D.S.

NAIR - 2018

BECOMING A BETTER WRITER

A Guide to more
rewarding writing

UMKOMAAS SECONDARY
SCHOOL
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D.S. NAIR - 2018

COMMON PITFALLS TO AVOID WHEN WRITING

THE ABSOLUTE BASICS
• Ensure that you write in sentences and that you clearly have a capital letter at the beginning
of the sentence and a full stop at the end.
• Ensure that each sentence is complete and correctly punctuated.
• Every paragraph should have ONE main idea, with each sentence contributing to that main
idea.
• Use linking devices between paragraphs to create fluency
COMMONLY CONFUSED WORDS
Incorrect Usage Correct Usage Note
I did not loose my patience. I did not lose my patience. Loose = not tight
I spoke alot about him. I spoke a lot about him. There is no word such as “alot”
He was very quite. He was very quiet. Quite = completely
He rushed cause he was late. He rushed because he was Cause is NOT the shortened form of
late. “because”. Cause = make; to bring on
He stood their quietly. He stood there quietly. “There” contains the word “here” and
always refers to a place,
This is were he fell, This is where he fell. “Where” contains the word “here” and
always refers to a place.
It was they idea.to run. It was their idea to run, Their = possessive pronoun
They = stands for many people
This is the boy that cried. This is the boy who cried “That” is an impersonal pronoun and
is used for inanimate things.
“Who” is the correct relative pronoun.
Here is the girl which won. Here is the girl who won “Which” is an impersonal pronoun
and is used for inanimate things.
“Who” is the correct relative pronoun.
This people / That people These / Those people That/This is always singular
He should of listened. He should have listened. “Should of” makes no sense.

AWKWARD SENTENCES
• I asked him to help and he said no SHOULD READ I asked him to help but he refused.
• I asked him to write the essay and he said yes SHOULD READ I asked him to write the
essay and he agreed.
• I was stressed out SHOULD READ I was under a great deal of stress.

OTHER GUIDELINES
• Avoid mixing tenses. If telling a story, it is preferable to use the Past Tense.
• Do not use contractions / shortened forms of words (can’t, I’m; won’t) in an essay.
• Use Direct Speech sparingly and ensure that these sentences are correctly punctuated.
• In a narrative essay, it is always better to write in the first person (as if YOU are telling the
story)
• Force your reader to ask questions from the beginning of the essay.
• Keep a short timeline: It has a greater impact on the reader.
• Use a dictionary AND a thesaurus to help you expand your vocabulary.
• How will your essay compare to those of other learners?
• It is important that you interpret the topic in an unusual, creative and mature manner.
• Make sure that there is a CLEAR LINK between your essay and your topic.

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GUIDE TO IMPROVING SPOKEN AND WRITTEN ENGLISH

1. Read a mainstream newspaper (The Daily News, The Mercury, The Sunday Tribune and The
Sunday Times) at least once a week
2. Start by reading only the headlines and the first paragraph of articles that interest you.
3. Read articles that interest you in full (Film reviews; sport; music)
4. Read the cartoons and try a quiz or crossword puzzle even if you don’t finish it.
5. Pay attention to language usage when watching TV / films.
6. Practise writing in good English when you are on social network sites.
7. Try to type out words in full when sending an SMS.
8. Keep a diary or journal and write there as often as you can.
9. Send longer e-mails to friends and relatives.
10. Write (an old-fashioned letter) to a cousin/ friend and maintain the correspondence.
11. Pay careful attention to pronunciation and spelling of words.
12. Play word games like Scrabble and try to improve on your combined scores with each
game.
13. Try to identify words or phrases you use too much: These could be words / phrases you
have heard on TV or in films or it could be the influence of your friends, family or even
music. If you do identify such a word / phrase, make a conscious effort to stop using it /
them.
14. One particularly lazy (and annoying word) is awesome which used to mean “something
that creates fear or awe in a person” Most people unthinkingly throw in this word in a
conversation without considering its meaning.
15. Be careful about who you try to imitate: Actors and celebrities are NOT the best people to
emulate if you want to learn to speak or write a language properly. Look at the following
comment:
Then he was like “what are you doing here” and I’m like “just chilling dude” and he like
kinda shouted something and I was like whatever.
If you write or speak like this, NOW would be a good time to change so that you start
speaking English.

