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EDUVOS MATRIC - Comprehension SKILLS TO ANSWER Q 1

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0% found this document useful (0 votes)
118 views44 pages

EDUVOS MATRIC - Comprehension SKILLS TO ANSWER Q 1

Uploaded by

civilndlovu13
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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English Home Language

Topic: Paper 1
Comprehension Skills
Paper 1: Comprehension Skills
The lesson will focus on the following:
• The Structure of Paper 1
• The Findings/ Challenges of Paper 1
• The Communication Model
• The Purpose of Comprehension as an Assessment
• Unpacking sample texts for understanding
The Structure of Paper 1
This paper is divided into 3 sections:
• A: Comprehension (30)
• B: Summary (10) Focus of this lesson:
• C: Language Structures & 50 minutes.
Conventions (30)
Section C is split into 3 Questions: Advertisement (10)/ Cartoon
Analysis (10) and Language in Context/Textual Editing (10)
The Findings of Paper 1
• In general the candidates were able to deal with the concepts of the passage but it does
help if the candidates are familiar with current themes reflected in social and other
media.
• Finding topic sentences in each paragraph and general signposting will help the
candidates to break down the argument of the passage into comprehendible pieces.
• The candidates also need to remember that the questions are sequential, based on the
order of the passage, and that no content is/should be repeated across questions.
• A quotation in a question is an indication that the examiner wishes the candidate to be
able to translate that quotation into their own words, and then apply this knowledge to
the question.
The challenges of Paper 1
• The majority of the candidates could not respond to questions that required critical
thinking. Responses to higher order questions were poorly constructed.
• Many candidates lost marks for not making close reference to both Texts A and B.
Both texts must be referred to in the answer to earn full marks.
• Candidates failed to ground their responses in the specific paragraph mentioned in
the question and made reference to the entire Text A. In some cases, candidates
just summarised the paragraph and Text B, without drawing the LINK between the
two. Pay careful attention to the requirements in and of the question.
• Poor time management resulted in learners not being able to complete the paper.
Recommendations
• Mark allocation - 2 marks means 1 idea with detail while 3
marks means 2 ideas with some detail for one of these
ideas.
• Style – this must be linked to the purpose of the passage.
Quote an example and link this to the purpose.
• Irony: the candidate must be able to explain both sides of
the identified irony.
Recommendations
• Conclusion: link the significant points of the conclusion to
the major points of the passage. Also consider the final
appeal of the conclusion.
• Quotations are evidence for an answer. It is not an answer
on its own.
• Comparison (Question 12): the primary point of each
resource or passage must be summarized and then
compared or contrasted.
The Communication model (in context of
Comprehension texts)
The The The
Writer message Reader

• Context in which communication takes place (Decoding the text)


• Who is the writer speaking to, and
• Why is he/she speaking (The writer’s intention)
• NB. Communication occurs through words and non-verbal elements (pauses,
pace and body language).
The Comprehension (Purpose)
• ‘To Comprehend’ means to understand, and you are expected to
be able to understand and respond to both written and visual
texts.
• The COMPREHENSION QUESTION in the exam has two parts – a
Text A and a Text B.
• Text A is the written extract/text/passage of between 700-800
words.
• Text B is a visual text. It includes a picture, for example, a
photograph/drawing/cartoon. It may or may not include some
words linked to the picture.
The Comprehension (Purpose)
• The exam questions based on these two texts will test your
ability to:
• Make sense of what you read and respond to.
• Understand the literal meaning and the deeper, figurative
meaning of a text.
• Understand the writer’s intention and purpose in writing the
text.
• Appreciate the text and reach conclusions by forming your own
opinions about the text.
• Evaluate the effectiveness of the text in terms of its purpose.
A Simple Approach:
• SKIM through the passage quickly - This provides an overall idea or outline of
the article. Try to picture what you are reading.
• The TITLE may offer a clue to the contents and purpose of the passage – the
title in fact sums up the article.
• The INTRODUCTION often creates the atmosphere and provides the setting for
what is to follow:
1. Read the 1st paragraph carefully.
2. Usually the paragraph provides us with information on what the text is
about.
3. The major themes are introduced and developed.
A Simple Approach:
• Read the last paragraph carefully. The last paragraph
usually sums up the article. It encourages a response from
the reader and links to the introduction.
• Notice how the first paragraph and the last paragraph link
together.
• As you read, consider both the literal and figurative
meaning of words, phrases and sentences. For example,
‘the story touched my soul’ does not literally mean that the
story touched your soul, but figuratively that it had an
emotional effect/impact on you.
A Simple Approach:
• The second part of the comprehension question is
Text B. Text B is a visual text – it could be a
picture/cartoon/poster/advertisement and may
include some text.
• Look at all the details in the picture. For example,
what is the content of the picture? If there are
people in the picture, what are they doing? Where
are they (Setting)? Look for clues in the picture.
A Simple Approach:
• Analyse the facial expressions (how people’s faces
show emotion, e.g. a smile shows happiness),
body language (how people move, stand or sit,
and what they do with their hands to show how
they feel) and gestures (how people use their
hands to show emotion or to emphasise what they
are saying).
• Think about the mood created by the picture
A Simple Approach:
• Now you need to figure out the MESSAGE in the picture by
linking the picture and the words.
• At least two questions are set purely on TEXT B usually for five
marks which is indicated as QUESTIONS: TEXT B
• Finally, you need to draw parallels (compare both texts) between
the message in TEXT A and TEXT B.
• Look for similarities and differences between the texts. You must
identify a LINK between TEXT A and TEXT B. This question is
indicated as
QUESTIONS TEXT A AND B is usually the final question and is
allocated either 3 or 4 marks.
Your role as the candidate
• Do not repeat the question in your answer.
• Use full sentences unless it is clear that these are not
required.
• Respond with only the information asked for.
• Use the mark allocation as a guideline for your answer.
• Use your own words, unless asked to quote.
• When asked for your view, ensure a substantiation is given.
Key question words and Barrett’s Taxonomy

