Homework Booklet Gr 11 Term 1-4

REMOTE LEARNING ACTIVITY BOOK

(RELAB)
ENGLISH HOME LANGUAGE
GRADE: 11
TERM 1- 4

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 Homework Booklet Gr 11 Term 1-4

A. INTRODUCTION AND PURPOSE OF THE RELAB

The COVID-19 pandemic has created the largest disruption of education systems in human
history, affecting over a billion learners in more than 200 countries. Closures of schools, institutions
and other learning spaces have impacted on the majority of the world’s student population. This
has brought far-reaching changes in all aspects of our lives. Social distancing and restrictive
movement policies have significantly disturbed traditional educational practices.

To control the coronavirus spread, most countries have been working to encourage parents and
schools to help students continue to learn at home through distance learning. In South Africa, the
implementation of a rotational timetable for non-matric learners has left a void in curriculum
completion. The Gauteng Department of Education(GDE) has therefore embarked on an
innovative initiative to develop learning activities to assist learners to continue their studies while
at home through the Remote Learning Activity Booklet, also known as RELAB. This is in keeping
with its Strategic Goal 2 which aims to promote quality education across all classrooms and
schools.

The RELAB is underpinned by the following policies:

a) The Department of Basic Education (DBE) Circular S13 of 2020 which requires the GDE to
support the implementation of the Recovery Annual Teaching Plan (RATP); and
b) GDE Circular 11 of 2020 which requires districts to issue learning activity packs to support
schools for lockdown learning.

This is based on the premise that there are learning constraints at home whereby the majority of
learners do not have access to devices or data to use for online learning. Many households are
dependent on schools to provide them with learning resources packs.

RELAB is designed in a study guide format, where the content is explained briefly with related
concepts as revision in the form of e.g. notes, mind-maps and content progression from the
previous grade/s followed by exemplar exercises and practice exercises. The exercises are
pitched at different cognitive levels to expose Grade 10 and 11 learners to the different cognitive
levels of questioning as outlined in the Curriculum and Assessment Policy Statement(CAPS).

The RELAB is intended to ensure that learners work on exercises based on topics or skills taught
while at school. These exercises must then be completed at home and feedback will be provided
by educators. Educators will then diagnose learner responses, remediate where necessary and
plan further intervention.

Educators are encouraged to create WhatsApp groups to remind learners of what is expected of
them in a particular week. The prudent use of the RELAB will help alleviate the backlog in
curriculum coverage and prepare learners for formal assessment.

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Table of Contents
Week 1 ............................................................................................................................................. 5
Writing & Presenting ...................................................................................................... 5
Week 2-3: Critical Language Awareness ........................................................................................ 11
Writing & Presenting ................................................................................................... 15
Critical Language Awareness ........................................................................................ 21
Active & Passive Voice ................................................................................................. 23
Week 4-5: Writing & Presenting ..................................................................................................... 26
Critical language Awareness ........................................................................................ 29
Week 6-7: Writing & Presenting ..................................................................................................... 32
Visual Literacy ............................................................................................................... 34
Week 8-9: Writing & Presenting ..................................................................................................... 38
Week 10: Writing & Presenting ...................................................................................................... 39
Reading & Viewing ....................................................................................................... 41
Term 2 ............................................................................................................................................ 45
Week 1-2: Writing & Presenting ...................................................................................................... 46
Reading & Viewing ....................................................................................................... 56
Critical language Awareness ........................................................................................ 60
Reading & Viewing ....................................................................................................... 64
Week 3-4: Writing & Presenting ..................................................................................................... 72
Critical language Awareness ......................................................................................... 85
Week 5-6: Writing & Presenting ...................................................................................................... 88
Critical language Awareness ......................................................................................... 97
Week 7-8: Critical language Awareness ......................................................................................... 99
Writing & Presenting .................................................................................................. 104
Reading & Viewing ..................................................................................................... 116
Week 9-10: Writing & Presenting ................................................................................................. 124
Critical language Awareness ..................................................................................... 131
Term 3……………………………………………………………………………………………………….136
Week 1-2: Writing & Presenting…………………………………………………………………………136
Reading & Viewing .................................................................................................... 140
Week 3-4: Writing & Presenting .................................................................................................. 146
Critical Language Awareness .................................................................................... 149
Week 5-6: Writing & Presenting .................................................................................................. 151
Critical Language Awareness .................................................................................... 156
Week 7-8: Writing & Presenting .................................................................................................. 159
Critical Language Awareness ..................................................................................... 161

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 Homework Booklet Gr 11 Term 1-4

Week 9-10: Writing & Presenting ................................................................................................. 164

Critical Language Awareness .................................................................................... 173
Reading & Viewing ................................................................................................... 176
Term 4: ......................................................................................................................................... 186
Week 1-2: Writing & Presenting .................................................................................................. 186
Reading & Viewing .................................................................................................... 203
Critical language Awareness ...................................................................................... 207

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 Homework Booklet Gr 11 Term 1-4

GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 1

Topic WRITING AND PRESENTING: CREATIVE WRITING - ESSAY WRITING

Discuss the features of essay types: Narrative, Descriptive, Argumentative.

ATP
Process Writing

Creative Writing
The Writing Process
Features of Essays: Narrative, Descriptive, Argumentative

1 Week Recapping the Writing Process:

1 • This must become a compulsory practise for you when completing
any creative writing piece. By creative writing is meant the writing of
essays and transactional texts such as letters.

Step 1: Plan
Brainstorm your ideas using
key words and mind maps.
This is your pre-writing phase.

Step 2: Draft Step 3: Revise

Use your keys words/ideas, Revisit and check if the draft
mind map to create your states what you want it to.
story. Amend your ideas if necessay.

Step 4: Edit Step 5: Publish

Check your language usage, Construct your final
spelling and sentence product.
construction.

Notes

• Register: using language, to match the context of your writing.

• Tone: the attitude given by your writing, such as confident, sarcastic,
angry.
• Style: the way you express yourself when writing.

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Recall: The Essay is:

• an extended piece of writing in which you express your view on a
given topic, or
• narrate a story based on your personal experiences or that of others.

The Structure of the Essay:

•You should capture the reader's attention so that the reader

will want to continue reading
Introduction
•The introduction should be short and catchy.

•The Body is the meat of your essay, ie. the full content.
•3 paragraphs - each containing a topic sentence - your
main idea and an explanation of this in each paragraph.
Ensure there is a logical sequence of thoughts.
Body •Make use of interlinking words such as: 'furthermore,
However.'
•Sum up your essay effectively with a conclusion.
•link the information contained in the previous paragraphs
Conclusion to the introduction.

Finally, the features of an essay: The Narrative, Descriptive, Argumentative

and Discursive.

• Below is just a synopsis/ checklist of each essay, you must go back

to notes given to you during lessons at school to revise aspects such
as audience, tone, register and style. This is important so that the
purpose of your writing this text is achieved.

The Narrative Essay:

Recall: this essay tells a story or recalls a past event that has occurred and
must therefore be convincing.

Check:

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 Homework Booklet Gr 11 Term 1-4

Is your introduction
attention grabbing?

Did you write in the

Past Tense?

Have you maintained the

reader's attention
throughout the essay?

Have you made use of

sensory aspects: sight,
sound, taste, smell and
tactile?
Have you
included strong
descriptive
details?

The Descriptive Essay:

Recall: You are describing a person, memory, situation, place, an

experience, or any object. Your discussion will create a mood or an
atmosphere that the reader can visualise. Ensure that you use adjectives
and adverbs to achieve this.

Check:

Do you have experience

or background information
on what you are
describing?
Have you written in the past or
present tense? Both are
acceptable.

Have you created the image

in the reader's head using
adjectives and adverbs?

Have you made use of

sensory aspects: sight,
sound, taste, smell and
touch?
Have you used
figures of speech
effectively?

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The Argumentative essay:

Recall: This is a subjective piece of writing in which you state your opinion
on a specific topic. You validate the viewpoint by persuading the reader to
believe in your view by giving examples and defending that view.
Check:

Have you expressed

your view in an original
manner?

Have you validated your view

with reasons that prove it?

Have you written in the

present tense and used
linking words such as:
'however, furthermore?
Did you make use of
emotive language but
not in a rude manner?

Did you summarise

your viewpoint and
restate this in your
conclusion?

The Discursive essay:

Recall: This is an objective piece of writing where you state both sides of an
argument. Both arguments FOR and AGAINST must be thoroughly
substantiated. A conclusion can be reached but as mentioned ALL aspects
must be explored.

Check:

Week 1 Activity 1

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 Homework Booklet Gr 11 Term 1-4

Have you presented

both sides of the
argument?
Have you used linking
words to connect the
thought process?

Have you written in the

present tense?

Did you write in the

third person?

Did you state both

views and
concluded by
stating yours?
Complete the following activity.

Instructions:
• Write an essay of between 350 to 40 words on ONE of the following
topics.

• Write down the NUMBER and TITLE/HEADING of your essay.

• You must plan (e.g. using a mind map/ diagram/ flow chart key
words), edit and proofread your work.

• The plan must appear BEFORE your essay.

• All planning must be indicated as such. It is advisable to draw a line

through all planning.

• Refer to the rubric to see how you will be assessed.

TOPICS:

1.1 I’ve never forgotten the look on his face. [50]

1.2 My definition of the ‘new normal’. [50]

1.3 ‘Torture or punishment? How does one draw the line? [50]

1.4 The crackling sound of the roof. [50]

1.5 The day it all made sense. [50]

1.6 The police are the problem, not the people. [50]

1.7 The images that follow may evoke a reaction or a feeling in you, or stir
your imagination.

Select ONE picture and write an essay in response. Write the question

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 Homework Booklet Gr 11 Term 1-4

number of your choice and give your essay a title. There must be a link
between the image and your essay.

1.7.1

1.7.2

Total: [50]

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 Homework Booklet Gr 11 Term 1-4

GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 2-3

READING AND VIEWING:

Topic
CRITICAL LANGUAGE AWARENESS

ATP Prefixes and Suffixes

PREFIXES

A prefix is one or more syllables placed in front of a root word that changes the
meaning of the root. By adding a prefix to roots, you can construct new words.

PREFIXES WITH SINGLE MEANINGS

PREFIX MEANING EXAMPLE MEANING
Bene- good benefit For the good of a person or
thing
Circum- around circumscribe To draw a line around
something
Equi- equal equidistant Equally distant
Extra- outside extracurricular Outside the curriculum
Intra- within intrastate Within a state’s boundaries
Intro- into introspect To look at one’s own
thoughts
Mal- bad maltreat To tread badly
Mis- wrong misspell To spell wrong
Non- not Non-working Not working
Pre- before predawn Before dawn
Sub- Under/below Sub-zero Below zero

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Weeks 2 - 3 Activity 1

Write down the meaning of each of these words.

1. Pre-plan
2. Extraordinary
3. Prejudge
4. Misjudge
5. Intramuscular
6. Submarine
7. Non-existent
8. Extrasensory
9. Intravenous
10. Malfunction

PREFIXES WITH MORE THAN ONE MEANING

PREFIX MEANING EXAMPLE MEANING
Dis- Opposite of distrust Opposite of trust
Depriving of dispirit To deprive of cheerful
spirits
away dispatch To send off
In- not Incomplete Not complete
Ir- Irrational Not thinking clearly
Il- Illegal Not legal
Im - impossible Not possible
Pro- In favour of Pro-capitalism
forward propel To push forward
Re- Again remind To bring to mind again
back repay To pay back
Super- Over and above superhuman More than human
Very large Super-tanker Very large tanker
Trans- across Trans-Atlantic Across the Atlantic
beyond transnational Beyond national borders
un not unafraid Not afraid
The opposite of untie

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Weeks 2 - 3 Activity 2

Replace each phrase in bold print with a single word. Write down only the word.

1. Stealing is not legal. It is ______________________________.

2. It is not probable that a lion will make a good pet. Lions are
______________________ pets.
3. My respect for her is not measurable. My respect for her is
__________________________.
4. Paper is very flammable. Paper is ______________________________.
5. Please tell that story again. Please _________________ that story.
6. That ship sails across the Pacific. It is a _____________________________ ship.
7. The explorers went on a search outside the territorial boundaries. It was an
______________ search.
8. Her good nature was wrongly used. Her good nature was _______________.
9. This area is not residential. It is a ____________________________ area.

10. The check was dated beforehand. The check was _____________________.

A suffix is a letter or a group of letters added to the end of a word to change its meaning.
Suffixes usually change the part of speech of the word.
Suffixes that form nouns from verbs:
-ation; -ion; -ment; -or;-er;-ance
Valid – validation
Exempt – exemption
Agree – agreement
Visit – visitor
Teach – teacher
Deliver – deliverance
Suffixes that form adverbs from adjectives
-ly
Beautiful – beautifully

Suffixed that form verbs from adjectives

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-ise; -fy
Familiar – familiarise
Beauty – beautify
Suffixes that form adjectives from nouns and verbs
-ful; -able; -ible; -ment-; -ent; -uous; -ous
Beauty – beautiful
Agree - agreeable
Agree – agreement
Moment – momentous
Marvel – marvellous
Suffixes that form abstract nouns
-ship; -ness; -ism; -ment; -ence; -ance
Friend – friendship
Happy – happiness
Establish – establishment
Excellent – excellence

Endure- endurance

Weeks 2 - 3 Activity 3

1. Add a suffix to create words that mean “one who does something”
1.1. Electric
1.2. Biology
1.3. Politics
1.4. Machine
1.5. Beauty
2. Add a suffix to create words that function as nouns
2.1. Wise
2.2. Friendly
2.3. Equal
2.4. Judge
2.5. Resign

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3. Find the meaning of the following words by using the suffixes as clues. Do not
use a dictionary
3.1. Wakeful
3.2. Angelic
3.3. Peerless
3.4. Exultant
3.5. Credible

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 2&3

Topic WRITING AND PRESENTING: CREATIVE WRITING - ESSAY WRITING

Transactional Writing
ATP
Features of Transactional Writing.

Creative writing

Please refer to the notes given in Week 1 on the Writing Process and terminology used when
completing the transactional writing tasks.

Features of Transactional Texts:

Recall that transactional writing is a response or an initiation of a response. As implied, these texts are a
transaction. The topic given will dictate the response needed.

As with the essay, a synopsis of what is expected in each transactional text appears below. Ensure that
you consult notes given by your educator in conjunction with the information supplied here.

Formal letters vs Informal letters.

The Formal Letter… The Informal Letter…

✓ You make the reason why you are ✓ You start the letter with a friendly tone –
writing the letter clear such as asking the reader how he/she
✓ Clear topic paragraphs is.
✓ A concluding paragraph which lets ✓ Paragraphs are used to discuss
the reader know what you would like different topics
to happen ✓ A concluding paragraph which ends the
✓ Appropriate and formal language letter on a positive note
✓ Quotations from people with ✓ Informal and colloquial language
authority
✓ Use facts and figures to support your
opinions

Recapping the features of the letter:

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Informal Formal
• Writing to a friend or a • Writing to a person you may not
Audience member of your family know personally or who you know in
• Language and tone will be a more formal way
informal with a friendly • Language and tone is formal
approach • Always be polite/ tactful.
• May have a chatty tone but
slang is not allowed.
• Colloquialisms should also be
used judiciously.
• To keep in touch with • To apply for a job
someone you know or are • To give your views on an issue of
Purpose related to concern to you
• To give information and • To complain
enquire about things that are • To request information
of mutual interest e.g. family
matters, gossip or sharing
news, congratulate or
sympathise
• Include your address and the • Include your address and the date
Format date • Include the address of the recipient.
• Salutation will be formal with • Salutation is more formal, ‘Dear Mr
use of the first or familiar Monyaki’ or ‘Dear Sir/Madam’
name e.g. Dear Gran, Dear • Include topic line
Andy • Ending/closing will be formal such as
• Ending/closing will be ‘Yours faithfully.’ (If letter was started
informal, such as ‘Your best with the name of the person ‘Dear Mr
friend/ Yours sincerely/Your Monyaki’ then the letter may end with
favourite niece’ ‘Yours sincerely’
• Signature and name of sender

• Topic will tell you what the • Topic will tell you what the content
Content content should be should be
• Plan opening paragraph, • Plan opening paragraph, central
central points and organise points and organise what you want to
what you want to say say
• Arguing or putting across your points
logically is important and strengthens
your case
• Be concise and to the point

(Paper 3 resource pack)

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Recap Structure of Letters:

Type of letter Informal Formal

A letter of thanks to a A letter to a company

family member that thanking them for their
contributed to your donation.
studies.

A letter of request to A letter of request to a

your nephew requesting company requesting
assistance with a difficult assistance with a project at
subject. school.

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 Homework Booklet Gr 11 Term 1-4

A letter of complaint to a A letter of complaint to the

neighbour regarding the municipality regarding the non-
incessant barking of his removal of refuse.
dogs.

Not applicable A letter for a position that you

Application have applied for. Include your
name, qualifications,
achievements & institutions
attended.

Express your views publicly in a

formal manner.
Introduce yourself and state the
reason for the letter.
Detail the issue and state what
you expect from him.

Paper 3 resource pack

Weeks 2 - 3 Activity 4

1 Instructions:
• Respond to ONE of the following topics.
• The BODY of your answer should be 180-200 words in length.
• Pay careful attention to the following: Audience, register, tone and
style.
• Choice of words and language structures/ Format.
• Write down the NUMBER and TITLE/Heading of the text you have
chosen.
• You must plan (e.g. using a mind map/ diagram/ flow chart key
words), edit and proofread your work.
• The plan must appear BEFORE your response
• All planning must be indicated as such. It is advisable to draw a
line through all planning.
• Refer to the rubric to see how you will be assessed.

Topics:

1.1 Your distant relative had borrowed your most precious garment for the
end of year party in 2020 and promised to return it as soon as he/she
was done using it. You are still awaiting the return of it.

Write a letter requesting that the garment be urgently returned. [25]

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1.2. During a recent visit to the doctor, you noticed that the rooms were
unhygienic and staff members were reluctant to assist you.

Write a letter of complaint to your doctor stating your dissatisfaction

with the situation. [25]

1.3

This innovative company is looking for a suitable candidate that can lead
the marketing department into the ‘new normal’ system of conducting
business. You view yourself as suitably qualified.

Write out the letter of application that you will forward to the Human
Resources manager. [25]

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 2-3

Topic CRITICAL LANGUAGE AWARENESS

LANGAUGE IN CONTEXT - TEXTUAL EDITING

ATP
(Punctuation, Active / Passive Voice, Reported Speech, Parts of Speech)

Weeks 2 - 3 Activity 5
Language and editing
Carefully read the following passage and answer the set questions.
1
Convenient, safe, affordable and ultra-cool, méèp is a form of real-time communication between two or
more people using data technology on your cellphone. It can also be used on PCs.
2
Chat with your friends throughout the day and find out what they are up to, or make plans to hook up at
the hottest spot in town.
3
Whether you’re a Contract, Top Up or Prepaid customer, you get the same access to the world of méèp
at the same low cost. There are no additional GPRS charges, connection or reconnection fees, so you can
easily keep track of what you’re paying.
4
In the méèp world, you control your personal profile, your buddy list and who can “méèp” you. It is safe
and private two – unwelcome méèple can be blocked, while status indicators let méèple know when you or
your friends are on- or offline, busy, or ready to chat.
5
Conversations are confidensial and can be saved and stored. If you are chatting in real time, you can
still run méèp along with all your other cellphone functions. Although méèp is an exclusive Vodacom
service, you can méèp non-users, who will recieve your comunication in SMS format (normal sms rates
apply).
Source: Vodacom Autumn 2008
1 Refer to paragraph 1
1.1 State the function of the commas.
1.2.1 Explain the use of the hyphen in the word “real-time”.
1.2.2 Find another (different) use of the hyphen in the passage and explain its
function.
1.3 Identify the part of speech of the word “data”.
1.4 Change the word “technology” into a plural.
1.5 Write out the abbreviation PCs in full.
2 Refer to paragraph 2
2.1 Rewrite the following into Standard / Formal English.
You can make plans to hook up at the hottest spot in town.
2.2 Consider the use of the comma in this paragraph.
How is it different from its use in paragraph 1?

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3 Refer to paragraph 3
3.1 Explain the use of the apostrophe in “you’re”.
3.2 How does the meaning of the word “you’re” change if the apostrophe
were omitted (left out)?
3.3.1 What does “GPRS” stand for? (Write out in full what “GPRS” stands for.)
3.3.2a Choose the correct answer from the options given. Write down the
LETTER and the WORD.
GPRS is an example of
A Tautology
B Abbreviation
C Acronym
D Acrostic
E Haiku
3.3.2b Substantiate / Motivate / Prove / Give a reason for your answer to 3.3.2a.
3.3.2c Support your answer to 3.3.2b with another example (from the text).
3.4 Give an example of a prefix as found ion this paragraph.
4 Refer to paragraph 4
4.1 Correct the grammar error in the following sentence.
It is safe and private two.
4.2 Discuss the use of the dash.
4.3 Give THREE synonyms for the word “unwelcome”.
5 Refer to paragraph 5
5.1 Identify and correct the THREE spelling errors.
5.2 Write the following in the Passive Voice.
You can méèp non-users.
5.3 Write the following in Reported / Indirect Speech.
The reporter stated: “Although méèp is exclusive to Vodacom users,
these messages can be sent to non-users.”
5.4 Identify the part of speech of the following words:
5.4.1 Conversations
5.4.2 chatting
5.4.3 your
5.4.4 cellphone

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 2-3

READING AND VIEWING:

Topic
CRITICAL LANGUAGE AWARENESS

ATP ACTIVE AND PASSIVE VOICE

In Active voice the subject does the action: The boy kicks the ball.

In Passive Voice the object becomes the subject and is having the action done to it

The ball is kicked by the boy.

The Passive Voice is often used in formal writing, often news reports, when demands are
made anonymously or when accusations are made

Please note:

1. A sentence may only be used in the passive voice if it contains a transitive verb – a
verb that takes a direct object
2. Pronouns change from subject form to object form:

I – me You – you we – us
He/she – him/her they – them

3. The Tense (time) does not change, just the form of the verb. Consult this table to
help you
TIME/TENSE ACTIVE PASSIVE
Present I teach English English is taught by me (am/is/are
+ 3rd Column Verb)
Continuous I am teaching English at this English is being taught at this
moment moment

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am/is/are + being + 3rd Column

verb

Perfect I have taught English English has been taught by me

Has/have + been + 3rd Column
verb
Past I taught English last year English was taught by me
Was/were + 3rd Column verb
Past Continuous I was teaching English at that English was being taught by me
time Was/were + being + 3rd C verb
Past Perfect I had taught English English had been taught
Had+been+ 3rd C Verb

Weeks 2 - 3 Activity 6

Read this letter from Maurice, who is on holiday in Britain, to his sister. Rewrite the letter,
putting the verb in a suitable tense, active or passive.

Dear Sally

How are you? We’ve been having a lovely time. We’re being very well looked after by our
hosts. We (1)_____________(take) sightseeing and we (2)_______(introduce) to some of
their friends, who (3)________________(make) us feel very welcome. Last night we
(4)____________(show) round a castle, by the owner! Most of the land in this area
(5)_______________(belong) to his family for about five hundred yers. Apparently, the
land (6)________(give) to them after one of his ancestors (7)_______(kill) while trying to
save the king’s life. Quite romantic, isn’t it?

Love

Maurice

Rewrite the following extract from a newspaper article in the active voice.

Talks will be held next week between the inhabitants of informal settlements and the mayor
of the city to address the issue of service delivery in the area.

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This follows protests last week, during which rubbish was burned in the streets by
protesters. It is felt by many residents that their needs are not being addressed by the city.
They expressed the hope that their grievances would be heard by the mayor.

Acknowledgements:

English Grammar in Use: Supplementary exercises; Louise Hashemi; Cambridge University Press

English Handbook and Study Guide; Beryl Lutrin and Marcelle Pincus

Oxford Advanced English;

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 4&5

Topic WRITING AND PRESENTING: CREATIVE WRITING - TRANSACTIONAL WRITING

The Interview
ATP
Formal Letter to the Press/Editor

Creative writing
Recall: A dialogue includes a conversation between two
people in a set context.
The setting is set in brackets at the top of the dialogue.
A colon is used to separate the spoken words of the
person and his/her name.

Now that you are familiar with the dialogue, take note of the difference between a dialogue
and the Interview.

Features of the Interview:

• The interview records the conversation between the interviewer (the one asking questions) and
the interviewee (the one responding to the questions).

• The speakers’ names appear on the left-hand side of the page, followed by the colon (:).

• The interview is written in the first-person format.

• The tone and register should be formal. Avoid slang language, colloquialisms and informality.

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Weeks 4 - 5 Activity 1
1 Instructions:

• Respond to the following topic.

• The BODY of your answer should be 180-200 words in length.
• Pay careful attention to the following: Audience, register, tone and
style.
• Choice of words and language structures/ Format.
• Write down the NUMBER and TITLE/Heading of the text you have
chosen.
• You must plan (e.g. using a mind map/ diagram/ flow chart key
words), edit and proofread your work.

• The plan must appear BEFORE your response.

• All planning must be indicated as such. It is advisable to draw a line

through all planning.

• Refer to the rubric to see how you will be assessed.

Topics:

1.1 You have just been selected as the Student Representative for your
class and Anele from 94.7 wants to interview you on how it feels to
hold such a title.

Write out the interview that takes place between you and Anele. [25]

Formal letter to the Editor/Press

Refer to notes in Weeks 2&3 for the format of the Letter to

the Editor. Remember to use the Writing process as a
guideline when preparing your response.

