CURRICULUM GRADE 10 -12 DIRECTORATE

NCS (CAPS)
LEARNER SUPPORT DOCUMENT GRADE 11
ENGLISH HOME LANGUAGE

STEP AHEAD PROGRAMME

2021
English HL KZN-STEP AHEAD Grade 11

PREFACE
This support document serves to assist English HL learners to bridge the gap caused by the loss of
teaching time as a result of COVID-19 in 2020. It also captures the challenging language aspects in
the Grade 10-12 syllabus. Activities should serve as practice for the topics dealt with in this
document. This booklet will cover the following:

ASPECT TEXT PAGE NO.

1. LANGUAGE

COMPREHENSION DOWN WITH THE GREEDY NUPTIALS 2

VISUAL LITERACY CARTOON 8

ADVERTISEMENT 15

2. LITERATURE

POETRY ESSAY 22
UNSEEN POEM AUTUMN IN BIAFRA 32

MACBETH LITERARY ESSAY 34

3. WRITING

ESSAY REFLECTIVE ESSAY 45

REVISION OF OTHER ESSAY TYPES 52

TRANSACTIONAL FORMAL LETTER: LETTER TO THE EDITOR 63

SPEECH 68

4. ORAL

LISTENING COMPREHENSION 71

PREPARED SPEECH 73

UNPREPARED READING ALOUD 76

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English HL KZN-STEP AHEAD Grade 11

COMPREHENSION SKILLS

GLOSSARY

NB: Here’s an explanation of some of the terms used in questions. Spend a few minutes acquainting
yourself with them before responding to the questions.

TERM MEANING
ACCOUNT FOR Explain why, give the reason for
ALLUDE TO Refer to
ASSESS Make a judgement after careful consideration
COMMENT Give an opinion on
COMPARE Look for similarities and differences between x and y; perhaps
reach a conclusion about which is preferable.
CONTRAST Set in opposition (place x and y opposite to each other) in
order to bring differences and or similarities.
CRITICISE Give your judgement about the merit of theories, of opinions or
about the truth of ‘facts’; back your judgement by a discussion
of evidence or reasoning involved.
DEFINE Set down the precise meaning of a word or phrase. in some
cases, it may be necessary or desirable to examine different
possible, or often used, definitions.
DISCUSS This requires not only factual information but also some
assessment or evaluation. Investigate or examine by argument;
sift and debate; give reasons for and against. Also examine the
implications.
DESCRIBE Give a detailed or graphic account of
DIFFERENTIATE Look for the differences between x and y
DISTINGUISH Look for the differences between x and y
BETWEEN
EVALUATE Make an appraisal of the worth of something; in the light of
its truth or usefulness; provide good points and weaknesses.
EXPLAIN Make clear or plain; interpret and account for; give reasons for

EFFECT – What is State what the reaction is of …………

the effect of…?
ILLUSTRATE Make clear and explicit
INTENTION – Write about the writer’s purpose.
What is the
intention of
the writer….?
INTERPRET Make clear and explicit. Provide your analysis.
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JUSTIFY Show adequate grounds for decisions or conclusion; answer the

main objections likely to be made of them; give reasons why you
agree/disagree with a given statement /quotation.

OUTLINE Give the main features or general principles of a subject, omitting

minor details and emphasizing structure and arrangement.

RELATE
(a) narrate
(b) show how things are connected to each other and to
what extent they are like, or affect each other/to show a link or
connection between x and y
STATE Present in brief, concise and clear manner
SUBSTANTIATE Give examples by referring to incidents, words and comments.

SUMMARISE Give a concise account of the chief points of a matter, omitting

details and examples.
TRACE Follow the development or history of a topic from its point
of origin.

NOTES ON CONTENT

Comprehension is the decoding and understanding of spoken, written and visual texts.
Comprehension skills are not only for the classroom but are life skills that need to be developed.
Reading therefore becomes very important.

1. Read through the passage quickly.

❖ Try to picture what you are reading. This helps you to focus and read for meaning.

2. Take Note:

❖ The title may offer a clue to the contents and purpose of the passage.
❖ The author may help you to identify the time, style and often the subject.
❖ The introduction often creates the atmosphere and provides the setting for what is to follow.
❖ The conclusion usually ties up the intention of the author.

3. Ask yourself these questions:

❖ Who - is the writer? Who are the characters?

❖ What - is the main idea of the passage?
❖ Where - does it take place? (Setting)
❖ When - does it take place? (Setting – Time, Date, Era)
❖ Why - has this passage been written? What is the writer’s intention?
❖ How - does the writer express himself? What language devices are used?

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4. Read through the comprehension questions:

❖ When you do this, keep the passage in mind.

❖ This will give you clues leading to the answers in the passage.
❖ Many teachers and learners prefer reading the questions before reading the passage.

5. Read the passage again

❖ This time you should be aware of what has been asked.

❖ Highlight the main idea in each paragraph – each paragraph presents a new idea.
❖ The first sentence is often the key sentence.
❖ Words and ideas that were at first confusing or difficult, may now become clearer in
context.
❖ The more familiar you are with the passage, the easier it should become to
interpret and understand what you are reading.

ACTIVITY
COMPREHENSION: Read the following passage and answer the questions below.

TEXT A: Down with the Greedy Nuptials.

1. People make such a fuss about their weddings nowadays that it's hard to remember
marriage is fundamentally a bond borne out of a deep emotional desire to spend the rest
of one’s life with the person one loves.

2. People can love their partners and promise them the world, yet to go by the antics of the
average young South African couple, you would think the decision
to get married was akin to the inauguration of an election Tone: Conversational
campaign: noisy, hysterical, with lots of disputes, no certainty of tone: ‘you think…’
success, and the promise of vast expense on every front.

3. There will be casualties along the way - usually a parent or two,

the odd friend, and sometimes one's intended - but the real horror of the modern wedding
is undoubtedly the cost. It is now felt that the bond is not quite a bond unless it is sealed
with a golden kiss: tens of thousands of rands, and three weeks in the Seychelles. Last year,
your run-of-the-mill wedding cost the couple - or the bride's parents – R100,000. Young
couples were often to be found topping up that figure with bank loans worth tens of
thousands. The average couple thinks a big wedding is more important than a big deposit
on their first house.

4. What has the spending of cash got to do with the celebration of

two people's love? Rhetorical question: A
Yet increasingly it is all about the cash, and I have seen people thought to ponder.
weep, scream, and kick - sometimes quite silently - to get what
they want on their wedding day. However, there is only one thing
to want on your wedding day: a person who loves you and wants
to take care of you and friends and family who like the idea.
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The rest of it - the wedding lists at Wedding Shop, the big frock, the private choir, the bags
of sugared almonds, the pony and trap - is so much commercial rain thrown into a sunny
complexion. If you don't want to marry someone for the public blessing alone, you should
just forget it and show your good taste by saving your family a fortune.
But these inflated nuptials are on the rise. Some of them will come Sarcasm: the writer is
ballooning into the shape of a marquee somewhere near you ridiculing the essence
before the summer is over, and good luck to those who really mean of a wedding.
it.

5. I can honestly say I have barely known a wedding where there was not some element of
scorched patience or plain bad faith: mothers-in-law who hate the menu and interfere with
the seating plan; fathers giving speeches who have nothing - nothing! - of interest to say
about their beloved daughters after knowing them for 30 years. There are also friends who
feel imperilled by the vivid scene of other people's happiness and ministers who squirt
banalities and clichés like bad perfume over the congregation. Let us not forget the
children who riot; bands who drone on; and guests who giggle through ceremonies and
complain through receptions as if the day was a giant joke. All this for R700,000. A bargain,
surely?

6. But for those of you who think I'm being un-romantic, let me tell you a simple truth: I am
too romantic to fall for a commercial deception masquerading as a sacrament, and too
much a believer in love's reality to imagine it requires a tinsel show.

7. Can't we argue for a little simplicity? The best wedding, I ever went to was held in a
register office and afterwards in a place that seemed much like a community hall. The day's
events were entirely true to the couple getting married: there was great enchantment, but
none of it was derived from the idea of vast amounts of money having been spent. It
derived from the fact that everybody in the place really liked them and thought they
should always be together. The couple didn't arrive at the hall in a golden carriage, but by
the end of the evening everybody wanted to learn a little from them about how to be
natural and inventive in the pursuit of love.

8. Other weddings might involve helicopters. They might involve Parisian chefs and matching
stained glass and year-long ordeals of taste. But I here make a bid for the idea that people
in love have nothing to prove. Let them give their bundles to UNICEF or feed the hungry
children throughout Africa and make a vow to enjoy the true meaning of their big day. The
rest is all showing off and covering up - and what sort of person, when you think of it,
would want to imprison such a natural, mysterious, and healthy thing as an almond in a
hard coating of sugar? Down with the greedy Nuptials.

QUESTIONS:
1.1. Discuss the significance of the title. (2)

1.2 Refer to paragraph 1

What is the writer’s argument against making such a fuss about weddings? (2)

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1.3 Refer to paragraph 2

Why is the writer justified in comparing the planning of a wedding to that of an election
campaign? (3)
1.4 Comment on the writer’s use of the word ‘casualities’ to describe the parents and friends.
(3)
1.5 Discuss what you understand by “run-of-the-mill wedding”. (2)
1.6 Critically comment on the writer’s perspective in the following line
" there is only one thing to want on your wedding day: a person who loves you and wants to take
care of you and friends and family who like the idea”. (3)
1.7 Refer to paragraph 5
Provide two reasons why the writer feels that weddings bring added stress and tension. (2)
1.8 Outline what the writer’s perspective of an ideal wedding should be. (3)

1.9 Refer to paragraph 8

In your opinion, why should people rather contribute towards helping the underprivileged?
(3)
QUESTIONS: TEXT B
Study text B below and answer the questions set

TRADITIONAL VS DESTINATION WEDDING

WEDDING BELLS ARE RINGING NOW, BUT FIRST YOU NEED TO ASK YOURSELF WHERE.

