2022 WORKBOOK | Grade 10 ENGLISH HOME LANGUAGE

UNSEEN POETRY IN A FORMAL ASSESSMENT OR EXAM

Let’s have a look at an example of an unseen poem and the types of questions
you can expect:

What does
the title tell Where do we
us? notice sound
devices like
alliteration?
Look for
techniques like Is there a
run-on lines. rhyme
Why would a scheme?
writer use this? What effect
does it have?

When we see
How is unfamiliar words,
punctuation what do they
used to draw remind us of?
our attention?

Page 4
2022 WORKBOOK | Grade 10 ENGLISH HOME LANGUAGE

EXAM AND TEST QUESTIONS

2.1 Briefly describe what is happening in the first stanza of the

poem (lines 1 – 4). (2)

2.2.1 Identify the figure of speech in lines 9 – 10 (“Soft he

dropped/ Down like an anchor on his thread of song.”)
(1)

2.2.2 Explain the effectiveness of this. (2)

2.3 Why does the speaker describe himself as a “Gargantua” (line

13) ? (2)

2.4. Why has the poet used an exclamation mark after the word
“Success” in line 17? (2)

2.5 Identify and explain the irony in line 20. (1)

QUESTION WORDS TO UNDERSTAND:

• IDENTIFY
• EXPLAIN
• DISCUSS
• COMMENT ON
• ANALYSE

Page 5
2022 WORKBOOK | Grade 10 ENGLISH HOME LANGUAGE

TERMINOLOGY

Term Definition

A pattern of sound that includes the repetition of consonant sounds.

ALLITERATION The repetition can be located at the beginning of successive words or
inside the words.

Words, phrases, and sentences which create images in our minds, such
IMAGERY
as similes, metaphors, personification.

The atmosphere or emotion in written texts; it shows the feeling or the

MOOD frame of mind of the characters; it also refers to the atmosphere
produced by visual, audio or multimedia texts.

PERSONIFICATION Attributing human characteristics to non – human things.

Comparing one thing directly with another, a word such as ‘like’ or ‘as’ is
SIMILE
used to draw attention to the comparison.

Using one thing to describe another thing which has similar qualities
METAPHOR
(e.g. ‘Education is the key to success.’).

Quality and timbre of the voice that conveys the emotional message of a
TONE spoken text. In written text, it is achieved through words that convey the
attitude of the writer.

Repetition (mostly) of vowel sounds in two or more words e.g. ‘It is June
ASSONANCE
and the world is all in tune’.

DENOATATION Denotative meaning - the literal or primary meaning of a word.

Both the positive and negative associations that a word collects through
CONNOTATION
usage that go beyond the literal (primary) meaning.

Page 6
 2022 WORKBOOK | Grade 10 ENGLISH HOME LANGUAGE

ADVERTSING, CARTOONS AND EDITING

APPROACHING SECTION C

• Take the time to read the texts first

• Be guided by the question words
• Only answer what is asked

CARTOONS:

➢ Your job is to analyse and show an understanding of the interplay between text
and graphics
➢ First identify: context, setting, characters, story
➢ Look for anticlimax, irony, puns, misunderstandings etc.
➢ It doesn’t matter if you don’t find it funny – you need to try to see what the
cartoonist intended

ADVERTISING:

➢ Orientate yourself
➢ Identify the product/service/message
➢ Who is present, if anyone?
➢ What techniques are used
(puns, irony, alliteration, celebrity endorsement)?

EDITING:

Know the basics well:

✓ Punctuation
✓ Parts of speech (think – function)
✓ Synonyms
✓ Antonyms
✓ Active and passive voice
✓ Direct and indirect speech
✓ Spelling
✓ Sentence construction – phrase, clause etc.
✓ Homonyms/homophones
✓ Abbreviations
✓ Register (how formal language is)

Page 7
2022 WORKBOOK | Grade 10 ENGLISH HOME LANGUAGE

ADVERTISING

ADVERTISING
Purpose:
An advertisement provides information about a product, such
as a television, or a service, such as banking, or getting our
support and creating awareness about an issue, such as save
the rhino.
Manufacturers or businesses want to make money from selling
as many products as possible.
Service providers want to make money from attracting as many
clients as possible.
They often use advertising companies to design and create
adverts to attract potential buyers or clients and customers.
The purpose of an advert is therefore to attract potential
buyers or clients and to convince them to buy that particular
brand or to support a cause.

Target market/audience:
A specific group of people who would most probably be
interested in buying a particular product.

Catch phrase:
The first words in the advert that attract the viewer. The letters
of the catchphrase may be bigger than all the other letters.

Slogan:
A short, forceful/hard-hitting phrase that normally appears next
to or underneath the product name. As time passes, a slogan
becomes so much part of a successful product that people
automatically identify the slogan with the product name.

• McDonalds – “I'm Lovin' It”

• KFC – “Finger Lickin' Good”
• Kit Kat – “Have a Break, Have a Kit Kat”
• Nike – “Just Do It”

Logo:
A sign or symbol that identifies a company or a brand. A logo is
a name, mark, or symbol that represents an idea, organization,
publication, or product. Typically, logos (such as the Nike
"swoosh" and Apple Inc.'s apple with a bite missing) are
uniquely designed for easy recognition.

Page 8
2022 WORKBOOK | Grade 10 ENGLISH HOME LANGUAGE

VISUAL LITERACY - CARTOONS

CARTOONS

Cartoons can be more than just light-hearted fun; they often

reflect social trends or highlight serious issues. A clever cartoon
can have more impact than a whole article on the same subject
as it can succinctly capture the essence of the issue.

A cartoon is a single drawing, or a series of drawings, that

comments on current events or social issues. Its topics are
human activities and behaviour, public figures, politics, fashion,
sport, relationships, etc.

TERM EXPLANATION
Comic strip A sequence of drawings telling a humorous or adventurous story –
found in newspapers, etc.
Frame Each separate picture in a comic strip is called a frame.

Punchline The final phrase or sentence of a cartoon, providing the humour.

The different frames usually build up to the punch line in the last
frame.
Font It refers to the size and type of letters used. Larger or bold letters
are used for emphasis.
Movement lines Movement is indicated by means of vertical, curved and diagonal
lines. Speedy action is indicated by streaky lines, or by the action
going out of the frame.
Punctuation Clever use is made of punctuation to create meaning.
Speech bubbles Speech bubbles are used to indicate the words spoken by the
character.
Thought bubbles Thought bubbles show what the character is thinking.
Visual clues Some parts of the drawing which may be used to help the reader
establish what the cartoon is about.
Irony When one thing is said, but something else is meant.

Stereotype An exaggerated preconceived generalisation about the typical

behaviour, attitudes, dress, etc. of various types of people.

Satire Uses humour to make a serious point. It involves using wit, irony or
sarcasm to highlight human vices or follies.

Anti-climax This is when tension is created and we expect something important

or exciting to happen, but instead, the ending is very ordinary or a
let-down.
Page 9
2022 WORKBOOK | Grade 10 ENGLISH HOME LANGUAGE

EDITING

Question 1
Why do “Facebook, Twitter and WhatsApp” start with
capital letters?
Question 2
Correct the error of concord:

Faced with unprecedented falls in voice revenue, many

mobile networks have simply stopped metering phone
calls and have withdrawn plans that offers limited
amounts of minutes per month.

Question 3
What part of speech is “astronomical” in the sentence
below?

After decades of astronomical growth, they do not want

to suffer the same fate as their peers.

Question 4
What is the function of the apostrophe in the sentence
below?

And there's not much network operators can do about

it,” says Alistair Fairweather.

Question 5
A word has been used incorrectly in the below
sentence. Correct the error.

So why are people in the developed world making

less phone calls?

Question 6
Rewrite the sentence in the passive voice:

Customers in the developed world are consuming

more data as they use their smartphones to stay in
touch.
Page 10
2022 WORKBOOK | Grade 10 ENGLISH HOME LANGUAGE

PREPARING FOR ENGLISH EXAMS/ASSESSMENTS

GO THROUGH PAST PAPERS

Ask your teacher for examples of

questions you will be expected to answer
and make sure you know what the
various question words mean.

READ AS WIDELY AS POSSIBLE AND BE

AWARE OF CURRENT EVENTS

One of the best ways to improve your IDENTIFY YOUR WEAKNESSES AND WORK
marks in all subjects but especially in ON THEM
English is to read widely and try to stay
up-to-date with currents events. Your We are all individuals with different
tests, exams and assessments will always strengths and weaknesses.
ask you about a concept in a context that Start to identify where you struggle
is relevant to some aspect of the modern and where you are strong. Try to
world. amplify your strengths and put extra
effort into improving on the areas you
struggle in.
USE THE TELEMATICS VIDEOS ON OFFER

The WCED’s website has Telematics

videos and other resources on a EXPOSE YOURSELF TO A VARIETY OF
variety of topics available to you. TEXS IN YOUR EVERYDAY LIFE
Make use of these in your preparation
– don’t just wait until the last minute! Pick up newspapers, magazines,
pamphlets where you can and browse
through them.
Follow interesting accounts on social
media if you are able to.
Look up words when you don’t
understand what they mean (top tip:
just type the word you don’t know and
“definition” into a Google search and it
will give you a dictionary entry for it.

Page 11
 2022 WORKBOOK | Grade 10 ENGLISH HOME LANGUAGE

BUILDING A “TONE” VOCABULARY

SOMETIMES, WE KNOW WHAT WE WANT TO SAY BUT WE

STRUGGLE TO FIND THE RIGHT WORDS TO EXPRESS
OURSELVES.
HAVE A LOOK AT THE TONE WORDS BELOW TO HELP YOU
BUILD A “TONE” VOCABULARY”.

