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English REVISION BOOKLET 2020 BOOKLET 1 Grade 12This revision program is designed to assist you in revising the critical content and skills with the focus on Paper 1 – language.Grade 12 English HL PAPER 1 - Revision Booklet (most is also applicable for FAL)Best form of preparation and revision is to ‘walk’ through a past NSC paper.Focus on the types of questions and required answers. Question 1: COMPREHENSIONComprehension skills are not only for examination purposes; they are life skills. When answering comprehension questions, respond by starting with the KEY words in the question.Read your answer carefully. Ask: Does my answer make sense?Hint: A question worth 3 marks probably requires the following:Make your point / explain your point / give evidence / link back to text (PEEL method).In a comprehension test, we can expect THREE types of questions:1. GENERAL COMPREHENSION – (What? Why?) questions test your understanding of the text.E.g.With reference to paragraph 1, explain why the term ‘youth’ is ‘hard to define’?LITERAL / FACTUAL QUESTIONS What the passage is actually saying?Answers are always in the passage.INFERENTIAL QUESTIONSRequire that you read between the rmation is not always stated directly. Look for implied emotions / attitudes / suggested points of view.Requires you to be perceptive enough to make inferences / interpretations.2. VOCABULARY – questions testing word/phrase meanings (synonyms, antonyms, etc.).E.g.Is the writer justified in using the expression ‘permanent limbo’?LANGUAGE USAGE QUESTIONSIncludes vocabulary, grammar, punctuation and figurative languageAnswers need to be given in the context of the passage.You must understand the difference between literal and figurative meanings.3. TECHNICAL – (How?) questions testing the method and style of the text/passage presentation.E.g.Account for the use of the rhetorical questions in lines … .Why has the writer included statistics…?Discuss the writer’s intention in quoting ‘We don’t know…’.There are suitable responses to answer such questions – responses that you can learn.Technical-type questions focus on the following: Use of statistics or numbersGrammar – formal / conversational / slangDirect speechRhetorical questions Paragraphs, sentence lengthsFigurative language – imagesRepetitionDiction, emotive wordsStyle – choice of diction / punctuationThe possible answers would include:To involve us more directly, personallyTo provoke emotional responsesTo add credibility, validity, authenticityTo convince, manipulate, persuadeTo emphasise, highlightTo engage readers (participation)To encourage thinking / an opinionTo elicit a responseTo reach a possible solutionSTYLE QUESTIONSYou must be able to identify the style and register in which text is written.Is it narrative, descriptive, formal, informal, simple, lofty, factual, humorous, satirical?You may be asked to comment on the style / to justify the appropriateness or effectiveness of the style as related to the content.Be aware of the variety of sentences used, the diction and language devices.TONE QUESTIONSTone conveys the emotions, underlying feelings and attitude of the writer.What would the words sound like if read out loud?Can be identified through diction, sentence length and type, punctuation, etc.Tone may be angry, apologetic, gloomy, humorous, motivational, inspirational, personal, impersonal, mocking, persuasive, sarcastic, etc.Tone is expressed in adjectival form.The Comprehension Section of the November 2016 NSC Examination paper will be used to guide you through the skills of answering a selection of questions. Text and EXTRACT from ‘questions’.Read the extract and answer the questions BEFORE reading the comment and the answers. YOUTH IN CRISIS: COMING OF AGE IN THE 21ST CENTURY'Youth' is hard to define. While UN legal standards consider individuals under 18 as children, youth is usually understood as a much 'looser' concept, generally encompassing the age group 15 to 24. Others consider age-based definitions arbitrary due to cultural differences. Some argue that Western definitions of age do not align with non-Western definitions of childhood and youth. In traditional African societies for instance, youth includes younger ages such as 12 and older ages up to 35. One can hardly speak about youth as a uniform category when across the world the disparity of access to resources and lifestyles between different groups of youths is so different. In many parts of the world, young people are still suffering from hunger, as well as a lack of access to education, health services and job opportunities. To a large extent, the quality of life for the next generation and society will depend on how today's young people manage their transition to economic independence in difficult environments, such as countries hit by economic recession, war or famine, or in areas plagued by HIV/Aids.While most acknowledge the tremendous progress that has been achieved to improve young people's lives and ability to become catalysts for change, there remain many obstacles for the next generation to overcome. These obstacles include the