WILL A DESTINATION WEDDING GUARANTEE YOU TO A LIFETIME OF HAPPINESS?

WHY NOT SPEND THE MONEY WISELY LIKE INVESTING IN A FIXED ASSET FOR YOUR LIFETIME OF HAPPINESS

DO NOT BE YOUNG AND FOOLISH

BE YOUNG AND THRIFTY

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1.10. Comment on the effectiveness of the design of Text B. (3)

QUESTION: TEXTS A AND B
1.11 Does TEXT B support the writer’s view as presented in paragraphs 3 and 8 of TEXT A?
Justify your response with close reference to both TEXT A and TEXT B. (4)

Total: 30

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Visual Literacy

Answering the Cartoon

Cartoons can be more than just light-hearted fun; they often reflect social trends or highlight
serious issues. A clever cartoon can have more impact than a whole article on the same subject as
it can succinctly capture the essence of the issue.

A cartoon is a single drawing, or a series of drawings, that comments on current events or social
issues. Its topics are human activities and behaviour, public figures, politics, fashion, sport,
relationships, etc.

TERM EXPLANATION
Comic strip A sequence of drawings telling a humorous or adventurous story –
found in newspapers, etc.
Frame Each separate picture in a comic strip is called a frame.
Punch-line The final phrase or sentence of a cartoon, providing the humour.
The different frames usually build up to the punch line in the last
frame.
Verbal Clues
FONT It refers to the size and type of letters used. Larger or bold letters
are used for emphasis.

Punctuation Clever use of Punctuation to create meaning.

Speech bubbles Speech bubbles are used to indicate the words spoken by the
character.

Thought bubbles Thought bubbles show what the character is thinking.

Visual clues Some parts of the drawing which may be used to help the reader
establish what the cartoon is about. Eg
• Body Language -If a character is tall and upright, he is
athletic or proud.
• Observe surroundings (Background and foreground)
Irony When one thing is said, but something else is meant.
Tone The most important way in which words can create comic effect is
through the tone used. Ask yourself the following questions.
• Is the writer being serious?
• Is he mocking?
• Is there a contract between seriousness of the character
and the absurdity of the situation?
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Pun The play on words is where two possible meanings of a word are
referred to, one of them the expected meaning, the other an
absurd or comic meaning in context.
Stereotype An exaggerated preconceived generalisation about the typical
behaviour, attitudes, dress, etc. of various types of people.
Caricature When one or more physical features is exaggerated to convey a
message. Eg. Huge hands that reach out could show that someone
is greedy.
Satire Uses humour to make a serious point. It involves using wit, irony
or sarcasm to highlight human vices or follies.
Anti-climax This is when tension is created and we expect something
important or exciting to happen, but instead, the ending is very
ordinary or a let-down.

• Body language means the way in which a character is drawn to show what his or her feelings
are.

• Facial expression shows the feelings of the character.

• Caricature: features or actions of a person are exaggerated to help the reader work out who is
being represented or what aspect of the person’s character is being emphasised.

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• Irony

• Satire

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• Pun

• Stereotype

Visual metaphor: in a metaphor two things are compared. In a visual metaphor, a picture
stands for or represents something else

In this example Nelson Mandela is being compared to Superman.

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TEXT A
Example: frame Bold Font Punchline/ Point of humour

stereotype movement lines Body Language

Facial Expression
Foreground
ACTIVITY
TEXT B
QUESTIONS:

CALVIN AND HOBBES

1.1 What does Calvin's (the boy) facial expression/body language in FRAME 1 2
reveal about his attitude?

1.2 In FRAME 2, the cartoonist uses a technique that is different from those used 2
in the other frames.
Discuss the effectiveness of this technique.

1.3 Comment on how the last frame conveys the cartoonist's message. 3

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TEXT C

CALVIN AND HOBBES

1.4 Discuss how humour is created in this cartoon. 3

[10]

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A GUIDE TO ADVERTISING
What is Advertising?

Advertising aims at providing information about a particular product or service. It describes and
promotes products or services in order to persuade people to buy or use them.

AIDA

• ATTENTION – what did you notice first and why?

• INTEREST – why did you keep reading or looking at the advertisement?

• DESIRE – do you want to do anything? Health, enjoyment, excitement, luxury, beauty, romance o
Independence, success, power, social status, freedom, escape, Physical safety, financial security, saving
money o Being a good parent/ spouse / citizen

• ACTION – Do you go do anything after looking at the advertisement?

TERMS USED IN ADVERTISING

• IMAGE – drawing, photograph or clipart

• HEADLINE – capitals, font, size, bold
• SUPPORTING TEXT – smaller, simpler font, giving some detail or explanation

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• LOGO – the BRAND name as an image/symbol (like the Nike tick)

• SLOGAN – saying associated with BRAND (Just do it!)
• FOCAL POINT (where does your eye go to first)

• PLAY ON WORDS (PUN)

• (Our butcher is the place where people meet)
• ORIGINALITY (is it clever or like other advertisements)
• TARGET MARKET (who is it aiming at – be specific)
• INTENTION (e.g. besides wanting to sell something does it also try to shock or make you feel hungry)

• DOES IT CONTAIN HUMOUR?

• TO WHAT BASIC HUMAN NEEDS DOES IT APPEAL
• (e.g. our need to be popular; our need to look good; our need to satisfy hunger/thirst)
• WHERE WOULD YOU EXPECT TO FIND AN ADVERT LIKE THIS (e.g. taxi, billboard, teenager magazine)
• WHAT WORDS ARE USED (are they positive e.g. delicious or negative e.g. fattening)
• REPETITION (the same words or phrases repeated)
• RHYME (creates a sing song effect so you will remember the advertisement)
• SPECIAL INFO/INSTRUCTIONS (does it offer alternatives or links to websites/social media)
• FACTS and FIGURES (scientific jargon) Scientific evidence from research
• FIGURES OF SPEECH [puns, personification, alliteration]
• TYPOGRAPHY (font/layout)
• What’s the EMOTIVE APPEAL? conscience [emotional blackmail, lifestyle commitments],
advantageous promises [freebies, coupons, etc], promises of pleasure, gaining attention [humour,
shock, surprise]
• REALITY CREDIBILITY Expert witnesses (specialists in a field) Is this fact, opinion, or something else?
What are the sources of the information, ideas, or assertions?
• ENDORSEMENT Famous celebrity in an advertisement for a product. Testimonials from people who
have used the product. Expert witnesses like doctors
• The advert as a whole:
• How does the ad make you feel?
• Would you buy the product being sold to you?
• If so, why? If not, why not?
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HEADLINE/ BOLD FONT

KEY IMAGE / FOCAL POINT

ADDITIONAL TEXT
Persuasive Language
SLOGAN

LOGO

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CLASS ACTIVITY 1
1.1.Identify the advertising elements numbered (A-E) below: (5)
[Grab your reader’s attention with a great quote from the document or use this space to
emphasize a key point. To place this text box anywhere on the page, just drag it.]

-Language enrichment-

Give the adjectival form for the word

“standard”.

D
1.2.Discuss the target market for this advertisement.
1.3. Comment on the effectiveness and suitability of the
E (2)

image used in the advert. (3)

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CLASS ACTIVITY 2
2.1. Identify and discuss the advertising elements numbered
(A-F) below: (15)

A (2)
S
A
iL
lS
kO
SA
V
o
yA
I
m -Language enrichment-
iL
lA Identify the function of the apostrophe
kB in Nature’s body.
.L
cE
I
o
N
m
V
A
N
I B (3)
L
Pour on theLpower
to help support A your heart.
A
Silk is madeNfrom one of Nature’s
Perfect Proteins D to fortify your body,
and deliversOa smooth chocolate taste
that keeps you R deliciously satisfied.

C (4)
I
G
I
N
A
L

D (2)

E (2)

2.2.Discuss the target market for this advert.

2.3. Comment on the effectiveness and suitability
(2) F (2)
of the image used in the advert. (3)
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HOMEWORK ACTIVITY

3.1. Identify and discuss the advertisement below by referring to all elements you can see.
(5)
3.2. Discuss the target market for this advertisement. (2)
3.3. Comment on the effectiveness and suitability of the image used in
the advert. (3)

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LITERATURE: POETRY ESSAY

POETRY GLOSSARY:

1. Alliteration

Alliteration is the repetition of a sound or letter at the beginning of multiple words in a series.

“Once upon a midnight dreary, while I pondered, weak and weary…”

- Edgar Allen Poe, “The Raven”

Poe uses alliteration with the “wh,” sound at the beginning of multiple words. The repetition here
mimics the sound of the wind (something you might hear on a dreary night), and also sounds a
little soothing—something that’s interrupted in the next couple of lines by a different sound, just
as Poe interrupts his soothing, round vowel sounds with repetition of the ‘p’ sound in “suddenly
there came a tapping, / As of some one gently rapping, rapping at my chamber door….”

2. Allusion

An allusion is an indirect reference to something.

“The Cunninghams are country folks, farmers, and the crash hit them hardest.”
- Harper Lee, To Kill a Mockingbird

Lee isn’t speaking of a literal crash—she’s referencing the stock market crash of the late 1920s,
which left many people without money. Scout, To Kill a Mockingbird’s narrator, references the
stock market crash in a way that’s appropriate for her context, which readers can gather from the
novel’s setting.