FUNNY TONE WORDS POSITIVE TONE WORDS

Witty: funny; clever Affable: friendly; easy to talk to

Silly: absurdity; foolishness Amicable: friendly; congenial
Satirical: humour or irony that’s Benevolent: humane; charitable, kind
sarcastic Carefree: lighthearted; happy-go-lucky,
Riotous: boisterous; uproarious without worry
Playful: something said or done in a Compassionate: tender; merciful
joking way Contentment: festive; joyous
Merry: festive; full of fun Convivial: lively; jolly
Laughable: deserving of laughter Ecstatic: delighted; enchanted
Joyful: expressing delight or happiness Exhilarated: excited; uplifted,
Jocular: prone to joking energized; happy
Incredulous: something hard to Exuberant: great excitement;
believe enthusiasm
Hysterical: extremely funny Felicitous: appropriate; desirable
Hilarious: someone or something very Festive: pleased; merry, cheerful;
funny celebratory
Farcical: exaggerated to the point of Jovial: happiness; cheerfulness
being ridiculous Humorous: funny; comical
Enthusiastic: great excitement Lighthearted: carefree; happy
Entertaining: agreeable; amusing Optimistic: positive; affirmative
Blithe: cheerful; carefree Reverent: awe; respect
Animated: to be lively Sanguine: cheerful; confident;
Amused: watching or hearing optimistic
something funny
Absurd: so impossible, it’s funny

Page 12
 2022 WORKBOOK | Grade 10 ENGLISH HOME LANGUAGE

TONE WORDS CONTINUED

NEGATIVE TONE WORDS

Bleak: gloomy; somber

Condescending: arrogant;
snobbish
Demoralizing: depressing;
NEUTRAL TONE WORDS perverting, discouraging
Depressing: causing sadness or
Anxious: uncertain; apprehensive dejection
Bizarre: fantastic; grotesque Disconsolate: downcast; sorrowful
Composed: calm; detached Disgruntled: unhappy; dissatisfied;
Confident: certain; assured angry
Courageous: audacious; fearless Dismal: gloomy; sad
Desirable: comfortable; alluring Disparaging: sarcastic; critical
Exotic: strange; intriguing Enigmatic: puzzling; mysterious
Exquisite: pleasing; delicate Haughty: arrogant; condescending
Indifferent: impersonal; Hostile: angry; unfriendly
emotionless Indignant: enraged; furious
Ironically: strangely; curiously Inflamed: irate; provoked
Passionate: intense; amorous Inane: dumb; pointless; silly
Picturesque: detailed; unusual Lugubrious: mournful; sorrowful
Provocative: provoking; stimulating Melancholy: pensive; gloomy
Satiric: mocking; bantering Menacing: threatening; ominous
Shocked: astonished; surprised Morbid: gruesome; macabre
Sincere: truthful; straightforward Morose: sullen; gloomy
Sublime: lofty; magnificent Scathing: cutting; trenchant
Taciturn: reserved; subdued Sinister: cunning; portentous
Unbelievable: amazing; dubious
Wondrous: astonishment;
amazement

Page 13
 2022 WORKBOOK | Grade 10 ENGLISH HOME LANGUAGE

LANGUAGE IN ACTION - REGISTER

HOW FORMAL IS FORMAL?

• Register is defined as the level of formality required in language, determined by the
context in which it is spoken or written.
• It can be formal or informal.
• Formal speech is proper, while informal speech is conversational or casual.

High formal
It is the level of language that you
would use in spoken English on
formal occasions to address the
Queen, a president or prime
minister.
Formal
It is used to when you speak or
write to your boss, a client or in a
transactional letter.
TRY TO AVOID LANGUAGE THAT IS UNCLEAR,
EXCLUSIONARY OR OFFENSIVE
Colloquial/Conversational
➢ Slang (overwhelming) You use colloquial or casual register
when you speak to friends or family;
➢ Swearing (insulting) or write emails and messages to
friends, family or work colleagues.
➢ Verbosity (confusing)

➢ Jargon (excluding)

Page 14
 2022 WORKBOOK | Grade 10 ENGLISH HOME LANGUAGE

SENTENCES – SIMPLE, COMPLEX AND COMPOUND

Simple sentences contain only ONE FINITE VERB

They stand alone and make sense.

Remember a FINITE VERB is a full, complete verb which stands alone and makes sense; has a
subject, number and tense.
e.g. 1. The sun rose on a beautiful, clear Autumn morning. (rose = f.v.)

e.g. 2. The smell of freshly ground coffee filled the air. (filled = f.v)
e.g. 3. I had enjoyed the best night’s rest after reading a wonderful novel late into the
night.
(had enjoyed = 1 f.v. made up of an auxiliary verb ‘had’ + a past participle ‘enjoyed’)

NOTE: ‘reading’ in Example 3 is NOT a finite verb

The above 3 example sentences are thus all SIMPLE SENTENCES as they contain ONE FINITE
VERB each.
• Compound sentences are formed when two (or more) simple sentences are joined by a
CO-ORDINATING CONJUNCTION.
• Compound sentences are thus made up of 2 (or more) MAIN CLAUSES joined by a CO-
ORDINATING CONJUNCTION.

FANBOYS - (an easy way to remember co-ordinating conjunctions)

F – for (not commonly used as a conjunction. ‘for’ is used more as a preposition)
A – and
N – nor
B – but
O –or
Y – yet
S – so

EXAMPLES OF COMPOUND SENTENCES

1. [I read the book] AND [I watched the film].
This compound sentence consists of 2 main clauses, because there are 2 finite verbs
and the ‘joining word’ is a co-ordinating conjunction.

2. [I wanted to read the book last night] BUT [I was too tired] SO [I went to sleep].
This compound sentence consists of 3 main clauses , because there are 3 finite verbs and
the ‘joining words’ are all co-ordinating conjunctions.

Page 15
 2022 WORKBOOK | Grade 10 ENGLISH HOME LANGUAGE

SENTENCES CONTINUED…

COMPLEX SENTENCES

• Complex sentences have one main clause and one or more subordinate clauses which
provide additional information.
• The ‘joining words’ in complex sentences will be subordinating conjunctions, or relative
pronouns.
• In other words any ‘joining word’ may appear, just NOT a ‘FANBOYS’ word.

EXAMPLES OF COMPLEX SENTENCES:

1. [I am revising this work] [because I want to understand it].

Main Clause Subordinate clause

2. [Jack received his results] [while he was on holiday].

Main clause Subordinate clause

Examples of subordinating conjunctions / relative pronouns which form

complex sentences:

Subordinating conjunctions Relative pronouns

because who
as whose
although whom
unless that
however which
since what

Page 16
 Creative writing essay tips
General tips
 Always plan : If you do not have some sort of plan you will inevitably waffle and your piece
will lack good flow and structure.
 Always have a title that relates to your topic (topic 5 is not a title). A creative title is even
better (Adrian’s Adventures= boring title).
 Indicate the topic you have chosen above your title.

The Writing Paper – Do’s and Don’ts

SECTION A: ESSAYS (ANSWER 1 QUESTION)
The marker will assess your essay based on 3 categories. If you want a good mark, you will need to do
well in each of them.

1. CONTENT
ANSWER the question! Every topic is asking a question or giving you an instruction – read your topic
carefully and respond appropriately.
An original response (unique story, unconventional opinion) will grab the marker’s attention.
 Use what you know as inspiration for your piece.
Be sincere and remain realistic – the marker will spot a fake a mile off.
An imaginative introduction will do the trick.
Make sure that your conclusion echoes your introduction - this will show off your ability to craft your
response well. Make sure your story makes sense.
In the body of your essay, remain thought-provoking and mature – ask rhetorical questions (but not too
many) and then follow them up with a non-conventional answer.

2. LANGUAGE
Correct language and proper use of punctuation, will obviously earn you high marks here.
Avoid comma splices, split infinitives and be mindful of swopping tenses and pronouns.
 If you’re telling a story, it is better to write in the past tense. Do not change tense. (Do not jump from
present tense to past tense)

 Use inverted commas to indicate dialogue only. (Some students use inverted commas at the start of every
sentence and that is not necessary)
NEVER use foul or derogatory language – it shows a lack of self-respect and a miniscule vocabulary.
Try and keep your tone in tune with your topic – don’t be too familiar, but similarly, if you’re too aloof,
the marker will get the impression that you are being insincere.
Use figurative language originally and appropriately – avoid clichés and overused, everyday similes.
Try to incorporate the extended metaphor or use personification in your writing.
Do not use contractions or abbreviations. (e.g. etc., can’t, don’t, YOLO)
3. STRUCTURE
Now your construction is key – you MUST use paragraphs.
Back up your opinions and arguments by providing detail – the more, the better (but don’t overdo it).
Vary the lengths of your paragraphs AND your sentences (so most of your paragraphs should contain a
simple, complex and compound sentence).
Remember, a short simple sentence can stand on its own as a paragraph. This technique is highly
effective when you want to make a point. Make sure that your essay flows logically – use paragraph
connectors to help you (moreover, later, hence, etc. and avoid starting with Then ...or So ....).
Ensure that you remain within the allocated length.

Common mistakes in essay writing:

 Lack of proper punctuation
 Lack of capital letters
 Commas (using too many commas (comma splicing) or not using any commas at all)
 Full stops
 Misplaced apostrophes (Its’ vs. It’s)
 Lack of structure (i.e. No flow of ideas ; and information not logically organised )
 No paragraphs
 Not using time properly (most times running out of time)
 Changing tenses
 Lack of proper spelling (Their vs. There)
 Lack of proper planning
 Incorrect word usage (malapropisms, slang etc)
 Inappropriate or irrelevant content
 Beginning sentences with and or because
 Essays that are too long or too short
 Changing from first to third person or visa versa
 Trying to sound clever by writing total rubbish
 Writing an Argumentative Essay

-Work through the example below and look at the notes for help.
Essay question
“Wynberg Boys’ High School gives too much homework and this negatively affects
[50]
students” ?

Do you agree with the above statement? In an essay of 400–450 words (2–2½ pages)
argue your position.

Steps:

3. Underline the important instructional words in the essay question above.

4. Choose your position (either agree or disagree with the statement).
5. Write your opinion as a sentence. This sentence will become your thesis statement.
6. Plan in the block below.

Agree / Disagree?

WHY?

Remember PEER
Point
E.g. Students are exhausted
Explanation
E.g. Students have a lot of homework which takes up three to four hours extra a night. This means that students end up going to bed much later than they
should, which in turn means they wake up tired and cannot concentrate in class.
Evidence
E.g. Ask any teacher who works at the school and they will tell you that in every class there is at least one student who is
sleeping. Additionally if one were to ask every student how they were feeling that day, they would undoubtedly answer
“tired”.
Relate it back to the essay topic
 What needs to go in each paragraph?
Introductory paragraph:
-Start with a grabbing line.
-Rewrite the essay topic (say whether you agree or disagree) and briefly mention what evidence you will
give in support of your stance on the topic.
Example of an introduction:

Topic : Women should not join the army. Agree or disagree?

In previous years it was unheard of for women to perform jobs that were stereotypically for males. Women were thought to be the
weaker gender, unable to cope with the harshness of military life. However women have continually performed tasks throughout
the ages, from leading, feeding and supporting large families singlehandedly, to keeping society going during world wars that
disprove this notion altogether. Women have proven themselves to be equal to their male counterparts and they are capable of
handling the physical and emotional stress one experiences during war and thus should be allowed to enlist in the services.

Body of your essay:

-Must be written in paragraphs.

- You may start off your first main paragraph by briefly stating the counter argument but only because you
are going to counter it. This sets the reader up to hear your argument.
E.g. “ It may be true that women are considered “emotionally unstable” and prone to irrational emotional behaviour during their
monthly hormonal changes, but are we in the habit of punishing people for their biological makeup? Do we stop men from going
to war because their biological makeup means they have more testosterone and thus are more aggressive, and in their own right
prone to aggressive and irrational behaviour? ….

- Once you’ve detailed the opposing side, introduce your position. Again, you should use one
paragraph per main point, and include evidence to support your position.

-Start every main paragraph with a topic sentence. This is the main point of that paragraph and you will
use the rest of the paragraph to explain and expound upon that point. E.g Since a woman’s brain functions
differently from a man’s, it is only logical that they would see and interpret things differently. Thus the first reason why women
should serve in the military is because they are able to offer an alternative perspective which would strengthen the military
rather than detract from it.

Conclusion:
-Never introduce new facts into your conclusion.
-Briefly say what you covered in your essay, and what you have now “shown” the reader. (Sum up your
argument)

Remember

 Always give your essay a title.

