English Home Language Paper 1 preparation
Matric 2025
Section A: Comprehension
Question type A1: Short-answer literal/meaning questions
**What they look like:** “Give TWO ways in which …” / “What does the writer mean by …” /
“Is the following statement true or false? Support your answer.”
**What examiners expect:** That you find the correct detail in the text, write it in your **own
words** (unless quotation is requested) and when asked for support, you must give either a
direct quotation or a specific reference + explanation. The memo says for open-ended
questions you must provide a reason/substantiation; simply “True” is not enough.
([Department of Basic Education][1])
**How to attack it:**
1. Underline the key part of the question (e.g., “two ways in which …”).
2. Go back to the text and highlight relevant sentence(s).
3. Answer by giving the required number of points. Use your own words but referencing the
text.
4. If required, provide the quote or specific wording (with page/line if possible).
5. Avoid listing more than asked (if they ask for two, give two well-explained points, extra
may not get full credit).
**Example:**
Suppose the question: *“Give TWO ways in which the writer shows that podcasts are
replacing books.”*
Your answer:
> One way is that the writer mentions how people “listen … in the car, on long journeys”
instead of reading a book. This shows a shift from reading to audio mediums.
> A second way is when the writer says “listening… to things you might once have read
instead,” illustrating that audiobooks and voice-notes are becoming substitutes for traditional
reading.
---
Question type A2: Inference / meaning behind the text
**What they look like:** “What does the writer imply when he says …?” / “Why does the
writer use the rhetorical question …?” / “Explain the tone of the writer in paragraph 3.”
, **What examiners expect:** That you don’t just restate the sentence but dig into meaning,
underlying intention, tone or effect, supported by reference to the text. Spelling or small
grammar mistakes shouldn’t be penalised if meaning is clear. ([Department of Basic
Education][1])
**How to attack it:**
1. Identify the phrase or sentence in question.
2. Note what the surface meaning is, then ask *“why did the writer say this?”*
3. Explain what is implied / the effect on the reader / the attitude of the writer.
4. Provide one or two references from the text (quote or paraphrase).
5. Use a mini-PEEL: Point, Evidence, Explain, Link back to question.
**Example:**
Question: *“What does the writer imply when she asks ‘Who hasn’t done this by now?’
(para 2)?”*
Answer:
> The writer implies that listening instead of reading has become so widespread that most
people have already done it. By asking the rhetorical question she highlights how common
the behaviour is and invites the reader to recognise themselves in it, thus emphasising the
normality of the shift from reading to listening.
---
Question type A3: Language/Stylistic devices
**What they look like:** “Identify TWO examples of figurative language in paragraph 4 and
explain how each contributes to the writer’s attitude.” / “What is the effect of the hyperbole in
line 12?”
**What examiners expect:** You must identify the device correctly (metaphor, hyperbole,
rhetorical question, alliteration etc.), provide the example, then explain how it helps shape
meaning/attitude/tone. Two examples often required for full marks. ([Department of Basic
Education][2])
**How to attack it:**
1. Find the example(s) asked for.
2. Name the device.
3. Explain what it does (e.g., “By using the metaphor ‘…’ the writer shows that …”).
4. Link to the overall effect on the audience or tone.
**Example:**
Question: *“Identify TWO examples of figurative language in paragraph 5 and explain how
each contributes to the writer’s attitude.”*
Answer:
> Example 1: “things circling around my head” (para 5) - this metaphor suggests intrusive,
uncontrolled thoughts and shows the writer’s sense of overwhelm. It helps the reader
empathise with her state of mind and supports her argument that distraction is necessary.
Matric 2025
Section A: Comprehension
Question type A1: Short-answer literal/meaning questions
**What they look like:** “Give TWO ways in which …” / “What does the writer mean by …” /
“Is the following statement true or false? Support your answer.”
**What examiners expect:** That you find the correct detail in the text, write it in your **own
words** (unless quotation is requested) and when asked for support, you must give either a
direct quotation or a specific reference + explanation. The memo says for open-ended
questions you must provide a reason/substantiation; simply “True” is not enough.
([Department of Basic Education][1])
**How to attack it:**
1. Underline the key part of the question (e.g., “two ways in which …”).
2. Go back to the text and highlight relevant sentence(s).
3. Answer by giving the required number of points. Use your own words but referencing the
text.
4. If required, provide the quote or specific wording (with page/line if possible).
5. Avoid listing more than asked (if they ask for two, give two well-explained points, extra
may not get full credit).
**Example:**
Suppose the question: *“Give TWO ways in which the writer shows that podcasts are
replacing books.”*
Your answer:
> One way is that the writer mentions how people “listen … in the car, on long journeys”
instead of reading a book. This shows a shift from reading to audio mediums.
> A second way is when the writer says “listening… to things you might once have read
instead,” illustrating that audiobooks and voice-notes are becoming substitutes for traditional
reading.
---
Question type A2: Inference / meaning behind the text
**What they look like:** “What does the writer imply when he says …?” / “Why does the
writer use the rhetorical question …?” / “Explain the tone of the writer in paragraph 3.”
, **What examiners expect:** That you don’t just restate the sentence but dig into meaning,
underlying intention, tone or effect, supported by reference to the text. Spelling or small
grammar mistakes shouldn’t be penalised if meaning is clear. ([Department of Basic
Education][1])
**How to attack it:**
1. Identify the phrase or sentence in question.
2. Note what the surface meaning is, then ask *“why did the writer say this?”*
3. Explain what is implied / the effect on the reader / the attitude of the writer.
4. Provide one or two references from the text (quote or paraphrase).
5. Use a mini-PEEL: Point, Evidence, Explain, Link back to question.
**Example:**
Question: *“What does the writer imply when she asks ‘Who hasn’t done this by now?’
(para 2)?”*
Answer:
> The writer implies that listening instead of reading has become so widespread that most
people have already done it. By asking the rhetorical question she highlights how common
the behaviour is and invites the reader to recognise themselves in it, thus emphasising the
normality of the shift from reading to listening.
---
Question type A3: Language/Stylistic devices
**What they look like:** “Identify TWO examples of figurative language in paragraph 4 and
explain how each contributes to the writer’s attitude.” / “What is the effect of the hyperbole in
line 12?”
**What examiners expect:** You must identify the device correctly (metaphor, hyperbole,
rhetorical question, alliteration etc.), provide the example, then explain how it helps shape
meaning/attitude/tone. Two examples often required for full marks. ([Department of Basic
Education][2])
**How to attack it:**
1. Find the example(s) asked for.
2. Name the device.
3. Explain what it does (e.g., “By using the metaphor ‘…’ the writer shows that …”).
4. Link to the overall effect on the audience or tone.
**Example:**
Question: *“Identify TWO examples of figurative language in paragraph 5 and explain how
each contributes to the writer’s attitude.”*
Answer:
> Example 1: “things circling around my head” (para 5) - this metaphor suggests intrusive,
uncontrolled thoughts and shows the writer’s sense of overwhelm. It helps the reader
empathise with her state of mind and supports her argument that distraction is necessary.