Use this checklist once you have completed your draft to ensure that your
final piece achieves its intended purpose.

✓ Did I follow the instructions?

✓ Did I make my point in the shortest way possible?
✓ Have I maintained focus throughout the letter by use of short,
concise sentences and varied vocabulary?
✓ Is my word choice appropriate?
Weeks 4 - 5 Activity 2
Complete the following activity:
• Respond to the following topic.
• The BODY of your answer should be 180-200 words in length.
• Pay careful attention to the following: Audience, register, tone and
style.
• Choice of words and language structures/ Format.

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 Homework Booklet Gr 11 Term 1-4

• Write down the NUMBER and TITLE/Heading of the text you have
chosen.
• You must plan (e.g. using a mind map/ diagram/ flow chart key
words), edit and proofread your work.

• The plan must appear BEFORE your response.

• All planning must be indicated as such. It is advisable to draw a line

through all planning.

• Refer to the rubric to see how you will be assessed.

Topic:

1.2 It is becoming unbearable to live a decent life in the area in which you
are living. On a daily basis, there is no water or no electricity. Your
fellow community members are feeling the strain to live in this way too.
Write a letter to the press in which you express your dissatisfaction with
the current living conditions that plague your community. [25]

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 Homework Booklet Gr 11 Term 1-4

GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 4-5

READING AND VIEWING:

Topic
CRITICAL LANGUAGE AWARENESS

ATP PUNCTUATION

Punctuation is the use of symbols in written text to help communicate meaning and to make
understanding more accurate.

Punctuation Function Example

Full stop • Indicates the end of a The house is small.
statement/instruction
• Ends an abbreviation Professor – Prof.
when the last letter of
the abbreviation is not
the same as the last
letter of the full word
• When the last letter of Mister – Mr
the full word is also the
last letter of the
abbreviation, the
abbreviation does not
take a full stop
Comma • Separating adjectives It was a hot, tiring day.
• Separating adverbs Slowly, carefully she placed the tub on
the counter.
• Separating items in a She invited John, Christie, James and
list Jennifer to her party.

• Separating descriptions

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 Homework Booklet Gr 11 Term 1-4

The journey along the West Coast, a hot

but beautiful part of the country, took
• Isolating interpolations more than a day.
• Separating main ideas The rain, however, gave not sign of
from other information stopping.
The cheddar cheese, which I have been
saving for your visit, has gone mouldy
Exclamation mark • It is used instead of a Good Morning!
full stop to indicate Quiet!
emotion or command
Question mark • It is used in the place of Who are you?
a full stop at the end of Why are you here?
a sentence that asks a Would you like to join me?
question
The hyphen • Creates compound Mother-in-law
words Kwazulu-Natal
Well-known author
• Links words into single Half-hearted attempt
compound adjectives
Anglo-Boer war
• Links words to form Johannesburg-New York route
adjectival compounds co-operation rather than cooperation
re-employ rather than reemploy
• Helps with
ex-husband; anti-abortion
pronunciation

• Joining pre-fixes to
words
Dash • The dash separates We invited ten people – only one
arrived.
• Is used instead of All the flowers – with exception of the
brackets tulips – were provided by members of
the farming community.

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 Homework Booklet Gr 11 Term 1-4

Colon • Indicates a list There are four types of sentences:

simple, complex, compound and
complex compound
Semi-colon • Organises a sentence Our journey took us to Italy, where we
into logical units of discovered Roman Civilisation; Egypt,
meaning which introduced us to the wonders of
pre-history; and Greece, where we
explored the roots of Hellenism.
Ellipses • Dots show where a When I catch you, I will …!
thought expressed was
not completed.
(always used in sets of
three)
Apostrophe • Indicates possession This is the girl’s book.
• Contraction I can’t believe what you are telling me!
My bonnie lies o’er the ocean
• Omission

Weeks 4 - 5 Activity 3

Copy these sentences, inserting the necessary punctuation.

1. Fortunately John is much healthier now.

2. Well leap year of course has an extra day
3. My uncle trying to lose weight eats a lot of salads fruit and cottage cheese
4. The electricity was off for six hours consequently everything in our food locker was
spoiled.
5. Alice knew at least she thought she knew what was coming next.
6. You have three jobs for today wash the car clean up the yard and shop for your
mother.

Alana is the editor in chief of the school newspaper Janie the business manager and
Reggie

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 Homework Booklet Gr 11 Term 1-4

GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 6&7

Topic WRITING AND PRESENTING: CREATIVE WRITING - TRANSACTIONAL WRITING

The Email
ATP
Assessment of Formal Task 3

Creative writing

Features of the e-mail:

The email, short for electronic mail, is the transmission of messages/ sharing information via the internet
to a recipient. The email is similar to the short messaging system (SMS) just that in this case the message
is sent to a proxy (internet address) as opposed to a cell phone number.

When sending an email:

• Be sure to include a meaningful subject line as this will clarify what your message is about, and it
will also help the reader to prioritise reading your e-mail.

• As in the case of a letter, be sure to open your email with a greeting like: Dear Dr James or Dear
Ms. Kramer

• Use standard spelling and punctuation. Do not use all capital letters.

• Express yourself in a friendly and cordial manner.

• Terms to familiarise yourself with: CC & BC: more than one recipient that you intend the message
to be sent to. Sender’s name: appears automatically on the frame, TO: the recipient usually
@gmail or @hotmail.

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 Homework Booklet Gr 11 Term 1-4

Ensure that you make use of the material given to you by your educator before attempting
this task.

Weeks 6 - 7 Activity 1
Refer to the transactional writing rubrics when assessing this section.
Complete the following activity.
1 Instructions:
• Respond to the following topic.
• The BODY of your answer should be 180-200 words in length.
• Pay careful attention to the following: Audience, register, tone and
style.
• Choice of words and language structures/ Format.
• Write down the NUMBER and TITLE/Heading of the text you have
chosen.
• You must plan (e.g. using a mind map/ diagram/ flow chart key
words), edit and proofread your work.

• The plan must appear BEFORE your response.

• All planning must be indicated as such. It is advisable to draw a line

through all planning.

• Refer to the rubric to see how you will be assessed.

Topic:

5.1 You are stranded on an uninhabited part of the Bazaruto Island in

Mozambique. Your only form of communication to your family is your
tablet that has your email account.

Write out the email that you send to your sibling explaining to him/her
that you need assistance urgently. [25]

NB. Complete Formal Assessment Task 3 in the following week.

Please consult all the notes given in this guide and that of your
teachers when completing the assessment.

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 Homework Booklet Gr 11 Term 1-4

GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 6-7

READING AND VIEWING:

Topic
CRITICAL LANGUAGE AWARENESS (VISUAL LITERACY)

Reading for comprehension: Interpretation of Visual Texts

ATP
INTERPRETING AN ADVERTISEMENT (CAPS pg. 22-25)

Visual literacy (ADVERTISEMENT)

Analysing an advert is a component of the skill of READING and VIEWING as prescribed by the
CAPS.
An advertisement is a visual text, which may (or may not) engage some written text. The
advertisement may promote (advertise) a product or a cause, e.g. Nelson Mandela Children’s
Fund. Advertising is not always about selling something – a product. Advertising also aims at
creating awareness and generating support for humanitarian and ecological / environmental
causes.
When analysing a visual text it is useful to consider the following questions:
• What type of visual text is it?
• What is the text about?
• What is the purpose of this text? How do you know?
• Who is the intended audience for this text? How do you know?
• How does the text impact on the audience?
• What is represented in the image?
• What are the most striking visual elements?
• Look at the colours, fonts and layout:
o Predominantly bright colours, ‘busy’ layout and use of various fonts may appeal to
teenagers and promise excitement.
o More subtle colours, basic fonts and conservative layout may appeal to traditional
values of older adults.
o Royal blue, reds and golds, stylised fonts and elegant layout may be used to
appeal to those who aspire to prestige or luxury.
o NOTE: The advertisements you will deal with in an exam question paper will
be reproduced in grey-scale (black-and-white). Although you might not be
able to identify colours specifically, it is useful to note that darker shades of
grey and black indicate strong or bold colours. Likewise, lighter shades of
grey may indicate softer, lighter colours.
• Consider the visual features and how they impact on the meaning of the text and the
reader‘s response to the text.
• Like written texts, visual texts have been carefully constructed by their composers to
shape meaning and to affect and influence the viewer.
• What is the interaction or relationship between the viewer and subject?
• How does the visual text achieve its purpose? How effective is this text as a piece of
communication?

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 Homework Booklet Gr 11 Term 1-4

• Consider your immediate impressions of the image, and then study how it works in more
depth.
• The AIDA Principle is another useful approach to analyse an advert by considering
(evaluating) how the aspects of the AIDA Principle have been used in the advert and to
what effect.
Attention – How has the advert grabbed the reader’s / viewer’s attention? To what extent
does the advert draw the reader’s / viewer’s attention to the advert and the advertised
product?
Interest – What makes the reader / viewer interested in the advert and advertised
product? Why will the reader / viewer be interested in the advertised product?
Desire – Does the reader / viewer feel a need to have this product? How was this desire
created / stirred in the reader?
Action – What must the reader / viewer now do?

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 Homework Booklet Gr 11 Term 1-4

Study the advertisement thoroughly and answer the set questions.

Source: Vodacom Autumn 2008

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 Homework Booklet Gr 11 Term 1-4

Weeks 6 - 7 Activity 2

1 1.1 Which company is being advertised here? (1)

1.2 Give the slogan of the company. (1)
1.3 Name the products being advertised. (3)
1.4 Do you think that the products have been suitably (aptly, appropriately) or (3)
effectively named? Motivate your answer.
1.5 Identify the intended market / audience. Motivate (Substantiate) your (3)
answer.
1.6 How does the lay-out of the advertisement relate to the advertised (3)
products?
Refer to the shape, size and placement of the images of the phones and
the amount of text used.
1.7 Consider the image of the model in the advertisement. (2)
In what manner does this image relate to the products advertised?

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 Homework Booklet Gr 11 Term 1-4

GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 8&9

Topic WRITING AND PRESENTING: CREATIVE WRITING

Argumentative (revision)
ATP Discursive Essay Features and skills to be taught. Differentiate between an
argumentative essay and a discursive essay)

Creative writing
Refer to Weeks 2 & 3 for revision on the difference between the Argumentative essay
and the Discursive essay. Once you have done this, use the writing process framework
to construct your response.

Check: Discursive Essay

✓ Were you clear, convincing, and objective?

✓ Did you include all relevant information?
✓ Is there a logical flow from one paragraph to another?
✓ Have you maintained the readers interest throughout the text?
✓ Have you used a dictionary and limited any spelling and word usage mistakes?

Weeks 8 - 9 Activity 1
Complete the following activity.
1 Instructions:
• Write an essay of between 350 to 40 words on one of the
following topics.

• Write down the NUMBER and TITLE/HEADING of your essay.

• You must plan (e.g. using a mind map/ diagram/ flow chart key
words), edit and proofread your work.

• The plan must appear BEFORE your essay.

• All planning must be indicated as such. It is advisable to draw a

line through all planning.

• Refer to the rubric to see how you will be assessed.

Topics:

1.1 Words have the power to make you or break you as a person. [50]

1.2 The problem is not the teachers but the learners. [50]

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 Homework Booklet Gr 11 Term 1-4

GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Week 10

Topic WRITING AND PRESENTING: CREATIVE WRITING

ATP Transactional text: Formal Speech (Skills and the Written text)

Formal Speech

Recall: A speech is written account of an oral address with a specific

purpose in mind.

Check:

Have I
Did I hold the Have I
Is my style of greeted the Have I
reader's achieved the
writing audience mentioned at
attention correct tone
suitable? and outlined least three
throughout the for the
Humourous, the purpose main points in
piece of context of my
sincere. of my my speech?
writing? speech?
speech?

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 Homework Booklet Gr 11 Term 1-4

Weeks 10 Activity 1
Complete the following activity.
1 Instructions:
• Respond to the following topic.
• The BODY of your answer should be 180-200 words in length.
• Pay careful attention to the following: Audience, register, tone and
style.
• Choice of words and language structures/ Format.
• Write down the NUMBER and TITLE/Heading of the text you have
chosen.
• You must plan (e.g., using a mind map/ diagram/ flow chart key
words), edit and proofread your work.

• The plan must appear BEFORE your response.

• All planning must be indicated as such. It is advisable to draw a

line through all planning.

• Refer to the rubric to see how you will be assessed.

Topic:

1.1 The learners in your school are currently demotivated with the rotational
attendance setup as they miss their friends on the days that they do not
attend school together.

You have tasked with the responsibility of motivating them at the next
Online Assembly meeting. Write out the speech that you will deliver.
[25]

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 Homework Booklet Gr 11 Term 1-4

GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Week 10

Topic READING AND VIEWING (Summarising in your own words)

ATP SUMMARY WRITING

Summary
Summarising is taking larger selections of text and reducing it to the bare essentials: the gist, the
key ideas, the main points that are worth noting and remembering. Summarising is the condensed
account of a longer reading text and it is an important skill for all subjects. In PAPER 1, summary
constitutes the SECTION B – Question 2 – for 10 marks. In Home Language, the requirement is
to write the summary as a cohesive paragraph of 7 points / ideas in no more than 90 words.
HOW TO SUMMARISE?
• We strip away the extra words and examples.
• We focus on the heart of the matter.
• We try to find the key words and phrases that still manage to capture the gist of what we've
read.
• We are trying to capture the main ideas and the crucial details necessary for supporting them.
5 STEPS TO EFFECTIVE SUMMARISING
1. Delete descriptions, examples, explanations and elaborations.
2. Substitute jargon with your own words.
3. Keep the main idea.
4. List key concepts as identified in the text.
5. Write a cohesive paragraph.
HOW TO ANSWER PAPER 1 – SECTION B: QUESTION 2?
- Read the question instruction carefully, noting the topic or theme for the summary.
- Read through the text (TEXT C in the examination question paper) carefully and attentively.
- Notice ideas / points as it may relate to the topic or theme.
- Underline – in the text – any ideas / points as you identify these. A text may have more than 7
ideas / points.
- IN PENCIL, list the ideas / points you have underlined in the text in the order in which the
appear in the text. You can rewrite these directly from the text, i.e. lift or quote.
- If you have listed more than 7 points / ideas, choose ANY 7 and write – IN PEN - a cohesive
paragraph, IN YOUR OWN WORDS, of no more than 90 words.
PRACTICE SUMMARY
The following passage describes the first space mission to Pluto. In your own words, summarise
the first space mission to Pluto.

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 Homework Booklet Gr 11 Term 1-4

NOTE:
1. Your summary should include SEVEN points and NOT exceed 90 words.
2. You must write a fluent paragraph.
3. You are NOT required to include a title for the summary.
4. Indicate your word count at the end of your summary.

The first ever space mission to Pluto has successfully launched from Florida. Nasa's New
Horizon’s probe blasted off at 7pm GMT on an Atlas 5 rocket for a nine-year journey to the ninth
planet in our Solar System. The launch was delayed by two days after windy weather and power
problems made take-off conditions impossible. Pluto is the furthest planet from Earth and it is more
than three billion miles away. It is the only one never to have been explored by a spacecraft. The
probe will move at a speed of 10 miles per second to get to Pluto by 2015. The craft, which cost
£396m ($700m), was the fastest spacecraft ever launched and was expected to reach Earth's
moon in nine hours and Jupiter in just over a year. New Horizon won't actually land on Pluto, but
will pass close by to take pictures of the icy planet and beam them back to Earth. It's an unmanned
mission, but Nasa has put an American flag inside the craft and a CD containing the names of
around half a million people who signed up to their website.

Apply the outlined pointers to the text / passage given above

The first ever space mission to Pluto has successfully launched from Florida. Nasa's New
Horizon’s probe blasted off at 7pm GMT on an Atlas 5 rocket for a nine-year journey to the ninth
planet in our Solar System. The launch was delayed by two days after windy weather and power
problems made take-off conditions impossible. Pluto is the furthest planet from Earth and it is more
than three billion miles away. It is the only one never to have been explored by a spacecraft. The
probe will move at a speed of 10 miles per second to get to Pluto by 2015. The craft, which cost
£396m ($700m), was the fastest spacecraft ever launched and was expected to reach Earth's
moon in nine hours and Jupiter in just over a year. New Horizon won't actually land on Pluto, but
will pass close by to take pictures of the icy planet and beam them back to Earth. It's an unmanned
mission, but Nasa has put an American flag inside the craft and a CD containing the names of
around half a million people who signed up to their website.

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 Homework Booklet Gr 11 Term 1-4

Now list the identified points. Remember: the points for summary must be related to the topic – the
space mission to Pluto. Ignore, delete, ideas not relevant to the theme.

1. First space mission to Pluto has launched.

2. NASA’s New Horizon’s probe blasted off for nine-year journey.
3. Pluto has not been explored by a spacecraft.
4. The craft was the fastest spacecraft ever launched.
5. New Horizon won’t land on Pluto.
6. (New Horizon) will take pictures of the planet and beam them back to Earth.
7. It is an unmanned mission.

Take these 7 points and construct a cohesive paragraph of no more than 90 words.

Pluto Probe Blasts off into Space

The first space mission to Pluto, the farthest planet from the Earth, has successfully launched from
Florida. Nasa's New Horizon’s probe blasted off for a nine-year journey. Pluto has never been
explored by a spacecraft and is expected to get to Pluto by 2015. New Horizon won't actually land
on Pluto, but will take pictures and beam them back to Earth. Nasa has put an American flag inside
the craft and a CD containing the names of around half a million people!
82 words

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Now it is your turn to write a summary on your own. Complete the activity on the next page. It is in
the form of the summary question as it will appear in the examination question paper.
Weeks 10 Activity 2
SECTION B – SUMMARISING IN YOUR OWN WORDS
QUESTION 2 – SUMMARY
TEXT C describes various organisations involved with charity as Mandela’s legacy. In your own
words, summarise Mandela’s legacy.
NOTE:
1. Your summary should include SEVEN points and NOT exceed 90 words.
2. You must write a fluent paragraph.
3. You are NOT required to include a title for the summary.
4. Indicate your word count at the end of your summary.

TEXT C
GIFTS OF CHARITY
Nelson Mandela made the world a better place through personal sacrifice and political endeavour.
He left a legacy of charitable organisations and is remembered as a man who deeply cared about
children.
Mandela conceived The Nelson Mandela Children’s Fund after thinking about the plight of street
children, when he encountered such children outside a hotel in Cape Town. This organisation works
to change the way society treats children because it believes that children should be raised in an
environment where they are free to play, explore and grow.
Mandela’s prison number during his imprisonment on Robben Island was 46664, which became the
name and logo for the global HIV/Aids awareness and prevention campaign by hosting benefit
concerts.
The creation of leaders in Africa is overseen by the Mandela Rhodes Foundation, by providing
opportunity for academically strong African students, with leadership potential, to do post-graduate
studies at South African universities, while the Nelson Mandela Institute works in education and
rural development. Also, Schools for Africa operates in eleven African countries to ensure the
continent’s children receive a good education.
In celebration of Mandela’s birthday on 18 July, and honouring his legacy of charity, Mandela Day
was launched where individuals, communities and organisations (across the world) are asked to
donate 67 minutes to charitable causes in remembrance of the 67 years Mandela gave to struggle
for social justice.
Adapted from You: Special Issue, December 2013

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 Homework Booklet Gr 11 Term 1-4

RECOVERY LEARNER’S ACTIVITY BOOKLET (RELAB)

SUBJECT: ENGLISH HOME LANGUAGE

GRADE 11

TERM 2

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 Homework Booklet Gr 11 Term 1-4

GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 1&2

Topic WRITING AND PRESENTING: CREATIVE WRITING - ESSAY WRITING

1x essay: Reflective Essay

ATP
(Skills and mediation of genre)

Term 2 Weeks 1 – 2 Activity 1

Creative writing
The Writing Process
Features of the Reflective Essay

Term 2 Weeks Recapping the Writing Process:

1&2 The WRITING PROCESS must become a compulsory practise for you when
completing any creative writing piece. By creative writing is meant the writing
of essays and transactional texts such as letters.

Step 1: Plan
Brainstorm your ideas using
key words and mind maps.
This is your pre-writing phase.

Step 2: Draft Step 3: Revise

Use your keys words/ideas, Revisit and check if the draft
mind map to create your states what you want it to.
story. Amend your ideas if necessay.

Step 4: Edit Step 5: Publish

Check your language usage, Construct your final
spelling and sentence product.
construction.

Notes

• Register: using language, to match the context and purpose of your

writing. Some examples of this register include interaction between
teachers and students, between doctors and patients, and between
a superior and a subordinate.

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 Homework Booklet Gr 11 Term 1-4

• Casual/informal register is used among friends and peers, and

includes informal language including slang and colloquialisms. The
informal register (also called casual or intimate) is conversational
and appropriate when writing to friends and people you know very
well.

• Formal Register is more appropriate for professional writing and

letters to a boss or a stranger. A formal register is designed to place
a distance between the you (the writer) and the reader.
It is important to understand the differences between registers so
you can use language that is appropriate for a situation.

• Tone is the attitude your writing employs. Just like tone of voice,
tone in writing gives much more context beyond the words used. It
can reveal intention or conceal it.

• Style: the way you express yourself when writing. Your writing style
is the way in which the narrative of your writing comes across to
other readers, including your sentence structure, syntax, and overall
voice in order to provide your writing with an overall tone or mood.

NB: There is a distinction between register and style. Both are associated
with a specific speech situation but whereas register often refers to the
specific vocabulary chosen and expected in connection with a speech
situation, style also includes grammatical variation (cf. Kortmann 2005:
255ff).

Recall: The Creative Writing Essay is an extended piece of writing in which

you express your view on a given topic.

Before we go on
You have thus far
to the features of
learnt in Term 1
You are now going the REFLECTIVE
how to write
to learn how to essay, let us recap
narrative,
write a the structure of
descriptive and
REFLECTIVE essay. the essay as was
argumentative
given in Week 1 of
essays.
Term 1.

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 Homework Booklet Gr 11 Term 1-4

THE STRUCTURE OF THE ESSAY

•You should capture the reader's attention so

that the reader will want to continue reading
Introduction
•The introduction should be short and catchy.

•The Body is the meat of your essay, ie. the full content.
•3 paragraphs - each containing a topic sentence - your
main idea and an explanation of this in each paragraph.
Body Ensure there is a logical sequence of thoughts.
•Make use of interlinking words such as: 'furthermore,
However.'
•Sum up your essay effectively with a conclusion.
Conclusion •link the information contained in the previous paragraphs
to the introduction.

You shall now be introduced to

THE REFLECTIVE ESSAY

• Below, you will find information on the features of a reflective essay

together with other important explanations that will help you to
understand exactly what is a reflective essay and what is required from
you to answer such an essay.
• Please take note that what has been given here is not exclusive to what
your teacher has taught you. You must therefore go back to any notes
given to you during lessons at school on the writing of reflective essays.
• Do not forget to revise aspects such as audience, tone, register and style.
This is important so that the purpose of your writing a reflective essay
is achieved.

Let us first read and then try to understand

what is meant by the word ‘reflective’

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 Homework Booklet Gr 11 Term 1-4

Reflective comes from

the word ‘reflect’

As a verb, ‘reflect’
means to ‘think
deeply or carefully
about something.

Other synonyms could be: Reflect also suggests

consider, study, ‘unhurried consideration of
contemplate, dwell on. something recalled to the
mind’.

As an ADJECTIVE, the word ‘reflective’ means ‘to be deeply or seriously

thoughtful/contemplative/meditative/pensive/broody.

Thus, Reflective writing is:

➢ documenting your response to experiences, opinions, events or new
information
➢ communicating your response to thoughts and feelings
➢ exploring your learning
➢ an opportunity to gain self-knowledge.

In a reflective essay, you are contemplating an idea and then giving

your emotional reactions and feelings

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Consider the following when writing a reflective essay:

➢ a reflective essay is subjective – it is clearly from personal experience
➢ 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 your
recollections or feelings
➢ the ideas, thoughts or feelings expressed by you should reveal your
sincerity and personal involvement.
➢ The skilful use of TONE enhances the writing.

Now let us examine the structure of a reflective essay:

1.

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 Homework Booklet Gr 11 Term 1-4

3.

4.

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 Homework Booklet Gr 11 Term 1-4

5. Another way of looking at the structure of the reflective style of writing

REMEMBER TO KEEP IN MIND THE:

TIME TO PRACTISE:
Now that you have hopefully understood what a reflective essay is, let
us practise a simple exercise as indicated below:

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 Homework Booklet Gr 11 Term 1-4

INSTRUCTIONS FOR THE ACTIVITY ABOVE:

❖ Keep in mind what you know about what a reflective essay is.
❖ Use the structure of introduction, body paragraphs and conclusion.
❖ Remember that you are writing an essay about yourself as a writer.
❖ The questions given are a few brainstormed ideas. You will need to
reflect more on the ideas and others you can think of.
❖ You can decide how you are going to structure your body paragraphs.
❖ Make sure that your introduction is eye catching and gripping. It must
draw the reader into understanding who you are as a writer.
❖ The conclusion must clearly indicate what your final thoughts are
about you as a writer. Some positive comments and reflective
thoughts and feelings will be a good idea.

We have now concluded our lesson on the writing of reflective essays.

Now that you have done a practice activity on a reflective essay, let us
see how much you can remember about writing reflective essays.

Term 2 Weeks 1 – 2 Activity 1

Instructions:
• Write an essay of between 350 to 400 words on ONE of the
following topics.

• Write down the NUMBER and TITLE/HEADING of your essay.

