The advertisement questions in Section C grade 12 English Home Language Paper 1 follow a highly predictable structure across the years. An analysis of the exam papers from 2020 to 2024 shows that examiners consistently test similar areas. Typically, the first question focuses on the headline or slogan and how it influences or appeals to the reader. This is usually followed by questions on the visuals or illustrations, requiring students to judge their suitability and relevance to the advertiser’s message. After that, examiners move to questions on language use and techniques, such as diction, stylistic devices, or persuasive strategies. Finally, almost every paper includes at least one question on language structures and conventions, for example identifying parts of speech, functions of punctuation, or rewriting sentences.
This structure shows that learners can reliably expect advertisement questions to progress from meaning and impact in the headline and visuals, to persuasion through language techniques, and finally to language conventions in grammar and structures.
In 2024, however, an added layer appeared. Learners were asked to analyse and compare two different advertisements, particularly focusing on which visual image was more effective. This could suggest the beginning of a new structure where future papers might not only ask about individual headlines, visuals, and language but also expect comparative analysis across multiple texts. Students should therefore prepare for both the traditional pattern and the possibility of questions that test critical comparison.
Examination structure summary:
- Headline/slogan
- Visuals/illustrations
- Language use and techniques (diction, stylistic devices, persuasive strategies)
- Language structures and conventions (Parts of speech, functions of punctuation, or rewriting sentences}
The advertisement question in English Home Language Paper 1 is worth 10 marks.
The Headline/Slogan
Every advert has a short, bold line that catches your eye first. That is the headline or slogan.
When the exam asks about it, do not just say what it means; explain how it works. Ask yourself:
- Does it give an instruction? (like “Stop it!”) That is a commanding tone.
- Does it make you feel hopeful? (like “Barriers break when people talk”) That is positive and uplifting.
- Does it sound clever or memorable? (like “Powerful protection” or “Spot it and Stop it!”) “Powerful protection” is an example of alliteration, and “Spot it and Stop it!” is an example of rhyme. Both of these techniques make a slogan catchy.
Always say what the headline is doing to the reader. For example, is it motivating, warning, or persuading them? You can also think about if it is challenging them, reassuring them, or provoking a specific emotion.
Examples
Question 1
‘Connections Create Change’
Explain how this headline is intended to influence the reader.
Answer:
The use of alliteration/large font encourages the reader to reflect and to communicate freely/without restraint.
Note:
- Alliteration = repetition of the initial consonant sounds (‘C’ in Connections / Create / Change).
- Effect: grabs attention, makes the headline catchy and memorable.
- Large font emphasizes importance.
Question 2
‘Bullying Ends When You Speak Up!’
Account for the tone of the headline.
Answer:
The commanding tone compels the reader to act on the instruction, namely reporting and curtailing bullying.
Note:
- Commanding tone = gives a direct order (“Speak Up!”).
- Effect: urges immediate action, makes the reader feel responsible.
Question 3
3.2 ‘It’s Back in Action!’
Comment on ONE advertising technique used in the presentation of this headline.
Memo-style Answer:
The expression is in bold font/reverse print/white printing on a black background, which draws the reader’s attention to/piques the reader’s interest in the return of an old product.
Confidence Note:
- Bold/reverse print highlights the headline visually.
- Effect: makes the message exciting and attention-grabbing.
Question 4
Account for the use of the phrase, ‘Enduring Trend’.
Answer:
The term ‘Enduring’ refers to something that lasts over time, while ‘Trend’ refers to something current/popular. The phrase indicates that the product has maintained appeal and relevance over time.
Note:
- Breaks down the two words, like the original memo does for ‘fashion classic’.
- Shows how the phrase combines timelessness + current appeal.
- Short, precise, links meaning to effect.
Question 5
‘#BePartOfChange’
What is the purpose of the slogan?
Answer:
The slogan encourages the reader to become involved in making a positive contribution to South Africa.
Note:
- hashtag encourages action and social inclusion.
- Effect: motivates readers to participate, aligns with campaign message.
- Mirrors memo style: concise, focused on reader impact.
The Picture (Visual Image/Illustration) On The advertisement
To effectively analyze a picture in an advertisement, you must go beyond a simple description. Ask yourself not only what you literally see, but also what the image represents or symbolizes.
- For example, a picture of two boys near a barbed wire fence might represent division or separation.
- A puppet controlled by strings could symbolize a lack of freedom or control.
- An image of birds flying in formation often stands for unity or teamwork.
Once you have identified these deeper meanings, you can then discuss how the image works with the slogan. Does it reinforce the message, or does it create a deliberate contrast? Examiners often accept a “yes” or “no” answer, as long as you provide a clear justification.
