English Home Language

This Photo by Unknown Author is licensed under CC BY-SA

Revision Material
© Colleen Callahan
SES: English
Nelson Mandela Bay Metro District

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 Module 1: Types of Questions
Study the following diagram on the TYPES OF QUESTIONS.

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 TYPES AND DEMANDS OF QUESTIONS
QUESTION TAGS COGNITIVE THINKING HOW TO ANSWER THE
SKILLS QUESTION
1 Refer to paragraph … Lower Order State in your own
What does the writer indicate about words √ as far as
… (2) possible what the
writer says about the
topic under discussion
in the given paragraph
√
2 Refer to paragraph … Lower Order Present in your own
Explain how … has influenced … (2) words √ as far as
possible what the text
says about how …
effects √ …
3 Give a synonym / antonym of … Lower Order Give the word of similar
meaning / opposite
meaning √

4 Give the root word of … Lower Order Give the original word
from which another
word has been derived
√
5 Identify the figure of speech in … Lower Order Write the name of the
figure of speech √
6 Refer to paragraph … Middle Order Make a point about the
Suggest why the writer starts the writer’s technique √
paragraph with …/ uses the word … and explain what is
(2) achieved by the
technique √
7 Comment on … /Discuss … / Explain Middle Order Make a statement
… (3) (point) √, explain your
point √ and refer to the
text (give evidence
from the text) to
support your
explanation then check
that what you have
written links with the
question asked.[Apply
the PEEL- rule) √
8 Compare … (2) Middle Order Present the
SIMILARITIES √ and the
DIFFERENCES √
between what you are
comparing
9 Rewrite the sentence in the passive Middle Order Convert the active voice
voice / indirect speech sentence / direct
speech into the passive
voice / indirect speech

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 by applying the rules
you have learned about
passive voice / indirect
speech to the given
sentence √
10 Correct the grammatical error / Middle Order Rewrite the sentence
punctuation error correctly √
11 State why a literary device is effective Middle Order State what the device
… (2) emphasises √ and how
the device conveys the
message or highlights a
theme √
12 Describe the mood of a figure in a Middle Order State how the character
cartoon (2) is feeling √ by referring
to the visual clues in
the frame of the
cartoon where the
character appears √
13 Comment critically…/Critically discuss Higher Order Evaluate how successful
… (3/4) a text is in conveying
the message. √ Support
your evaluation by
making a point √,
explaining √ your point,
providing evidence
from the text √ (√) and
checking what you have
written links to what
the question asks.
Applying the EPEEL rule
(= Evaluation-Point-
Explanation-Evidence-
Link)
14 Discuss the theme of the poem / Higher Order Presenting your
novel / drama in a literary essay … discussion in an essay
Discuss the characterisation … / format. You begin with
Discuss the Imagery, Tone and Diction an introduction
of a poem … outlining your approach
to the question. In each
POETRY ESSAY = 1O marks paragraph you make a
LITERARY ESSAY = 25 marks point, explain your
point, and provide
evidence from the text
to support your
explanation. You then
write a conclusion and
check that your
response links to what
the question asked you
to do.

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 TASK
Read through the following questions from the JUNE 2023 PAPER 1, and state whether they are
LOWER ORDER, MIDDLE ORDER, or HIGHER ORDER questions. Use the notes on the TYPES of
QUESTIONS and the DEMANDS of the questions to help you in deciding the type of each question.

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Fill in your answers in the table below.
QUESTION TYPE OF QUESTION (Is the question a LOWER ORDER,
MIDDLE ORDER, or HIGHER ORDER question?)
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11

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 Module 2: Success in COMPREHENSION EXERCISES
TIPS
1. Circle the HEADING / TITLE. What does the HEADING / TTLE suggest that the text is
about?
2. Highlight the TOPIC SENTENCE of each paragraph. This is the sentence that includes
the main idea of the paragraph.
3. Read through the questions. Circle/Highlight the INSTRUCTION WORD and take
note of the mark allocation.
4. Look at the VISUAL TEXT (Text B ) and write a HEADING which summarises what
topic is addressed by the VISUAL TEXT.