Using this allusion allows Lee to do some quick scene-setting. Not only does it establish the novel
firmly within its setting, but it also shows that Scout herself is a clear part of that setting—she
speaks to the audience in the way that a child of that era would speak, giving the story a greater
sense of realism.

3. Apostrophe

An apostrophe is a poetic device where the writer addresses a person or thing that isn’t present
with an exclamation.

“O stranger of the future!

O inconceivable being!
whatever the shape of your house,
no matter how strange and colorless the clothes you
may wear,
I bet nobody there likes a wet dog either.
I bet everybody in your pub
even the children, pushes her away.”
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- Billy Collins, “To A Stranger Born In Some Distant Country Hundreds Of Years From Now”
Though we know from the title that Collins is addressing a stranger from the future, in the final
stanza of the poem he addresses that stranger directly. Apostrophe was particularly common in
older forms of poetry, going all the way back to Ancient Greece—many works of Greek literature
begin with an invocation of the Muses, typically by saying something like, “Sing in me, O Muse.”
Because the narrator of Collins’ poem is calling out to someone in the future, he mimics the
language of the past and situates this poem in a larger context.

4. Assonance

Assonance is the repetition of vowel or diphthong sounds in one or more words found close
together.

“ Hear the loud alarum bells—

Brazen bells!/ What tale of terror, now, their turbulency tells!
In the startled ear of night
How they scream out their affright!
Too much horrified to speak,
They can only shriek, shriek,
Out of tune….”

- Edgar Allen Poe, “The Bells”

When Poe talks about alarm bells, he uses sharp, high-pitch vowels to echo their sound: notice the
repetition of long “e” and “i” sounds, both of which sound a bit like screams.

5. Enjambment

An enjambment is the continuation of a sentence beyond a line break, couplet, or stanza

without an expected pause.

“What happens to a dream deferred?

Does it dry up
like a raisin in the sun?
Or fester like a sore—
And then run?
Does it stink like rotten meat?
Or crust and sugar over—
like a syrupy sweet?

Maybe it just sags

like a heavy load.

Or does it explode?”

- Langston Hughes, “Harlem”

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Hughes plays with multiple methods of ending lines in this poem, including enjambment. The first
two lines of the second stanza and the second-to-last stanza are examples of enjambment, as the
thought continues from one line to the next without any punctuation. Notice the way these lines
feel in comparison to the others, especially the second example, isolated in its own stanza. The
way it’s written mimics the exhaustion of carrying a heavy load, as you can’t pause for breath
the way that you do with the lines ended with punctuation.

6. Irony

Irony has a few different meanings. The most common is the use of tone or exaggeration to
convey a meaning opposite to what's being literally said. A second form of irony is situational
irony, in which a situation or event contradicts expectations, usually in a humorous fashion. A third
form is dramatic irony, where the audience of a play, movie, or other piece of art is aware of
something that the characters are not.

Basic irony, where what someone says doesn't match what they mean, might look something like
this:

"Yeah, I love dogs," she said dryly, holding the miniature poodle at arm's length as hives sprang
up along her arms.
Situational irony would include things like a police station getting robbed or a marriage counselor
getting a divorce—we would expect police to be able to resist getting robbed and a marriage
counselor to be able to save their own marriage, so the fact that these unexpected things occur is
darkly funny.

One of the most famous examples of dramatic irony is in Romeo and Juliet. The audience knows
that Juliet isn't dead when Romeo comes to find her in the tomb, but obviously can't stop Romeo
from killing himself to be with her. Unlike other forms of irony, dramatic irony often isn't funny—it
heightens tension and increases audience investment but doesn't necessarily have to make people
laugh.

7. Metaphor

A metaphor is when a writer compares one thing to another.

“An emotional rollercoaster” is a common example of a metaphor—so common, in fact, that it’s
become cliche. Experiencing multiple emotions in a short period of time can feel a lot like riding a
roller coaster, as you have a series of extreme highs and lows.

8. Pun

A pun is a play on words, using multiple meanings or similar sounds to make a joke.

"Mine is a long and a sad tale!" said the Mouse, turning to Alice, and sighing.

"It is a long tail, certainly," said Alice, looking down with wonder at the Mouse's tail; "but why
do you call it sad?" And she kept on puzzling about it while the Mouse was speaking...."

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- Lewis Carroll, Alice’s Adventures in Wonderland

Here, Alice clearly misunderstands what the mouse is saying—he says ‘tale,’ referring to his long
and sad story, and she hears ‘tail,’ referring to his literal tail. The result is a misunderstanding
between the two that ends with Alice looking rude and uncaring.

Though it makes Alice look bad, it’s quite entertaining for the reader. The world of Wonderland
is full of strangeness, so it’s not really a surprise that Alice wouldn’t understand what’s happening.
However, in this case it’s a legitimate misunderstanding, heightening the comedy as Alice’s
worldview is once again shaken.

9. Repetition

Repetition is fairly self-explanatory—it’s the process of repeating certain words or phrases.

“Do not go gentle into that good night,

Old age should burn and rave at close of day;
Rage, rage against the dying of the light.

Though wise men at their end know dark is right,

Because their words had forked no lightning they
Do not go gentle into that good night.

Good men, the last wave by, crying how bright

Their frail deeds might have danced in a green bay,
Rage, rage against the dying of the light.

Wild men who caught and sang the sun in flight,

And learn, too late, they grieved it on its way,
Do not go gentle into that good night.”

- Dylan Thomas, “Do Not Go Gentle Into That Good Night”

Throughout this poem, Thomas repeats the lines, “Do not go gentle into that good night,” and
“Rage, rage against the dying of the light.” The two lines don’t appear together until the final
couplet of the poem, cementing their importance in relation to one another. But before that, the
repetition of each line clues you in to their importance. No matter what else is said, the
repetition tells you that it all comes back to those two lines.

10. Rhetorical Question

A rhetorical question is a question asked to make a point rather than in expectation of an

answer.

“Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no
man could head me! And ain't I a woman? I could work as much and eat as much as a man -
when I could get it - and bear the lash as well! And ain't I a woman? I have borne thirteen
children, and seen most all sold off to slavery, and when I cried out with my mother's grief,
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none but Jesus heard me! And ain't I a woman?”

- Sojourner Truth, “Ain’t I a Woman?”

Sojourner Truth’s question to the Women’s Convention of 1981 in Akron, Ohio isn’t a question
that needs an answer. Of course she’s a woman—she, as well as everybody else in the audience,
knew that perfectly well. However, Sojourner Truth was a black woman in the time of slavery.
Many white women wouldn’t have considered her to be part of the women’s rights movement
despite her gender.

By asking the question, Sojourner Truth is raising the point that she is a woman, and therefore
should be part of the conversation about women’s rights. “Ain’t I a woman?” isn’t a question of
gender, but a question of race—if it’s a conference about women’s rights, why weren’t black
women included? By asking a question about an undeniable truth, Sojourner Truth was in fact
pointing out the hypocrisy of the conference.

11. Rhyme

A rhyme is a repetition of syllables at the end of words, often at the end of a line of poetry, but
there are many unique kinds of rhymes.

“It was many and many a year ago,

In a kingdom by the sea,
That a maiden there lived whom you may know
By the name of Annabel Lee;
And this maiden she lived with no other thought
Than to love and be loved by me.”

- Edgar Allen Poe, “Annabel Lee”

Poe’s poem starts off with a fairly typical ABAB rhyme scheme—the first line rhymes with the
third, the second with the fourth. However, in line five, we get a jarring line that does not rhyme,
which is carried through the rest of the poem. The rhyming sounds hearken back to classic songs
and stories, but is undone by something that doesn’t sound right, just as the classic love story of
the narrator and Annabel Lee is undone by tragedy.

12. Sonnet

A sonnet is a fourteen-line poem with a strict rhyme scheme, often written in iambic
pentameter.

“How do I love thee? Let me count the ways.

I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.
I love thee to the level of every day’s
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for right;
I love thee purely, as they turn from praise.
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 English HL KZN-STEP AHEAD Grade 11

I love thee with the passion put to use

In my old griefs, and with my childhood’s faith.
I love thee with a love I seemed to lose
With my lost saints. I love thee with the breath,
Smiles, tears, of all my life; and, if God choose,
I shall but love thee better after death.”

- Elizabeth Barrett Browning, “How Do I Love Thee”

Sonnets were a standard poetry format for a long time—Shakespeare famously wrote sonnets, as
did poets like Browning. As with blank verse, sonnets are often written in iambic
pentameter, which gives the writing a sense of realism, as it’s not quite as affected as other
rhythms, but also makes it feel purposeful and different from natural speech.

Because sonnets have a rhyme scheme, they feel removed again from realistic speech. But that
works in form’s favor—the rigid structure encourages unconventional word use (hence the
memorability of “How do I love thee? Let me count the ways.”) and marks poems in this style as
having a kind of heightened reality. Because blank and free verse arose later, writing sonnets in
modern times gives poems a classic or even intentionally antiquated feeling, which can work in the
poet’s favor.

TONE VOCABULARY

Tone: quality or timbre of the voice that conveys the emotional message of a text. In a written
text, it is achieved through words. (How it would be said.)
Mood: atmosphere or emotion in written texts; shows the feeling or the frame of mind of the
characters; it also refers to the atmosphere produced by visual, audio or multi-media texts. (How it
makes you feel.)
Theme: the central idea or ideas in text; a text may contain several themes, and these may not be
explicit or obvious.
How to write a poetry essay

A poetry essay should be about a page or 250 – 300 words long. The following guidelines will help
you to structure what can fell like a vague and difficult task.