 Your language must be formal.
 Do not write conversationally (E.g. So now you guys see )
 DO not write in the first person (“ I think …” rather say “so one can see…)
 Your tone (your attitude to the subject) must be appropriate – don’t sound arrogant and don’t attack.
 You may make use of rhetorical questions. (E.g. Why must looking after the house be considered a woman’s job?
Why do people assume that men are not nurturing?)
 If needed, place points/facts in chronological order.
 Make sure that your paragraphs flow from one into the other.
 Use words like “Also/ Furthermore/In Addition / Moreover” if you want to add to a point that you made in the
previous sentence.
 Use words like “ Contrary/ However/ Conversely/ In opposition/ On the other hand” if you want to use the word “but”
to start a sentence.
 Example of a friendly letter

25 Picket Lane
Wynberg
7780
25 January 2016
X
Dear John
X
[Introductory paragraph]
Thank you for the lovely letter you sent me last week. I am so
happy to hear that you are doing so much better in Maths and The body of your
that you are feeling much happier at your school. I, too, have a letter is longer and
filled with all the
lot going on and would like to take the time to tell you my good
detail. The
news. introductory and
X concluding
[Body of your letter- may also be in paragraphs] paragraphs may be
Although I started school on Monday with a terrible headache shorter.
and thought the week was going to drag by slowly, I was
pleasantly surprised that…
X
[Concluding paragraph]
I hope that you do very well in your upcoming match and I am
looking forward to hearing all about your Scout camp. Please tell
Jenny, Sam and Garth that I send my regards. I hope to see you
in the school holidays.
X
All the best for the upcoming week.
X
From
Marc
 Letter of complaint

Write your address here 25 Pearson Road

Wynberg
7708
Put the date here 08 May 2015
X (skip a line)

Address the person/ department responsible here

Mr P. Manacle
Big Concerts Put the address of the company to whom you are writing, here
Box 222
Cape Town
0708

Address the person. If it is a man, write “Dear Sir” or a woman “Dear Madam”
X
Dear Sir
Put the reason for the complaint here
X (Write in Capitals)
COMPLAINT ABOUT LADY GAGA CONCERT

X
Introductory paragraph
In this paragraph, write one or two lines about why you are writing this letter.

For example:
I write this letter as I am extremely unhappy about the substandard Lady Gaga concert which I saw at Grand West Casino on
the 19 July 2015. To say the concert was a disaster is an understatement and I would like to take the time to point out the many
misgivings which contributed to the awful experience.
X
Main paragraph
State exactly what happened and how it made you feel.

For example:
When your advertising posters said that the concert was sure to “blow you away”, I never knew you meant it literally. I refer
specifically to the large, industrial fans at the front of the stage that blew cold air onto the crowd the entire evening. My friends
and I had to hold onto each other for dear life for fear of flying off. Not only is our skin that much looser but our concert
experience was lessened by the distorted sound. Furthermore, when Lady Gaga came on stage …
X
Concluding paragraph
Say what you would like the person you are writing to, to do about the situation.

For example:
Unfortunately the whole experience has left me with a poor perception of your company and I am loathe to support you in future.
The exorbitant price I had to pay for the concert does not justify the inferior quality we were subjected to. However I feel an
apology and a full refund will go a long way in restoring my faith.
X
Sincerely, Have a closing line / salutation
Sign here
Miss Christina Apple Your name here
 Letter to the editor

Write your address here 25 Wolly Road

Wynberg
7708
Put the date here 08 May 2014

X (skip a line)

Address the person/ department responsible here

The Editor Put the address of the company to whom you are writing here
The People’s Voice
Box 222
Cape Town
0708
Address the person. If it is a man, write “Dear Sir” or a woman “Dear Madam”
X
Dear Sir
Put the reason for the complaint here
X (Write in Capitals)
BIASED JOURNALISM IS THE REAL REASON EDUCATION IS IN TROUBLE

X
Introductory paragraph [Briefly outline the problem]

For example:
I was enraged when I read the article entitled” TEACHERS ARE LAZY” (Peoples Voice, 23 April 2014) as the journalist could to
have been further from the truth. It was apparent that they had conducted very little research and their use of sensationalist
language had me believing I was reading an article from a smutty magazine or newspaper.

X
Main paragraph
State exactly what upset you, why it had upset you and how it made you feel.
☺ State the issue immediately and clearly.
☺ Criticise another writer’s points logically and calmly BUT be constructive.
☺ Use relevant examples to support your viewpoint.
☺ End with a challenge / question/ memorable statement
X
Concluding paragraph
State what you would like to see done about the situation BUT do not directly call on the editor to rectify the situation if it is
beyond their control.

For example:
It would be nice if teachers were appreciated and supported more by society, than being misrepresented by journalists who
themselves are too lazy to get their facts straight. I think an apology to all teachers in the country would do well to restore the
name and reputation of your publication.
X
A concerned teacher, Have a closing line
Sign here
Miss Christina Apple Your name here
 Letter of application

READ THESE NOTES

In your letter make sure that you:

o Customise your cover letter so it is relevant to the employer and the job.
o Focus on what the employer wants to know, not what you want from them.
o Try to convince them that you can do the job, that you’ll do a great
job, you’ll fit in and be an asset to their organisation.
o Make sure you include your contact details.
o Keep your letter no longer than one page.
o You should summarise your qualifications, skills, abilities and experience. State
what makes you perfect for the job advertised.

• DO NOT USE: 
Slang and colloquial language; emotional language, sarcasm, clichés

Contractions, abbreviations and acronyms;

Do not make claims about yourself that are not true, or promise things you won’t be able to deliver.

Example of a letter of application:

25 Ocean Bay Road

Woodview
Cape Town
7751
25 May 2010

Mr John Derry
Ultimate Computer Solutions
Peery Park
Abbotsville
05012

Dear Mr Derry

APPLICATION FOR WEB CONTENT SPECIALIST POSITION

I'm writing to express my interest in the Web Content Specialist position listed on Monster.com. I have experience building
large, consumer-focused health-based content sites. While much of my experience has been in the business world, I
understand the social value of the non-profit sector and my business experience will be an asset to your organization.

My responsibilities included the development and management of the site's editorial voice and style, the editorial calendar,
and the daily content programming and production of the web site. I worked closely with health care professionals and medical
editors to help them provide the best possible information to a consumer audience of patients. In addition, I helped physicians
learn to utilize their medical content to write user-friendly, readily comprehensible text.

Experience has taught me how to build strong relationships with all departments at an organization. I have the ability to work
within a team as well as cross-team. I can work with web engineers to resolve technical issues and implement technical
enhancements, work with the development department to implement design and functional enhancements, and monitor site
statistics and conduct search engine optimization.

Thank you for your consideration. I trust that my letter will be viewed favourably and that I will granted an interview.

[Signature]

Kevin Tingle
 Format for a letter of APPLICATION

Write your address here

Put the date here

X (skip a line)

Address the person/ department responsible here

Put the address of the company to whom you are writing here

Address the person. If it is a man, write “Dear Sir” or a woman “Dear Madam”,
X if you don’t know just write, “Dear Sir”
Dear r
Put the reason for the letter here
X (Write in Capitals)
APPLICATION FOR

X
Introductory paragraph
In this paragraph, explain the purpose of your letter. Mention the position you are applying for and where you
heard about it or where it was advertised.

X
Main paragraphs
In this paragraph show you can do the job and do it well. You should summarise your qualifications, skills,
abilities and experience. State what makes you perfect for the job advertised.

Next, state that you are keen to work for the company and why. Try to give some information about what type of
person you are. Keep in mind what you know about the employer. Mention your personal qualities which you think
they are looking for.

X
Concluding paragraph
Before finishing, thank them for taking the time to review your application. Also mention any attachments including
your CV and any work experience.

X Have a closing line- Write “Yours sincerely” when you don’t know the name of the
Yours Sincerely, person you are writing to, and “Yours faithfully” when you do know their name.

Sign here

Mr Your name here

Dialogue:
A dialogue is a conversation between two or more people. It is a record of the exchanges as they occur,
directly from the speaker’s point of view.
When writing a dialogue:
• write the names of the characters on the left side of the page; do NOT use “Me”
• use a colon after the name of the character who is speaking;
• use a new line to indicate each new speaker;
• advice to characters (or readers) on how to speak or present the action must be given in brackets
before the words are spoken;
• sketch the scenario in a couple of lines before you start writing.
• Do not use quotation marks to indicate speech.

Example of a written dialogue

(Siphon and Thembyo have not completed a task given to them by their teacher. They are contemplating bunking
class.)

Siphon: Good morning Thembyo.

Thembyo (wearing a frown): There is nothing good about his morning my friend. I hope yours is better.

Siphon: If it is about the writing task we are expected to submit today, then you are not alone. I am so stressed.

Thembyo (with a twinkle in his eye): You know what?

Siphon: I do not have to know anything. I know exactly what that look means.

Thembyo: Do you know me that well? My friend, you know what they say about desperate measures. Why don’t we
bunk the English period? Mr Green is half blind anyway and will never notice we are not there. We can cook up a better
story to explain our absence, than to sit in class and be told what failures we are.

Siphon: Are you crazy? My parents will kill me if they find out. You are something else, you have more tricks up your
sleeve than the devil himself. Bunk Classes? I would rather face Mr Green’s wrath than my father’s anger.

Thembyo: Okay ‘Mr Morals’ let us see what Lisbeth will think of you after the dressing down you will receive in class.
Mr Green is going to rage. Pity I will not be there to see it (laughs jeeringly).

Siphon (with a worried expression): Sheesh okay, you make a good point. (Thinks for a bit) Do you think we have
spoken enough English today for it to count as a lesson?

Thembyo (with a vicious smile): And I thought I was the devil?

Siphon (laughing): Do not rub it in.

Thembyo still smiling and feeling proud of himself, puts his arm around his friend and leads him away.

Thembyo
Below is an example:

Obituary Mr Martin Singer 1921 – 2015

It is with great sadness that we record the death of Mr Martin Singer on 5 July this year. Mr Singer
was an integral part of Maitland Cottage Home from 1956 when he started as an honorary
orthopaedic surgeon, he was instrumental in the design and commissioning of the current
operating theatre and served as honorary medical superintendent until 31 October 2014, a 58 year
partnership. Mr Singer made an extremely significant contribution to Maitland Cottage Hospital
and UCT. Mr Singer will be missed by all who knew him.
Mr Martin Singer made a significant contribution to UCT Orthopaedic Department and South
African Orthopaedics for a period of almost 60 years, from the time he started in private practice in
1956 in Cape Town until his death in July this year.
At Maitland Cottage he treated mainly children with bone and joint tuberculosis and children
recovering from polio. He always had an interest in club feet and took over the club foot clinic
from Ginger Keen.He worked at MCH from 1956 until he was succeeded by Prof Teddy Hoffman in
1987, i.e., 31 years. He continued to visit the hospital weekly until his death. Pure dedication to a
place that was so very dear to him.
Although he retired in 1986, he still remained actively involved with MCH as superintendent. He
was actively involved at MCH for 58 years. Mr Singer was academically involved in 35 peer review
publications. He enthusiastically encouraged all Registrars and nothing made him more happy and
proud than when a paper was published or presented coming from MCH or the Hand Unit in which
he was so involved. He left a legacy that is MCH
Newspaper article

When called to write a newspaper article, the reporter should state facts briefly but accurately. The article
must not be long-winded or include unnecessary detail. The reporter must strive to communicate the
essence without losing the reader. The following approach is recommended:

 Use formal register.

