and make sure that you cover all aspects of the
question.

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THE MOST COMMON TEST/EXAM/COMPREHENSION CLUE
WORDS AND
THEIR MEANINGS
CLUE WORD ACTION REQUIRED

Account for Explain why

Analyse To separate into parts or elements and to describe or examine

each in detail.

Argue Put forward reasons in support of or against a proposition.

Conclude Arrive at a decision or make a judgement.

Comment on Discuss, criticize or explain as completely as possible

Compare To point out or show both similarities and differences or examine

the similarities and differences between statements, theories, characters etc.

Contrast To point out the differences or give an account of the differences

between statements, theories, characters etc.

Criticize Give your judgement or reasoned opinion of something, showing

its good and bad points. It is not necessary to attack it.

Deduce Say what conclusions can be drawn from previous statements or

facts or arguments.

Define To give the precise meaning of, or state precisely and briefly the
meaning of something. This is often a matter of giving a memorised definition.

Describe Write a detailed account or verbal picture in a logical sequence.

Differentiate To point out the difference between two or more ideas, objects, Distinguish
between concepts etc.

Discuss Describe, giving the details and explaining the pros and cons.

Enumerate List, naming the main ideas one by one and numbering them.
Evaluate Give your opinion or some expert’s opinion of the truth or
importance of the concept. Tell the advantages and disadvantages.
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Examine To analyse and discuss.

Explain To make clear or plain or make sure that the reader understands
by means of illustration or description of the information

Illustrate Explain or make clear by concrete examples, comparisons or

analogies.

Infer To arrive at as a logical conclusion or to conclude or deduce.

Interpret Give the meaning using examples and personal comments to

make it clear.

Justify Give reasons for your decisions or conclusions.

List Produce a numbered list of words, sentences or comments.

Outline Give a general summary. Give the main features or general

principles of a subject, omitting minor details and emphasising structure and
arrangement.

Place the extract State where the extract occurs in the book/play by stating what in context
has just happened prior to it and what occurs immediately following it.

Prove Show by argument or logic that it is true.

Relate Show how things are connected to each other, and to what
extent they are alike or affect each other.

Show Reveal or make known in a logical manner. To prove or

demonstrate something in a reasoned manner.

State/Give To present information or details plainly, without discussion.

Suggest Propose an explanation or solution

Relate To narrate or recount or tell or give an account of … (This may

refer to fiction as well as to fact.)

Review To make a survey of, examining the subject critically.

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Summarise To give the essence of a matter or to state briefly the main
points, elements, aspects and findings, omitting details and
examples.

Trace Follow the development or history of a topic or event from some

point of origin.

What is the Name the speaker(s), the person or persons addressed the context of time and
place. Then explain why the words were spoken and outline what occurred as
a result of the speech or speeches.

---oOo---

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 Summary Writing

1. Read the instructions carefully to see if you must summarise the whole
passage or part of it.

Read the passage carefully to make sure you understand it.

2. Underline the main facts. Usually the theme sentence of the first paragraph is
underlined. Avoid including figures of speech, any examples or quotations.

3. Read through your underlinings. Your summary should read fluently and
should sound logical and clear.

4. Count the number of words you have underlined. If your total exceeds the
number required, go back and erase the less important facts. If your total is below
the number of words required, you have left out essential material.

5. Write a rough draft using your own words as much as possible.

6. Read through the rough draft. Is it fluent? Is it accurate? Is it free of your own
ideas? Have you kept to the word limit? Have you used formal language (i.e. left out
contractions and not made your own abbreviations)?
Have you followed instructions concerning layout? Is your paragraph logical and
flowing with well-connected full sentences?

7. Think of an appropriate title.

8. Write out your perfect final neat draft with a title and state the number of words
used in brackets at the end.
A title of seven or less words is not counted.
Compound words count as one word.
Articles (a, an) count as one word.
Abbreviations uses in the passage count as one word.

9. Draw a neat line through all rough work.

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 Advertising

How to analyse a print advertisement

Study in conjunction with notes handed out as well textbook

1. What does the text say? The text was carefully crafted to create a consistent
message about the ad. If there is a headline, how does it grab our ATTENTION? What
does the main text tell us about the product or service? Does it directly reference the
product or service's benefits and factual attributes? Or does the ad prefer to sell the
reader on the product's lifestyle benefits instead (telling you how cool you'll be when
using the product ( DESIRE/INTEREST)? How does the text relate to the images?

2. What does the image say? Pictures are worth a thousand words, and this is very
true for print advertisements. How does the photograph grab our (ATTENTION)? Is the
picture depicting the product by itself, or being used by someone? Does the
photograph show us a lifestyle associated with the product (essentially telling us how
the product would make our life better)(DESIRE/INTEREST)? How do the images
relate to the text?

3. Who is the magazine/newspaper/billboard's target market? Would someone

from a different demographic (someone of a different gender, someone older or
younger than you, someone who made more or less money than you, someone with
different political values, someone of a different race) interpret the text and imagery
differently? What values does the ad contain (is it young, hip, mature, playful,
exciting)? (INTEREST)

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 Cartoons
How to analyse a cartoon
When analysing a cartoon, it is important to look at the following aspects:

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

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

Action:
 What is happening in the cartoon?
 How is the action portrayed?

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

Stereotypes / Symbols:
 Has the cartoonist made use of stereotypes?
 Has the cartoonist used any symbols to represent something else?

How to recognise Facial Expressions

Happiness (1): Mouth curved upwards - higher eyebrows - eyes wide open;
Anger (2): Mouth curved downward - eyebrows with the tip slightly lower down - eyes wide open;

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Scared (3): Mouth erratically curved down, higher eyebrows with irregularly shaped - eyes wide
open;
Sadness (4): Mouth curved downward; eyebrows with the tip slightly up - eyes with lower eyelids;

Astonished (5): Small and semi-open mouth - higher eyebrows with irregular shaped - eyes wide
open;

Annoyed/Frustrated (6): Mouth erratically curved down, lower eyebrows with the tip down - eyes
closed;

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Finding the humour in a cartoon

Satire: uses humour in poking fun, ridiculing or deriding the behaviour of people, especially those
who pretend or are filled with self-importance without cause. Satire chooses targets it cares about to
gently mock or send up causing laughter. On the other hand, sarcasm tends to be stinging, cutting,
even savage in its criticism evoking scorn, contempt and even hatred.

Irony: refers to a discrepancy between what is said and what is meant. There is the obvious, literal
or superficial meaning and on another level, an intended, deeper or opposite meaning. Irony is often
subtle.

1. Dramatic - The audience/reader knows something the speaker is not aware of.

2. Situational — When circumstances turn out opposite of what is expected.

3. Verbal - The words used are the opposite to the intended meaning.

Pun: another satirical device which employs two meanings relying on the different uses of a word.
Puns can be used to set the tone of the satirical piece — whether it is light hearted or serious in its
intention.

Caricatures: exaggerations or enlarged features to identify individuals. In Political cartoons

distinguishing features such as hair styles, noses, chins, or any other distinctive individual trait is
highlighted.

Stereotypes: a widely held but fixed and oversimplified image or idea of a particular type of person
or thing.

1. Behaviour
2. Appearance
3. How a person speaks
4. Interests

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 Grammar and Punctuation
Rules of Syntax

Rules of Syntax…
Yes, you may have heard whisperings of it in the corridor; you may well already have known that it was
going to find you this year: syntax (cue lightening and wolves howling). However, it is nowhere near as bad
as you may have been told. All that syntax really is a way to construct sentences correctly, efficiently and
understandably. Yes, as in Life Sciences, History or Science, there are some things which you will just have
to learn but that is why you’re at school – to learn. So pay attention the first time it’s taught to you, study a
little and the world of syntax is the mollusk of your choice.

1. Ambiguity

An ambiguity of expression occurs when a sentence is carelessly strung together, this results in
accidentally ridiculous, unintended meanings.
e.g. The principal was seen at the rugby game eating a hamburger and her husband too.

With one badly arranged sentence, the principal has suddenly been accused of cannibalism.

There are six main causes of ambiguity:

2. Ignoring the rule of proximity

Words that relate to each other need to be placed close together in a sentence.
e.g. Hairdryer for sale by girl with extra attachments. (Who has the attachments?)
The meeting will be held in the old men’s staff room (Who’s old the men or the staff room?) The
man on the horse with the red hat directed me to your house (Who was wearing the hat?)

3. Vague reference of pronouns

It needs to be clear which noun a pronoun is referring to.

e.g. Kimmy told Candy that she had won the beauty competition. (Which girl actually won?) If
the baby does not enjoy fresh milk boil it. (Boil the baby or the milk?)

4. Incorrect placement of adverbs

Adverbs need to be placed so that it is clear which verbs they are modifying (adding to). The sneakiest
adverbs in this case are only, hardly, scarcely, almost and even. By changing the placement of an adverb
you can entirely change a sentences meaning:
a) That student passed only in Life Orientation. (The student only passed one subject)
b) Only that student passed Life Orientation. (Only that particular student passed – everyone else failed)
c) That student only passed Life Orientation. (The student nearly failed that subject)
The general rule is that the adverb is associated with the word or words that follow directly after it.

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 5. Careless use of homonyms

Homonyms are words that have more than one meaning. Obviously, these need to be treated with kid
gloves.
e.g. Life depends on the liver. (The person who is living or the organ in the body?) Hearse
for sale with 1998 body. (The chassis of the car or a really old corpse?)

6. Omission of necessary words

When words like a, the and that are omitted (left out) from a sentence the results can be accidentally
entertaining. This most often occurs in newspaper headlines where definite and indefinite articles are often
omitted, in order to save space.
e.g. General flies back to front. (He isn’t flying backwards, there should be a ‘the’ before ‘front’)
The judge said the witness was biased. (Who was biased the judge or the witness?)

7. Faulty punctuation

You should all be very familiar with this one, even if you don’t realise it (trust me, I mark your essays).
Some sentences are ambiguous because a parenthetical clause (extra information) has not been indicated
by brackets, commas or dashes. Again this can change the meaning of the sentence:
e.g. My sister, who has just been married, has a weird phobia of Prestik. (There is only one sister)
My sister who has just been married has a weird phobia of Prestik. (There is more than one sister)

Exercise 1.1
Correct the following sentences by changing the position of the adverb:
1. We only insure women.
2. After Rooney went out, Ronaldo probably played the best game of the season.
3. As soon as the test began, I almost forgot everything I had learned.
Exercise 1.2

Rewrite the following sentences, adding or changing words to clarify the sentence’s meaning:
1. If you wish to keep the DVD for more than a day you must ask for a renewal or telephone.
2. Gathered around the campfire the scouts toasted their chief.
3. The victims of the earthquake were forced to leave their homes through the cracks that
appeared in the walls.
4. He owes me more money than you.
5. Her father gave her a watch and her sister a ring.
6. Seven to get shot at national title.
7. When the bully attacked him he received a broken arm.

Exercise 1.3

Explain how the punctuation changes the following sentences:

1. I have just had my first fligh
2. t in a glider. I have just had my first
flight, in a glider.
3. “The teacher,” said Jessica, “is a
fool.” The teacher said Jessica is a
fool.

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 4. His father gave him ten rand more than he
expected. His father gave him ten rand; more than
he expected.
5. The soldier’s morale had deteriorated after the company had sustained heavy
losses. The soldiers’ morale had deteriorated after the company had sustained
heavy losses.
6. My brother, Mohammed, is an outstanding rent
collector. My brother, Mohammed, is an outstanding-
rent collector.
7. I shall say this once only: pay attention to the
details. I shall say this once only; pay attention to
the details.

8. Redundancy or Tautology

This error occurs when there is unnecessary repetition in a sentence.

e.g. It’s raining outside. (Where else would it be raining?)
I myself personally believe that we can win. (The words are synonyms)

Exercise 2
Eliminate the redundancies in the following sentences:
1. In reply to the question they nodded their heads up and down.
2. I met up with a friend and we then had lunch together.
3. She continued to remain optimistic despite all the difficulties that came her way.
4. All over the world it is universally agreed that peace must be sought.
5. This Chinese Ming vase is the most unique specimen of its kind in the world.

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 Comparative Adjectives and Adverbs

1. Adjectives

Adjectives have three degrees of comparison:

Number of nouns Examples

Positive describes one person or thing fast, beautiful (the original singular adjective)
Comparative describes two people or things faster, more beautiful (add either –er or more)
Superlative describes three or more people or things fastest, most beautiful (add either –est or most)

Please remember that the two cannot be combined. You sound like an idiot when you
say: “She is the most beautifulest girl in living memory.”
“This car is more faster than that one.”
Certain adjectives receive more and most, and certain ones receive –er and –est. Unfortunately, if you
struggle with this, you will just have to learn which ones receive which. There are lists of comparative
and superlative forms of adjectives in your English Handbook (the red and yellow book that you should
have possessed since grade eight).

2. Adverbs

Degree of the Action Examples

Positive the verb is done in the usual manner rapidly, stupidly (the original adverb)
Comparative the verb is done to a greater extent more rapidly, more stupidly (add more)
Superlative the verb is done to the fullest extent most rapidly, most stupidly (add most)

The –er and –est rules do not apply to adverbs, probably because ‘rapidliest’ just sounds ridiculous.

Exercise 3

Correct the adjectives and adverbs in the following sentences:

1. He cannot work as quick as me.
2. That was the uglier dog that I have ever seen.
3. You could set your work out neater if you tried.
4. Of the two competitions our team was advised to enter the easiest one.
5. Thulani was the taller of the three brothers.
6. Of the two fashion designs I saw, Tanya’s was the most eye-catching.
7. Turn the music up real loud.

Inconsistent Use of Tenses

The same tense of the verb must be used throughout a

sentence. Notice the inconsistency in this sentence:
It seemed as though the puppy wants to play.

