English

REVISION BOOKLET 2020

BOOKLET 2 Grade 12

This revision program is designed to assist you in revising the critical content and skills with the focus on Paper 1 – language.

Grade 12 English HL PAPER 1 R evision Booklet – (also usable for FAL) - Preparation for the NSC examination.

NOTE: this revision booklet must be used together with the BOOKLET 2 Revision Booklet. The best form of preparation for the NSC exam … is to ‘walk’ through previous NSC papers.The Paper 1 examination paper consists of the following:

Section A Question 1 Comprehension 30 Marks

Section B Question 2 Summary 10 Marks

Section C Question 3 Advertisements 10 Marks

Question 4 Cartoons 10 Marks

Question 5 Editing and language 10 Marks

There is the misconception that one cannot ‘learn’ for the language paper. This daft belief is probably the reason for the 39% provincial average for the language section of this paper.The wonderful news is that it is never too late. However, it is vital to start now, by reading through this guide carefully and by doing constant revision of the terminology used. This will enable you to understand the demands of questions and give you a chance of scoring marks. Please understand that a better language knowledge enhances your overall proficiency in English, as well as develops maturity and makes you sound smarter – occasionally it impresses people. Make use of and work on: 1. A vailable previous papers - WCED

web.2. N eed to drill / repeat.3. C heck-list (terminology).

4. E xamples–from current magazines / real. 5. F ine attitude towards language.6. F ocus on rules – gives power.

The following comments appear in the 2019 IM and Examiner’s Report. Learners must: express themselves clearly. understand the key words of questions, e.g. the word ‘contradiction’. manage irony question (to deal with ‘irony questions’ – use the expression ‘but the

opposite’). write complete and sensible sentences in a summary. Ensure that the summary makes complete sense, on its own, even to someone

who has not read the original passage. know and be able to discuss the techniques of advertising. be able to identify and explain a ‘tone’ and ‘attitude’. make sure that they refer to the correct paragraph or frame when answering

questions. understand the requirements for answering questions such as ‘Explain’, ‘Comment

critically’, Justify your response’. understand active and passive voice, punctuation, misrelated participle,

redundancy, compound words, parts of speech, tense, etc. use previous papers as examples. be prepared to study – it is all about YOU.

SECTION A: Question 1 – Comprehension TEXT A.

The TERM 2 Revision Booklet discussed the comprehension skills in detail. It refers to the PEEL method of answering questions and also gives examples of answers to questions with a technical component. The principal skills required in tackling the comprehension section are to gather information, understand it and use it. Comprehension ability will enable you to function efficiently and to enjoy the richness of life. You cannot function if you cannot understand.

SOME TIPS: The length of your answer will be determined by the mark. General rule of “one fact or point = 1 mark”. Each question requires TWO ‘things’ … and perhaps more.Two marks should be two ideas OR one idea discussed or explained. In other words – 2 things. The possible length of a two-mark question could be two to four lines.A three-mark question - three to five lines in your answer book. Remember – always at least two ‘things’.

The dodgy ‘Open- ended’ questions:These are questions requesting a discussion, e.g. “Suggest …” / “Comment critically …”“In your opinion …” /“Critically discuss …”/ “Comment on the effectiveness …”HINT: Start your answer as follows … “I think that …”AND for effectiveness ask, “So what/Why / how?” This should steer you to give an opinion.

The Comprehension Section TEXT A of the November 2019 NSC Examination paper will be used to guide you through the skills of answering a selection of questions. Text and selection of questions.Read the extract and answer the questions BEFORE reading the comment and the answers.

THE RISE OF THE MACHINES

The Rise of the Machines: Are we ready to participate in the Fourth Industrial Revolution, or be crushed by it?

1 Machines are learning so fast, and processing so much big data, that humans can only be seen as deficient. When talking about the Fourth Industrial Revolution as personified through artificial intelligence (AI), we generally refer to the symbiotic1 relationship between man and machine. 2 A recent study demonstrated that all smart gadgets are built and designed to relay all information back to the manufacturer. Besides the fact that every device needed to have its own password and security features, one common thing the study found was that every device reported back to its manufacturer on how it was being used by the recipient client. 3 Now, you may think, what's the harm in that – but when your dishwasher informs on you and what products you generally tend to use, this provides valuable intelligence on what products you should be exposed to, where you should shop for it and why it would be better to use and purchase specific products. 4 Researchers of the Fourth Industrial Revolution remind us that artificial intelligence has already been weaponised. We now have smart bombs and missiles which cannot only see the target toward which they are flying but also whether to take the decision to kill or not. Yes, you heard me, to take the decision to kill or not. In the past, in order to have a measure of control over the machines, we humans insisted that all kill decisions must and can only be made with human participation. Increasingly now, they say, military personnel are insisting that such decisions must be made by the machine. They argue that more precise information or data will be processed and as such a more informed decision would be made, taking all variables into consideration – much more than a human being could process. Also, this would greatly reduce fatality rates and collateral damage, or so they argue.