• You must plan (e.g. using a mind map/ diagram/ flow chart key
words), edit and proofread your work.

• The plan must appear BEFORE your essay.

• All planning must be indicated as such. It is advisable to draw a line

through all planning.

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 Homework Booklet Gr 11 Term 1-4

• Refer to the rubric attached to see how you will be assessed.

TOPICS:

1.1 This is how I remember the best teacher I ever had. [50]

1.2 My views on life and how it should be lived. [50]

1.3 If your only tool is a hammer, you will see every problem as a nail.
(Gambian Proverb) [50]

1.4 The past cannot be changed. The future is yet in your power. [50]

1.5 The day it all made sense. [50]

1.6 When I was a child, I admired people with luxurious possessions,

but now I admire people with peace of mind. [50]

1.7 The images that follow may evoke a reaction or a feeling in you, or stir
your imagination.

Select ONE picture and write an essay in response. Write the question
number of your choice and give your essay a title. There must be a link
between the image and your essay.

1.7.1

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1.7.2

Total: [50]

CONCLUSION:

We sincerely hope that this lesson on reflective essays has helped you to
think more clearly and carefully. When you choose to write a reflective
essay, you force yourself to slow down and think back - REFLECT. We hope
you enjoyed the Week 1 and 2 Creative writing lesson thoroughly.

FINALLY

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 Homework Booklet Gr 11 Term 1-4

GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 1&2

READING AND VIEWING:

Topic

ATP READING FOR COMPREHENSION

Term 2 Weeks 1 – 2 Activity 2

QUESTION 1: Reading for Meaning & Understanding

Read TEXTS A & B below and answer the set questions.

TEXT A

Semenya and the ethics of luck

By Eusebius McKaiser
1 I wish I was a little bit taller. I wish I was better at mathematics. I wish I could
sing. I wish my body responded more effectively to exercise. But no such luck
for me. I have to work with what nature has given me and, with a combination
of effort and environmental luck, I can, at best, aim to do as well as possible
given my genetic make-up. It is what it is. 5.
2 I have been thinking about the ethical implications of genetic luck over the past
few weeks while the irrational responses to the brilliance of Caster Semenya
continue unabated. Given that nature distributes talents randomly and unequally
within the human population, how should we think about competition, especially
in competitive and professional sport? What truly do we mean by “fair 10.
competition” or “a level playing field”? We need to slay the myth that competition
can be genuinely and maximally fair.
3 In a sporting code like chess, for example, one thinks of uniquely gifted athletes
such as Bobby Fischer and Garry Kasparov. They are, in the history of the sport,
in a league of their own. But no one ever thought that Fischer or Kasparov 15.
should play chess against their opponents with an imposed penalty such as,
say, starting their games with only four pawns instead of the regulation eight.

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 Homework Booklet Gr 11 Term 1-4

The thought of setting up a world championship title match between Kasparov

and someone like Britain’s Nigel Short by giving Kasparov a handicap is
preposterous. We simply accept that part of the thrill of watching lesser mortals 20.
play Kasparov is to see whether anyone can succeed in scoring a draw, let alone
a win or two.
4 This is true across all competitive activities. It’s simply tough luck that in a race
you enter you have to overcome inferior genetic profiles to beat the biological
odds against you. We accept this to be so because we cannot undo the
random distribution of talents of biology. Semenya, like a Kasparov, has been 25.
given, randomly, a body that can do things that other bodies cannot do. That is
sheer genetic luck. It is not a reasonable basis to disqualify her from
competing with other women and it is not a reasonable basis to deliberately
and artificially reduce the effect of her superior biological make-up.
5 We watch others take her on and, as spectators, with popcorn in hand, we wait 30.
to see who might come along among the lesser mortals and defy the biological
odds to beat her despite her natural talent. So any attempt to reduce her
testosterone levels is akin to asking Kasparov to remove a piece from his
starting position before he plays another grandmaster. In other words, it’s
counterintuitive and inconsistent with what we routinely accept about how luck 35.
features in competitive sport, and therefore a grossly unfair intervention in
sport by the regulatory authorities.
6 It is also curious how the discussion about Semenya conveniently focuses only
on her body as though your biological make-up alone determines your
chances of winning a competition or dominating a sport. There is a lot of 40.
nonbiological luck that can also heavily influence sporting success. We accept
even these as fair obstacles that the unlucky ones have to overcome
somehow.
7 Soviet Russia is an instructive historical example. It is no coincidence that the
majority of the world’s professional chess players are Russian. The state
invested heavily in chess schools and training programmes. It was determined 45.
to show up the West by dominating the sport. The same was true about much
of their investment in the 20th century in sporting codes such as gymnastics

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and even in art forms like classical music. It would be preposterous to claim
that Russians are innately more suited to chess than, say, Africans.
8 Ironically, Semenya has many nonbiological disadvantages that many of her 50.
competitors do not have. She grew up in poverty. She did not have access to
excellent facilities and world-class coaching as a child. She also has to deal
with the emotional and psychosocial pain of being constantly “othered”
because her body doesn’t look like our idea of what a woman is supposed to
look and sound like. Many of us would be forgiven for developing mental 55.
illness in the face of such relentless public dissection of our body. Semenya
does not get sympathy from her haters for the obstacles she has had to
overcome, but they hate her for biological luck.
Adapted from: Mail & Guardian: 11 May 2018 747w

GLOSSARY:
unabated – without any reduction in intensity or strength

TEXT B

[Source: www.biznews.com/]

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QUESTIONS: TEXT A
1.1. Explain what the author means by “I have to work with what nature has given me”
(lines 2-3). (2)

1.2. What is usually meant by the phrases “fair competition” and “a level playing field”
(line 10-11)? (2)

1.3. What is implied by the author’s metaphor “we need to slay the myth” (line 11) and
how is this reinforced by the use of the word “can” (line 11)? (2)

1.4. Refer to paragraph 3.

Discuss how the author establishes that Kasparov could be considered to have an
“unfair advantage”. (3)

1.5. Discuss whether the statement that “we cannot undo the random distribution of
talents of biology” (lines 24-25) is valid in Semenya’s case. (2)

1.6. Refer to paragraph 5.

Considering the description of the spectators, what is the entertainment value of
individual competitive sports? (3)

1.7. Refer to paragraph 6.

Provide an example of your own of what might be considered an example of non-
biological luck that could improve your chances in sport. Explain how it could benefit
the athlete. (3)

1.8. Refer to paragraph 7.

Discuss the validity of the use of the Russian example to show how there is not
always “a level playing field” in international competition. (3)

1.9.1. Complete the statement below. (Choose the answer and write only the letter.)
The overall tone of PARAGRAPH 8 is … (1)
A arrogant.
B oblivious.
C admiring.
D poignant.

1.9.2 Provide a reason for your choice. (2)

QUESTIONS: TEXT B
1.10. Critically discuss the humour in the cartoonist’s message in Text B (4)

QUESTIONS: TEXTS A AND B

1.11. Both TEXT A and TEXT B present a subjective (emotive) view regarding Semenya’s
success.
Do you agree with this statement? Justify your response with close reference to
TEXT A and TEXT B. (3)

TOTAL SECTION A: 30

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 1-2

READING AND VIEWING:

Topic
CRITICAL LANGUAGE AWARENESS

ATP PARTS OF SPEECH: NOUNS

The eight parts of speech are nouns, verbs, adjectives, pronouns, conjunctions, prepositions and
articles.
NOUNS

Types of nouns
Type of noun Function Example
Common nouns Names of non-specific things that we find in our Table, chair, mountain, dog
world
Proper nouns Names of people and places. It is always Jane, January, Pretoria,
written with a capital letter Standard Bank
Collective nouns Label groups or collections of common nouns Swarm of bees
Bunch of grapes
School of fish
Abstract nouns Name ideas, concepts or emotions Love, hate, death,
frustration, pleasure

Term 2 Weeks 1 – 2 Activity 3

Read the paragraphs and then answer the questions that follow:

I read this week that Formula One racing driver Lewis Hamilton had renewed his contract with
Mercedes for £54 million (R1 106 505 584.64). Not to sound like Jacob Zuma, but I don’t think I’d
even be able to say that number. In November last year, Hamilton explained the reason he was
delaying signing his contract was because it felt ‘insensitive’ to talk about money when so many
people were battling because of Covid-19. Awww. Bless.

1. Write down five proper nouns from the passage. (5)

2. Write down five common nouns from the passage. (5)
3. Write the collective noun for cars. A ________ of cars. (1)
4. Rewrite the words that follow as nouns
4.1. Renewed (line 1) (1)
4.2. Explained (line 4) (1)
4.3. Insensitive (line 5) (1)

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4.4. Name the type of noun for your answer in 4.3. (1)
4.5. Write two possible nouns for the word ‘signing’. (2)
4.6. Write down the singular for the word ‘people’ (1)
4.7. Name the function of ‘Awww’ in the last line. (2)
(20)

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 1-2

CRITICAL LANGUAGE AWARENESS

Topic

ATP PARTS OF SPEECH: VERBS

• Verbs express action or behaviour

• They tell us what an object does
• They carry tense – when the action is carried out.
• Verbs can be finite or non-finite.

FINITE VERBS

Verb Function Example

Person Finite verbs have a subject that does the action. I am
He/she/it is
We/you/they are
Number Finite verbs change their form according to I do
whether the subject is singular or plural He/she/it does
We/you/they do
Tense Finite verbs show that the action takes place at a Today she does
specific time. Yesterday she did
Simple present/past/future – things that usually Tomorrow she will do
happen. She is doing it now
She was doing it at that
Continuous present/past/future - things that are moment
happening at a specific moment. She will be doing it
tomorrow at 2
She has just done it
She had just done that
She will have done it by that
Perfect present/past/future – things that has just time.
happened.

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NON-FINITE VERBS

• They do not have a specific subject or tense

• They may also be called incomplete verbs

Verb Function Example

Infinitive The simplest form of the verb. To live is bliss
It usually has the word ‘to’ in front
of it.
It is often preceded by an
auxiliary verb. I can go tomorrow
Participles All present participles end in -ing The sun should be shining
Past participles usually end in -ed today.
or -en; often just in -d,-t or -n A broken heart
A knitted scarf
A lost cause
Gerund They look like verbs, but they I like swimming
function as nouns.
The easiest way to test for a I like to swim.
gerund is to replace the word you
think is a gerund with a common
noun or ‘it’

TRANSITIVE AND INTRANSITIVE VERBS

• Transitive verbs have direct objects to continue the message begun by the verb.
The lawyer expected to win the court case.

• Intransitive verbs tell the whole story about the subject and the message is complete without
an object.
The people argued.

Term 2 Weeks 1 – 2 Activity 4

Read the paragraphs and answer the questions that follow:

I read this week that Formula One racing driver Lewis Hamilton had renewed his contract with
Mercedes for £54 million (R1 106 505 584.64). Not to sound like Jacob Zuma, but I don’t think I’d
even be able to say that number. In November last year, Hamilton explained the reason he was
delaying signing his contract was because it felt ‘insensitive’ to talk about money when so many
people were battling because of Covid-19. Awww. Bless.

1. Name the type of verb ‘had renewed’ in line 1. (1)

2. Use the verb in its present tense form in a sentence of your own. (1)
3. Write down two finite verbs from the first paragraph. (2)
4. Write the word ‘reason’ as a verb and use it in a sentence of your own. (1)

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE WEEKS 1-6

TOPIC READING AND VIEWING – LITERATURE STUDY (POETRY)

ATP POETRY – PRESCRIBED POETRY: Answering contextual questions on seen poems

LITERATURE STUDY – POETRY

POETRY CONTEXTUAL QUESTIONS
In the examination, Paper 2, SECTION A - POETRY constitutes 30 marks: 20 marks for prescribed
poetry and 10 marks for the compulsory unseen poem. You are required to answer TWO questions
on the prescribed poetry: EITHER the essay question and a set of contextual questions OR two
sets of contextual questions. Further, you do not have to memorise the poem. Although the text of
the poem will be provided in the question paper, you do need to know what the poem is about in its
entirety. If you can explain each of the prescribed poems from merely seeing its text (or title), without
study notes, then you know your poetry.
Contextual questions require relatively short answers in response to a close analysis of the poem. A
study of 10 poems, selected from the prescribed anthology Poems from All Over, is required.
While the following is a suggested list of poems, selected from the prescribed anthology Poems
from All Over, a study of 10 poems is required.
1. Sonnet 130 (William Shakespeare)
2. London, 1802 (William Wordsworth)
3. Mid-term Break (Seamus Heaney)
4. Eating Poetry (Mark Strand)
5. Amagoduka at Glencoe Station (Mbuyiseni Oswald Mtshali)
6. The Hug (Thom Gunn)
7. The Man (Seitlhamo Motsapi)
8. Weather Eye (Isobel Dixon)
9. Freetown (Ogaga Ifowodo)
10. Tomorrow’s Daughters (Lebogang Mashile)
11. A Far Cry From Africa (Derek Walcott)
12. Those Winter Sundays (Robert Hayden)
13. Anthem for Doomed Youth (Wilfred Owen)
14. Da same da same (Sipho Sipamla)
15. Random Notes to My Son (Keorapetse Kgositsile)

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POETIC DEVICES / TERMS

Here is a list of poetic devices which you may be required to apply to the set poem by responding to
contextual questions.
Theme(s):
This is the main idea(s) presented in a poem. It is sometimes also equated with the meaning or sense
of piece of writing.
Intention:
The reason / purpose the poet had for writing his poem. The poet may want to express love, express
hatred/scorn, incite, warn, protest, criticise, praise, evoke sympathy, persuade, incite, flatter, express
admiration, defend, enrage the reader, mock a situation or person or event
Style:
It refers to how the poem is written. The following words are helpful to describe/state the poet’s style:
• colloquial / conversational
• emotive / factual / sensational
• humorous / idiomatic / technical / clichéd
• succinct / terse
Diction:
This refers to the poet’s choice of words. Every word used by the poet enhances his intentions.
Tone:
It is the manner (voice) in which the poet expresses his attitude towards the subject.
Examples of tone are:
• sincere
• humorous
• forceful
• critical
• sarcastic
• ironical
• loving
• sentimental
• joyful
• melancholy
• bitter
• mocking
Mood:
Mood or feeling is a term used to refer to the atmosphere the poet creates. It is related to the tone.

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Form / Structure:
It is the structure of the poem. It may be rigid and prescribed or loose and undefined.
Rhythm:
Rhythm is the flow of words or ‘beat’ in a poem.
Rhyme:
It is the repetition of similar sounds.
Imagery:
It is the use of words that creates a picture in our minds and appeals to our senses. This includes all
figures of speech and poetic devices. Imagery may be created through comparison (metaphor, simile
or personification) or sound (alliteration, assonance and onomatopoeia).
Figures of speech:
Words, phrases or expressions used in a manner other than their literal meaning in order to produce a special
effect. It is important to know how figures of speech work. These are usually irony, hyperbole or euphemism.
REMEMBER!
Contextual questions are based on:
• HOW the verse works,
• HOW the poem is constructed and
• WHAT effect the poet has achieved by using certain linguistic techniques and/or poetic
devices.
Read the questions carefully and ensure that you know exactly what is being asked for before you
answer the question.
Here is a list of possible questions words and the expected response.
QUESTION WORD WHAT SHOULD I DO?
Account for Give a reason for something / Why is it there?
Identify the main ideas/parts of a subject and examine the connections
Analyse
between them.
Comment on Give your opinion about a subject/idea or an explanation for it.
Compare Point out both the similarities and differences between two elements.
Contrast Point out the differences between two elements.
Define Give the meaning of a word or phrase.
Describe Say what happens/ give a detailed account of…
Discuss Consider the subject from different points of view.
Effect / Effectiveness What is the result of / reaction to…
Make something clear / Give reasons for... by using examples from the
Explain
text (poem)
Identify You must pick out / select the answer.
Illustrate Explain your points by using examples, statistics, etc.
Intention Purpose / reason why
Give reasons why you agree / disagree. Use examples to prove your
Justify
viewpoint.

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Name Give the names of the characters, places or events

Outline Give the main features emphasizing structure and arrangement.
To confirm or verify by using logical reasoning / Give evidence for
Prove
something
Quote to prove your Give evidence for something by writing the relevant line of text using the
answer same words and punctuation - put inverted commas around the quote
Tell the story of what happens/ show link / connection/ relationship
Relate
between x and y.
Present in a brief, concise and manner without any discussion or
State
comment.
You must prove your answer / back-up your answer by giving examples
Substantiate
by referring to incidents or words.
ANSWERING CONTEXTUAL QUESTIONS

1. Read the poem and the questions carefully.

2. Do not re-tell the ‘story’ of the poem unless you have been asked to paraphrase.
3. Be aware of ‘double-barrelled’ or multi-layered questions. Identify the two aspects of the question
and respond accordingly. For example: “Critically discuss” requires a judgement (critically)
through the explanation (discuss) of the poetic device, or “Identify and explain” requires you to
state something (identify) and then give an elaboration of that (explain).
4. Avoid sweeping, generalised statements. You must validate your answers with evidence from the
poem.
5. Answer the question asked – not the one you would have liked to be asked.
6. Ask yourself: Does my answer show that I have knowledge AND insight into the poem?

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Term 2 Weeks 1 – 6 Activity 1

Read the poem below and answer the set questions that follow.

SONNET 130 – William Shakespeare

My mistress' eyes are nothing like the sun;

Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damasked, red and white, 5
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound; 10
I grant I never saw a goddess go;
My mistress when she walks treads on the ground.
And yet, by heaven, I think my love as rare
As any she belied with false compare.
QUESTIONS

1.1 What is implied by line 1 of the poem: My mistress' eyes are nothing like
the sun? (2)
1.2 Indicate the lover’s tone in line 1? (1)
1.3 What does this tone achieve? (2)
2. Name THREE physical attributes of the mistress and show what they are
compared to. (3)
3. To what are the mistresses usually compared – according to the poem? Why
is this so? (2)
4.1 Account for the lover saying: My mistress, when she walks, treads the
ground (line 12)? (2)
4.2 What image of the mistress does line 12 create? (1)
5. Critically discuss the poet’s use of the phrase “by heaven” (line 13). (3)

(2)

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6. How do you know that the beauty of the mistress is beyond comparison?
Mention TWO things.

7. This sonnet indicates how or what the mistress is not. Consider the following
images from the poem and suggest what then the mistress is.
7.1 My mistress’ eyes are nothing like the sun (1)
7.2 No such roses see I in her cheeks (1)
7.3 I love her to speak, yet well I know / That music hath a far more
pleasant sound (1)
8. Do you think this mistress is really a ‘mistress’? Motivate your answer by
referring to the kind of relationship that exists between the lover and this
mistress as well as whom this mistress might be. (3)
9. Comment on the effectiveness of the structure of the poem to convey the poet’s
intention? (3)
ENRICHMENT
In Shakespeare’s Sonnet 118 (Shall I compare thee), the reader is offered a different
description of the beloved or mistress – presuming these sonnets refer to the same
mistress. In what manner is this poem an unconventional description of the mistress?

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Term 2 Weeks 1 – 6 Activity 2

Read the poem below and answer the set questions that follow.

ANTHEM FOR DOOMED YOUTH – Wilfred Owen

What passing-bells for these who die as cattle?
— Only the monstrous anger of the guns.
Only the stuttering rifles' rapid rattle
Can patter out their hasty orisons.
No mockeries now for them; no prayers nor bells; 5
Nor any voice of mourning save the choirs,—
The shrill, demented choirs of wailing shells;
And bugles calling for them from sad shires.

What candles may be held to speed them all?

10
Not in the hands of boys, but in their eyes
Shall shine the holy glimmers of goodbyes.
The pallor of girls' brows shall be their pall;
Their flowers the tenderness of patient minds,
And each slow dusk a drawing-down of blinds.

QUESTIONS

1. Account for (explain) the irony of the word ‘anthem’ in the title of the poem. (2)
2. Account for the reference to cattle in line 1. (2)
3. Refer to lines 2-4: “Only the monstrous… their hasty orisons”.
Comment on the effectiveness of the alliteration used in these lines. (3)
4. Refer to line 9-11: “What candles may… glimmers of goodbye”.
Explain what these lines suggest about the type of funeral the soldiers receive. (2)
5. Refer to lines 12-14: “The pallor of girls’ brows… a drawing-down of blinds”.
Critically comment on how the speaker’s tone in these lines reinforces the
central idea of the poem. (3)
6. How does the diction of the poem reflect / support the speaker’s / poet’s tone? (2)
7. What, do you think, is achieved by the two rhetorical questions in the poem? (2)

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8. In your opinion, how does the structure of the poem express / support / reflect (3)
the main idea (theme) of the poem?

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 3&4

Topic WRITING AND PRESENTING: CREATIVE WRITING - ESSAY WRITING

Essay: Argumentative and Discursive Essays

ATP • Features and skills
• Differentiate between an argumentative essay and a discursive essay

Creative writing
WEEK 3: ARGUMENTATIVE ESSAY

AND

WEEK 4: DISCURSIVE ESSAY

REVISION:
✓ Features and skills of each genre
✓ The Writing Process revisited
Refer to Term 1, Week 1 lesson for information on the argumentative and discursive essay genres and
the process writing cycle.

NEW FOCUS:
✓ Further clarity on each genre
✓ Differentiate between an argumentative essay and a discursive essay

Term 2 Week 3

Recapping the Argumentative Essay

In an argumentative essay, you as the writer, should have a specific

opinion or viewpoint and argue or defend or motivate your position.
You should also make sure that your opinion is made clear
throughout the essay.
Remember that this is a subjective essay in which you try to convince
the reader to believe what you are saying. The reader must be
convinced to share your point of view.
By subjective we mean, ‘influenced by emotions or opinions’; also
one-sided or biased.
It is better when you write an argumentative essay that you have
experience in the topic. It is very difficult to argue an issue or topic if
you do not have much knowledge or first-hand knowledge of it.

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In summary:

Consider the following when writing an argumentative essay:

✓ You must begin the essay with your view of the topic in an original
and striking manner.
✓ You must give a range of arguments to support and substantiate
your point/points of view.
✓ Should you use any figures of speech, make sure that it is done in
original ways.

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✓ Use transition words to link your sentences and to create a flow in

your argument.

✓ You should provide a counter argument if applicable or necessary.

Below you will find some examples of the STRUCTURE of an argumentative

essay. Whichever example you choose, you will be able to write a good
argumentative essay if you plan well and follow the guidelines provided.

EXAMPLE A:

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EXAMPLE B:

EXAMPLE C:

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EXAMPLE D:

Let us pause now and reflect: by the third week of Term 2, you will have
mastered the art of writing the argumentative essay.

Yes or No? Answer: ……………….

We now move on to the partner of the argumentative essay, which is

the Discursive essay

Recall from Week 1, Term 1:

Please go back to Term 1, Week 1 to recall what was done regarding the
discursive writing essay. Now read further:

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Week 4 The Discursive Essay

The discursive essay's objective and aim is to

give a balanced view of both sides of an
argument

You have to consider various aspects of the

topic under discussion and present OPPOSING
views impartially

You 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.

FURTHER CLARITY:

Going deeper into understanding what discursive essays are:

➢ You must be able to understand and reflect both sides of the

argument in an impartial and well-informed manner.
➢ You must be lucid, rational and objective.
➢ Calm, well-reasoned and well-supported statements must be made.
➢ Your tone must be unemotional and convincing without being
condescending or patronising.
➢ You may give an indication of your opinion at the end of your essay,
but this should only be done in the conclusion.

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Now let us learn something about STRUCTURING the essay. See the
many examples below and select one to write your essay:

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EXAMPLE A:

EXAMPLE B:

EXAMPLE 3:

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 Homework Booklet Gr 11 Term 1-4

EXAMPLE 4:

Finally, PREPARING AND PLANNING your discursive essay:

You can use a template like the one below to plan for your discursive
essay.

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Complete the following activity.

Term 2 Weeks 3 – 4 Activity 1
Instructions:
• Write an essay of between 350 to 40 words on ONE of the following
topics.

• Write down the NUMBER and TITLE/HEADING of your essay.

• You must plan (e.g. using a mind map/ diagram/ flow chart key
words), edit and proofread your work.

• The plan must appear BEFORE your essay.

• All planning must be indicated as such. It is advisable to draw a line

through all planning.

• Refer to the rubric to see how you will be assessed.

Total: [50]
Check:
o Did you select a topic you have knowledge on or at least some
personal experience in?
o Did you plan for your discursive essay?
o Did you read through the dos and donts?
o Did you give both points of view of the topic?
o Did you make clear in your final paragraph/conclusion your
standpoint?
If you answered yes to all the above questions, Congratulations!!!!!!!!!!

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Now, before we conclude, let us do a quick recap on the differences

between an argumentative essay and a discursive essay.

❖ In an argumentative essay, you present one point of view about a topic.

You open your essay with a boldly expressed point of view and then
present your arguments in the rest of the essay with proof and examples.
You try to convince the reader to believe emphatically what you are
saying.

❖ In a discursive essay, you present a balanced discussion of a subject

considering both sides, advantages, and disadvantages of the argument
and finally your own point of view as a logical conclusion.

Study/examine the following visuals:

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Term 2 Weeks 3 – 4 Activity 2

A mental test:

Look at the following topics and decide which is an argumentative and

which a discursive. Write an Arg or a Disc next to it.

TOPICS:
1. Parents should be held legally responsible for their children’s actions.
2. Parents and teenagers do not share the same ideas about
technology.
3. Hate speech is covered by freedom of speech.
4. Social Media kills creativity.
5. The future of South Africa depends on its youth.
6. Learners should be able to choose their own prescribed books for
literature.