The verbs should both be either in the past tense, or in the present tense:

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 It seems as though the puppy wants to play.
(Present) It seemed as though the puppy wanted to
play. (Past)

Exercise 4

Rewrite the following paragraph, ensuring a consistent use of tenses:

1. He told us that, as a security officer, he easily sops a minor smuggling racket involving
hashish that is smuggled from the Middle East. There had always been some watch
smuggling by crew members who will fly routes between Hong Kong and Tokyo. The
man said he ignores this, as the quantities are small and proof will have been difficult. A
disturbing rumour had reached him in London, where the watch movements are being
replaced with heroin by the suspected organisation, who were giving the cases to
unsuspecting crew members for delivery in Tokyo.

Split Infinitive
The infinitive is the root (original) form of a verb. It is usually preceded by the word to.
e.g. I want to play the tuba.
Tyler decided to ask Mark to the dance.
Our coach makes us (to) run five laps on the field.

To and the infinitive should never be split (placed apart).

e.g. It is necessary to strictly observe the rules of the
game. (Incorrect) It is necessary to observe strictly the
rules of the game. (Correct)

The general rule is that you need to move the adverb.

Exercise 5

Correct the following sentences by correcting the split infinitives:

2. To thoroughly learn all this work is impossible.
3. I had to really listen carefully to understand what the old man was saying.
4. I want you to immediately wash the dishes when you get home.
5. It is our wish to, as soon as possible, become stars.
6. I intend to truly be happy when I get married.

Participles
Present participles end in –ing
e.g. running, walking, singing
Past participles end in -ed, -en, -d, -t and -n.
Participles can function as different parts of speech depending on their position in the sentence .

I was running down the street. (Auxiliary + present

participle = verb) I was beaten into a pulp. (Auxiliary +
past participle = verb)

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BUT:

The sound of running water keeps me awake. (The present participle describes a noun =
adjective) They helped the beaten man. (The past participle describes a noun = adjective)

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 BUT: The running of the race was the true test. (Here the present participle
forms part of the noun phrase. When this happens the participle is called a
gerund.)

Misrelated Participles
Question: What is wrong with the following sentence?
Coming down the stairs, the tray slipped out of the woman’s hands.
Answer: The sentence is ambiguous: it suggests that the tray was coming down
the stairs (instead of the woman who dropped it).
Reason: This error has occurred because the subject of the verb “slipped” is the
noun “tray”, nut there is no subject for the verb “coming” (present participle).
Because of this we automatically relate “coming” with its nearest subject “tray”. In
other words we have related the participle to the wrong subject, and it becomes a
misrelated participle.
How to correct the error: We supple a subject for that participle.
i.e. As the woman was coming down the stairs, the tray slipped out of her
hands.
Or The tray slipped out of the woman’s hands as she was coming down
the stairs.

Exercise 6
Correct the misrelated participle in the following sentences:
1. Landing on the airfield, the bus took us directly to our hotel.
2. Wandering down the road, a steamroller rode over Derek.
3. He opened the door and, calling loudly, five policemen ran to his assistance.
4. Frightened by the noise, the curtains hid the girl.
5. Having parked the car, the tyre was quickly checked by him.
6. Driving down to Cape Town, the weather was miserable.
7. Walking in the direction of the shop, the storm could be seen in the distance.
8. Watching the air-show, the public address system failed.
9. Alarmed by the intrusion, the television set was knocked over.
10. Singing in the shower the curtain and Ross became entangled.

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 Incorrect Use of the Pronoun
The subject is the person or thing doing the verb.
The object is the person or thing having the verb done to it.
The form of the personal pronoun is dictated by whether it is the subject or the
object of the verb. In other words does the verb ‘belong’ to the subject or the
object?
e.g. I am the king. (I is the subject of am)
They ordained me as king. (me is the
object of ordained) Neither he nor she
saw the gun. (he or she
is the subject of saw)
I called him and her. (him or her is the object of called)

If that confuses you, then you need to learn the following tables:

These pronouns are always the subject of a verb:

I it he wh we she they
o
These pronouns are always the object of a verb:
me hi the us her whom
m y

When all else fails (and it might) take the other noun out of the sentence and see
if it still makes sense:
e.g. There was no room on the bus for my friend and I.
 In this sentence “I” is the pronoun. “my friend” is then the noun. So if we
take out the noun we have: There was no room on the bus for I.
This should sound ridiculous to you because the pronoun is incorrect, so
you would then know that the sentence should read: There was no room
on the bus for me.

 Now replace the noun in your corrected sentence.

There was no room on the bus for my friend and me.

Exercise 7
Correct the use of the pronoun in the following sentences:

1. George and me don’t like our new neighbours.

2. The last to speak were Natasha and me.
3. Those girls hate Charlene and I.
4. Us boys are planning on going to the game this weekend.
5. Everyone knows where they should line up for registration.
6. Each of us has finished our exams.
7. I wish to thank the committee on behalf of my husband and I.

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 Rules of Concord (Subject-Verb Agreement)
For a sentence to be complete it must have a subject and a verb. The subject and
verb must agree in number (singular or plural).

 A singular subject must be followed by a singular verb

e.g. One of the calves strays into the garden every day.

A plural subject (two or more) must be followed by a plural verb.

All the calves stray into the garden every day.

These words always take a singular verb:

each (of) one (of) somebod anything
every (one everyon y
of) either (of) e anybody
neither (of) anyone nobody
someon nothing
e.g. Each of the passengers
carries his own case.
Everyone studies
from a different
book. Has either
of you seen my
Pencil?
Neither of the men was able to lift the car.

 When either-or, neither-nor, not only – but also are used to join sentences, the
verb takes its number from the NOUN or PRONOUN nearest It

e.g. Either a minister or an undertaker is needed.

Neither Sidney nor his sisters are coming to visit us today.

 When two singular nouns are joined by and, the verb must be plural

e.g. The hen and her chick are scratching in the yard.

 When two nouns are joined by with, as well as, in addition to, including,
together with, the verb takes its number from the FIRST NOUN or PRONOUN

e.g. Sarah with her younger sister has come to visit us.
The man as well as his children is spending a holiday in the game reserve.
The girls in addition to their brother are enjoying their holiday.

 When two different nouns combine to form one idea, the verb is singular

e.g. The tumult and

shouting dies down.

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  The word none is generally plural. (The singular form of none being no one)

e.g. None were absent

from the first class.
No one was absent from the first class.

 These pronouns are always plural and therefore take plural verbs:

both some few several many others

e.g. Few are in the school

choir.
Several were found to be unroadworthy.
But little and much take the
singular form.
e.g. Little is ever done to change the way people think.
Much is said about the misbehaviour of the juniors.

 Collective nouns are usually singular

e.g. The mob was slowly

advancing on the vampire.
The audience is extremely
large tonight

Other collective nouns used in this manner are:

publi committe tea gam
c e m e
crow furniture flee fruit

 Certain words, though plural in form, are singular in meaning

athletics statistic news measles

economics s series mumps
mathematics politics inning
physics s
e.g. The news is not
very promising.
The athletics has
been postponed.

 Certain words, though singular in concept, take the plural form

scissors pants sorts tweezers

shorts riche plier trousers
thanks s s

e.g. The scissors are in the drawer.

But if you insert the phrase “a pair of” in front of words like scissors, pliers or trousers,
then you must use the singular form of the verb.
e.g. A pair of scissors is lying on the table.

22
Exercise 8.1
Underline the correct form of the verb in each of the following sentences and provide a
reason for your choice:
1. Our team (is/are) winning the competition.
2. Few (has/have) been left behind.
3. One of the firemen (is/are) pumping the water out of the hydrant.
4. Either the measles or the mumps (is/are) the reason for his absence.
5. Both the man and the woman (is/are) guilty.
6. A fleet of taxis (takes/take) up all the available parking.
7. My sister and I (am/are) leaving the school.
8. The congregation (is/are) leaving the mosque.
9. Everybody who (lights/light) a match at a petrol station should be careful.
10. My brother and I (has/have) mocked him several times although neither of
us (has/have) the right to do so.

Exercise 8.2
Correct the following sentences and provide a reason for each correction:
1. The pupils and their teacher has left the meeting because they did not
agree with the biased opinion of the speaker.
2. The pupils as well as the teacher has left the meeting.
3. The teacher as well as the pupils have left the meeting.
4. Each of the girls have left the meeting.
5. The parent committee have left the meeting.

Exercise 8.3
Correct the following sentences and provide a reason for each correction:
1. She eat the chocolates.
2. He objected to the proposal for two reasons, neither of which were valid.
3. The principal, accompanied by his wife, are attending the Matric farewell
party.
4. Each of the mad scientists were to be given details of the scheme.
5. None of those chosen for the new team was able to be present.
6. A new series of matches against better opponents are planned for this
season.
7. Bread and butter are a filling snack.
8. The public have a right to know whether the minister is corrupt.
9. Thanks was expressed to the organisers of the party.
10. Measles are an unpleasant ailment affecting small children.

23
 Punctuation
Collated by L. Duff

1. Capital letters
The following begin with a capital letter:
 all sentences
e.g. The class burst out laughing
 proper nouns (names of one particular place or
thing)
e.g. Gauteng, Thembi, Connor
 direct speech (even if it falls at the end of a
sentence)
e.g. Jade blurted out, “Say nothing!”
 brand names
e.g. Coca Cola, Gucci
 races of human beings
e.g. Jewish, Arabic, South African
 the names of languages.
e.g. English, Xhosa, French

Note: Nouns and verbs derived from Note: If a prefix is attached to a proper
proper nouns do not need capital noun or proper adjective , the noun or
letters, e.g. Americanism, venetian adjective keeps its capital letter, e.g.
blinds. anti-South African, non-Catholic.

Please do not write in “CAPS LOCK”- ever. If you wish you indicate shouting or
intense emotion use an exclamation mark.

2. The comma
Commas are used:
 to separate items in a list
e.g. We congratulated Thembi, Jade, Simon and Faith after their group
donated the most money.
 to indicate parenthesis
e.g. The terrifying experience, which nearly killed her, left her a nervous
wreck.
 to separate main and subordinate clauses
e.g. Although she was four hours late, he still welcomed her politely.
 to separate phrases
e.g. The five-year-old, seeing how deep the pool was, refused to go
swimming.
 to mark off direct speech
e.g. “Before you leave,” said Dexter,
“You must see the basement.”
 where adjectives qualify the same noun
e.g. The elephant was grey, round and
enormous.

24
  to separate repeated words
e.g. She was very, very intelligent.
 to separate adverbs when they intrude in a sentence
e.g. The saleslady, surprisingly, wasn’t a snob.
 to mark off a noun or pronoun in direct address
e.g. You can do better, Alex.
 before a conjunction introducing a main clause
e.g. I have listened to your opinion, but I’m still not
convinced.
 to avoid ambiguity.
e.g. In 2012 I was told there was a tornado in the
Free State.
In 2012, I was told there was a tornado in the Free
State.

2.1. The comma splice

To splice = to join
A comma cannot be used to join two sentences.
A semi-colon (;) or a co-ordinating conjunction (e.g. and) should be used in the
commas place.
e.g. My parents grounded me unfairly, I miss going out.
Should be:
My parents grounded me unfairly and I miss going out.

3. The semi-colon
While we’re on the subject: the semi-colon marks a longer pause than a comma, but
it is not as strong as a full stop.
Semi-colons are used:
 to join two closely related sentences
e.g. Ella arrived at the hall early; she was the performer for the evening.
 to mark off main divisions in a sentence that already contains many commas
e.g. Please purchase the following at Woolworths: black pepper, coriander,
salt; chicken wings, steaks, pork chops, boerewors; cheese, milk and yoghurt.
 to separate antithetical clauses.
e.g. The distance is long; time is short.

25
4. The colon
The colon tells the reader that what follows is closely related to the
preceding clause.
Colons are used to introduce:
 a list
e.g. There are three kinds of sauce for your steak:
mushroom, barbeque and cheese.
 an explanation or additional information
e.g. He had never felt so happy: he had declared his love.
 a quotation
e.g. I often quote Winston Churchill’s words on the subject:
“If you’re going through hell, keep going.”
 direct speech (in scripts)
e.g. Macduff: Look to the lady.

Terminal marks
5. The full stop
The full stop is used:
 to mark the end of a sentence
 in abbreviations
e.g. Jan., Prof., Wed., approx.

Note: When an abbreviation falls at the end of a

sentence, it is incorrect to add an extra full stop.

Note: An acronym is an abbreviation in Note: Full stops do not follow

which there are no full stops and which abbreviations where the first and last
can be pronounced as one word. letters are given. Example: Mr, Dr, Mrs,
Example: UNISA, COSATU St, Rd

6. The question mark

The question mark is used to end of a direct question and at the end
of statements that are indirect questions.
Example: You didn’t, did you?
Question marks must be placed in quotation marks if they belong to
the quotation.
Question marks are placed outside quotation marks if the quotation is
not a question but the whole statement is.

26
7. The exclamation mark
The exclamation mark should be limited to:
 exclamations
 exclamatory phrases
Example: Get out! Good heavens!
Lengthy sentences seldom justify an exclamation mark.

The exclamation mark can also be used to express sarcasm.

Example: You clever thing!

Avoid using more than one

exclamation mark.

8. Ellipsis
Ellipsis is used:
 to indicate that words have been omitted from a sentence
 to create a suspense or a sense of expectation
 at the end of a paragraph, to show the reader that they are
expected to arrive at their own conclusion as to the
outcome
of events.

If ellipsis falls at the end of a sentence, the fourth dot will be a full
stop.