plight of the estimated 14 million children orphaned by Aids and the thriving human trafficking business. Another area of concern is the growing rate of urbanisation that is taking place, mostly in developing nations, and that is predicted to peak in the years to come. Youth migrate to towns in search of a better life, but their future might be compromised by the limited opportunities they find once there – urban settings offer insufficient infrastructures and school and health facilities for?all.Violence remains one of the leading causes of death for youth and young adults. In many parts of the world, the loss of life in countries affected by armed conflict is high, particularly for the youth. Two million children have been killed in conflicts in the last decade, one million orphaned, and six million wounded. Three hundred thousand youths are serving as child soldiers. This means a great deal in terms of lost opportunities and uncertainty about the future. “We don't know what we would like to be when we get older. We haven't thought about it, because we haven't been to school,” a group of young people in Uganda's Arum refugee camp said.The frustration of youth is all the more poignant when it comes to migration opportunities – or the lack of them – which greatly affects thousands of young people in developing nations who are denied upward socio-economic mobility.While globalisation and greater access to media tend to create a new global culture shared by youth all over the world, some young people, especially in less-developed countries, become more aware of the benefits they could have if they lived in Western countries.The experience of being young therefore sharply differs from the relative luxury of developed countries to the poverty of countries in transition. The lack of economic opportunities in less-developed countries makes young people more dependent on their parents. This places them in a situation where they are no longer children, but where they are also deprived of the independence they seek.Without the opportunity to become productive, young people find themselves in a permanent limbo, waiting for a chance to gain economic independence and psychological maturity. When lacking opportunities and means of expression, young people become susceptible to violence, a display of their wish to become more powerful, and have access to the material goods they crave. Out of work and out of school, many young people have to cope with their lives in environments that offer insufficient incentives for them to feel their future is secure.At the root of youth unemployment lie serious problems related to illiteracy and the lack of technical skills. However, according to the 2005 World Youth Report, evidence suggests that education is not a panacea1 per se, and “labour markets in many countries are presently unable to accommodate the expanding pools of skilled young graduates”.How can young people become dynamic contributors to and participants in the society in which they are born? How is it possible to harness the tremendous power of inventiveness of the developing countries' populous new generation?In 1995, the UN World Programme of Action for Youth (WPAY) established 10 priority areas for action, comprising education, employment, hunger and poverty, health, the environment, drug abuse, juvenile delinquency, leisure-time activities, girls and young women, and full and effective participation of youth in society and decision-making. [Adapted from ] Glossary, Text A: 1. panacea – a cure for all ailments/everything that is unhealthy QUESTIONS, DISCUSSION AND THE MEMORANDUMANSWER THE QUESTION FIRST, BEFORE REFERRING TO THE MARKING GUIDELINE. The questions are written in bold.1.1 With reference to paragraph 1, explain why the term 'youth' is 'hard to define'. (2)Note that this question is a comprehension-type question. You should answer this question using the key words from the question itself, i.e. The term ‘youth’ is ‘hard to define’ because …This question included a Level 1 response because the answer could easily be found in the text (HERE) for 1 mark. The explanation of your answer makes it a Level 3 response (HIDDEN) for the second mark.NSC Guideline: The term 'youth' is hard to define: each region and culture has a unique perspective on it. The status of people of various chronological ages differs from culture to culture.