16. GUIDELINE FOR SCORING BETTER MARKS IN IMPROMPTU SPEECHES

• Take yourself seriously.
• DO NOT use slang or lazy words / expressions
• In the 1 minute allocated for preparation, write down THREE points that you wish to
discuss. Include your personal response to the topic. Ensure that you have a clear
introduction, body and conclusion.
• Speak briefly on each point. Speak at moderate speed and volume.
• Make audience contact. If looking into eyes makes you nervous, try looking at people’s
foreheads when you speak.
• Ensure that your response is articulate, realistic and mature.

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AVOID CLICHES LIKE THE PLAGUE

So you think you are a cool and happening dude who uses the latest awesome tunes?
Would you feel the same if you knew that some of those expressions are more than 40
years old? Look at the use of slangs in the 1970s, 1980s and 1990s. Avoid using these in
written and spoken English.

'like'
Beginning every sentence with "like". "Like we went to the mall and like I saw him looking
at me."

'like'
The term 'like' was used in the 70s by Americans and has been used ever since. Recently
the British have adopted the phrase especially since the popularity of cult sitcom
'F.R.I.E.N.D.S'. The phrase is used in various ways usually by teenagers and 20
somethings who automatically, subconsciously add a touch of 'trendiness' to their
sentences. For instance: "Like, let's get outa here!" "Like, no way!" "This is like way cool
guys"

Awesome
Cool: Thats totally awesome Man!

'In Your Face!' (or simply, 'Face!')

I have succeeded in embarrassing or up-staging you (usually
as through an exceptional play in basketball

Chill
stay cool

Chillaxin'
resting somewhere, chilling with my friends

Gimme Five
Slap hands (one palm over the other, then in reverse)
with another person, as in agreement with you, or
something you really like

Chill (Take a Chill Pill)

Basically, it means to cool off when someone gets angry.
Another popular saying that means the same thing: "Cool your jets."

Suck/Sucks
When something bad happens,objects, machines or persons etc. who do not perform well
or fail..
Example: "this song sucks!" or,"that just sucks!"

Back In The Day

expression. back in the days of..., '90s version of "When I was..." or "Remember when...?"

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Don't go there!
Someone has just hit a touchy subject and the other person doesn't appreciate them
getting in their business.

Dude!
used at the beginning of an exclamation or a question. i.e. "Dude! Look at that hot chick!"
or "Dude, have you seen my bag?" now used exclusively in reference to males.

Duh!!
Didn't you know that?

Freak out
Go crazy, get really mad, i.e. "he freaked out when I told him"

So
adv. very much. Traditionally used as intensifying adverb for lone adjectives, usage
expanded to intensify whole clauses, predicates, phrases, etc. Usage may have gained
popularity on TV's "Friends." (Chandler: "That is so not the opposite of taking somebody's
underwear!"...Joey, jokingly: "So didn't know that, but you should have seen your faces")

Whatever!
Used by people who have lost an argument or by those who have no idea how to respond

GETTING RID OF CLICHÉS FROM YOUR WRITING

Blonde bombshell, guns blazing, go the extra mile, passed with flying colors, under cover of darkness. Cliché's
like these pepper our everyday speech, but in a story, they're a red flag. When you think about it, what
information does a cliché convey to a reader? What does it mean to pass with flying colors? Why would a sexy
woman be called a bombshell? What's attractive about a bombshell? When you use clichés in your writing
instead of creating original descriptions that actually engage the reader's senses and emotions, you're writing
words that the reader will find very easy to forget.

Like clichés, empty modifiers like adjectives and adverbs are the sign of weak writing, produced by a writer
without the imagination or the skill needed to create evocative descriptions that add depth to the story. Used
to excess, they clutter up a story with empty words that distract the reader as s/he tries to imagine something
that the words just aren't conjuring.