9. The apostrophe
The apostrophe is used:

27
 to indicate omission or contraction
Example: I can’t (cannot) tolerate it anymore.
’12 (2012)
Contractions should be avoided in formal writing.

 to indicate possession
Example: the lady’s handbag (singular possession)
the ladies’ handbag (plural possession)
the princess’s photo (singular possession)
the princesses’ photo(plural possession)
the dogs’ tail (plural possession)
 to suggest possession by non-living objects or abstractions
Example: We will follow Friday’s times
The earth’s gravitational pull
Note: Possessive pronouns do not take Note: It’s does not indicate
an apostrophe: theirs, hers, ours, its possession, but it is a contraction of
it is or it has.

 Add an apostrophe ‘s’ to the pronoun ‘one’ and to the compound pronouns
‘everybody’ and ‘everyone’
Example: Everybody’s shoes were ruined.
One should listen to one’s heart.
 Most proper pronouns ending with an ‘s’ take an
apostrophe ‘s’.
Example: Saint James’s swimming team needs to train
harder.
Mr Jones’s travels ended horribly.
 The names of classic and religious figures that end in ‘s’ take an apostrophe
after the ‘s’.
Example: Jesus’ disciples, Ulysses’ travels or Dickens’ novels
 Collective nouns are treated as singular so the apostrophe comes before the
’s’.
Example: the men’s change room, the children’s toys.
 Use the apostrophe to form plurals of the letters of the alphabet and of words
which, not being nouns or pronouns, do not usually have a plural form.
Example: Mind your p’s and q’s. He confuses his had’s and
have’s.

28
10. Quotation marks or inverted commas

Note: Double quotation marks are used for all quotation marks unless there is one
quotation inside another. The inside quotation marks will be single quotation
marks.
Quotation marks are used to:
 introduce direct speech
Example: “I hate shopping,” she grumbled
Note: When direct speech is interrupted by a verb or a
saying, the interruption is marked off by commas.
Example: “I hate shopping,” she grumbled, “because I
never have any money.”
 indicate the actual words of a speaker
Example: He shouted at the top of his voice telling the other boy to “get lost”.
 illustrate unusualness or doubtfulness
Example: She claimed to be “helping” but we both knew that she wasn’t.
 show that a word is slang
Example: Don’t use words like “kids” in your work.
 They can be used for titles of poems, songs and short stories.
Example: “Skin” is my favourite short story in the book Skin.

10.1. Converting direct speech (with

quotation marks) into indirect speech
(without quotation marks)
1. Remove the quotation marks.
2. Remove the necessary commas.
3. All verbs must be changed into the past tense.
4. All words that indicate time must be changed.
5. If used, “this” changes to “that”, “these” changes to
“those” and
“here” changes to “there”.
6. Pronouns within quotation marks change.
7. If the sentence is a plain statement, follow the reporting verb with
“that”.
8. If the sentence is a command, make the reporting verb indicate this.
9. If the sentence is a question, follow the reporting verb with “whether” or “if”.
10. If the sentence is an exclamation, a suitable adverb is usually required to
indicate tone.
11. Colloquial expressions must be reworded.
12. Make the reported passage flow smoothly – vary your reporting verb to
replace said.

Note: Indirect speech can be informal. Direct or reported speech must be

formal.

29
11. The dash

Note: The dash separates parts of a sentence, whereas a hyphen is used to join
parts of words or words.

The dash is used:

 before or after a list if a collective word is used
Example: I bought the following items of clothing – two skirts, three shirts and
a pair of socks.
Guns, knives, rocket launchers – all sorts of weapons were
confiscated.
 to introduce an explanation, amplification (parenthesis) or paraphrase of what
immediately precedes it
Example: Shivan won the race – despite a broken ankle – in record time.
(parenthesis)
Climbing Everest can be dangerous – many steep drop offs need to
be approached
carefully.
 to add an afterthought or comment to the end of a sentence
Example: Devon lost his dog – given that he doesn’t own a leash, it was not
surprising.
 to show hesitation in speech
Example: Uh – what – did you say?
 at the end of an incomplete sentence
Example: ‘But dear –’
 for dramatic pause
Example: The man sat upright in his chair – dead.
 to introduce a humorous or paradoxical ending to a
sentence
Example: At the close of the prestigious event, he was honoured with the final
prize – a box of
Smarties.
 to show an abrupt change in thought or the abandonment of a subject
Example: I completely agree with the abandonment of consumerism and
capitalist greed – are those new shoes?
 to indicate the omission of a word or part of a word when the full use of the
word might be offensive.
Example: “F- off!” he screamed and slammed the door.

30
12. The hyphen
The hyphen is used to:
 join two words to form a compound word
Example: The ice-cream was melting. (compound noun)
The ice-cream cake was melting. (compound adjective)
 combine a word with a prefix to create a new word
Example: ex-policeman, pro-South African
 clarify the meanings of words
Example: reform versus re-form, recover versus re-cover
 avoid the awkward juxtaposition of letters in a word
Example: pre-eminent
 indicate stuttering or stammering.
Example: “I h-have a st-st-stutter,” she stammered.

13. Brackets
Round brackets are used to indicate parenthesis.
Example: She showed me the D.V.D. (a very interesting one) because I wanted to
buy it.
Square brackets are used to indicate unquoted material in a quotation – the writer’s
input to explain or clarify.
Example: “Almost seventy percent [of children in South Africa] are living in poverty.”

31
32
 Exam Practice

FOURWAYS HIGH SCHOOL

ENGLISH HOME LANGUAGE

PAPER 1

PRELIM PAPER 1 2016

GRADE: 12 MARKS: 70
EXAMINER: Ms Jones TIME: 2
hours
MODERATOR: Mrs Subramoney, Ms Maphanga and Ms Stevens

INSTRUCTIONS AND INFORMATION

 This paper consists of THREE sections:
SECTION A: Comprehension (30 marks)
SECTION B: Summary (10 marks)
SECTION C: Language (30 marks)

 Read ALL the instructions carefully.

 Answer ALL the questions.
 Number the questions according to the numbering system in this question paper.
 Pay special attention to language and sentence structure.
 Use the following time frames as a guideline:
SECTION A: 50 Minutes.
SECTION B: 25 Minutes.
SECTION C: 45 Minutes.
 Write neatly and legibly.
 Use your own words unless instructed to quote.
 Use full sentences where possible.

PRESENTATION:
1. Draw a 2cm marking margin down the right hand side of every page.
2. Write your name, grade and English teacher’s name at the top of the page.
3. Number in the middle of the page.
5. Start each section on a new page.
6. Rule off after each section.

33
 SECTION A: COMPREHENSION

QUESTION 1: READING FOR MEANING AND UNDERSTANDING

Read Text A and Text B below and answer the set questions.

TEXT A:

Controversy Grows In Rio over Political Protests during Olympics

1 At Rio's Summer Games, there's plenty of drama inside the arenas — but it's not all about 1
sport.

2 As is traditional for the host country's head of state, interim President Michel Temer declared
the Rio 2016 Summer Olympics open for business on 5th August. But instead of cheers, the
crowd erupted into boos. Music quickly swelled to mask the sound, but Brazilians, in the midst 5
of a national political crisis, loudly made their dislike of him known.

3 This was only the first of several protests inside Olympic venues. Posts on social media went
viral, showing people with tickets being forcibly removed by security — some simply for
wearing shirts calling for Temer's dismissal.

4 This is the context: Dilma Rousseff, Brazil's elected president has been suspended and is 10
awaiting an impeachment trial in the Senate for fiscal mismanagement. Her former vice
president, the right-of-centre Temer, is now heading the country. Polls show he is hugely
unpopular. He's been pushing through austerity measures to reboot the country's tanking
economy.

5 Rousseff has called the move to remove her a "coup" and refused to attend the opening 15
ceremony of the Olympics she helped organize.

6 Although some Brazilians want to use the Olympic Games to highlight their grievances, both
the International Olympic Committee and Brazil's government say political acts are not allowed
inside the Olympic venues and have vowed to continue removing people who flout the rules.

7 "Freedom of speech is enshrined in the constitution, but these kinds of political protests cannot 20
disturb the games," Alexandre de Moraes, Brazil's justice minister, said in a press conference
Monday. "These events require extreme concentration and to have someone shouting is
putting the games at risk."

8 Of course, in most venues, people are shouting and chanting throughout the competition
anyway. Activists were also quick to note that most of the protests against Temer were silent, 25
with people simply wearing shirts or holding up placards with slogans.

9 Ironically, this was also an issue during the World Cup in 2014, which Brazil also hosted. Back
then, it was Dilma Rousseff who was facing protests, and her government passed a law to try
to prohibit them inside venues. She was loudly booed anyway, but no one was removed from
the stadiums for it. 30

10 In shutting down protests now, the government and the Olympic committee are acting
unconstitutionally, says Eloisa Machado de Almeida, a professor of human rights law at

34
 the Getulio Vargas Foundation. She maintains all citizens have the right to protest by wearing
shirts or holding up signs anywhere they want and says the current restrictions are violating
Brazil's law. 35

11 "You can't use 'keeping harmony' inside the Olympic venues as a pretext for censorship in
Brazil," she said.

12 A judge has agreed with her and ruled late Monday night that it is illegal for the IOC and the
federal government to remove protesters. The government is expected to appeal.

13 Meanwhile, several Brazilian Olympic volunteers have resigned or complained, saying just 40
because the Olympics are in town doesn't mean the rights granted by Brazil's constitution are
suspended. This is a country with a long history of dictatorship, where dissent was criminalized.
Freedom of speech is a cherished right.

14 But this isn't just about Brazil.

15 "What we do know is that every Olympics has some kind of protest," says Vida Bajc, a 45
sociologist and author of Surveilling and Securing the Olympics, From Tokyo 1964 to London
2012 and Beyond. Protests occurred in the run-up to past Olympics in Mexico City, Turin,
Barcelona and elsewhere, she says.
Even if what prompts the protests is different in every country, she says, the authorities'
16
reaction is almost uniformly the same.
50
"The organizers will do what it takes to prevent disruption because the disruption tends to take
17
away from the legacy that the event is supposed to have," she says. "Everything is done,
whatever it takes."

18 Brazil is turning out to be no exception. At protests outside the venues right before the games,
Brazilian police fired tear gas and rubber bullets. 55

19 But foreign intelligence services, international military advisers and trainers are all involved in
securing the games, too, and their long-term impact can be enormous, Bajc says.

20 "These people train local agents in particular strategies, with particular kinds of equipment,"
she says. "They may change the surveillance technologies they've been using; they may
change their approach to the local populations." 60

21 She says that may end up being the more insidious legacy of securing the games, and could
help determine how protests are handled in Brazil long after the Olympic spotlight is gone.
GLOSSARY
Austerity: Government measures to reduce public expenditure. Insidious: causing harm
SOURCE: www.npr.org/sections/thetorch/2016/08/09/489284024/controversy-grows-in-rio-over-political-protests-during-olympics

35
AND

TEXT B:

SOURCE: http://www.sportingnews.com/athletics/news/rio-olympics-2016-brazil-protests-
violence-arrests-tear-gas-doping-athletes-dirty-water-/ur5heoimnrh41ezckoiji85wh

QUESTIONS: TEXT A

1.1 Discuss the effectiveness of the opening paragraph. (3)

1.2 In your own words explain why many Brazilian citizens are protesting at the
2016 Olympic Games. (2)

1.3 Refer to paragraph 4.

Interim President Michel Temer is referred to as “the right-of-centre”. Discuss

what this term means in a political context. (2)

1.4 Refer to paragraph 5.

Provide a definition for “coup”. (2)

1.5 Refer to paragraph 6.

36
 1.5.1 Identify the reason provided by the International Olympic Committee
and the Brazilian Government for removing spectators from Olympic
venues (1)

1.5.2 Comment on whether you think that the reason provided is valid.
Substantiate your opinion. (2)

1.6 In your OWN words, explore the irony being referred to in paragraph 9. (2)

1.7 Refer to paragraph 10 – 13.

Account for the fact that Brazilian citizens cherish the right to freedom of
speech. (2)

1.8 Provide ONE quote that shows that the Rio 2016 Olympic Games are not the
only Olympic Games to have caused protests. (1)

1.9 Name TWO methods that the Brazilian Police have used to try and control
protestors. (2)

1.10 According to Vida Bajc deduce what the “insidious legacy of securing the
(Olympic) games” (line 61) could be. (2)

1.11 In your opinion, discuss whether a country should host the Olympic Games if
the majority of the local citizens do not support the hosting of the Olympic
Games. Substantiate your answer. (3)

QUESTIONS: TEXT B

1.12 Refer to the writing on the protestors’ banner: “We don’t want a torch, we want
our homes”.

Discuss the meaning and significance of this statement. (2)

1.13 Comment on the contradiction contained in this image. (2)

37
QUESTIONS: TEXT A AND B

1.14 Explore how TEXT B reinforces the information presented in TEXT A. Make
specific reference to text and visuals in your answer. (2)

TOTAL SECTION A: 30

38
SECTION B: SUMMARY

QUESTION 2: SUMMARISING IN YOUR OWN WORDS

Carefully read TEXT C below, which explores the origins of the Olympic Games.

NOTE: You are required to do the following:

1. Summarise the text.

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.

TEXT C:

Origins of Olympic Games

Every athlete meeting in Rio de Janeiro for the 2016 Summer Olympics is
following a dream. At the same time, each is participating in a tradition that dates
back nearly 3,000 years.

“The original Games were part of a religious festival in honour of Zeus, king of the
Greek Olympian gods,” said UC Santa Barbara classics scholar Helen Morales.
“There were prayers and animal sacrifices. You can still see the ruins of the great
temple of Zeus, and a running track dating to the fifth century B.C. if you visit the
site at Olympia today.”

But as the Olympic Games get underway with competition and global camaraderie
on full display, it’s worth noting, said Morales that the ancient Games bore a much
different complexion from what we see today.