[Award only 1 mark for lifting an appropriate phrase/clause]1.2 Refer to paragraph 2. Discuss how the disparity mentioned in this paragraph affects the youth. (2)For this question, the instruction word ‘discuss’ should tell you that you need to expand on your ideas. This question also has a similar structure to 1.1 – Level 1 (identifying the disparity HERE in the text) and Level 3 (a discussion of the disparity which is INFERRED from the text).NSC Guideline: Poverty has an adverse effect on the youth's struggle. The wealthy benefit from a myriad of opportunities.1.4 Refer to paragraph 4. Why has the writer included statistics in this paragraph? (2)Note that this question is a technical-type question. You should answer this question using the key words from the question itself. To answer this type of question, refer to Technical questions and answers. This is a Level 3 question. If you provided a technical answer, you are guaranteed 1 mark – credibility to the writer’s argument. To secure the other mark, you need to expand and link it to the text.NSC Guideline: The statistics provided credibility and shocked the reader into realising the unnecessary loss of life through violence. The number of deaths has deprived many of the opportunity to contribute positively to society. The statistics are used as a manipulative device. (Award only 1 mark.)They give credibility to the writer's argument. (Award only 1 mark.) 1.5 Discuss the writer's intention in quoting “We don't know… been to school” (Paragraph 4). (2) Note that 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 – highlighting the hopelessness of the situation of the youth – you get the second mark.NSC Guideline: The writer wishes to appeal to the reader on an emotional level, highlighting the hopelessness of the situation in which the youth find themselves. It is an anecdotal account of personal hopelessness.[Award 2 marks for TWO points.]1.6 Comment on the impact of the contrast between paragraphs 5 and 6. (3)This is a Level 2 (HERE) and Level 4 (HEAD) question. If you merely gave the gist of the contrast between paragraph 5 and 6 (Level 1 - HERE), you would earn 1 mark. The remaining 2 marks are gained by explaining this contrast further. Whenever you see a question that requires you to ‘CONTRAST’ you should use the word/phrase ‘However’ or ‘On the other hand’ in your response.NSC Guideline: In paragraph 5, the writer states that the youth in developing nations can progress economically only if they leave their countries of origin. However, in paragraph 6, he speaks of how the media have created a global youth culture. The impact of this contrast is that the youth of developing countries are aware of opportunities but are unable to access them. This causes frustration among them.[Award 1 mark for the reference to contrast and 2 marks for a comment on impact.]1.9 Refer to paragraph 10. In your view, are the rhetorical questions effective at this point in the passage? Justify your response. (3) This question has a technical aspect – rhetorical questions.Note that you must JUSTIFY your response to be awarded further marks.NSC Guideline: YES - It indicates that the conversation has not ended and it creates more opportunities to persuade and to engage the youth in issues affecting them. [Award 3 marks for any two ideas well discussed OR identification of three ideas]Question 2: SUMMARYBy following the instructions carefully, this question could earn you full marks.Avoid lifting by copying complete sentences from the text. Try to rephrase points in your own words. Re-read the instructions and make sure that the final summary makes sense to someone who has not read the original text.Instructions:The text highlights the fact that people-pleasing is a threat to achieving success. Summarise in your own words how an individual can attain success without being a people-pleaser.NOTE: Your summary should include SEVEN points and NOT exceed 90 words. You must write a fluent paragraph.Hint - Read the text using a pencil/pen and underline the main points AND number them. You are looking for at least 7 points answering the above question.PEOPLE-PLEASING: A THREAT TO SUCCESS There is a fine line between being kind and being a pushover. When you are too kind, you make your way through life by placating. This makes you vulnerable to being dismissed by others. People-pleasing occurs when you consistently change your position because you fear your natural thoughts will not be well received. But, instead of pleasing others to gain approval, simply expect to be treated with respect. Your need of approval eventually drains other people and you need to keep in mind that there is no path to success through coat-tailing other people. The real path to success can come only through your belief in yourself. In essence, the only way to get what you want in life, is to say what you want and go after it. With this in mind, you must remember that success is the ultimate prize for trusting your own abilities, which you garner through risk-taking and not people-pleasing. In the long run, if you cannot function without feeling wrecked, upset, or anxious, there will be no path to your success. People are not going help you up the ladder of success by feeling sorry for you. Hence you need to learn to grow from feedback rather to shrink from it. Furthermore, research shows that pleasing people creates dishonesty by default and people-pleasers have a habit of asking permission in situations where needing permission is not required. No one can really know you, your ideas or your value if you are a mere pleaser of other people. Successful individuals aren't 'fit-in' people: they are confident enough in themselves and they do not fear to be brutally honest when necessary. Ultimately, the quickest way to overcome the uncertainty of trying to 'fit in' is to commit to what you believe in and to speak out. Brutal honesty does not imply