Think about the following questions:

• What purpose does this poetic/literary device serve?

• How does the author communicate his or her purpose through this device?
• Why do readers have this response to the poetic device?

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English HL KZN-STEP AHEAD Grade 11

ESSAY TIPS:
1. Your essay must have a central idea (stated in your thesis) that governs its development.
2. Your essay must be organized so that every part contributes something to the reader’s
understanding of the central idea.
3. Assume that your reader is NOT familiar with the author or poem.
4. Tell your reader what the poem is about (not what happens, but what the happenings add up
to).
5. Write in the third person!!! Present tense.

Note that you may not have ENOUGH space to address everything in these guidelines; there may
be, for example, many poetic devices or images, so choose those that you think are most powerful
to comment on.

Also, be guided by the essay question.

If it asks you to focus on aspects of the poem, (e.g. structure, imagery, tone) make sure you
address only those features asked for. However, if the essay is more open-ended and asks for a
critical analysis of a poem, this structure will help you:

You could start with a phrase like: In the poem, “…….” of

THINGS TO REMEMBER
“……”- rephrase the statement e.g. In the poem, "Caged
Bird" by Maya Angelou, diction, imagery and figures of
Introduction
speech are used to convey…
In one or two sentences explain what
The poet describes … or
the poem is about: its theme, issues
This poem is about…
or main message.
The opening statement is quite static and does not require
any information for marks.
It must contain certain elements as asked in the question
Body of essay: e.g. if structure is asked- make sure you understand what
This is where you show your needs to be discussed under structure.
understanding of how the poet
conveys the meaning. Address the
following.

Structure of poem:
Consider the length of sentences, Is the structure formal (like a sonnet) or informal?
enjambment and stanza length. Short sentences suggest abrupt, definite thoughts.
Longer sentences are more conversational or lyrical.
Are the stanzas unusual in any way?
A rhyming poem will have a musical, child-like, sing-song
Poetic devices: Consider rhyme, quality to it.
rhythm, alliteration, assonance, Rhythms can be slow and sleepy or highly energised.
onomatopoeia. Alliterated sounds often link in some way to what they
describe.

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Imagery or figures of speech: Look for Think about how the two things compared are similar.
similes, metaphors, examples of Use the vocabulary (p 5) to help you describe the
personification or contrast. comparison and its effect.

Is the style conversational, formal, highly descriptive,

Style: Look at diction, punctuation,
straightforward, lyrical or informal?
sentence length
Quote a word or phrase as proof.

Tone: What does the poem tell us

about the poet’s attitude to the
Use adjectives like set out on page 2 and 3.
subject matter? Does the tone
change at some point?

Conclusion Be honest about your response. If you think the poem filed
What is your response to the poem? to deliver on its intention, say so, but provide reasons for
How does it make you feel? your opinion.

Poetry Essay: Activity

Adrienne Rich, "Aunt Jennifer's Tigers"

Aunt Jennifer's tigers prance across a screen, Symbol – line 1

Bright topaz denizens of a world of green. The tigers have a figurative meaning:
They do not fear the men beneath the tree; They are embroidered and symbolise
They pace in sleek chivalric certainty. 4 the power of human kind.

Aunt Jennifer's finger fluttering through her wool

Find even the ivory needle hard to pull. Alliteration – line 8
The massive weight of Uncle's wedding band Notice how the alliteration of the
Sits heavily upon Aunt Jennifer's hand. 8 ‘w’ sound adds a certain tiredness
and heaviness that of matches the
‘weight’ of disappointment that is
When Aunt is dead, her terrified hands will lie experienced in the marriage
Still ringed with ordeals she was mastered by. referred to in these lines.
The tigers in the panel that she made
Will go on prancing, proud and unafraid. 12

Glossary:
prance – move with high springy steps
topaz – precious stop, usually colourless, yellow or pale blue
denizens – inhabitants of a particular place
chivalric – (from chivalry) combing the qualities expected of an ideal medieval knight,
i.e. courage, honour, etc
ordeals – difficulties experienced over a long period

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Essay Question:

Critically discuss how the form and imagery of this poem is an effective connection to its theme

in a well discussed essay of approximately 250-300 words. (10marks)

POETRY: HOW TO ANALYSE THE UNSEEN POEM

Techniques to Unpack an Unseen poem

1) Understand how to approach an unseen poem

2) Develop their understanding of unseen poems
3) Explain how the poet has used language to convey meaning

Step 1: Poetic Terminology

We’ll keep it simple here. There are loads of different techniques and terminology that can be
found in poetry, but we’ll concentrate on those most frequently used.

Simile: A comparison to something using ‘like’ or ‘as’ (The children are like monsters)

Metaphor: A direct comparison to something (The children are monsters)

Personification: Giving human characteristics to a non-human object. (The trees danced in the
breeze)

Alliteration: Two or more words close together that start with the same sound (cats creep
carefully to catch their prey).

Sibilance: Alliteration specifically of the ‘s’ sound (six sizzling sausages in a saucepan).

Onomatopoeia: Sound words (crackle, crash, rustle, thud)

Stanza: The verse of a poem.

Rhyme scheme: If it doesn’t rhyme at all – ‘blank verse’ If every other line rhyme – ‘ABAB’ rhyme
scheme. If two direct lines rhyme – ‘rhyming couplet’

Sonnet: A 14-line poem typically about a love for someone or something.

Rhetorical question: A question that makes the reader think and doesn’t need a direct answer.

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Step 2: Connotations
A top tip when analysing poetry is to think of connotations. Quite often in poetry, language is used
metaphorically, and particular words imply a deeper meaning or thought. Tackling unseen poetry
may seem like a daunting process, but it is purely a personal interpretation. Everyone who reads a
poem might have a slightly different viewpoint. There is no right or wrong answer, just a personal
response of the reader. This is where connotations can come in handy.
Think of the following words. What imagery comes to mind?
1) Red
2) Spring

You might have come up with ideas such as:

Red – danger, blood, anger, lust, love
Spring – birth, life, sunshine, yellow
You can then use these ideas to try and link to the theme, emotions or ideas that you think the
poet is trying to portray through the poem.
Don’t be frightened of suggesting your interpretation; aim to use a phrase such as
‘this might suggest this...’ or ‘this could mean…’ This way, you are not saying that this is a definite
interpretation – just your personal ideas and views.

Step 3: Word Chains

Another way to approach a poem is to look for words with similar connections or ‘word chains’ to
interpret the meaning, ideas, emotions or themes of the poem. For instance, if a poem has a lot of
references to army terminology – then this could suggest the poem is related to war, conflict,
suffering, loss or death.
Quite often, the title of the poem will also hint to the overall meaning, so think carefully about any
ideas that the poet has used here.
Look at the example of the first stanza of a poem below:
Half a league, half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred.
“Forward, the Light Brigade! (commands given to soldiers by a superior officer)
Charge for the guns!” he said.
Into the valley of Death
Rode the six hundred. (Six hundred – a brigade of soldiers ‘rode suggests they are on horseback)
Using word chains to decipher the overall theme, meaning, emotions or ideas will help your child
to understand some details about the poem and will allow them to express their response to the
exam question. Say a lot about a little if in doubt and don’t forget those modal verbs. Such
as, ‘could suggest' or 'might imply' to express your own interpretations.
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Step 4: Have a Go Yourself!

Read through the stanza below and try to think about how the poet feels about love and
friendship:
Love and Friendship
By Emily Brontë
Love is like the wild rose-briar,
Friendship like the holly tree-
Holly is dark when the rose-briar blooms
But which will bloom most constantly?

LEARNER ACTIVITY:

Autumn in Biafra (2002)

Chris Abani

Autumn settles over Biafra

Harmattan’s red-dust sneeze,

spectre of winter to come.

This season defers from Europe’s

Hallmark card image. Dreaded,

it russets hair and eyes,

not leaves. Spoken softly

like the taboo of

a late night
whistle, Kwashiorkor,

fatal, swells bellies. Limbs,

skintight, split like sausages

in breakfast oil, marking

the fall to come.

Glossary:
Biafra – short-lived country (1967 – 1970) in the North East of Africa: Nigeria: established by Igbo
people to escape ethnic killing in Nigeria.
Harmattam – dry dusty wind blowing from the Sahara
spectre – something dangerous or unpleasant, imagined or expected: a ghost
Hallmark – brand name of greeting card
Russets – makes reddish-brown

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Kwashiorkor – malnutrition caused by lack of protein; causes reddish hair and skin discoloration, in
advanced stage causes stomach and limps to swell, which may cause splitting.

Questions:

1. What image does the speaker use to describe autumn in Europe? (1)
2. What is the predominant colour the speaker sees in Biafra? (1)
3. Name two things in Biafra that take on the colour red. (2)
4. Identify and discuss how the figure of speech in line 7 -11 affects your understanding of the
season of autumn in Biafra. (4)
5. Discuss the writer’s use of ambiguity in the last two lines of the poem. (2)
TOTAL: 10

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LITERARY ESSAY WRITING: DRAMA-MACBETH

STRUCTURE

The structure of the literary essay is the same as any other essay, as it has an introduction, body and
conclusion. However, this essay differs from creative writing in that you are required to have read the
literature text (which is your drama or novel).

How to approach the teaching of the Literature Essay

The literature essay follows a set format that includes the following and the candidate should therefore be
given ample practice on the planning process for this during contact time.

The aspects below form the backbone of a thoroughly planned literary response.