TASK 1
Apply TIPS 1-4 to the following COMPREHENSION TEXTS.

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TASK 2
Answer the Comprehension Questions

[Source: DBE, JUNE 2023 PAPER 1]

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 Module 2: Success in SUMMARISING EXERCISES
Study the poster below which explains clearly what a summary is.

This Photo by Unknown Author is licensed under CC BY-SA

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TIPS FOR WRITING A SUMMARY
1. Circle the HEADING / TITLE. What does the HEADING / TTLE suggest that the text is
about?
2. Highlight the TOPIC SENTENCE of each paragraph. This is the sentence that includes
the main idea of the paragraph.
3. CROSS OUT any examples, explanations, or repetition of ideas in each paragraph.
4. Read through the INSTRUCTIONS and highlight the steps of what needs to be done
in order to produce the summary.

TASK 1
Apply TIPS 1-3 to the following passage.

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[Source: DBE, JUNE 2023 PAPER 1]

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TASK 2: PLAN YOUR SUMMARY
Complete the following table to plan your summary.

POINT QUOTATION OWN WORDS

1

TASK 3: WRITE YOUR SUMMARY

Use what you have written in the column OWN WORDS to write your summary.
REMEMBER to include your word count at the end of the summary.

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 Module 3: ADVERTISING
Features of an Advertisement
Study the graphic below

Image / Picture / Graphic

Text

Slogan

Logo

TASK 1
Circle / Highlight the following features in the advertisement on the next page:
• Visual
• Text
• Slogan
• Logo

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 The AIDA Principle in Advertising
We can analyse advertisements by applying the AIDA principle.

How does the advertisement attract

A the attention?

Who is the target audience whose

I interest would be captured? How is

interest in the product/service
maintained?
To what desires does the

D advertisement appeal?

What actions are demanded by the

A advertisement?

TASK 2
Complete an AIDA table for the advertisement on the next page.

How does the advertisement attract

A the attention?
Who is the target audience whose
I interest would be captured? How is
interest in the product/service
maintained?
To what desires does the
D advertisement appeal?
What actions are demanded by the
A advertisement?

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TASK 3
Answer the following questions on the advertisement on the previous page.

[Source: DBE, JUNE 2023 PAPER 1]

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 Module 4: CARTOONS / VISUAL LITERACY
Study the following pictures that show us the FEATURES of a
CARTOON

[Source: https://www.cartoonstudies.org/wp-content/uploads/2014/06/terminology.pdf]

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Some more Emanata

[Source: https://www.cartoonstudies.org]

Kinetic Stripes (Movement Lines) and Other Symbols

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 Agitrons: Similar in function to blurgits, longer wiggly lines around something that is
shaking or vibrating.
Blurgits: Similar in function to agitrons, parenthesis-shaped symbols used to indicate less
intense movement, such as a nudge, shoulders shrugging, or slow walking (in a waist-up
shot).
Briffits: Clouds of dust that trail behind fast-moving characters, linger in the spot where a
character suddenly dashed out of frame, or appear in clumps when objects or characters
collide. Car exhaust can serve as a more realistic version of this.
Dites: Similar to vites, diagonal lines placed across glass surfaces (either reflective or
clear) to indicate sheen. In color comics these are sometimes filled in with white, or, in
more modern comics, replaced entirely with a semi-transparent airbrushed white line.
Emanata: Lines that surround a character's head to indicate surprise or shock. Visually
identical to solrads.
Grawlixes: Indicating swearing with non-alphanumeric characters such as stars, angry
scribbles, storm clouds (sometimes complete with lightning bolts), swirls, large
exclamation points, and skulls. Machine-lettered comics will often just use keyboard
characters. Walker identified a number of distinct types based on specific symbols, such
as jarns (curved or angled spirals), quimps (astronomical objects), nittles (stars and
asterisks) and true grawlixes (scribbles suggesting scrawled writing).
Hites: Horizontal lines that trail behind fast-moving characters to indicate motion. Usually
come in pairs. A variation is up-hites, which are vertical and appear above a falling object
or character.
Indotherm: Squiggly lines placed over an object to indicate radiant heat. May also appear
above the head of an extremely irritated character.
Lucaflects: Thinly-outlined shapes placed on shiny surfaces to indicate reflectiveness.
Often takes the form of a four-paneled window, most commonly on TV screens.
Plewds: Drops of sweat emanating from the character's head to indicate nervousness,
stress, or working hard.
Solrads: Lines proceeding from a light source. Visually identical to emanata.
Squeans: Bubbles and open asterisks (popped bubbles) that appear over a drunk or sick
character's head.
Vites: Similar to dites, vertical lines placed on bodies of ice to indicate reflectiveness.
Often placed directly under a character and filled with whatever color the character is.
Waftarons: Squiggly solid shapes that taper to a point on both ends, used to indicate
strong odors, either positive or negative (the former typically filled with white, the latter
with a sickly green). Warm food items (like a pie cooling on the windowsill) will typically
have small wafterons in place of indotherms to indicate both heat and odour.