The ancient Olympics were not about building diplomacy and harmony through
different nations coming together, Morales added. Far from it, in fact.

“For many centuries the Games were exclusively for Greeks,” she said. “Greek
states competed against each other and non-Greeks, who were often
disparagingly called ‘barbarians’ by the Greeks, were not allowed to compete. Nor
were Greek women.

The current Olympic sensibility of fostering peace and cooperation across borders

39
through athletics, Morales said, came courtesy of Baron Pierre de Coubertin, the
French aristocrat who founded the so-called “modern Olympics” that we know
today.

“Originally the Olympics were a local religious festival. They became more widely
important in the 600s B.C. — culturally, politically and economically.” Some of
those qualities still resonate today.

Even in ancient times, the Games were a major tourist attraction that brought
throngs of spectators to Olympia, providing a boom to local businesses, and
constructing buildings at Olympia became a means of attaining status. In the
political realm, a city itself gained prestige if it could claim an Olympic victor as one
of its own.

“It was a way for cities to compete with each other about which was best,” Lee
said. “Rich citizens, even if they didn’t compete themselves, could sponsor
athletes for the prestige of their home city. Control of Olympia itself became
prestigious. The City of Elis seized Olympia sometime after 600 B.C. and held it for
centuries despite conflicts with Sparta and others. Officially there was an Olympic
truce so cities didn’t fight wars during the Games, but it wasn’t always observed.”

SOURCE: http://www.news.ucsb.edu/2016/017047/let-games-begin

TOTAL SECTION B: 10

40
SECTION C: LANGUAGE IN CONEXT

QUESTION 3: ANALYSING ADVERTISING

Study the advertisements (TEXT D and E) below and answer the set questions.

TEXT D:

SOURCE:
https://files2.coloribus.com/files/adsarchive/part_624/6248105/file/
official-olympic-partner-weightlifting-small-61623.jpg

QUESTIONS TEXT D:

3.1 The company being advertised is a sponsor of the Olympic Games.

41
 3.1.1 By referring to a visual cue, identify the company being advertised. (2)

3.1.2 Identify and discuss how the object would connect this advertisement
to the Olympic Games (2)

3.2 Explore what is implied by the manner in which the subject is holding the
object. (2)

TEXT E:

SOUCRE: http://www.adweek.com/files/2016_Jul/%23ThatsGold%20OOH_Sync%20Chilling.jpg
The small text behind the characters reads as follows:
PAOLA PLIEGO ANASTASIA LEONARDO DE LUIS KNABL ALINA REH
FENCING/MEXICO NAZARENKO DEUS TRIATHLON/AUSTRIA TRACK
RHYTHMIC SWIMMING/ &FIELD/GERMANY
GYMNASTIC/RUSSIA BRAZIL

QUESTIONS TEXT E:

3.3 Refer to the tagline: “Sync chilling”

Explain the humour contained in this tagline. (2)

3.4 Explore what the reference to characters’ names, sports and countries implies
about the Olympic Games. (2)

[10]

42
QUESTION 4: UNDERSTANDING OTHER ASPECTS OF MEDIA.
Study TEXT F and TEXT G, and answer the set questions.

TEXT F

SOURCE: https://www.zapiro.com/cartoons/160816tt

QUESTIONS TEXT F:

4.1 Refer to the title of this carton: “Wayde’s World”.

Identify the sound device. (1)
4.2 By referring to the text and visual cues, explain how Wayde van Niekerk is
feeling. (3)
4.3 Usian Bolt’s name appears on his vest. Provide a visual cue that would also
identify him as Usian Bolt. (1)

43
TEXT G

SOURCE: http://www.usnews.com/dims4/USNEWS/4f6f8b5/2147483647

QUESTIONS TEXT G:
4.4 By referring to the runner’s facial expression discuss how he is feeling. (2)
4.5 Explore how this cartoon is satirising a social issue. (3)
[10]

44
QUESTION 5: USING LANGUAGE CORRECTLY

Read TEXT H, which contains some deliberate errors, and answer the set questions.

TEXT H

Caster Semenya delivers poignant message while savouring gold medal

RIO DE JANEIRO – After she won an Olympic gold medal Saturday night,
1 Caster Semenya was compared to Nelson Mandela. Semenya smirked at 1
the reporter who did so. Mandela is one of the great men in modern history.
Semenya is an 800-meter runner who won an Olympic gold medal. Beyond
their South African roots, they share something else: a fight for what’s fair
and what’s right and what a better world might look like. 5

“Sport is meant to unite people,” Semenya said. “I think that’s what we need
2 to keep doing. It’s just fantastic. I think I make a difference. I mean a lot to
my people. I’ve done well. They’re proud of me. That was the main focus –
doing it for my people and the people who support me.”
10
Those people stuck by a woman whose career sent her into the jaws of
3 stigmatization, questions of her gender, leaked results of the disgraceful sex
testing she underwent. She reportedly has been forced to take drugs that
changed who she has been since she was born because the ever-shifting
definition of womanhood in international sports happened to settle on
something that deemed her physiologically unfair. 15
And after all that, listen to what Caster Semenya thinks of the world, one
4 that so often sought to bring her down.

“It’s all about loving one another,” she said. “It’s not about discriminating
against people. It’s not about looking at people and how they look, how they
5
speak, how they run.”
20
Caster deserves to celebrate her gold medal victory for all she has endured
from the people who have said she should not be allowed to compete in the
6 Olympics because of a natural advantage. Not only is this argument morally
repugnant and ethically flimsy, it runs in direct contrast to the charter that
governs the Olympic Movement and makes clear that the rights of an athlete
are beyond reproach. 25

The Olympic Charter was written to protect athletes like Caster Semenya. It
7 outlines the seven central tenets of what the Olympics are supposed to
mean. One in particular speaks specifically to Semenya, whose blessing and
curse was to be born with a different anatomy and body than most.
30
On Page 12 of the Olympic Charter, principle No. 4 reads: “The practice of
8 sport is a human right.”

45
 SOURCE: http://sports.yahoo.com/news/semenya-delivers-poignant-message-
while.html

QUESTIONS TEXT H:

5.1 Provide your own synonym for ‘poignant’ as it is used in the title. (2)
5.2 ‘After she won an Olympic gold medal Saturday night, Caster Semenya was
compared to Nelson Mandela’ (line 1 – 2).
Write down the adverbial clause in the above sentence. (1)
5.3 Identify and explain the function of the underlined punctuation mark in line 5.
(2)
5.4 ‘I think I make a difference’ (line 8)
Rewrite the above sentence in the passive voice. (2)
5.5 Provide the noun form of ‘endured’ (line 22) (1)
5.6 Identify and correct the redundancy error in paragraph 7. (2)
[10]

TOTALSECTION C: 30

GRAND TOTAL: 70

46
 FOURWAYS HIGH SCHOOL

ENGLISH HOME LANGUAGE

PAPER 1
JUNE 2017

GRADE: 12 MARKS: 70
EXAMINER: Ms Stevens TIME:
2hours
MODERATOR: Ms Jones

INSTRUCTIONS AND INFORMATION

 This paper consists of THREE sections:
SECTION A: Comprehension (30 marks)
SECTION B: Summary (10 marks)
SECTION C: Language (30 marks)

 Read ALL the instructions carefully.

 Answer ALL the questions.

 Number the questions according to the numbering system in this question paper.

 Pay special attention to language and sentence structure.

 Use the following time frames as a guideline:

SECTION A: 50 Minutes.
SECTION B: 25 Minutes.
SECTION C: 45 Minutes.

 Write neatly and legibly.

 Use your own words unless instructed to quote.
 Use full sentences where possible.

PRESENTATION:
1. Draw a 2cm marking margin down the right hand side of every page.
2. Write your name, grade and English teacher’s name at the top of the page.

47
3. Number in the middle of the page.
5. Start each section on a new page.
6. Rule off after each section.

SECTION A: COMPREHENSION

QUESTION 1: READING FOR MEANING AND UNDERSTANDING

Read Text A and Text B below and answer the set questions.

TEXT A:

XENOPHOBIA AND ANTI-IMMIGRANT SENTIMENT IN THE WEST

MIDDLE EAST IN FOCUS

1 The unprecedented wave of migrants arriving on European shores from 1

the Middle East and North Africa has led to a populist backlash in many
European Union member states. The rise of far-right parties and
xenophobic rhetoric1 in those countries has added political urgency to
the humanitarian crisis confronting Europe and, to a lesser extent, other 5
Western nations like Australia and the United States. The issue has
been a subject of many editorials and commentaries in Middle Eastern
newspapers, mostly taking issue with the current and proposed solutions
as being inadequate and falling short of addressing the real root of the
2 problem.
10
In a recent editorial, the UAE newspaper Khaleej Times offered yet more
criticism of Europe’s refugee policy, suggesting it was doing little to
address the real root of the problem: increased instability and violence in
the region: “The issue of migrants in Europe and the Middle East is far
from being addressed. Several summits and bilateral meetings between 15
Turkey and other stakeholders across the Mediterranean have failed to
tackle the human exodus in its original sense....Europe has a serious
and difficult situation to face in the form of displaced people assembling
on its borders. The way-out is to streamline the refugees on a humane
basis and make efforts to resettle them back in their respective
3 countries. The refugees are there because they have a disorder at 20
2
home. If that is addressed in an amicable manner, the problem can be
tackled right at the doorstep of embarkation points.”

Building on Pope Francis’s call for a kinder and more humane approach
to the immigration crisis, the Gulf Today editorial team challenges 25
Hungary and other EU countries for taking an “antagonistic3 stance
towards helpless migrants and refugees, even while Pope Francis has
spoken emotionally about his meeting with migrants on the Greek island
of Lesbos where he was visibly moved by their suffering. The Pope’s
visit to Lesbos, one of the main ports of arrival for people fleeing war, 30
1
Rhetoric: The language used to persuade or motivate particular audiences in specific situations.
2
Amicable: A word used to suggest a friendly relationship.
3
Antagonistic: Showing dislike or opposition

48
 poverty and persecution in the Middle East and Asia, is a lesson in
solidarity for Europe, where the doors to migrants are increasingly being
slammed shut....As the world faces the biggest refugee and
displacement crisis, United Nations Secretary-General Ban Ki-moon has
also reiterated 4a call to leaders across Europe and throughout the world
4 to show greater solidarity. Ban, who himself was once a displaced 35
person, has correctly pointed out that refugees bring new skills and
dynamism into ageing workforces, and are famously devoted to
education and self-reliance....As Pope Francis emphasises, the arrivals
are not mere numbers, but people with faces, names and individual
stories. They deserve respect and support, not fences and brickbats.” 40

What has been equally disturbing is the rise of the far-right in Europe,
bringing along with it the instrumentalization of the immigrant crisis for
political purposes: “Islamophobia and xenophobia are continuing their
march in Europe after the Paris attacks. Especially in France, the far 45
right are consolidating and expanding their gains. Reports say that after
years of shouting from the sidelines of French politics, Marine Le Pen of
the National Front is finally being listened to and is being taken
seriously, so much that the idea of a Le Pen presidency in 2017, once
regarded as a fantasy, is seen as a real possibility....In Germany, the
5 Pergida movement — the German acronym for Patriotic Europeans 50
Against the Islamization of the West — is again gaining popularity after
rebuff from the public....In addition to the far right gaining more currency
and acceptance, we are also witnessing the conservatives and the
liberal shifting slightly, but noticeably, to the right...We can witness these
events across Europe only with a sense of déjà vu5. After every major
terrorist attack, there is a phenomenal increase in Islamophobia and
xenophobia, which would gradually subside, only to rise again with
another terrorist attack.”

6 But Europe is not the only subject of consternation6 of many in the

region. The Saudi Gazette takes aim also at the United States for what it 60
considers a marked rise in xenophobic and anti-immigrant rhetoric:
“There is understandable outrage at the treatment of an Iraqi student
thrown off an internal US flight just before takeoff, after he was
overheard speaking Arabic on his phone....Given the Islamophobic
claptrap being spouted by President Donald Trump, it is easy to see how 65
this paranoid discrimination has come into being....When people are
7 panicking, they lose their wits, they lose a sense of proportion. The
horror of 9/11 has spooked America and the Trump demagogy7 plays to
and stokes up this fear.

Finally, news of the murder of a Muslim couple in California have given 70

rise to allegations by some that the anti-immigrant and xenophobic

4
Reiterated: To repeat something you have already said in order to emphasize it.
5
Déjà vu: The phenomenon of having the strong sensation that you are experiencing something again
6
Consternation: A state of great alarm, agitation, or dismay.
7
Demagogy: The character or practices of a demagogue (leader)

49
 rhetoric in the United States may have led to a hate crime: “The cold-
blooded murder of a Muslim couple in San Jose, California, could be an
act of Islamophobia. Ghulam Rabbi (59) and his wife Shamima (57)
were shot dead inside their home, and their bodies were recovered by
police as friends and relatives reported that they haven't heard from
them for days....Islamophobia is not new to the US.

Terrorist attacks in Paris, Brussels and San Bernardino have crippled

the coexistence equation between Muslims and other communities of
Europe and America.... It is a fallacy 8to equate terrorism with any
religion or community, and this is what people across the board should
understand. Muslims are as patriot as any other communities in their
respective societies. Hate and homicide attacks are serving no purpose
other than pushing the Muslims to the edges.”

