NATIONAL SENIOR CERTIFICATE EXAMINATION

NOVEMBER 2021

ENGLISH HOME LANGUAGE: PAPER I

MARKING GUIDELINES

Time: 3 hours 100 marks

These marking guidelines are prepared for use by examiners and sub-examiners,
all of whom are required to attend a standardisation meeting to ensure that the
guidelines are consistently interpreted and applied in the marking of candidates'
scripts.

The IEB will not enter any discussions or correspondence about any marking
guidelines. It is acknowledged that there may be different views about some
matters of emphasis or detail in the guidelines. It is also recognised that, without
the benefit of attendance at a standardisation meeting, there may be different
interpretations of the application of the marking guidelines.

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The Marking Guidelines are to be used in conjunction with the Generic Descriptors.

QUESTION 1 COMPREHENSION

1.1 The author suggests that the curiosity and sociability of humankind are the reasons
that we are drawn to the news. Being drawn to the news helps us understand the
world and allows us to make connections with each other.

[Candidates can only achieve 1 mark if they merely lift from the paragraph. The key phrases
that need to be explained are: "curious and social creatures", "make sense of the world" and
"connects us with our communities".]

1.2 The author explains that we are either "passive" or "active" in our view of news. As
"passive receivers", we receive the news via television and radio. There is no
deliberate engagement from the viewer. We merely receive the content. This is a
traditional one-way outlet. As "active consumers" we can "sculpt and cultivate" via
our feedback of "likes and shares". As "active consumers" we can determine which
content is suitable for us.
[The focus of the answers must be on the meaning of "passive" and "active" and "receivers"
and "consumers". The candidates must explain which one is more desirable in the 21st
Century.]

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1.3 The author argues that people are more consumed by news than ever before. He
states that more people consume their news online "53%" than via print "25%". This
focuses our attention on the "active consumers" aspect of his argument. This
supports his argument that there has been an increase in online consumption.
However, "63%" of the people polled in a survey stated that they "watched television
news", which suggests a "passive receiver" approach. The statistics undermine his
argument with the increase in online consumption. The statistics also undermine his
argument as it states that television consumption is "still the most popular". The
author’s use of "But perhaps surprisingly" and "Nevertheless" are important
indicators to undermine and then enhance his focus.
[Candidates need to discuss the various statistical examples given but some may note that
there is no indication of the sample group or size. This might be an example of how the
statistics undermine his argument.]

1.4 PTSD or Post Traumatic Stress Disorder is an example of an initialism. The letters
of the four words are shortened to four letters which are pronounced independently
and not said as a word.

[Candidates need to explain their reasoning. Markers should accept "abbreviation" and the
explanation thereof.]

1.5 The anecdote suggests that both readers and writers (journalists) are at fault for the
situation in which we find ourselves. We are reliant on each other. Writers
(journalists) give us the negative stories because they know that we (readers) want
to read them. The anecdote of the newspaper publishing only good news and losing
readership shows the readers' need for the negative stories and links to his
argument about the "negativity bias". There is a power dynamic between the reader
and the writer as explored by the anecdote.

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1.6 The "negativity bias" is when we pay more attention to negative information. We
tend to ignore the positive information. The negativity bias tends to "make the world
appear worse than it truly is". This results in readers focusing on the negative stories
on social media which the author calls "doomscrolling". They are synonymous in the
sense that they refer to focusing on the negative news.

[Candidates can argue that the terms are not synonymous but rather that they have a causal
relationship. "Negativity bias" leads to "doomscrolling" which might in turn lead to a further
developed "negativity bias".]

1.7 The author's tone could be described as encouraging, informative, educational,

instructive, or factual. This is supported by his definition of both types of media:
traditional and social. "Traditional media tends to focus on the facts, whereas stories,
rumours, and human-interest pieces are prioritised on social media." He instructs
his readers to "Empower [themselves]" and to understand their own "biases". The
author's intention is to give his readers advice on how to avoid the traps of social
media and news. He wants to create awareness about the readers’ online
consumption. He uses "First", "Empower" and "Our biases" to show the reader the
steps to overcome the problems associated with the problems he has identified such
as the differences between the types of news and how to overcome them.

