ENGLISH HOME LANGUAGE
GRADE 12
PAPER 1 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

MEMORANDUM 

NOTE: 

• This marking memorandum is intended as a guide for markers.
• It is by no means prescriptive or exhaustive. 
• Candidates' responses should be considered on merit. 
• Answers should be assessed holistically and points awarded where applicable. The  memorandum should be discussed before the commencement of marking. 

INSTRUCTIONS TO MARKERS 
Marking the comprehension: 

• Because the focus is on understanding, incorrect spelling and language errors in  responses should not be penalised unless such errors change the  meaning/understanding. (Errors must still be indicated.) 
•  If a candidate uses words from a language other than the one being examined,  disregard those words, and if the answer still makes sense, do not penalise.  However, if a word from another language is used in a text and required in an  answer, this will be acceptable. 
• For open-ended questions, no marks should be awarded for YES/NO or I AGREE/I  DISAGREE. The reason/substantiation/motivation is what should be considered.
• No marks should be awarded for TRUE/FALSE or FACT/OPINION. The  reason/substantiation/motivation/quotation is what should be considered.
• For questions which require quotations from the text, do not penalise candidates for  omitting the quotation marks or for an incorrect spelling within the quotation.
• When one-word answers are required and the candidate gives a whole sentence,  mark correct provided that the correct word is underlined/highlighted. 
• When two/three facts/points are required and a range is given, mark only the first  two/three. 
• Accept dialectal variations. 
• For multiple-choice questions, accept BOTH the letter corresponding to the correct  answer AND/OR the answer written out in full.

SECTION A: COMPREHENSION 
QUESTION 1: READING FOR MEANING AND UNDERSTANDING
QUESTIONS: TEXT A 
1.1 People are influenced to think like those feeding them information through the media. (2) 
1.2 The quotes are very significant because they explain why and how people  are easily manipulated and indoctrinated by what is shown / said to them  over and over without critically evaluating it. Gives credibility to the  writer’s assertions/statements. (2) 
1.3 They could have learned the art of persuasion and how to address  people’s basic desires to that they can reel them in and accomplish their  brainwashing agenda. (2) 
1.4

1.4.1 It is a newly formed word by joining “people” and “sheep” to  indicate that these people are unthinking and uncritical of what  they watch, like sheep. (2)
1.4.2 Mocking/Derogatory/Derisive (1)

1.5

1.5.1 Beta (1)
1.5.2 Alpha (1)

1.6 A (1) 
1.7 We see things repeatedly on TV, without critically thinking about them and  so we become indoctrinated to accept certain things that we would not  have done previously. (2) 
1.8 Lacking the literacy necessary for coping with most jobs and many  everyday situations. (2) 
1.9 Yes, 
America is the leader on all terrains of life, and normally events there  precede everything that happens in the rest of the world; also South  Africa. If television watching is that predominant there, it will also be the case in  South Africa. (3) 

OR 

No. 
South African parents are normally more conservative than their American  counterparts, and would probably restrict television watching time more  than is the case in America. (3)

1.10 Teacher discretion:  
Anything including violent behaviour towards peers, on the one hand or  seclusion and brooding behaviour on the other hand. (1) 
QUESTIONS TEXT B1 
1.11 The girls are at a vulnerable age (between 3–5) and can be easily  manipulated and persuaded by images and messages they receive. (2) 
1.12 The message on the television set is to stop (critical) thinking and just to  soak up what is given on the screen, so that indoctrination through  watching television is easily achieved. (2) 
QUESTIONS TEXT B2 
1.13 The man in the image has a television set situated where his head should  be. He is holding a puppet on strings (he is a puppet master). The  message is clear: that the “television mind” is controlling the man and  therefore also the puppet and by making the television think for him the  man is actually the puppet on strings and the television the puppet master. (3) 
QUESTIONS TEXT A AND B 
1.14 The images shown in B support the message of TEXT A, because it  explains that watching television stops critical thinking, and that people  can be controlled and indoctrinated by what they see on television. The  images in B clearly show how young children are encouraged to stop  thinking and that even grown people can be controlled by the television  master. (3) 

TOTAL SECTION A: 30

SECTION B: SUMMARY 
QUESTION 2: SUMMARISING IN YOUR OWN WORDS 
Candidates need to write in full sentences and in the form of instructions. 
Use the following main points that the candidate should include in the summary as a guideline. 
(Any 7 valid points are to be credited in paragraph-form.) 

• Summarise the suggestions (one from each paragraph) on simple ways to  keep a happy, healthy mind. 