Literal (level 1) –
recalling information

Reorganisational (level 2) –
requires analysis,
organization of information

Evaluative (level 4) Appreciative (Level 5)


Inferential (level 3) –
– form opinions/ – your emotional
draw conclusions
judgements response
Key question words and Barrett’s Taxonomy

Literal – Level 1 Reorganisational – Level 2

Identify – Give the


essential State – recall short Provide an outline – give a brief
characteristics. pieces of information. statement of the main points.
Key question words and Barrett’s Taxonomy

Inferential – Level 3 Evaluative – Level 4

Comment – look
What do you think? Explain – give detailed Discuss – debate/ give a
critically at the
Give your reasons showing range of reasons / offer
significance of
viewpoint. understanding. insight.
something.
Key question words and Barrett’s Taxonomy

Appreciative – Level 5

Discuss the effectiveness – how


does an image/word contribute to
the overall purpose of the content.
Unpacking the Comprehension : Text A – NSC 2017
Unpacking the Comprehension: NSC 2017
Unpacking the Comprehension: Text B: NSC 2017
Question Unpacked
1.1 State, in your own words, the point the writer is making in paragraph 1.
(2)
• Note: This is a comprehension type question, meaning you are
required to recall information on the writer’s point of view in par.1

Answer :
1.1 Cultural appropriation is a popular topic in the media. /It is a
complex issue ./It is not fully discussed / It is not understood. 

[Award 2 marks for any ONE point.] [Award 1 mark for ‘lifting’.]
Question Unpacked
1.2 Provide an outline of the argument presented by the writer in
paragraph2.
(2)
• Note: Here the instruction word ‘Provide’ tells you must expand your
views. You should find the arguments and infer meaning of these.

Answer:
1.2 The writer distinguishes between cultural appropriation and cultural
exchange.  
Question Unpacked
1.2 cont….
• Cultural appropriation is the unauthorised use of elements of another
culture, whereas cultural exchange refers to the borrowing of elements
from another culture.  
Cultural appropriation is equivalent to stealing, whereas cultural
exchange is borrowing.  /There are no clear boundaries between
cultural appropriation and cultural exchange.  

• [Award 2 marks for any ONE point.] [Award 1 mark for ‘lifting’.]
Question Unpacked
1.3 Refer to paragraph 3.
Explain the role that power plays in cultural appropriation. (2)

• Note : Another comprehension-type question. You should answer this


question using the key words from the question itself.

Answer:
1.3 The wealthy/powerful take control of cultural elements.  /
The marginalised/more vulnerable are powerless to oppose the
exploitation.  [Award 2 marks for any ONE point.]
Question Unpacked
1.4 Refer to paragraph 4.
How do celebrities influence the perception of cultural
appropriation? (2)

• Note: The ‘How’ requires a ‘Why’ response.

Answer:
1.4 Celebrities make cultural appropriation acceptable and fashionable.  /
Their popularity allows them to shape perceptions that are not
acceptable.
[Award 2 marks for any ONE point.]
Question Unpacked
1.5 Suggest why the writer includes the aside, 'thanks, but no thanks'
(line 32). (3)

• Note: that this question is a TECHNICAL-TYPE QUESTION.


• You should answer this question using the key words from the question
itself.

• If you provided a technical answer, you are guaranteed 1 mark


• To secure the other mark, you need to expand and link it to the text
Question Unpacked
Answer:
• The writer is dismissive of/sarcastic toward/politely rejects foreign
chefs appropriating African dishes and presenting them as their
own. The West Africans jealously guard their recipes and it should
be their right to make them internationally popular.  A foreign
chef should not be appropriating their dishes. 
• [Award 3 marks for THREE distinct ideas or TWO ideas well-
discussed.]
Question Unpacked
1.7. Critically comment on Shriver's hope that 'cultural appropriation
is a passing fad‘ (lines 45–46) (3)

• Note: Whenever you are asked to Critically Comment just


remember that:
• You have to consider both pros and cons.
• and give a fair, unbiased or value loaded judgement.
• Critically means 'in a way that involves the objective analysis and
evaluation of an issue in order to form a judgement.
Question Unpacked
1.7 Answer:
• Shriver refutes the seriousness of the concept of cultural appropriation
and defends cultural insensitivity. She is unaware of the impact of
cultural appropriation  and appears oblivious of the disrespect
imposed on cultural groups. 
[Consider cogent alternative responses of Shriver's view.] (3)

EXPLAIN THE STATEMENT (1 mark) + CRITICAL COMMENT (2 marks for a discussion)


Questions Unpacked
1.8 'makes real indigenous people invisible'
Discuss the impact this statement is intended to have on the reader. (3)

• Note: this question also contains a TECHNICAL ELEMENT.