Language Use And Techniques
Common Advertising Techniques
Advertising uses a variety of techniques to influence an audience. These methods go beyond simply presenting information; they aim to appeal to emotions, create a sense of urgency, or build trust. Learning to identify these techniques helps you become a more critical consumer.
| Technique | Purpose & Effect |
|---|---|
| Visuals (pictures / photos) | Connects words with images for better understanding; adds credibility, authenticity, and persuasion. Evokes emotions (e.g., a crying toddler). Celebrities add prestige. |
| Personal Pronouns (We, Us, You) | Creates personal involvement, sincerity, and reliability. Engages readers directly, showing shared concern or unity. |
| Literary Expressions, Puns, Clever Sayings | Grabs attention, entertains, and makes the message memorable. |
| Repetition | Reinforces ideas, makes them stick in memory, and emphasizes key points. Adds credibility and persuasive force. |
| Rhetorical Questions | Involves the reader personally, provokes thought or emotion, and adds credibility. |
| Emotive Adjectives | Single words create bias, expectation, or prejudice (e.g., “new” vs. “foolish new” principal). Triggers emotional responses and encourages opinions. |
| Numbers, Statistics, Data, Research | Provide evidence and reliability; strengthen persuasion by appearing factual and trustworthy. |
| Appeals to Guilt (manipulation/exploitation/blackmail) | Plays on emotions to provoke response, encourage thought, and involve the reader personally. |
| Font & Punctuation | Used for emphasis and visual appeal; draws attention and engages participation. |
| Celebrities/ Avarice(greed)/Lifestyle/ Attractive people | To attract attention. Celebrity endorsements build credibility-validity, authenticity. To engage readers (participation). To encourage thinking/an opinion. To manipulate. |
Language Structure And Conventions
Parts Of Speech
A part of speech refers to the role a word plays in a sentence. It explains what the word does, whether it is naming something, describing something, or showing an action.
Parts Of Speech You Need To Master
| Part of Speech | Explanation & Examples |
|---|---|
| Conjunction | Connects words, phrases, or clauses (e.g., and, but, or) |
| Article | Specifies a noun (e.g., a, an, the) |
| Preposition | Shows relationships between nouns and other words (e.g., in, on, at) |
| Verb | Indicates action or state (e.g., run, is, have) |
| Adverb | Modifies a verb, adjective, or another adverb (e.g., quickly, very) |
| Noun | Names a person, place, thing, or idea (e.g., dog, city, love) |
| Adjective | Describes or modifies a noun (e.g., blue, tall, happy) |
| Pronoun | Replaces a noun (e.g., he, she, it) |
| Interjection | Expresses emotion or exclamation (e.g., wow, ouch) |
Punctuation Marks
Punctuation marks are symbols that show how written text should be interpreted and comprehended by guiding how it is read, whether silently or out loud.
Punctuation Marks You Need To Master
| Punctuation Mark | Function & Examples |
|---|---|
| Full Stop (Period) | Ends a sentence |
| Comma | Divides items in a list or separates clauses/phrases |
| Apostrophe | Indicates possession or shows missing letters (e.g., John’s, don’t) |
| Capital Letters | Used for proper nouns and at the beginning of sentences |
| Semi-colon (;) | Connects closely related independent clauses |
| Colon (:) | Introduces a list, quotation, or explanation |
| Question Mark (?) | Ends a direct question |
| Exclamation Mark (!) | Shows strong emotion or emphasis |
| Ellipsis (…) | Shows an omission or a pause in thought |
| Hyphen (-) | Joins words or parts of words (e.g., well-known) |
| Dash (—) | Indicates a break, interruption, or emphasis |
| Brackets [ ] | Insert additional information |
| Parentheses ( ) | Enclose extra or explanatory details |
| Quotation Marks (” “) | Enclose direct speech or quotations |
Understanding The Building Blocks Of Sentences
To speak and write effectively, you need to understand the different types of sentences. Every sentence is built from at least one clause, which is a group of words containing a subject and a verb.
There are two main types of clauses:
- Independent Clause: A complete thought that can stand alone as a sentence.
- Dependent Clause: An incomplete thought that cannot stand alone as a sentence.
By combining these clauses in different ways, we create four basic sentence types.
1. Simple Sentences
A simple sentence contains a single independent clause. It has one subject and one verb (or a compound subject or compound verb), and it expresses one complete idea.
- Structure: Independent Clause
- Example: The cat slept on the mat. (“The cat” is the subject, and “slept” is the verb. It’s one complete idea.)