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1.8 The expression, in the context of the passage, is not suggesting that we should not
watch the news. He explores that the "news is powerful and helps us stay connect
and informed". His focus is on how we filter that news and allow it to influence our
lives. He is raising our awareness and cautioning us. The author explores that we
are constantly surrounded by news and as such need to understand how the news
can influence us. One of the possible examples from TEXT 1 is linked to the news
that we receive during a time of crisis. One of the results of absorbing all this news
is that we can develop PTSD.
[Candidates must show their understanding of the expression in the context of the passage.
They must agree and/or disagree with the writer's opinion and might give examples from the
text but this is not a requirement for full marks.]

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1.9 The author is warning his readers that they have been fooled through their use of
social media and the "likes and shares" as these actions further influence the stories
that appear on their feeds. His reference to the "negativity bias" would also be
central to this cartoon as people might not necessarily understand how our
"doomscrolling" impacts on how we understand or perceive the news. He hopes that
as readers we might "take control of our news consumption rather than allowing it
to control us" but the reality is that it might be too late in some instances. He is trying
to convince us that we "have been fooled". He would not agree with the cartoon as
Calvin is suggesting that too much knowledge leads to indecisive action. It becomes
more difficult to know what to do when you have too much knowledge. The author
would suggest that you need more information to be well-informed and able to make
decisions that are appropriate. The cartoonist links being informed with
"complexities and shades of gray" and that once you have this knowledge (or news
in the context of the article) "nothing is as clear and simple as it first appears". The
author would disagree with Calvin’s view as he suggests that keeping informed and
connect through the news is important.

[Award full marks only if the candidate refers to BOTH Text 1 and the cartoon.]

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QUESTION 2 SUMMARY
Global marking, giving credit for concise and coherent sentences expressed in the candidate's own words.

Very good Good Average Below average Very weak

10 8 6½ 5 3
9 7½ 6 4½ 2
8½ 7 5½ 4 1

Very Good: (10–8½)

● Candidates producing a very good summary, which has adhered to all instructions, will demonstrate
that they can successfully select relevant information from the different parts of the texts.
● Candidates will expertly synthesise that information to suit the new context and fulfil the specific
requirements of the summary task.
● The register will be consistently appropriate for a vote-of-thanks speech, and the summary will stand
alone as a successful, cohesive text.
● Expression will be excellent and will demonstrate a mastery of the language.
● Full and coherent sentences will be used resulting in a well-crafted, stylistically superior text.
● A summary in this category that exceeds the word limit can be awarded a maximum of 9 marks.

Good: (8–7)
● A candidate producing a good summary will be able to discern which aspects of the texts are relevant and
will be able to synthesise these and convey them in his/her own words.
● The summary will successfully meet most of the requirements specified in the instructions.
● Candidates will use the appropriate register for a vote-of-thanks speech, and this will be well sustained
throughout the summary.
● The expression in such summaries will demonstrate clarity that is not evident in the average summary.
● Full and coherent sentences will be used and will be well sustained throughout the summary.
● A summary in this category that exceeds the word limit can be awarded a maximum of 7 marks.

Average: (6½–5½)
● A candidate producing an average summary will demonstrate an ability to discern which aspects of the
texts are relevant and will be able to put these into his/her own words most of the time.
● The summary might not take into consideration the most important requirements specified in the
instructions.
● There may be instances of lifting or lapses that display faulty selection, the incorrect emphasis, or difficulty
with synthesis.
● The register will mostly be appropriate for a vote-of-thanks speech, although minor lapses may occur.
● Expression will be merely competent and there may be lapses in the construction of full sentences.
● A summary in this category that exceeds the word limit can be awarded a maximum of 5½ marks.