Used in place of more vivid language, adverbs and adjectives are just as commonplace as clichés. "Fluffy white
clouds" – Cliché. Why not clouds that hang in the sky like dollops of whipped cream, or that are as plump as
popcorn? "They moved quickly down the street." How fast is quickly? Are they running, or speeding along in
a car? If you replace the weak verb "moved" with one that's more specific, you wouldn't have to use the adverb
"quickly" at all: They dashed down the street, or flew down the street on their bicycles.

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THE NARRATIVE ESSAY

A narrative essay is an essay where you tell (narrate) a story.

How to write a good narrative essay.

Your writing assessment tasks require you to write an essay in class within a specified time without
being given extra time or being allowed to use a dictionary. With this in mind, your aim should be
to become a better writer, which is a step-by-step process. The more you write, the more you will
improve.

Although the narrative essay involves telling a story, the story is NOT the most important element
in the narrative essay. More important than the story is THE WAY you narrate it.

GENERAL GUIDELINES FOR A NARRATIVE ESSAY

• Write in the first person narrative – It makes it more personal and more credible.
• Try not to start your story at the beginning – It’s difficult to grab the reader’s attention.
• Use the direct speech very sparingly – It breaks the pace of the narrative.
• Try to have a surprising or powerful ending.
• Use a lot of descriptions. This does not mean using a lot of adjectives. Instead you should
try to use interesting, varied and unusual verbs.
• Do not use contractions (words shortened with the apostrophe), slang or abbreviations.
• Make sure that you do not use clichés or clichéd ideas.
• Mature, unforced humour is always appreciated in a story.
• Avoid writers’ block by playing the Fortunately-Unfortunately game. Invent situations
starting with Fortunately and creating a problem or challenge by following this with
Unfortunately…and a phrase. – It’s a technique even experienced writers use.

SUGGESTED PROCESS TO WRITE A NARRATIVE ESSAY

1. Who is your protagonist?
Who is your main character? Is it you or an imaginary person you will create? How old is
this person? What does she look like? What kind of person is she? The more details you
plan about this, the easier it would be to write your story.

2. What does your protagonist want or need?

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

3. What events / thoughts have led to the protagonist’s current situation? Here you will see
how important it is NOT to start your story at the beginning.

4. What is the UNEXPECTED challenge or obstacle that now prevents your protagonist
from getting what he / she wants? For this to be effective, it must be unexpected and it must
be a credible (believable) obstacle or challenge.

5. Have you included enough descriptive phrases to tell your reader what is happening and
how the characters feel or think?

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

7. Read your work and see where you can improve your writing. Is a sentence that is too
long? Are there too many short sentences? Can you think of a better way to say something
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DEVELOPING A PLOT INTO A STORY

COMPONENT Definition or use

1 EXPLOSION / HOOK A thrilling/stirring event or problem to stir interest immediately.
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 problem that prevents your character from attaining a
goal.
5 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.

BECOMING A BETTER WRITER

Remember that for class exercises, you have the opportunity to ask others to help. You also have
the luxury of using a dictionary to check your spelling or a thesaurus to find more creative
synonyms. You can also get the opinions of your friends on how to improve your writing.

All of these are important steps that slowly improve your writing ability. If you do each exercise
sincerely, you will be a brilliant writer by the time you reach the final examination.

1. Keep a book to practice your writing. Try to find different and creative ways to say ordinary
things.
2. Read as much as you can and study the writing styles of authors whose books you enjoy.
3. Practice writing the introductory paragraphs to different stories. You will see that it is not
easy to have a completely different approach as you will have the tendency to repeat styles
or ideas. Don’t be discouraged and don’t be afraid to discard everything you wrote and start
from the beginning. Look at the following first sentences for the topic. ALONE AT HOME.

I will never forget the day my parents left me alone at home.