[Source: https://tvtropes.org/pmwiki/pmwiki.php/Main/BriffitsAndSqueans]

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TIPS WHEN ANSWERING QUESTIONS ON CARTOONS
1. Always back up your responses by referring to what you see in the cartoon.
2. Try and use the cartoon terminology (e.g. hites, frame, thought-bubble; speech-
bubble) when answering your questions.
1.2. Name this space
1.1. Give the name of this frame. between the frames.
TASK 1

1.3 What is this symbol called and

what does it suggest?

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 1.4 Name these
symbols.

1.6. Name the

Literary device of
which CRASH! Is an
example.

1.5 Give the

name and
function of this
symbol

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TASK 2

[Source: DBE, JUNE 2023 PAPER 1]

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 Module 5: USING LANGUAGE CORRECTLY

INFORMATION ON QUESTION 5

[SOURCE: https://juniortukkie.online/wp-content/uploads/2021/10/English-Home-Language-Paper-1-
Summer-School-exam-preparation.pdf]

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[SOURCE: https://7esl.com/wp-content/uploads/2019/10/PUNCTATION-RULES-1-1.jpg]

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[SOURCE: https://www.brabynsprepschool.co.uk/assets/uploads/general/Useful-English-Spelling-Rules.pdf]

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DIRECT AND INDIRECT SPEECH
Conveying the exact words of the speaker in his own actual words without any change to
another person is called ‘the Direct Speech’. Sam said, “I am going to the market now”.
Reporting of what a speaker said in our own words to another person without quoting his
exact words is called ‘Indirect Speech’. Sam said that he was going to the market then.

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 Rules of changing Direct into Indirect Speech

Changes in Tenses: The past perfect and past perfect continuous tenses do not change.

Direct Speech Indirect Speech

Simple Present Changes to
“I always drink tea”, he said He said that he always drank tea.
Simple Past
Present Continuous Changes to She said that she was reading a
“I am reading a book”, she said.
Past Continuous book.
Present Perfect Changes to Past She said, “He has finished his She said that he had finished his
Perfect work” work.
Present Perfect Continuous
“I have been to England”, he told He told me that he had been to
Changes to Past Perfect
me. England.
Continuous
Simple Past Changes to Past “Bill arrived on Saturday”, he He said that bill had arrived on
Perfect said. Saturday.
Past Perfect Changes to Past “I had just come back from He said that he had just come
Perfect (No change In Tense) work,” he said. back from work.
Past Continuous Changes to Past “We were living in Hong Kong”, They told us that they had been
Perfect Continuous they told us. living in Hong Kong.
Future Change to Present “I will be in Italy on Saturday”, She said that she would be in
Conditional she said Italy on Saturday.
Future Continuous Changes to He said, “I’ll be visiting mother He said that he would be visiting
Conditional Continuous next Monday.” mother next Monday.

When it is uncertain if the statement is true or when we are reporting objectively, the past
tense is often used.

