Paper 1: Comprehension and Language Notes

General Observations: Paper 1 

• Inability to grasp the gist of the passages set for comprehension and the  summary. 

• Inability to formulate coherent answers using their own words.  • Failed to comprehend basic examination terminology.  

Common Errors: Comprehension 

• Misinterpretation of questions  

• Lifting from the passage 

• The majority of learners could not write answers that required critical thinking.  Responses to higher-order questions were poorly constructed.  

• Misinterpretation of questions  

• Lifting from the passage 

Suggestions for Improvement: 

∙ Teachers should use every available opportunity to expose learners to various  texts to hone their comprehension skills. These should include visual texts,  good verbal texts as well as audio texts. If learners understand that not only 

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 3 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

the reading passage, but also the questions have to be understood, the  quality of their responses should improve. 

∙ The importance of adhering to instructions should be instilled in learners.  They must be taught to scrutinise questions for key words and instructions,  like name, explain and state, to ensure that marks are not lost. Furthermore,  learners must be taught to differentiate what each instruction requires of them;  for example name/list as opposed to explain/discuss. 

∙ Vocabulary can, and should, be built actively. Learners should be encouraged  and motivated to engage with good texts and, while doing so, to use  dictionaries, thesauruses and other learning aids. There is not a single aspect  of this question paper which will not benefit from such an exercise. 

∙ Teachers should demonstrate and teach learners how to formulate opinions  based on a given text in order to see a definite improvement in performance  for open-ended and opinion questions. 

∙ Interpreting figurative language is closely related to the ability to infer. This  should be taught and the best way is to expose learners to a variety of good  texts. Only by teaching them to find meaning below the surface of a text  (reading between the lines), will teachers empower their learners to perform  well in the questions with a higher cognitive demand. 

∙ Learners should be offered frequent opportunities to answer questions of the  same complexity as those in the final examination. They should be familiar  with the skill of analysing and responding to a question requiring more than a  simple response, for example when a difference between two aspects has to  be shown.  

∙ There is always a possibility that the reading passage in an examination will  not be interesting to every candidate, or even that it will contain subject matter  with which the candidate is not familiar. It is therefore essential that teachers  broaden the horizons of their learners by exposing them to various reading  materials in class, engaging them in topical discussions and teaching them to  utilise the reading passage when responding to the questions. 

COMPREHENSION (30 MARKS) 

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.

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 4 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

• 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. 

• 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.  

• 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.  

Practical Advice  

• 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. 

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 5 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

COMPREHENSION-November 2017 NSC Exam Text A

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 7 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER

OBSERVATION:  

o Understanding how to unpack higher order comprehension questions  poses a challenge to learners.  

SUGGESTION: 

o Refer to the questions below and note the manner in which learners  need to deconstruct the question into smaller units in order to answer  the question. 

COMMENT: give a judgement about… 

Look at how the writer has explored (presented / investigated) the  

consequences of bias in the text 

i.e. what has the writer done to present bias 

MEMO 

The phrase 'hidden biases' refers to the personal prejudices that cloud employers'  judgement. Personal biases prevent managers from making informed decisions. The  writer draws the reader's attention to the detrimental effect of not embracing diversity  in the workplace. Managers need to focus on skills needed rather than on personal  characteristics. Both the business and the employer will experience negative  consequences, as personal and professional growth will be stunted. 

1.7 Critically comment on Shriver's hope that 'cultural appropriation is a  passing fad' (lines 45–46). (3)  

Critically comment: point out the good and the bad characteristics of the text you  are reading and give your view / opinion / position after taking all the facts, 

arguments or assumptions into account 

MEMO 

1.7 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) 

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 8 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

1.8 'MAKES REAL INDIGENOUS PEOPLE INVISIBLE'  

Discuss the impact this statement is intended to have on the reader. (3) 

Discuss: Examine or investigate by argument various sides of and points to a  subject; make an analytical examination of a statement; discuss a topic by examining  its various aspects. A critical approach should be followed.  