Below average: (5–4)

● A candidate producing a below average summary will demonstrate an ability – some of the time – to discern
which parts of the texts are relevant, but may not be able to put this into his/her own words effectively.
● In some instances, large sections of the original texts will be lifted and reproduced.
● It is likely that the register will not be appropriate for a vote-of-thanks speech or that the new text will
not meet the requirements of the task.
● Expression is likely to be flawed but will not impede understanding.
● A summary in this category that exceeds the word limit can be awarded a maximum of 4 marks.

Very Weak: (3–1)

● Summaries in this category will show extremely limited – if any – understanding of the texts.
● This will be evident through an inability to select appropriate parts of the texts to summarise or through
excessive cutting and pasting.
● Register will not be appropriate for a vote-of-thanks speech.
● Expression is likely to be poor, impeding understanding.

● Stop reading from 10 words over the word count.

● Subtract 1 mark:
‒ if no word count is provided, or
‒ if an inexcusably inaccurate word count has been provided.

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QUESTION 3 SEEN POETRY

3.1 In the original version of the poem, the poet extends the personification to a simile
which focuses on how the woman "knead[s]" the "dough". The primary figure of
speech evident in the opening lines of the final version is personification. The reader
understands that the storm is building up as "the wind [rocks]" and that the storm (or
perhaps God) has "flung a menace" at both the earth and the sky. There is a sense
of foreboding as the storm builds. This is underpinned by the use of "threatening
tunes and low" which reveal the storm’s approach. The imagery created in the
original is "softer" (despite the undertones of malicious intent of woman kneading
the dough with determination) than the edited version that seems to be more
foreboding. The use of "kneading" while implying a consistent action does not come
with the obvious violence associated with the storm.

[Candidates need to refer to the imagery and diction in each version of the poem. The
candidates are then required to explain which version they believe to be more effective.]

3.2 The poet uses personification when describing the actions of the "leaves" and "dust".
In the examples, the inanimate objects are given human characteristics when the
"leaves unhooked themselves" and the "dust did scoop". The simile extends out of
the second example where the dust is likened to "hands" doing the action. The poet
also uses "threw away the road" to indicate the action suggesting human
characteristics. The active participation by the elements of nature suggest and their
agency and willingness. The various examples of action assist the reader in
understanding the frantic response to the coming storm. It is interesting that the
leaves and dust are doing the action and there is no mention of any people's
responses to the storm.

[Candidates must identify one figure of speech and then discuss its effectiveness in assisting
the reader to understand what the poet is saying.]

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3.3 The poet has used repetition to heighten the sense of urgency of the oncoming
storm. The listed events appear in quick succession and indicate the movement of
the "wagons", "thunder", "lightning", "birds" and "cattle" as the storm approaches.
The movement of the storm is deliberate while all things affected by the storm are
moving fast and chaotically. The wagons "quickened" to hide from the storm. The
storm is taking its time and "hurried slow" and this menacing action reminds the
reader about how threatening the storm is. The "lightning showed a yellow beak/
And then a livid claw." moves the storm to a heightened position as the urgency
develops. The enjambement of the lines concluding with a "livid claw" emphasises
the threatening nature of the storm. The urgency of the situation is created through
the repetition of "the" and adds to the mood which is ominous/foreboding/
threatening. It emphasises the reality of the situation.

[Candidates might discuss the use of the definite article and the listing of the content after
"the". They must refer to the content and the meaning of the lines.]