Indirect Speech conversion Direct Speech Condition

Present Tenses in the Direct Speech are changed If the reporting or principal verb is in the Past
into Past Tense. Tense.
If in direct speech you find say/says or will say.
Direct speech the words within the quotation marks
Do Not Change Tense of reported Speech in
talk of a universal truth or habitual action.
Indirect Speech sentence
The reporting verb is in a present tense.

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 Words expressing nearness in time or places are generally changed into words expressing
distance.

Direct Speech Indirect Speech

Here There
Today That day
This morning That morning
Yester day The day before
Tomorrow The next day
Next week The following week
Next month The following month
Now Then
Ago Before
Thus So
Change of place and time
Last night The night before
This That
These Those
Hither Thither
Hence Thence
Come Go

Change of in Pronouns

The pronouns of the Direct Speech are changed where necessary, according to their
relations with the reporter and his hearer, rather than with the original speaker.

Direct Speech Indirect Speech

The first person of the reported
speech changes according to the He says, “I am in fifth class.” He says that he is in fifth class.
subject of reporting speech.
The second person of reported
He says to them, “You have He tells them that they have
speech changes according to the
completed your job.” completed their job.
object of reporting speech.
The third person of the reported
She says, “She is in ninth class.” She says that she is in ninth class.
speech doesn’t change.

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 Changes in Modals

Direct Speech Indirect Speech

He said that he could touch the
CAN change into COULD He said, “I can touch the ceiling”.
ceiling.
He said that he might buy a
MAY changes into MIGHT He said, “I may buy a house”
house.
He said, “I must resign from the He said that he had to resign from
MUST changes into HAD TO
job” the job.
These Modals Do Not Change: Would, Could, Might, Should, Ought to.
She said, “she would apply for a She said that she would apply for
Would
visa” a visa.
He said, “I could climb the He said that he could climb the
Could
ladder.” ladder.
Tom said, “I should go to the
Might She said that he might help him.
pub.”
She said, “I should go to the She said that she should go to the
Should
pub.” pub.
She said to me, “you ought to She said to me that I ought to wait
Ought to
wait for her.” for her.

Changes in Imperative Sentences

Imperative sentences consist any of these four: Order, request, advice and suggestion.

Mood in Direct Speech Reporting verb in indirect verb

Order Ordered
Request Requested / entreated
Advice Advised / urged
Never Told, advised or forbade (No need of “not” after forbade”)
Direction Directed
Suggestion Suggested to
Warning Warm
(If a person is addressed directly) called

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 Changes in Exclamatory Sentences

Exclamatory sentences express emotions. Interjections such as Hurrah, wow, alas, oh,
ah are used to express emotions.

Rules of conversion of Exclamatory Direct Speech into Indirect Speech

1. Exclamatory sentence changes into assertive sentence.

2. Interjections are removed.
3. Exclamation mark changes into full stop.
4. Wh- words like ‘what’ and ‘how’ are removed and before the adjective of reported
speech we put ‘very’.

Mood in Direct Speech Reporting verb in indirect verb

Exclaimed with sorrow/grief/exclaimed sorrowfully or cried
Sorrow
out
Happiness Exclaimed with joy/delight/exclaimed joyfully
Surprise Exclaimed with surprise/wonder/astonishment
Appreciation Applauded

Rules of conversion of Interrogative Direct Speech

Changes Direct Speech Indirect Speech Condition
Reporting Verb Said/said to Asked, enquired or demanded.
If sentence begins with auxiliary
Joining clause should be if or whether.
verb
Joining clause No conjunction is used as “question-
If Sentence begins with “wh”
word” itself act as joining clause.
Punctuation Question Mark Full Stop
Sentences is expressing positive
Do/does is removed from sentence.
felling
If “No’ is used in interrogative
Do/does is changed into did.
sentences
Helping Verbs
Did or has/have Had

[SOURCE: https://successmantra.in/blog/details/direct-and-indirect-speech]

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CONCORD
Concord in language refers to Subject-Verb Agreement