Give whatever insights you can into the topic. 

MEMO 

1.8 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: TEXTS A AND B  

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)  

Subjective view: Personal view 

MEMO  

1.12 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.'  

OR

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 9 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

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.] (4) 

TASK: 

Now refer to May-June 2018 SCE paper 1(Question 1-comprehension) and  UNPACK all the questions as shown in the examples above and thereafter answer  these questions. 

INSTRUCTION WORDS COMMONLY USED IN EXAMS

INSTRUCTION  WORD

MEANING

ACCOUNT FOR 

offer an explanation as to why...

ANALYSE 

talk in detail about the topic; to separate into parts or elements  and to describe or examine in detail; consider------------ in terms  of its components and show how they interrelate.

COMMENT 

to give a more personal opinion but related to the event or  content of the subject matter.

COMPARE 

discuss-------- and -------- in terms of their similarities and  differences; to point out or show both similarities and  differences or examine the differences between ideas, facts,  viewpoints, and so forth.

CONTRAST 

discuss------- and-------- in terms of their similarities and  differences; point out the differences between certain sets of  objects or their characteristics.

CRITICISE 

point out the good and the bad characteristics of the  phenomenon you are reading and give your opinion after taking  all the facts, arguments or assumptions into account.

DEFINE 

give a short and concise description of the subject or topic;  explain what is meant by...

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 10 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

DESCRIBE 

give an account of ...; name the characteristics of a topic. This  should be done in a logical and well-structured manner.

DISCUSS 

offer whatever insights you can into the topic; to examine or  investigate by argument various sides of and points to a  subject; make an analytical examination of a statement or  statements; discuss a topic by examining its various aspects. A  critical approach should be followed.

DISTINGUISH or  DIFFERENTIATE

note the differences that distinguish two topics from one  another; to point out the peculiarities which show the  differences clearly between two or more aspects or things.

EVALUATE 

to give an informed opinion, as measured against certain  standards, on a topic; to make an appraisal or express an  opinion concerning the value in terms of known criteria includes analysis, testing in terms of criteria, etc.

EXAMINE 

examine and critically discuss a topic in terms of definite criteria  or guidelines; to investigate and discuss initially in terms of  known criteria or directives.

EXPLAIN 

explain and clarify to ensure that the reader clearly understands  your arguments. Make use of illustrations, descriptions or  simple but logical explanations.

GIVE AN  

OUTLINE 

to present the data in a brief, logical and systematic manner; to  present the information in a concise, systematic and sequential  manner.

IDENTIFY 

give the essential characteristics of...; name the most important  characteristics of a topic.

ILLUSTRATE 

give examples or draw a diagram to elucidate a particular topic  or a subject.

INDICATE 

select or specify for discussion.

INTERPRET 

explain or give the meaning of something in terms of a more  common concept. Your explanation should be as practical as  possible.

LIST 

give a list of names, facts, items, and so on, in a specific order  or according to a specific category.

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 11 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER

NAME 

give names, characteristics, items or facts.

POINT OUT/  

PRESENT

present a premise logically by means of thorough reasoning.

PROVE 

demonstrate or show by logical argument.

REFLECT 

think deeply or carefully about something; bring about a good or  bad impression of …; seriously consider…

ANALYSING A CARTOON  

Common Errors and Misconceptions 

∙ According to the Diagnostic Report, the deficiency of knowledge of subject  terminology prevented candidates from gaining marks as many candidates did  not understand the term ‘facial expression’. 

∙ Candidates lacked understanding of what was a ‘verbal’ clue. 

∙ The open-ended question was problematic for the candidates. This was  exacerbated by the lack of understanding of the word ‘humorous’. 

Suggestions for improvement  

∙ The basic features of visual literacy must be taught. Candidates must know  and be able to explain terms like ‘visual clue’. 

