NATIONAL

SENIOR CERTIFICATE

GRADE 12

SEPTEMBER 2020

ENGLISH HOME LANGUAGE P1

MARKING GUIDELINE

MARKS: 70

This marking guideline consists of 10 pages.

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NOTE:

 This marking guideline 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 marks awarded where
applicable. The marking guideline 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 should 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.

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(EC/SEPTEMBER 2020) ENGLISH HOME LANGUAGE P1 3

SECTION A: COMPREHENSION

QUESTION 1: READING FOR MEANING AND UNDERSTANDING

QUESTIONS: TEXT A

1.1 The writer wants the reader to be able to identify with the issue of human
cloning stated in the rhetorical question, so that the reader would be
interested enough to continue reading.

[NOTE: this is a split mark. If the candidate only mentions ‘to involve the
reader’, only 1 mark can be awarded. The second mark is awarded for the
identification of the issue/topic (i.e. human cloning). Candidates should
explain the ISSUE with which the reader identifies.] (2)

1.2 ‘But’ (1)

1.3 The successful cloning shows us that human cloning is perhaps possible,
but it also demonstrates how extremely difficult it would be to clone an
adult. (2)

1.4 Scientists discovered that the technique used to clone other mammals had
to be modified to clone a primate successfully. (2)

1.5 The nucleus from the original egg of an adult monkey is removed.
The chromosomes from the donor cell are extracted and placed inside the
egg from which the nucleus has been removed.
Scientists stimulate the egg to grow in a surrogate womb.

[NOTE: Candidates must list the three steps clearly.] (3)

1.6 The word, ‘apparently’ casts doubt on the success of the experiment. At
this early stage the baby monkeys still look healthy, but if there are any
abnormalities, they will only be discovered as they grow older, which may
influence the success of the experiment. (2)

1.7 The word, ‘cute’ evokes an emotional response to the monkeys. The
cuteness of the two monkeys is all the more heart wrenching when one
takes into account that scientific experiments will be conducted on them.
The ethical issues raised by these experiments are being emphasised as
monkeys are so close to humans. (2)

1.8 The purpose of the Alzheimer’s research is to eradicate the individual

genes suspected to cause the disease. If the monkeys were not
genetically identical, the result of deactivating certain genes cannot be
studied. / It is in comparing two identical study subjects that the success or
not of their research can be established. (2)

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1.9 Yes, the protection of human life is paramount. During the process of
cloning the monkeys, 79 embryos were implanted, but Hua Hua and
Zhong Zhong were the only two “normal” babies. These experiments are
bad enough when one thinks about all the monkeys who died during the
process; the thought of this happening to human babies makes the
process completely reprehensible.

OR

No, IVF began with research that was thought to be unsafe and unethical,
but today it is a normal procedure which does not lead to the birth defects
that were predicted. Cloning is, therefore, not necessarily disrespectful of
human life. All the ethical concerns raised by the possibility of human
cloning might not be realised, just as the fears about IVF were not
realised.

[NOTE: global marking] (3)

1.10 The writer is of the opinion that the only reason for wanting to clone
oneself would be ‘vanity’, as one would only want a copy of oneself in
order to achieve a form of immortality. It is, therefore, not surprising that
most of the requests came from Hollywood, where film stars – who are
notorious for their vanity and inflated sense of importance – live.

[Note: context of paragraph 9 =  ; desire for immortality = ; critical

comment = ] (3)

1.11 He is frowning. (1)

1.12 The scientist in Frame 2 is arrogant,  since he refutes the criticism

regarding ‘playing’: he is adamant that he is not pretending but involved in
serious work.  His statement implies that he thinks he is similar to God,
because he is creating life.  (3)

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1.13 In Text B, Frame 1, the scientist states that some people are critical of
scientists who think they are God, because they clone humans. The writer
suggests in paragraph 10 of Text A that we are judgemental about the
technology used to make babies (‘about our prejudices towards
reproductive technologies’).