[SOURCE: https://englishatoz24.blogspot.com/2018/05/subject-verb-agreement-with-example.html]

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TASK

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[Source: DBE, JUNE 2023 PAPER 1]

USEFUL RESOURCE FOR YOUR PAPER 1 PREPARATION

The ENGLISH SELFSTUDY GUIDE BOOKLET 1 INTEGRATED LANGUAGE LEARNING PAPER 1 at
https://www.education.gov.za/SelfStudyGuidesGrade10-12.aspx

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 Module 6: PREPARING FOR PAPER 2
POETRY
A good way to revise your POETRY is to complete a SIFT table for EACH of your prescribed
poems.
Here is the SIFT Table

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Here is a completed SIFT table for the poem HARD TO FIND

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TASK
Complete a SIFT table for each of the remaining 11 prescribed poems
in your anthology.

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REVISING THE NOVEL AND THE DRAMA
Completing a CAST table for your prescribed novel and drama is a good way to consolidate
your knowledge of the novel and the drama you have studied this year.

Here is the CAST table for the NOVEL

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TASK
Complete a CAST table for the NOVEL you have studied this year.

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TASK
Complete a CAST table for the DRAMA you have studied this year.

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CHARACTERISATION IN THE NOVEL AND DRAMA
A good way to revise the characterisation in the Novel and Drama is by doing some exercises
in which you engage with how the characters are described in the relevant Novel and Drama
that you have studied.

Creating BUBBLE-MAPS is a helpful way to revise characters.

A BUBBLE MAP looks like this:

The central bubble has the name of the character that is being described. Each small bubble
will contain a quality or description that the character has.

TASK
Create a BUBBLE MAP for the PROTAGONIST (the main character) of the novel you studied
this year.

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For those of you who studied LIFE OF PI, set out your BUBBLE MAP as follows:

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For those of you who studied THE PICTURE OF DORIAN GRAY, set out your BUBBLE MAP as
follows:

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TASK
You now need to compare your PROTAGONIST and ANTAGONIST (the character who opposes
or is in conflict with your main character). Using a DOUBLE BUBBLE MAP enables us to
compare characters. Remember that a comparison between two characters will involve
their similarities (shared qualities) and their differences (each character’s unique qualities
that are not shared with the other character)

A double-bubble map looks like this:

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TASK
Create a DOUBLE BUBBLE MAP which compares the PROTAGONIST and the ANTAGONIST in
the NOVEL your have studied this year.
For those of you who studied LIFE OF PI, set out your DOUBLE BUBBLE MAP as follows:

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For those of you who studied THE PICTURE OF DORIAN GRAY, set out your DOUBLE BUBBLE
MAP as follows:

TASK
Create BUBBLE MAPS for EACH of the other characters in the novel you have studied this
year.

OTHER CHARACTERS
LIFE OF PI THE PICTURE OF DORIAN GRAY
1. The Author 1. Lord Henry Wotton
2. Santosh Patel 2. Sibyl Vane
3. Gita Patel 3. James Vane
4. Ravi 4. Mrs Vane
5. Francis Adirubasamy (Mamaji) 5. Lady Henry
6. Sitaram 6. Lady Agatha
7. Mr Satish Kumar (Biology Teacher) 7. Lord Fermor
8. Mr Satish Kumar (Baker) 8. Duchess of Monmouth
9. Father Martin 9. Victor
10. The Zebra 10. Mrs Leaf
11. The Hyena 11. Alan Campbell
12. The Orangutan 12. Hetty Merton
13. Mr Tomohiro Okamoto 13. Lady Narborough
14. Mr Atsuro Chiba 14. Sir Geoffrey Clouston
15. Meena Patel 15. Dorian’s victims
16. Nikhil Patel
17. Usha Patel
18. Auntiji

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PLOT DEVELOPMENT

The plot development of a text can be summarised by creating the following PLOT DIAGRAM
based on Freytag’s Pyramid of plot development. The plot diagram looks like this:

TASK
Create a PLOT DIAGRAM like the one above for the novel you have studied this year.