 Be objective (in the way you deal with the topic) and avoid sensationalism and too many emotive
words.
 Summarise accurately, without slanting the truth.
 Be creative but believable.
 Adding quotes and eye-witness account adds credibility to
your story.
 You must write in paragraphs.

 Give a clever and succinct (clear/ short) title and add a

clear sub-title.

 The first paragraph should tell the reader the whole story in as
few words as possible, so that, even if someone reads no
further, they will know what has happened.
 Add more detail to the report over the next few paragraphs putting the most important information
near the top.
 Make sure the report answers the following questions: WHAT happened? WHEN did it happen? WHY
did it happen? WHERE did it happen? WHO did it happen to? Or WHO did it? And lastly HOW did it
happen.
 Look at a newspaper article if you get lost.

Example of a newspaper article

Officer Outreach Program Shatters Stereotypes

BY JAMES MAGDEN

Elk Creek, Alberta – Any mention of teenagers and police officers in the same setting generally conjures up images of wild house parties
getting busted—which is precisely the image Sgt. Karin Occino wants to change.

Starting September 1, the Alberta Police Station is organizing daily office hours, officially known as “Officer Hours,” that place a designated
sergeant at the high school for an hour each day in an effort to improve relations between teens and the police in town.

“There wasn’t always such a strained relationship with the kids in this town,” said Occino. “A few years ago, the majority of teens and youths
knew most of the officers by name and viewed them as a source of protection. Now it seems like we’re distrusted—seen only as the bad guy
that comes out and ruins their fun. That’s not how it’s supposed to be.”

Senior class president Carly Roy fully endorses the idea: “Having access to an officer who can answer our questions and just maintain a
presence in the school will be a really great step toward keeping things friendly between us and the cops. They won’t just be these stiff, mean
people who are out to get us. It won’t be an ‘us vs. them’ thing anymore.”

Officers Roger Filmore, Cecilia Moore, and Guy Perrier have already volunteered to spend time in the high school’s guidance office from 3 to 4
pm and talk to students on a first-come, first-served basis.

This has been designated as a school program and hopes are high that it will be successful and beneficial to the town’s students.

For more information on Officer Hours, please contact Sgt. Occino at 587.555.0198.
Magazine article

When writing a magazine article, consider the following:

• The heading/title must be attractive and interesting

• The style should be personal, speaking directly to the reader.

• The style can be descriptive and figurative, appealing to the imagination of the readers.

• Names, places, times, positions and any other necessary details should be included in the article.

• The article should stimulate interest and, like an advertisement, encourage the reader to use the
product or service.

• Paragraphs should not be too long thus encouraging the reading of the article.

Example of a magazine article

Source taken from:

https://learnenglishteens.british
council.org/skills/writing-skills-
practice/magazine-article
 Example of a Movie review:

The Dark Knight Rises (2012)

Cast: Christian Bale, Tom Hardy, Anne Hathaway, and Joseph Gordon-Levitt
Director: Christopher Nolan
Synopsis: Christian Bale stars as both the classic caped crusader and his billionaire alter-ego,
Bruce Wayne. In this third instalment of Christopher Nolan’s Batman films, Bruce Wayne no
longer feels that the City of Gotham needs a hero and goes on a secluded hiatus. However, when
a new villain, Bane (Tom Hardy), threatens Gotham City, Wayne dons his cape and mask once
more.

Review:
Christopher Nolan brings yet another adrenaline-filled, comic-inspired movie to the big screen.
We see all sorts of familiar faces this time around, but the audience is introduced to a few new
characters as well.
When crisis threatens Gotham City, Bruce Wayne jumps back into the Batmobile to fight crime.
Batman is joined on his quest by an eager orphaned cop (Joseph Gordon-Levitt), a seductive cat
burglar (Anne Hathaway), and a violent masked villain (Tom Hardy).
This film served as great entertainment with its colourful cast and numerous plot twists. Nolan
used actors that had either appeared in previous Batman films or in his blockbuster hit Inception,
and all of them shone in their respective roles: Tom Hardy was almost unrecognizable in his Bane
costume, while Joseph Gordon-Levitt and Marion Cotillard were both excellent—and obviously
comfortable with Nolan’s directing style and the film’s dramatic tone.
The one actor that gave this reviewer pause was Anne Hathaway as Selina Kyle. She has
historically been typecast as the girl next door, so it was a shock to watch her steal and fight her
way through the City of Gotham. After a few scenes, however, we were convinced that the
casting decisions was a good one, as Hathaway portrayed the darker Catwoman role brilliantly.
True to Nolan’s style, at 164 minutes, this film is fairly long. There were a few times when the
movie felt a bit drawn out, but the gorgeous action scenes and impressive dialogue really held the
audience’s attention and kept them on the edge of their seats. However, the timeline was a bit
unclear at times. For a number of scenes, it was hard to tell whether it had been days or months
or years that had passed since the last time a given character had been on screen.
Despite the films minor shortcomings, The Dark Knight Rises is exciting, creative, and dark—and
well worth a few hours of your time.
Marc Villainy http://www.wikihow.com/
 Example of a restaurant review:

The Zebra Diner in Need of New Stripes

The mark of a good restaurant is not necessarily its size, but the quality of its food and the generosity of its staff.
Along that line, some of the finest dining experiences I've had throughout my career have been in the small diners
and dives scattered throughout the suburbs of Cleveland. Regrettably, Zebra's Diner is not among these
gems.

The location of the diner makes it appear promising. The owners were at least wise in this regard, having
selected a spot with a splendid view of a small man-made lake. Furthermore, because the building stands
on its own instead of being wedged between other storefronts, patrons are granted full view of the scenery
regardless of whether they choose to sit at one of the three outdoor tables or one of the two dozen tables
set up indoors. This is fortunate, considering the fact that as I approached Zebra's Diner, fully intending to
take a seat outside, I noticed layers of bird droppings and cigarette ash caked onto the tables and chairs. I
suppose I should have taken that as an omen, but being drawn in by the concept of a "Zebra Burger" and
curious as to what such a sandwich consisted of, I decided to press on.
The seats inside the restaurant were not much better than those outdoors, but dustings of crumbs and
smears of ketchup stains are at least a little less appalling than animal excrement. I seated myself at the
cleanest table I could find. Looking around, I only noticed two other customers. Since it was lunchtime on a
Sunday afternoon, this should have been my second warning signal, but I still continued on in my culinary
adventure.

Fifteen minutes after I sat down, a teenage boy with long, greasy hair finally arrived to take my order. I
began with the diner's trademark "Zebra Burger" that had intrigued me enough to draw me to the
restaurant in the first place. I also ordered side of onion rings, a side of fruit salad, a sweet tea, and a
"Sahara Fudge Brownie," instructing my server to bring my dessert out last, after I finished my meal.
After another 25 minutes passed, my food arrived—including my dessert. I had already begun to expect as
much, especially considering the fact that, in the 40 minutes I had been there thus far, the only other
customers I had spotted were the original two patrons I saw when I first came. I decided to give the hasty
waiter one final chance to redeem himself by asking him about what exactly made the Zebra Burger so
special. The information on the menu had been sparse at best and provided me with no clues. My server
simply shrugged his shoulders and replied, “It’s just a burger,” before shuffling back off to the kitchen.
At the very least, I should give him credit for his honesty. The Zebra Burger is, in fact, just a burger. A
simple hamburger with ketchup, mustard, and pickle. No special “Zebra” sauce or other distinguishing
features to be found. I will take the blame for my disappointment at its ordinariness, though, seeing as how
I did not inquire about what the burger consisted of in the first place. What I will not take the blame for,
however, is the fact that the burger was lukewarm and served on stale bread. The onion rings were hot, at
least, but otherwise nothing special, and the fruit salad was cold but made of nothing but sour grapes and
flavourless chunks of out-of-season melon. Humorously, the Sahara Fudge Brownie was, perhaps, the most
honest and straightforward dish of the entire meal, having been about as dry as the Sahara Desert itself.
Visiting the Zebra Diner was certainly an experience to remember, but one that I never hope to repeat and
would not wish upon anyone else. If you are tempted by the luscious landscape and the intriguing black-
and-white-striped storefront, you would be better off bringing a camera to the restaurant than your
appetite.
Marc Villainy http://www.wikihow.com/
A diary is a portrayal of daily events. The author presents his/her evaluation of the day or events.
Written from the writer’s point of view, the first person narration is the most appropriate approach.

 Ensure that you follow the instructions (you will either be asked for a series of entries –usually
no more than 3 – or for a single, specific entry)
 The language choice is simple and direct to the point.
 Colloquial language is acceptable, but NOT slang.

NB: The tone will be determined by the nature of the entry. For example, a sad experience will
carry a sad tone, while a celebratory entry will portray a jubilant tone.
Example of a diary entry:

Thursday July, 21st

It is three days until my birthday, yet I feel no excitement whatsoever. We have been defending our arms base
atop Mount Everest for two days straight and it does not seem like the onslaught will stop any time soon. We Sources
have many casualties and the smell of the medic’s disinfectant hangs in the air. This was not what I expected to taken
be doing when I signed up for the arm. The death, the violence, the inhumanity, I just can’t take much more of it. from:
Seeing my brothers in arms dying and in pain is just sick. Having to kill others and watch life drain from their
writhing bodies is too much for my laden soul to handle. I am losing myself.

Friday July, 22nd

Day three of defending our base has just ended. We have lost six men today, I do not know how much more I can
take. All I want to do is go home, but on top of this mountain I feel closer to the moon than home. Sometimes
when I sleep I hear the echoes of the world I left behind and I dream about the victory I will not find. The sad
reality dawns upon me, we are fighting a losing war. A soldier in our platoon lost it tonight and I watched a man
take his own life, unable to stop the desperation that held him. Why did I sign up for this pain and this mental
and physical torture?

Joshua Mitchell

http://www.write-out-loud.com/eulogy-write.html

http://www.wikihow.com/

http://mch.org.za/news/

Department of Education Transactional Writing guide

Sharmila Gordon
 © Department of Basic Education 2019
whether you agree with a statement, or to discuss a character’s motive for doing something.
• Your ability to respond, on an emotional level, to the characters in the novel and the style of the novel.
This is called appreciation. For example, you may be asked how you think a certain character feels,
or what you would have done if you were in their situation. You may be asked to discuss how the
writer’s style helps to describe what a character is feeling.

