ENGLISH HL P1 MEMO GR12 SEPT 2025_watermark.pdf

NATIONAL SENIOR CERTIFICATE GRADE 12 SEPTEMBER 2025 ENGLISH HOME LANGUAGE P1 MARKING GUIDELINE MARKS: 70 This marking guideline consists of 10 pages.

2 ENGLISH HOME LANGUAGE P1 (EC/SEPTEMBER 2025) 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. Copyright reserved Please turn over

(EC/SEPTEMBER 2025) ENGLISH HOME LANGUAGE P1 3 SECTION A: COMPREHENSION QUESTION 1: READING FOR MEANING AND UNDERSTANDING QUESTIONS: TEXT A 1.1 Nietzsche believed that forgiveness is a weakness, not a strength. ✓ He argued that people forgive because they want something from the other person, such as keeping a job even if they dislike their boss. ✓ (2) 1.2 McNulty concluded that when a person forgives, the other person may interpret it as approval of their behaviour, ✓ which could lead to continued unjust actions. ✓ [Candidates must use their own words.] (2) 1.3 The author is of the opinion that giving the act of forgiveness a ‘[d]ark [s]ide’ will not encourage anyone to forgive other people, ✓ as ‘bleak’ implies forgiveness will not have a ‘favourable outcome’. So that makes it rather senseless that people are encouraged to forgive and to turn the other cheek. ✓ (2) 1.4 True. ‘hypothetical scenarios’ ✓ [Do not award a mark for TRUE. Only the quoted words are awarded one mark.] (1) 1.5 People might struggle with forgiving because they fear it will make them seem weak ✓ or because they worry that it will encourage further unjust behaviour. ✓ (2) 1.6 Recognizing the offender’s inherent worth can make forgiveness easier because it helps the forgiver separate the person from the offense. ✓ Understanding that the offender has value beyond his/her actions allows the forgiver to approach forgiveness with compassion rather than resentment. ✓ However, it may still be difficult if the harm caused was severe or repeated. ✓ [Candidates have to use their own words. TWO valid points must be included in the response.] (2) 1.7 A/altruistic (1) 1.8 It is essential to demand justice when forgiveness has been extended. ✓ Although the forgiver will still feel pain, forgiveness will show him/her how strong he/she is and this will convince the forgiver he/she is also worthy – which will eventually lead to emotional healing. ✓ But seeking justice ensures that accountability is maintained and will prevent future harm. ✓ [A cogent comment is required to be awarded full marks.] (3) 1.9 These references to actual studies done on the subject of forgiveness, ✓ lend validity/authority to the article. ✓ (2) Copyright reserved Please turn over

4 ENGLISH HOME LANGUAGE P1 (EC/SEPTEMBER 2025) 1.10 The writer favours the studies done by Lin et al. and seems to be critical of those done by McNulty. ✓ The diction supports this by saying that McNulty’s studies used ‘hypothetical stories’ whereas the interventions done by Lin et al. were based on ‘actual injustices’ ✓. Also ‘actual experiments’ by Lin et al. vs ‘filling out questionnaires’ by McNulty. ✓ [Candidates need to COMPARE two examples of diction and not merely mention two examples.] (3) 1.11 Paragraph 10 is a suitable conclusion to this passage as it summarises all the main points succinctly ✓ and does not add any new ideas. ✓ It also answers the question that has been asked in the title: forgiveness is beneficial to the forgiver. ✓ (3) 1.12 The girl’s body language, with her leaning forward and reaching out to hold the shadow’s hands, ✓ suggests that she is trying to connect with or comfort the shadow. ✓ This indicates a sense of care and acceptance toward that part of herself. ✓ /The gentle way ✓ in which the girl seems to help the shadow/herself/her soul to rise, ✓ shows self-acceptance, self-forgiveness, and coming to terms with one's inner struggles or mistakes. ✓ [Candidates need to identify the ATTITUDE of the girl towards her shadow and then INTERPRET the attitude.] (3) 1.13 The message of self-forgiveness in Text B – ‘You have the right to forgive yourself anytime you want’ – agrees with the deeper insight in paragraph 5 of Text A that forgiveness increases self-worth – ‘It then follows for people who forgive to realise that they, too, must possess this worth that cannot be earned or taken away.’ ✓✓ The gentleness with which the girl in the image helps herself to rise, promotes the idea that forgiveness – not just of others but also of the self – enhances self-esteem and affirms the forgiver's inherent value. ✓✓ So, paragraph 5 of Text A agrees with the message of Text B that forgiving others AND yourself reflects strength rather than weakness. [A valid alternative is unlikely. However, treat every response on merit.] (4) TOTAL SECTION A: 30 Copyright reserved Please turn over