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THEMES
Every text communicates THEMES which are central unifying ideas and issues that emerge as
the plot develops.

A TREE DIAGRAM is a useful way to summarise how a theme is presented throughout the
text.

A TREE DIAGRAM of a THEME looks like this:

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TASK
Create a TREE-MAP for each of the themes of the NOVEL you have studied this year.

The TREE-MAP for each theme of LIFE OF PI will be structured as follows:

The TREE-MAP for each theme of THE PICTURE OF DORIAN GRAY will be structured as
follows:

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Now create a TREE MAP for EACH of the following THEMES:

THEMES
LIFE OF PI THE PICTURE OF DORIAN GRAY
1. The Nature of Storytelling 1. Beauty and Youth
2. Identity 2. The Consequence of Negative
3. Religion and Faith Influence
4. Belief 3. Art and Life
5. Heart vs Reason 4. Appearance vs Reality
6. Appearance (Illusion) vs Reality 5. Outer Beauty and Inner Depravity
7. The Nature of Survival 6. Art as a Mirror
8. Animal Psychology 7. Prejudice
9. Zoomorphism and 8. Hedonism
Anthropomorphism 9. Aestheticism
10. Family Dynamics 10. Addiction

AND NOW FOR THE DRAMA

This Photo by Unknown Author is licensed under CC BY-SA

TASK
Create a BUBBLE MAP for the PROTAGONIST of the DRAMA you have studied this year.

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The BUBBLE MAP for Hamlet will look like this:

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The BUBBLE MAP for Othello will look like this:

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The BUBBLE MAP for The Crucible will look like this:

TASK
Create a DOUBLE BUBBLE MAP which compares the PROTAGONIST and the ANTAGONIST in
the DRAMA you have studied this year.

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The Double Bubble Map for HAMLET will look like this:

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The Double Bubble Map for OTHELLO will look like this:

The Double Bubble Map for THE CRUCIBLE will look like this:

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TASK
Create BUBBLE MAPS for EACH of the other characters in the DRAMA you have studied this
year.

OTHER CHARACTERS
HAMLET OTHELLO THE CRUCIBLE
1. Gertrude 1. Brabantio 1. Mary Warren
2. Polonius 2. Cassio 2. Giles Corey
3. Horatio 3. Roderigo 3. Rebecca Nurse
4. Ghost (Old Hamlet) 4. The Duke of Venice 4. Reverend John Hale
5. Laertes 5. Montano 5. Elizabeth Proctor
6. Ophelia 6. Lodovico and 6. Reverend Samuel
7. Fortinbras Gratiano Parris
8. Osric 7. Clown 7. Betty Parris
9. Rosencrantz and 8. Desdemona 8. Tituba
Guildenstern 9. Emilia 9. Susanna Walcott
10. Voltimand and 10. Bianca 10. Mercy Lewis
Cornelius 11. Mrs Ann Putnam
11. Marcellus and 12. Thomas Putnam
Barnardo 13. Francis Nurse
12. Francisco 14. Sarah Good
13. Reynaldo 15. Ezekiel Cheever
14. Two Clowns (The 16. Marshall Herrick
Gravediggers) 17. Judge Hathorn
18. Deputy Governor
Danforth
19. Hopkins
20. Martha Corey
21. Ruth Putnam
22. Sarah Osburn
23. George Jacobs
24. Bridget Bishop
25. Doctor Griggs

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TASK
Create a PLOT DIAGRAM like the one below for the drama you have studied this year.

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TASK
Create a TREE-MAP for each of the themes of the DRAMA you have studied this year.