REMEMBER: PRACTICE MAKES PERFECT: so select a topic

from those above and write either an argumentative or discursive
essay. The more you practice writing, the better you will become.

This concludes weeks 3 and 4 lesson on the writing of argumentative

and discursive essays.

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 3&4

CRITICAL LANGUAGE AWARENESS

Topic

ATP PARTS OF SPEECH: ADJECTIVES

• Adjectives define, describe, illustrate or in some way give more information about nouns.
They give more information to create interest in a sentence.
The well-dressed lawyer expected to win the court case.
• Adjectives can be expressed in different degrees of intensity. The three degrees of
comparison are called positive, comparative and superlative.
Good – better – best
- -er or -est is added when the adjective consists of one syllable
Green – greener - greenest
- When the adjective has two or more syllables one would use more and most
Beautiful – more beautiful – most beautiful
- Some are irregular
bad – worse – worst
• When two or more adjectives are used together to describe a single noun, they are usually
separated by a comma
It was a long, tiring week.
• When the first adjective expresses an opinion that you want to emphasise, and the second
one expresses a fact, the comma is left out.
He is an interesting old man.
• The adjectives each and every must be used with a singular verb.
Each member of the group is given a T-shirt
Each of them was given a T-shirt
Every one of the members was given a T-shirt.

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Term 2 Weeks 3 – 4 Activity 3

Read the paragraph and then answer the questions.

About a month ago, I – like millions of other people worldwide – saw the clip of ‘Putin’s Palace’, the
obscene mansion built for him on the Black Sea, although he denies it, of course. The tasteless pile
of concrete features a full-sized subterranean ice-hockey rink, as well as the usual movie houses,
salons, hookah bar with stripper pole, and casino. Just your regular beach cottage, then.

1. Write down five adjectives from the paragraph. (5)

2. Write down the degrees of comparison for ‘obscene’ (2)
3. Write down the opposite of ‘tasteless’ using an appropriate suffix. (1)
4. Write down the opposite of ‘full-sized’ in line 3. (1)
5. Write down the correct form of the word in brackets:
Each of the features in Putin’s mansion (to be) carefully selected. (1)
(10)

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 3-4

CRITICAL LANGUAGE AWARENESS

Topic

ATP PARTS OF SPEECH: ADVERBS

An adverb gives more information about the verb in a sentence.

• How, where and when – adverbs of manner, place and time.

He climbed the stairs slowly.
Weeds grow everywhere.
Our parcels arrived yesterday.
• Degree
The children complained excessively.
• Reason
Therefore, we decided to go home.

Term 2 Weeks 3 – 4 Activity 4

Read the paragraphs and answer the questions that follow:

Yesterday I read that soccer player Lionel Messi’s contract with Barcelona FC (from June 2017 to
June this year) is worth about $672 million. He is reportedly furious that the story leaked. I think the
appropriate emotion would be ‘ashamed’.
This is all just crazy, isn’t it? Another level of insanity in a world where, since Covid-19, the 660
richest people on the planet have got richer by a total of $1.1 trillion (that works out to about $1.5
billion each).

1. Write down two adverbs from the paragraphs. (2)

2. Rewrite the following words as adverbs:
2.1. Appropriate
2.2. Insanity (2)
3. Write down the correct form of the word in brackets:
3.1. Lionel Messi is (rich) compensated for his talent as soccer player. (1)
3.2. Lionel Messi reacted (furious) to his story being leaked to the press. (1)
(10)

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 5&6

Topic WRITING AND PRESENTING: CREATIVE WRITING – TRANSACTIONAL TEXTS

ATP TRANSACTIONAL WRITING: CV AND COVERING LETTER

Creative writing
Term 2 Weeks Transactional Texts: CV and Covering Letter
5&6

REMINDER:

Please refer to the notes given in Week 1 on the Writing Process and terminology used when
completing the transactional writing tasks.

RECAP:
Please refer to the notes given in Weeks 2 & 3 of Term 1 on Formal Letters.

MOVING FORWARD

➢ In weeks 2 & 3 you learnt about the different types of FORMAL letters.
➢ In weeks 5 & 6 of Term 2, you are going to focus on another type of formal letter i.e. the covering
letter. But first, you are going to learn to write a CV.
➢ When sending in a CV, it must be accompanied by a COVERING LETTER.
➢ The format of the letter will be the same as for other formal letters.
➢ Your purpose, tone and register should now be aligned to suit the covering letter that will accompany
the CV.

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WHAT IS A CURRICULUM VITAE OR A CV?

• A Curriculum Vitae (CV) is a document (usually 1-2 pages) highlighting information about you
pertinent to the job you are applying for.
• It helps employers to decide whether your experience and skills match what they are looking for in
an employee.
• It is usually a doorway to an interview.

WHAT IS THE PURPOSE OF A CV?

To convince an employer that you are worth interviewing for the advertised post.

WHAT IS AN EMPLOYER LOOKING FOR IN AN EMPLOYEE?

• Relevant experience, skills and qualifications

• Social skills
• Reliability (it is no good being perfect for the job if you are not a reliable person)
• How well you communicate, including structure, grammar, spelling and punctuation (and here your
CV and covering letter will be the first clue, so ensure that you have no errors)
• Your attention to detail.

SHOULD A CV BE THE SAME FOR ALL JOBS APPLIED FOR?

• No, your CV needs to be changed so that it is completely relevant to the job you are applying for.
• Your skills and experiences must match those required for the job.

HOW DO YOU BEGIN WRITING A CV?

• First research the job and the position. You can find the information on the advertisement.
• If you are writing the CV out of an examination or test situation e.g. doing it for class work or
homework, you can go further and read all you can about the position and about the company.
• You can find the information online and in newspapers.

WHAT INFORMATION SHOULD BE INCLUDED IN A CV?

1. Contact details: Your name, address, phone number and email address. You could put this in the
header to save space.
2. Personal Statement (Optional): A short (3 or 4 sentence) summary about yourself including a few
skills related to the job you are applying for. This is very important especially when employers have
many applications to deal with; then this can grab their attention.
3. Education and training:(Use bullet points) Show the highest educational level you have reached,
where and when you studied.

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4. Work history:(Use bullet points) List your present and past employment starting with the most recent
experience. Include job title, employer's name and location, dates of employment, a description of
your responsibilities and duties, and a description of your achievements in each position.
5. Skills: Read the job advertisement very carefully to see what skills are required and indicate your
skills in relation to this and show when you have used these skills if possible. In other words, you
want to offer "proof" or “evidence” that you have these skills.
6. Other skills: Include your other skills that are related to the job.
7. Referees:(See instructions on job advert) If requested, list referees who can give details of your
experience and comment on your personal qualities. Include each referee's name, title, employer,
work phone number and email address, and briefly explain how they know you. (In real life situation
when you apply for a job, you must be sure to ask permission from referees you have selected to
list and make sure they are comfortable with recommending you, or you may inform them that your
references will be supplied on request.) However, make sure that you do have people who will be
your referee.

CREATING YOUR CV
• You are now ready to write your CV.
• Remember, the purpose of the CV is to encourage the recruiter to call you for an interview.
• Your CV will be crucial in getting you that interview.

TAKE NOTE:
1. The Curriculum Vitae (CV) should make a strong first impression if a potential
employee/candidate wishes to be considered seriously for any job vacancy or position.
2. The Curriculum Vitae should:
➢ Present information clearly and objectively
➢ be concise
➢ avoid using slang, colloquial language, jargon

Remember you can write a CV and apply for a job whether you have experience or not. But as a
learner, you may not have much work experience, except if you have worked in holiday jobs.

HOW TO WRITE UP A CV WITH NO WORK EXPERIENCE?

Use the same format as given earlier in this lesson but remember the following:

o Structure your document properly. Use the right formatting and elements.
o Present your relevant experience. ...
o Use the right keywords. ...
o Add information on your education. ...
o List your key skills. ...
o Add extra resume sections. ...
o Write a compelling objective. ...
o Compose a cover letter.

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RECAP IN SUMMARY:
Features of the CV

Text type Purpose Text structure Language features

Curriculum vitae To provide a ✓ Personal ✓ Concise – not more than
(CV) summary of a details: name, two pages
person’s life and date of birth, ✓ Headings and bullets
qualifications nationality, ID ✓ Formal and direct in style
number,
address, etc.
✓ Formal
qualifications,
e.g. grades
passed; other
school
achievements
✓ Work
experience (if
applicable)
✓ Hobbies and
interests
✓ Referees
✓ Design and
layout are
important

Below follows a CV template which also serves as an example of how a CV may be presented:

CV TEMPLATE
[For purposes of your transactional text, the length of the CV should be no more than 1 page.
However in a real-life situation, the length should be 2 pages.]

Email address Street address 1

Telephone number City
[Insert Contact details in the header to remove clutter from the CV]

1. PERSONAL PROFILE (OPTIONAL)

A brief summary (3-4 sentences) about yourself. Relate it to the current job you're
applying for and include a few key skills that you feel you possess.

2. EDUCATION AND TRAINING

This is a summary of your education and relevant training history, starting with your
most recent studies.

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Date, Qualification, some detail.

3. WORK EXPERIENCE:
[If you've worked in many places, you could list related jobs under "Relevant Work
Experience" and list the other jobs under "Other Work Experience".]
Start with your most recent job and work backwards, listing:

➢ The name of the employer

➢ Your job title/s
➢ The dates you worked there
➢ Your duties and responsibilities
➢ Any major achievements while you worked there
➢ Demonstrate how well you are suited for the job you are applying for. Emphasise the
skills asked for by the employer.

4. SKILLS
[Give examples of how you acquired the skills. Bullet points in your CV make it easier to
read.]

You must remember to relate your skills to the job requirements for which you are applying.
Here are some examples.
➢ Languages spoken
➢ Leadership and teamwork
➢ Conscientious
➢ Confident
➢ Resilient

5. REFEREES
References are available upon request. -

OR

Full name including title, Position, Company

Phone number
e-mail address

Now that you have understood what a CV is and how we should write a CV, let us look at the writing of the
covering letter. Remember that at the beginning of this lesson, we did say that a CV must be accompanied
by a covering letter. A covering letter is also known as a cover letter.

Below you will find information on:

• what is a covering letter, and
• guidelines on how to write a covering letter.

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You have already learnt how to write formal letters, so this should not be too difficult for you to do. However,
remember that the covering letter will be linked to the job for which you are applying and to what you have
indicated in the CV about yourself.

WRITING A COVERING LETTER

1. WHAT IS THE AIM OF THE COVERING LETTER?

▪ A covering letter is not just a summary of your CV.

▪ Some prospective employers shortlist candidates directly from the covering letters.
▪ SO, the aim of your covering letter is to convince the prospective employer to find out more about
you, by reading your CV and calling you for an interview.
▪ A covering letter is your opportunity to let the prospective employer know that you have the skills,
qualifications and experience to do the job.
▪ If your covering letter doesn’t grab the prospective employer’s attention, they may not even look at
your CV.
▪ Prospective employers/recruiters say that they spend between 20 to 30 seconds on your covering
letter.

2. WHAT IS AN EMPLOYER LOOKING FOR IN YOUR COVERING LETTER?

An employer looks for:

• how well you communicate, including structure, grammar, spelling and punctuation
• your experience, skills and qualifications
• your professionalism and attention to detail

3. WHAT DO YOU PUT IN YOUR COVERING LETTER?

1. Your contact details

2. Date
3. Name and address of the contact person
4. Salutation: Dear Mr/Ms last name, (e.g., Dear Mr Smith) or Dear Sir/Madam. (If you don't know
their name)
5. First paragraph: State why you are writing and give the reader a reason to read on. State which
position you are applying for (giving a reference number if applicable), mention how you found out
about the vacancy and briefly explain why you are interested in the position.
6. Second paragraph: Show that you can do the job by matching your experience, skills, and
qualifications with what the employer has asked for.
7. Third paragraph: Tell them why they would want you. Summarise your strengths and skills that
they are looking for from the job description). Prove that you have these skills by explaining how
you developed them.
8. Fourth paragraph: Indicate that you would welcome the opportunity for an interview. Indicate if you
are going to follow up with a call and when you will call. Mention any dates that you might not be
available for an interview. Thank the employer for their consideration.

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9. Closing: Use sincerely if you have used the Employer's name in the salutation or faithfully if you
haven't put in a name. However, it is preferable to use ‘Yours faithfully’.

4. THINGS TO CHECK IN YOUR COVERING LETTER

• Check your covering letter carefully for spelling, punctuation, grammar and typing errors. Correct
the errors.
• It helps to get a friend/peer/classmate to look at it as well, except of course if you are writing under
test or examination conditions.
• Check the job advertisement again to ensure you haven't forgotten anything.

EXAMPLE OF A COVERING LETTER

Street Address Line 1

City
Postal Code
Date

Employer’s Name
Title
Company Name
Address Line 1
City
Postal Code

Dear Mr/Ms Surname

or
Dear Sir/Madam

Application for Insert Job title

Paragraph 1
• State why you are writing. -
• How did you learn about the position and organisation?
(e.g. I am applying for the position of Job title which was advertised in…….)

Paragraph 2
• Why are you interested in that company or the type of work that the company does?
(Refer to your research on the company and the position to show that you do know about the
company or the position.)

Paragraph 3
• Tell them why they would want you.
• Summarise your strengths and skills that they are looking for. (From the job
description)
“Prove” that you have these skills by explaining how you developed them.

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Paragraph 4
• Indicate that you would welcome the opportunity for an interview.
• Indicate if you are going to follow up with a call and when you will call.
• Mention any dates that you might not be available for an interview.
• Thank the employer for their consideration.

Yours faithfully
Name Surname

Complete the following activity.

Term 2 Weeks 5 – 6 Activity 1

Instructions:
• Respond to the following topic.
• The BODY of your answer should be 180-200 words in length.
• Pay careful attention to the following: Audience, register, tone and
style.
• Choice of words and language structures
• Format.
• You must plan (e.g. using a mind map/ diagram/ flow chart key
words), edit and proofread your work.
• The plan must appear BEFORE your response
• All planning must be indicated as such. It is advisable to draw a
line through all planning.
• Refer to the rubric to see how you will be assessed.

Topic:
Read the following advertisement and write a CV and a covering letter
in response:

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NOW HIRING
Are you organised, team oriented, energetic and driven?
If so, apply today.
We are looking for
cashiers, typists, front desk clerks, telephone operators,
receptionists
REQUIREMENTS:
❖ Male/female, 15 -20 years old, with or without experience,
although some working experience in these fields will be a
bonus
❖ Can perform jobs such as filing, answering the phone and
taking notes
❖ Must be computer literate (MS Word, MS Excel)
❖ Must be prepared to work hard and obey instructions
❖ Must have good oral and written communication skills
❖ Confident and trainable
❖ Ready to work with other people
If you fit into any of these positions, then submit your CV and
Covering Letter (application) to:

Pick, Pack and Pay

The Manager, Mr Johannes Mokoena, 712 Eloff Street,
Braamhof, 5612

[25 marks]

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 5-6

CRITICAL LANGUAGE AWARENESS

Topic

ATP PARTS OF SPEECH: CONJUNCTIONS

• Conjunctions are joining words.

• The most common conjunctions are : for, when, and, nor, but, or, yet and so.
• They are called coordinating conjunctions and join elements of equal grammatical value.
Snow and sleet covered the roads. (connects nouns)
The train was fast and comfortable (connects adjectives)
The traffic moved slowly but steadily (connects adverbs)
The rocket shot off the pad and into the air. (connects prepositional phrases)
We could take a walk or go for a swim. (connects predicates)
The weather report said ‘rain’ but the sun is shining brightly. (connects clauses)

• For is used as a coordinating conjunction only between clauses.

• Nor is used only when it is preceded by another negative word
The Senator ended her speech, for it was clear they bill would pass.
Betty did not have her skis, nor did she have her skates.

• Correlative conjunctions are coordinating conjunctions that work in pairs to join sentence
elements of equal grammatical value.
Both … and; not…but; not only … but also; either … or; neither … nor; if … then
Some cats are not only independent but also aloof.
Both Laurel and her brother made the team.
Neither the mayor nor his assistant would comment on the report.
We must decide either to stand firm or to compromise.

• Subordinating conjunctions are used to establish relationship between the less important
(subordinate) clause and the more important main (independent) clause in a sentence.
• They show relationship of time, place, cause, result, exception, condition and
alternative.
After as though provided till whenever
Although because since unless where

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As before so that until wherever

As if if than whatever while
As long as in order that though when

Term 2 Weeks 5 – 6 Activity 1

Read the paragraph and then answer the questions that follow:

What I find even more offensive than the utterly ludicrous sums of money being tossed around here
is a) the recipients’ total lack of shame, and b) that they get away with it.
I would love Mercedes to say, ‘Thanks, Lewis, but actually we’ve decided to give George Russell a
chance. Good luck! Wouldn’t that be great? I’m sure, given how so many people feel about the
unacceptable and increasing divide between rich and poor, that a stand like that would benefit
Mercedes far more than signing sensitive old Lewis Hamilton again would.

1. Rewrite the first sentence of this paragraph using the conjunctions ‘not only…. but also. (2)
2. Combine the sentences using the conjunction ‘while’
2.1. Lewis Hamilton lives in luxury. George Russell struggles to survive. (2)
2.2. The rich share their money. Poverty is alleviated. (If) (2)
2.3. Mercedes signed George Russell. He gave money to a worthy charity organisation.
(After) (2)
2.4. The charity benefited. Mercedes benefited. (both …. and) (2)
(10)

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 7-8

CRITICAL LANGUAGE AWARENESS

Topic

ATP PARTS OF SPEECH: PREPOSITIONS

Prepositions indicate position, time, movement, or direction e.g. about, behind, during, from, in, on,
around, to, up, with.
• Prepositions are always followed by a noun, noun phrase or a pronoun, which is called the object
of the preposition.
The girl sits on a chair.
Prepositions are used to indicate position or space, time, and movement.

SPACE TIME MOVEMEN10

Above, across, after, along, After, afterwards, ago, as, at, Across, along, around, down,
at, below, beneath, beyond, before, between, beyond, by, into, off, onto, past, round,
from, in, into, off, on, onto, during, for, from, in, into, on, through, to, towards, up
out, over, past, through, to, since, throughout, towards,
under until

• Simple prepositions help to locate things in time and space, and to indicate movement:
After we arrived, the lion crept towards the deer under the tree.
(Oxford English Grammar; The Advanced Guide)

Term 2 Weeks 7 – 8 Activity 1

Read the paragraphs and answer the questions:

I’d love Mercedes to say, ‘Thanks, Lewis, but actually we’ve decided to give George Russell a
chance. Good luck! Wouldn’t that be great? I’m sure, given how so many people feel 1.1________
the unacceptable and increasing divide 1.2. _______ rich and poor, that a stand like that would
benefit Mercedes far more than signing sensitive old Lewis Hamilton again would.
More than anything else, though, I wonder what’s happened 1.3. __ the notion of ‘enough’. Why do
We no longer know when we’ve had, or got, enough?
Please send any thoughts – I really would love 1.4. ___ know.

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1.5. __ the meantime, I hope you all have a very happy Easter, complete 1.6. __
masses 1.7. __ family and friends, as well as just enough Easter eggs!

2. Write down appropriate prepositions in the blank spaces numbered 1.1. to 1.7. (7)

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 7&8

Topic
LANGUAGE IN CONTEXT

ATP SENTENCES

FUNCTION OF SENTENCES
Sentence Type Example
Statement The boy plays soccer
Question Does the boy play soccer?
What does the boy play?
Who plays soccer?
Exclamation The boy plays soccer.
Command Play!

STRUCTURE
TYPE EXAMPLE
Simple sentence
• It contains one main The boy plays soccer
clause
The compound sentence
• It contains two or
more co-ordinate The boy plays rugby and tennis.
main clauses but no
subordinate clauses
The complex sentence
• It contains one main
clause and one or The boy plays rugby at the weekend.
more subordinate The boy with the dark hair plays rugby at the weekend
clauses
The complex compound
sentence
• The complex The boy with the dark hair plays rugby at the weekend but he prefers to
compound sentence play tennis during the week.
combines
characteristics of the
previous two; it has
two or more main
clauses and at least
one subordinate
clause.

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SENTENCE ARRANGEMENT
Type Definition & Example
The loose sentence • The main clause is at the beginning
• It provides information
• It contributes to clear comprehension.
The sun sets in the west no matter where you are.
The periodic sentence • The main clause is at the end.
• It creates tension and excitement.
The backpacking party was convinced that they were lost, but at least
one thing made them feel better – they knew that the sun always sets
in the west.
The mixed sentence • The main clause is placed somewhere between the beginning and the
end.
• It provides a more interesting construction but without the complexity
of the full periodic sentence.
The members of the hiking party felt a sense of fear even though they
knew that the sun always sets in the west, the clouds made it difficult
to see the yellow orb in the dimming light.

The balanced sentence • It contains two or more main points, arranged in such a way that each
has equal emphasis and importance
• It creates a sense of order.
The hiking party felt anxious about getting lost, as the light was
dimming, but luckily, they knew that the sun always sets in the west
and at least the leader had a compass.

X-Kit Essential Reference English; Pearson, Hendry et al; 2010

Oxford English Grammar: the advanced guide; Hathorn et al; 2019
Building English Skills: Blue Level Revised Edition; McDougal, Littell & Company 1981

Term 2 Weeks 7 – 8 Activity 2

Combine the following simple sentences to create a compound sentence.

1. It rained for three days. The streets in my neighbourhood flooded.

2. I got to ball practice late. I forgot to set my alarm.

3. Kyle completed his homework. He put it in his binder.

4. Luke mowed the lawn. He earned ten dollars.

5. I stayed up late last night. I am tired today.

6. Neil doesn't like seafood. He doesn't like cabbage.

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7. My pencil was broken. I borrowed one from Jake.

8. I like apples. I like pears more.

9. Eight people got into the elevator. It was crowded. Three people got off.

10. Georgia gathered the pictures. She could arrange them in a special album for her family.

Term 2 Weeks 7 – 8 Activity 3

The following sentences are either a simple sentence, a compound sentence, a complex sentence,
or a compound/complex sentence. Identify the sentences telling what kind each is and by providing a
reason for your choice.

1. Jim and his friend Ryan had planned to return to Canada.

2. Although we searched everywhere, Curtis could find no trace of his shoes.
3. Alaina wrote an original poem, and her mother corrected her spelling.
4. Since he was entrusted with the secret, Fred became very serious, and he was no
longer a practical joker.
5. The real story is that he was injured while he was hiking.
6. None of the other jurors asked me to change my mind.
7. Barbara and Jeanne whispered and giggled all night.
8. That he is my cousin cannot be denied.
9. The boy who is speaking is my brother, and he will be staying with us.
10. I know you don't like him, but that doesn't matter.

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 7&8

Topic WRITING AND PRESENTING: CREATIVE WRITING – TRANSACTIONAL TEXTS

ATP TRANSACTIONAL WRITING: MAGAZINE ARTICLE

Creative writing
Term 2 Weeks Transactional Texts: Magazine Article
7&8

REMINDERS:

Please refer to the notes given in Week 1 on the Writing Process and terminology used when
completing the transactional writing tasks.

MOVING FORWARD
In Weeks 7 and 8, you are going to learn how to write a MAGAZINE ARTICLE.

YOU WILL ALSO NEED TO BE CLEAR ABOUT:

o The article’s PURPOSE
o The article’s AUDIENCE
o The required FORMAT

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1. WHAT IS AN ARTICLE?
It is a piece of writing usually intended for publication in a newspaper, magazine or journal.
It is written for a wide audience, so it is essential to attract and retain the readers’ attention.
It may include amusing stories, depending on the target audience.
It should be written in an interesting or entertaining manner.
It should give opinions and thoughts, as well as facts.
It is in a less formal style than a report.

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2. WHAT IS THE PURPOSE OF A MAGAZINE ARTICLE?

✓ The question set by your teacher for classwork, homework, tests or examinations will tell
you what the purpose of the magazine article is.
✓ A magazine article is usually intended to inform, educate, engage, persuade, convince and
entertain among other purposes.
✓ Depending on the topic, the magazine article should provide you, the writer, with an
opportunity:
to give your opinion/view/arguments for and against the topic,
to deal with problems and solutions,
to give advice and
to make suggestions/recommendations/provide solutions.

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5. WHO IS THE AUDIENCE OF A MAGAZINE ARTICLE?

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6. WHAT IS THE FORMAT OF A MAGAZINE ARTICLE?

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FORMAT OF A MAGAZINE ARTICLE

TITLE
▪ Make it interesting and Capitalize the title!
Which is more interesting: How to Prepare for Exams OR Exam
Nerves Cure
▪ Contrast Opposite Images;
Summer Holidays Loom
▪ Play with Punctuation:
TV: The Teenager’s Viewpoint
TV – A Teenage View
▪ INTRODUCTION: Create interest and make it personal!
Start one of three ways:
Question: Are you one of the many students with exam nerves?
Quotation: Alec Bourne once said, “It is possible to store the mind
with a million facts and still be entirely uneducated.”
Broad Statement: Many students are self-confessed couch
potatoes!