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3.4 Both poets use unconventional usage of punctuation and an experimentation with
verse. The structure of "The Wind begun to rock the grass" is important when
considering the punctuation and verse used by the poet. The use of dashes is
primary in our understanding of the mood created. The dashes used are effective in
maintaining the pace of the oncoming and foreboding storm. The dramatic pauses
contribute to the sense of anticipation of the rapidly approaching and imposing
storm. The poet capitalises the beginning of each sentence and each line acts
independently as they develop the sense of storm’s turmoil. Each element building
on the next. Similarly, the use of the enjambement in lines 14–17 focuses the
attention on the rain falling from the sky. The enjambement heightens our emotions
as we experience the anxiety caused by the storm. In addition to this, the use of
"one drop of giant rain/And then as if the hands/That held the dams had parted
hold/The waters wrecked the sky," indicate the violence and aggression that is
evident in these lines. The mood of these lines are furthered through the use of
enjambement. It is menacing. Ending the poem on the dash enforces the idea that
the storm came and left as quickly causing damage to all aspects, except "my
father's house". Despite the storm’s passing, the final dash leaves the reader with a
lack of completion. The first three stanzas are one sentence and end on a full stop
describing the arrival of the storm. Stanzas four and five are one continuous thought
at the height of the storm. The dashes are vital in showing the attack of the storm as
sudden and violent. The semi-colons, commas and full stops act as pauses in the
storm. The momentary periods of calm are also a precursor to the violence brought
by the storm. The poet’s use of a regular metre in the poem builds on the
expectation of the storm. 8/6/8/6 is characteristic of Dickinson's work.

In "nobody loses all the time", the narrative structure of the poem in free verse gives
us a biographical nature of Uncle Sol's life. The irregular rhythm and rushed rhyme
of the poem adds to the light-hearted tone with which the speaker tells the seemingly
nonsensical story. The mood of pathos and poignancy is emphasised that only in
death can Uncle Sol finally succeed. The punctuation of "i" when compared to the
punctuation of "Uncle Sol" reminds the reader that the uncle is the focus of the
narrative. Similarly, the poet's lack of punctuation in the name of the song "McCann
He Was A Diver", shows the reader that the poet does not need to focus on the song
but rather on Uncle Sol's action. The enjambement and disorganised structure
throughout the poem allows the reader to understand the nature of Uncle Sol's life.
The natural speech patterns and the chaos of Sol's life and his resultant failures are
evident. The final stanza uses the brackets for parenthesis and when interrogated
shows the irony implied by the poet. It seems, rather than an after-thought, to be the
focus of the poet. The speaker reminds us that even though he is a failure, he is
ultimately successful.

[Candidates need to refer to the extract and discuss both poems equally for the full marks.
Candidates need to explore how punctuation and verse in both poems influence the mood
in each poem and give quotations to support their answers.]

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QUESTION 4 UNSEEN POETRY

4.1 The poet uses questions "Fetch?" and "Catch?" as part of exploring the distractable
nature of the dog. Similarly, the commas, caesura, dashes, and movement of
content from bunny to leaves to squirrel in line 3, "Bunny, tumbling leaf …", add to
how the dog is moving from one thought to another. This thought continues with the
dog sniffing the wind and then running "off again". It dives in the "muck, pond, ditch,
residue/of any thrillingly dead thing." Each of these elements reveal how the dog
moves with a sense of haste from one idea to the next.

[Candidates need to explain how their chosen specific techniques show how the dog is easily
distracted.]

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4.2 The speaker is trying to understand why the "you" seems so distant. The speaker
suggests two possible reasons with "Either" and "or" and shows a sense or attitude
of concern/worry towards the "you". The speaker clearly knows from the two options
that the "you" is "sunk in the past" and perhaps mourning "what you never can bring
back" and describes the "you" as absorbed in a "fog" focusing on "tomorrow". The
speaker is sympathetic to the "you" and the melancholy in which "you" finds himself.

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4.3 The dog in the poem is suggesting that its goal is to "unsnare time's warp" on its
owner. The use of "(and woof!)" focuses our attention on the onomatopoeic sound
created by the dog's barking and how it might be used as a way of "retrieving" the
owner who is described as a "haze-headed friend". The parenthesis suggests that
the sound is heard but perhaps at a distance and allows the reader to realise the
depth to which the "you" is absorbed.

4.4 The metaphor describes the dog's barking as "a Zen master's bronzy gong" and it
is used to "call you [the owner] here" out of his state-of-mind. The barking is then
reflected as someone banging on the gong and the onomatopoeia of the barking
"bow-wow, bow-wow, bow-wow", highlights this continuous noise and its intended
effect.