5 I have a friend in London who works at Google. His sole purpose at work is to develop a 'kill switch' for robots and machines. 'Why?' you might ask. Because when the robots and machines go berserk – and some will – we need to neutralise them. Imagine a military drone going haywire and deciding to fire its payload into civilian-populated areas? Or a self-driving car deciding that it mathematically makes more sense to kill an aged person instead of a young life inside the vehicle? This set of moral and ethical dilemmas is another area humans have not yet solved.6. We're already finding ourselves unable to control certain functions, which we have completely outsourced to machines. They are outsmarting human beings because they can retain and process vast amounts of information. Consequently, the machines will see us as being sick, having a digital malfunction and in the end, in desperate need of repair or deletion. 7. Then there are the labour implications of the revolution. It's all too easy to say we must prepare for the eventuality of job losses and retrain ourselves to be employable in the digital age. But this is more easily said than done. A closer examination of the issue suggests that the only real jobs protected from a complete overhaul by machines are the creative ones – the current elite will have job security while blue-collar workers will be threatened by huge job losses due to machines. 8. There is also the inescapable puzzle of what to do about the 'rights' of robots: should they be unionised to avoid exploitative practices? Just because they can work non-stop does not mean they are not entitled to regular upgrades, maintenance and cleaning. Should the machines pay tax, as proposed by Bill Gates, because one of the obvious negatives when they take over is that there will be a reduction in taxpaying people? These are all issues that deserve our attention if we are to make a success of this industrial revolution. 9. Critical to the success of the industrial revolution is the undisputed need for a constant supply of electricity, without which we cannot have satellite communication to keep smart devices working, fibre connectivity and so much more. How do we guarantee participants in this revolution when South Africa has such unreliable electricity grids? 10. Whilst driving at night in Johannesburg, we see corporate buildings lit up like Christmas trees – there is no regulation that says only one or two floors' lights may be on and the rest must have day-night switches. If we cannot even get such a simple thing right, what's to say we'll be ready to be participants in the Fourth Industrial Revolution? Or has the revolution already passed us by and we're oblivious to the fact that as usual, we are already subjects of it? [Source: Daily Maverick, 28 August 2018]

1.1 What is the function of the rhetorical question in the by-line, 'The Rise of the Machines … be crushed by it?' (2)

1.2 Refer to paragraph 1. Explain why humans could be viewed as ‘deficient’. (2)1.3 Discuss the apparent contradiction with regard to using password protection

in paragraph 2. (2)1.4 Refer to paragraph 3. Discuss the importance of 'valuable intelligence' in the context of paragraph 3.

(3)1.5 Suggest reasons for the writer's inclusion of the aside, 'you heard me' in para.4. (3)1.6 Comment on the irony implicit in paragraph 6. (3)1.7 Refer to paragraphs 7 and 8. Comment on the implications of the Fourth Industrial Revolution.

(3) 1.8 Refer to paragraphs 9 and 10.

In your opinion, is the writer's viewpoint in paragraphs 9 and 10 convincing?

Motivate your response. (3)

Marking guideline and comments:

1.1 The rhetorical question engages the reader on the topic under discussion./ The issue, namely man versus machine, is brought into sharp focus. [Award 2 marks for any well-developed point.]Comment: Note the two ‘things’ – it engages … to the topic / the issue … to focus.Need to know the term to enable you to answer this question. Note – it is NOT an explanation of the term. The question asks for the ‘function’. This encompasses a technical aspect!

1.2 Human beings cannot compete with machines, since (because) they lack the precision and speed of machines. [Award only 1 mark for 'lifting'.]Comment: expected to give two ‘things’, viz. precision and speed.Need vocabulary - word power - The question asks for a ‘WHY?’ and the answer will indicate a ‘because …’.

1.3 Despite all the security features found in smart devices, the user's privacy is still jeopardised since personal information is relayed to the manufacturers.