7. WHAT POINTS SHOULD YOU REMEMBER WHEN WRITING A MAGAZINE ARTICLE?

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➢ The title/heading must be short, catchy and attractive so that you can get your readers
interested from the beginning.
➢ Include a sub-title. The sub-title indicates what the subject of the article really is.
➢ Names, places, times, positions and any other necessary details should be included
in the article.
➢ Your magazine article should stimulate interest and, like an advertisement,
encourage the reader to use the product or service.
➢ Remember that you are writing for a specific target audience. Your target audience
will be determined by not only the topic, but also by the type of magazine you are
writing for. Therefore:
o Your register and language usage will be determined also by the topic and
the target audience.
o Generally, the register should be informal. However, this also depends on the
topic and the seriousness or otherwise of the magazine article. It will also
depend on who your target audience is.
o Your language usage should be formal. Avoid colloquialisms and
contractions, use of slang. Again, this will depend on the topic and nature of
the magazine article.
o Your use of TONE should be conversational. But again, take your cue for
TONE from the topic and the nature of the magazine article.
➢ As a writer, you should have your own personal style. You should be speaking
directly to the reader.
➢ Your style can be descriptive and figurative, appealing to the imagination of the
readers.
➢ Choose a neutral or informal style depending on the topic and nature of the
magazine/article.
➢ Ask direct questions to get the readers’ attention.
➢ Divide your ideas into paragraphs.
➢ Ensure that your paragraphs are kept short. Long paragraphs may discourage your
readers from continuing to read the article and may not sustain the interest of the
reader.
➢ Give a real-life example or talk about personal experience.
➢ If you can include pictures or captions, then do so. It will enhance the article.

Sources: https://learnenglishteens.britishcouncil.org/skills/writing
KZN Writing booklet

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8. AN EXAMPLE OF A MAGAZINE ARTICLE

Below follows an example of a magazine article:

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9. Complete the following activity.

Term 2 Weeks 7 – 8 Activity 4
Instructions:
• Respond to the following topic.
• The BODY of your answer should be 180-200 words in length.
• Pay careful attention to the following: Audience, register, tone and
style.
• Choice of words and language structures
• Format.
• You must plan (e.g. using a mind map/ diagram/ flow chart key
words), edit and proofread your work.
• The plan must appear BEFORE your response
• All planning must be indicated as such. It is advisable to draw a
line through all planning.
• Refer to the rubric to see how you will be assessed.

Topic:
Read the following question and write a magazine article using
guidelines provided

In recent times we are reading that more and more South Africans, and
indeed more and more people across the world are falling into depression.

Using the above picture as a springboard, write a magazine article on what

you think could be done to achieve happiness.

Entitle your magazine article: ACHIEVING HAPPINESS

You may also provide your own title if you so wish.

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[25 marks]

OR

You and your classmates have had a difficult time adjusting to the new
regulations around COVID 19. You have also sensed that many of your
peers at school are having the same problem. You want to lighten the
situation for your classmates and your fellow school mates.

At the end of Term 1, your school will be releasing the Term 1 magazine.
Using the above picture as a springboard, write an article for your school
magazine which helps learners at your school to refocus their energies into
enjoying school life.

[25 marks]
OR

Write a magazine article for the monthly publication LIFELINE using the
above quotation and image as a springboard.
[25 marks]

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In closing, here is motivation to continue writing:

and for when you start publishing, find more advice in the next image.

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE WEEKS 7-8

TOPIC READING AND VIEWING – LITERATURE STUDY (POETRY)

ATP POETRY – WRITING THE POETRY ESSAY

ACTIVITY 6: LITERATURE STUDY

POETRY ESSAY

In the examination, Paper 2, SECTION A - POETRY constitutes 30 marks: 20 marks for prescribed
poetry and 10 marks for the compulsory unseen poem. You are required to answer TWO questions
on the prescribed poetry: EITHER the essay question and a set of contextual questions OR two sets
of contextual questions. Further, you do not have to memorise the poem. Although the text of the poem
will be provided in the question paper, you do need to know what the poem is about in its entirety. If
you can explain each of the prescribed poems from merely seeing its text (or title), without study notes,
then you know your poetry. Also, it is advisable to draft an essay outline (covering as many poetic
devices as possible relevant to the poem) for EACH prescribed poem, as one of these will be
examined.
While the following is a suggested list of poems, selected from the prescribed anthology Poems
from All Over, a study of 10 poems is required.
16. Sonnet 130 (William Shakespeare)
17. London, 1802 (William Wordsworth)
18. Mid-term Break (Seamus Heaney)
19. Eating Poetry (Mark Strand)
20. Amagoduka at Glencoe Station (Mbuyiseni Oswald Mtshali)
21. The Hug (Thom Gunn)
22. The Man (Seitlhamo Motsapi)
23. Weather Eye (Isobel Dixon)
24. Freetown (Ogaga Ifowodo)
25. Tomorrow’s Daughters (Lebogang Mashile)
26. A Far Cry From Africa (Derek Walcott)
27. Those Winter Sundays (Robert Hayden)
28. Anthem for Doomed Youth (Wilfred Owen)
29. Da same da same (Sipho Sipamla)
30. Random Notes to My Son (Keorapetse Kgositsile)

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The poetry essay question is constructed as follows:

(i) A topic or problem statement is given.
(ii) The instruction or question statement will require you to discuss, argue or explain the topic
(problem statement) with close reference to at least three poetic devices. These will be stated in
the question/instruction and may be devices most prominent and evident in the poem.
(iii) Ensuring that you appropriately refer to ALL three poetic devices, as required, may achieve at
least 4/6 marks for CONTENT. (Refer to the given marking rubric for the Poetry Essay.)
(iv) The required length of the poetry essay is 200-250 words.
(v) The poetry essay is usually question 3 of SECTION A in Paper 2.

POETIC DEVICES / TERMS

Here is a list of poetic devices which you may be required to discuss in the poetry essay.
Theme(s):
This is the main idea(s) presented in a poem. It is sometimes also equated with the meaning or sense
of piece of writing.
Intention:
The reason / purpose the poet had for writing his poem. The poet may want to express love, express
hatred/scorn, incite, warn, protest, criticise, praise, evoke sympathy, persuade, incite, flatter, express
admiration, defend, enrage the reader, mock a situation or person or event
Style:
It refers to how the poem is written. The following words are helpful to describe/state the poet’s style:
• colloquial / conversational
• emotive / factual / sensational
• humorous / idiomatic
• succinct / terse
• technical / clichéd
Diction:
This refers to the poet’s choice of words. Every word used by the poet enhances his intention and creates
a mood and affects the style of the poem.
Form / Structure:
It is the structure of the poem. It may be rigid and prescribed or loose and undefined.
Rhythm:
Rhythm is the flow of words or ‘beat’ in a poem.
Rhyme:
It is the repetition of similar sounds.

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Imagery:
It is the use of words that creates a picture in our minds and appeals to our senses. This includes all
figures of speech and poetic devices. Imagery may be created through comparison (metaphor, simile or
personification) or sound (alliteration, assonance and onomatopoeia).
Figures of speech:
Words, phrases or expressions used in a manner other than their literal meaning in order to produce a
special effect. It is important to know how figures of speech work.
Mood:
Mood or feeling is a term used to refer to the atmosphere the poet creates. It is related to the tone.
Tone:
It is the manner (voice) in which the poet expresses his attitude towards the subject.
Examples of tone are:
• sincere
• humorous
• forceful
• critical
• sarcastic
• ironical
• loving
• sentimental
• joyful
• melancholy
• bitter
• mocking

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WRITING THE POETRY ESSAY

1. Analyse the instruction or question statement. This will help you to understand what it is you must
do.
1.1 Depending on the phrasing of the instruction or question statement, the poetry essay may be
written as any one of the following types of essay – PROVIDED you respond appropriately to
the instruction or question statement:
(i) Argumentative – showing your agreement OR disagreement with the viewpoint expressed in
the question statement,
(ii) Discursive – discussing the viewpoint expressed in the question statement OR
(iii) Expository – present evidence to support (or disprove) the viewpoint expressed in the
question statement.
1.2 Circle the action word in the instruction. This will be words like: discuss, explain, argue, etc.
This will determine the type of essay you should write.
1.3 Underline the three poetic devices you must refer to. These might already be highlighted in
bold type.
2. In the poem – as you normally do in class during a close analysis of a poem – label the supporting
examples of each of the poetic devices. Find AT LEAST ONE example for each poetic device.
3. Write an introduction. Use the topic or problem statement as the first sentence of the introduction.
You may rewrite the problem statement directly from the question paper. In the second sentence
of the introduction, state what the essay is about.
4. Write the body of the essay. Write one paragraph for each poetic device respectively.
5. Write a conclusion. In the first sentence state what the essay was about; i.e. what have you done
in the essay? The second sentence answers the question statement; i.e. was the problem statement
evident in the poem and how?
REMEMBER: you only have a maximum of 250 words. So, choose your words wisely.

EXAMPLE
On the next page is an example of a poetry essay question.
Notice carefully how the hints for writing the poetry essay, given above, have been followed.

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Term 2 Weeks 7 – 8 Activity 5

Read the poem below and then answer the question that follows.

DA SAME DA SAME - Sipho Sepamla

I doesn't care of you black

I doesn't care of you white
I doesn't care of you India
I doesn't care of you clearlink
if sometimes you Saus Afrika 5
you gotta big terrible, terrible
somewheres in yourselves

I mean for sure now

all da peoples is make like God
an' da God I knows for sure 10
He make avarybudy wit' one heart

for sure now dis heart go-go da same

dats for meaning to say
one man no diflent to anader

so now 15
you see a big terrible terrible stand here
how one man make anader man feel
da pain he doesn't feel hisself
for sure no dats da whole point

sometime you wanna know how I meaning for 20

is simple
when da nail of say da t'orn tree
scratch little bit little bit of da skin

I doesn't care of you black

I doesn't care of you white 25
I doesn't care of you India
I doesn't care of you clearlink
I mean for sure da skin
only one t'ing come for sure
an' da one t'ing for sure is red blood 30
dats for sure da same, da same for avarybudy

so for sure now

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you doesn't look anader man in de eye

The poem explores how all people are essentially the same.
With close reference to diction, style and tone, discuss to what extent this is evident in the poem.
Your response should take the form of a well-constructed essay of 200-250 words in length (about
ONE page).

ANALYSE THE QUESTION STATEMENT AND POEM

The poem explores how all people are essentially the same.] This is the topic or problem
statement. It will always be stated first.
With close reference to diction, style and tone, discuss to what extent this is evident in the
poem.
Your response should take the form of a well-constructed essay of 200-250 words in length
(about ONE page).

DA SAME DA SAME - Sipho Sepamla Style = poem written in

Pidgin English spoken in
I doesn't care of you black diction Jamaica
I doesn't care of you white
Style = repetition of phrase “I doesn’t care”
I doesn't care of you India emphasises poet’s disregard for racial divide,
I doesn't care of you clearlink i.e. poet considers people equally evident
if sometimes you Saus Afrika from phrase “all da peoples is make like God”
you gotta big terrible, terrible
Diction = poem sounds like it
somewheres in yourselves is being spoken / conversation
I mean for sure now
all da peoples is make like God
an' da God I knows for sure diction
He make avarybudy wit' one heart

for sure now dis heart go-go da same

dats for meaning to say diction
one man no diflent to anader
Tone = pleading
so now
you see a big terrible terrible stand here
how one man make anader man feel
da pain he doesn't feel hisself
for sure no dats da whole point

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INTRODUCTION

In the poem “Da Same Da Same”, the poet explores how all people are essentially the same. With
close reference to diction, style and tone, this essay will discuss to what extent this is evident in the
poem.

BODY

The diction of the poem is informal / colloquial in register, evident from words like “da same”,
“avarybudy”, “diflent” and “anader”. The language usage resembles the dialect spoken in Jamaica,
which is known as Pidgin English. This type of language usage enables people, without a common
language, to communicate.
The poem is written in a conversational style. People of different ethnicities / races can communicate
through this language variety. This shows people are essentially the same.
A pleading tone is achieved through the repetition of the phrases “I doesn’t care” which emphasises
his disregard for the racial divide. Rather, the poet longs to see people united as he expresses “I
mean for sure now all da peoples is make like God”.

CONCLUSION

Through close reference to the diction, style and tone of the poem, this essay has discussed how the
poet shows that all people are essentially the same.

NOTE:
1. When you write a poetry essay for assessment, there will not be any headings.
2. Although this is an example of writing a poetry essay, a more comprehensive set of notes for
this example is given in the solutions.
3. You may disagree with the problem statement (topic) given. However, you must show the
contrary by STILL referring closely to the set poetic devices and firmly base your argument in
the text / poem. It is usually easier to write an essay in agreement with the topic.

ACTIVITY

Complete the activity on the next page.

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Term 2 Weeks 7 – 8 Activity 6

Read the poem below and answer the question that follows.

SONNET 130 – William Shakespeare

My mistress' eyes are nothing like the sun;

Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damasked, red and white, 5
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound; 10
I grant I never saw a goddess go;
My mistress when she walks treads on the ground.
And yet, by heaven, I think my love as rare
As any she belied with false compare.
The poem is an expression of real love.
Discuss this statement with close reference to structure, imagery and tone.
Your response should take the form of a well-constructed essay of 200-250 words in length (about
ONE page).

Comprehensive notes for this essay are given in the solutions.

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RUBRIC FOR THE ASSESSMENT OF THE POETRY ESSAY

Assessment rubric Exceptional Skilful Moderate Elementary Inadequate

for literary essay: 5-6 4 3 2 0-1
Poetry (10 marks)
CONTENT -In-depth - Shows - Fair interpretation of - Unsatisfactory -No understanding of
Interpretation of interpretation of understanding and topic interpretation of the topic
topic. Depth of topic has interpreted topic - Some good points topic. -No reference to the
argument, -Range of striking well. in support of topic - Hardly any points in poem
justification and arguments; - Fairly detailed - Some arguments support of topic. -Learner has not
grasp of text. extensively response supported, but - Inadequate come to grips with
6 MARKS supported from poem -Sound arguments evidence is not understanding of genre and poem.
-Excellent given, but not all of always convincing. genre and poem.
understanding them as well -Basic understanding
of genre and poem motivated as they of genre and poem
could be.
-Understanding of
genre and poem.
STRUCTURE AND 4 3 2 1 0
LANGUAGE -Coherent structure -Clear structure and -Some evidence of - Structure shows - Poorly structured
Structure, logical flow -Arguments well- logical flow of structure faulty planning -Serious language
and presentation. structured and clearly argument - Essay lacks a well- - Arguments not errors and incorrect
Language, tone and developed. -Flow of argument structured flow of logically arranged style
style used in the -Language, tone and can be followed logic and coherence. - Language errors
essay style mature, -Language, tone & - Language errors evident
4 MARKS impressive, correct style largely correct minor; tone and style - Inappropriate tone
-Virtually error-free mostly appropriate & style
grammar, spelling
and punctuation

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 9 & 10

Topic WRITING AND PRESENTING: CREATIVE WRITING - TRANSACTIONAL WRITING

TRANSACTIONAL TEXT: OBITUARY

• Skills of writing an obituary
ATP • Examples of obituaries
• Difference between an obituary and a eulogy.
• Complete an Obituary.

TERM 2 Weeks 9 & 10

Creative writing: Transactional Text: Obituary

OBITUARY

1. WHAT IS AN OBITUARY?

▪ When someone dies, people like to remember them and how they lived their lives. Therefore, an
obituary is a notice of the passing on of someone known by the target audience.
▪ An obituary tells everybody about the person who has passed on.
▪ It tells us about all their achievements, when and where they were born and grew up, where they
lived and how and when they died.
▪ Over and above ‘formally’ announcing the death, it also sketches the cause of death as well as the
funeral arrangements.
▪ An obituary is always in print form – generally published in a newspaper if a very important person
or printed by families together with a collage of photographs.

2. HOW DO YOU STRUCTURE AN OBITUARY?

Below is an obituary format which you can follow:

▪ 1st paragraph: Begin with a paragraph about why the person is famous or what they were known
for.
▪ 2nd paragraph: start with when and where they born. Include the names of parents and any
siblings.
▪ 3rd paragraph: write about the person's early life, including their education.
▪ 4th paragraph: write about the person's early adulthood and career. Include details about their
personal life e.g. marriage, children.
▪ Last paragraph: Explain when and if known, how they passed away. Include dates. Don’t forget
to be respectful.
▪ Write about their remaining family and how their legacy lives on. This gives a positive ending to
the obituary.

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3. WHAT ASPECTS FORM PART OF THE OBITUARY?
The aspects below must be included:
➢ full name of the deceased
➢ date of birth, date of death
➢ where person was living at time of death
➢ birthplace
➢ key survivors and their names
➢ time, date, place of funeral
➢ a tribute

Some of the following may be included:

➢ cause of death
➢ biographical information
➢ Style and tone
➢ euphemisms may be used, e.g. passed away instead of died

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4. Basic Obituary Template
Name Surname: Full name and surname must be given
Year of birth – Year of death - Year of birth and death must correlate with age of person, e.g. a grandmother will
be different than a learner at school

Name and surname of deceased ...., age …, passed away on …(date) at … (place), due to …
(INSERT CAUSE OF DEATH IF APPROPRIATE)
Born in …(town/city), he was the son/daughter of …(parents). He/she attended… (school)/
graduated at … (University/CUT/ College). He/she was employed at … (place of work)
and worked as …. (job title).
He/she (name) was a member of (church /organisations/ groups/ committees/RCL).
Tribute is where you say positive things about deceased. Refer to the requirements in the paper, e.g. ‘sports’, then you
mention sport achievements or ‘person helped poor’ – give examples.

He /she enjoyed .... (hobbies/activities, etc).

Pay tribute (depending on what is asked in question paper)
He/she is survived by (wife/husband, children, grandchildren, etc.) (Be very careful to determine
this. If it is a child, then it will be parents and siblings. If a grandmother/grandfather, then there must be
grandchildren.)
The funeral service will be held on .... (date) at .... (time) at ....(place and address).
He/she (name) will be remembered for his/her ... (personality traits/things)

5. EXAMPLES OF OBITUARIES
5.1

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5.2

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 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

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6. DIFFERENCE BETWEEN AN OBITUARY AND A EULOGY

❖ At a minimum, an obituary is a notice in the newspaper of a death and funeral arrangements.

But it can be much more: a record of the extended family – both living and dead, a thank you to
those who helped, a request for memorial donations. Most importantly, an obituary can be a
compelling story of a life.
❖ A eulogy is a speech given at a memorial service in memory of the deceased that is heartfelt
and meaningful. It should capture the essence of the deceased. The best eulogies are brief
while being specific, as well as thoughtful and not without the occasional touch of humour.
❖ When you write an obituary, you must show an understanding of an obituary as opposed to a
eulogy.
❖ The best way to remember what the difference is between an obituary and a eulogy is that the
obituary is written and published either in a newspaper or in beautifully crafted copies handed
out at funerals or memorial services and a eulogy is a speech presented at the funeral.
❖ There are some common points which feature in both the obituary and eulogy but in essence
they are not the same.

Remember you do not study the writing of a eulogy; only that of an obituary. The only
reason the difference between an obituary and a eulogy is being highlighted here, is that many learners fail
to see the difference and always end up writing a eulogy instead of an obituary. This results in learners
obtaining poor marks for this question.

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7.

Complete the following activity.

Term 2 Weeks 9 – 10 Activity 1

INSTRUCTIONS:
• Respond to the following topic.
• The BODY of your answer should be 180-200 words in length.
• Pay careful attention to the following: Audience, register, tone and style.
• Choice of words and language structures/ Format.
• Write down the NUMBER and TITLE/Heading of the text you have chosen.
• You must plan (e.g. using a mind map/ diagram/ flow chart key words), edit and proofread your
work.
• The plan must appear BEFORE your response.
• All planning must be indicated as such. It is advisable to draw a line through all planning.
• Refer to the rubric to see how you will be assessed.

Topic:

A doctor, who has dedicated his/her life to the selfless service of humanity in your community,
has died.
Use the obituary template and some of the phrases above to write his/her obituary.
[25]

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 9 & 10

Topic
CRITICAL LANGUAGE AWARENESS

ATP PUNCTUATION

Punctuation is the use of symbols in order to help communicate meaning and to make
understanding more accurate.

Punctuation mark Example

The full stop
• Indicates the end of a statement sentence This is the end.
• Ends an abbreviation when the last letter of
the abbreviation is not the same as the last Reverend – Rev.
letter of the full word.
• When the last letter in the abbreviation is
also the last letter of the original full word,
the abbreviation does not take a full stop. Mister – Mr
The comma
• Separating adjectives It was a long, hard road.
• Separating adverbs Slowly, carefully she opened the box.
• Separating items in a list We travelled to London, Cambridge and Baldock.
Jane contacted her uncle James, the only person
• Separating words in apposition she knew would help.

• Separating direct and reported speech ‘When I catch up with you,’ Joan said, ‘I will tell you

• Separating descriptions all about it.’

The journey across the desert, a long and boring

• Separating main thoughts from other one, ended at last.

information The travellers, tired from the long journey, stumbled

to the restaurant.
• Isolating an extra comment from the main
The driver, however, leaned back and closed his
thread of the sentence
eyes.

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 • Indicating defining and non-defining The shop assistant, who was rude to them, was
clauses. reprimanded.
The exclamation mark
• It us used instead of a full stop to indicate What a lovely view!
emotion. Stop!
Never!
The question mark
• It is used instead of a full stop at the end of May we stop here?
the sentence that asks a question. You are tired, aren’t you?
The hyphen
• The hyphen associates.
• It connects words to form compound words Mother-in-law
KwaZulu-Natal
• Links words into single compound
adjectives well-orchestrated presentation
half-hearted attempt
• Eliminates ambiguity

an alcoholic beverage manufacturer

(a beverage manufacturer who happens to be an
alcoholic)
An alcoholic-beverage manufacturer
(a manufacturer of alcoholic beverages)
• Helps with pronunciation
• Helping with meaning
Reemploy re-employ
As soon as I received my bonus, I recovered my
chair.
You bought it back once you had the money.
As soon as I received my bonus, I re-covered my
chair.
You covered the chair because the material was
torn.
• Joining prefixes to words.
Anti-inflammatory medication
Ex-husband
• To avoid repetition
Policemen and -women
The dash
• The dash separates There is only one constant in life – that is change.

132
 Rain jackets – white or navy blue – may be worn in
• It is used instead of brackets or commas – the rainy season.
parenthesis You should study page 55-80 for tomorrow’s test.
• Indicates range
Inverted commas
• Indicates direct speech. “This is the beginning.” He said
The colon
• Show that a list is to follow. Ingredients:
6 eggs
100ml milk
• Indicates that a conclusion has been There was only one thing left to do: celebrate
reached or an example is to follow
• Introduces a quotation Shakespeare said: “All the world’s a stage …
Hamlet: To be or not to be
• Introduces the dialogue spoken by a
character in a play The Lord of the Rings: The fellowship of the Ring

• Introduces the subtitle of a book or film

Semi-colon
• To join two related clauses instead of using A narrow path runs to the sea; the road leads into
a conjunction town.
• To indicate a stronger pause. The charity shop is in need of new stock; bed linen
and towels are in short supply.
No towels are supplied at the camp site; however,
• Before transition words such as therefore, blankets are available.
however and for instance
Apostrophe
• Possession The girl’s father bought her a horse.
• Omission My dad loves music from the ‘80s
• Contraction Cannot – can’t; it is – it’s
The apostrophe is NEVER used to form the plural
of nouns or abbreviations.

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Term 2 Weeks 9 – 10 Activity 2
Read the passage and answer the questions that follow:

1 I read this week that Formula One racing driver Lewis Hamilton had renewed his
contract with Mercedes for £54 million (R1 106 505 584.64). Not to sound like Jacob
Zuma, but I don’t think I’d even be able to say that number. In November last year,
Hamilton explained the reason he was delaying signing his contract was because it
felt ‘insensitive’ to talk about money when so many people were battling because of
Covid-19. Awww. Bless.
2 About a month ago, I – like millions of other people worldwide – saw the clip of
‘Putin’s Palace’, the obscene mansion built for him on the Black Sea, although he
denies it, of course. The tasteless pile of concrete features a full-sized subterranean
ice-hockey rink, as well as the usual movie houses, salons, hookah bar with stripper
pole, and casino. Just your regular beach cottage, then.
3 I read that soccer player Lionel Messi’s contract with Barcelona FC (from June 2017
to June this year) is worth about $672 million. He is reportedly furious that the story
leaked. I think the appropriate emotion would be ‘ashamed’.

4 This is all just crazy, isn’t it? Another level of insanity in a world where, since Covid-
19, the 660 richest people on the planet have got richer by a total of $1.1 trillion (that
works out to about $1.5 billion each).
5 What I find even more offensive than the utterly ludicrous sums of money being
tossed around here is a) the recipients’ total lack of shame, and b) that they get
away with it.
6 I would love Mercedes to say, ‘Thanks, Lewis, but actually we’ve decided to give
George Russell a chance. Good luck! Wouldn’t that be great? I’m sure, given how
so many people feel about the unacceptable and increasing divide between rich and
poor, that a stand like that would benefit Mercedes far more than signing sensitive
old Lewis Hamilton again would.
7 More than anything else, though, I wonder what’s happened to the notion of
‘enough’. Why do we no longer know when we’ve had, or got, enough?
8 Please send any thoughts – I really would love to know.
9 In the meantime, I hope you all have a very happy Easter, complete with masses of
family and friends, as well as just enough Easter eggs!
Suzy Brokensha: Editor’s note; Fairlady, March/April 2021

1. Write down the function of the hyphen in paragraph 2. (1)

2. Name the punctuation mark in Covid-19 and explain its function. (2)
3. Why is ‘insensitive’ written in inverted commas? (1)

134
4. What is the function of the apostrophe in line 3 of paragraph 1? (1)
5. Write the following out in full:
5.1. I’d (1)
5.2. Don’t (1)
5.3. It’s (1)
5.4. We’ve (1)
6. Explain the use of the apostrophe in recipients’. (1)
7. With which punctuation marks can the brackets be replaced in paragraph 3 and what is this
called? (3)
8. Explain the tone of the exclamation ‘Good luck!’ and give a reason for your
answer. (2)
9. Explain the use of the dash in paragraph 9. (1)

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 Term 3
GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks
1-2

WRITING AND PRESENTING: TRANSACTIONAL WRITING –

Topic
AGENDA and MINUTES OF A MEETING

Discuss the features of Transactional Text: Agenda and Minutes of a meeting.