that you need to start every sentence with 'I'm sorry'. You don't need to apologise for your existence and you need to be bold enough to make mistakes. Why use pleasing to look perfect to others? When you are doing this, you are being a fake. The greatest irony with people-pleasing is that it always produces results opposite to those which are intended. [Adapted from ]Planning: The following main points should be included in the planning of the summary.NO.QUOTATIONSPOINTS1“Instead of pleasing others, simply expect to be treated with respect.”You deserve to be treated with respect: expect it.2“They are confident enough in themselves.”Self-assurance leads to success.3“The only way to get what you want in life, is to say what you want and go after it.”Verbalise your goals and commit yourself to achieving them.4“Trusting your own abilities, which you garner through risk-taking.”Risk-taking allows you to build confidence in your own abilities.5“Learn to grow from feedback rather than to shrink from it.”Understand that constructive criticism promotes growth.6“They do not fear to be brutally honest when necessary.”Absolute honesty is beneficial.7“To commit to what you believe in and to speak out.”Do not fear to express your beliefs and thoughts.8“You don't need to apologise for your existence.”Be unapologetic about your actions.9“You need to be bold enough to make mistakes.”Be courageous enough to accept that you will make mistakes.NOTE: the summary expected is a paragraph – do not waste time by including a point form planning summary.PARAGRAPH-FORMNOTE:What follows is merely an example. It is not prescriptive and must be used very carefully.Also note the linking words connecting the various ideas, viz. because, furthermore, however, moreover, lastly, but, also, … learn some of these conjunctions … and use them.You deserve to be treated with respect. Because self-confidence leads to success, it is imperative to verbalise your goals and commit yourself to them. Furthermore, risk-taking allows you to build confidence in your own abilities. However, understand that constructive criticism promotes growth. Moreover, successful people are self-assured and they know that absolute honesty is beneficial. They also never fear to express their beliefs and they are unapologetic about their actions. Lastly, it is imperative to be courageous enough to accept that human beings are not flawless. (86 words)Question 3: VISUAL LITERACY – ADVERTISINGThere are many ways of persuading people – you need to know the techniques! Know terms such as visual, consumers, target market, layout, font, stereotypes, logo, slogan, …The following is a list of persuasive techniques and the purpose of these techniques in adverts. The phrases under ‘Aim/Intention/Purpose’ may be used to structure your responses for this section in the examination.Persuasive techniques usedAim/Intention/PurposeVisual – pictures/photosRecognise the link between words and images.Adds credibility, validity, authenticity.To convince, manipulate, persuade, highlight and makes it easier to understand.Evoke an emotive response – e.g. a photo of a child.Use of personal pronouns ‘we’, ‘us’, ‘you’ or relating to a common cause/shared viewShows personal involvement, experience. Credible, reliable, sincere, believable.Involves us more directly.To engage readers (participation).Shows a shared concern – comrades/friends.Literary expressions, puns, clever sayings, jargonTo impress, astonish, imprint.Gets the reader’s attention. Makes you remember – recall.RepetitionHas a pounding effect – hammers a point. Makes you remember - Recall.Familiar.It emphasises.To add credibility, validity, authenticity.To convince, manipulate, persuade.Rhetorical questionsTo provoke involvement, an emotional response, answer, reaction.To involve us more directly/personally – engage.To add credibility, validity, authenticity.To encourage thinking/an opinion.To reach a possible solution.Emotive adjectivesEmotive words: e.g. ‘lovely girl’ vs ‘a foolish girl’.Emotive words create an expectation/bias/prejudice… Just ONE word can swing things.To provoke emotional responses.To emphasise, highlight.To engage readers (participation).To encourage thinking/an opinion.Style – direct/casualTo add credibility, validity, authenticity.To convince, manipulate, persuade, emphasise, highlight.To engage readers - (participation).Numbers, statistics, data, researchCredible, reliable.To convince, manipulate, persuade, emphasise, highlight.Arouse feelings of guilt – manipulation/exploitation/blackmailEncourage a response, play on feelings.To encourage thinking/an opinion.To involve us more directly/personally.Font/punctuationTo emphasise, attract attention, to highlight, engage readers (participation).Celebrities/Avarice (greed) / Lifestyle/Attractive peopleTo attract attention.To add credibility, validity, authenticity.To engage readers (participation).To encourage thinking/an opinion.To manipulate.Study the advertisement below and then answer the questions:1318260235902500-6858039243000Try to answer the questions first (questions in BOLD), before referring to the comments and marking guideline.3.2 Comment