Comment: Contradiction – NEED 2 things. It ‘says this but means that’. A mere explanation of password = 1 mark. It needs a discussion.1.4 Valuable intelligence is important to manufacturers who make use of targeted

advertising. The manufacturer benefits by collecting data on consumers' preferences so that their production is directed by an advertising ploy. Comment: MUST BE PARAGRAPH 3

Three marks - need to show comprehension and focus on ‘importance.1.5 The aside creates a conversational tone/engages the reader personally. /It alerts

the reader to a shocking revelation about the power that machines will wield over human

beings. The writer wants to convince the reader that a potentially fatal situation could arise. [Award 3 marks for any TWO ideas well discussed.] Comment: The word ‘reasons’ implies more than one, thus at least two things. Note that there is an expected technical aspect – the use of an ‘aside’.1.6 It is ironic that machines would have power over human beings, who are their

creators. HOWEVER/BUT THE OPPOSITE is happening …Instead of humans retaining control of the machines' functions, machines would be able to see humans as deficient. Mankind would be disempowered ('desperate need') and at the mercy of machines. [Award 3 marks only if irony is well discussed.]Comment: Irony needs two things - it says this BUT means that - Irony ‘has a swing’Use … but the opposite / however …in your answer, to show irony. Besides explaining irony, this question also asks for a comment – see the last sentence of the marking guideline to this question.

1.7 The Fourth Industrial Revolution will cause major unemployment, especially among the vast majority of workers, if they are not prepared to be retrained. This will have detrimental effects on society. The divide between social classes, the 'elite' and working class, will be exacerbated. A dilemma is created for mankind concerning the 'rights' of machines. There will be fewer tax-payers, which will ultimately affect the economy. [Award 3 marks for any TWO ideas well discussed.]Comment: …focus MUST be on paragraph 7 and 8. Reference must be made to paragraph 7 and to paragraph 8 - two things/implications AND a comment (opinion).

1.8 YES - The writer argues convincingly that South Africa is not ready for the Fourth Industrial Revolution because it has such unreliable electricity grids (para 9)which will Impact negatively on the technological/digital infrastructure, for example 'fibre connectivity'. The writer's argument is reinforced by the example that South Africans cannot even manage basic practices such as switching off lights in corporate buildings. (from para 10)

Or NO The writer views electricity as the sole source of power and does not recognise alternative sources of power, which has no bearing on participation in the Fourth Industrial Revolution. Comment: Again - reference must be made to the paragraphs mentioned. Two things – One from each paragraph and then a motivation. Could start with, ‘I think that …’.GENERAL COMMENTS:Use the key words in the question to start your answer. See example below.1.8 Refer to para 9 and 10. In your opinion is the writer’s viewpoint convincing?

Motivate your response. (3)Start your answer by using the question …e.g. In paragraph 9 the writer’s viewpoint is convincing because … and in Paragraph 10 …. (this forces you to engage with the actual demands of the question)

ANSWERING A QUESTION ON AN IMAGEText B will focus on a visual. The questions will expect an understanding of the impact of visuals and how the visual support text. For example:Discuss what the two, viz. Text A (written text) and text B (visual) have in common – how they support each other.The final set of questions in this Section A of Paper 1 will deal with a linked visual text. The final question usually entails a comparison between the two – Text A (written) and B (visual).

SECTION B: Question 2 – the summary. REFER TO THE TERM 2 Revision Booklet.The aspects of answering the summary question were discussed in the Term 2 booklet, together with an example. Perhaps necessary to highlight the following:

Avoid lifting - do NOT copy complete sentences from the text. Try to rephrase points in your own words. Re-read the instructions and make sure that the final summary makes sense to

someone who has not read the original text. Link the points together – into ONE fluent paragraph.

Good linking words include: (worthwhile studying them)Although / secondly … / whereas/ however /even though/ despite the fact that/ also / likewise / additionally / in addition / nevertheless /on the other hand / excluding / ….

It is necessary to be able to answer questions on TONE:

To Describe a Positive Tone: encouraging, warm, loving, motivational, sympathetic, supportive, ….To describe a Negative Tone: sarcastic, narcissistic, bitter, foolish, hurtful, irritated, nasty, oppressive, aggressive, overbearing, ….

Learn some of these TONE words. When answering questions on TONE, please state the tone and then give an appropriate comment. Remember, TWO things – the name of the tone AND a discussion.

SECTION C: Question 3 – the advertisement – persuasive writing.The Term 2 booklet discusses the persuasive techniques and terminology used in advertising. You will also find an ingenious summary of phrases under ‘Aim/Intention/Purpose’, which could be used to structure your responses for this section in the examination.The following questions could be asked to analyse / interpret ant advertisement.1. What is the hook? (the attraction)2. What is being advertised? (content)3 Who is the target? (target market – gender/age/status/ …)4. Are the visuals effective? Comment. 5. Does the visual support the message?6. Discussed the advertisement techniques used.7. Identify and comment on the effect of emotive words (diction).8. In your view, is this advertisement effective? Explain.