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4.5 "Golden Retrievals" is a sonnet and develops the argument using 3 quatrains and a
couplet. The poet uses the first quatrain to explore the nature of the dog, the second
quatrain to show how the owner is not coping, while the third quatrain suggests what
the dog is meant to do. The final two lines (couplet) then give evidence of what the
dog does. While it is not a traditional Shakespearean sonnet in terms of the rhyme
scheme, it does follow a mostly regular metre. There is a shift in terms of the
direction of the poem in line 9 as indicated by "or". The poet's intention in this sonnet
is to focus on the speaker's relationship with his owner and to suggest the closeness
of the relationship.

"No longer mourn for me when I am dead" is a traditional sonnet and uses 3
quatrains and the rhyming couplet. It allows the poem to develop its argument in
each quatrain and to conclude in the rhyming couplet. The change in direction "O!"
also shows the shift in the poet's focus and argument. The closing lines/rhyming
couplet shows the reader the counter point and allows us to see his intention:
revealing his wishes that the "you" forgets the speaker. The quatrains develop the
speaker’s argument and comments about his death and the intention of convincing
the lover in the final couplet the speaker’s argument is augmented by his reasoning
that should the lover continue to mourn, the world will "mock you".

[Candidates need to identify the specific elements of the sonnet and link the argument in
each poem to that structure and each poet's intentions.]

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QUESTION 5 CRITICAL AND VISUAL LITERACY

5.1 The advertiser's use of "TOGETHER" implying unity is heightened by the hands
(one white and one black) linked. The assumption is that the hands are linked
together as a symbol of unity so that they can fight and win "TOGETHER".

5.2 The sentences are commands/emphatic/imperative and show how the advertiser
wants to implore people to unite in fighting for equality and gaining victory. The
advertiser has used simple sentences with an implied subject. The assumption is
that the implied subject is "WE" and heightens the message of working together to
defeat inequality or injustices.

[Candidates do not need to identify the simple sentence structure, but some candidates may
offer it as part of the explanation. This should be accepted. They need to focus on the
command of the sentence and how it links to the content or advertiser's message.]

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5.3 The placement of the visual in the centre of the advertisement is essential is
conveying the call to action. The close focus of the visual as the person looks directly
into the camera highlights encouraging the readers' involvement. She seems to be
shouting at the reader. The emboldened and capitalised text on the left-hand side
of the visual also capture the readers' attention as it suggests an aggressive
approach. The sense that these are the person in the visual’s words add to our
understanding that she wants us to join the fight. There is an urgency, insistence,
aggressive, and forceful element to the advertisement and links to the "call to action"
that is evident in the advertisement.
[Candidates do not need to discuss the specific verbal details.]

5.4 The diction explored in the two sentences shifts the readers' understanding of the
advertiser's intentions. The "thrill of victory" highlights that idea that the cause will
always win and there is an element of excitement. This would be the most appealing
"call to action". The shift occurs when the advertiser uses "danger of battle". There
is a possibility that the cause might not win, and that people might get hurt during
the situation. The focus in this instance is on the word "danger". There is no
guarantee of victory. This would undermine the advertiser’s intention in attracting
people to the cause.
[Candidates need to show an understanding of "thrill" and "danger" and "victory" and "battle"
in their responses.]

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5.5 The use of the question suggests an invitation to join the cause rather than
demanding that the people join. The effect might be lost when using the question
instead of the statement. Some people might respond better to being asked rather
than being told. The command offers little choice to the reader while the question
suggests that joining the fight is optional and undermines the strength of the "call to
action".
[Candidates can respond that either the statement or the question would be more effective.
However, candidates must refer to both sentences to be awarded full marks.]

5.6 5.6.1 The use of "WE" is inclusive. The advertiser suggests that everyone
is in it together.

5.6.2 Some might suggest that starting a fight is not a way to win. It might
be better not to fight and in that way you win. In terms of the logic, it
might be considered an example of irony.
[Candidates might make references to the social justice imperative that drives
Amnesty International. This would imply that it is not an example of irony because
the injustices need to be fought.]