(EC/SEPTEMBER 2025) ENGLISH HOME LANGUAGE P1 5 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 seven valid points are to be credited in paragraph form. (Sentences and/or sentence fragments must be coherent.) QUOTATIONS POINTS 1 ‘the people who will drive your company 1 Self-managing teams help forward.’/ ‘a game-changer in fast- companies stay competitive. moving industries.’/ ‘better performance overall’ 2 ‘take ownership’/ ‘empowers self- 2 Employees take full responsibility for managing employees to take their tasks and outcomes. responsibility for their work’ 3 ‘solve problems’/ ‘solve problems 3 Employees feel free to experiment, creatively’/ ‘autonomy not only take risks, and find creative improves problem-solving but also solutions. leads to higher levels of innovation’/ ‘they’re more likely to experiment’ 4 ‘When employees have the freedom to 4 Independent thinking leads to make decisions and take ownership, quicker and more effective solutions they’re more likely to … solve problems … quickly.’ 5 ’Self-managing employees don’t wait 5 Efficiency is enhanced as self- for a manager’s green light – they trust managing employees can act their instincts and act.’/‘make things independently. happen’ 6 ‘instead of focusing on the bigger 6 They allow leaders to focus on picture.’/ ‘lighten the load by handling strategy and big-picture goals rather the “how” so leaders can concentrate than overseeing every detail. on the “why” and “what’s next.”’ 7 ‘fostering confidence and competence 7 Teams become confident and across the team.’ competent. 8 ‘When people trusted to manage their 8 Being able to self-manage motivates own work, they’re more motivated and employees because they feel part of invested in the outcome.’ the process. 9 ‘Employees are far less likely to leave 9 Empowered employees are more where they’re empowered and valued.’/ likely to stay in an organisation ‘A sense of ownership also builds where they have autonomy. loyalty – employees are far less likely to leave an environment where they’re empowered and valued.’ ‘A sense of ownership also builds loyalty’ / ‘stronger commitment’ / ‘often see lower turnover’ Copyright reserved Please turn over

6 ENGLISH HOME LANGUAGE P1 (EC/SEPTEMBER 2025) PARAGRAPH FORM NOTE: What follows is merely an example. It is not prescriptive and must be used very carefully. Allowing employees to self-manage fosters innovation, efficiency, problem-solving and engagement. When employees have the autonomy to make decisions, they solve problems creatively and act quickly without waiting for approval. This independence drives innovation and helps businesses stay competitive in fast-moving industries. Self-managing employees also reduce the burden on leaders, allowing them to focus on strategy rather than micromanagement. Additionally, autonomy increases motivation, ownership, and loyalty, creating a work environment where employees feel valued and empowered to contribute their best ideas. This creates lower staff turnover in companies. [87 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 Copyright reserved Please turn over

(EC/SEPTEMBER 2025) ENGLISH HOME LANGUAGE P1 7 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 with the correct answer AND/OR the answer written out in full as correct. QUESTION 3: ANALYSING ADVERTISING 3.1 A/complex sentence ✓ (1) 3.2 It forms a compound noun. ✓ (1) 3.3 • Short/clipped sentences and/or phrases emphasise that men using Jaguar for Men are active and on-the-go, take charge and no-nonsense men. • The quality of the product is emphasised – the fragrance’s longevity (‘comes on stronger’ and ‘stays on longer’) reinforces the idea that this scent is enduring and impactful, just like the man who wears it. • The advertiser creates exclusivity, implying that this cologne is not just for anyone – ‘only for the man who gets a bang out of living, a charge out of leading – who plays to win, whatever the game.’ • Appeals to the desire to be associated with powerful traits – ‘Powerful’, ‘Potent’, ‘strong’, ‘leading’, ‘who plays to win’ – this makes the product desirable. • Uses emotive/assertive/persuasive language that aligns with traditional masculine ideals – ‘Powerful’, ‘Potent’, ‘lusty’, ‘stark, strong’, bang out of living’, ‘a charge out of leading’, ‘who plays to win, whatever the game’ – makes the target audience feel that wearing this fragrance is a statement of their strength and dominance, emphasising their virility. • The advertiser contrasts men and women’s fragrances – ‘Because it doesn’t smell like the stuff they wear’ – subtly reinforcing gender distinctions. • The packaging description (‘stark, strong, smoky-glass cylinder’) mirrors the rugged masculinity the brand is selling. • The call to action is implicit, targeting men who ‘play to win’ and suggesting that wearing Jaguar is a sign of success and dominance. [ONE mark for identifying a technique, ONE mark for an example and ONE mark for a discussion of the effectiveness of the technique in persuading the target audience.] (3) Copyright reserved Please turn over