In this sentence, you have said nothing interesting and you have not given your reader any
reason to read further. It would be even worse if you had to drag your reader through the
events that led to your being alone at home,

I clutched my hand against my mouth and resisted the urge to scream as the footsteps
drew closer.

This is a better introduction as you have forced your reader to ask questions about what is
happening, how it happened and what will happen.

CLOSING NOTES
Make your clashes in the story be something important. Nobody wants to read a story about a trivial
issue. Make your reader feel some kind of empathy for the characters so that what happens to your
characters matters to the reader. Finally, a story without a surprise or two is not a very exciting
story.

GOOD LUCK IN DEVELOPING YOURSELF INTO AN EXCITING WRITER.

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TYPE OF ESSAY TOPICS IN PAPER 3

WRITING EXERCISE 1 – Normal topic-based narrative

Write an essay of 400 – 450 words (2 – 2½ pages) on ONE of the following topics

1.1. An uncomfortable truth

1.2. Broken dreams
1.3. Secret photograph
1.4. Note from a stranger
1.5. The road not taken

WRITING EXERCISE 2 - Quotation

Write an essay of 400 – 450 words (2 – 2½ pages) on ONE of the following topics

2.1. “The richest man is not he who has the most, but he who needs the least.” – Unknown
2.2. “Courage is not the absence of fear, but rather the judgement that something else is more
important than fear.” —Ambrose Redmoon
2.3. “A wise man gets more use from his enemies than a fool from his friends.” —Baltasar Gracian
2.4. “When I was a boy I was told that anybody could become President. Now I’m beginning to
believe it.” —Clarence Darrow
2.5. “I’d rather live with a good question than a bad answer.” —Aryeh Frimer

WRITING EXERCISE 3 – Compulsory reference in a narrative

Write an essay of 400 – 450 words (2 – 2½ pages) that contains one of the following:

3.1. It looked like a totally hopeless situation.

3.2. I watched her frown disappear as she smiled broadly.
3.3. It was dangerous and foolhardy but I had no alternative.
3.4. I could sense, even feel the pain he/she felt.
3.5. It was a trap!

WRITING EXERCISE 4 – Picture based (Stirs a memory or emotion in you)

Write an essay of 400 – 450 words (2 – 2½ pages) inspired by one of the following:

4.1. 4.2. 4.3.

• The topics (textual or visual) must form the focus of the essay. Be particularly guarded
against coming to the topic at the end of the essay. Be equally guarded against long
introductions that only get to the topic after a few paragraphs.
• Topics with quotations must be treated like picture-based topics.
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PREPARING for Paper 3

ESSAY
1. If there is even one word in the question that is unfamiliar, that question should not be
answered.
2. Be wary of quotations – as they are often not to be interpreted literally
3. Essays on pictures must focus on what is foregrounded in the picture. Good essays would
make some reference to other parts of the picture.
4. There must be evidence of planning and editing.

DIALOGUE
1. Should be between TWO people only unless there is a specific instruction to include a third.
2. Should include a 2-3 line introduction and some indication of tone or action within brackets
in at least three places.
3. Careful note should be made of the people the dialogue should feature.

OBITUARY
1. Not to be confused with a eulogy (a speech). An attempt to eulogize will be penalized. If the
learner writes “I”, “We” or any other first person pronoun, it’s an indication of a eulogy.
2. Obituary is ALWAYS in the written form.
3. Obituary must include: Nature of death, biographical information (place of birth, primary
and secondary school education if applicable, tertiary education if applicable, career
highlights, spouse and children), contribution to society/ institution and funeral/memorial
arrangements: Include address to which floral arrangements and messages can be sent.
4. Must contain paragraphs.

LETTERS
1. Very important to observe the correct formats, style and tone.
2. Use the same basic format for formal letters and letters to the editor.
3. Ensure that the letter to the editor/press is not an emotional rant.
4. Must contain paragraphs

REVIEWS
1. Usually a review of a book, film or restaurant but can be of a show/symposium/ fair.
2. Book and film reviews should not be limited to story and plot.
3. Restaurant reviews should include all aspects of a restaurant experience.
4. Use of headings is optional.