on the tone in the first paragraph. (2)TONE questions: need to state a tone and give a comment.NSC Guideline: The tone in the first paragraph is conversational/motivational: the use of the pronoun 'you' engages the reader, inviting him/her to step into the narrative. The reference to 'a little torrential downpour' is tongue-in-cheek. [Award 1 mark for the identification of a tone and 1 mark for the discussion.] (inspirational /encouraging)3.3 Identify and critically discuss ONE persuasive technique … (3)NOTE: must be able to name a technique – see list above – Persuasive Techniques Used.NSC Guideline : The advertiser repeats the second person pronoun/ uses colloquial language to involve the reader and create a conversational tone.The advertiser uses short, active sentences, e.g. 'You hit the road.' These are intended to get directly to the point. Jargon, e.g. 'All Conditions Gear Gore-Tex suit', is used to impress and convince the reader of the product's superiority and uniqueness. The diction is emotive, e.g. the superlative 'most popular'. This will appeal to a wider audience. The visual image portrays the hostility of the elements is contrasted with the protection offered by the shoe against the snow and rain. AND MORE [Award 1 mark for the identification of ONE technique and 2 marks for a critical discussion.]3.4 In your view, does the visual image in the main body of the advert support the claims made by the advertiser? Justify …. (3) NOTE: the question needs a clear reference to the visual, the picture. NSC Guideline: YES- The individual in the visual is running in a bleak, desolate environment. He has not allowed the threatening clouds to 'get in the way of a run'. He is warmly clad in protective gear. The runner's commitment attests to the claim that the weather is not a deterrent when the product is worn. OR NO (accept cogent answers)Question 4: OTHER ASPECTS OF THE MEDIA - CARTOONCartoons may be humorous, cynical, critical or satirical. These words are good tone words so learn them and use them! You must be able to identify the MESSAGE conveyed in the cartoon. This is key to any of your responses.When studying a cartoon/comic strip take the following into consideration:Setting: Where and when is the scene taking place?Characters: can be a caricature or a stereotype. In some cartoons, animals are used.Facial expression: When answering questions do not just write ‘facial expression’ when asked for evidence of emotion. Describe the facial expressions you see. Body language: showing various gestures and emotions expressed in different situations. Movement lines: Symbols or lines are used to portray movement/emotion.Font size and Punctuation: Fonts are changed for emphasis. Important words are written in bold. NOTE: In standard cartoons, the dialogue is generally written in capital letters. Language: Language in a cartoon can be formal or informal.Bubbles are used to indicate speech, thought, dreaming, ...Emotional reactions can also be captured in jagged-edge speech bubbles.Study the cartoon be low and answer the questions – first answer the questions in BOLD before checking the comments and marking guideline.1899069-222620600949960156146500 [Source: Madam & Eve Free at Last]497840071755FRAME 400FRAME 4334645051435FRAME 300FRAME 31882140108585FRAME 200FRAME 2283210118745FRAME 100FRAME 1NOTE: the setting (where it takes place) /the characters involved / the expressions /use of punctuation / the theme – message / … 4.1 What does the officer's facial expression in FRAME 3 reveal about his attitude? (2)In cartoons, do not be alarmed by stating the obvious. In fact, you should begin your response by describing what you see and then expanding on this. Revise as many words to describe ‘attitude’ as this is also a common aspect of cartoon analysis – elated, surprised, disbelief. This is a Level 2 question as the answer is clearly visible in the text.Please note that the officer is not SHOCKED. The word ‘shocked’ refers to a sense of horror, revulsion, disgust. It is NOT a synonym for surprised or elated.National memo: The officer is elated/surprised/in disbelief when he learns that the ATM is in working order. He ignores the seriousness of the woman's situation.4.2 Comment on the impact of the last frame in conveying the cartoonist's message. (3)This is a Level 2 type question (describing what you see in the last frame) and the Level 4 is the interpretation/evaluation of what you describe in the form of a comment.National memo: The officer's absence indicates disregard for the woman's complaint as well as dereliction of duty. The cartoonist effectively satirises the manner in which officials conduct themselves. Their personal interests take priority over the needs of the public. That the officer and his colleagues show excitement about an unrelated matter indicates a collective indifference to crime. or/ The officer's absence indicates that even the policemen are clearly elated because the ATM is finally in working order. The cartoonist effectively satirises the ineffectiveness of the banking system.Question 5 : LANGUAGE IN CONTEXT – EDITINGYou MUST know the terms, in order to stand a