The TREE-MAP for each theme of HAMLET and OTHELLO will be structured as follows:

The TREE-MAP for each theme of THE CRUCIBLE will be structured as follows:

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Now create a TREE MAP for EACH of the following THEMES:

THEME
HAMLET OTHELLO THE CRUCIBLE
1. Corruption and 1. Prejudice 1. Tolerance
Disease 2. Appearance vs 2. Hysteria
2. Death Reality 3. Prejudice
3. Appearance vs 3. Jealousy 4. Reputation
Reality 4. Reputation 5. Goodness
4. Insanity and 5. Family Relationships 6. Social Status
Reasoning 6. Murder 7. Ownership and
5. Revenge 7. Misplaced Trust Property
6. Religion 8. The Place of Women 8. Justice
7. Family Relationships in Society 9. Consequences
8. Love and Lust 9. Justice 10. Appearance vs
9. Justice 10. Consequences Reality
10. Consequences

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 Module 7: PREPARING FOR PAPER 3
HOW CREATIVE WRITING IS MARKED
The 50-mark question in SECTION A (CREATIVE WRITING) is marked according to the
following rubric:

30 marks are devoted to CONTENT and PLANNING

15 marks are devoted to LANGUAGE, STYLE and EDITING
5 marks are devoted to STRUCTURE.

If you PLAN well, then it should follow that you will do well in SECTION A of PAPER 3.

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PLANNING FOR SUCCESS
The PLANNING process for CREATIVE WRITING includes:
1. Brainstorming (Writing down every thought that comes into your mind about your
chosen topic
2. Selection of NO MORE THAN THREE ideas from your brainstorming list. You will
develop your selected ideas into an essay.
3. Structuring of your ideas into a TREE-DIAGRAM showing paragraph division and
sequence.
4. Drafting of your ideas into an Essay
5. Editing your draft
6. The Final Product
The following PLANNING TABLE can be used to craft excellent responses:
WRITTEN WORK PLANNING
TOPIC
BRAINSTORMING
Spend 5 minutes
writing down as
many ideas as
possible that come
to mind about the
topic
SELECTION
From the
BRAINSTORMING
above, select NO
MORE THAN 3
points, which you
will develop in your
Response. List the
point(s) that you
have chosen.
STRUCTURING
Design your
MINDMAP where
you have sections
and a topic sentence
for your
INTRODUCTION,
each PARAGRAPH
and a CONCLUSION
DRAFTING and Use the planning notes in this table to write your FIRST DRAFT. Then
EDITING check and edit your response before submitting the task.

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TASK
Complete a PLANNING TABLE for the topic of your choice from the following topics from
SECTION A of PAPER 2

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[Source: DBE, JUNE 2023 PAPER 3]

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LANGUAGE, STYLE AND EDITING FOR SECTION A OF PAPER 3
In order to earn a good mark for the 15-mark LANGUAGE, STYLE AND EDITING component of
the 50-mark question, it is important to develop your style of writing.

Learning how to develop your response by TELLING and SHOWING your story makes for a
effective and excellent style of writing.

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TASK

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TASK
Use the picture below to inspire you to answer the following questions:

[SOURCE: Adapted from Grade 12 Creative Writing worksheets in FET worksheets on

http://www.eccurriculum.co.za/]

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SECTION B OF PAPER 3
Responses in SECTION B of PAPER 3 are assessed by the following marking rubric:

15 marks are devoted to CONTENT, PLANNING and FORMAT

10 marks are devoted to LANGUAGE, STYLE and EDITING

If you PLAN well and know your FORMATS then it should follow that you will do well in
SECTION B of PAPER 3.

Make sure that your Language usage and style are appropriate to the type and format of
writing that is required by the question.

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TASK
Complete PLANNING TABLES for ANY TWO topics of your choice from the following topics
from SECTION B of PAPER 2

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[Source: DBE, JUNE 2023 PAPER 3]

Useful resources for your PAPER 3 preparation:

▪ The 2022 ENGLISH STUDYGUIDE FOR WRITING ESSAYS AND TRANSACTIONAL TEXTS
which may be found at https://www.education.gov.za/SelfStudyGuidesGrade10-
12.aspx
▪ The ENGLISH SELFSTUDY GUIDE BOOKLET 2 INTEGRATED LANGUAGE LEARNING at at
https://www.education.gov.za/SelfStudyGuidesGrade10-12.aspx

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