∙ The language section of the question paper starts with Q3. The observation is  that candidates treat the advertisement and cartoon questions as additional  comprehension exercises. Finding a language question assessing parts of  speech anywhere in the language section of a question paper should not be a  surprise. Teachers must teach all the basic language structures and  conventions as listed on pp. 46–48 of the CAPS.  

∙ Regular exposure to cartoons is not only an enjoyable way of teaching an  abundance of skills, but it is also essential in equipping learners for the visual  literacy section of the question paper. There are many visual texts available  on the internet, in the press and in textbooks, and learners can also be invited  to bring some of their own. 

∙ Learners should be taught to re-read the questions and their own answers to  ensure that they have answered sensibly, and to get rid of any incoherence  that might have crept into a response. 

Focus on: 

∙ Refer to the mark allocation and write your answers based on the number of  marks e.g. 2 separate points for 2 marks and 3 points for 3 marks. 

∙ Revise words used to describe tone

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 12 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

∙ Facial expressions-describe mood/feelings 

∙ Body Language 

∙ Font size and Punctuation: 

Meta-language of visual literacy: cartoons 

∙ Cartoon and a cartoon strip: A cartoon is a single frame, whereas a cartoon  strip is a series of frames.  

∙ Thought bubble and a speech bubble: The thought bubble contains the  thoughts of the character and is usually in the form of a cloud. Speech bubble  is more defined and contains dialogue.  

∙ Setting: Where is the cartoon’s action taking place? What are the visual clues  that suggest the setting of the cartoon? Are the characters referring to the  setting directly or indirectly?  

∙ Characters:  

o Caricatures: A picture or description of someone that exaggerates  particular characteristics to make them appear funny or silly.  

o Stereotyping:  

o Facial expressions: Study the eyes, eyebrows and mouth to see what  are the emotions that are being portrayed. 

∙ Action:  

o Action lines: These are the lines or stripes that represent the  movement of the character or objects. 

o Sound imitation: The words that illustrate sounds or noises. 

∙ Words: 

o What is being said? How is it being said?  

o What visual clues are given that some words are said louder or softer? o Sound imitation: The words that illustrate sounds or noises. 

∙ Important vocabulary:  

o Satire: Using humour, irony or exaggeration to criticise a person or a  group and make them appear funny or silly so that other people will  see their faults. 

o Irony: Using words that are the opposite of what is really meant, often  to be humorous.  

o Puns: Using a word or a phrase that has two meanings in an amusing  way.

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 13 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

N An analysis of the question can be conducted in the following manner: 

DISCUSS: Present all ideas of the argument in THIS FRAME ONLY EFFECTIVENESS: Does it achieve its purpose? 

TECHNIQUE: How has the cartoon been drawn? Consider/think about the  following: characterisation (caricature / stereotype) setting, punctuation, speech  bubbles / thought bubbles, presence/absence of speech, facial expression and body  language – state explicitly what it looks like, onomatopoeia, movement lines, etc. 

ANSWER: The cartoonist provides the structure of the building without  characters, to emphasise the effort Dilbert has placed in his strategy to avoid  his colleagues

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 15 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

4.3 Refer to frames 4 and 7.  

Comment on the change in the facial expression of  Dilbert's colleague.

Consider these frames ONLY 

COMMENT: give a judgement about… i.e. account for… 

The character changes her facial expression in Frame 4 to another in Frame 7.  What does the character’s facial expression look like in Frame 4? Eye-brows are  level; mouth is rounded, almost as if she is inquisitive. 

What does the character’s facial expression look like in Frame 7? Eye-brows are  frowning, mouth grimacing/scowling/angry indicating that she is  shouting/angry/unimpressed/disapproving. 

Once all the above has been considered/thought about NOW write your answer. 

e.g. The character first seems to enquire what Dilbert is doing, evident from  the round mouth, but then shows her anger/disapproval towards him with a  scowling mouth and eye-brows frowning. 

NB: state explicitly what the facial expression looks like and what it  represents.