- Example with a compound subject: The cat and the dog slept on the mat. (Two subjects share one verb.)
- Example with a compound verb: The cat stretched and slept on the mat. (One subject performs two actions.)
2. Compound Sentences
A compound sentence consists of two or more independent clauses joined by a coordinating conjunction (for, and, nor, but, or, yet, so), a semicolon, or a comma followed by a conjunction. It combines two complete ideas of equal importance.
- Structure: Independent Clause + Independent Clause
- Example: The cat slept on the mat, and the dog watched a squirrel. (Two complete sentences joined by “and.”)
- Example with a semicolon: The cat slept on the mat; the dog watched a squirrel.
3. Complex Sentences
A complex sentence contains one independent clause and at least one dependent clause. The dependent clause is connected to the independent clause by a subordinating conjunction (e.g., because, since, although, while, when) or a relative pronoun (e.g., who, which, that). This type of sentence shows a more sophisticated relationship between ideas.
- Structure: Independent Clause + Dependent Clause
- Example: The cat slept on the mat because it was tired. (The independent clause “The cat slept on the mat” is followed by the dependent clause “because it was tired.” The dependent clause cannot stand alone.)
- Example with a dependent clause at the beginning: Because it was tired, the cat slept on the mat. (A comma is used after the dependent clause when it comes first.)
4. Compound-Complex Sentences
A compound-complex sentence combines elements of both compound and complex sentences. It contains at least two independent clauses and at least one dependent clause. This is the most elaborate sentence structure, allowing for a great deal of detail and complexity.
- Structure: Independent Clause + Independent Clause + Dependent Clause
- Example: Although the sun was shining, the cat slept on the mat, and the dog chased a ball. (“The cat slept on the mat” and “the dog chased a ball” are the two independent clauses, while “Although the sun was shining” is the dependent clause.)
Understanding Synonyms
Synonyms are words that have the same or very similar meanings. When you are asked to provide a synonym for a word in an exam, the goal is not just to find a similar word, but to find one that fits the context of the sentence.
Think of it like choosing the right tool for a job. A screwdriver and a drill are both tools for driving screws, but you choose one based on the specific job you’re doing. Similarly, with synonyms, you choose the word that best fits the sentence’s tone and meaning.
The Importance of Context
The same word can have different meanings in different sentences. This is why you must read the entire sentence before choosing a synonym.
Let’s look at the word “intimidating”:
- Sentence 1: “The huge dog had an intimidating bark.”
- In this sentence, “intimidating” means to cause fear or apprehension. A good synonym here would be threatening.
- The context is about a scary sound. The synonym “threatening” fits perfectly.
- Sentence 2: “The sheer volume of work felt intimidating.”
- Here, “intimidating” means to make someone feel nervous or overwhelmed. A good synonym would be daunting.
- The context is about feeling overwhelmed by a task. The synonym “daunting” is more precise than “threatening.”
Here are examples of synonyms with their corresponding words:
- Big – Large, enormous, huge, vast
- Happy – Joyful, cheerful, ecstatic, delighted
- Fast – Quick, rapid, swift, speedy
- Smart – Clever, intelligent, brilliant, sharp
- Sad – Unhappy, sorrowful, dejected, miserable
Understanding Word Function
The function of a word refers to its specific job or role within a sentence. A single word can have different functions depending on how it’s used, which is why understanding the context is so important.
Think of it like a person’s different roles in life. The same person might be a parent at home, an employee at work, and a student in a class. Their “function” changes with the context. Similarly, a word’s function changes based on its position and purpose in a sentence.
How Words Change Function
Let’s look at a common word like “run.” Its function can change from a verb to a noun.
- “Run” as a verb:
- Example: “He loves to run every morning.”
- Function: In this sentence, “run” is a verb. It shows the action that the subject (“he”) is performing.
- “Run” as a noun:
- Example: “He went for a long run in the park.”
- Function: Here, “run” is a noun. It is a thing or an activity that he is doing. It’s the object of the preposition “for.”
The same principle applies to many other words. The word “blue,” for instance, can be an adjective or a noun.
- “Blue” as an adjective:
- Example: “She wore a blue dress.”
- Function: “Blue” is an adjective because it describes the noun “dress.”
- “Blue” as a noun:
- Example: “The artist used a mix of light and dark blue.”
- Function: “Blue” is a noun because it names a color, which is a thing.
To determine a word’s function, you must always look at the entire sentence and ask: What is this word doing here? Is it showing action? Describing something? Naming something? Answering these questions will help you identify its function.
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