EDUVOS MATRIC - Comprehension SKILLS TO ANSWER Q 1
EDUVOS MATRIC - Comprehension SKILLS TO ANSWER Q 1
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
Literal (level 1) –
recalling information
Reorganisational (level 2) –
requires analysis,
organization of information
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
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)
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)
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: 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.)