8 ENGLISH HOME LANGUAGE P1 (EC/SEPTEMBER 2025) 3.4 The advertisement successfully conveys the idea of being “wild” or “savage” through its visual elements, reinforcing the meaning behind the fragrance’s name. • One of the most striking aspects of the ad is its rugged and untamed setting, the open landscape of a desert, with raw natural elements like rocks. This creates a sense of primal freedom, evoking an untamed, almost rebellious spirit. • Johnny Depp’s/The man’s personal styling and expression further contribute to this theme. His unkempt hair, intense gaze, and signature jewellery give him a rugged, free-spirited look—he is not polished or restrained but rather independent and untamed. OR The advertisement does not convey the idea of being ‘wild’ or ‘savage’ as Depp’s portrayal leans more into a poetic, brooding aesthetic rather than a truly “savage” one. His contemplative expression and cinematic pose make him appear more like a reflective wanderer than a force of raw wildness. This makes Sauvage appealing to men who seek adventure and independence but with a sense of depth and mystery rather than sheer dominance. [Credit a mixed response.] [Candidates must comment on the success of the visual in conveying the idea of ‘wild’ or ‘savage’. (2) 3.5 Both advertisements appeal to masculinity, but they do so in contrasting ways – Jaguar for Men focuses on dominance and power, while Dior Sauvage emphasises mystery and freedom. The Dior Sauvage advertisement presents a more modern and layered vision of masculinity. The visual of Johnny Depp in a vast, untamed landscape conveys a sense of rugged independence, adventure, and introspection. His intense gaze, the natural setting, and his effortless style create an air of mystery, making the fragrance feel like a statement of individuality rather than just power. The visual successfully captures a free-spirited, almost rebellious essence. The Jaguar for Men advertisement takes a more traditional approach by emphasising strength, energy and assertiveness. The visual of the smoky glass bottle appeals to a classic idea of masculinity – one rooted in dominance and control. / The absence of a famous person/male model makes the advertisement unusual. While effective, this approach may feel somewhat dated compared to the more nuanced masculinity depicted in Sauvage. [Candidates must refer to BOTH visuals (2 marks) and make a critical comment (1 mark) motivating their choice.] [Use discretion.] (3) [10] Copyright reserved Please turn over

(EC/SEPTEMBER 2025) ENGLISH HOME LANGUAGE P1 9 QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA 4.1 Body language: She sticks out her tongue to show what she thinks of their assignment. ✓ Words: She calls her teacher ‘stupid’. ✓/ She says that they have to read 75 pages by the next day – which shows that she finds it overwhelming/unreasonable/impossible. ✓ [Candidate has to identify BOTH Paige’s body language AND her words.] (2) 4.2 Humour is created through anti-climax/bathos. ✓ Paige finds the assignment difficult and expects sympathy. ✓ Her mother initially responds with apparent understanding (‘Ouch, that does sound hard’), but then dramatically shifts to her own struggle–not being able to continue reading, which is completely opposite to Paige’s problem. ✓ This sudden shift from expected empathy to an over-the-top, almost ridiculous complaint/reversal of expectation creates a humorous effect, (making it an example of bathos.) ✓ [Candidates can score three marks without mentioning bathos. The discussion of humour, however, should be detailed.] (3) 4.3 Peter’s statement humorously implies that encountering confusing or unexpected perspectives – even from your own family – is just part of the high school experience! ✓ Paige initially complains about how hard high school is because of the reading assignment. Instead of sympathizing, her mother expresses frustration at the idea of stopping at page 75, showing a completely different perspective on reading. ✓ Paige and Peter realize that their mother is "weirder than they thought" because her struggles are the opposite of what they expected. ✓ (3) 4.4 My stupid English teacher expects us to be on page 75 of this book tomorrow. (Frame 2) We ✓ are expected ✓ to be on page 75 of this book (by our stupid English teacher) tomorrow. (2) [10] Copyright reserved Please turn over

10 ENGLISH HOME LANGUAGE P1 (EC/SEPTEMBER 2025) QUESTION 5: USING LANGUAGE CORRECTLY 5.1 The apostrophe indicates omission/contraction. ✓ (1) 5.2 ‘timeless’ ✓ (1) 5.3 infamous/notorious ✓ (1) 5.4 officially ✓ (1) 5.5 an ✓ (1) 5.6 ‘shoppers are more likely to buy chocolate for themselves and share rather (1) than buy presents.’ ✓ 5.7 Lindt Master Chocolatier Thomas Schnetzler said that salted caramel was (½) one of the most loved flavour combinations, and they (½) were thrilled (½) to introduce it to their (½) Gold Bunny range. [-1 if punctuation is incorrect.] (2) 5.8 Split infinitive (‘to joyously celebrate’) ✓ (1) 5.9 comes ✓ (1) [10] TOTAL SECTION C: 30 GRAND TOTAL: 70 Copyright reserved Please turn over