SENIOR CERTIFICATE EXAMINATIONS/

NATIONAL SENIOR CERTIFICATE EXAMINATIONS

ENGLISH HOME LANGUAGE PAPER 1

2021

MARKING GUIDELINES

MARKS: 70

These marking guidelines consist of 9 pages.

Copyright reserved Please turn over

English Home Language/P1 2 DBE/2021
SC/NSC – Marking Guidelines

NOTE:
 These marking guidelines are 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 in terms of decisions taken at the standardisation meeting.
 The marking guidelines will 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

longer 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 is what should be considered.

 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.

Copyright reserved Please turn over

English Home Language/P1 3 DBE/2021
SC/NSC – Marking Guidelines

SECTION A: COMPREHENSION

QUESTION 1: READING FOR MEANING AND UNDERSTANDING

1.1 The episode in Twilight Zone illustrates the extent to which people go in the
pursuit of perfection/in an attempt to conform to society's norms. (2)

1.2 The single-sentence paragraph gives prominence to the objective definition of

conformity./It also links the example in paragraph 1 to the assertions made in
paragraph 3. (2)

1.3 They do not want to be criticised by their peers (1) and they do not want to be
alienated from groups/they want to fit in with groups (1).

[Award only 1 mark for 'lifting'.] (2)

1.4 Unhealthy conformity is described as following the crowd without questioning

the expectations, while healthy conformity is seen as obedience to authority
figures. (2)

1.5 The phrase 'fake it until you make it' reinforces the idea that teenagers go to
extreme lengths to pretend that they are similar to the models in magazines
and on social media. They believe that they will 'make it', achieve an
impossible goal, in order to accept themselves and be acceptable to others.
The expression underscores the point that the image they wish to create is
false and harmful.

[Award 3 marks only if a comment is made.] (3)

1.6 Teenagers refuse to conform to their family's norms, and seek acceptance
and approval within their friendship circle. They do not realise that in doing so,
they are merely conforming to another set of values. They are selective about
their allegiance: they do, in fact, conform when it suits them. (3)

1.7 The identities of unique groups have been lost in the need for ever-greater
conformity. Cliques have shrunk to the 'cool' group and the 'misfits', whereas
other distinctive groups, such as the goths, no longer exist. Teenage society
has been polarised in the course of pursuing the norm. Individualism has
become an anomaly. Diversity has been compromised in favour of a herd
mentality.

[Award 3 marks only if a critical discussion is included.] (3)

1.8 YES

The experiment set forth a microcosm of society, where the individual is

browbeaten by a greater group into submission. The experiment illustrated
how easily the youth are persuaded to conform to majority opinions.

OR

Copyright reserved Please turn over

English Home Language/P1 4 DBE/2021
SC/NSC – Marking Guidelines

NO

The part of the Ash Experiment referred to was limited in scope, as only one
teenager was used to represent all teenagers in society. The experiment was
skewed, since the one teen was outnumbered by several actors, whose
presence would certainly be intimidating. Any individual would have doubted
himself under these circumstances.

[Credit alternative/mixed responses.] (3)

1.9 The boy wearing the cap takes the lead and defiantly expresses his views
without consulting his friend: 'I WILL NOT CONFORM TO THIS MADNESS!';
'THEY ARE THE CRAZY ONES!' He struts ahead of his friend and points his
finger adamantly. He is domineering and opinionated.

[Award 3 marks only if the visual and verbal clues are discussed.] (3)

1.10 The boy implies that if an idea is repeated often enough, it will gain traction
and people will accept it, even if it is preposterous. However, he looks
unconvinced by the merits of his friend's novel idea. Furthermore, he
contradicts his theory in Frames 1 and 2 that nobody is justified in imposing
values and beliefs on others. The boy has thus undermined his own
argument.
(3)
[Award 3 marks for TWO ideas, well-discussed.]

1.11 YES

In Text B, the boy wearing the cap speaks strongly about the influence
corporations wield over society. He expresses a need to reject the
constraints placed on him and would resort to being called a 'lunatic' in the
name of individualism. In paragraph 10, the writer refers to 'numerous
outside influences' that influence teenagers, destroying their unique identities.
The boy wearing spectacles is comfortable with his bizarre behaviour, which
mirrors the idea in paragraph 11 that some individuals are unorthodox in their
approach to life.

OR

A 'No' response is unlikely. However, credit candidates' response on merit.

[Credit valid alternative/mixed responses.]

[Award 4 marks only if the candidate has referred to paragraphs 10 and 11 of
Text A and Text B.] (4)

TOTAL SECTION A: 30

Copyright reserved Please turn over

English Home Language/P1 5 DBE/2021
SC/NSC – Marking Guidelines

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.)

NO. QUOTATIONS NO. POINTS

1 'Your stress response is crucial to your 1 Good stress is critical for endurance.
survival.'
2 'It is important for alertness.' 2 Stress creates an awareness of challenges.
3 'Stress also prepares you to adapt to 3 Stress allows an individual to adjust to
the next thing that comes along.' change.
4 'Stressful situations,' she says, 'actually 4 Good stress enhances one's capacity to
tend to push our performance.' perform optimally.
5 'This effect … takes one out of one's 5 As a result of eustress, individuals explore
comfort zone and improves one's other challenges, which results in greater
overall well-being.' satisfaction.
6 'we have to focus in a way that we've 6 Stress motivates the individual to pay
not done before.' attention to alternative solutions.
7 'it is possible to convert distress into 7 A shift in the mindset is a positive outcome
eustress by reframing stressful of stress, since threats can be viewed as
situations as positive challenges – and challenges.
reaping the benefits.'
8 'Get used to your emotions and learn to 8 Eustress teaches one to accept and control
live with them and be more accepting of one's emotions.
them rather than trying to over-manage
them.'
9 'the energy and arousal associated with 9 Eustress energises the individual, boosting
eustress can combat fatigue.'/ 'that's his/her participation.
how we demonstrate that we are active
in the world.'