In Text B the scientist is of the opinion that the cloning of a human embryo
is a scientific triumph. However, in Text A, paragraph 10, the writer says
we should be concerned about the ethics/right and wrong of some of the
current medical breakthroughs (‘our ability to make wise decisions about
biomedical advances’).

Text A, therefore, partially agrees with the critics in Text B, because the
writer thinks we miss the point if we do not think that cloning humans is
unethical/unwise (‘would be foolish and lacking solid motivation’).
However, he does admit that some of the criticism is unfounded (‘baseless
reasons often advanced against it’).

[Candidates might motivate a NO response by referring to the writer’s

defence of the possible success of cloning when he refers to the
achievements of IVF.]

[NOTE: Mark globally. Both paragraph 10 of Text A and frame 1 of Text B

must be considered and a value judgement must be clear.] (4)

TOTAL SECTION A: 30

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SECTION B: SUMMARY

QUESTION 2: SUMMARISING IN YOUR OWN WORDS

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.

(Sentences and/or sentence fragments must be coherent.)

QUOTATIONS POINTS
1 ‘If children are often exposed to 1 Children who are over-exposed to
scenes of violence, they may violence in the media might view
develop a view of the world as a the world as more dangerous than
more dangerous place than it is.’ it really is.
2 ‘those exposed to violence 2 They become more antisocial.
become more antisocial’.
3 ‘those exposed to violence 3 They could experience emotional
become more … emotionally stress.
distressed’.
OR OR
‘in terms of sadness and a lack of They are likely to be sad and
enthusiasm.’ unenthusiastic.
4 ‘The results were similar for boys 4 Boys and girls are affected in a
and girls: …’ similar fashion.
5 ‘they lack remorse, lie, are 5 They might lack remorse, lie, or be
manipulative and show insensitive and manipulative.
insensitivity to the emotions of
others.’
6 ‘significant associations between 6 They also struggle to pay attention
exposure to violent media and in class.
classroom attention problems.’
7 ‘can develop a deformed 7 They could have a distorted idea of
perception of violence’. violence.
8 ‘its actual frequency in real life.’ 8 They think that violence is much
more prevalent than it really is.
9 ‘filled with ill-intentioned people’/ 9 People are perceived as having ill
‘interpret an ambiguous or intentions. / They might think even
accidental gesture as hostile or incidental gestures are personal
as a personal attack.’ attacks.

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PARAGRAPH FORM

NOTE: What follows is merely an example. It is not prescriptive and must be

used very carefully.

Both boys and girls who are over-exposed to violence in the media might perceive
the world as more dangerous than it really is. They tend to lie, are antisocial, lack
remorse, and become manipulative and insensitive to others. They could also
display emotional distress, appearing sad and unenthusiastic. These children often
exhibit attention disorders in class. They sometimes have a distorted perception of
reality, thinking violence is more prevalent than it actually is. Even incidental
gestures are often interpreted as personal attacks.

[82 words]

Marking the summary

The summary must be marked as follows:

 Mark allocation:
o 7 marks for 7 points (1 mark per main point)
o 3 marks for language
o Total marks = 10

 Distribution of language marks when candidate has not quoted verbatim:

o 1–3 points correct: award 1 mark
o 4–5 points correct: award 2 marks
o 6–7 points correct: award 3 marks

 Distribution of language marks when candidate has quoted verbatim:

o 6–7 quotes: award no language mark
o 1–5 points quoted: 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