Theme/s The lessons the author/writer wants the

readers/audience to learn.
Characterisation The main characters involved in the plot
Diction Choice of words used by the
author/writer to get his message across
Figure of speech/ Imagery . includes language that appeals to all the
5 senses
Plot A series of inter-related events in a novel
or play

Three possible strategies are available when targeting the various categories of learner achievement,
namely:

• Leading questions (level 2 – 3 candidates)

• The PEEL method (level 4 – 5 candidates)

• The Court Case analogy (level 6 – 7 candidates)

Leading questions methodology explained: A useful method to teach the essay would entail answering SIX
vital questions:

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NB. The key word with regard to literature essays is: JUSTIFY! JUSTIFY! JUSTIFY! In other words, any
statement or viewpoint given must be substantiated with reference to the text (Drama/Novel).

What does PEEL stand for?

The PEEL method essentially focuses on the format and structure when formulating a written piece. Each
element helps to strengthen your argument by allowing you to produce overall effective paragraphs that
complement and connect to one another.

• POINT – Your topic sentence is extremely important for providing variability and unity within your
paper. Therefore, the first sentence of each paragraph should clearly state the point of the
paragraph which should be directly connected to the argument of the essay. Essentially keep it
short and straight to the point.
• EVIDENCE – The evidence presented should be in line with your point of view, meaning the
evidence provided should be credible and verifiable such as examples from the text.
• EXPLAIN – This portion of your paragraph may be the largest one as it involves interpreting,
evaluating as well as providing additional details to accompany your main idea. Similarly, this
section may also include a verdict or claim being made in which you clearly state a supposition
based on the evidence provided.
• LINK – When providing the link sentence at the end of your paragraph, you are not only linking
back to the bulk of the paragraph and the topic, but you are also allowing for a transition to the
next topic or paragraph. In some cases, the candidate may consider the link sentence actually to be
the first sentence of the next paragraph. This may provide unity and coherence to the work.

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INSTRUCTION WORDS

Points to consider before you start with the literary essay:

• Write in the present tense: e.g. Instead of saying Macbeth was self-destructive, say
Macbeth is self-destructive.
• Always write in the third person: Do not say I agree… Say it is evident that…
• Do not use contractions or abbreviations: Don’t should be written as Do not.
• Do not retell the plot/story and respond directly to the question verb: Evaluate, Assess,
Discuss.
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English HL KZN-STEP AHEAD Grade 11

• Use linking words e.g. However, in addition, considering, in contrast etc.

• This essay is an argumentative essay; therefore, identify the argumentative element in the
topic.
• A suggested approach for the exam: Think and plan at the same time. Look at the plan very
carefully and then begin to write what will be your final essay - you will not re-write this
version.
• Reread the essay, correcting any errors that you find as neatly as possible. This is the
version that you will write in your answer book for marking.

STEPS TO FOLLOW:
STEP 1: Analyse the question /topic.
STEP 2: Underline the key words. Be sure to understand exactly what you are being asked to
discuss or explain.
STEP 3: Take 5 – 10 minutes to plan your essay.
STEP 4: Your Introduction must outline your stance on the topic, then argue your points in the
body of the essay and conclude by summarizing your main arguments and reiterating your stance.
STEP 5: Each paragraph should deal with a separate point and should have a topic sentence that
clearly states the point you are making. The rest of the paragraph is supporting proof from the
play.

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Guidelines for Writing and Assessment of Literary Essay

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SAMPLE ESSAY ORGANIZATION

TOPIC: “Both Macbeth and Banquo are promised greatness by the ‘weird sisters. It is Macbeth
who chooses to speed up the process by killing King Duncan. Banquo also makes a choice, only a
very different one. Both men pay for their choices with their lives.”
Contrast the choices made by both Macbeth and Banquo following the witches’ prophecies. In
your opinion, who pays more dearly for his choice?
A. DECIDING WHAT THE QUESTION DEMANDS
Identify KEYWORDS in the Question
➢ What the topic is about
➢ What you must do with the knowledge on the topic in order to complete the task of
answering the question.
➢ DIRECTION KEYWORDS (DW): Describe, Compare, Show, Explain, etc)
➢ KNOWLEDGE KEYWORDS (KW): Subject Matter of the question.
➢ RESTRICTION KEYWORDS (RW): Restricts you to specific details or aspects of the
subject matter.

DW= Contrast, Explain, Give your opinion

KW=Choices made by Macbeth and Banquo
RW= What those choices reveal about their characters

= who pays more dearly?

In terms of the topic and Task, the question demands the following:
TOPIC: Choices made by Macbeth and Banquo
TASKS: 1. Contrast the choices.

2. Explain what is revealed of each character.

3. Give your opinion on who pays dearly.

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B. BRAINSTORMING IDEAS

Promised: He will be king ‘black and deep desires’

Believes witches MACBETH Decision: Kill Duncan

(Aided by Lady M)

EVIL
Impatient
Passionate Obstacle: Malcolm-heir
Ambition
Easily Tempted CHOICES
Deceitful Patient
Rational and loyal
Honest
Resists temptation
Royalty of nature

Warns Macbeth against Instruments

of Darkness
GOOD
has ‘cursed thoughts’ /
asks ‘merciful powers ‘to
restrain them. Suspicious
of the Witches BANQUO
Promised: heirs will be
kings
Decision: stay on the side of good

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C: THEME STATEMENT

Write down in ONE sentence what the central them or main argument of your essay will be. This will
ensure that your essay has direction.

EXAMPLE: Macbeth and Banquo make very different choices about their lives after hearing the witches’
prophecies. When one considers each of these choices, obvious differences emerge regarding their
characters.

D. ESSAY PLAN

Organise all your brainstorm ideas. Fit in all main ideas first, then add in the less important ones, as well
as examples to back up main ideas. Thus, your plan might look like this:

INTRODUCTION

Prophecies: Macbeth-promised kingship; Banquo- his descendants will be kings.

BODY OF ESSAY

Macbeth’s Choice:

➢ Believes witches
➢ Has ‘black and deep desires’(ambition)
➢ Asks light to hide them
➢ Ambition thwarted when Malcolm announced as next heir.
➢ Decides to kill Duncan-persuaded by Lady Macbeth.
➢ CHOICE – EVIL

Macbeth’s character:

➢ Impatient
➢ Less Rational-passionate ambition
➢ Ambition makes him temptable.
➢ Tries to hide evidence of temptation

Banquo’s choices:

➢ Suspicious of witches
➢ Warns Macbeth of ‘instruments of darkness’
➢ Has ‘cursed thoughts of his own’.
➢ Asks ‘merciful powers’ to restrain them
➢ CHOICE - GOOD

Banquo’s Character:

➢ Patient
➢ Level-headed and rational
➢ Honest and loyal
➢ Resists temptation
➢ Has ‘royalty of nature’

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CONCLUSION

Own Opinion: Banquo is murdered because of his choice and Macbeth’s insecurities about Banquo’s
heirs being kings.

Macbeth dies himself after leading a tortured existence and becoming more and more embroiled in evil
deeds.

WHO PAYS MORE? Banquo’s death is unfair, but Macbeth suffers more for his evil-rightly so.

E. WRITING THE ESSAY

Finally, your points from your plan are properly developed and explained. Structure your essay into
paragraphs in such a way that you devote one paragraph to each main idea. Remember your introduction
(Theme Statement) and conclusion. The conclusion could refer back to the question, or re-state the main
idea/ theme or summarise the main points of your essay. NOTE, the Conclusion never contains any new
points or examples.

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English HL KZN-STEP AHEAD Grade 11

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English HL KZN-STEP AHEAD Grade 11

SUPERVISED TASK/ACTIVITY
Topics
Instructions
1. Choose one of the following essay topics.
2. Your essay should be answered in 350 -400 words.
3. Plan your essay.
4. Submit a mind-map with your final essay.

1. In a carefully planned essay of 350–400 words (1½–2 pages) in length, discuss what causes
‘noble Macbeth’ to become the ‘hell-hound’ Macduff faces at the end of the play. [25]

2. In a carefully planned essay of 350–400 words (1½–2 pages) in length, discuss the role of
women in the play. [25]

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REFLECTIVE ESSAY RESOURCE MATERIAL

The reflective essay involves personal writing which means it is subjective
about you. A reflective essay is based on your own experience, so it is
expected that you write about yourself, your ideas, your feelings, your
thoughts and your opinions.
It is completely acceptable to use first person pronouns such as “I” and
“me” in your essay.
Since the reflective essay is built on personal experience, you have the
freedom to be as creative as you like.
A reflective essay is an analytical piece of writing. It is an exercise in
Introspection. It focuses on:
➢ Describing – the facts that make up events/experience
➢ Reflecting - analyzing and evaluating.
A reflective essay can be broken up into four parts:

REFLECTIVE ESSAY - FOUR PARTS

1.WHAT: Returning to the situation
- What exactly occurred?
DESCRIPTIVE - What did you see and do?
- What was your reaction?
- What did other people do?
-What are the key aspects of this situation?

2. SO WHAT:
ANALYSING - So what are my feelings at the time?
- So what are my feelings now?
Are there any differences?
- So what were the effects of what I did?
- So what good emerged from the situation?

3. NOW WHAT:
EVALUATING - Now what are the implications for you?
- Now what needs to happen? -
- Now what would you do differently?