ATP
Process Writing

Creative writing
The Writing Process

1 Weeks
1-2

Recapping the Writing Process:

• This must become a compulsory practice for you when completing
any writing piece.
• Refer to Term 1 and Term 2 notes given thus far as well as resources
given to you by your teacher.

Step 1: Plan
Brainstorm your ideas using
key words and mind maps.
This is your pre-writing phase.

Step 3: Revise
Step 2: Draft
Revisit and check if the draft
Use your keys words/ideas, states what you want it to.
mind map to create your story.
Amend your ideas if necessay.

Step 4: Edit
Step 5: Publish
Check your language usage,
spelling and sentence Construct your final product.
construction.

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1. Agenda of a Meeting
• An agenda gives an outline of what is to be discussed at a meeting.
This is sent beforehand to the attendees.
• The secretary checks the previous minutes of meetings, lists items
that may need to be discussed and invites members to forward items
that may need to be discussed.
• Items included are: Opening and Welcome/ Apologies/ Reading and
adoption of minutes of previous meeting/ Matters arising/ New
matters/ Date of next meeting/ Closure.

Now that you are familiar with the Agenda, ensure you use it to compile
the Minutes. The following must be included:
• the name of the organisation
• the date, place and time at which the
meeting took place
• name of attendees
• a summary of what took place in the
meeting
• minutes must be written in the past
tense.

Example: Agenda vs Minutes of meeting – meaning the plan for the

meeting versus what takes place in the meeting itself.

This Photo by Unknown Author is licensed under CC BY-NC-ND

137
Example 1: Agenda Template

template.net

Example 2: The Minutes template

138
 template.net

Term 3 Weeks 1 – 2 Activity 1

Complete the following activity.

Instructions:
• Respond to ONE of the following topics.
• The BODY of your answer should be 180-200 words in length.
• Pay careful attention to the following: Audience, register, tone and
style.
• Choice of words and language structures/ Format.
• Write down the NUMBER and TITLE/Heading of the text you have
chosen.
• You must plan (e.g. using a mind map/ diagram/ flow chart key
words), edit and proofread your work.

• The plan must appear BEFORE your response.

• All planning must be indicated as such. It is advisable to draw a line

through all planning.

• Refer to the rubric to see how you will be assessed.

Topic:

2.1. The recent increase in the number of people testing positive for the
COVID pandemic within your company has raised a huge concern for
you.
As the Chief Communication officer, you have decided to call a
meeting to discuss a possible way forward to deal with this situation.

Write out the agenda and the minutes of the meeting. (25)

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 Term 3
GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks
Weeks 1 - 2

READING AND VIEWING:

Topic

ATP COMPREHENSION

The word comprehension means understanding.

In a comprehension exercise the following types of reading are involved:
•Skimming: when you run your eyes quickly over a piece of writing to get a general
idea of what it is about. You are quickly looking for main points (facts). You use this
strategy to get a general idea of the content.
• Scanning: when you read a text to find specific information. You use this strategy
when you are looking for the answers to the questions.
• After the first reading, you should know what the passage is about.
• You should have an idea about the purpose of the text.
• You should have an idea how the writer feels about the subject.
• You should have an idea of the general style of the text.
In a test or exam situation, time is limited. Follow this strategy:
1. Skim the text to get a general idea of the content
2. Read the questions carefully.
3. Scan the text, looking for the answers to the questions.

TIPS FOR ANSWERING COMPREHENSION QUESTIONS:

• Highlight important words in the questions such as quote, list, give examples, in your
own words, support your answer by referring to the passage. You should know
exactly what you are being asked to do.
• Make sure you follow the instructions. If you are asked to give two examples, you
need to give two.
• Answer in complete sentences unless you are asked otherwise.
• Use your own words unless you are asked to quote.
• Use the mark allocation as indication of how many points you are expected to make.
• Use quotation marks when you quote.
• Write as neatly as possible.
• Leave a line between every answer.

140
 Know what the following words mean:
Question word How should you respond
Account for Give the reasons for
Give an account of … Tell the story of what happened
Analyse Break down an issue into smaller parts, discuss them and show
how they interrelate
Assess Consider the importance of something; consider the positive,
negative and disputable aspects of the issue; give your own
opinions as well as those of well-known critics or experts.
Clarify Explain; make something clear
Comment on the Analyse and assess; say why a particular point or image has
effectiveness … impact and give reasons//examples to justify your opinion.
Compare Say how things are similar and how they are different.
Give the meaning in Say what the word means; consider the denotative and connotative
context of … meaning.
Place the passage in Name the speaker and the person addressed and say what
context … happens before, during and after the passage.
Contrast Say how things differ from each other.
Criticise Show your judgement of something by looking at the strengths and
weaknesses of an issue.
Define Make a specific statement giving the meaning or interpretation of
something in the context of the text.
Describe Say what a thing looks, tastes, smells, sounds or feels like; spell
out the main aspects of an idea or topic, or the sequence in which
a series of things happens.
Discuss Talk about how words or ideas have been used in the text, giving
Discuss in context examples to support your point of view.
You might want to give both sides of an issue and then draw a
conclusion.
Evaluate Discuss how effective some aspect of the writing is, in context, in
To what extent … your opinion; assess and criticise.
How far …
Explain When you explain a complicated concept, go through it logically
and clearly. Keep your sentences short and to the point.
Justify Give valid reasons why you have (or the writer has) accepted a
specific interpretation or reached some conclusion.
Identify Pick out what you regard as the key features of the text, making
clear the criteria you use in doing so – quote, give the name of and
explain the figure of speech.
Illustrate Similar to explain, but asking for specific examples or statistics.
Interpret Explain something, indicating interrelationships between different
aspects of the text.
List Write down, in point form, without further description or
explanation.
Motivate Give reasons for, with supporting examples.
Outline Indicate the main features of a topic or sequence of events, setting
them within a clear structure, to show how they interrelate.
Prove Demonstrate the truth by offering evidence and/or a logical
sequence of statements leading from evidence to conclusion.
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Relate Explain how things happened, or how they are connected in a
cause-and-effect sense.
Review Assess a topic, rather than describing it.
State Say clearly what you mean.
Substantiate Support your point of view with clear references to or quotations
from the text.
Summarise State the main features of an argument, leaving out all
unnecessary detail, examples and side issues.
Trace Identify the connection between one thing and another in terms of
time or cause-and-effect; describe and explain the development of
an idea/argument.
What is the relationship Give the reasons why two (or more) things are linked together;
… refer to the attitudes of various characters in the text to one
another.

You may expect to see the following different types of questions:

Type of question What is required/How you should answer
Factual questions You need to answer as directly as possible. You do not need to
explain or interpret.
e.g. give two ways in which …
OR
Is this statement a fact or an opinion and to give a reason for your
answer.
Questions about diction Give the meaning of the word or phrase in context.
e.g. What does the phrase … mean?
Questions about You may be asked to identify a part of speech or give a
grammar or punctuation grammatical explanation of some kind.
e.g. What part of speech…?
OR What is the function of the apostrophe …?
Questions about style of These questions may focus on the use of person, sentence type
writing and length, the effect of punctuation, the impact of diction and
figurative language, tone.
e.g. Discuss how the conversational style is established …
Questions about the Why has the article been written?
writer’s intention or e.g. Discuss the writer’s intention in writing this article. Support
purpose your answer by referring to the text.
Questions about the The writer’s attitude will be sown through the tone of the words in
writer’s attitude the text.
e.g. How do these words show the attitude of the writer towards
…?
Questions about implied The writer might hint at something, rather than stating it clearly.
meaning You need to interpret to understand implied meaning.
e.g. What does the sentence imply about …?
X-Kit Essential Reference; Pearson

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 Term 3 Weeks 1 – 2 Activity 2

Read the passage and then answer the questions that follow:
IS FACEBOOK KILLING OUR SOULS?

1 For a person who writes about how technology shapes us, I’m
embarrassed to admit I ended up on Facebook by accident. I received an
e-mail from an acquaintance requesting we become ‘friends’. To be
polite, I said yes. I clicked a few buttons and agreed to a few things
without paying much attention. For the next three days, my inbox was 5
flooded with e-mail notifications from a large number of my real-life friends
who were also apparently now my virtual friends. They were thrilled. They
congratulated me on joining Facebook – an achievement I didn’t consider
worthy of accolade. I was also a bit mortified. Not just at how invasive
Facebook was, but how excited these people were. What was wrong with 10
them?

2 I’ll admit I found some appeal. There is a certain thrill in looking at pictures
of high school friends from long ago without their knowing. It’s like being
a fly on the wall at your high-school reunion. I was instantly connected to
long-lost friends and all at once I was not only updated on their lives, I 15
was also introduced to their moment-by-moment mental fidgets in the
form of status updates.

3 There are times when I felt a bit like a voyeur must fee. However, this is
not voyeurism. Voyeurism assumes the people you are watching don’t
want you to see them. Voyeurism is what happens when you steal 20
glimpses into people’s lives they don’t intend you to see. The people I’m
looking at want me to see everything I’m seeing. They are actually
exhibitionists.

4 Such exhibitionism has an unusual effect on us. We do not only want

others to see us, we like to see us. It’s like having a mirror on your desk 25
or in your pocket. Every so often, you pull it out to gaze upon your own
image. This kind of regular self-inspection eventually gives rise to a subtle
narcissism.

The narcissism created by these technologies is unique. We become

5 creators and consumers of our own brand. We become enamoured by a
particular kind of self, a pseudo-self. A self-image controlled in much the 30
same way corporate brands are controlled. Complete with pictures,
videos, songs and, most of all, metrics – the number of friends we have
and the kinds of friends we have. We endlessly refine, create and
consume a digital projection we want others to see. However, we are
rarely what we project. 35

This heavily edited and carefully controlled self-hides certain parts of

6 ourselves we don’t want others to see. This is hardly new, of course. In
any social situation, we seek to control the impression we give. The

143
 problem is that in real social settings there are limits to what we can hide.
At a certain point, people intuitively see through us. 40
Eventually they get a sense of who we really are. And, in this way, real
friendships can function as a healthy mirror. They become an honest
mirror that loves but doesn’t flatter us. Facebook is more like a funhouse
mirror. Feeling short and squatty, no problem, just bend the mirror and
presto! You are who you wish you were. 45

7 Narcissism is very difficult to detect in oneself. And when something is

difficult to identify, it makes it difficult to dissolve. Studies indicate that
narcissists have trouble forming meaningful relationships, tend to be
materialistic and are prone to higher levels of infidelity, substance abuse
and violence. 50

8 So, while Facebook and other social media connect us to more digital
relationships, at the same time, they deteriorate our ability to maintain
healthy relationships in real life.
If certain kinds of social media are introduced prematurely in the lives of
teens, they may inadvertently short-circuit basic developmental 55
milestones crucial for establishing healthy relationships later in life.

9 Facebook is the perfect cocktail: a medium that focuses much of our

attention on ourselves while appearing to focus our attention on
relationships with others. It is a mirror masquerading as a window.

10 Adults are not immune to the narcotic effects of social media. If we persist 60
in consuming these or any technologies without conscious awareness, we
will be formed in ways we don’t intend. But I must be clear on this point.
The problem is not the technology. The problem is using it unconsciously.

11 How then do we become conscious? One of the most powerful ways is

by practising a technology fast. Don’t look at your Facebook account for 65
one week and wee what you notice about yourself. See what you miss.
See what you gain. If nothing happens in a week, try two. The point is
not the time, it‘s the distance. Find ways to gain enough distance to
perceive. You will reap the benefits.

You Exam Help

1. Do you agree with the writer that he ended up on Facebook by accident (line 2)?
Give a reason for your answer. (2)

2. Do you think that the placing of inverted commas around ‘friends’ is appropriate?
Explain your answer. (2)

3. Provide evidence from paragraph 1 that supports the writer’s claim that Facebook is
‘invasive’. (2)

4. Discuss how the writer’s attitude to Facebook in paragraph 1 changes in paragraph 2.(4)

144
5. What does paragraph 2 reveal about the people using Facebook? (3)

6. Quote one word from paragraph 3 that fives voyeurism a negative connotation. (1)

7. Comment on the effectiveness of comparing Facebook to a mirror (line 25). (2)

8. Discuss the significance of the words ‘heavily’ and ‘carefully’ (line 37). (2)

9. Is the writer correct in saying ‘in real social settings there are limits to what we can
hide from other people’ (paragraph 6)? Substantiate your answer. (2)

10. In your own words explain the writer’s definition of real friendships as set out in
paragraph 6. (3)

11. According to paragraph 8, when should teenagers be introduced to social media? (1)

12. Is the use of the rhetorical question in paragraph 11 effective? Justify your answer. (2)

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 3-4

Topic WRITING AND PRESENTING: CREATIVE WRITING

ATP Discuss the features of Creative Writing: Using visuals/ pictures as stimuli.

Creative writing
The Writing Process
Features of Essays: Narrative, Descriptive, Argumentative

1 Week Please refer to the notes given in Term 1 & 2 on the Writing
3-4 Process and terminology used when completing the
Creative writing tasks.

Features of Essays with the focus on Visual Stimuli Texts:

Revise the various types of essays before attempting this activity.

Ensure that you consult notes given by your educator in conjunction with the
information supplied here.

Reflective-looking
back on how an
experience has
shaped you.

Discursive-
objective, stating
arguments FOR
& AGAINST.

Argumentative -
subjective,
stating your
opinion.

Descriptive-
describing a
person or
experience

Narrative-
tells a story
or relates an
experience.

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Now for a response to a visual stimulus (image).
Remember the following:
• You may interpret a picture/ image in any way you view it.
• You may choose to write on ANY essay genre as long as the visual
allows you to do that.
• You may interpret the image either literally or figuratively.
• Your interpretation MUST be linked to the picture.
• You should give the response a suitable title.
• Focus on the setting and any relationship that may exist in the
image.
• More importantly, avoid scripting pre-prepared responses and trying
to make it fit into a given topic. Be creative and attract the attention
of the reader.
• Finally, keep it short and simple (KISS).

Example 1:
Withered flowers: This picture
could be interpreted literally or
figuratively. The dominant
image in this picture is the
dried/withered flowers in the
vase. Your topic AND your
essay will be influenced by this
image. Possible themes
include moral decay,
degeneration, death, loss,
fallibility/fragility of human life,
breakdown in relationships or
environmental issues.

Term 3 Weeks 3 – 4 Activity 1

Complete the following activity.

Instructions:
• Write an essay of between 350 to 400 words on ONE of the
following topics.

• Write down the NUMBER and TITLE/HEADING of your essay.

• You must plan (e.g. using a mind map/ diagram/ flow chart key
words), edit and proofread your work.

• The plan must appear BEFORE your essay.

• All planning must be indicated as such. It is advisable to draw a line

through all planning.

147
 • Refer to the rubric attached to see how you will be assessed.

TOPICS:

2.1

(stock images)
[50]

2.2

(stock images)
[50]

148
GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 3-4

CRITICAL LANGAUGE AWARENESS

Topic

ATP ACTIVE AND PASSIVE VOICE

The active voice is used for most of our speaking and writing. It is specifically used when a
clear and direct writing style is required.
A sentence consists of a subject, a verb and an object. In an active voice sentence the
sequence is as follows:
.
Mr Jones teaches English

Subject Verb Object

The passive voice is used in formal and academic writing or when the object in the
sentence needs to be highlighted. One often sees the passive voice used in news reports.

English Is taught By Mr Jones

Object Verb Subject

The passive voice is mainly formed using the auxiliary verb to be (am, is, are, was, were,
be, been, being) together with the past participle form of the verb.

Remember, only transitive verbs, which have a direct object, can be changed to form the
passive voice.

149
 Look at the examples
Tense - time Active Passive
Present Indefinite Mr Jones teaches English English is taught by Mr Jones
Present Continuous Mr Jones is teaching English at English is being taught by Mr Jones.
this moment.
Present Perfect Mr Jones has just taught English has just been taught by Mr
English. Jones
Past Indefinite Mr Jones taught English last English was taught by Mr Jones last
year year
Past Continuous Mr Jones was teaching English English was being taught by Mr
at that moment. Jones at that moment.
Past Perfect Mr Jones had taught English at English had been taught by Mr
that time Jones at that time.
Future Indefinite Mr Jones will teach English English will be taught by Mr Jones
next year. next year.
Future Perfect Mr Jones will have taught English will have been taught by Mr
English for 20 years by that time Jones for 20 years.

Term 3 Weeks 3 – 4 Activity 2

Rewrite the following sentences in the passive voice.

1. Jack sent Doreen a card from Hawaii
2. Dad is writing a letter.
3. The assistant has just handed me some letters.
4. Jennifer had just answered the call, when the doorbell rang.
5. Once again, the Indian Kings have won the International Cricket Series.
6. When will your sister receive the phone call?
7. Navy planes will bring the party the necessary supplies.
8. Spring invariably follows Winter.

150
GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 5-6

Topic WRITING AND PRESENTING: TRANSACTIONAL TEXT – RESTAURANT REVIEW

ATP Discuss the features of Transactional writing: The Restaurant Review.

Creative writing
The Writing Process

1 Week Recall: A review is an individual’s complete viewpoint in

5-6 response to a work of art, film, book, occasion, or company
(restaurant). The reviewer gives an opinion based on the work
presented.

Now that you are familiar with the review, take note of the
following.

TYPES OF REVIEWS AND REQUIREMENTS

Book/Film/CD Review Restaurant Review

•Gives facts eg. the name/title of

the film/ CD/book/its producer/
the author/ production company. •relevant facts eg. the name of
the restaurant/ prices where
•Discusses the genre necessary.
•The setting •the venue's setting, ambience
•Characterisation and and the atmosphere
•Style in which the text is written •The suitability of the restaurant
•The atmosphere to its target market.
•The plot - outline the story •Your conclusion
•Conclusion •Your judgement and rating (of its
•Your judgement and rating. service rendered).

151
Remember:
➢ Do not flood the reader with content in favour of the subject nor be
rude.
➢ Include humour where relevant.
➢ Use a style of writing that borders between formal and informal.
➢ RATING OF RESTAURANTS:
KEY
1 star=poor
2 stars = okay
3 stars = good
4 stars= excellent
5 stars = extraordinary

Structuring the review:

Lure your reader

in using creative
language

Give your Include details

recommendations that you
for the subject personally
matter. experienced.

Restaurant
review

Give your
Create the image,
opinions with
don't just show it
reasons

152
Example: Review 1

owlcation.com

Name of restaurant: XX
Date of review: XX
Star rating: 4 stars (out of 5)

This restaurant is situated in the heart of a semi-urban area near a

Motorsport’s academy. Every table provides a clear view of the chef working
in the kitchen. Diners without reservation are invited to wait in a beautifully
decorated lounge with comfortable armchairs and thematic artwork.

The menu offers a wide variety of delicious and mouth-watering starters and
main courses that will appeal to youngsters and adults alike. I had smoked
salmon with cream, as well as prawns and lime vinaigrette. They were
exquisite. The main course included a fantastic veggie pie with sweet potato
mash and creamy courgette lasagne. It was all followed by a savoury apple
pie with a scoop of chocolate ice cream.

The award-winning chefs use the best quality ingredients to produce dishes
that are simply delightful. The restaurant also offers a wonderful drinks menu
- the drinks are pricey but surely worth sampling.

In contrast, however, the service was not of the highest quality. It seemed to
me that the waiters were not very engaged or interested in their jobs. But the
owner seemed very warm and thoughtful. He seemed to be authentically
engaged.

Notwithstanding the disinterested waiters, I highly recommend this

restaurant. The food is delicious, and the atmosphere is brilliant.

153
Recap: Practical tips.

1. Do Background Research
• Find out how the restaurant markets itself to its target audience. This
will help you evaluate their success with respect to their goals.

2. Build a Chronological Narrative

• When writing your review, describe your experience with a
chronological structure. Begin with when you entered the restaurant
and proceed through to when you departed.
• Use complete sentences, descriptive phrases, and specific details.

3. Include Restaurant Information

• Include information about the cuisine, price range, location, operating
hours, and contact information.
• Do they serve alcohol? Do they allow smoking?
• Do they accept reservations? If not, how long is the typical wait?
• Do they offer any live music or entertainment?
• Is the restaurant suitable for families, children, large groups, etc.? Or
is it more intimate and romantic, suitable mainly for couples?

4. Set Your Evaluation Criteria

• Clarify which criteria you will be using to evaluate the restaurant.
Since you may be writing multiple reviews, it's important to consider
this question ahead of time.
• Evaluation criteria could include (but are not limited to): quality of the
food, service, interior and exterior design, ambiance, cleanliness, and
value for money.

5. Be a Customer, Not a Reviewer

• To ensure that your experience of the place is genuine, don’t tell the
staff that you are there as a reviewer. If they know this, they may
behave differently than they would otherwise.
• For your review to have credibility, it must reflect an experience that
any customer might have. If you do a good job of establishing
credibility, readers will seek out your reviews of other restaurants, as
well.

6. Include Both Pros and Cons

• Carry a notebook or use your smartphone to jot down details, even
those that might not seem important, like the colour of the plates, how
the food is presented, etc. Small details are important in helping
readers visualize the whole dining experience.

7. Discuss Only What You Sampled

• While discussing the food, limit yourself to the food and drink you
tried.
• You can mention other cuisines that might be offered by the
restaurant, as well, but don't attempt to provide an exhaustive list of
every dish.

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8. Be Clear, Fair, and Honest
• This should go without saying, but it's very important that your review
be fair and honest. Remember that your review has the power to
persuade people whether to go to this restaurant.
• If your review is negative, be sure to maintain a high level of
professionalism. It doesn't help your credibility if you sound rude.
• If you think the restaurant overlooked certain details, you may
certainly mention it as a word of caution, but don’t overstate the point.

9. Proofread and Edit

• Even professional writers need editors and proof-readers! Read your
review twice, even three times—and make sure it's error-free. Ask a
friend or colleague to read it through for you, as well. Another pair of
eyes is always helpful.
• Reviews should be clear and well written. If the person you asked to
proofread it thinks it needs more work, take the time to polish it up.

10. Close with Your Recommendation

• Finish your review by providing your concise recommendation.
Thumbs up or down?
• Your last line should be a call to action. Make sure it’s effective.

Term 3 Weeks 5 – 6 Activity 1

Now complete the following activity:

• Respond to the following topic.

• The BODY of your answer should be 180-200 words in length.
• Pay careful attention to the following: Audience, register, tone and
style.
• Choice of words and language structures/ Format.
• Write down the NUMBER and TITLE/Heading of the text you have
chosen.
• You must plan (e.g. using a mind map/ diagram/ flow chart key
words), edit and proofread your work.

• The plan must appear BEFORE your response.

• All planning must be indicated as such. It is advisable to draw a line

through all planning.

• Refer to the rubric to see how you will be assessed.

Topics:

3.1 As the new trendsetter for the youth magazine ‘The Voice’ you have
been tasked with reviewing your dining experience at the Spur Ranch in
your area.

Write out the restaurant review. [25]

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 5–6

CRITICAL LANGAUGE AWARENESS

Topic

ATP CARTOONS

A cartoon is a single drawing, or a series of

drawings, that comments on current events or
tells a story. It usually consists of simple lines.

IMPORTANT THINGS TO REMEMBER

CONCEPT DEFINITION
Frame Each drawing is regarded as a frame
Body language Movements and attitudes of the body that communicates meaning that is
not expressed in words.
Facial Expressions indicate mood and attitudes that communicate meaning that
expression are not expressed in words.
Topics Human activities and behaviour, public figures, politics, fashion, sport.
Humour Conveyed through the drawings and the text.
The use of pun, irony and satire.
Movement Vertical, curved and diagonal lines.
Speedy action is shown by streaky lines or action going out of the frame.
Punctuation Clever use of punctuation creates meaning.
Stereotype A fixed, exaggerated and preconceived description about a certain type of
person, group or nation. Often basted on prejudice.
Caricature A drawing in which a person or an action is shown with exaggerated
features to help with identification or as means of ridicule

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Term 3 Weeks 5 – 6 Activity 2

Study the cartoon and answer the questions that follow:

1.1. Prove that this cartoon is set in a classroom by referring to at least three items in the
scene.

1.2. How would you describe the teacher’s attitude? Prove your answer by commenting
on her facial expression?

1.3. Which word in the speech bubble supports your answer in 1.2.?

1.4. How does this strengthen the stereotype of English teachers?

1.5. Describe the student’s attitude by referring to his facial expression.

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2.

2.1. Refer to Frame 1

How do you know that the cartoon is set in a rural area?
2.2. Study the character next to the “Deliveries” sign.
2.2.1 How would you describe her emotional state? Substantiate your answer by referring
to her body language and facial expression.
2.2.2. What is she waiting for?
2.2.3. How does this image support the text in Frame 1?
2.3. Describe the mood in Frame 2. How do you know that?
2.4. What techniques does the cartoonist use in this frame?
2.5. With reference to the visual and verbal clues, discuss the issue being satirised in this
cartoon.

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 7-8

Topic WRITING AND PRESENTING: ESSAY WRITING

ATP Practise the various types of Essays.