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 16 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

MEMO: 

In FRAME 4, the colleague seems indifferent to Dilbert's expansive answer, and is  awaiting the reply to the initial question. In FRAME 7, the colleague's facial  expression has changed to one of anger/annoyance, as it has dawned on him/her  that his/her name could be on Dilbert's list.  

ACTIVITIES: STUDY THE TEXTS BELOW AND ANSWER THE QUESTIONS SET TEXT

 A 

1. Refer to Frame 2.  

Account for the difference in facial expressions of Eve and Mother Anderson  and Madam. 

2. Refer to Frame 3. 

Discuss the techniques used by the cartoonist to present contrasting attitudes  toward jogging. 

3. Refer to Frame 5. 

3.1 Comment on the repetition of the word ‘puff’. 

3.2 How do Eve’s actions reinforce what she is saying? Give visual evidence.

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 17 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

TEXT

 1. Explain what comment this cartoon is making about people’s use of  technology in daily life today. (2) 

2. Refer to frame 1 (one).  

2.1 Describe the facial expressions of: 

a) the woman and 

b) the man. (2) 

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 18 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

TEXT C 

1 2 3 41.1.1 Compare the facial expressions of the lady reading the newspaper (Madam)  

in frame 1 (one) and frame 3 (three). (2)  1.1. Explain why her (Madam’s) facial expressions change from frame 1 (one)   to frame 3 (three). (2) 

2. Refer to frame 4. 

2.1. Explain the irony in Eve’s statement, “Stalled on the information highway”. (2) T

EXT D 

1. What is the name for the kind of words and language that the salesman is  using? (1)  2. Do you think the salesman is effective by using these kinds of words  

and language? Motivate your answer. (3) 

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 19 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

ANALYSING AN ADVERTISEMENT  

Common Errors and Misconceptions -Diagnostic Report 2018 

∙ Although questions on the target audience have been asked in the past, the  term appeared as though it was new to many candidates. 

∙ Many candidates had difficulty answering some questions correctly because  of a lack of vocabulary. Candidates lacked the ability to read with meaning  and understanding within a context, in this case, the advertisement. 

∙ The reference to visual advertising techniques was misunderstood by  candidates. Candidates failed to link the headline to the visual aspects in the  advertisement. This is a clear indication that candidates still do not  understand the concept ‘headline’ or how to link the visual aspects to the  headline. 

Suggestions for improvement 

∙ Advertising skills and techniques should be taught, reinforced and practised  regularly. 

∙ Exercises to hone learners’ knowledge of advertising techniques and  terminology, for example ‘target audience’ and ‘visual and verbal techniques’,  should be done regularly. 

∙ Expose learners to a variety of advertising texts so that it will enrich their  understanding and enjoyment of the genre. 

∙ Learners should be taught that not every advertisement promotes a specific  product, but that some advertise a service, manufacturer, an idea or a  lifestyle, among other possibilities. Being able to identify the purpose of an  advertisement or any text is an important reading and understanding skill. 

∙ Frequent opportunities to interact with a variety of advertising texts will boost  learners’ self-confidence so that they will be able to evaluate the effectiveness  of an advertisement and be less hesitant to voice an opinion in answering  more demanding questions like Q3.5. 

Focus on: 

∙ Target Market / Target Audience -divided into age, gender, social status e.g . Teenagers, computer geeks, stay-at-home mothers, jetsetters, corporates,  etc. 

∙ The AIDA principle 

∙ Emotive Language 

∙ Logo -Picture / graphic used as an identifying symbol. It acts as a signature  for a brand.

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 20 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

∙ Slogan-Short, memorable phrase that is immediately associated with a brand. ∙ Clever wording 

∙ Celebrity Endorsement 

ADVERTISEMENTS 

PURPOSE  

∙ Why do advertisements exist? 

INTENTION (besides wanting to sell something does it also try to shock or make you  feel hungry) 

∙ TO WHAT BASIC HUMAN NEEDS DOES IT APPEAL  

o Our need to be popular; our need to look good; our need to satisfy  hunger/thirst 

∙ What is the purpose of this message?  

o To inform or educate 

o To express a point of view 

o For creative expression 

o To entertain 

o To make money 

o To persuade/convince

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 21 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

TARGET MARKET  

∙ Who is the advertisement meant/made for (and how do you know)? 