PARAGRAPH-FORM

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

Good stress, which is critical for endurance, creates an awareness of challenges.

Eustress allows an individual to adjust to change and enhances one's capacity to perform
optimally. As a result of eustress, individuals explore other challenges, which results in
greater satisfaction. Eustress also motivates the individual to pay attention to alternative
solutions. A shift in one's mindset is a positive outcome of stress, since threats can be
viewed as challenges. Eustress teaches one to accept and control one's emotions; it
energises the individual, boosting his/her participation. (86 words)

Copyright reserved Please turn over

English Home Language/P1 6 DBE/2021
SC/NSC – Marking Guidelines

Marking the summary:

Marking is on the basis of the inclusion of valid material and the exclusion of invalid
material.

The summary should 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 quotations: award no language mark

o 1–5 quotations: award 1 language mark

NOTE:

 Word Count:
o Markers are required to verify the number of words used.
o 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

Copyright reserved Please turn over

English Home Language/P1 7 DBE/2021
SC/NSC – Marking Guidelines

SECTION C: LANGUAGE STRUCTURES 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 to the
correct answer AND/OR the answer written out in full as correct.

QUESTION 3: ANALYSING ADVERTISING

3.1 The advertiser uses the word 'natural' in the headline because the product is
free of all artificial ingredients./The reader is prompted to make an
instinctive choice to buy the product./The reader is assured that the product
is good for her/his health.

[Award 2 marks for ONE idea.] (2)

3.2 The slogan implies that Heinz ketchup is a superior product that is unmatched
by other, unnatural products./Health-conscious/discerning buyers would be
convinced that Heinz is a wise choice. (2)

3.3 The advertiser presents the tomato being infused into the bottle and sealed
off to preserve its goodness./The healthy-looking plant is depicted as the
source of the ketchup.
The image thus reinforces the message that the product contains only natural
ingredients. (3)

3.4  The advertiser uses repetition/anaphora, e.g. 'No artificial ….',

emphasising the health benefits of the product.
 The short staccato sentences emphasise that the product is free of
artificial ingredients.
 The use of personal pronouns, e.g. 'you' as the first word in the first and
last sentences, invites the reader to engage immediately and directly with
the contents of the text.
 The logical structure makes the advertisement convincing: the reader is
presented with the exclusion of unhealthy additives, followed by the
actual ingredients of the ketchup.
 The diction is emotive. The reader's desire for wholesome food is
evoked by phrases such as 'homely spices', 'good, ripe tomatoes', 'thick,
rich' and 'good natural ingredients'.
 The size and boldness of the font in ‘It’s only natural…’ captures the
reader’s attention.

Copyright reserved Please turn over

English Home Language/P1 8 DBE/2021
SC/NSC – Marking Guidelines

 The word ‘natural’, together with the ellipsis, conveys the

wholesomeness of the product.
 The visual image of the tomato, being transferred directly into the bottle
from the vine, highlights the nutritiousness of the product.
 The repetition of the negation ‘no’ in the sentences, ‘No artificial …
artificial flavour’, draws attention to the harmful artificial products that are
generally used in sauces; thus highlighting the lack of any of these
harmful preservatives in Heinz.

[Award 3 marks only if a comment is made on TWO techniques.]

[Award no more than 1 mark for the mere identification of TWO techniques
that are not accompanied by supporting evidence.] (3)
[10]

QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA

4.1 Frame 1 is elongated to signify the boy's ongoing tirade./He is in motion,

resisting the instruction to go to bed. (2)

4.2 The father tries to allay the boy's fears and appease him by searching for
monsters under the bed. However, he is unwilling to continue the search and
compromise on his son's bed-time/entertain his insecurities. (2)

4.3 In Frame 6, Calvin’s terror is depicted in ‘…they’ll come out and kill us’/his
wide-eyed expression and trying to hide his face under the blanket. In Frame
7, he confidently explains his strategy on how he and the tiger would attack
the enemy. In Frame 8, his bravado is replaced by horror when he hears a
‘monster’ coming/illustrated by his widely opened eyes and mouth.

[Award 3 marks only if either the language or the visual images, or both, are
discussed and linked to a change in attitude.]
[Award 3 marks only if reference is made to all three frames, either explicitly
or implicitly.] (3)

4.4 In Frame 9, the father is mistaken for a monster because the boy has an
overactive imagination; he has conjured images of monsters. The boy's
reaction to the father is extreme. He shrieks in terror and shoots at the
perceived monster. The father is at the end of his tether and calls on his wife
to solve the predicament, while the boy is preparing to launch a further
assault (Frame 10). The anti-climax at the end of the cartoon and the irony of
the boy's tyrannous behaviour contribute to the humour.

[Award 3 marks only if reference is made to both frames.] (3)

[10]

Copyright reserved Please turn over

English Home Language/P1 9 DBE/2021
SC/NSC – Marking Guidelines

QUESTION 5: USING LANGUAGE CORRECTLY

5.1 These definitions of the verb 'adult' have been offered by the linguistics
journal American Speech. (1)

5.2 adulting (1)

5.3 A lexicographer at dictionary.com said that the millennials were going (1)
through life stages that other generations had gone (1) through much later in
life, like starting families and owning homes. (2)

5.4 historic/historical (1)

5.5 It provides additional information./It is used as parenthesis. (1)

5.6 concede OR admit (1)

5.7 their – his/her (1)

5.8 disinterested – uninterested (1)

5.9 fashionable

[Credit valid alternative responses.] (1)

[10]

TOTAL SECTION C: 30
GRAND TOTAL: 70

Copyright reserved