APPLY THE ABOVE QUESTIONS TO THE ADVERTISEMENT BELOW.

Below – see a start to answering the questions:1. The pretty / attractive woman. 2. Power-Gro hair product – shampoo 3 Young, women, … 4. Visuals show pretty woman and the product … 5. Yes – shows hair – health/full/ … 6. Repetition of name / font / emotive words …. 7. ‘longer, stronger, healthier’ … rhythm / jargon – MSM, keratin/ super-ingredient, full, .. 8. Need to give an opinion – It is successful because ….SECTION C: Question 4: other aspects of the media – cartoonA cartoons has a message – a theme? To truly appreciate cartoons you need to have a good understanding of the subtleties of language as well as a sound general knowledge. The cartoonist assumes that you have some background understanding of social matters.Here we focus on how visuals enhance a message.

Background knowledge of the target market vital, as well as an understanding of symbolism and the use of devices such as pun / satire / irony.The visuals (pictures) – show attitude / tone / body language/ etc.Important to see how, through the use of techniques, ‘humour’ is created.

The THREE opening question for comprehension of text or visual (WHAT? /WHY? /HOW? ):1. What is the cartoon about? (content)2. Why was this cartoon created? (the message - theme)3. How was it created to bring across the content and the message? (design

techniques and style)Comment critically on the use of:

1. A symbol2. Use of repetition3. An example of emanate.4. Onomatopoeia5. Font

Questions:6. Why does the girl change into a bomb in frame 2?7. Do you think the boy expected the question asked in frame 2? Explain.8. Was Jeremy confident of his answer in frame 4? How do we know?9. Refer to frame 6 – comment on the tone used by Sara. Also comment on

the tone used by Jeremy. These questions are presented purely to encourage discussion and self-study.

SECTION C: Question 5 : Language in context - Editing

Please refer to the Term 2 Revision Booklet where examples of questions are discussed. There is no excuse for misspelling words that are in the text in front of you! Avoid slang like “cos”, “ain’t”, “cool” and abbreviations like “etc.”. DO NOT USE SMS LANGUAGE: “u”, “thanx”, “lol” …… REMEMBER - It is a formal examination.

Below is a checklist – relevant to all papers. Complete it by ticking either YES or NO. Then either ask your teacher or a clever friend to explain and give an example of terms that you do not know. Before you enter the exam room, you need to be confident that you will not stumble, simply because you do not understand a term.Terminology Checklist for Grade 12 FAL / HL

I know the following: Language work YES NO

The parts of speech and the function of each:conjunction article preposition verb adverbnoun adjective pronoun interjectionCompound words (adjectives and nouns)Punctuation and the function of each: Full stop comma apostrophe capitals Semi-coloncolon Question mark exclamation Ellipsis dots hyphendash brackets parenthesis Inverted commasParagraphingConcord and the basic rules of concordThe apostrophe rules – possession and omissionThe pronoun and the rules governing the personal pronounSingular and pluralDegrees of comparisonThe verb - auxiliary verbsSynonyms, antonyms, homonyms, homophonesAbbreviation, acronymsPrefixes, suffixesEtymology, root of wordsTensesFigures of speech and the function of each: HL all / FAL in italicssimile metaphor personification oxymoronmetonymy onomatopoeia hyperbole contrastirony sarcasm anti-climax symboleuphemism litotes paradox pununderstatement synecdoche alliteration assonanceRegister: formal, informal, colloquial, slang Rhetorical questionIdiomatic expressions, idioms, proverbs Visuals, graphs, chartsConditional sentencesActive and passive voiceDirect and indirect speechEmotive languageBias, prejudice, stereotypingDenotation and connotation / literal and figurative languageAmbiguityPurpose of writing, writer’s point of viewTone, attitudeSummariesDictionI know the following: literature workTitle and author The plot / storyThe setting The names of the charactersThe role of each characterRelationships between charactersCharacter development, growthProtagonist and antagonistThemes or messagesEvents – causes and consequencesMeanings of words in context

Figures of speech and the effect thereofEffect of punctuation on meaningIrony and dramatic ironyI know the following: Written workEssay types:Narrative Discursive ArgumentativeReflective DescriptiveTransactional:Diary/journal e-mail Letter - friendlyLetter -formal obituary dialoguespeech article directionsCV reports instructionsParagraphing – new paragraph for new speaker / new ideaIntroductory paragraph and conclusionSentence structure and types