chance of answering the questions. Terms used from 2016 to 2019 in this section of the NSC examination.2016201720182019Punctuation – dashesConcordMisrelated participleMalapropismActive Passive voiceTautologySubordinate clauseParts of speech – adjectiveAmbiguity Punctuation – dash / commasConcord?Malapropism?Tautology?Less vs fewer???Prefix?Punctuation – dash / colonConcord?Malapropism?TautologyComplex sentenceParts of Speech??AmbiguityDirect and Reported Formal EnglishPunctuation – hyphen / dash?Misrelated participle??Active Passive VoiceRedundant word?Parts of speech – adverb / prepositionPronoun (one)SynonymFormal English?Tenses?Again, answer the questions in BOLD first, before checking the notes and marking guideline.Expect some of the following questions:Punctuation:5.1 Explain the function of the dashes. He ran from the house – which was burning – towards the car. (1)Note: THIS IS A PUNCTUATION QUESTION. WHENEVER YOU SEE A PAIR OF DASHES, COMMAS, BRACKETS, THEN IT IS PARENTHESIS. Indicates that additional information is included. The dash will emphasise the information.Misrelated / dangling participle:5.2 Rewrite this sentence so that it is grammatically correct. (1) “Crawling from the venue on all fours, uncontrollably weeping all the way home”. Note: MISRELATED/DANGLING PARTICIPLE ERROR – TRY NOT TO START A SENTENCE WITH A WORD ENDING IN ‘ING’ BECAUSE YOU MAY OMIT THE SUBJECT OF THE SENTENCE. Often becomes ambiguous. They crawl from the venue on all fours, uncontrollably …… (need to add a subject)Malapropism:5.3 Correct the malapropism. “Maybe, with those smartphones tucked away, a sizeable percentage of the audience were being shocked by the reality of their first non-screen-parlayed expedience of the past five years.” (1)Note: MALAPROPISM: the mistaken use of a word in place of a similar-sounding one, often with an amusing effect. expedience = experienceConcord:5.4 Correct the error of concord in the following sentence: “A sizeable percentage of the audience were being shocked by the reality” (1)Note: NOTICE THAT “A SIZEABLE PERCENTAGE OF THE AUDIENCE” REFERS TO A SINGLE GROUP THEREFORE THE SENTENCE SHOULD HAVE A SINGULAR VERB. were – wasActive to Passive Voice:5.5. Rewrite in the passive voice.'We've ramped up the hyperbole.' (1)Note: IN ACTIVE/PASSIVE VOICE THE TENSE MUST NOT CHANGE. THE TIME FRAME MUST REMAIN THE SAME. Important to Park the Tense in Passive Voice. The hyperbole has been ramped up (by us). Rewrite the following in the passive voice:She tracks the latest changes in lifestyles, politics and technology. (1) The latest changes in lifestyles, politics and technology are tracked (by her).NOTE: had the sentence read She tracked …then the passive time verb would be …were tracked. Now both tenses need to show PAST time. Direct to Reported Speech:5.6 Rewrite the following two sentences in reported speech. Mr Amod said, “All learners are entered in the race.”Jack said, “Mary is walking to school because the bus service is terminated.”NOTE: from direct to REPORTED speech we normally REVERSE the tense. (Passive = Park tense / Reported = Reverse tense)Mr Amod said that all learners were entered in the race.Jack said that Mary was walking to school because the bus service was terminated.Tautology (redundancy):5.7 Remove the tautology from the following sentences.During these financially difficult times, we often wonder whether our food supplies are adequate enough. (1)While my wife and I were in Rome, we saw?dilapidated ruins and also wonderful modern buildings. (1)Note: TAUTOLOGY/REDUNDANCY – the saying of the same thing twice in different words, e.g. reverse backwards, one after the other in succession, … adequate / enough dilapidated / ruinsParts of Speech:5.8 Give the adjectival form of 'pretend' (line …). (1)Note: REVISE PARTS OF SPEECH - know the function of each.pretentious/pretendedSentence types:5.9. Choose the correct answer from the options provided. Write down only the letter of your choice.“Africa, which is often regarded as the cradle of Oscar winners and Grammy recipients, has risen above the tide against it” The above sentence is an example of: A a clause B a complex sentence C a simple sentence D a compound sentence. (1)Note: Need to know the types of sentences – how they are formed. B – a complex sentence OTHER IMPORTANT TERMS OFTEN FOUND IN THIS SECTION:NEOLOGISM – a newly-coined word or expression. E.g. Afro-pessimism, New-age thinking, twerk.PORTMANTEAU – a word blending the sounds and combining the meanings of two others. E.g. Motel – motor hotel, Brunch – breakfast and lunch, Podcast – iPod POUND WORDS – ice-cream, face-paint. Two root words with separate meanings are joined together to form a NEW WORD with a NEW MEANING.No longer sufficient merely to state that a HYPEN joins words – must refer to a compound word.ADDITIONAL GRAMMAR RULES – fewer (can count) vs less / number (can count) vs amount e.g. fewer people, less sugar; number of girls, amount of flour. COLLOQUIAL expressions to formal English.TENSES - simple, continuous, perfect EACH with 3 times, viz. present, past, future. ................
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