Question words
Here are examples of question types as prescribed by CAPS for English HL

Question type What you need to do

Literal: Questions about information that is clearly given in the text or extract from the text.
Name characters/places/things ... Write the specific names of characters, places, etc.
State the facts/reasons/ideas … Write down the information without any discussion or comments.
Give two reasons for/why … Write two reasons (this means the same as ‘state’).
Identify the character/reasons/theme … Write down the character’s name, state the reasons, write down the
theme
Describe the place/character/what Write down the main characteristics of something, for example:
happens when … What does a place look/feel/smell like? Is a particular character
kind/rude/aggressive? Write down the sequence of events …
What does character x do when …? Write what happened – what the character did.
Why does character x do …? Given reasons for the character’s action according to your
knowledge of the plot.
Who is/does…? Write the name of the character.
To whom does xx refer …? Write the name of the relevant character/person.
Reorganisation: Questions that need you to bring together different pieces of information in an organised
way.
Summarise the main points/ideas … Write the main points, keeping mark allocation in mind.
Group the common elements … Combine the things which share the same features.
Give an outline of ….. Write the main points, keeping mark allocation in mind.
Place the extract in context… Explain how the events of the extract fit into the sequence of events
of the text as a whole.
Inference: Questions that need you to interpret (make meaning of) the text using information that may
not be clearly stated. This process involves thinking about what happened in different parts of the text;
looking for clues that tell you more about a character, theme or symbol; and using your own knowledge
to help you understand the text.
Explain how this idea links with the Identify the links to the theme.
theme x …
Compare the attitudes/actions of Point out the similarities and differences.
character x with character y …
Do you agree that the…represents Point out the differences and come to a conclusion which shows
the contrast between… your agreement or lack thereof. Note that most questions like this
expect you to agree, so be careful if you choose to disagree. Your
position of agreement/disagreement needs detailed textual
reference and substantiation.
What do the words … suggest/reveal State what you think the meaning is, based on your understanding
about…? of the text.
How does character x react when…? Write down the character’s reaction/what the character did/felt.
Describe how something affected
character x …
State how you know that character x is
© Department of Basic Education 2019
Mind the Gap English Home Language: Paper 2 Life of Pi INTRODUCTION xv
© Department of Basic Education 2019
…
What did character x mean by the Explain why the character used those particular words. Make sure
expression …? that you refer to specific words.
Explain the cause/effect of … Write the reason(s) for … /Give the repercussions of …
How does the Explain what the line/metaphor/simile/figurative
line/metaphor/simile/figurative language/image/literary device suggests and clarifies your
language/image/literary device affect understanding of the text.
your understanding …? For similes and metaphors, discuss the comparison and how it adds
meaning to the text.
What, do you think, would be the Explain what the consequences of the action/situation would be.
outcome/effect/etc. of an
action/situation …?
Account for … Give the reason behind an action/event.
What does the word/line suggest / Explain what the word/line tells you and discuss the clues hinted at
imply…? by the word/line…
Evaluation: Questions that require you to make a judgement based on your knowledge and understanding
of the text and your own experience. There is no ‘right’ or ‘wrong’ answer to these questions, but you must
give a valid reason for your opinion based on specific information given in the text.
Discuss your view/a character’s Consider all the information and reach a conclusion.
feelings/a theme ...
Do you think that … Give your views/opinion on the given topic.
Do you agree with/that … State whether or not you agree with something/someone in the tex.
You need to base your opinion on specific information given in the
text.
In your opinion, what … Your viewpoint needs to be based on specific information given in
the text.
Give your views on … Your opinion needs to be based on specific information given in the
text.
In light of the poem/novel/drama as a Evaluate and assess both sides of the topic. / Investigate or examine
whole, critically discuss … by argument or debate, giving reasons for and against.
In your view, is … justified? Give reasons, based on the text, why you/a character/the writer
adopt(s) a particular standpoint.
Comment on … To discuss or speak about …providing evidence from the text to
support your opinion.
Critically comment … To discuss, speak about and form an opinion about…providing
evidence from the text to support your discussion.
Appreciation: Questions that ask about your emotional response to plot, characters and style. There is no
‘right’ or ‘wrong’ answer to these questions, but you must give a valid reason for your opinion based on
specific information given in the text.
How would you feel if you were Imagine that you are character x and describe your emotions based
character x when …? on your understanding of evidence from the text.
Discuss your response to … Give your reaction to something and give reasons for your reaction
based on evidence from the text.
Do you feel sorry for…? / Do you State whether you empathise with the character’s
identify with…? emotions/situation. Are you able to have compassion for …? Provide
reasons for whether you have compassion or not.
Discuss the writer’s use of style, To answer this type of question, ask yourself: Does the style help
diction and figurative language, me to feel/imagine what is happening/what a character is feeling?
dialogue … Why/why not? Give reasons for your answer.
Comment on the State why the figure of speech/literary device has impact and give
appropriateness/effectiveness of a reasons for your opinion. If you state that the figure of speech/literary
figure of speech/literary device… device lacks impact, you will need to give evidence. All reasons must be
clearly explained and based on evidence from the text.

© Department of Basic Education 2019

xvi INTRODUCTION Mind the Gap English Home Language: Paper 2 Life of Pi
 2022 WORKBOOK | Grade ENGLISH FIRST ADDITIONAL LANGUAGE
10

3.4 Write the initialism ‘UK’ out in full. (1)

3.5 State whether the following sentence is TRUE or FALSE and QUOTE THREE
consecutive words from the advertisement to prove your answer.

It will cost £4 for adults to enter at the gate. (2)

3.6 In your opinion would you like to take part in this event?
Give a reason for your answer. (2)
[10]
SECTION C: ANSWERS

LANGUAGE NOTE
One-word answers must be marked correct, even if the spelling is incorrect, unless the error
changes the meaning of the word.
In full-sentence answers, incorrect spelling should be penalized if the error is in the language
structure being tested.
Sentence structures must be grammatically correct and given in full sentences/as per instruction.
For multiple-choice questions, accept BOTH the letter corresponding with the correct answer
AND/OR the answer written out in full as correct.

QUESTION 3: ANALYSING AN ADVERTISEMENT

3.1 Toy-barn√ (1)

3.2 children √ (1)

3.3 Online√
At the shop√
Over the telephone√ (3)
3.4 United Kingdom √ (1)
3.5 FALSE
“FREE ADULT ENTRY” √√ (2)
3.6 Yes
It looks like an event filled with interesting activities and prizes. √√
OR
No
The event will mostly be attended by parents with their small children and it
does not make provision for teenagers. √√ (2)
NOTE: This is an open-ended answer. Accept a suitable response, provided it is
grounded in TEXT D. A candidate can score ONE mark for an answer not well
Substantiated. [10]

Page
19
2022 WORKBOOK | Grade ENGLISH FIRST ADDITIONAL LANGUAGE
10

QUESTION 4: ANALYSING A CARTOON

Read the cartoon (TEXT E) below and answer the set questions.

TEXT E

Source: Funny cartoon strips, 14 December 20

4.1.1 Choose the best option from the answers below to describe the emotion that the father is
feeling in Frame 1.
A happiness
B frustration
C indifference
D sadness (1)

4.1.2 Mention one visual and one verbal clue to support your answer in 4.1.1 (2)

4.2 Provide a synonym for the word ‘crazy’ in FRAME 1. (1)

4.3 Provide an antonym for the word ‘never’ in FRAME 2. (1)

4.4 How does the cartoonist indicate that the daughter is quite upset with her
mother in FRAME 4? (1)

4.5 If you were the daughter would you tell your father what your mother did?
Give a reason for your answer. (2)

4.6 Do you find the cartoon funny? Motivate your answer. (2)

[10]

Page
20
 2022 WORKBOOK | Grade ENGLISH FIRST ADDITIONAL LANGUAGE
10

QUESTION 4: ANALYSING A CARTOON

ANSWERS

4.1.1 B/ frustration √ (1)

4.1.2 Visual:
He is sitting with his hand in his hair. / He is staring at the puzzle. √

Verbal:
He uttered the exclamation “AARGH!!!” √ (2)

4.2 mad/ insane/ nuts √ (1)

4.3 always √ (1)

4.4 The exclamation marks indicates her state of mind. √ Her facial expression conveys shock/ disbelief.
NOTE: Accept any ONE. (1)

4.5 Yes
I think one should always tell the truth, or share it with the person who are being kept in
the dark. √√
OR
No
It is none of my business because it something that is happening between my parent. √√ (2)

NOTE: This is an open-ended answer. Accept a suitable response, provided it is

grounded in TEXT E. A candidate can score ONE mark for an answer not
well substantiated.

4.6 Yes, I find it funny because of the dramatic irony. The father does not know that the mother is
switching his puzzle pieces just to keep him busy. √√
OR
No, The mother is mean to switch the puzzle pieces because it frustrates the father. √√ (2)

[10]

Page
21
 2022 WORKBOOK | Grade ENGLISH FIRST ADDITIONAL LANGUAGE
10

5.1 Read the passage (TEXT F) below, which has some deliberate errors, and answer the set questions
Text F:
MEET BANYANA BANYANA’S NEW COACH - DESIREE ELLIS

1 The South African Football Association (SAFA) announced on Thursday that Desiree Ellis will swerve as the new
Banyana Banyana coach, after serving 18 months as a caretaker. Under Ellis, Banyana won the 2017 COSAFA
Cup in September‚ and the team was awarded CAF’s “Women's Team of the Year of 2017” in January.

2 The announcement was made by SAFA president Danny Jordaan, who said, “She fully 5 deserves the
appointment, as she has come through all the ranks of our national teams.”
SAFA has already set three goals for Ellis to achieve: qualify for AFCON 2018 in ghana, and
make it to both the FIFA World Cup and the Olympics.

3 “It still sounds unreal; I honesstly can’t believe it is really happening. It has always been a
dream of mine to be the head coach of Banyana Banyana,” Ellis said. Ellis is the only 10 person to win the
COSAFA Cup as both player and coach. She is the captain of Banyana
Banyana at one stage of her career. Ellis’ first assignment as head coach will be the Cyprus
Women’s Cup. The team will depart for Cyprus on Friday, and will play their first match
against Slovakia next Wednesday.
[Source: “Banyana Banyana” by Nkosinathi Shazi, 2018]

5.1.1 The following sentences each contain one mistake. Correct each mistake by writing down only
the number and the correction.

(a) SAFA announced on Thursday that Desiree will swerve as the new Banyana Banyana coach. (1)
(b) It still sounds unreal; I honestly can’t believe it. (1)
(c) She is the captain of Banyana Banyana at one stage of her career. (1)

5.1.2 Choose the correct word between brackets and only write down the number and the word.

SAFA is an example of an (abbreviation/acronym) (1)

5.1.3 Write the number ‘18’ in words. (1)

5.1.4 Choose the best option from the following to explain why the word
“women’s” in line 4 is written with an apostrophe.

A to show the plural form

B to show possession
C to show that certain letters have been left out
D all of the above (1)

Page
22
 2022 WORKBOOK | Grade ENGLISH FIRST ADDITIONAL LANGUAGE
10

5.1.5 Change the following sentence into the negative form.

SAFA announced on Thursday that Desiree is the new Banyana Banyana coach. (2)

5.1.6 Rewrite the following sentence in indirect speech, starting with the given words.

“It has always been a dream of mine to be the head coach of Banyana Banyana.”

