QUESTION ONE 23 Before answering Questions 1.1–1.2, study Unit 2, Section 1 (pp. 53–61) of your Curriculum and Learning Guide (CLG), with a specific focus on Critical Discourse Analysis (CDA). Throughout this question you are expected to apply the concepts as discussed in the CLG. 1 For each question, select the answer that BEST reflects the principles of Critical Discourse Analysis (CDA) as discussed in your CLG. Although more than one option may appear reasonable, only ONE (1) answer is the most appropriate. [10] 1.1 Refer to the teacher's comments, circled in red, in the school report below: (Hendriks, 2026) Which interpretation BEST reflects an understanding of Critical Discourse Analysis (CDA)? (2) A. Checking whether the teacher's comments are supported by sufficient classroom evidence. B. Simplifying the wording would make the comments clearer and easier for parents and learners to understand. C. Analysing the language choices may show how learner performance is explained in ways that hide wider social factors. D. Emphasising individual responsibility would remind learners that achievement depends mainly on personal effort. 1.2 Refer to the principal's statement: "Supportive parents attend meetings regularly, while uninvolved parents make excuses." Which question would BEST demonstrate a Critical Discourse Analysis (CDA) of the principal's statement? (2) A. How could the school encourage greater parental involvement while maintaining positive relationships with families? B. How does the language position different groups of parents and shape the reader's understanding of them? C. How clearly does the statement communicate the principal's expectations about parental involvement? D. How effectively does the statement encourage parents to become more involved in school activities? 1.3 A classroom rule states: "Learners must follow all instructions given by teachers immediately and respectfully.” Which interpretation BEST reflects an understanding of Critical Discourse Analysis (CDA)? (2) A. The wording explains expected behaviour and helps learners understand the purpose of the classroom rule. B. The wording uses formal language to communicate expectations consistently to all learners in the classroom. C. The wording positions teachers as unquestionable authorities while learners are expected to accept decisions without challenge. D. The wording provides clear behavioural expectations that support an orderly and productive learning environment. 1.4 Refer to the classroom poster below: (Hendriks, 2026) Which interpretation BEST reflects an understanding of Critical Discourse Analysis (CDA)? (2) A. The poster encourages learners to develop responsibility and perseverance when facing academic challenges. B. This motivational slogan promotes positive attitudes towards learning through a simple and memorable message. C.Learners are encouraged to remain focused on achieving success by accepting responsibility for their actions. D.The wording may position success as an individual responsibility while overlooking wider social and educational influences. 1.5 Refer to the teacher’s written feedback: “You need to take your learning more seriously and show greater commitment in class.” Which interpretation BEST reflects an understanding of Critical Discourse Analysis (CDA)? (2) A. The wording presents the learner’s difficulty mainly as a personal attitude problem rather than considering other possible factors. B. This comment communicates the teacher’s concern about the learner’s classroom engagement. C. This response gives clear feedback that may help the learner understand the need for improvement. D. The feedback encourages the learner to accept responsibility for improving effort and participation.

Here are the answers that best reflect the principles of Critical Discourse Analysis (CDA): 1.1.1 C. Explanation: CDA focuses on how language choices in texts (like teacher comments) can reflect and reinforce underlying ideologies or power structures. Option C suggests analyzing how language might hide wider social factors, which is a core tenet of CDA – looking beyond the surface to uncover how discourse shapes understanding and potentially obscures systemic issues. 1.1.2 B. Explanation: CDA examines how language constructs social realities and positions individuals or groups. Option B directly asks how the principal's language positions different groups of parents and shapes the reader's understanding of them, which is central to a critical analysis of power relations and representation in discourse. 1.1.3 C. Explanation: CDA investigates how language establishes and maintains power dynamics. Option C highlights how the rule's wording positions teachers as unquestionable authorities and learners as passive recipients, revealing the power imbalance embedded in the discourse. 1.1.4 D. Explanation: A key aspect of CDA is to critique dominant narratives and expose how they might simplify complex issues or place blame/responsibility unfairly. Option D questions how the poster's wording might position success as an individual responsibility while overlooking wider social and educational influences, which is a critical examination of the underlying ideology. 1.1.5 A. Explanation: CDA scrutinizes how language frames problems and assigns responsibility. Option A points out how the feedback presents the difficulty mainly as a personal attitude problem without considering other factors, which is a critical analysis of how language can individualize systemic or complex issues. Send me the next one 📸