Adapted From: http://www.mepc.org/xenophobia-and-anti-

immigrant-sentiment-west

AND

TEXT B:

8
Fallacy: A mistaken belief, especially one based on unsound arguments.

50
QUESTIONS: TEXT A

1.1 Refer to paragraph 1.

1.1.1 What do you understand by the reference to the migrants arriving in
Europe, as being ‘unprecedented’? (2)
1.1.2 Define the term ‘far-right’. (2)
1.2 Refer to paragraph 2.
1.2.1 In your own words explain the criticism that was offered by the Khaleej
Times with regards to the European Refugee Policy. (2)
1.2.2 According to the writer explain how European countries could better
address the refugee crisis. (2)
1.3 In your own words discuss the position held by Hungary in regard to the
Middle Eastern migrants and refugees. (2)
1.4 Refer to paragraph 3
Comment on the purpose of the Pope’s visit to Lesbos. (3)
1.5 Identify Ban Ki-moon’s job? (1)

1.6 Critically evaluate Ban Ki-moon’s position on refugees. (3)

1.7 Refer to line 34: “They deserve respect and support, not fences and brickbats”
Discuss the significance of the phrase “fences and brickbats”. (2)
1.8 Refer to line 46 – 47: “We can witness these events across Europe only with a
sense of déjà vu.”
With reference to the term “déjà vu “, critically discuss the above statement.(3)
1.9 Explore the Unites States of America’s reaction to the increase in refugees
entering the country. (3)
QUESTIONS: TEXT B
1.10 By referring to the visual suggest why Egypt has the
fewest Syrian refugees. (1)
1.11 State the intention of this visual. (1)
QUESTIONS: TEXT A AND B
1.12 By referring to both Text A and Text B, provide an argument for your view on
the refugee crisis and possible solutions. (3)

51
 TOTAL SECTION A: 30
SECTION B: SUMMARY

QUESTION 2: SUMMARISING IN YOUR OWN WORDS

Carefully read TEXT C below, which explores the circumstances in WWII refugee
camps.

NOTE:
You are required to do the following:
1. Summarise what life was like in a WWII refugee camp.
2. You must write a fluent paragraph, using your own words.
3. Your summary should include SEVEN facts 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.

TEXT C:

Life in a WWII Refugee Camp

Since civil war erupted in Syria five years ago, millions of refugees have sought safe
harbor in Europe by land and by sea, through Turkey and across the Mediterranean.

Refugees crossed these same passageways 70 years ago. But they were not Syrians and
they traveled in the opposite direction. At the height of World War II, the Middle East Relief
and Refugee Administration (MERRA) operated camps in Syria, Egypt and Palestine
where tens of thousands of people from across Europe sought refuge.

In March 1944, officials who worked for MERRA and the International Migration Service
(later called the International Social Service) issued reports on these refugee camps in an
effort to improve living conditions there. The reports, which detail conditions that echo
those faced by refugees today, offer a window into the daily lives of Europeans, largely
from Bulgaria, Croatia, Greece, Turkey and Yugoslavia, who had to adjust to life inside
refugee camps in the Middle East during World War II.

Upon arriving at one of several camps in Egypt, Palestine and Syria, refugees first had to
register with camp officials and receive camp-issued identification cards. These
identification cards — which they had to carry with them at all times — included
information such as the refugee’s name, their camp identification number, information on
their educational and work history and any special skills they possessed.
Once registered, recent arrivals wound their way through a thorough medical inspection.

After medical officials were satisfied that they were healthy enough to join the rest of the
camp, refugees were split up into living quarters for families, unaccompanied children,
single men and single women. Once assigned to a particular section of the camp,
refugees enjoyed few opportunities to venture outside.
Naturally, food was an essential part of refugees’ daily lives. Refugees in MERRA camps
during World War II typically received a half portion of Army rations each day. Officials
acknowledged that when possible, rations should be supplemented with foods that
reflected refugees’ national customs and religious practices.

52
Some, but not all, camps required refugees to work. In Aleppo, refugees were
encouraged, but not required, to work as cooks, cleaners and cobblers.
Some camps even had opportunities for refugees to receive vocational training.

Adapted from: https://www.pri.org/stories/2016-04-26/what-it-s-inside-refugee-camp-

europeans-who-fled-syria-egypt-and-palestine-during

TOTAL SECTION B: 10

53
SECTION C: LANGUAGE IN CONEXT

QUESTION 3: ANALYSING ADVERTISING

Study the advertisements (TEXT D and E) below and answer the set questions.

TEXT D:

WWW.UNHCR.COM
United Nations High Commissioner for Refugees
QUESTIONS TEXT D:

3.1 Identify the person in this image. (1)

3.2 Discuss the effective use of font and visuals in this advertisement. (2)

3.3 Refer to the tagline: “A bundle of belongings…new country”Explore the

implied meaning. (2)

54
TEXT E:

QUESTIONS TEXT E:

3.3 Evaluate how the visual reinforces the text. (2)

QUESTIONS TEXT D AND E:

3.4 By referring to intention, compare and contrast Text D and Text E. (3)

[10]

55
QUESTION 4: UNDERSTANDING OTHER ASPECTS OF MEDIA.
Study TEXT F and answer the set questions.

TEXT F:

Caricature of Marine Le Pen (Candidate for French Presidency)

QUESTIONS TEXT F:

4.1 With reference to visual cues, which historical figure is Le Pen caricatured as?
(2)
4.2 Critically comment on the implication of Marine Le Pen being depicted as this
historical figure. (3)

56
Study TEXT G and answer the set questions.

TEXT G:

https://mybroadband.co.za/vb/showthread.php/119336-Madam-amp-Eve-on-
the-quot-Xenophobia

QUESTIONS TEXT G:

4.3 Refer to frame 1.

Explain how the speaker’s body language reinforces his speech. (2)

4.4 By referring to a South African context comment on the irony of the speaker’s
suggestion in frame 3. (3)

[10]

57
QUESTION 5: USING LANGUAGE CORRECTLY

Read TEXT G, which contains some deliberate errors, and answer the set questions.

TEXT G:
Refugee Stories
Patrick Kingsley
18 May 2016

1 The current trauma and distress of displaced people on the move in Europe is 1
nothing new, and accounts of forced migration have been told since the earliest
times.
2
There’s a paradox inherent in the many and varied experiences of refugees. Their
journeys over thousands of miles – epic quests across deserts, mountains and 5
seas – are not normal. But refugees themselves – for all our attempts to “other”
them – are very normal. They are doctors, civil servants, electricians and
students. People like you and me. As the Guardian’s first-ever migration
correspondent, I have spent the past year interviewing them – reporting that I
3 have now turned into a book.
10
In selecting my favourite texts about refugees, I hope to reflect this paradox.
Some of the grandest works in the literary canon – The Odyssey, The Aeneid, the
Bible and the Qur’an – present refugees as heroes, prophets or mesiahs, whose
journeys are among the foundational myths of modern society. In more 14
contemporary books, refugees are simply ordinary people – people with whom we
have a shared humanity. Yet both approaches essentially point out the same
thing: that flight is a phenomenon intrinsic to the human experience.

https://www.theguardian.com › World › Refugees

QUESTIONS TEXT G:

5.1 Identify and correct the redundancy error in paragraph 1. (1)

5.2 Provide contextually appropriate definitions for following words.
5.2.1 Displaced (line 1) (1)
5.2.2 Paradox (line 9) (1)
5.3 Refer to lines 4 – 5.
5.3.1 Identify the underlined punctuation mark. (1)
5.3.2 Explain the function of this punctuation mark. (1)
5.4 Refer to line 9: ‘In selecting my favourite texts about refugees, I hope to reflect
this paradox’
Rewrite the above sentence in indirect (reported) speech. (2)
5.5 Identify and correct the spelling error in paragraph 3. (1)

58
5.6 Refer to lines 13 – 15: ‘Yet both approaches essentially point out the same
thing: that flight is a phenomenon intrinsic to the human experience.’

Rewrite this sentence using your own words. (2)

[10]

TOTALSECTION C: 30

GRAND TOTAL: 70

59
 FOURWAYS HIGH SCHOOL

ENGLISH HOME LANGUAGE

PRELIM PAPER 1 2017

AUGUST 2017

GRADE: 12 MARKS: 70
EXAMINER: Ms de Wet TIME : 2 hours
MODERATOR: Ms Jones

INSTRUCTIONS AND INFORMATION

 This paper consists of THREE sections:
SECTION A: Comprehension (30 marks)
SECTION B: Summary (10 marks)
SECTION C: Language (30 marks)

 Read ALL the instructions carefully.

 Answer ALL the questions.

 Number the questions according to the numbering system in this question paper.

 Pay special attention to language and sentence structure.

 Use the following time frames as a guideline:

SECTION A: 50 Minutes.
SECTION B: 25 Minutes.
SECTION C: 45 Minutes.

 Write neatly and legibly.

 Use your own words unless instructed to quote.
 Use full sentences where possible.

PRESENTATION:
1. Draw a 2cm marking margin down the right hand side of every page.
2. Write your name, grade and English teacher’s name at the top of the page.
3. Number in the middle of the page.
5. Start each section on a new page.
6. Rule off after each section.

60
SECTION A: COMPREHENSION

QUESTION 1: READING FOR MEANING AND UNDERSTANDING

Read Text A and Text B below and answer the set questions.

TEXT A

Fact Checking Is Now More Important Than Ever

Fake news is easily manufactured because of the rise in the use of
social media by media practitioners and imposters find it easy to pose
as the real deal.

In the increasingly fast-paced media world where news is spouted out by the
1
minute and consumers are reading faster than ever before it has become
highly important to be factual and correct in reporting. However, this is not
always the case as has been seen by an increasing rise in stories that are not
factually sound or correct. This rising trend is because of many economic
problems within the media industry that have led to cutbacks in staff positions
but it has also led to a dangerous new phenomenon termed 'fake news'.

It is so dangerous because it has immense consequences as has been seen

2
in the Brexit vote and the 2016 US elections. Its effects can also be seen
closer to home with campaign war rooms set up to discredit rival political
parties and fake social media accounts that are set up to pose as a particular
organisation or journalist. The Sunday Times, Huffington Post SA and Ferial
Haffajee have all fallen victim to having fake twitter accounts set up in their
name and then having false information attributed to them.

Fake news is easily manufactured because of the rise in the use of social
3
media by media practitioners and imposters find it easy to pose as the real
deal. Any John Doe can set up one of these accounts and begin to cause
havoc in the mainstream media. It becomes particularly dangerous when fake
news sites are built and distribute news stories that are completely false.
These news stories can sway public opinion as they enter the mainstream
because average readers will read anything without asking, who wrote this,

61
 which site does it come from and how verifiable are the facts? Once
consumers read a story that fits their worldview they often share it on social
media and their followers pick up on the same false information and share it
further. One can easily see how sharing unverifiable and outright false news
stories could lead to devastating causes.

The consequences of such actions can be seen throughout the 2000s with
4
the first bit of manufactured information leading to the invasion of Iraq in 2003
by the Bush administration. The president along with his director of central
intelligence, George Tenet, secretary of state, Colin Powel and secretary of
defence, Donald Rumsfeld, led the United Nations as well as the mainstream
news media in the US to believe that Iraq had weapons of mass destruction
(WMDs). The manufactured information was so convincing at the time that
the United Kingdom joined the US efforts in invading Iraq. One can now easily
see how this could come to be because a powerful government under
pressure to respond after the 9/11 attacks and with re-election on the horizon
needed a big foreign policy move to sure up support.

Public support for the war was on the rise and congress voted to authorise
5
the invasion and expand the president's powers because he had now become
a wartime president. In 2004 Bush was easily re-elected and by the time
doubts started to surface over the war it was too late. Ultimately the WMDs
were never found and the Bush administration had manufactured themselves
a second term based on false intelligence that was presented to the public by
the mainstream media as plausible. This is real 'fake news'.

The term took on a whole new meaning in 2016, however, because politicians
6
once again realised the power of manufacturing a news narrative that fit their
goals. In the UK Nigel Farage and Boris Johnson lied, when campaigning for
the Brexit vote, that £350 million (R5.8 billion) that was being sent to the
European Union every week would be put back into the UK economy by way
of the National Health Service (NHS). Once the Brexit vote was secured it
was quickly debunked9 and the two both changed their story. Similarly, in the
9
US, presidential
Discredited or exposed candidate Donald Trump used twitter so effectively and

62
 AND

TEXT B

http://www.washingtonexaminer.com/study-showing-fake-news-beating-real-news-
looks-like-garbage/article/2607626

63
QUESTIONS: TEXT A

1.1 According to the article, identify a reason why there has been an increase in
fake news. (1)

1.2 Provide a definition for ‘fake news’. (2)

1.3 Name three organisations that fell victim to fake twitter accounts. (3)

1.4 In your own words, explore the dangers associated with fake news. (3)

1.5 Outline how George Bush secured a second term as the president of the
United States. (3)

1.6 Refer to paragraph 6.

1.6.1 State how much Nigel Farage and Boris Johnson claimed was being
sent to the European Union weekly. (1)

1.6.2 Suggest a reason why they would have made this claim. (1)

1.7 In your own words, discuss how Donald Trump used his twitter account in the
2016 Presidential elections. (2)

1.8 Refer to paragraph 7.

1.8.1 Explain why Trump banned certain media outlets from a press
conference. (1)

1.8.2 Comment on the effect that Trump’s view of media has had on
American Society. (2)

1.9 Discuss the function of Africa Check. (2)

1.10 Refer to paragraph 9.

Account for the author’s use of “we”. (3)

64
QUESTIONS: TEXT B

1.11 Identify how many mainstream media posts were shared or commented on
between February and April. (1)

1.12 Suggest and explain a possible reason for the increase in fake news after
May to July. (2)

QUESTIONS: TEXT A AND B

1.13 In your opinion, does Text B effectively convey Text A. Provide reasons for
your answer. (3)

TOTAL SECTION A: 30

65
SECTION B: Summary

QUESTION 2: SUMMARISING IN YOUR OWN WORDS

Carefully read TEXT C below, which explores how to spot fake news on social
media.

NOTE:

You are required to do the following:

1. Summarise how to spot fake news on social media.

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.