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SECTION C: LANGUAGE STRUCURES AND CONVENTIONS

Marking SECTION C:
 Spelling:
o One-word answers must be marked correct even if the spelling is
incorrect, unless the error changes the meaning of the word.
o In full sentence answers, incorrect spelling should be penalised if the
error is in the language structure being tested.
o 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 Literal meaning: The food is stacked, one on top of the other, like a
balancing act.
Figurative meaning: The advertiser implies that a balanced meal (containing
all the food groups) can be bought. (2)
3.2 The advertiser uses these pronouns to indicate a process of collaboration
between them and their customers. The use of ‘we’ indicates that they have
certain items that they offer on the menu. The use of ‘you’ implies that the
customer makes a choice, thus leaving the responsibility of buying a
balanced meal in the hands of the buyer. (2)
3.3 The image of the food items literally balanced on top of one another
suggests that the take-away is a balanced meal. However, the placement of
the carton of ‘low-fat cowpus’ at the top effectively illustrates the claim that
this ‘scam’ of ‘junk-food’ is sold by ‘McJunk’, thus drawing attention to the
message that it is an unhealthy product. The image, therefore, clearly
conveys the advertiser’s opinion that claims that the product is a healthy and
balanced meal are false.
[Award 3 marks only if a value judgement has been made regarding the
appropriateness of the image in the context of the advertisement.] (3)
3.4 Text D describes the product as attractive since it contains ‘100% pure
American beef’, as well as some healthy vegetables (‘Lettuce and
tomatoes’). McDonald’s also claims that their menu is balanced. Fast-food
customers will see this as “proof” that they can still order a conveniently
healthy meal.
Text E is scathing in its criticism of McDonald’s. It calls the product ‘pus’ and
‘junk’. It echoes the words of McDonald’s in Text D that the choice of
ordering a healthy meal is up to the customer but leaves no doubt in the
mind of the reader that it is an impossibility. People who are health-
conscious will see this as justification of their view that fast food is
unhealthy.
[Award 3 marks only if both texts have been discussed AND a value
judgement regarding the greater impact has been made.] (3)
[10]

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QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA

4.1 The little girl is irritated by her father’s attempts to record everything. This is
indicated by the word, ‘DAD’ being written in capital letters, with an
exclamation mark, in bold and being underlined. The word, ‘parade’ is also
underlined to emphasise her irritation. (2)

4.2 The pedestrians in the background change with each consecutive frame.
The father’s feet change with each consecutive frame as he is walking
backwards.
The girl’s cape is floating behind her, indicating her movement.

[TWO clues must be given.] (2)

4.3 In frame 4 he seems to be amused (he is laughing) by the father in front of

him trying to immortalise this event in the little girl’s life and her extreme
irritation at his actions. In frame 5, however, he is not laughing any more. His
head is turned as he is looking at the accident as the little girl rides into her
father just outside the frame. This is evident by the onomatopoeic, ‘OW’
yelled by the father.

[Award full marks only if both frames are mentioned AND explained.] (3)

4.4 The cartoonist satirises society’s love of sensationalism. People have an

obsession with recording every minute detail of their lives, even the bad
things that happen. The dad has a broken leg in frame 6, but still watches
the video and makes a comment about the smiling paramedic. The mother
(his wife) is excited about how much the grandmother will love the video, in
spite of the fact that her husband has been injured! Because of their
behaviour, the little girl, who should be rather traumatised by what has
happened (both her unfortunate ride in the parade and her father’s injury), is
excited about experiencing next year’s parade.

It could also be argued that the writer is satirising the lengths that parents
will go to in order to help their children overcome traumatic events, as well
as the rather selfish tendency of children to ignore the pain of others and
focus on their own desires. (3)
[10]

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QUESTION 5: USING LANGUAGE CORRECTLY

5.1 Addition (1)

5.2 ‘other LEGO® toys include’ (1)

5.3 ‘constantly over and over again’ (1)

5.4 The Lego Group had its start/was started/originated in the carpentry
workshop of Ole Kirk Christiansen.

[Accept an answer which eliminates the colloquialism.] (1)

5.5 ‘leg godt’ is a Danish word/foreign word used in an English passage. (1)

5.6 The Lego Group began making its famous plastic interlocking blocks in
1949. (1)

5.7 ‘they became very popular as the company made them part’ (1)

5.8 The Lego Group patented the LEGO® block design still in use today on
January 28, 1958.

[Sentence must be completely correct to be awarded 1 mark.] (1)

5.9 C – an initialism (1)

5.10 indicted – inducted (1)

[10]

TOTAL SECTION C: 30
GRAND TOTAL: 70

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