∙ Who is it aiming at (appealing to) – be specific: 

o Age 

o Gender 

o Ethnicity 

o Personality 

o Interests 

o Lifestyle (Income level/Location) 

o Stereotypes and prejudice  

▪ Nerds, Businessmen, Sexy women, Cool teenagers 

WHERE WOULD YOU EXPECT TO FIND AN ADVERT LIKE THIS?  ∙ taxi, billboard, teenager magazine 

∙ Who is the target audience? 

o Teenagers 

o Young people who are in college or working 

o People who are parents/grandparents 

o Very elderly people 

o Men/Males 

o Women/Females 

o Poor people 

o Working-class people 

o Wealthy people

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 22 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

FEATURES

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 23 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

WRITTEN TEXT/COPY 

The copy (the writing): Look at any writing on the advert. 

∙ What sort of language is it using?  

o Brand names, key words, slogans, captions, repetition of product name o Use of personal pronouns like “I” and “you” 

o Catchy – simple and easy to remember 

o Rhetorical questions 

∙ How informative/persuasive is the text?  

o Emotive words are words that appeal to emotions can influence opinions and  influence decisions (manipulative) – they are easy to detect because they  give the reader an immediate emotional response.  

▪ ‘warm’, ‘gentle’, fragrant’, ‘whisper’, ‘kiss’, ‘love’.  

∙ These words are emotive because they make us feel something, in  this case something good. They have certain connotations, the  

things readers associate with these words are all favourable.  

▪ ‘old’, ‘stale’, penniless’, ‘ache’, ‘cold’, ‘winter’, ‘stench’.  

∙ These words all produce feelings that are  

distasteful/offensive/“ugly”. 

∙ What are the key words?  

∙ What is the slogan? 

∙ Typography [type size, type style, font] 

o Punctuation like exclamation marks, question marks or ellipsis

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 24 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

VISUAL TEXT/IMAGE 

∙ Layout 

o Sizes 

o Placement 

o White space 

o Highlight/emphasise

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 25 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

∙ The graphics (the pictures):  

o What is happening in the illustration?  

o How does the design affect the message? 

∙ The brand (the product being sold):  

o Is there a picture of the product for sale?  

o How important is it to the advert as a whole?  

o Consider the brand name and packaging. 

∙ Characters:  

o Are there any characters in the advertisement?  

▪ caricatures, animals, cartoon, use of children. 

o What is their relationship to each other and the reader?  

o Status/appearance (e.g. age, clothing, style, hair, etc.)  

▪ beautiful people, star/personality,  

o Body language (e.g. facial expression, eye contact, activity, pose, etc.)?

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 26 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

A GUIDE TO ADVERTISING 

IMAGE – drawing, photograph or clipart 

HEADLINE – capitals, font, size, bold 

SUPPORTING TEXT – smaller,  

simpler font, giving some detail or  

explanation 

LOGO – the BRAND name as an  

image/symbol (like the Nike tick) 

SLOGAN – saying associated with BRAND  

 (Just do it!) 

FOCAL POINT (where does your eye go to first) 

AIDA 

∙ ATTENTION – what did you notice first and why? 

∙ INTEREST – why did you keep reading or looking at the advertisement? ∙ DESIRE – do you want to do anything?  

o Health, enjoyment, excitement, luxury, beauty, romance 

o Independence, success, power,, social status, freedom, escape o Physical safety, financial security, saving money 

o Being a good parent/ spouse / citizen 

∙ ACTION – Do you go do anything after looking at the advertisement?