Creative writing
The Writing Process
Features of Essays: Narrative, Descriptive, Argumentative, Discursive, Reflective.

1 Week Please refer to the notes given in Terms 1, 2 and 3 activities

7-8 covered thus far on the Writing Process and terminology
used when completing the Creative writing tasks.

• Learners please note that by now you have received substantial

information on how to complete these essays and practical hints on
ensuring how to complete a concise, accurate piece.

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Now, REVISE the features of Essays:

• Narrative - to entertain or tell a story

• Descriptive - to describe in a vivid manner
• Reflective - to give emotional reaction and feeling on a specific
manner
• Argumentative - to argue a case for one side of a
point/issue/argument to convince your reader of your opinion
• Discursive - presents opposing views impartially.
.
CHARACTERISTICS OF SCHOLARLY WRITING
As you write
➢ Express ideas in a clear and logical manner
➢ Persevere with the process
➢ Ask for constructive feedback from others
➢ Rewrite and continue to refine writing.

Term 3 Weeks 7 – 8 Activity 1

Complete the following activity.

Instructions:
• Write an essay of between 350 to 400 words on ONE of the
following topics.

• Write down the NUMBER and TITLE/HEADING of your essay.

• You must plan (e.g. using a mind map/ diagram/ flow chart key
words), edit and proofread your work.

• The plan must appear BEFORE your essay.

• All planning must be indicated as such. It is advisable to draw a line

through all planning.

• Refer to the rubric attached to see how you will be assessed.

TOPICS:

1.1 “Don’t chase people. Be yourself, do your own thing and work hard.
The right people, the ones who really belong in your life will come to
you and stay.” (Will Smith). [50]

1.2 Inner peace. [50]

1.3 The summer I will never forget. [50]

1.4 You are terminated… [50]

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 7-8

CRITICAL LANGUAGE AWARENESS

Topic

ATP THE SUMMARY

WHAT IS A SUMMARY?
When a text is summarised, the main points are captured in fewer words than the original. It is an
important life skill that will be used in your studies and in the workplace.

ASPECTS TO REMEMBER:
• It summarises what a writer says – it does not reflect your opinion
• Specific information will be required – read the question/instruction carefully.
• Leave out extra information.
• Always write in your own words as far as possible.
• Write in the format the question requires – point form or paragraph form.
• Write in full sentences.
• Write down the number of words you used.

HERE IS HOW YOU DO IT

1. Scan the contents of the passage.
2. Read the instructions carefully and make sure what is required.
3. Underline/Highlight the aspects that need to be summarised.
4. Read the passage more carefully, highlighting facts that you think you might use.
5. Number each fact. (often there are more facts than is required)
6. Write down the facts on your answer sheet.
7. Delete information that is not important – descriptive words, descriptions etc.
8. Rewrite the facts in your own words as far as possible.
9. Now you are ready for your final presentation. Rewrite the facts in paragraph form.

Term 3 Weeks 7 – 8 Activity 2

Instructions
1. Summarise the text into a short article, giving people important information about what they can
do to learn to let others in.
2. Your summary must not be more than 90 words.
3. Provide an accurate word count
4. Write in complete sentences.
5. Use your own words as far as possible.

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 STAYING CONNECTED IN THESE TOUGH TIMES

As if it weren’t tough enough to stay connected before Covid 19, it is now way more difficult.
‘We make friends through shared experiences, coffee dates and braais but what happens when we don’t
have that anymore?
We’ve been told to practise social distancing, so now we’re keeping our distance and meeting fewer
people, and therefore we’re making fewer new connections. For some it has been hard to make
connections through a mask and a computer screen. And there’s what happens when you meet
someone and the two of you just click.
Jeanie Cave, a clinical psychologist refers to the term ‘dual attunement frame’, a kind of synchronicity
with someone where you share similar patterns of brain waves – which is much more difficult to achieve
when you connect on a virtual platform.
On the other hand, those of us who have had to rely on ‘strangers’ such as neighbours or acquaintances
during the early days of the pandemic now have a whole new support network. ‘Only time will tell
whether any real friendships have come out of this time,’ Katlego, a life coach, says, ’but I am will to bet
that they have. Tough times tend to galvanise people.’

Jeanie and Katlego have a few tips to help find meaningful connections.

Most people are experiencing that same fear of rejection and longing for connection as you are. Jeanie
says ‘We’re all just waiting to make the first move. Remember that you are not alone.’
Katlego believes knowing yourself is the first step towards knowing what you want in your life.
‘Understand and accept what you like or dislike, the values and standards you expect from a cherished
friendship, and why.

You don’t have to share your whole life story upfront,’ Jeanie says. ‘But you do need to make yourself
visible and communicate your needs and capacity. Connections are made in give-and-take interactions;
you can’t just take. Conquer your shame and make yourself visible.

Make time for hobbies and interests. It’s not just good for your brain – new hobbies and interest are also
a fantastic way to reach out over shared excitement or an adventure.

A good way to make new friends is to start with your old friends. Reconnect with them. Start off by going
through your contacts and start researching there. Look for people with whom you had a connection but
never followed through. Drop them a message.

There are so many younger people who would thrive given this kind of alliance. The secret is it has to
work both ways. Younger friends offer a fresh perspective, as does anyone who is different from you.
Be open to people who are different in age, race, gender and educational levels. All they need to have in
common with you is that they are kind and considerate, like you.

When we’re in a meaningful relationship, we take turns to show interest. Be interested, not interesting.
Many people think of making friends as a performance. I have to have something interesting to say. I’ve
got to be impressive in some way. The truth is that people want people in their lives who take an interest
in them.

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Don’t be afraid to end friendships that don’t work. ‘If things are not working and you don’t think you can
fix the relationship, let it go,’ Katlego says. ‘This is an important part of life that we undervalue – you
need to know what doesn’t work for you to know better that will.
Adult Friendships; Fair Lady, May/June 2021

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 9-10

Topic WRITING AND PRESENTING: TRANSACTIONAL WRITING – REPORT & EMAILS

Discuss the features of Transactional Writing: Report Writing & Emails

ATP
Process Writing

Creative writing
The Writing Process
Features of Transactional Writing: Reports & Emails

1 Week
9&10 The Writing Process:
• This must become a compulsory practise for you when
completing any writing piece.
• Refer to Term 1, Term 2 and Term 3 notes given thus far as well as
resources given to you by your teacher when completing these
activities.

1. Report Writing
A report is an account that clearly identifies why an incident was
researched. The report must include the following:

To: (name of the

person/ Title: investigation Terms of
organisation that into (state what is reference: why the
requested the being investigated) report was written
report

Procedure: Conclusion:
Explains how Findings: State Discuss what can
things were set up. each finding/ be concluded in a
Number each result. short, concise
procedure. statement.

Recommendations:
State what should Date and name of
happen going Sign off the report.
forward based on report writer.
your findings.

164
Now that you are familiar with the report, let’s take a deeper look into
its requirements. Your report should have an:

Some Dos and Don’ts:

1. Read the requirements 1. Don't generalise or be

regarding the report too vague.
carfeully.
2. Check spelling and 2. Don't over exaggerate or
grammar. understate facts.
3. Define all terms used. 3. Don't use jargon or
4. Be concise and keep it colloquial language.
relevant. 4. Don't use emotive
language.
5. Don't use I/we.
6. Don't change tenses.

165
Now for some hints:
• Write a TITLE which indicates what the report is about.
• State the AIM of the report at the beginning.
• Use formal language.
• Write in the third person.
• Be objective, factual and concise.
• Be professional and make polite recommendations.

Refer to the following:

visme.co/blog

Now, let us practise what you have learnt thus far.

Term 3 Weeks 9 – 10 Activity 1

166
Complete the following activity.

Instructions:
• Respond to ONE of the following topics.
• The BODY of your answer should be 180-200 words in length.
• Pay careful attention to the following: Audience, register, tone and
style.
• Choice of words and language structures/ Format.
• Write down the NUMBER and TITLE/Heading of the text you have
chosen.
• You must plan (e.g. using a mind map/ diagram/ flow chart key
words), edit and proofread your work.

• The plan must appear BEFORE your response.

• All planning must be indicated as such. It is advisable to draw a line

through all planning.

• Refer to the rubric to see how you will be assessed.

Topics:

1.1 There is an increase in the number of people conducting testing for

the COVID pandemic at the Dischem branch near you. This has raised
concerns for the safety of consumers.
You have been tasked by the local councillor to investigate the matter.

Write out the report. (25)

1.2 The South African Police Service officials have received new VW VR6
vehicles and are racing up and down the streets of your community.
As the reporter for the local magazine you were asked to conduct an
investigation into this situation and provide a report.

Write out the report. (25)

167
2. The Email

Recall: The email is electronic communication sent from one

device to another with the support of the internet.
Further, before completing the following activity ensure that you
refer to Term 1 notes and notes that your educator gave you.

Recap the email: The email is usually automatically loaded on your laptop
via the mail provider that you use, for example. [email protected] or
[email protected].

Example 1

Look at the image below.

168
 https://www.computerhope.com/jargon/e/email.htm

So, let us take a deeper look at this. Here following is practical explanation
of the terms used in an email.

From: automatic

To: required (the receipients address eg.

[email protected]

CC - Carbon copy - optional eg. informing a

supervisor of communication

BCC - bi carbon copy - optional (as per CC)

Date (automatic )

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 Subject: Required eg. E-meeting @
Birchwood. Clarify the message.

Opening - optional eg. Dear Apple

Body - required. Contents/ reason for the

email.

Closing - optional and Signature - optional

Attachment/s - optional eg. files/resource

documents.

So, learners now that you know what information is required in the email, let
us look at an example which you can refer to when completing your activities.

Example 2

https://www.computerhope.com

170
Furthermore, there are many advantages of e-mail and the usage of e-mail
versus postal mail. Some of the main advantages are listed below.

• Free delivery - Sending an e-mail is virtually free, outside the cost of

Internet service. There is no need to buy a postage stamp to send a
letter.
• Global delivery - E-mail can be sent to nearly anywhere around the
world, to any country.
• Instant delivery - An e-mail can be instantly sent and received by
the recipient over the Internet.
• File attachment - An e-mail can include one or more file
attachments, allowing a person to send documents, pictures, or other
files with an e-mail.
• Long-term storage - E-mails are stored electronically, which allows
for storage and archival over long periods of time.
• Environmentally friendly - Sending an e-mail does not require
paper (paperless), cardboard, or packing tape, conserving paper
resources

Now, let’s practise what you have learnt thus far.

Term 3 Weeks 9 – 10 Activity 2

Complete the following activity.

Instructions:
• Respond to ONE of the following topics.
• The BODY of your answer should be 180-200 words in length.
• Pay careful attention to the following: Audience, register, tone and
style.
• Choice of words and language structures/ Format.
• Write down the NUMBER and TITLE/Heading of the text you have
chosen.
• You must plan (e.g. using a mind map/ diagram/ flow chart key
words), edit and proofread your work.

• The plan must appear BEFORE your response.

• All planning must be indicated as such. It is advisable to draw a line

through all planning.

• Refer to the rubric to see how you will be assessed.

Topics:

171
2.1 You have relocated to the Middle East and you promised your friend
that you would stay in touch.
Write out an email telling him/her about the experience thus far. (25)

2.2. Your 16th birthday celebration is around the corner and you have
decided to send an email out to your friends reminding them of this.
Your dad asked that you also carbon copy him the communication.

Write out the email. (25)

EMAIL CHECKLIST:

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 9 –10

CRITICAL LANGUAGE AWARENESS

Topic

ATP LANGUAGE CONCEPTS

The following language concepts will assist you in answering comprehension, visual literacy
as well as language questions.
CONCEPT DEFINITION EXAMPLE
Denotation Precise dictionary meaning – A small house in a rural area
literal meaning
Connotation Accompanying meaning that A quaint family home tucked away in
the word suggests in the the countryside
reader’s mind – it carries
emotive meaning
Literal Exactly what the word means I saw a bull in the field
Figurative The use of metaphor, simile, He is like a bull in a china shop.
euphemism and figures of
speech to achieve a special
effect or create a vivid image.
Bias A preference or judgement or If you want to be an America citizen,
an opinion that is based on you must speak English.
emotion rather than fact.
Irony The gap between how things
seem to be and how they are
Satire Writing that is humorous with
the intention to criticise a
person’s weakness or
stupidity by ridiculing it.
Fact Something that can be
proved scientifically. It is
objective.
Opinion Something that is based on
belief or point of view. It
cannot be proved
scientifically. It is subjective.
Redundancy An unnecessary repetition of Let us all cooperate together.
meaning; saying the same
thing twice in different words.

173
Tautology Saying the same thing twice As the sun went slowly down, I
in different words, generally watched the evening sunset.
considered an error
Ambiguity Having two or more possible Veterinarian helps dog bite victim.
meanings (deliberate or
unintentional.
Malapropism Using the wrong word in “We name our fondlings (foundlings) in
place of a word that sounds alphabetical order.
similar
Oxford English Grammar

Term 3 Weeks 9 – 10 Activity 3

DENOTATION/CONNOTATION EXERCISES

I. For each pair of words and a phrase, list the one that is positive in the “Positive
Connotation” category, the one that is negative in the “Negative Connotation” category, and
the phrase that is a more neutral definition for both words in the "Denotation" column.

Which is better? ...or

Is the glass half empty or half full?

Your Choices:

1. gaze, look steadily, stare

2. fragrance, odor, a smell sensed by the olfactory nerve
3. brainwash, persuade, influence one way or another
4. delayed, not on time, tardy
5. somewhat interested, nosy, curious
6. lazily, without haste, leisurely
7. ask of someone, demand, request
8. gathering, a large group, mob
9. slim, skinny, less than average build
10. discuss with others, debate, argue
11. observe, watch, spy
12. a young age, youthful, immature
13. not having a care, irresponsible, carefree,
14. unique, not commonly found, strange
15. find, detect, snoop
16. inexpensive, fairly priced, or cheap
17. isolation, privacy, having an opportunity to be alone
18. assertive, firmly confident, pushy
19. extravagance, generosity, giving much,

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 Positive Connotation More Neutral Negative Connotation
1 gaze look steadily stare
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19

Define denotation:
_________________________________________________________________________
________

_________________________________________________________________________
________

Define connotation:
_________________________________________________________________________
________

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE WEEKS 9-10

TOPIC READING AND VIEWING – LITERATURE STUDY (POETRY)

ATP POETRY – UNSEEN POETRY: Answering contextual questions on an unseen poem

LITERATURE STUDY - POETRY

POETRY CONTEXTUAL QUESTIONS – UNSEEN POEM

In the examination, Paper 2, SECTION A - POETRY constitutes 30 marks: 20 marks for

prescribed poetry and 10 marks for the compulsory unseen poem. You are required to answer
TWO questions on the prescribed poetry AND the contextual questions on the unseen poem.
The text of the unseen poem will be provided in the question paper because it is a poem you
have not studied in class, i.e. it is not prescribed.
Contextual questions require relatively short answers in response to a close analysis of the poem.

POETIC DEVICES / TERMS

Here is a list of poetic devices which you may be required to apply to the set poem by
responding to contextual questions.
Theme(s):
This is the main idea(s) presented in a poem. It is sometimes also equated with the meaning or
sense of piece of writing.
Intention:
The reason / purpose the poet had for writing his poem. The poet may want to express love,
express hatred/scorn, incite, warn, protest, criticise, praise, evoke sympathy, persuade, incite,
flatter, express admiration, defend, enrage the reader, mock a situation or person or event
Style:
It refers to how the poem is written. The following words are helpful to describe/state the poet’s
style:
• colloquial / conversational
• emotive / factual / sensational
• humorous / idiomatic / technical / clichéd
• succinct / terse
Diction:
This refers to the poet’s choice of words. Every word used by the poet enhances his intentions.

176
Tone:
It is the manner (voice) in which the poet expresses his attitude towards the subject.
Examples of tone are:
• sincere
• humorous
• forceful
• critical
• sarcastic
• ironical
• loving
• sentimental
• joyful
• melancholy
• bitter
• mocking
Mood:
Mood or feeling is a term used to refer to the atmosphere the poet creates. It is related to the
tone.
Form / Structure:
It is the structure of the poem. It may be rigid and prescribed or loose and undefined.
Rhythm:
Rhythm is the flow of words or ‘beat’ in a poem.
Rhyme:
It is the repetition of similar sounds.
Imagery:
It is the use of words that creates a picture in our minds and appeals to our senses. This
includes all figures of speech and poetic devices. Imagery may be created through comparison
(metaphor, simile or personification) or sound (alliteration, assonance and onomatopoeia).
Figures of speech:
Words, phrases or expressions used in a manner other than their literal meaning in order to
produce a special effect. It is important to know how figures of speech work. These are usually
irony, hyperbole or euphemism.

177
REMEMBER!
Contextual questions are based on:
• HOW the poem works,
• HOW the poem is constructed,
• WHAT effect the poet has achieved by using certain linguistic techniques and/or poetic
devices, and
• WHAT MESSAGE (or theme) the poet is able to communicate through the above-
mentioned poetic and linguistic devices.
Read the questions carefully and ensure that you know exactly what is being asked for before
you answer the question.
Here is a list of possible questions words and the expected response.
QUESTION WORD WHAT SHOULD I DO?
Account for Give a reason for something / Why is it there?
Identify the main ideas/parts of a subject and examine the
Analyse
connections between them.
Comment on Give your opinion about a subject/idea or an explanation for it.
Point out both the similarities and differences between two
Compare
elements.
Contrast Point out the differences between two elements.
Define Give the meaning of a word or phrase.
Describe Say what happens/ give a detailed account of…
Discuss Consider the subject from different points of view.
Effect / Effectiveness What is the result of / reaction to…
Make something clear / Give reasons for... by using examples
Explain
from the text (poem)
Identify You must pick out / select the answer.
Illustrate Explain your points by using examples, statistics, etc.
Intention Purpose / reason why
Give reasons why you agree or disagree. / Use examples to
Justify / Substantiate / prove your viewpoint. / You must prove your answer or back-up
Motivate your answer by giving examples by referring to incidents or
words.
Name Give the names of the characters, places or events
Outline Give the main features emphasizing structure and arrangement.
To confirm or verify by using logical reasoning / Give evidence for
Prove
something
Give evidence for something by writing the relevant line of text
Quote to prove your answer using the same words and punctuation - put inverted commas
around the quote
Tell the story of what happens/ show link / connection/
Relate
relationship between x and y.

178
 Present in a brief, concise and manner without any discussion or
State
comment.
APPROCHING THE UNSEEN POEM
1. Familiarise yourself with the unseen poem by reading it thoroughly at least two or three times.
(During the exam, the allocated Reading Time of 10 mins. is thus best spent.)
2. While reading the poem, notice prominent poetic devices like sound, imagery, tone, diction,
style and structure. The questions may be set on these.
3. After reading the poem twice or thrice, read through the questions for the unseen poem.
4. Now read the questions one-by-one and refer to the poem.
5. While you are not allowed to write during Reading Time in the exam, you can formulate
answers in your head.
ANSWERING CONTEXTUAL QUESTIONS
7. Read the poem and the questions carefully.
8. Do not re-tell the ‘story’ of the poem unless you have been asked to paraphrase.
9. Be aware of ‘double-barrelled’ or multi-layered questions.
10. Avoid sweeping, generalised statements. You must validate your answers with evidence
from the poem.
11. Answer the question asked – not the one you would have liked to be asked.
Ask yourself: Does my answer show that I have knowledge AND insight into the poem?
EXAMPLE
Read the poem below and answer the questions set.
A prayer for all my countrymen – Guy Butler NOTICE:
Though now few eyes 1. The words of the title of the poem:
can see beyond why is this important?
2. The poem’s short lines: what might
this tragic time’s
this suggest? Why not use long(er)
complexities, lines?
dear God, ordain 5 3. Word choice (diction) of the poem;
such deed be done, e.g. now, few eyes, dear God, ordain,
such words be said, rotten days, beaten, broken, some
that men will praise stayed pure, a head grew clear
4. Consider the possible message of the
Your image yet
poem: what is the poet praying for?
when all these terrors 10
and hates are dead:
Through rotting days,
beaten, broken
some stayed pure;
others learnt how 15
to grin and endure;
and here and there
a heart stayed warm,
a head grew clear.

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QUESTIONS (Answers are given in the solutions.)

1. Account for the word use of the word “prayer” in the title of the poem. (2)
2. Refer to lines 3-4: “this tragic time’s complexities”.
Explain what these words suggest about the poet’s attitude / mood / tone towards the
current time? (2)
3. Consider the diction of lines 12-19: “Through rotting days … a head grew clear”.
Explain how it relates to the title of the poem. (2)
4. Comment on the effectiveness of the use of the word “ordain” (line 5). (3)
5. Comment on the effectiveness of the short lines in the poem. (3)
6. Explain the contrast (antithesis) of time in the poem. (3)
Term 3 Weeks 9 – 10 Activity 4
Read the poem below and answer the questions set.

In detention – Chris van Wyk

He fell from the ninth floor
He hanged himself
He slipped on a piece of soap while washing
He hanged himself
He slipped on a piece of soap while washing 5
He fell from the ninth floor
He hanged himself while washing
He slipped from the ninth floor
He hung from the ninth floor
He slipped on the ninth floor while washing 10
He fell from a piece of soap while slipping
He hung from the ninth floor
He washed from the ninth floor while slipping
He hung from a piece of soap while washing

QUESTIONS

(2)
1. Account for the repetition of the word “He”.
(2)
2. Comment on the appropriateness of the title of the poem.
3. Refer to lines 7-14: “He hanged himself … while washing”.
(2)
Why do you think these lines are a confusion of lines 1-6?
(3)
4. Discuss how the structure of the poem reinforces the poet’s message.
5. Refer to lines 10-14: “He slipped … while washing”

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Comment on the effectiveness of the tone of these lines to convey the message of the (3)
poem.

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Term 3 Weeks 9 – 10 Activity 5
NOTE: It is unusual that you will be given a long poem such as this one as an unseen poem.
However, this is a good opportunity to hone the skills necessary to answer the unseen poem
question in the exam.

Read the poem below and answer the questions set.

To a small boy who died at Diepkloof Reformatory – Alan Paton

Small offender, small innocent child
With no conception or comprehension
Of the vast machinery set in motion
By your trivial transgression,
Of the great forces of authority, 5
Of judges, magistrates, and lawyers,
Psychologists, psychiatrists, and doctors,
Principals, police, and sociologists,
Kept moving and alive by your delinquency,
This day, and under the shining sun 10
Do I commit your body to the earth
Oh child, oh lost and lonely one.
2Clerks are moved to action by your dying;
Your documents, all neatly put together,
Are transferred from the living to the dead, 15
Here is the document of birth
Saying that you were born and where and when,
But giving no hint of joy or sorrow,
Or if the sun shone, or if the rain was falling,
Or what bird flew singing over the roof 20
Where your mother travailed. And here your name
Meaning in white man's tongue, he is arrived,
But to what end or purpose is not said.
Here is the last certificate of Death;
Forestalling authority he sets you free, 25
You that did once arrive have now departed
And are enfolded in the sole embrace
Of kindness that earth ever gave to you.
So negligent in life, in death belatedly
She pours her generous abundance on you 30
And rains her bounty on the quivering wood
And swaddles you about, where neither hail nor tempest
Neither wind now snow nor any heat of sun
Shall now offend you, and the thin cold spears
Of the Highveld rain that once so pierced you 35

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In falling on your grave shall press you closer
To the deep repentant heart.
3Here is the warrant of committal,
For this offence, oh small and lonely one,
For this offence in whose commission 40
Millions of men are in complicity
You are committed. So do I commit you,
Your frail body to the waiting ground,
Your dust to the dust of the veld, -
Fly home-bound soul to the great Judge-President 45
Who unencumbered by the pressing need
To give society protection, may pass on you
The sentence of the indeterminate compassion.

Glossary
warrant: permit, legal court document
commission: command, instruction
complicity: involvement, collaboration
unencumbered: not burdened or hindered or prevented

QUESTIONS

1. In what manner is the ‘small boy’ (of the title) portrayed in the poem? Support your
answer with a quote. (2)

2. For what reason, do you think, is the list of professionals mentioned in lines 6-8: “Of
judges … and sociologists”? (2)

3. Explain the irony of the boy’s delinquency (line 9). (3)

4. Comment on the effectiveness of the tone of the words “Oh child, oh lost and lonely
one” (line 12). (2)

5. What do the words: “Here is the document” (line 16) suggest about what the poet is
doing? Quote to support your answer. (3)

6. 6.1 State the THREE documents which the poet finds. (3)

6.2 Explain the contrast (antithesis) / juxtaposition of the mention of the documents
and the funeral of the boy. (3)

7. Comment on the reference to the boy’s name “And here … he is arrived” (lines 21-
22) (3)

8. Refer to lines 26-28: “You that did once arrive … ever gave to you”.
Discuss the effectiveness of the imagery in these lines in the context of the whole
poem. (2)

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9. Refer to lines 38-42: “Here is the warrant … So do I commit you”
(2)
Comment on the pun of the word “commit” in these lines.
10. Explain how the structure of the poem supports the mood / atmosphere of the poem.
(3)

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RECOVERY LEARNER’S ACTIVITY BOOKLET (RELAB)

SUBJECT: ENGLISH HOME LANGUAGE

GRADE 11

TERM 4

185
GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 1&2

WRITING AND PRESENTING: CREATIVE WRITING

Topic
PREPARATION FOR THE PAPER 3: WRITING EXAMINATION
ATP SECTION A: SECTION B:
Essays and Visual Stimuli/Images Transactional texts
In this section, you must know the In this section, you must know
following: the following:

➢ Process writing including editing and proof- ➢ Genres/text types taught in Grades 10
reading & 11.
➢ Formats of the different transactional
➢ Genres/Types of Essays
text types/genres.
• Narrative ➢ Understanding the purpose, tone and
• Descriptive register of each text type.
➢ Genres/Text types
• Argumentative
• Friendly letters (Sympathy, thanks,
• Discursive
and congratulations amongst other
• Reflective
types)
➢ Visual stimuli or an image/picture
• Formal letters (complaints,
request, application)
• Letters to the Press
• CV & Covering Letter (asked as
a combination)
• Emails
• Reports: Formal and Informal
• Reviews: Book, CD, Film,
Restaurant
• Articles: magazine and
newspaper
• Interview and dialogue
• Obituary
• Agenda and Minutes of a
Meeting (Asked as a
combination)
• Speeches: Formal and Informal

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 Please note that in these weeks, you will not get detailed information on the different types of
essays, formats of transactional text types and features of text types.