Marking the summary 
The summary must be marked as follows: 

• Mark allocation: 
  • 7 marks for 7 points (1 mark per main point) 
  • 3 marks for language
  • Total marks = 10
• Distribution of language marks when candidate has not quoted verbatim: words: 
  • 1–3 points correct: award 1 mark
  • 4–5 points correct: award 2 marks 
  • 6–7 points correct: award 3 marks 
• Distribution of language marks when candidate has quoted verbatim:  words: 
  • 6–7 quotes: award no language mark 
  • 1–5 points quotes: award 1 language mark 

NOTE: 

• Format 
  Even if the summary is presented in the incorrect format, it must be assessed. 
• Word count: 
• Markers are required to verify the number of words used. 
• Do not deduct any marks if the candidate fails to indicate the number of words  used, or if the number of words used is indicated incorrectly. If the word limit is  exceeded, read up to the last sentence above the stipulated upper limit and  ignore the rest of the summary. 

TOTAL SECTION B: 10

SECTION C: LANGUAGE STRUCURES AND CONVENTIONS 
Marking SECTION C 

• Spelling:
  • One-word answers must be marked correct even if the spelling is  incorrect, unless the error changes the meaning of the word.
  • In full sentence answers, incorrect spelling should be penalised if the  error is in the language structure being tested.
  • Where an abbreviation is tested, the answer must be punctuated  correctly. 
• Sentence structures must be grammatically correct and given in full  sentences/as per instruction. 
• For multiple-choice questions, accept BOTH the letter corresponding with the  correct answer AND/OR the answer written out in full as correct. 

QUESTION 3: ANALYSING ADVERTISING 
3.1

• The font used indicates having fun and adventure. 
• The circling of the letters and placing of flowers and birds and butterflies  in the speech bubble creates an informal atmosphere and promises that  driving in a Tempest car would be an enjoyable experience. 
• (Learners could also refer to the fact that it seems to be hand-written or  spoken and bringing a personal / sincere aspect into it or makes it lively.) (2) 

3.2

• It is a clever ploy by the advertiser to indicate that driving in a Tempest  car is a human right.
• It is not valid as an argument though, as it does not touch on a basic need of humans. (2) 

3.3

• The company is listed as a level 2 BBBEE (Broad Based Black Economic  Empowerment) Company. (1) 

3.4

• The company is called Tempest Car Hire and a tempest is a storm.
• The logo is a lightning bolt which often accompanies a storm. (2) 

3.5

• It is effective in its message because of the sincere and personal aspect  to it. 
• Body Copy: The font indicates that travelling in a Tempest Car would be  fun and adventurous. 
• Graphic: The lady smiling knowingly validates the idea that clients will  enjoy the experience of driving in the company’s cars. 
• Slogan and catch phrase: We are imperial – shows that Tempest is a cut  above the rest and “your way to a great day”, brings across the message  that the opposite were to be true if you did not travel in a Tempest Car.
  OR
• The advertisement is not very effective in bringing across its message.
• The graphic lacks imagination and is too static and dull to attract the  reader’s attention. 
• Although the font used in the body copy is lively the message is not  carried across clearly enough.
• The advertisement comes across as being unimaginative and boring. (3)

[10]

QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA
TEXT E: CARTOON 
4.1 The bold font and square letters indicate the onomatopoeia. Exclamation  marks and symbols indicate swearing and the loudness of the sounds. (2) 
4.2
4.2.1 As the airline is a spin-off of minibus taxis, the following typical  features are observed: 

• Aggressive pilots – pushing in between other planes. 
• Masking tape holding objects in place. 
• Late arrivals and consequent rush to catch up. 
• Hooting and swearing – part of the modus operandi. 
• Passengers have to brave the experience of travelling on this  airline. (Any 3 x 1) (3) 

4.2.2 Bunny chow is typical of local Indian cuisine (and since they are  travelling to Durban, this is the lunch served). (1) 
4.3
4.3.1 Harrowing/Disturbing (1) 
4.3.2

• Passengers sitting ramrod straight – too scared to move. Wide open eyes (frame 8) 
• Cabin crew bracing themselves for take-off, holding on for dear  life (frame 9) 
• Dishevelled hair, downturned mouths, wide, staring eyes  (frame 10) (3)

[10]

QUESTION 5: USING LANGUAGE CORRECTLY 
TEXT F 
5.1 allusion → illusion (1)
5.2 themselves → itself (1)
5.3 an ideal/perfect place/state (1)
5.4 weather → whether (1)
5.5 amount (1)
5.6 The owners’ interests. (1)
5.7 utilisation (1)
5.8 C/Metaphor (1)
5.9 We are intentionally being deceived by the media. (1) 
5.10 Sarcastic/Cynical/Bitter (1)

[10] 
TOTAL SECTION C: 30 
GRAND TOTAL: 70