TEXT C:

Look before you share: How to spot fake news on social media
August 13, 2017
CUTE puppies drowning in a river? Prince William and Kate Middleton
heading towards a divorce? When headlines like these pop up on your
social media feed, it’s wise to take a moment to reflect before liking or
sharing them.

According to the German computer magazine c’t, users should suppress the
impulse to click and spend at least a couple of minutes trying to verify the
authenticity of the claims being made.

If you’ve never heard of the news source, take a moment to check if it

actually exists. Look for the company registration details on the site.

A brand-new homepage could be a red flag for a fake news site. You can
find the date that the site was created at the following link:
https://whois.domaintools.com. Users should also beware of satirical sites

66
posing as real news outlets, such as World News Daily Report.
Has the message come directly from an individual or company? If the
account has been verified by Facebook and Twitter, a blue badge with a
white check mark should appear next to the name.

According to experts, social media users should take a couple of minutes to

check whether a story is authentic before liking or sharing it

If the account has not been verified, take some time to scrutinise the profile.
How many friends does the person have? What kind of friends? Does the
user make an unusually large number of posts on a very specific theme, and
is the account exclusively linked to similar accounts?

If so, you could be dealing with an internet bot – a computer program

running automated tasks, and duping you into believing it is a real human. A
quick look at the person’s or company’s website, if it has been provided,
could help to gauge the profile’s authenticity.

Facebook users can modify headlines and straplines to mislead users about
the actual content of the news. Images and videos can also be posted
completely out of context.

One tip: reverse-search for the image on Google or TinEye to find out where
the exact file, or similar versions of it, appears online. Another alternative is
to search for keywords on http://hoaxsearch.com, a service provided by the
not-for-profit Mimikama. The search will identify flagged phrases that have
appeared on Twitter, WhatsApp or other social media channels.

So who spreads such misleading news? “These are conspiracy theorists or

highly active radicalised groups, who want to push their political agenda,”
according to c’t editor Jo Bager.
Others just want to profit from human intrigue and outrage: they are hedging
their bets on some oblivious reader clicking on the fake news and landing on
their website, where advertisements will bring them money.

67
 https://borneobulletin.com.bn/look-share-spot-fake-news-social-media/

TOTAL SECTION B: 10

SECTION C: LANGUAGE STRUCTURES AND CONVENTIONS

QUESTION 3: ANALYSING ADVERTISING

Study the advertisements (TEXT D and E) below and answer the set questions.

TEXT D

http://www.politico.com/media/story/2016/06/msnbc-year-of-standing-up-straight-
004562

68
QUESTIONS TEXT D:

3.1 Identify the news channel being advertised. (1)

3.2 Explain what is meant by “far right”. (1)

3.3 Discuss how the visuals reinforce the text. (2)

TEXT E

69
http://www.thewrap.com/wp-content/uploads/files/u1177/fox_news_trusted_ad.jpg

QUESTIONS TEXT E:

3.4 Identify the slogan. (1)

3.5 Discuss the effectiveness of TWO advertising techniques used in the
advertisement. (3)

QUESTIONS TEXT D AND E:

3.6 Refer to both advertisements (TEXT D and E).

In your opinion, which news channel would be more reliable. Provide reasons
for your answer. (2)

[10]

70
QUESTION 4: UNDERSTANDING OTHER ASPECTS OF MEDIA.
Study TEXT F and G and answer the set questions.

TEXT F

http://editorialcartoonists.com/cartoon/display.cfm/155979/

QUESTIONS TEXT F:

4.1 By referring to visual cues, identify the setting of this cartoon. (2)

4.2 Explore the humour contained in this cartoon. (3)

71
TEXT G

www.editorialcartoonists.com

QUESTIONS TEXT G:

4.3 Refer to the man’s briefcase.

Identify and explain the symbols. (2)

4.4 By referring to the text and visuals, comment on the satire contained in this
cartoon. (3)

[10]

72
 QUESTION 5: USING LANGUAGE CORRECTLY

Read TEXT H, which contains some deliberate errors, and answer the set questions.

TEXT H

Duties & Responsibilities of Journalists

by Ellie Williams

1 Journalists educate the public about events and issues and how they affect their
lives. A journalist spends much of their time interviewing expert sources, searching
public records and other sources for information, and sometimes visiting the scene
where a crime or other newsworthy occurrence took place. After they've thoroughly
researched the subject, they use what they uncovered to write an article or create a
piece for radio, television or the Internet.

2 Before journalists can write about a subject, they must first gather information. They
usually conduct several interviews with people involved in or having knowledge of
the subject. They may also go to the scene of an event, such as a crime or an
accident, to interview witnesses or law enforcement officers and to document what
they see. In addition, they often search public records or other databases to find
information and statistics to back up their stories. Researching a story is often
similar to conducting an investigation, and journalists must sometimes ask difficult
questions. They may have to invest a lot of time tracking down information and
people relevant to the story.

3 Even though a news article bears a single journalist's byline, the process requires
significant collaboration. How good a journalist's story is often depends on how
adapt he is at communicating and working with others. For example, journalists take
instruction from their editors regarding what angle to approach when writing a story,
how long the story should be and whom to interview. They also need strong people
and communication skills so they can persuade sources to talk to them. Journalists
frequently approach people they don't know, whether when reporting from the
scene or calling to request an interview. If they're uncomfortable around strangers,
they'll make others uncomfortable as well, making it less likely that people will want

73
 to be interviewed.

4 In addition to serving the public interest, journalists must also follow the law,
especially regarding the confidentiality and privacy of the people they interview or
write about. For example, while journalists often tape record their interviews to
ensure accuracy, federal and state laws generally make it illegal to record a
conversation without the permission of the other party. In this case, journalists must
tell their sources they're recording the interview before it begins. Journalists must
also understand the laws regarding libel and invasion of privacy. If a journalist is
careless when reporting criminal allegations against a person, for example, he
could face a defamation lawsuit if the accusations are proved untrue.

5 Some aspects of a journalist's job are not subject to any kind of law but will be just
as important. Journalists must strive to present an accurate, well-balanced
explanation of the stories they cover. For example, they have an obligation to
present all sides of an issue, and to conduct extensive research and talk to several
sources knowledgeable about the subject. If they present only popular opinion, or if
they conduct minimal research without fully exploring the subject, they don't give
readers and viewers the information they need to understand the implications of the
event or issue. Journalists must also be honest with the people they interview,
telling them before talking to them what the article is about and that they plan to
quote them in the piece.

http://work.chron.com/duties-responsibilities-journalists-13252.html

74
5.1 Refer to paragraph 1.

Identify and correct the concord error. (2)

5.2 Refer to paragraph 2:

Before journalists can write about a subject, they must first gather information.

5.2.1 Identify the subordinate clause. (1)

5.2.2 Provide a reason for your answer. (1)

5.3 Refer to paragraph 3.

Identify and correct the malapropism error. (1)

5.4 Refer to paragraph 4.

Provide the adverbial form of “accuracy” . (1)

5.5 Refer to paragraph 4.

Identify and explain the function of the underlined punctuation marks. (2)

5.6 Refer to paragraph 5:

Correct the error of tense in the following sentence:

“Some journalist… just as important.” (2)

[10]

TOTAL SECTION C [30]

GRAND TOTAL [70]

75
 FOURWAYS HIGH SCHOOL

ENGLISH HOME LANGUAGE

PAPER 1

JUNE 2018

GRADE: 12 MARKS: 70
EXAMINER: Ms Subramoney TIME: 2
hours
MODERATOR: Ms Jones

INSTRUCTIONS AND INFORMATION

1. This paper consists of THREE sections:
SECTION A: Comprehension (30 marks)
SECTION B: Summary (10 marks)
SECTION C: Language (30 marks)

2. Read ALL the instructions carefully.

3. Answer ALL the questions.
4. Number the questions according to the numbering system in this question paper.
5. Pay special attention to language and sentence structure.
6. Use the following time frames as a guideline:
SECTION A: 50 Minutes.
SECTION B: 25 Minutes.
SECTION C: 45 Minutes.
7. Write neatly and legibly.
8. Use your own words unless instructed to quote.
9. Use full sentences where possible.

PRESENTATION:
1. Draw a 2cm marking margin down the right hand side of every page.
2. Write your name, grade and English teacher’s name at the top of the page.
3. Number in the middle of the page.
5. Start each section on a new page.

76
6. Rule off after each section.

77
 SECTION A: COMPREHENSION

QUESTION 1: READING FOR MEANING AND UNDERSTANDING

Read Text A and Text B below and answer the set questions

TEXT A:

Married to Mandela: 'Life with him

was life without him'
Theirs was a passionate and ultimately tragic love forged in
struggle
1. It was a love affair for the ages and featured passion, danger, martyrdom, 1
sacrifice. It ended in tragedy and farce¹.

2. The male protagonist was a giant of a man: good-looking, fearless; principled - a

legend with the looks of a matinee idol, equally at home in a boxing ring and
fighting against a venal and tyrannical state. The female was a breathtaking 5
beauty, 16 years his junior, who was also feisty, glamorous and clever.
3.
Nomzamo Winifred Zanyiwe Madikizela was 22 when Nelson Rolihlahla Mandela
spotted her standing at a bus stop in Soweto. Thus started one of the 20th
century's most famous romances. The fact that he was married with three kids
didn't prevent this legendary ladies' man from securing a lunch date with her.
4. 10
"The next day I got a phone call," Winnie recalled. "I would be picked up after
work. Nelson, a fitness fanatic, was there in the car in gym attire. I was taken to
the gym, to watch him sweat! That became the pattern of my life. One moment, I
was watching him. Then he would dash off to meetings, with just time to drop me
off at the hostel. Even at that stage, life with him was a life without him."
5.
The human rights champion was brought to his knees by this young woman. The 15
couple fell deeply in love and married on June 14 1958, as soon as Mandela
could divorce his first wife, Evelyn,
6.
Winnie was already politicised when she met Nelson. She had her first conscious
experience of racial discrimination in 1945 at end of World War 2 when she was
nine years old. Celebrations were scheduled at the town hall in Bizana but her
family had to remain outside as the festivities were for whites only.
7. 20
Winnie had completed her degree in social work top of her class in 1955, after
she moved to Johannesburg. When she met Nelson she was working at
Baragwanath, the first black social worker at the hospital. She became interested
8 in politics and shared a dormitory with Adelaide Sisulu.

The wedding took place in Bizana. In a letter to him 12 years later, she recalled 25

78
 the "trembling little girl of 23 in a shabby little back veld church in Pondoland
9.
saying 'I do'’ and his reassuring and firm grip as he slipped the ring on her finger.

"It was not to you only that I said, 'I do'. It was to you and all what you stand for.
10. The one without the other would have been incomplete for me," she wrote to him.
30
The couple had precious little time together. Mandela left home in April 1961
when their daughters Zenani and Zindzi were two years old and three months,
11 respectively. For Winnie this was the beginning of life as a political widow.

"We were hardly a year together when history deprived me of you. I was forced to
mature on my own. Your formidable shadow which eclipsed me left me naked
and exposed to the bitter world of a young 'political widow'. I knew this was a
crown of thorns for me but I also knew I said 'I do' for better or worse. In marrying 35
12. you I was marrying the struggle of my people," she wrote in the same letter.

The apartheid state did its utmost to break the spirit of the wife of the most
13 prominent anti-apartheid activist.

Nelson had been in prison for seven years on the night of May 11 1969 when
Winnie and her two daughters were eating supper. It was a couple of days after 40
the girls had returned from school. Zindzi burst out at the table, "I want my daddy"
and cried herself to sleep, little knowing that a couple of hours later security
police would storm their Soweto home and take her mother away. Winnie's
daughters clung to her skirt, crying: "Mummy, Mummy don't go." They were nine
14 and 10 at the time.

She was one of the most hated women in the world in the early 90s. Scorned 45
after her divorce from Nelson Mandela and, to many, guilty of heinous crimes:
15 Kidnapping at the very least, perhaps even murder. But she was a dear friend to
me.
Winnie Madikizela-Mandela, who raised a young family in her husband’s absence
and at the same time became the image and the voice of her nation’s struggle
against apartheid, died on Monday at a hospital in Johannesburg — suddenly, 50
16. without allowing us time to reconcile what South Africa will be without her.

I first met Winnie with Nelson at Heathrow Airport in London in June of 1990. I
17 was a protocol officer for External Affairs — a Canadian diplomat. I was to
organize the couple’s first trip to Canada.
The world had only just digested footage of Nelson emerging from Victor Verster
Prison that February, accompanied by the wife who was then perhaps more 55
recognizable. World leaders knew little about Nelson Mandela. Many thought that
he was soft on communism. They trusted his wife’s famous revolutionary zeal
even less. The world held its collective breath.
Nelson addressed Parliament in Ottawa, then the couple went to Toronto and
Montreal. I was to bid farewell there, but then-foreign minister Joe Clark
18 authorized me to join them on tour in the U.S. as a personal assistant, at
Nelson’s request.
New York fell in love. Nelson got a tickertape parade, but Winnie was, well,

79
 Winnie. Bigger than life. She chafed at being treated as his wife, not the leading 60
member of the struggle she actually was. At one point, she refused to appear live
on The Phil Donahue Show. The daytime talk show had an audience of millions,
and she saw it as demeaning.
Nelson pleaded with me to convince her to go. She couldn’t let the women of
19. America stare at an empty screen, I told her.

She relented and we raced to the studios for what would become one of her most 65
memorable appearances. Donahue asked her about Nelson’s health, she replied
20. coyly: “He is in perfect health. And I should know, I am his wife.”