You must refer to Terms 1, 2 and 3 resources for the detailed information.

Activity 5: Creative writing

This lesson has been broken into several parts. In this lesson, you will be reminded of:
✓ the requirements to answer this paper.
✓ the instructions and information that is part of your question paper.
✓ you will be taken through the process writing cycle. Remember that even though you will not have
the luxury and time in the examination to devote to process writing, you will still have to follow the
process briefly to ensure that your essay and transactional texts are well planned, well thought out
and well written.
✓ you will be given pointers on what to do when you are in the examination room and ready to answer
your paper.
✓ you will be given practise topics, not to write out the entire essay or transactional text, but to practise
selecting a topic that you have knowledge of, brainstorming, planning, and drafting, and
✓ finally, when the day to write the paper 3 examination arrives, you will be more than ready to write
the paper and know that you will perform well.

LET US BEGIN:

1. REQUIREMENTS TO ANSWER PAPER 3

• There are TWO SECTIONS in this paper.

• SECTION A: ESSAY WRITING
QUESTIONS 1.1 – 1.8
Types of Essays: Narrative, Descriptive, Argumentative, Discursive and Reflective.
What to expect: 8 topics will be set. This includes the visual stimuli.
You will be expected to answer ONE essay question.
Length of essay: 350–400 words
Mark for the essay: 50
Time to answer the essay question: 100 minutes i.e. 1 hour and 40 minutes.

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• NOTE: Selecting a topic
- The type of essay that you should write on your chosen topic, is not prescribed. This means,
for example, that a specific topic can be written as a narrative or a descriptive essay. Both
interpretations will be correct.
- You must select a genre that you are good at writing. If you are good at telling stories, write a
narrative essay. If you are good at debating, think about choosing an argumentative or
discursive essay. If you are good at describing things, people, places, and you have the
necessary vocabulary to write a descriptive essay, select a topic that will allow you to write a
descriptive essay.
- If you select the visual stimuli/image/picture, you can give your visual stimuli essay your own
topic.
- Whatever topic you choose, make sure that you understand what is meant by the entire topic.
- If there is even one word you do not understand in the topic, leave the topic, and select
another.
- Focus on brainstorming the topic selected rather than writing out the entire essay.

• Essays will be assessed according to the following criteria and weighting:

CRITERIA MARKS
Content and planning (60%) 30
Language, style and editing (30%) 15
Structure (10%) 5
TOTAL 50

• A rubric will be used to mark/assess your essay.

• SECTION B: TRANSACTIONAL TEXTS

QUESTIONS 2.1–2.6:
Types of Texts: The transactional text genres are listed above.
What to expect: 6 topics will be set across the genres.
You will be expected to answer TWO questions from this section.
Length of texts: Approximately 180–200 words (content only)
Marks for the transactional texts: 25 x 2 = 50
Time to answer the transactional texts questions: approximately 80 (2 x 40) minutes.
• NOTE: Selecting the 2 genres/text types you are required to answer
- THE TYPE OF TEXT REQUIRED WILL BE CLEARLY INDICATED AS A HEADING, e.g.
QUESTION 2.1: FORMAL LETTER
- A transactional text topic can be accompanied by a visual. However, this visual may be used
only as supportive material.
- When you select to write on a particular transactional text type, make sure that you understand
the following:

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 - What is the purpose of the text type you have selected? Do you know why you are writing?
Are you writing to argue, debate, identify, explain, analyse, describe, inform, compare, or
contrast? What is your topic? What are you expected to do?
- You need to understand that the text type you select depends on the purpose of your writing.
- What is the format of the text types you have selected?
- Who is your audience reading the text you have written? Who are you writing the text to? You
must be aware of your reading audience and write for an authentic audience.
- What should the register of your text type be?
- Is your text a formal or informal text? (only for applicable genres)
- What should the tone of your selected text type be?
- What is the most suitable language to use for your selected text types?
- Can you write in colloquial language, slang or with contractions?

• Texts will be assessed on the following criteria and weighting:

CRITERIA MARKS

Content, planning and format (60%) 15

Language, style and editing (40%) 10

TOTAL 25

• A rubric will be used to mark/assess your transactional texts.

Please bear this in mind: the purpose of your writing and who is your audience.

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2. GET TO KNOW THE FOLLOWING ABOUT PAPER 3:
✓ DETAILS THAT YOU WILL FIND ON THE COVER PAGE AND
✓ INSTRUCTIONS AND INFORMATION THAT YOU WILL FIND ON PAGE 2

SUBJECT: ENGLISH HOME LANGUAGE

PAPER: 3
MARKS: 100
TIME: 3 HOURS

INSTRUCTIONS AND INFORMATION:

1. This question paper consists of TWO sections:

SECTION A: Essay (50)
SECTION B: Transactional Text (2 x 25) (50)
2. Answer ONE question in SECTION A and TWO questions in SECTION B.

3. Write in the language in which you are being assessed.

4. Start EACH section on a NEW page.

5. You must plan (e.g. using a mind map/diagram/flow chart/key words), edit and proofread your work.
The plan must appear BEFORE the answer.

6. All planning must be clearly indicated as such. It is advisable to draw a line through all planning.

7. You are strongly advised to spend your time as follows:

SECTION A: approximately 100 minutes
SECTION B: approximately 80 (2 x 40) minutes
8. Number the answers correctly according to the numbering system used in this question paper.

9. The title/heading must NOT be included when doing a word count.

10. Write neatly and legibly.

190
Term 4 Recapping the Writing Process:
The WRITING PROCESS must become a compulsory practise for you when completing any
creative writing piece.

What you must remember though, is that in an examination, you have only a short time to complete
your essay and two transactional texts. It is unlike when you write an essay/transactional text in
class or at home. Then you can spend as much time as is possible planning, drafting, editing, and
writing out your final piece. Nevertheless, even in an examination room, you will need to spend
time selecting a topic. Once you have chosen a topic, you will have to brainstorm it, plan your
paragraphs in brief, as a draft, and then translate your draft into an essay. Your last process will be
to edit and check your essay.

You must make sure that you are answering the topic. The content of your essay must be relevant
to the topic you have chosen. When you edit your work, you must check to see that you have
answered the topic.

You must remember that your essay and transactional texts will be read by your teacher and will
be awarded a mark as per the rubric. Therefore, you must do your best to ensure that the essay and
transactional texts are worth reading.

Now in preparation for the exam, let us revise our writing process. Look at the graphics below.
Each shows you the process writing cycle. Select one of the graphics and familiarise yourself with
the process that is necessary to follow when writing an essay or a transactional text.

1.

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2.

3.

192
4.

193
 #REMEMBER 1

#REMEMBER 2
EVEN DURING AN EXAMINATION, YOU WILL HAVE TO:
➢ Spend time selecting a topic in both sections A and B.
➢ Use the 10 minutes Reading Time to study the topics and think about your choices.
➢ Spend time brainstorming the topic you have chosen.
➢ Spend time planning – ensure that you jot down your ideas for each paragraph in brief.
➢ It is not advisable to write out the entire essay in draft and then to rewrite it in a final piece
when you have not spent time editing the essay. This is a waste of time.
➢ Once you are happy with your ideas, start writing the essay.
➢ Make sure that you have a striking introduction.
➢ Ensure that your body paragraphs are linked in ideas.
➢ Your conclusion must clearly round off the topic.

#REMEMBER 3

NOW:

194
Look at the images below which further explains the structure of your essay writing.

• If you choose to write an argumentative or discursive essay, see the structure below:

195
 AN EXAMPLE OF EDITING:

REMINDER:

Notes 1.

2. Register: using language, to match the context and purpose of your writing. Some
examples of this register include interaction between teachers and students, between
doctors and patients, and between a superior and a subordinate.
*Casual/informal register is used among friends and peers, and includes informal
language including slang and colloquialisms. The informal register (also called

196
 casual or intimate) is conversational and appropriate when writing to friends and
people you know very well.
*Formal Register is more appropriate for professional writing and letters to a boss or
a stranger. A formal register is designed to place a distance between the you (the
writer) and the reader.

It is important to understand the differences between registers so you can use

language that is appropriate for a situation.

3. Tone is the attitude your writing employs. Just like tone of voice, tone in writing
gives much more context beyond the words used. It can reveal intention or conceal it.

4. Style: the way you express yourself when writing. Your writing style is the way in
which the narrative of your writing comes across to other readers, including your
sentence structure, syntax, and overall voice to provide your writing with an overall
tone or mood.

5. NB: There is a distinction between register and style. Both are associated with a
specific speech situation but whereas register often refers to the specific vocabulary
chosen and expected in connection with a speech situation, style also includes
grammatical variation (cf. Kortmann 2005: 255ff).

RECALL:
•You should capture the reader's attention so that the reader
will want to continue reading
Introduction •The introduction should be short and catchy.

•The Body is the meat of your essay, ie. the full

content.
•3 paragraphs - each containing a topic sentence - your
main idea and an explanation of this in each
paragraph. Ensure there is a logical sequence of
Body thoughts.
•Make use of interlinking words such as: 'furthermore,
However.'

•Sum up your essay effectively with a conclusion.

Conclusion •link the information contained in the previous
paragraphs to the introduction.

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Here’s a quick recap in table form on the genres of ESSAYS.

ESSAY TYPE PURPOSE CHARACTERISTICS

Narrative To tell a story, give an Usually makes use of past tense
account of events or an First or third person
incident Sometimes for effect, present tense
is used
Characterisation must be convincing
Time and setting should be indicated
Sequence of events should be logical
Sentence and paragraph length
should be varied.
The body of the essay should lead to
some climax or anti-climax
Dialogue may be used.
Descriptive To describe something in Contains detailed descriptions’
detail e.g. a situation, place, Use of imagery, vivid adjectives and
person, or feelings verbs, figurative language
Usually written in present tense
Creates a picture through the use of
words.
Argumentative To present a clear point of Points of view made emphatically
view/argument for or and convincingly.
against an issue. Supporting ideas, facts and examples
are used.
Language is factual, literal, and
controlled.
Essay is less objective than in the
discursive essay
Discursive To provide a balanced Both sides of an issue should be
discussion of an explained.
issue/subject considering Facts are produced; can be
both sides, advantages, and supported by statistics, examples and
disadvantages and finally, other kinds of evidence.
own point of view. Language is factual, avoiding cliches,
imagery and figurative language.
Conclusion usually presents a
judgement and recommendations
about the issue/topic/subject.
The writer may present his/her own
opinion at the end of the essay.
Reflective To reflect on experiences Writing is clearly from personal
around a given topic. experience and the skilful use of tone
enhances the writing.

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Note that for the transactional text types, you must refer to the lesson plans of terms 1, 2 and 3 and
the notes that your educator has given you.

TIME TO PRACTISE:
1. Essays

Instructions:
o Read through the following topics.
o Select 3 topics that you know you can write on.
o Make sure that the topics you choose are suited to your choice of genre i.e. if you are a
storyteller, look for topics that will allow you to narrate a story.
o Brainstorm each topic.
o Plan briefly points for the introduction, body and conclusion.
o Take one topic and then write the full essay.
o Give your response to your peer to read and critique your essay.

ESSAY TOPICS:

1.1 This is how I remember the best teacher I ever had. [50]

1.2 My views on life and how it should be lived. [50]

1.3 If your only tool is a hammer, you will see every problem as a nail.
(Gambian Proverb) [50]

1.4 The past cannot be changed. The future is yet in your power. [50]

1.5 The day it all made sense. [50]

1.6 When I was a child, I admired people with luxurious possessions, but now I admire
people with peace of mind. [50]

1.7 The images that follow may evoke a reaction or a feeling in you, or stir
your imagination.

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 Select ONE picture and write an essay in response. Write the question number of
your choice and give your essay a title. There must be a link between the image and
your essay.

1.7.1

1.7.2

Total: [50]

2. TRANSACTIONAL TEXTS

200
Instructions:
o Understand the different text types that you have studied. These have been repeated below
so that you remember them.
o Remember that you cannot ‘spot’ text types. You need to go through them all and prepare
for the paper.
o There are various categories of transactional text types as indicated below:
o Friendly letters (Sympathy, thanks, and congratulations amongst other types)
o Formal letters (complaints, request, application)
o Letters to the Press
o CV & Covering Letter (asked as a combination)
o emails
o Reports: Formal and Informal
o Reviews: Book, CD, Film, Restaurant
o Articles: magazine and newspaper
o Interview and dialogue
o Obituary
o Agenda and Minutes of a Meeting (Asked as a combination)
o Speeches: Formal and Informal
o It is a mistake to decide before you see the topics in the question paper, what you are going
to answer. You may like writing a friendly letter. However, it can happen that the friendly
letter topic in the question paper may not be as easy as you think. There may be a word or
an expression in the topic which is necessary to understand if you are to write a good piece.
o DO NOT CHOOSE A TOPIC BASED ON A TEXT TYPE. This means that ‘do not look at
the heading and decide what 2 texts you are going to write on’. Read the TOPIC and then
decide on your choices. THIS IS VERY IMPORTANT.
o Once you have chosen your topics, do a quick brainstorming on each topic to see if you
have made the correct choices. You can write on your question paper.
o If there is a visual with the topic, DO NOT WRITE ON THE VISUAL. See how the visual
is a steppingstone for you to write the transactional text.
o Remember that you are required to know the formats of each text type. If you are not sure
of the format in the exam room, then do not continue with the question you have selected.
Choose another topic where you are sure of your format.
o Remember the key aspects of the transactional texts:
what is the purpose of the text?
What is the format of the text?
What is the tone, register, language that you will be required to adopt in the text types you
have chosen?

o FOR PRACTISE:
INSTRUCTIONS:
Refer to your CLASS WRITING EXERCISE BOOK OR TASK 2 QUESTION PAPER THAT
YOU WROTE IN TERM 1.

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 Select a few text types across the text types and do the following:
o Brainstorm the topics for each text type.
o Plan briefly points for the introduction, body and conclusion for each text type.
o Take one topic and then write the full transactional text.
o Give your peer to read and critique your transactional text.

FINALLY
IT IS TIME TO SIT FOR THE EXAMINATION. DO NOT FORGET TO USE THE 10
MINUTES READING TIME.

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GRADE 11 SUBJECT ENGLISH HOME LANGUAGE Weeks 1&2

READING AND VIEWING:

Topic
CRITICAL LANGUAGE AWARENESS

ATP PAPER 1: MARKING GUIDELINES

Throughout the course of the year all aspects of language were covered. Now is your
opportunity to test yourself.
• Set a timer for 2 hours.
• Complete the paper.

After completion, you will know:

• which areas you should pay more attention to.
• how to pace yourself to finish in time.

INSTRUCTIONS:
1. This paper consists of THREE sections:
SECTION A: COMPREHENSION (30)
SECTION B: SUMMARY (10)
SECTION C: LANGUAGE IN CONTEXT (30)
2. Read ALL the instructions carefully.
3. Answer ALL the questions.
4. Start EACH section on a NEW page.
5. Rule off after each section.
6. Number the answers correctly according to the numbering system used in this
question paper.
7. Leave a line after each answer.
8. Pay special attention to spelling and sentence construction.
9. Suggested time allocation:
SECTION A: 50 minutes
SECTION B: 30 minutes
SECTION C: 40 minutes.
10. Write neatly and legibly.

203
 SECTION A: COMPREHENSION
QUESTION 1: READING FOR MEANING AND UNDERSTANDING.
Read TEXT A and TEXT B below and answer the questions set.
TEXT A
Don’t Believe Everything You Read on The Internet (And 5 Ways To Be More
Sceptical)
June 26, 2014 at 1:00 pm
By EricThomas@etflint

1 The family of a three-year-old girl who’d been mauled by her grandfather’s dog cried
foul when a manager at KFC asked them to leave because her injuries were scaring the
customers. Internet outrage swelled to a roar, KFC launched an investigation and
pledged $30 000 to pay for the girl’s medical bills, social media called for prosecution 5
(of course) and donations flooded into a Go Fund Me account. A week later it turns out
the entire incident was a hoax.

2 Hoaxes and hysterias have been around a long time. You might think that our access
to vast oceans of information on the internet would change that, but it hasn’t. in fact,
humans are just as gullible ad easily led as ever. Scepticism is just as rare as any other 10
time; seemingly thousands of Americans are willing to believe something they heard
second or third hand, without even the most basic fact-checking. They seem to believe
a single article – or, let’s be honest, a single headline – the first time they read it, before
they take that information and spread it to everyone inside their sphere of influence.

People would often rather write than read. We, as human beings, like attention, so we 15
3 talk as loudly as possible. We want other people to think we’re smart and well informed.
Who among us isn’t guilty of this? I can’t count how many times in a conversation where
I’ve run out of facts and turned on the conjecture faucet.

Don’t believe everything you read on the internet. In fact, it’s probably a good practice
4 to not believe anything you read or see anymore, and certainly never from a single 20
source. If there is a controversy that interests you, dig a little deeper. Read the counter-
argument. Read a few counter arguments. It’s probably a good rule of thumb to read
at least two arguments and counter arguments, but to be honest that shouldn’t be
enough. Start a Google alert so that you can stay abreast of the latest news from the
area that interests you.
25
Does this sound like too much work to you? If that’s the case, then maybe activism and
5 expertise isn’t for you.

It’s very important to remain sceptical. Many people will dismiss you as cynical, but
6 that’s someone who’s actively trying to influence you. Don’t form an opinion based on
emotion, let it marinade a little before you pop off at the mouth. If news and the internet 30
has got its blood up, let them run around for a while before you join the mob.

204
 Here are five quick ways to keep yourself from becoming the mob.

7 1. Click the source links on articles – Blogs and news articles are usually sourced
with links to other web pages. Read the source information yourself. Some blog
writers can’t be bothered with reading the articles, and they’re writing a reaction 35
to their interpretation of the headline.
8 2. Understand the difference between opinion and fact. “Raising taxes hurts the
economy,” is an opinion. There is some evidence to back up this claim as well
as evidence to the contrary, but either way that statement is opinion and not fact.
Make sure you understand the difference before you make assumptions. 40
9 3. Beware of anecdotal evidence. – Anecdotal evidence is flawed because it relies
on individual perception. Eyewitness testimony has become considered
unreliable in court because memory is easily manipulated. If it’s a blog, move
on.
10 4. Ask a lot of questions. – Most internet nonsense falls apart after a few questions. 45
When you’re asking questions, you might find that the person you’re asking
might get a little annoyed when you start questioning them.
11 5. Question your beliefs. – never set your beliefs in stone. Challenge your deeply
held beliefs to rigorous testing. Find someone with whom you disagree and read
everything they’ve ever written.
50
12 Do those five steps mean you’ll never get scammed? Nope, but it’s a good start.
Scepticism is healthy; listening and reading are more constructive than talking and
writing; there is nothing wrong with admitting you don’t know something.

TEXT B
55

Refer to paragraph 1
1.1 Identify and explain the pun in the first sentence. (2)
1.2 1.2.1 What is the purpose of the parenthesis (of course)? (2)
1.2.2 Is it appropriate in the context of the passage? (2)
Refer to paragraph 2

205
1.3 Explain “second of third hand” in the context of the passage. (2)

Refer to paragraph 3
1.4 Why, according to the writer, do human beings talk as loudly as possible? (3)
1.5 Identify an American term and write down the South African equivalent. (1)
1.6 Account for the structure of paragraph 5 (2)
Refer to paragraph 6
1.7 What is the reason for one being seen as cynical? (1)
1.8 Identify and explain the two metaphors in paragraph 6 (4)
Refer to paragraph 7 and 9
1.9 Why does the writer criticise blog writers? (3)
1.10 Is paragraph 12 an effective conclusion to the article? Substantiate your (3)
answer.
TEXT B
1.11 Explain the irony in this cartoon (2)
TEXT A AND TEXT B
1.12 By referring to Text A, what point is being made in Text B? (3)
Total Section A (30)
SECTION B: SUMMARY
QUESTION 2
INSTRUCTIONS
1. Summarise Text C in seven points.
2. The summary must be presented in a fluent paragraph of no more than 90 words.
3. Use your own words as far as possible
4. Indicate your word count at the end of the summary

TEXT C
Why Cynicism Can Hold You Back

A new study suggests that distrusting human nature can actually hurt your income.
The reason why might surprise you!
By Kira M. Newman; June 11, 2015
Don’t be so trusting. You can’t be too careful. That’s the way to get ahead in life,
right?
Researchers cast some doubt on this idea. They found that people who are cynical
about human nature – who see others as egoistic, deceitful, and evil – tend to earn
less money.

Thanks to research, we know that certain types of cynics tend to have worse
psychological health, physical health and relationships. They have lower
socioeconomic status, but none had pinpointed any reasons.

Research revealed that people who had cynical views about human nature earned
less money. Americans who were cynical earned less than their idealistic peers.

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 But why? It’s possible that cynics have something else in common that is the real
cause of lower income – for example, they tend to be more neurotic and introverted,
and have lower self-esteem, worse health, and less education. Yet none of these
factors were enough to explain away cynicism’s effect on income.

Researchers found a curious pattern: Cynicism was less problematic in countries

where it seemed justified. It was less financially detrimental to be a cynic in countries
with more murders, more people who see others as selfish and predatory, and less
giving (measured by rates of charity memberships, donations, and helping strangers).
In fact, in countries with the highest homicide rates, people who were cynical about
human nature actually had slightly higher income.

Meanwhile, in countries where help is abundant and murder infrequent, cynics earn
less because they don’t pursue valuable opportunities attractive to idealists like asking
for help, collaborating and making compromises.

“Cynical individuals are likely to lack the ability to rely on others,” the researchers
explain.
Total Section B (10)
SECTION C: LANGUAGE IN CONTEXT

QUESTION 3: ANALYSING ADVERTISING

TEXT D

Study Text D and answer the questions that follow:

3.1 What is being advertised in TEXT D? (1)

3.2 What ploy does the advertiser use to make you feel as though the
advertisement is aimed at you? (2)
3.3 Is TEXT D an effective example of the AIDA principle of advertising?
Justify your answer with reference to the text. (4)

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3.4 Identify and explain the effectiveness of two emotive words used to
promote interest in what is being advertised. (2)
3.5 Explain one example of jargon used in the advertisement. (1)
(10)
QUESTION 4: CARTOON

Study TEXT E below and answer the questions that follow.

TEXT E

4.1 What is being satirised in this cartoon strip? (2)

4.2 What does Calvin’s facial expression in Frame 4 reveal about his
attitude? (2)
4.3 Comment on the impact of Frame 4 in conveying the cartoonist’s
message. (3)
4.4 Discuss the humour in the cartoon by referring to both the visual and
verbal elements. (3)
(10)

QUESTION 5: TEXTUAL EDITING

Read TEXT F and answer the questions that follow.
TEXT F

Why Cynicism is Necessary in Education Today

Children’s education, especially as children grow older, does not need the constant
1 ray of sunshine. Sometimes, the dark clouds of cynicism can teach a child far more
than the ray of hope behind them.

Cynicism does have an important place in education, especially amongst students in

2 “disadvantaged” or “economically-depressed” areas (more terminology I loathe).
5

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 It doesn’t mean that students cannot reach for their dreams and goals. What the cynic
3 does is place an action plan on the goals/ideas using the critical eye. It’s realism for
the classroom, and can easily coexist with the positive vibes most teachers want/need
in their rooms.

4 Many people seem to think that because a teacher is cynical, he is automatically 10

selfish and doesn’t care about his students. Nothing could be further from the truth.

I love my students, every one of them. I care deeply about their education, about their
5 growth into adulthood. I’m not in this to build “lifelong learners”. I’m not in this to
“activate the intelligences of each child” or to “engage every learner.”

My goal is to walk into a lecture hall in an Ivy-league university (that’s right, Ivy 15
6 League, not community college) and see my students in the class taking notes. As
my students is called, they dazzle the class with deep, thoughtful arguments and
knowledge. They will go on to positions of power and influence in our society:
positions once held by children of the highest classes.

Mr D’s Neighbourhood

5.1 Identify the figure of speech in “’dark cloud of cynicism’ in paragraph 1. (1)
5.2 5.2.1 Explain the use of the brackets in paragraph 2. (1)
5.2.2 What other punctuation marks could be used to replace the brackets? (2)
5.3 5.3.1 Write out the word ‘vibes’ in paragraph 3, in full. (1)
5.3.2 Replace the word ‘vibes’ with a more formal word. (1)
5.4 Explain the use of the inverted commas in paragraph 5. (1)
5.5 Correct the error of concord in paragraph 6. (1)
5.6 Give the noun form of ‘cynical’. (1)
5.7 Rewrite the following sentence in the passive voice:
I love my students, every one of them. (1)
(10)
Total Section C (30)
GRAND TOTAL [70]

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