4. CONCLUSION:
- Provide a summary.
- Remind the reader of the purpose.
- Suggest an appropriate course of action

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RECAP

FEATURES OF A REFLECTIVE ESSAY

A reflective essay is an exercise in
introspection.
1. The writer contemplates an idea and
describes his or her emotional
reactions and feelings.
2. The writer reflects on life,
experiences, dreams or aspirations.
3. The writing is subjective.
4. The writer’s feelings, emotions,
thoughts and opinions dominate the
content.
5. Parts of the essay are made up vivid
descriptions that recreate the
recollections, reflections, experiences
and /or feelings of the writer.
6. The writer’s style reveals his /her
sincerity and personal involvement.

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English HL KZN-STEP AHEAD Grade 11

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MINDMAP OF A REFLECTIVE ESSAY

2020

ACTIVITY

Write your own reflective essay.

Choose one of the following topics.
Number your essay and give it a title.

TOPICS:
1. It’s not about how many times you fall that matters, but how many times you get backup.
Have you ever put one of your talents to the test?
2. When last did you have the sun in your pocket and the moon in your hands?
Reflect on the Experience.
3. The photograph that broke my heart.
4. I will never turn a blind eye again.
5. Something I saw in my community that changed me.
6. I don’t watch the news anymore. Here’s why…
7. How my grandfather taught me to care.

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REMEMBER:
➢ Your essay should reflect your own personal style
➢ It can be serious or witty- you decide.
➢ The following step by step process will assist you with your writing:
Before starting:
Ask yourself a couple of questions.
• How do I feel about this topic?
• How does it affect me?
• If it doesn’t, Why?
The answers to these questions will provide your insights to the topic. List your answers.

Then summarise them into a single sentence.

This will be your central theme – your thesis question.

STEP 1. BRAINSTORM

Use a simple chart to record your key ideas- linked to the

questions under the 4 parts of a reflective essay.

DESCRIBING ANALYSING EVALUATING

Key experience Personal Share Conclusion
response evaluation
What So what Now what Future action

STEP 2 First Draft

Use the information from your chart to write you first draft.
STEP 3 REVISE
STEP 4 EDIT
STEP 5 PUBLISH

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REFLECTIVE ESSAY ROAD MAP

INTRODUCTION:
WHAT
• State your central thesis
• Summarise your experience
• Why is it important to analyse
this?
BODY:
SO WHAT

NOW WHAT

CONCLUSION:

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Criteria Exceptional Skilful Moderate Elementary Inadequate

CONTENT 28–30 22–24 16–18 10–12 4–6

AND
PLANNING -Outstanding/Striking -Very well-crafted -Satisfactory -Inconsistently -Totally
(Response and response beyond response response Ideas are coherent irrelevant
ideas) normal -Fully relevant and reasonably coherent response - response -
Organisation of expectations interesting ideas and convincing - Unclear ideas and Confused and
ideas for -Intelligent, thought with evidence of Reasonably unoriginal unfocused
planning; provoking and mature maturity -Very well organised and -Little evidence of ideas -Vague
Awareness of ideas organised and coherent, including organisation and
and repetitive
purpose, -Exceptionally well introduction, body coherence
coherent, including -Unorganised
audience and organised and and
introduction, body and
context coherent, conclusion/ending
and incoherent
30 MARKS including introduction,
conclusion/ending
body and
conclusion/ending
25–27 19–21 13–15 7–9 0–3

-Excellent response -Well-crafted -Satisfactory -Largely irrelevant -No attempt to

but lacks the response response response respond to the topic
exceptionally striking -Relevant and but some lapses in -Ideas tend to be -Completely
qualities of the interesting ideas clarity disconnected and irrelevant and
outstanding essay - -Well organised -Ideas are fairly confusing inappropriate -
Mature and intelligent and coherent, coherent and -Hardly any Unfocused and
ideas convincing -Some evidence of muddled
including
-Skilfully organised degree of organisation
introduction,
and coherent, organisation and and coherence
body and
including introduction, coherence,
conclusion
body and including
conclusion/ending introduction, body
and conclusion
Criteria Exceptional Skilful Moderate Elementary Inadequate

LANGUAGE, 14–15 11–12 8–9 5–6 0-3

STYLE AND
EDITING -Tone, register, style -Tone, register, -Tone, register, -Tone, register, -Language
Tone, register, and vocabulary style and style and style and incomprehensible
style, highly appropriate to vocabulary very vocabulary vocabulary less -Tone, register,
vocabulary purpose, audience appropriate to appropriate to appropriate to style and
and context - purpose, audience purpose, audience purpose, vocabulary not
appropriate to
Exceptionally and context - and context - audience and appropriate to
purpose/effect impressive use of Language is Appropriate use of context -Very purpose, audience
and language - effective and a language to convey basic use of
context; Word and context -
Compelling and consistently meaning language
choice; Vocabulary
rhetorically effective appropriate tone is -Tone is -Tone and
Language use in tone used limitations so
appropriate - diction are
and -Virtually error-free in -Largely error-free extreme as to make
Rhetorical devices inappropriate -
conventions, grammar and spelling in grammar and comprehension
used to enhance Very limited
punctuation, - Very skilfully crafted spelling impossible
grammar, content vocabulary
-Very well crafted
spelling
15 MARKS 13 10 7 4

-Language excellent -Language -Adequate use -Inadequate use

and rhetorically engaging and of language with of language
effective in tone generally some -Little or no
-Virtually error-free in effective - inconsistencies - variety in
grammar and spelling Appropriate and Tone generally sentences
-Skilfully crafted effective tone - appropriate and -Exceptionally
Few errors in limited limited vocabulary
grammar and use of rhetorical
spelling devices
-Well-crafted
STRUCTURE 5 4 3 2 0–1
Features of
text; Paragraph -Excellent -Logical -Relevant details -Some valid -Necessary points
development development development developed points -Sentences lacking
and sentence of topic of details -Sentences, and paragraphs -Sentences and
construction -Exceptional detail - -Coherent - paragraphs faulty -Essay still paragraphs faulty -
5 MARKS Sentences, Sentences, well-constructed - makes some Essay lacks sense
paragraphs paragraphs Essay still makes sense
exceptionally well- logical, varied sense
constructed

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English HL KZN-STEP AHEAD Grade 11

WRITING SKILLS
ESSAY WRITING GENRES
LEARNER RESOURCE
PROCESS WRITING
• Writing and designing texts is a process and learners need the opportunity to put this
process into practice. They should:
o Decide on the purpose and audience of a text to be written and/or designed;
o Brainstorm ideas using, for example mind maps, flow charts or lists;
o Consult relevant sources, select relevant information and organise ideas;
o Produce a first draft which takes into account purpose, audience, topic and genre;
o Read drafts critically and get feedback from others (classmates);
o Edit and proofread the draft;
o Produce a well-designed final version.
Note!

● Learners should write every day. Learners should often be given the opportunity to write freely
without an assessment requirement.
● In more formal writing, teachers are advised to assess a particular skill or sub-skill being dealt
with during that particular stage of the process. For example, all language skills need not be
addressed during each step of the process

. ● Peers should also learn to edit one another’s work as this interaction is an important part of
the process of writing and improves own and other’s awareness of the process.
● An important aspect of this Learning Outcome is the presentation of written work. It can be
shared with peers, teachers, the school as a whole, parents and/or a wider range of stakeholders.
The learner should take pride in a rounded, complete product.
● Learners should be informed about the characteristics and requirements of different kinds of
creative texts. A short description of the kinds of writing texts that learners are required to
produce is provided below.

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English HL KZN-STEP AHEAD Grade 11

3. ESSAYS
An essay is an extended piece of writing, in which a writer expresses his/ her point of view on the
topic given. The length of texts ranges from:

• 350 – 400 words for English Home Language-Grade 11.

An essay should have an introduction, body and conclusion. A brief explanation of each follows:

• Introduction
The introduction should catch the reader’s attention, define the topic and briefly tell the reader
what the essay will be addressing.
• Body
The body comprises the full content of the essay. The body must be divided into paragraphs, each
of which must pursue a specific idea to the end. The writer must address all the ideas he or she
wanted to address, keeping to the topic.
• Conclusion

The conclusion is the ending, the rounding-off of the presentation. This should tie up all that was
presented by the writer, a parting shot that justifies the writer’s point of view. As this is the end,
the writer must not bring in new information. Learners must be taught how to write – and must
write - the following kinds of essays:

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English HL KZN-STEP AHEAD Grade 11

3.1 Narrative Essay

A narrative essay tells a story or tells of a past event. It can be written from any perspective.
Example topics:
● We were having a wonderful time. There was good food, good music and good company.
Suddenly there was an earth-shaking crash. Write about the incident.

● The best story my grandfather told me. Consider the following when writing a narrative
essay:

• The style, rhetorical devices and action must ensure sustained interest.
• A successful narrative vividly highlights sensory details such as sight, sound, taste, smell
and tactile sensations.
• A narrative essay often has a strong descriptive element.

ACRONYM: SPICE

STORY LINE Must be convincing

PAST TENSE Use the past tense usually. Some writers use
the present tense to create a sense of
immediacy and directness.
INTRODUCTION Use a captivating introductory paragraph.
CONCLUSION Ensure the Ending is either satisfying, ,
ambiguous, confusing but never predictable.
ENGAGE Use direct speech if you want immediacy or
to empower a character.
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English HL KZN-STEP AHEAD Grade 11

DEVELOPING A PLOT INTO A STORYLINE

COMPONENT DEFINITION OR USE

1.EXPLOSION / HOOK A thrilling/stirring event or problem to stir

interest immediately – this helps create the
‘wow’ factor in your essay.

2. CONFLICT A problem or challenge for the protagonist.

Sometimes the problem or challenge can come
from within a person: weakness / illness.

3. EXPOSITION Background information so that your characters

are understood.