At a Boston luncheon, Winnie, in traditional clothing, upstaged even Jackie

Kennedy. In the Bronx, she stood beside Betty Shabazz, unaware she was
Malcolm X’s widow. When Shabazz was introduced, Winnie gasped and turned 70
21 to embrace her in a hug that screamed sisterhood.
.
Nelson stood by Winnie through her trial over the kidnapping and beating of
teenager James Seipei, known as Stompie Moeketsi, who was later murdered.
She was convicted in the kidnapping, but Nelson believed, as I do, that it was a
trumped-up charge. 75
Taking on the task of reforming the Mandelas’ security staff, I spent months with
Winnie’s bodyguards, including several who had been with her in the late 1980s
as the infamous Mandela United Football Club terrorized Soweto. The club was
22. seen to be responsible for Stompie’s kidnapping and death — and with Winnie’s
active support, many thought.
My conversations with her staff suggested otherwise. Her security team and the 80
football club had been riddled with police informers, I learned. I suspect South
African authorities were aware of her addictions, and how she could lose control.
I believe they ensured Winnie was present at the beating, so that witnesses could
23 testify she ordered it, but that she was likely as intoxicated as she was the
evening she did a face-plant in her soup.
Still, her conviction did little to damage her popularity in the militant wing of the 85
. African National Congress.
Nelson and I tried to get her to come to Canada for treatment, but plans fell apart
under the influence of the young lawyer who would become her lover. I secured
her a Ministerial permit, but she backed out. She was innocent in the beating
24 case, I believe. But she was fully aware when she started the affair that led to her
divorce.
Sisulu later told me that presenting proof of the affair to his friend was one of the 90
most difficult things he ever did. The impact on both was tragic. Nelson was
devastated. He divorced Winnie, but he still adored her. I am not certain he ever
stopped loving her. It was not easy to defend Winnie publicly, as I often did. The
level of hatred for her was astonishing, even before the age of internet trolls and
fake news.

25 95

Visiting her later in Soweto, I watched her play with her grandchildren — the
picture of the doting grandmother. She had little money and her home fell apart
around her. She suffered the ignominy of a person who often made the wrong

80
 decisions, and had to live with the consequences.
Text B

Source: https://www.brandsouthafrica.com/people-culture/mandela/the-day-nelson-
mandela-walked-out-of-prison

QUESTIONS: TEXT A

1.1. In your own words explain why the love between Nelson and Winnie Mandela
is referred to as ‘a love for the ages’? (line 1) (2)

1.2. Refer to paragraph 1:

Comment on the effectiveness of the diction as an introductory paragraph.(2)

1.3 Discuss the writer’s intention in paragraph 2. (3)

1.4 According to Winnie, her relationship with Nelson Mandela was ironic.
Explain this irony. (2)

1.5 Explain the following phrases in context:

1.5.1 ‘your formidable shadow which eclipsed me’ (line 36) (2)

1.5.2 ‘a crown of thorns’ (line 38) (2)

1.6 Refer to paragraph 21:

Comment on the symbolic significance of Winnie and Betty Shabazz standing
side by side and the consequent hug? (2)

81
1.7 In your own words explain what the writer means by ‘the world held
its collective breath.’ (line 64) (1)

1.8 Refer to paragraph 19

Discuss the effectiveness of the opening sentence of this paragraph (2)

1.9 Account for the fact that Winnie chafed at being referred to as ‘Madiba’s
wife.’ (2)

1.10 Evaluate the writer’s claim that Winnie is ‘as the image and voice of her
nation’s struggle.’ (paragraph 15) (2)

1.11 Refer to paragraph 27

Explain what the writer suggests about news today? (2)

1.12 The writer refers to Winnie as an icon yet presents her human
vulnerability. Critically comment on the impact of this presentation
on the reader. (3)

QUESTIONS: TEXT B

1.13 Discuss how this image is a representation of a historical milestone? (2)

QUESTIONS: TEXT A AND B

1.14 Explore whether Text B reinforces or contradicts the ideas presented in (2)
Text A.

TOTAL FOR SECTION A: 30

82
83
SECTION B: SUMMARY

QUESTION 2: SUMMARISING IN YOUR OWN WORDS

Carefully read TEXT C below, which explores the feasibility of the eThekwini
Municipality forking out for the sponsorship of major concerts.

NOTE:

You are required to do the following:

1. Summarise the article below.

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.

TEXT C
Why We Fall in Love: The Science of Love
Have you ever stopped for a second to think about the science and psychology of
falling in love or why you are falling in love with that special someone? Did you
ever notice love is sort of a mysterious yet natural emotion in us and it must have
to do something with our chemistry to one another? Or, have you ever concluded
love could be a beautiful feeling helping species remain alive? If not, it is the time
to be mindful because it will definitely help you envision and live a fuller life.
We simply call this mysterious feeling “love” but believe it or not, there is a
complexity behind the wheel driving us to cogitate our involvement in this feeling—
some sort of devoted and passionate feeling. Science has sought long to detect
the basic phenomenon behind amity and has concluded at many stages that love
is the most alluring feeling in our life aiding us to thrive. Fidelity compels us to
accelerate the process of reproduction. Staying over the rainbow and in love with
the world is not a casual nexus.
An article in Psychopharmacology (2012) concluded when compared to
behavioural addiction, social attachment is similar—individuals become addicted to
other because of the returned reward. There is a chemical chain of reaction
triggered in our bodies ultimately instigating the feeling of love to strike our minds.
Actually, falling in love is getting into a beautiful trap set up by nature, a natural
occurrence we cannot fight. According to a science-based study by Arthur Arun,
on average, the mind of a person takes between 90 seconds to 4 minutes to
determine whether it is
struck by love or not.

A recent study based on the topic “science behind the love” is conducted at
Rutgers University located in United States, revealed there are 3 stages involved
with falling in love—namely lust, attraction, and attachment. Each stage involves
different types of chemical reactions within the body (specifically the brain). Along
with that, there are different hormones present in the body helping to excite all

84
these three stages (lust, attraction, and attachment) separately as well as
collectively.
Lust is said to be the initial stage of getting involved with love. The feel of lust is
basically backed up or instigated by the sexual hormones within the body.

Oestrogen and Testosterone are the two basic types of hormones present equally
in men and women’s body that excites the feeling of lust within the brain. Limbic
processes in the brain in response to lust have health-promoting and stress-
reducing potential. In addition, lust, love, and pleasure ensure the endurance of
mankind through mating. The mating process is a discrete interrelated process
initiating attraction.

Second stage of acquiring love is attraction. This phase is said to be one of the
beautiful moments of life. This is the phase when a person actually starts to feel
the love. His or her impatience for attracting somebody leads to excitement, and
the individual is left with no other option but to only think about that specific
person. Scientifically, it has been concluded in the study that there are three more
sub-stages of attraction that portray drastic changes over the individual’s
personality. The three sub-stages of attraction are adrenaline, dopamine, and
serotonin.
When a couple passes through the above two stages of love successfully, the time
of bonding with each other becomes powerful. Attachment is a bond helping the
couple to take their relationship to advanced levels. It instigates the feeling of
bearing children and falling in love with them wholeheartedly.
While investigating the “attachment factor,” scientists discovered two sub-stages
involved. The two sub-stages are hormones in the body that attract an individual to
retaining the feeling of love with his or her partner. The two hormones, namely,
oxytocin and vasopressin are discussed below.
It can be said conclusively that love is one of the most delightful feelings of our
lives. It is quite true about the saying “love is blind” because you never know when
your brain will encounter love. A significant number of chemical reactions are
involved in instigating lust, attraction, attachment, and love between couples.
Science has yet discovered the exact bodily reactions behind the complexity of
love. However, based upon the above studies it is clearly said that falling in love
involves many mechanisms and chemicals within the brain. You simply cannot
avoid the sensual reaction of love. The partner doesn’t need to be sublime, sexy,
or handsome—the feeling is deeper than a physical tactility. Love is a natural
muse; you will puzzle over it, dream about it, and be lost in thought.

Source: https://examinedexistence.com/why-we-fall-in-love-the-science-of-lo
TOTAL FOR SECTION B: 10

85
SECTION C: LANGUAGE IN CONEXT

QUESTION 3: ANALYSING ADVERTISING

TEXT D

Source: https://za.pinterest.com/ms_tfny/drive-through/

QUESTIONS: TEXT D

3.1 Explore the use of the personal pronoun in the advert. (2)

3.2 Account for the change of font in the product brand. (2)

3.3 Discuss how the visual supports the written text. (2)

86
TEXT E

Source: https://www.food24.com/News-and-Guides/Features/Nandos-Madiba-ad-
20120718

QUESTIONS: TEXT E

3.4 Explain the writer’s intention in using bold font (from one Rolihlaha to
another). (2)

3.5 How does the advertiser create a link between Nandos and Madiba? (2)

87
SECTION D:

QUESTION 4

TEXT F

Source: https://www.zanews.co.za/cartoons/2018/04/11/ace-come-
lately#.WwMrae6FOUk

QUESTIONS: TEXT F

4.1 Identify and explain the effectiveness of the satirical technique used by the
cartoonist. (3)

4.2 By referring to the visual cues, explore what the writer is suggesting about
Ace Magashule. (3)

88
TEXT G

Source: https://www.zanews.co.za/cartoons/2018/04/05/r-i-p-winnie-mandela

QUESTIONS: TEXT G

4.3 Discuss the implication of the image of Winnie Madikizela Mandela that is
presented in the cartoon. (2)

4.4 Refer to Winnie’s head scarf. Comment on the point that the writer is making
about Winnie. (2)

TOTAL FOR SECTION E: 10

89
SECTION C: USING LANAGUAGE CORRECTLY

QUESTION 5

TEXT H

1. Downloading a dating app is not exactly difficult rocket science, but I am little 1
rusty in the dating area since I have been in a relationship for 5+ years and
am now engaged.

2.
5
The one occasion I decided to do so, I discovered just how easy it is to
become connected to someone almost instantly. My partner and I conducted
a small experiment using the popular app Tinder. At first, it started as a silly
game to see who could attract more admirers, but I soon began to realize a
vast difference in the number of admirers I had versus him. Could it be that 10
more men use the app Tinder than women? Or maybe it was a simple
coincidence that I had more hits. Regardless of the reason, this was just one
3. of my many observations in my short time using the Tinder app.

15
If you are unfamiliar with the app Tinder like I was, let me rewind a bit. The
4. actual definition of Tinder is “a location-based social search mobile app that
facilitates communication between mutually interested users, allowing
matched users to chat” (Google).

20

5. A quick introduction to Tinder can be explained in three easy steps:

download, create your profile, and start swiping! For my partner and I, we
decided to limit our number of pictures to upload to three, (and what a choice
this was) because we did not want to reveal too much about ourselves but
just enough to peak the interest of other users. 25

You never realize how terrible your writing is until you need to write a
paragraph about yourself in the description section. You do not want to seem 30
too eager or non-interesting so it’s best to keep it brief and stay open-minded.
Some users included movie quotes, while others managed to incorporate
more erotic requests (no I’m not kidding). Whatever you choose to include,
6. speaks volumes about the type of person you are, and exactly who you are
looking to find. I did not include one. Despite my lack of a personal paragraph,
the matches began to pour in from locals and users from across the state. It 35
was in this moment I realized how fast you are connected to a stranger.
Before this app I knew my small circle of friends and classmates, afterward, I
am now connected with tons of people from all walks of life simply looking to

90
 40
make a connection.
7.

The main issue I saw with this app are that it was incredibly virtual. The first
thing presented to you is the user’s picture. You must click on a small icon to 45
access more information about the person. So we are swiping left or right,
souly based on the person’s looks (seems a bit shallow if you ask me). The
app then generates users in the area to present to you. To decide if you
are interested or not you simply swipe left for “not interested” and right for
“interested”, and if you’re really interested in a person you swipe up for a
“super like”.

For those about to say “well the first thing we see is the person, even if we are
not using an app and see someone in real life” (what does the term “real life”
mean anyway, we aren’t living in a video game). I have actually heard
classmates make this statement, and although it is a valid point, having an
app designed to appeal to a person’s true interests should not be mostly
based on physical appearance. Why do you ask? Because there is the case
of “catfishing”.

QUESTIONS: TEXT H

Read TEXT H, which contains some deliberate errors, and answer the set questions.

5.1 Identify and correct the tautology in paragraph 1 (1)

5.2 “My partner and I decided to conducted a small experiment.” (line 5)

Rewrite the above sentence in the passive voice. (2)

5.3 Identify and explain the purpose of the punctuation mark in

“location-based social search mobile.” (line 13) (2)

5.4 Identify and correct the concord error in paragraph 3 (2)

5.5. A word in paragraph 6 has been confused with its homophone.

Identify and correct the spelling of the word. (2)

5.6 Identify and correct the malapropism error in paragraph 6. (1)

TOTAL FOR SECTION F: 10

91
 FOURWAYS HIGH SCHOOL

ENGLISH HOME LANGUAGE

PRELIM PAPER 2018

SEPTEMBER 2018

GRADE: 12 MARKS: 70
EXAMINER: Ms Jones TIME : 2 hours
MODERATOR: Mrs Subramoney, Ms de Wet and Ms Botha

INSTRUCTIONS AND INFORMATION

 This paper consists of THREE sections:
SECTION A: Comprehension (30 marks)
SECTION B: Summary (10 marks)
SECTION C: Language (30 marks)

 Read ALL the instructions carefully.

 Answer ALL the questions.
 Number the questions according to the numbering system in this question paper.
 Pay special attention to language and sentence structure.
 Use the following time frames as a guideline:
SECTION A: 50 Minutes.
SECTION B: 25 Minutes.
SECTION C: 45 Minutes.
 Write neatly and legibly.
 Use your own words unless instructed to quote.
 Use full sentences where possible.

PRESENTATION:
1. Draw a 2cm marking margin down the right hand side of every page.
2. Write your name, grade and English teacher’s name at the top of the page.
3. Number in the middle of the page.
4. Start each section on a new page.
5. Rule off after each section.