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 27 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 28 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER

TECHNIQUES 

∙ WHAT WORDS ARE USED (are they positive e.g. delicious or negative e.g.  fattening) 

o FACTS and FIGURES (scientific jargon) 

▪ Scientific evidence from research 

o REPETITION (the same words or phrases repeated) 

o RHYME (creates a sing song effect so you will remember the advertisement) o FIGURES OF SPEECH [puns, personification, alliteration] 

▪ (PUN / Ambiguity) (Our butcher is the place where people meet) 

∙ ORIGINALITY (is it clever or like other advertisements) 

∙ DOES IT CONTAIN HUMOUR? 

∙ SPECIAL INFO/INSTRUCTIONS (does it offer alternatives or links to websites/social media) 

∙ How is the STORY TOLD? What are people doing? 

∙ Are there any VISUAL SYMBOLS or METAPHORS? 

∙ What’s the EMOTIONAL APPEAL?  

o conscience [emotional blackmail, lifestyle commitments],  

o advantageous promises [freebies, coupons, etc],  

o promises of pleasure, gaining attention [humour, shock,  

surprise], 

∙ REALITY CREDIBILITY 

o Expert witnesses (specialists in a field) 

o Is this fact, opinion, or something else? 

o What are the sources of the information, ideas, or assertions?

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 29 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

o What values or points of view were communicated in this message? 

o Who might benefit from this, and who might be harmed by it? 

o Where you would expect to find or see this message? 

∙ Elaborate MARKETING STUNTS  

o laser displays, hot air balloons, aeroplane banners 

o Think Nando’s type advertisements using current affairs 

∙ SPONSORSHIP of a person/charity, programme, organisation 

o The Pepsi Chart, major companies sponsoring Children in Need, Sporting  teams. 

∙ ENDORSEMENT 

o Famous celebrity person in an advertisement for a product 

o Testimonials from people who have used product 

o Expert witnesses like doctors 

The ad as a whole: 

o How does the ad make you feel?  

o Would you buy the product being sold to you?  

o If so, why? If not, why not?

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 30 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 31 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER

∙ Refer to both the text and the illustration if it is required. 

ADVERTISEMENT 

COMMENT: account for… give a reason for… 

How has this phrase been written in the advert? Consider the font type and style 

ADVERTISING TECHNIQUES: Think about the AIDA-principle  Attention Interest Desire Action 

Formulate your answer: 

The phrase has been written in cursive bold writing to attract attention and direct the  reader’s interest by making it look like the phrase is written with sugar. This may  create a desire for the product.

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 32 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

MEMO: 

The words 'Huletts sweetness' have the appearance of being written in sugar,  representing the actual product. The phrase features prominently in the upper  segment of the advertisement. The choice of font (i.e. flowing handwriting) is  intended to lure the reader through its personal appeal. 

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 33 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

Account for the inclusion of the personal testimonies  in the advertisement.  

ACCOUNT FOR: explain why… give reasons for…  

I.e. the question requires that you present reasons for the advertisement containing  the personal testimonies. What do these achieve in the context of the advert? Again,  consider the AIDA-principle. 

Now formulate your answer: The testimonies give personal experiences of the  product, which may create both interest in and desire for the product leading  to the reader taking action by purchasing the product. / The testimonies give  

the product credibility because other people have experienced the product  first-hand. 

ACTIVITY 

ADVERTISEMENT 

Answer the questions on the following advertisements:  

Remember to UNPACK the questions first as you have done in the  comprehension question. The same principles apply here. 

TEXT E 

1. Comment on the appropriateness of the image of the young man in the context of  the advertisement. 

2. Account for the use of the logo as an advertising technique.

EHL RESOURCE PACK P1 GAUTENG DEPARTMENT OF EDUCATION 2019 Page 34 

CONFIDENTIAL – COPYRIGHT RESERVED FOR GDE PURPOSES ONLY  

STRINI NAICKER 

TEXT F 

1 The two advertisements above are for a cellular service, at&t, in America,  much like Vodacom, MTN and Cell-C in South Africa. 

1.1.Comment on the effectiveness of the visual elements of the two  advertisements and the product being sold. (3)