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5.7 Text 7 reinforces the same request that people should "COME FIGHT [WIN] WITH
US." The action is the same, but it is more focused on the "WIN" aspect of the
campaign. The infographic suggests three options for involvement.
"Have a minute? and "ACT NOW" and the use of the exclamation marks add to the
element of urgency depicted in TEXT 7. There is a call to "defend people’s human
rights" which link to the aspect of "COME FIGHT…WITH US." Despite these
elements, the diction used suggest that this is not part of the "battle" as it is "online"
rather than in person.
"Have an hour?" and "volunteer" and the visual of people coming together seems to
be slightly more appropriate than the previous example. Despite this, and adding to
the sense of urgency, this "call to action" is still as aggressive as TEXT 7 seems to
imply. The "meet new people" sounds rather social but it does link to the "with us"
from TEXT 7.
The most obvious level of involvement is "Have a bit longer?" so that people can "be
there for people at risk" and you should "become a member today". There is a
definite sense of calling people to action. The emphasis on "WIN" is more important
than fighting. Winning is victorious while fighting indicates conflict. The emphasis on
"have your say" links to the visual in TEXT 7 and assisting people "at risk" suggests
a more active involvement and "call to action"
[Candidates can argue that the advertisement is calling people to all three levels of action.
They need to refer to the specific call to action elements in their responses.]

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5.8 The logo is a candle wrapped in barbed wire focusing on the extract which suggests
that we should rather light the candle and stand in the darkness, cursing it. The
barbed wire is suggestive of the problems or injustices in the world and the lighting
of the candle as the calling to action. The lighting of the candle presents how
humanity, despite being surrounded by difficulty, can still make a change in our
communities.
[Candidates need to refer to all elements of the visual and the extract to achieve full marks.
They can argue that the logo is not effective in conveying the intention in the extract. The
barbed wire is not particularly well articulated in the extract and there is no sense in the logo
that the light wins, ultimately.]

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QUESTION 6 LANGUAGE

6.1 In Sentence A, there is a suggestion it looks similar/exactly like moss.

Sentence B suggests that while it looks like moss, and it is, one cannot
underestimate the importance of the moss. It is not merely moss. It is part of the
bigger conservation process.
[Candidates do not need to discuss the grammatical use of "just". They may refer to the way
in which the description is demeaning or belittling. They need to refer to the significant
differences in meaning.]

6.2 6.2.1 "It's" is a contraction of "it is" while "its" is the possessive adjective form.
[Candidates do not need to identify "its" as adjectival. They should be awarded full marks if
they state that "its" is possessive.]

6.2.2 The pair of commas is used for parenthesis/provides additional information.

(1) In this instance, it explains the time moss takes to grow./It informs the
reader that it is a ten-year process. (1)

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6.3 Moss is central to conservation process. The function of moss is that it acts as an
"antidote" to the ills caused by society's growth – it is a remedy that "antedates"
humanity.

Therefore, "anti-" refers to "against" while "dote-" refers to "given". As such, an

"antidote" is given against something. Similarly, the prefix "ante-" means "before"
while "date" is referring to "time/day" or a date before the present. Essentially,
"antedate" is referring to moss pre-dating humanity's boots and is therefore
considered more important because it acts as an "antidote" to mankind’s destruction
of the environment.

[Candidates need to refer to the prefixes and the root words in their response and they should
comment on how these words highlight the importance of moss in conservation. Markers
should award ½ mark for each prefix and root word and use the 2-mark descriptor for the
explanation]

6.4 A pun is a play on words and the sentence "Conservation starts small" could
be considered a pun. The aspect of small refers to the importance of moss
which is itself "small" and the small steps that society can make to start the
conservation process.
[Candidates need to show an understanding of a pun and how it relates to the sentence. If
the candidates are able to define "pun" they may be awarded 1 mark. Candidates exploring
that it is not a pun need to explain their responses fully for full marks.]

Total: 100 marks

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