Start with: Ellis said… (3)

5.1.7 The following sentence is in the active voice. Change it to the passive voice, starting with the
given words.

They will play their first match against Slovakia next Wednesday.

Start with: Their first match… (2)

5.2 Study the following text (TEXT G) and answer the set questions.

[Source: “Make me laugh” by various artists, 2018]

5.2.1 Write the two contractions we find in Frame 1 out in full. (2)

5.2.2 Identify the underlined parts of speech in the following sentence.

I’d like to return this. (2)

5.2.3 Correct the spelling mistake in FRAME 2 by only writing the correct word. (1)

5.2.4 Change the sentence in FRAME 3 into the future tense. (1)
[20]

TOTAL SECTION C: 40

GRAND TOTAL: 80

Page
23
 2022 WORKBOOK | Grade ENGLISH FIRST ADDITIONAL LANGUAGE
10

SUGGESTED ANSWERS

QUESTION 5: LANGUAGE AND EDITING SKILLS

5.1.1 (a) swerve → serve √ (1)

(b) ghana → Ghana √ (1)

(c) honestly → honestly √ (1)

(d) one → this √ (1)

5.1.2 acronym √ (1)

5.1.3 eighteen √ (1)

5.1.4 B/ to show possession √ (1)

5.1.5 SAFA did not √ announce √ on Thursday that Desiree is the new
Banyana Banyana coach. (2)

5.1.6 Ellis said that it had always been √ a dream of hers √ to be the head coach
of Banyana Banyana (√ for correct punctuation). (3)

5.1.7 Their first match will be played √ against Slovakia next Wednesday. √ (2)

5.2.1 I’d → I would √

It’s → it is √ (2)

5.2.2 to: preposition √

return: verb √ (2)
5.2.3 ur→ your √ (1)

5.2.4 Cash will be √ fine. (1)

[20]

TOTAL SECTION C: 40
GRAND TOTAL: 80

Page
24
3.1.1 Features of a narrative essay

● The essay must have a strong story line and be convincing even if it is
fiction. Pay attention to the following:
o Who is your protagonist (main character)?
Is it you or an imaginary person/animal/object you will create?
How old is this character? What does the character look like? What
are the character traits?

o What are the protagonist’s intentions/plans?

This is an important part of planning. If your reader understands
from the beginning what your protagonist wants, it is easier for them
to identify with the character.

o What are the events that set your story into motion?
Decide on the sequence of these events and how they will develop.

o What is the UNEXPECTED challenge or obstacle that now

prevents your protagonist from achieving his/her/its plans?
For this to be effective, it must be a credible (believable)
obstacle or challenge.

o What is the unusual choice that your protagonist makes at the end?
OR
What is the unexpected turn of events that change everything?

● A narrative essay is usually written in the past tense.

● The introductory paragraph should capture the reader’s attention.

● An unusually interesting ending gives a story the final touch.

● The reader’s interest must be maintained until the end. The style, rhetorical
devices and action must ensure sustained interest.
● A successful narrative vividly highlights sensory details such as sight,
sound, taste, smell and tactile sensations.

10
 ● A narrative essay often has a strong descriptive element as shown below:

In the middle of the night…

The thunder was screaming in a gruesome voice. The rain was pouring like a waterfall
onto the window sill. As usual I was alone – scared.

3.1.2 ACTIVITY

Write an essay of 400 – 450 words on ONE of the following topics:

3.2.3.1 An uncomfortable truth

3.2.3.2 Broken dreams
3.2.3.3 In the middle of the night…

3.2 Descriptive essay

In a descriptive essay, you are required to describe a person, memory, situation,

place, experience or any object. The essay question will guide you on this. In contrast
to other types of essays, the descriptive essay allows you to use many figures of
speech and descriptors such as adjectives and adverbs, thus allowing you to give a
vivid, memorable and powerful image of what you are describing.

3.2.1 Features of a descriptive essay

11
3.2.2 ACTIVITIES

Write an essay of 400 – 450 words on ONE of the following topics:

3.2.2.1 Hope
3.2.2.2 The neighbours
3.2.2.3 The season that brings out the best in me

NOTE: For each one of the above topics the aim is to ‘show’ and not tell a story (as
required in the Narrative essay). Study the table below; it illustrates the differences:

Examples of Showing

Walk Look
slowly walked – sauntered, angrily looked – glowered, glared
strolled, loped, moseyed, longingly looked – gaped, ogled,
wandered, meandered quickly stared quickly looked – glanced
walked – strode, darted, rushed,
treaded, marched, advanced

Talk Sit
loudly talked – shouted, bellowed softly sat slowly – perched, rested, settled sat
talked – whispered, mumbled quickly or angrily or clumsily – plopped,
plodded

13
TASK 1

Now that you are aware of what ‘showing’ is, try the following exercise:

Use the pictures in the middle column to assist you in providing a SHOWING
paragraph (of no more than THREE sentences) for the given TELLING sentence.

TELLING SOME HELP SHOWING

Nellie felt happy as

1 her friends wished
her Happy Birthday.

Michelle was afraid

as she sat in the
2
dark house during
load- shedding.

14
 TELLING SOME HELP SHOWING

Richard felt
nervous as he
3 arrived at the
provincial trials
for soccer.

Tshepo was angry

when he heard
4
about the mugging
of his best friend.

Thembi felt tired after

5 the three-hour
Mathematics exam.

Source: © Colleen Callahan, SES: English, Nelson Mandela Bay Metro District, 5 May
2020

15
TASK 2

From the examples of possible topics for a descriptive essay, choose one topic and do only
the plan for it in the space provided below. Remember to mainly focus on ‘showing’
(describing).

Topic:

Draft:

16
 3.3 Reflective essay

In a reflective essay the writer contemplates an idea and gives his or her emotional
reactions and feelings. The writer could, for example, reflect on dreams or
aspirations. It presents a set of thoughts and ideas about a topic, with no particular
attempt to argue for or against anything.

See a graphic presentation of a definition and guide on how to write a reflective essay
below:

https://www.slideshare.net/b.nicolls/how-to-write-a-reflective-essay

3.3.1 Features of a reflective essay

• A reflective essay is personal and/or subjective.

• Feelings and emotions play a major role.
• A substantial part of the essay may be descriptive. These descriptions should
be vivid and aim to recreate the recollections or feelings expressed by the
writer.
• The ideas, thoughts or feelings expressed should reveal sincerity and
personal involvement usually on something the writer feels strongly about.
• When writing your essay, keep in mind that you should focus on the deeper
reflection of yourself or your experience.
• Focus on your inner emotions rather than on the event itself.
• You must use an appropriate tone.

17
• You can conclude by stating what you have learnt from this experience.

3.3.2 ACTIVITY
Write an essay of 400 – 450 words on ONE of the following topics:
3.3.2.1 The day I realised the importance of...
3.3.2.2 If I could turn back the hands of time…
3.3.2.3 My haunting past

Below follows an example of an introductory paragraph for a reflective essay.

The moment of truth

Everyone has that one moment which changes one’s life. A moment
that one wishes had never happened. A moment that one cannot
avoid or escape. The moment of truth.

18
 3.4 Discursive essay

A discursive essay is objective and aims to give a balanced view of both sides of an
argument. The writer considers various aspects of the topic under discussion and
presents opposing views impartially. The writer may come to a particular conclusion
at the end of the essay but the arguments for and against must be well balanced and
clearly analysed in the course of the essay.

3.4.1 Features of a discursive essay:

• You should reflect on both sides of the argument in an impartial

manner (without taking sides).
• You must be rational and objective in presenting your viewpoints.

• Your viewpoints should be well substantiated.

• Your tone should be unemotional and convincing without

being condescending.
• You should come to a particular conclusion at the end of the essay.

3.4.2 ACTIVITY
Write an essay of 400 – 450 words on ONE of the following topics:

(a) Giving children pocket money as a reward for hard work builds character.

(b) Your future is not created by others, but by yourself.

(c) Freedom of choice has both advantages and disadvantages.

19
Use the template below to plan your discursive essay:

20
Below follows an example of an introductory paragraph for a for a discursive essay.

Technology has improved our lives

Some people believe that technology has improved our lives, whilst
others believe that it has been detrimental to our livelihoods.
However, it is difficult to imagine the world without it; it is a
necessary evil.

3.5 Argumentative essay

In an argumentative essay, you must have a specific opinion or

viewpoint and argue to defend or motivate your position. Your opinion
should be clear throughout. This is a subjective essay in which you try
to convince the reader to share your point of view.

WHAT IS THE POINT OF

ARGUING?
▪ You want to get your point across!
▪ You want others to believe in what you have to say.
▪ An argumentative essay does the same thing – you must try to
convince the reader of your point of view.

21
3.5.1 Features of an argumentative essay

● An argumentative essay is subjective and strong opinions are expressed.

● The essay should start with your view of the topic in an original and
striking way.
● You should focus on points for OR against a statement.

● You should give a range of arguments to support and substantiate

your view.
● You should use a variety of rhetorical devices and persuasive techniques.

● Use emotive language in a polite manner.

● Your conclusion should be strong, clear and convincing.

Argumentative Essay – Structure

1. Introduction
2. Body
a) Arguments supporting your stance
1. Argument 1, supported by evidence.
2. Argument 2, supported by evidence.
and so on…..
b) Arguments opposing your stance
I. Argument 1, supported (briefly by
evidence – Refute this argument.
II. Argument 1, supported (briefly by
evidence – Refute this argument.

3. Conclusion

Source: https://www.educacion.audy.mx

22
 4.1 Informal letter

Features:

Sender’s address

Date

Salutation

Content: You may have up to three paragraphs depending on the topic of

your letter and the recipient (the person you are writing to).
Generally, in informal letter writing you are allowed to use
contractions. Your register, tone and style can be informal.
Your ending
can be informal
Yours sincerely / Kind regards / Best wishes / Your favourite nephew depending on
Name who you are
writing to and
the purpose of
your letter.

32
Example of an informal letter
Instruction
Your uncle sent you money to pay for your birthday outfit. Write a letter to thank him.

8 Serengeti Street
Kirstenhof
East London
2037
28 February 2021
Dear Uncle Raphael

It was great…………………………………………………………………………………
………………………………………………………………………………………………

I want to thank ……………………………………………………………………………….

…………………………………………………………………………………………………...
…………………………………………………………………………………………………...

I am planning to
……………………………………………………………………………………...
…………………………………………………………………………………………………...

I am looking forward to…………………………………………………………………………….

……………………………………………………………………………………………….

Yours sincerely
Sizwe

Activities:

(a) A teacher has helped you overcome your fear of Mathematics and he/she was
able to get you to improve your marks and pass the subject with distinction. Write
a letter thanking him/her.
(b) Your best friend is currently experiencing some challenges. Write a letter to
comfort and encourage her.

33
 Features
• Start by using an appropriate greeting.
• Give a clear statement of your reason for writing.
• Explain your complaint about the item in detail. Arrange your information logically.
• End by saying what action must be taken (refund/compensate/replace/et

12 Steve Biko Drive

Lichtenburg
2781
28 February 2021

The Manager
Address of Store

Dear Sir/Madam

FAULTY APPLIANCE

I am disappointed …………………………………………….……..………………………………
…………………………………………………………………………………………………………

To my sheer displeasure I found that …………………………………….……………………….