4. COMPLICATION One or more problems that prevent your

character from attaining a goal.

5. FLASHBACK FLASHBACK Remembering something that

happened before the story took place.

6. CLIMAX When the developing story reaches its peak.

7. FALLING ACTION Releasing the action of the story after the climax.

8. RESOLUTION When the conflict has been resolved. It does not

have to be a solution – It can be a way of dealing
with the problem.

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English HL KZN-STEP AHEAD Grade 11

LEARNER ACTIVITY : NARRATIVE ESSAY

Learners are to prepare a mind map on the following topic:
“I couldn't believe that Mom/Dad volunteered me for that job.”

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English HL KZN-STEP AHEAD Grade 11

3.2 Descriptive
essay

In a descriptive essay, the writer describes something to allow the reader to experience the topic
being described as vividly as possible. Someone or something can be described.

Example topics:
● The dentist’s waiting room. Describe your feelings and impressions.
● Describe a stormy night. Consider the following when writing a descriptive essay:
● The writer should create a picture in words

Words and expressions are chosen carefully to achieve the desired effect.
● Images of sight, sound, hearing, taste and touch can be used to make the description vivid.
● Figures of speech are used in original ways.
● Learners should ideally have experience of the topic. It is very difficult to describe something
without having first-hand knowledge.

The Acronym IFES stands for :

• Devise Imagery associated with the senses (sight, sound, hearing, taste and touch).

• Use Figurative language.

• Use Emotive language.

• You are allowed to use Subjective language. This is where you write about your personal feelings and
give your opinion.
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English HL KZN-STEP AHEAD Grade 11

ACTIVITY: DESCRIPTIVE ESSAY

INTERPRETING PICTURES FOR DESCRIPTIVE ESSAY WRITING

Describe the picture with all five senses in mind

You should describe the chosen picture so that it touches upon all five senses. Describing a picture
isn’t just about the visual aspect. If you are, say, describing a picture of a market place, you should
describe the sounds, smells and tastes as much as the sights, and make the reader feel as though
they could put out their hand and touch the descriptive scene.

Show, don’t tell

‘Show don’t tell’ is an important rule to learn when it comes to describing something. So instead of
writing: ‘There were lots of people in the market place buying and selling’, you could instead write:
‘The market was so busy that people were bumping into one another, amongst the vibrant colors
and rich smells of the luscious fruit and vegetables.’

The picture in contextual terms

If the picture in question is a work of art, your paper should also describe the picture contextually.
You may want to write about the historical time of its creation, what life was like at that time and
how the artist conveyed this, how the picture compares to others by the same artist etc. Don’t just
think about describing the picture itself – also think about it from a wider point of view.

Prepare a Descriptive Essay Mind map on the above picture.

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English HL KZN-STEP AHEAD Grade 11

3.3.
Argumentative
Essay

Activity:

Choose one of the above topics and write a brief paragraph(80-100 words) on your stance at the
matter at hand. You should either agree or disagree.
Step 1: Plan
o Brainstorm using keywords.
o Decide do you agree or disagree.
o Supply reasons to back up your argument.

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English HL KZN-STEP AHEAD Grade 11

o Supply evidence
o Give a strong conclusion
Step 2: First draft
o Use keywords and create sentences.
o Use writing plan in rough draft.

Writing plan

Introduction • Restate topic in your own words.

• State whether you agree or disagree.
• Give a brief summary of what you are going to argue about.
Paragraph 1 • Point
Firstly…
• Reason
• Evidence/Example
• Topic
Paragraph 2 • Point
Secondly…
• Evidence
• Topic
Paragraph 3 • Point
• Reason
• Evidence
• Topic
Conclusion • Summarise the main points. Restate your Opinion
In conclusion…

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English HL KZN-STEP AHEAD Grade 11

3.5.
Discursive
Essay

Do energy drinks pose health risks to people under

18?

Should GMOs be
permitted in food?

Are plastic water bottles

destroying the environment?

Activity:
Brainstorm the above statements using the table below to help you. Give a balanced viewof both
sides of the argument.
Yes, because… No, because…

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English HL KZN-STEP AHEAD Grade 11

Purpose of Discursive Essay Style

PLAN

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English HL KZN-STEP AHEAD Grade 11

Transactional Writing
Letter to the Editor

The writing process

-PLAN-
Think about
your writing
and make a
roadmap

-Publish- -WRITE-
Complete write your
final draft first draft

-REVISE-
-EDIT-
Improve
Correct errors
writing

Features of the letter to the editor

The same format as a business letter, except ‘Dear’ is omitted in the salutation.
Use persuasive language and emotive words.
If responding to an article or letter, this is referred to in the first sentence of the body of the
letter.
The tone can be serious or amusing. Be polite, sincere and factual.
Express your point of view in a concise, focused way.
Limit body to three or four paragraphs.
Good grammar and spelling is essential.

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English HL KZN-STEP AHEAD Grade 11

Instruction:
You have had many High school dropouts in your area. Write a letter to the Editor of your local
newspaper expressing your views and feelings about it.

8 Church Street

Triangle

Smallville

Address can be written on the 2037

left or right side of the page
12 April 2020

The Editor

The Triangle Tribune

PO Box 123

Smallville

2037

Sir /Madam

High rate of High School dropouts State problem

1st paragraph
• a one liner
• Name the article e.g. I refer to…dated…

2nd paragraph
• Introduce your problem and sum up your objection.

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English HL KZN-STEP AHEAD Grade 11

• Describe how the article made you feel.

• Express your point of view/opinion using direct, simple language.

3rd paragraph
Provide more detail
• Provide reasons for your objections.

4th paragraph
Possible solution
• A one liner.
• A thought provoking statement, question or clever final comment.

The sign-off
Yours Faithfully
If you started your salutation with a
person’s name: ‘Mr Nel’

Yours sincerely, provide your full name

and signature
Mr Achebe Or

If you started your salutation with ‘Sir’

or ‘Madam’:

Yours Faithfully, provide your full name

and signature.

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English HL KZN-STEP AHEAD Grade 11

Letter to the Editor Activities

Activity 1

Read the letter to the press and answer the questions that follow:

1. Identify all structural errors on this letter.

2. To whom was this letter addressed?
3. Who wrote it?
4. Do you think the writer has expressed himself eloquently or not?
5. Do you agree with his sentiment?
6. How annoyed would you have to be to put pen to paper? List a few pressing matters that
you feel strongly about.

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English HL KZN-STEP AHEAD Grade 11

Activity 2

Respond to the following topic:

Disappointing performance of Macbeth at local theatre.

Write a letter to the editor of your local newspaper in which you express your opinion about the matter
mentioned above.

The body of your answer should be 180–200 words (20–25 lines) in length.

Pay careful attention to the following:

• Audience, register, tone and style

• Choice of words and language structure
• Format

[25]

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English HL KZN-STEP AHEAD Grade 11

SPEECH

-RESEARCH-

-PUBLISH- -BRAINSTORM-

-EDIT- -FIRST DRAFT-

-REVISE-

Features of the SPEECH

Tone is dependent on the nature of the topic and your audience.
Your speech should be passionate, sincere, enthusiastic and convincing
Write depending on the audience/topic.
Use paragraphs.
Avoid clichés.
Use familiar analogies/examples that your audience can relate to.
Use rhetorical questions
Greet your audience. Good evening…
Hook the audience by using an engaging introduction – use a quote,
or a short, captivating sentence.

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English HL KZN-STEP AHEAD Grade 11

Good evening ladies and gentleman Greet audience

Today, 20 July, a number of decades ago, a child was born. The scream, the yawn, the gentle
snore – and he still snores Chana tells me - decades later, has turned into an archetype of human
perfection.

Grab audience attention

(humour)

It gives me great pleasure to speak on behalf of Mzo - a dedicated teacher, a supportive father, a
loving husband, a colleague and a mentor to many. We celebrate him today. Incredible you would
say, that he is even crying now, but I know it is tears of joy. That is him; our birthday boy, our ‘cry
baby’.

Our wish for you today, Mzo, is to strive to remain true to the course you did not choose, but the
course our Heavenly Father mapped out for you. You are the pride of our community and an
immeasurable measure of joy in all our lives. We pray that you continue to serve others and
remain true to your course.

Body must flow logically, use facts,

opinions, quotations and personal
anecdotes.

May you be flooded with wealth, joy and happiness henceforth. Happy birthday, my dear brother.
May you and Chana enjoy the many years ahead in glorious, wedded bliss.

Your conclusion must provide food for thought. Your audience must be
left to think about something inspiring and positive.

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 English HL KZN-STEP AHEAD Grade 11

Activities for Speech

Activity 1

Read Macbeth’s Speech: “Tomorrow, and tomorrow, and tomorrow”. Translate his famous
speech in simple English. Adapt the translation so that you will be able to present it to a modern
day crowd.

Tomorrow, and tomorrow, and tomorrow,

Creeps in this petty pace from day to day,
To the last syllable of recorded time;
And all our yesterdays have lighted fools
The way to dusty death. Out, out, brief candle!
L life's but a walking shadow, a poor player,
That struts and frets his hour upon the stage,
And then is heard no more. It is a tale
T told by an idiot, full of sound and fury,
S signifying nothing.

Activity 2

SPEECH

“STOP CALLING ME THAT!”

Don’t let the labels other people give you define you.

There have been many incidents of learners complaining about labelling and stereotyping. You are the
chairperson of the “Teenagers who Care” society at your school and the principal has asked you to address
the learners during a special assembly.