• The use of a quote makes it personal, and therefore emotional. This would give you 1
mark.
• When you DISCUSS your point further about the exploitation of artefacts – you get the
second and third mark.
ANSWER Cont./
• The writer's intention is to alarm the reader. The statement alerts the
reader to the damage caused by cultural appropriation. The indigenous
people become insignificant ('invisible') when their artefacts are
exploited. It is ironic that it is the artefacts, and not the people, that are
celebrated. 
• [Credit relevant alternative responses.] (3)
Question Unpacked
1.9 Complete the statement below. Choose the answer and write only the
letter (A–D) next to the question number (1.9) in the ANSWER BOOK. (1)
• The overall tone of TEXT B is …
• A flippant
• B matter-of-fact
• C dismayed
• D resentful

Note: For this question, work through each option for the best fit. Please do not leave this
out. If you do not know the meaning of any of these words, take a CHANCE!
Answer: D resentful 
Question Unpacked Cont./
1.12 Both TEXT A and TEXT B present a subjective view regarding 'cultural appropriation'.
• Do you agree with this statement? Justify your response with close reference to TEXT A
and TEXT B (4)

• Note: For this question, you need to identify the LINK between the texts. State this link in
your response and you would earn at least 1 mark.
• Also, take note if the question refers to the whole of Text A/B or a particular paragraph.
• Then, expand on your response by explaining how it ‘addresses the issue’ in each text.
• For the remaining marks, decide which of the two texts present a subjective view
regarding the issue and then, substantiate your answer with reasons.
Question Unpacked Cont./
1.12 Both TEXT A and TEXT B present a subjective view regarding 'cultural appropriation'.
• Do you agree with this statement? Justify your response with close reference to TEXT A and TEXT (4)
YES
Both texts are highly subjective in their condemnation of cultural appropriation. Throughout Text A,
the writer equates cultural appropriation with theft. He provides anecdotal evidence of people in
positions of power exploiting cultures for personal gain. The writer uses emotive terms with a negative
bias such as 'demonised and excluded', 'cultural annihilation' and 'no reverence for history'.  He
concludes his article by urging the reader to acknowledge and respect the cultures of others.

In Text B, the writer outlines the consequences/results of stealing someone's cultural identity,  e.g.
'TRIVIALIZES & ERASES HISTORY'. Although the headline poses a potentially balanced view, the details
reflect the idea of 'THEFT'. In the writer's view, 'THERE IS NOTHING COOL, RESPECTFUL, OR
FASHIONABLE ABOUT IT.' 
Question unpacked cont./
Answer cont./
OR
NO
[A 'no' response is unlikely, however, mark each response on its merits.]
[Credit alternative/mixed responses.]
[Award 4 marks only if reference is made to both texts.]
Examination Tips:
• Learners need to read the instructions very carefully.
• Make constant reference to the comprehension passage before
answering the questions. Focus on the key words in the
comprehension passage.
• Reading the questions first before reading the comprehension
passage can assist learners in identifying the answers from the
passage.
• Level 1 and 2 questions-requires simple straightforward answers.
Learners must rephrase/simplify sentences in the comprehension
passage into their own words as far as possible.
Examination Tips:
• Use the mark allocation as a guide and stick to the point e.g.
write between 2-4 lines for a 2 mark question; 3-5 lines for a
3 mark question; 4-6 lines for a 4 mark question.
• Read through the passage quickly but with understanding and
a number of times.
• Get an outline or a general picture of the passage.
• Try to picture what you are reading. This helps you to focus
and read for meaning.
The way forward
• Each question usually contains a question word – underline this. For example,
words like explain, list, discuss, critically comment.
• Each question usually contains a key word or key idea circle/underline/highlight
this.
• Try to remember whether you read this fact near the beginning, middle or end of
the passage.
• Put your eyes into ‘Search Mode’ and look down the middle of the paragraph to
find the sentence containing the key word or key idea. Read the whole sentence in
order to get a complete meaning or the context in which the word/ idea is used.
The way forward

• Jot down in pencil on your question paper the main idea in each paragraph. This
will also help in answering the questions with the heading: QUESTIONS TEXT A
AND B which is usually a 4-mark question.

• Do not copy directly from the text but refer to it to avoid careless factual or
spelling mistakes (This applies particularly to names, places, dates or other
relevant information.)

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