92
SECTION A: COMPREHENSION

QUESTION 1: READING FOR MEANING AND UNDERSTANDING

Read Text A and Text B below and answer the set questions.
TEXT A
FROM THE PLAYGROUND TO THE BOARDROOM
Raising awareness around bulling in the workplace

1 Until two decades ago, bullying was largely associated with children 1
terrorising each other in school playgrounds. In South Africa many
companies still have that perception.

2 This was clearly evident in a study I recently conducted, where

respondents looked at me with utter surprise when I raised the subject of 5
bullying at work. The typical response was: ‘but this is not kindergarten’,
or something to that effect. Yet, the more we unpacked this phenomenon
together, the more respondents began to realise the extent to which
bullying exists within their organisations. This, in and of itself, points to
the low levels of awareness around bullying in the South African 10
workplace.
3
So what, exactly, is bullying?
4
There are, in fact, a range of definitions and arguments about the scope
and characteristics of workplace bullying; a fact which points to the
infancy of the research. Notwithstanding countless, often country-specific 15
definitions, workplace bullying is regarded as abusive conduct, and the
mistreatment of people at work that causes harm.
5
Additionally, the general consensus is that bullying is characterised by
repetition and duration (it occurs regularly over a period of at least six
months), and escalation (usually accompanied by an increase in 20
aggression). It is for this reason that single, isolated negative acts cannot
be defined as bullying.
6
While bullying encompasses threatening, humiliating or intimidating
actions, work interference and/or sabotage and verbal abuse, many of
the respondents I spoke to were more familiar with the notion of 25
harassment at work than with bullying. This is not peculiar to South
Africa, but to fully understand the impact of workplace bullying it is
important to separate it from the crowd and understand the particular
7 influences at play.

While this definition broadly accords with existing research on bullying, 30

and even Collins dictionary’s view that a bully is “someone who hurts,
persecutes or intimidates weaker people”, it fails to take into account the
particular impact of bullying in a work context and how this creates power
imbalances which, in turn, can perpetuate a culture of bullying. Critically,
under South African law, specifically Section 6 of the Employment Equity 35

93
 Act, employees are protected from harassment, but no bullying-specific
legislation exists. The concern is that, while bullying continues to be
wrapped up in this broader definition, the ability to inforce policies and
8 institute meaningful interventions is hampered.

Almost all the people I spoke to agreed that the most distinguishing issue 40
between bullying and harassment at work was the difficulty of proving
bullying. Harassment is easy to prove because it is protected by law.
However, in instances where an organisation does not share a common
definition of bullying, employees are unlikely to recognise the negative
behaviour associated with bullying, as, in fact, being bullying. Essentially, 45
almost all participants attributed the prevalence of bullying in the
9 workplace to political power shifts and to changing social identities in
South Africa.

Of all the social identity categories I found race and gender to be most
salient10 in explaining bullying. Although it is important to note that 50
participants also highlighted issues such as cultural beliefs, religion,
10 sexual orientation, tenure11 and education. Race and gender remained
the overarching reason which participants attributed to their bullying
experiences.

The study also found that while participants confirmed the prevalence of 55
bullying in their organisations, many reported finding it difficult to
associate what was happening with the notion of bullying. Some of the
targets preferred to use alternative terms, such as ‘injustice’ and ‘unfair
11 labour practice’. The term ‘bullying’ appeared to carry a stigma of
weakness, which explains why some participants appeared
uncomfortable in being associated with the term or being referred to as 60
the ‘victims’ of bullying.

The findings of this study have shown that bullying is a serious yet silent
and relatively unacknowledged problem in the South African workplace. If
this is true, one can reasonably conclude that many employees and 65
employers in South Africa are unaware of the extent, nature and effects
of bullying in their workplaces. And yet the impact is pervasive, as this
12 respondent told me:
“The culture of the organisation is [to] be scared, be scared; we are
scared, and that’s how things have been and that’s how things are and
that’s how things will be.” 70

A comment like this highlights the importance of understanding this

phenomenon and the negative effect it has on staff morale, culture,
values, productivity and, therefore, the bottom line. The solution might lie
in education. Training wellness professionals in detecting bullying,
heightening the level of awareness of the phenomenon in organisations,
and developing policies aimed at creating bully-free work environments
may prove the key in exposing this pervasive phenomenon..
10
Salient: relevant, important
11
Tenure: Status

94
 [Adapted from Acumen, Third Quarter 2016]

AND

TEXT B

TEXT BOX
Source: OfficeTeam survey of 317 workers and 307 human resources managers in the United

95
 States

* Respondents who said they had an office bully

[https://www.prnewswire.com/news-releases/how-common-is-workplace-bullying]

QUESTIONS: TEXT A

1.1 Account for the writer’s use of the word ‘terrorising’ (line 2). (2)

1.2 Refer to paragraph 2.

In your own words, explain why the respondents were in ‘utter surprise’ when
the subject of bullying at work was raised. (2)

1.3 Explain the use of the personal pronouns in paragraph 2. (2)

1.4 Refer to lines 25 – 27: ‘to fully understand … influences at play.’

Suggest why the writer states that workplace bullying should be separated
‘from the crowd’. (2)

1.5 With close reference to paragraph 7, discuss why bullying continues in the
workplace. (3)

1.6 Refer to lines 44 – 45: ‘almost all participants … in South Africa.’

Comment critically on the writer’s inclusion of the reference to South Africa.

(3)

1.7 Refer to paragraph 10.

In your view, are the participants justified in using alternative terms for
bullying?

Substantiate your response. (3)

1.8 Refer to paragraphs 2 and 3.

Describe the writer’s style in these paragraphs. (2)

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1.9 By referring to the whole article, explain the effectiveness of the title. (3)

QUESTIONS: TEXT B

1.10 State the percentage of people who have ‘had an office bully’ (1)

1.11 Refer to the information contained in Text B.

Identify the most common way workers respond to office bullies. (1)

QUESTIONS: TEXT A AND B

1.12 By referring to BOTH Text A and Text B, provide an argument as to why

some workers ‘do nothing’ when responding to office bullies. (3)

1.13 Do you think TEX B reinforces the ideas presented in Text A? Justify your
response. (3)

TOTAL SECTION A: 30

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SECTION B: Summary

QUESTION 2: SUMMARISING IN YOUR OWN WORDS

Carefully read TEXT C below, which explores how to deal with workplace
harassment.

NOTE:

You are required to do the following:

1. Summarise how to deal with workplace harassment.

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.

TEXT C:

Tips for Dealing with Workplace Harassment

1 Harassment can make us feel uncomfortable and, even worse; it can make
us feel unsafe. Ninety percent of workplace harassment is never officially
reported. But what happens when you want to do something about it? Here
are some important tips for dealing with the harassment effectively:

2 Report any instance of harassment immediately. Your employer must know

or have reason to know about the harassment to be legally responsible. Tell
your supervisor, someone in human resources, or the person within your
organization who is designated to deal with harassment. Either file your
report in writing or, if it is made in a meeting, follow up with a written
summary. Keep a copy of any written complaint you make to your employer
and anything you receive from them.

3 As soon as you experience any act of harassment, write down exactly what
happened. Be as specific as possible, recording dates, places, times, and
possible witnesses. When you report, write down whom you reported to,
what that person said, and what happened in response.

4 If you are not the only employee to experience harassment, ask co-workers
to also write down and report their own incidents. If you're not comfortable
doing that, mention when you report that you believe others have been
harassed.
5

98
 Keep copies of any records of your work performance, including
performance evaluations and any memos or letters documenting the quality
of your work. If you do not have copies, try to gather them (by legitimate
6 means only).

If you can do so safely, talk to other people at work who may have
witnessed your harassment. You may find witnesses, allies, or others who
7 have been harassed by the same person or who would be willing to support
your case.

Map out the important people and situations to investigate in the initial
8 complaint. Basically, provide the investigating office with everything they
need to conduct the investigation, based on current knowledge.

Difficult as it may be, try not to be side-tracked by the harassment issues.

9 Keep doing good work, and keep maintaining meticulous records of your
performance as well as the harassment and any action against it.

Harassment and its aftermath are difficult to go through. Tell supportive

friends, family members, and colleagues about the abuse. Talking with
others about the harassment can give you much-needed support and help
10 you clarify and process everything that's happened – which in turn may help
your company investigation or legal case. You don't need to feel alone.

If you suspect someone else is being harassed, let the person know of your
support and encourage him or her to take these steps. Don't allow anyone to
dismiss harassment as harmless or as part of the company climate.
Standing up to workplace harassment is everyone's responsibility.

[https://www.inc.com/lolly-daskal/10-tips-for-dealing-with-workplace-
harassment.html]

TOTAL SECTION B: 10

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SECTION C: LANGUAGE STRUCTURES AND CONVENTIONS

QUESTION 3: ANALYSING ADVERTISING

Study the advertisements (TEXT D and E) below and answer the set questions.

TEXT D

TEXT BOX
LYNNE CURRY

Forwarded Gary Namie Ph.D

Cofounder and Director of the

Workplace Bully Institute

[https://www.goodreads.com/book/show/25645203-beating-the-workplace-bully ]

QUESTIONS TEXT D:

3.1 Name the author of this guide. (1)

3.2 Discuss how the visuals support the text in this advertisement. (4)

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TEXT E

[https://yourlifemattersempowerment.org/2017/10/07/prevent-workplace-bullying/]

QUESTIONS TEXT E:

3.3 By referring to the women’s body language, explain what they are doing. (2)

3.4 ‘Workplace bullying is just as bad as school bullying’.

Critically comment on the validity of this statement. Justify your response. (3)

TOTAL [10]

101
QUESTION 4: UNDERSTANDING OTHER ASPECTS OF MEDIA.
Study TEXT F and G and answer the set questions.

TEXT F

[https://www.cartoonstock.com/cartoonview.asp?
catref=twtn1177]

QUESTIONS TEXT F:

4.1 By referring to the man’s facial expressions describe how he is feeling. (2)

4.2 Discuss the irony in this cartoon. (3)

102
103
TEXT G

MAN A

THE
BOSS

[http://selfdeprecate.com/political-cartoons/best-chris-christie-cartoons/]

QUESTIONS TEXT G:

4.3 Refer to the boss.

By referring to the font in his speech bubble, explain how he is feeling. (2)

4.4 Explain the humour contained in this cartoon. (3)

TOTAL [10]

104
 QUESTION 5: USING LANGUAGE CORRECTLY

Read TEXT H, which contains some deliberate errors, and answer the set questions.

TEXT H
Do we really understand what workplace bullying is?

1 There is no legal definition of bullying and there is no comprehensive list of bullying 1

behaviours.

2 ACAS defines workplace bullying as “offensive, intimidating, malicious or insulting

behaviour, an abuse or misuse of power through means that undermine, humiliate,
denigrate or injure the person being bullied”. The Health and Safety Executive 5
emphasises this is a pattern of behaviour rather than isolated instances, happening
“repeatedly and persistently over time”.

3 Bullying is tricky to define. What it definitely is not; is a one-off event. That would class as
harassment. Bullying on the other hand is purposeful and deliberately intended to
dominate, cause distress and fear in the intended victim. Bullying often happens in 10
private settings and by a person in authority and it is difficult to find material evidence
for. Bullying doesn’t happen "by accident", it has to be a deliberate action, and even
though a perpetrator might say they “meant no harm” when reprimanded, bullying often
involves a planned campaign by the bully with the likelihood of negative intent.

4 But, this is why it is so tricky to show as it involves a subjective assessment of the 15

motives of the bully and intent is always difficult to bring to court. When I faced workplace
bullying, I found it difficult to understand what was happening to me, I was scared and
worried to talk about it to someone and cause "trouble", especially as it was from
someone who was my line manager, and I was too full of self-doubt to be able to carefully
and objectively define it as "workplace bullying". Talking to several people since about 20
their own experiences of workplace bullying, I have heard similar stories.

5 Although there have been some checklists for identifying bullying, individual contexts and
cases differ. Also, with the changing workplace, and more than 15% of the workforce now
self-employed, freelancers working on commissions and retainers, and from home, it is
not easy to apply the same checklists. There are more than 2.8% of the total employed 25
people in the UK on "zero-hour contracts" and the latest findings suggest that there are
now nearly 1 million people on these insecure contracts where the contractual
agreements and labour laws are much more vague. In these cases, because of the lack
of job security from one day to next a more magnified and unusual power dynamics can
be created between the employer and the employee which leaves the relationship even 30
more open to abuse. In 2015, a report noted that job insecurity can “contribute to a
climate conducive to negative behaviours, including bullying”. With the rise of gig
economy, the fear of losing a temporary job, and lack of any support from HR, employees
are more vulnerable to workplace bullying. 34

[https://www.forbes.com/sites/workplace-bullying]

105
QUESTIONS TEXT H:

5.1 Refer to lines 1 – 2.

5.1.1 Identify the type of sentence

A. Simple Sentence
B. Compound Sentence
C. Complex Sentence
D. Compound-Complex Sentence (1)

5.1.2 Provide a reason for your answer in 5.1.1 (1)

5.2 Refer to paragraph 3.

Identify and correct the redundancy error. (2)

5.3 Refer to line 19.

5.3.1 Identify the under lined punctuation mark. (1)

5.3.2 Explain the function of this punctuation mark. (1)

5.4 Provide the noun form of ‘vulnerable’ (line 34). (1)

5.5 Rewrite the following sentence so that it is grammatically correct.

Talking to several people since about their own experiences of workplace

bullying, I have heard similar stories. (Line 20 – 21) (2)

5.6 Correct the concord error in paragraph 3. (1)

TOTAL [10]

TOTAL SECTION C [30]

GRAND TOTAL [70]

106