…………………………………………………………………………………………………………

I had to undergo a lot of trouble………………………………………………………………..

…………………………………………………………………………………………………….

I sincerely hope that this problem………………………………………………………………

Yours faithfully
Signature
Ms P Ndlovu

43
(Format 1)
55 Spence Road
Queensburgh
4093
29 March 2021

The Editor
The Daily Sun
Private Bag X 321
Durban
4000

Sir/Madam

Electricity and water

During the past month we have experienced ………………………………………

………………………………………………………………………………………………

The consequences of these disruptions …………………………………………………

…………………………………………………………………………………………………...

Several requests were made to the municipality to investigate the cause of these
disruptions but to date they have not responded. Going public with our plight is our
last resort.

Yours faithfully
F Hanif

46
(Format 2)
The Editor
The Daily Sun
Rule off above the salutation.
Private Bag X 321 NOTE: It shows the editor which part
of the letter to publish.
Durban
4000

Sir/Madam

Electricity and water disruptions

During the past month we have experienced ………………………………………

………………………………………………………………………………………………

The consequences of these disruptions …………………………………………………

…………………………………………………………………………………………………...

Several requests were made to the municipality to investigate the cause of these
disruptions but to date they have not responded. Going public with our plight is our
last resort. You can use a pseudonym (assumed name) if you do not want your
identity revealed, then rule off before writing your actual name.

Concerned Citizen
F. Hanif
55 Spence Road
Queensburgh
4093
29 March 2021

Activities

Respond to ONE of the following topics:

(a) The department of education has decided to impose a ban on matric

dance at all schools, until after final examinations.
Write a letter to the local newspaper, expressing your views on the matter.
(b) Many schools have replaced face-to-face teaching and learning with online

47
 on an informal letter as you would be writing to your
acquaintance.

( ),
 Below is a sample of how a curriculum vitae (CV) may be mapped out:

CURRICULUM VITAE OF …
PERSONAL DETAILS :…………………………………….

Surname and full names

Date of birth :…………………………………….
Identity number :…………………………………….

Address :…………………………………….
Contact numbers :…………………………………….
Gender :…………………………………….
Marital status :…………………………………….
Dependents (If applicable) :…………………………………….
Nationality :…………………………………….

FORMAL QUALIFICATIONS
Tertiary education Name of
institution Highest qualification :…………………………………….
obtained
Year of completion :…………………………………….
:…………………………………….
Secondary School education
Name of institution Highest
qualification obtained
Year of completion :…………………………………….

:…………………………………….
WORK EXPERIENCE
:…………………………………….
Name of employer Address of
employer
:…………………………………….
:…………………………………….
Period of employment Position
…………………………………….
…………………………………….
HOBBIES
:…………………………………….
:…………………………………….
INTERESTS
:…………………………………….
:…………………………………….
REFEREES :…………………………………….
:…………………………………….
Name R
:…………………………………….
1. …………………….. ……
:…………………………………….
2. …………………….. ……
3. …………………….. ……
Relationship Contact number
…………………… …………………….
…………………… …………………….
…………………… …………………….

53
Activity

(a) You have just matriculated and need an income to take care of your expenses. A part-
time vacancy at a nearby restaurant has been advertised on the internet.
Write a covering letter and CV that you will submit to be considered for the job.

54
The happiest days of your life? by Mpho Dlamini

School days should be a happy time in a young person’s life. What can
make people’s lives a misery during this time, then? In my opinion, there is
one word which answers this question – bullying.

Bullying is quite common in schools. It can affect learners of any age and
gender. Cyber bullying has become a modern hazard to many teenagers.
A friend of mine had a very negative experience last year when nasty
messages were posted about him on Facebook. His school work
deteriorated and some days, he did not want to come to school at all.

What can we do to stop this problem? Personally, I think teachers need to

be aware that bullying may be happening in their classes and be very strict
when they are aware of it. As for learners, if they find out a classmate is
being bullied, they should support them as much as possible.

Bullying can be a nightmare but there are things we can do to prevent it.
Hopefully, one day all learners will be able to go to school without fear of
being bullied. School days will then be the happiest days of your life.

56
 4.5 Agenda and minutes of the meeting

An agenda is a list of items that will be discussed in a meeting.

The minutes are a record of matters discussed and decisions made, as per items
of the agenda.

Features

The following items must be included in an agenda.

• The word “Agenda” must be written at the beginning

• The Name of the meeting should be next

• Followed by the date, time and venue of the meeting

Agenda

Name of organisation
Date:
Time:
Venue:

Agenda items:
1. Opening and Welcome
2. Attendance

3. Apologies

4.. Reading and adoption of minutes of previous meeting

5. Matters arising

6 New matters

6.1 ……………………………………

6.2. ……………………………………
7. General
8. Date of next meeting

9. Closure

57
 Heading of
the minutes
MINUTES OF ZINNIAVILLE SECONDARY SCHOOL GOVERNING BODY MEETING

The meeting was held on the 13 February 2021 in the Public Library boardroom at9h00.

Agenda items:
1. Opening and Welcome
The SGB chairperson, Mr S. Naicker, opened the meeting and welcomedall
members present.
2. Apologies

Mr B Monyaki was on leave.

3. Attendance

Refer to attached attendance register.

4.. Reading and adoption of minutes of previous meeting
Minutes of previous meeting were read by Mr S. Jabe. Mr E. Modise movedfor
the adoption of the minutes and it was seconded by Ms O. Maharajh.
5. Matters arising from the minutes
5.1 Mr R. Hendricks reported on the progress of the farewell function and
arrangements for Ms P. Ndlovu; who will be retiring at the end of March.
6 New matters
6.1 Decrease in number of learners using the school library
It was noted with concern that the number of secondary school learners visiting

the library had decreased. It was decided that Ms O. Maharajh and Ms P.

Ndlovu from the SGB would embark on a campaign to educate parents and

learners on the importance of visiting the library.

6.2. Unreturned library books

……………………………………………………………………………….
7. General

Upcoming Fundraising Events

8. Date of next meeting

12 March 2021 at 9h00.

9. Closure

The meeting closed at 10h00.

59
 Below is an example of a Formal report:

TO : Ms B. Mzila, Head of the Mothers’ Committee.

FROM : Mr S. Naicker

TOPIC : Investigation into the running of a soup kitchen at Fairview High

School.

INTRODUCTION:

As requested by the Head of the Mothers’ Committee, this report

investigates the running of a soup kitchen from the school for the
underprivileged in our community.

INVESTIGATION:
• A survey was drawn up and carried out in the local community bythe
members of the Mothers’ Committee, to determine how many families
had no breadwinner.
• The school tuck-shop kitchen was inspected to see if it was
suitable for preparing and serving the soup.
• A local supermarket was approached for donations of ingredients.
• The Community Service Group was asked if they could prepareand
serve the soup.

FINDINGS:
• There is no permanent breadwinner in 40% of the families in the local
community.
• The tuck-shop is the ideal venue to prepare and serve the soup.
• Choice ’n Change supermarket has agreed to donate the
ingredients, plastic bowls and spoons.
• The Community Service Group said they would assist on
Tuesday and Friday afternoons.

CONCLUSION:
The school will be able to run a soup kitchen every Tuesday and Friday.

RECOMMENDATIONS:
The soup kitchen should start on 1 April 2021.

S. Naicker

63
20 March 2021

Below is an example of an informal eye-witness report:

TO :Mr B. Bamber – School Principal

FROM : Nkosinathi Bhengu – Grade 12 G

TOPIC: Eye witness account of a fight between two learners outside the school gate.

INTRODUCTION:
On Wednesday, 9 February 2021, my friends and I were walking out of the schoolgate
at the western exit when we witnessed a scuffle between two learners from our school.
Although I do not know the names of the learners involved, this report contains an
account of what I had witnessed. The report thus refers to the “taller boy” and “shorter
boy”.

BODY:
As we were approaching the school gate, a boy (shorter boy) pushed past us and ranup the
embankment. We realised that something was wrong when we saw a second boy (taller
boy) also rushed past us and followed the shorter boy.

The taller boy grabbed onto the other boy’s bag and there was a heated exchangeof
words but we were unable to hear what they were saying.

The taller boy grabbed the bag and began to walk away. Just as he turned around,the
shorter boy kicked the taller boy on the ankles. The taller boy reacted by punching the
other boy on the jaw. By this time, the children on the embankment got involved and
separated the two boys. Three of the prefects then escorted bothboys to the principal’s
office.

CONCLUSION:
It is unclear what the argument was about but it was the shorter boy who attacked first.

N. Bhengu.
Nkosinathi Bhengu
10 February 2021

ACTIVITIES

(a) Your local youth organisation launched an anti-litter campaign in your

community. A month ago, members of this youth organisation conducted a
clean-up operation in your neighbourhood. Since you are the chairperson, the
municipal manager has requested you to compile an informal report on the
clean-up operation.
Write the report that will be submitted to him/her.

64
(b) Parents have complained about the unhealthy food sold at your school
tuckshop. The principal has instructed you, as RCL chairperson, to conduct
an investigation and to compile a formal report.
Write the report that you will submit to the principal.
(b) You are a youth member of the Social Welfare Committee of the local
municipality. The mayor has requested you to investigate unemployment
levels in your community. Write a formal report in which you record your
findings and make recommendations.

4.7 Speech

A speech is a written account of an oral address with a specific purpose in mind. The
aim of writing a speech is to convince your audience to buy into your idea or pay
attention to your subject of discussion. The purpose will be determined by the topic.
In an examination, you might be asked to write a speech on a particular topic, or you
could be asked to imagine yourself as someone else and give a speech to an
audience.

Features

When writing your speech, always use the 1st person (“I”) to express your opinion. The
degree of formality in your speech depends on the audience and topic to be presented.

65
Obituary Template

b t mu

78
Writing a Formal Email

Introduction
• The opening of a formal email often requires you to introduce yourself.
• There are certain questions you must ask yourself every time you start a new
email:
o To whom am I writing this email?
o Why am I writing this email?
o What do I want to tell my recipient?
o What do I want them to do as a result of my email?
• Introduce yourself briefly (long texts often discourage people from reading them),
then follow on with:
o I am writing with regard to… (email subject)
o I am writing in connection with… (email subject)
o I am writing with reference to…
• If you are writing an email to send information, you can start with one of the
following sentences:
o I am writing to let you know…
o I am delighted to tell you… (if you are communicating good news)
o I regret to inform you that… (if you are communicating bad news)
• If you are replying to an email you received, you can say:
o I am writing in response to…
o I am writing in reply to…
o I am writing to thank you for… (if you need to thank the recipient)

Body
• The body of a formal email typically elaborates on the purpose of the email.
• Although the body contains detailed information, it is important to write clearly and
concisely in a formal email.
• Remember your reader/recipient is not familiar with you and may not be familiar
with your topic. You do not want your email recipient to misunderstand an
important point.