Use the above heading and subheading as inspiration for your speech. [25]

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 English HL KZN-STEP AHEAD Grade 11

ORALS

5 Tips on How to Improve Your Listening Comprehension Skills

1. Listening consistency.
2. Listen with the text. Try to look for a video with subtitles, or more simply, watch a movie and with
subtitles. ...
3. “Write what you hear” practice. Besides inputs, it's important to know how much you understand
from the audio. ...
4. Listening repetition. ...

1. Listening consistency

To get familiar with the pronunciation of a language, it is key that you expose yourself to the

spoken language every day. Learners often get distracted by written language and overlook the

importance of spoken language. Spend as much time on listening as you would on practicing other

skills like reading, writing and speaking. Even if you’re living in a city in which your target language

is not widely spoken, you should not create excuses and search for listening resources online.

YouTube is one of the most easily accessible choices. Podcasts are also a good choice as they often

involve authentic dialogue using casual languages. It is a tool that offers spoken language similar to

what you would hear in real-life situations.

Listen with the text

Try to look for a video with subtitles, or more simply, watch a movie and with subtitles.

Alternatively, you can find audio material with matching transcripts. In that way, you can look up
words or phrases immediately when you come across something you don’t understand. Audio

books are a good option as you can listen to the audio while reading the actual book. Ideally,

choose a book you are familiar with so you already have a gist of it which makes it easier for you to

understand.

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English HL KZN-STEP AHEAD Grade 11

2. “Write what you hear” practice

Besides inputs, it’s important to know how much you understand from the audio. Find an audio

with its transcript, keep it short, work on around 20 seconds of it. Listen to it a several times and do

your best to write down exactly what you’ve heard. After that, compare what you’ve written with

the actual transcript, figure out the mistakes you’ve made and what causes you to miss them. This

practice helps you keep track on the words and phrases you don’t understand. It helps you identify

your problematic areas so you will get an idea of which area to focus on.

3. Listening repetition

Stay within a narrow range of topics that cover similar vocabulary. Quality is always more important

than quantity when it comes to learning. Make sure you’ve understood all of the content before

moving on to something else. Whenever you come across words you’re unsure of, try listening to a

variety of native speakers saying the same word. Different accents might vary the pronunciation of

the words so it’s a good practice to get yourself familiar with the different sounds. By listening to

the same word repeatedly, you will be able to identify it next time you listen to it.

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English HL KZN-STEP AHEAD Grade 11

GRADE 11 PREPARED SPEECH

Tips to consider for a prepared speech
1. Speeches should be delivered in the context of real-life experience. This means selecting content
which is relevant to learners’ lives or things that they can relate to or are within their frame of
reference.

2. TIPS

1. Show evidence of planning.

2. Use communication skills such as emphasis or pause, pitch and eye contact.

3. Use an introduction and conclusion effectively.

4. Develop points logically and effectively.

5. Respond to questions on the presentation.

1. Think about what they enjoy and choose a suitable topic.

2. Planning is vital.

3. Insist on planning. Possibly begin the planning in class after the discussion.

4. A good introduction can make or break a speech.

5. Brainstorm some possibilities.

6. Ensure that the conclusion is planned too. Discourage the endings that just ‘happen’.

7. The conclusion is the last thing that the assessor hears before deciding on the mark.

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English HL KZN-STEP AHEAD Grade 11

8. Once the planning is complete, and the speech is long enough,transfer the speeches onto cards
(cardboard can be cut into little rectangles for this.)

9. Your speech should be 3 -4 minutes long.

TEXT BOX:
10. Practise your delivery.
Context: the circumstances that
11. Take note of eye contact, pace, pitch and the use of pause. form the setting for an event,
statement, or idea.
12. Remember that you are communicating with an audience and consider their impact on that
audience! Pitch: The quality of a sound.

13. Excellent and tastefully appropriate choice and presentation of visual aids. the quality of a sound

14. Visual aids make an impact on the audience and effectively contribute to the success of the
presentation the quality of a sound

15. The prepared speech rubric is attached.

Key Terms

1. Vocal qualities: Core qualities of a voice:

2. Volume: Degree of loudness
3. Pitch: Quality of a sound(high or low)
4. Rate: Pace of words
5. Fluency: the ability to read with speed, accuracy, and proper expression
6. Tone: a quality in the voice that expresses the speaker's feelings or thoughts,
7. Intended pause
8. Verbal fillers
9. Articulation: Pronunciation
10. Vocal traits

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English HL KZN-STEP AHEAD Grade 11

Example of a well presented Speech : Video Link

https://youtu.be/YHvuMqDBCGM

PREPARED SPEECH TASK

16. Do thorough research on your chosen topic. (Collect and keep texts – pictures, posters, cartoons or
any other audio-visual material. ( Display or refer to these when you present your speech.)

17. Topics should be guided by the following considerations:

18. Should be current/topical and engaging.

19. Topic should be focused instead of being a broad theme.

20. Must be expressed in the form of a statement eg. The impact of Global warming on the lives of
people living on the African Continent.

21. Understand the content/key issues.

22. Maintain rapport (contact with your audience)

23. Use appropriate voice modulation and projection

24. Write a speech which, when read at a moderate pace, lasts at least 3 to 4 minutes.

25. Read your speech aloud to a friend who will be able to assist you with pronunciation and fluency.

26. Time your presentation.

27. Ensure that your teacher will be able to follow your speech.

28. Use cue cards to present your speech.

29. Good cue cards only note the main points of the speech to help you to remember the rest of the
presentation.

30. Number your cue cards to ensure correct sequence of your speech.

31. Marks will be awarded according to the extent of preparation and planning that is evident from the
preparation of the speech.

32. Refer to the marking rubric that will be used to assess your prepared speech / presentation.

33. On the day of the presentation ensure that you have the following

34. A copy of your final speech, your visual aids and your cue cards.
Topical: of immediate relevance,
35. Submit a copy of your speech for your portfolio of evidence. interest, or importance

Rapport: a close and harmonious

relationship

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English HL KZN-STEP AHEAD Grade 11

POSSIBLE TOPICS
1. Evil prospers when good people say nothing. (10)
2. South Africa – land of contrasts. (10)
3. The impact of feminism on modern education. (10)
4. The power of positive thinking. (10)

5. Money first, academic achievement second? (10)

6. Socialism – the solution to all problems? (10)
7. Should juveniles be tried and treated as adults? (10)
8. Gender stereotypes: how did they occur, and are they still relevant? (10)
9. I can resist everything except temptation. (10)
10. The right to freedom of speech. (10) Text Box
9. Public vs. private transport. (10) Feminism: support of women's rights on
10. A topic of your own choice – approved by the teacher. (10) the ground of the equality of the sexes.

Socialism: a political and economic theory

of social organization which advocates that
the means of production, distribution, and
exchange should be owned or regulated by
the community as a whole.

Juveniles: a person below the age at which

ordinary criminal prosecution is possible

Stereotypes: stereotype is a mistaken idea

or belief many people have about a thing or
group that is based upon how they look on
the outside

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English HL KZN-STEP AHEAD Grade 11

Unprepared reading
Preparing for unprepared reading

Pronunciation,clarity

Intonation, expression
Unprerepared Volume
Reading

Fluidity

Pronunciation,
clarity Pronounce all words correctly and speak clearly.

Fluidity Read at an appropriate speed. No lapses, hesitation or wavering in the

pace.
Ensure punctuation pauses are present.
Volume The intensity of your voice should be clear and audible all through the
reading. No fluctuations.
Intonation,
expression Keep the required tone. Do not overdo it or exaggerate.
Do not sound monotone or artificial.

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English HL KZN-STEP AHEAD Grade 11

Tips:
Speak loudly. Not too loud, but loud. It will sound normal for the people who are
listening and they will actually be able to hear you.

Speak clearly, pronouncing the words out. This will also play a key role in your
listeners being able to hear you.

If you mess up a word, stop, breathe, ignore any laughter, re-say the word, and
move on.

Try and look at the audience. If you fix them with a confident look, they will be less
likely to laugh.

Don't just rattle the words off like a motor-mouth. Speak slowly, not too slowly, but
slow enough so that everyone can hear you clearly.

Put emotion in your voice and don't sound so monotone. You want to sound clear,
not a robot.

Don't be over confident just relax and be calm.

Don’t forget simple reading rules:

Don’t forget how to hold a book or page when reading.

Read with as much expression as you can (a rise of the eyebrow or flinching of the
forehead adds to expression)

Vary your tone and pace and stress certain important words.

Use eye contact so that you are communicating with your audience.

When you look up, place your finger over the next word so that you don’t lose your
place.

Pause at punctuation marks. Punctuation marks guides the pace of the passage.

Add inflection (rise and fall of the voice), pace, pitch to enhance meaning.

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English HL KZN-STEP AHEAD Grade 11

Activity on unprepared reading

INSTRUCTIONS:

• You will read an unseen text for unprepared reading. The unseen text will either be from your

drama or novel.

o Use the provided rubric to guide you.

• Be prepared to answer at least 3 questions after reading.

• Pay close attention to the following while reading:

o Read fluently and attentively according to purpose and task.

o Use tone, voice projection and pace to enhance meaning

o Use of eye contact, facial expression, posture and gestures.

o Responses to questions asked and critical interpretation of the text

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 English HL KZN-STEP AHEAD Grade 11

Read with as much expression as you can.

...
• Try putting these elements in your reading to increase your reading abilities:
• Speak clearly, pronouncing the words out. ...
• Try and look at the audience. ...
• Don't just rattle the words off like a motor-mouth. ...
• Put emotion in your voice and don't sound so monotone.

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English HL KZN-STEP AHEAD Grade 11

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