82
Closing
• Based on the type of message you are sending, there are various ways to write
a closing statement/conclusion before ending the email, such as:
o I look forward to hearing from you soon.
o Thank you in advance…
o For further information, please do not hesitate to contact me.
o Please let me know if you have any questions.
• The most common ways to end an email are:
o Best regards
o Kind regards
o Yours faithfully (if you began the email with ‘Dear Sir/Madam’ because you do
not know the name of the recipient)
o Yours sincerely (if you began the email with ‘Dear Mr/Mrs/Ms + surname’)
o Regards

Style
• Make sure you break up the text into approximately three or four paragraphs. This
will enable the reader to quickly see the key points.
• Keep your tone professional. Think carefully about your word choice in an email
and how someone else could read them.
• Avoid negativity, sarcasm and adjectives that can cause you to sound overly
emotional.
• Slang should be avoided.
• Avoid using sms language: E.g. "u" for "you," or "wanna" instead of "want to."

A Sample of Formal Email Writing Format

To: [email protected]

CC: [email protected]

BCC: [email protected]

Subject: Resignation Letter

83
Dear Sir

Please accept this mail as a notice that I am resigning from my position as hotel
manager. As per company policy, I have to give a month’s notice before resigning. I
hope you will get a good replacement for me within this time period.

I really appreciate the opportunities that were given to me. It has been an enriching
experience to be associated with professionals of such high calibre. During my five
year stay at Sun City Cabanas, I have progressed from the position of a filing clerk to
that of a hotel manager. I have now been offered a higher position in London which
was difficult to turn down………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

Kindly advise on the administrative processes that need to be taken care of during the
course of my final month with the
company………………………………………………………………...
……………………………………………………………………………………………………

I would like to wish you and the company all the best in the future.

Yours faithfully

E. Modise

(Hotel Manager)

Writing an Informal email

• An informal email is usually between people who know each other fairly well.
• In addition to giving news, they are often used to request information,
congratulate people, give advice and ask questions.

84
ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [30 MARKS]
Criteria Exceptional Skillful Moderate Elementary Inadequate
CONTENT, PLANNING 15–18 11-14 8-10 5-7 0–4
& FORMAT -Outstanding response -Very good response -Adequate response -Basic response -Response reveals no
beyond normal demonstrating good demonstrating demonstrating some knowledge of features
Response and ideas; expectations knowledge of features knowledge of features knowledge of features of the type of text
Organisation of ideas -Intelligent and mature of the type of text of the type of text of the type of text -Meaning obscure with
for planning; ideas -Maintains focus – no -Not completely focused -Some focus but writing major digressions
Purpose, audience, -Extensive knowledge digressions – some digressions digresses -Not coherent in content
features/conventions of features of the type of -Coherent in content -Reasonably coherent -Not always coherent in and ideas
and context text and ideas, very well in content and ideas content and ideas -Very few details
-Writing maintains focus elaborated and details -Some details support -Few details support the support the topic
18 MARKS -Coherence in content support topic the topic topic -Necessary rules of
and ideas -Appropriate format with -Generally appropriate -Necessary rules of format not applied
-Highly elaborated and minor inaccuracies format but with some format vaguely applied
all details support the inaccuracies -Some critical
topic oversights
-Appropriate and
accurate format
LANGUAGE, STYLE & 10–12 8–9 6–7 4-5 0–3
EDITING -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style
and vocabulary highly and vocabulary very and vocabulary and vocabulary less and vocabulary do not
Tone, register, style, appropriate to purpose, appropriate to purpose, appropriate to purpose, appropriate to purpose, correspond to purpose,
purpose/effect, audience and context audience and context audience and context audience and context audience and context
audience and context; -Grammatically -Generally -Some grammatical -Inaccurate grammar -Error-ridden and
Language use and accurate and well grammatically accurate errors with numerous errors confused
conventions; constructed and well constructed -Adequate vocabulary -Limited vocabulary -Vocabulary not suitable
Word choice; -Virtually error-free -Very good vocabulary -Errors do not impede -Meaning obscured for purpose
Punctuation and -Mostly free of errors meaning -Meaning seriously
spelling impaired

12 MARKS
ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [20 MARKS]
Criteria Exceptional Skillful Moderate Elementary Inadequate
CONTENT, PLANNING 10–12 8-9 6-7 4-5 0-3
& FORMAT -Outstanding response -Very good response -Adequate response, -Basic response, -Response reveals no
beyond normal demonstrating good demonstrating demonstrating some knowledge of features
Response and ideas; expectations knowledge of features knowledge of features knowledge of features of the type of text
Organisation of ideas; -Intelligent and mature of the type of text of the type of text of the type of text -Meaning obscure with
Features/conventions ideas -Maintains focus – no -Not completely focused -Some focus but writing major digressions
and context -Extensive knowledge digressions –some digressions digresses -Not coherent in content
of features of the type of -Coherent in content -Reasonably coherent -Not always coherent in and ideas
12 MARKS text and ideas, very well in content and ideas content and ideas -Very few details
-Writing maintains focus elaborated and details -Some details support -Few details support the support the topic
-Coherence in content support topic the topic topic -Necessary rules of
and ideas -Appropriate format with -Generally appropriate -Necessary rules of format not applied
-Highly elaborated and minor inaccuracies format but with some format vaguely applied
all details support the inaccuracies -Some critical
topic oversights
-Appropriate and
accurate format
LANGUAGE, STYLE & 7–8 5-6 4 3 0–2
EDITING -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style
and vocabulary highly and vocabulary very and vocabulary and vocabulary less and vocabulary do not
Tone, register, style, appropriate to purpose, appropriate to purpose, appropriate to purpose, appropriate to purpose, correspond to purpose,
vocabulary appropriate audience and context audience and context audience and context audience and context audience and context
to purpose and context; -Grammatically -Generally -Some grammatical -Inaccurate grammar -Error-ridden and
Language use and accurate and well grammatically accurate errors with numerous errors confused
conventions; constructed and well constructed -Adequate vocabulary -Limited vocabulary -Vocabulary not suitable
Word choice; -Virtually error-free -Very good vocabulary -Errors do not impede -Meaning obscured for purpose
Punctuation and -Mostly free of errors meaning -Meaning seriously
spelling impaired

8 MARKS
ASSESSMENT RUBRIC FOR ESSAY– ENGLISH SECOND ADDITIONAL LANGUAGE [40 MARKS]
Criteria Exceptional Skillful Moderate Elementary Inadequate
CONTENT & 22–24 18 12–16 7–11 0–6
PLANNING -Outstanding/Striking response -Very well-crafted response -Satisfactory -Inconsistently -Totally irrelevant
beyond normal expectations -Fully relevant and interesting response coherent response response

Upper level
(Response and ideas) -Intelligent, thought-provoking ideas -Ideas are reasonably -Unclear ideas and -Confused and
Organisation of ideas and mature ideas -Evidence of maturity coherent and unoriginal unfocused ideas
for planning -Exceptionally well organised -Very well organised and convincing. -Little evidence of -Vague and repetitive
Awareness of and coherent (connected) coherent (connected) including -Reasonably organisation and -Unorganised and
purpose, audience including introduction, body introduction, body and organised and coherence. incoherent
and context and conclusion/ending conclusion/ending coherent including
19–21 17 introduction, body and
24 MARKS -Excellent response but lacks -Well-crafted response conclusion/ending
the exceptionally striking -Relevant and interesting ideas
Lower level qualities of the outstanding -Well organised and coherent
essay (connected) including
-Mature and intelligent ideas introduction, body and
-Skillfully organised and conclusion
coherent (connected) including
introduction, body and
conclusion/ending
LANGUAGE, STYLE 10–12 8–9 6–7 4–5 0–3
& EDITING -Language is excellent, and -Language is engaging and -Adequate use of -Inadequate use of -Language
rhetorically effective in tone, generally effective. language with some language. incomprehensible
Tone, register, style, -Virtually error-free in grammar -Appropriate and effective tone, inconsistencies. -Little or no variety in -Vocabulary
vocabulary and spelling. few errors in grammar and -Tone generally sentence. limitations so extreme
appropriate to -Skillfully crafted spelling. appropriate and -Exceptionally limited as to make
purpose and context -Well crafted limited use of vocabulary. comprehension
Word choice rhetorical devices. impossible
Language use and
conventions, punctuation,
grammar, spelling

12 MARKS
STRUCTURE 4 3 2 1 0
-Excellent development of -Logical development of details. -Relevant details -Develop some valid -Necessary points
Features of text topic. -Coherent developed. points. lacking
Paragraph -Exceptional detail. -Sentences, paragraphs logical, -Sentences, -Sentences, -Sentences,-
development and -Sentences, paragraphs varied. paragraphs well- paragraphing faulty paragraphs faulty
sentence exceptionally well-constructed. constructed -Essay still makes -Essay lacks sense
construction some sense.

4 MARKS
ASSESSMENT RUBRIC FOR LONGER AND SHORTER TRANSACTIONAL WRITING – ENGLISH SAL [20 MARKS]
Criteria Exceptional Skillful Moderate Elementary Inadequate
CONTENT, 10–12 8–9 6–7 4–5 0–3
PLANNING & -Outstanding response -Very good response -Adequate response, -Basic response, -Response reveals
FORMAT beyond normal demonstrating good demonstrating demonstrating some no knowledge of
expectations knowledge of knowledge of features knowledge of features features of the type
Response and ideas -Intelligent and mature features of the type of the type of text of the type of text of text
ideas of text. -Not completely -Some focus but -Meaning obscure
Organisation of ideas -Extensive knowledge -Maintains focus – no focused – some writing digresses with major
of features of the type digressions. digressions. -Not always coherent digressions
Features/conventions of text -Coherent in content -Reasonably coherent in content and ideas -Not coherent in
and context -Writing maintains and ideas, very well in content and ideas. -Few details support content and ideas
focus elaborated and -Some details support the topic. -Very few details
-Coherence in content details support topic. the topic -Necessary rules of support the topic.
12 MARKS and ideas -Appropriate format -Generally format vaguely -Necessary rules of
-Highly elaborated and with minor appropriate format but applied format not applied
all details support the inaccuracies. with some -Some critical
topic inaccuracies. oversights.
-Appropriate and
accurate format
LANGUAGE, STYLE 7–8 5–6 4 3 0–2
& EDITING -Tone, register, style, -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style
vocabulary highly and vocabulary very and vocabulary and vocabulary less and vocabulary do
Tone, register, style, appropriate to purpose, appropriate to appropriate to appropriate to not correspond to
vocabulary audience and context purpose, audience purpose, audience purpose, audience and purpose, audience
appropriate to -Grammatically and context and context. context and context.
purpose and context. accurate and well- -Generally -Some grammatical -Inaccurate grammar -Error-ridden and
Language use and constructed grammatically accurate errors with numerous errors confused
conventions -Virtually error-free. and well-constructed -Adequate vocabulary -Limited vocabulary -Vocabulary not
Word choice -Very good -Errors do not impede -Meaning obscured suitable for purpose
Punctuation and vocabulary meaning -Meaning seriously
spelling -Mostly free of errors impaired
8 MARKS