SPEECH
1. Note the audience carefully.
2. Note any instruction on what viewpoint ought to be expressed in the speech – often given
through subtle or direct references in the question.
3. A speech must contain paragraphs.

GENERAL POINTS
1. All rough work must be labelled “Rough work” or “Planning” and struck off.
2. Efforts with thin content will be penalized in “content” and “language” categories.
3. A large number of learners use tenuous links to topics – This is the most common reason for
better essays being “marked down”.
4. If penmanship hampers the ability to read the essay, it will not be marked.
5. Vulgar and crude references, profanity and racist language will be severely penalized.
6. Know the formats for ALL transactional writing.
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PRACTICAL WAYS TO PREPARE YOURSELF FOR PAPER 3

Preparation before the paper

1. Find interesting words, expressions or sentences to describe yourself being

1.1. Very happy
1.2. Very angry
1.3. Very afraid/ worried/ nervous
1.4. Very sad/ disappointed
2. Keep in hand at least two quotations that you particularly like because of their messages.
3. Expand your vocabulary by using a thesaurus
4. Plan some stories based on the four categories of feelings named in 1.1. to 1.4. above.
There is no need to write the story. Simply outline three or four main incidents that would
drive the story.

Planning the essay in the examination room

1. Decide the emotional impact you want your story to have

2. Decide the order in which you want to narrate the events.
3. Identify at least two dramatic turning points in the story. Build up to these events through
structured ideas in paragraphs.
4. Get to the topic as soon as possible.
5. Use adequate imagery to help the reader to imagine what the events looked and sounded
like.
6. Make direct or indirect reference to the topic (or picture in at least three different
paragraphs of the essay
7. It is important to plan your content well as the content carries double the marks awarded
for language. If you can get just 3 marks more than you normally do in the content, your
mark for the essay would go up by 6% . Increase each transactional piece by 2 marks (only
in content) and you would be on the next symbol.
8. Spend the most time writing a dramatic introduction and a breath-taking conclusion.
Avoid the common mistakes made by writers.

1. Don’t ignore the basics: Use capital letters and full stops effectively. Vary the length of your
sentence and be aware of the impact of the very short sentence.
2. Keep your timeline short. Your story should start and end within a short period of time (a
few days, a single day or even a few hours)
3. Planning is essential to ensure that your structure is correct. If you write an essay without
planning, it would be evident to the marker. Note that the assessment rubric demands
evidence of self-editing and planning.
4. Always write in the first person. It is more convincing and easier to make an emotional
impact.
5. Bear in mind that in this province alone, there are essays from at least 30 000 other
candidates. Will your essay stand out from the others?
ARGUMENTATIVE ESSAYS should follow the same structure as a literary essay.

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SECTION B: TRANSACTONAL WRITING

In the recent past, learners scored lower marks in Section B (Transactional Writing) than in Section
A. These are some of the reasons for the lower marks

• Incorrect format
• Critical missing elements from the format.
• Ignoring a part of the question.
• Inappropriate register
• Lack of paragraphs
• Failure to unpack/develop the topic

1. General Guidelines
1.1. Note the word count and do not write too little or too much.
1.2. Learn the format of a business letter: You will need to know it if you’re doing a
business letter, letter to the editor or a covering letter for your CV.
1.3. Know the headings of a formal and informal report.
1.4. For dialogues, keep the content conversational and believable.
1.5. For interview transcripts, the interviewer should speak less than the interviewee.
1.6. Obituaries are always impersonal and should not include first person pronouns (I,
me my, we)
1.7. Reviews must offer criticism from an informed point of view. If you’re not familiar
with what has to be reviewed, DO NOT write a review.
1.8. ALL transactional writing must be written in paragraphs – including speeches
1.9. Transactional writing is always audience based. Establish who your audience is and
adjust your tone and register accordingly.
1.10. The best way to check the content of your transactional writing is to ask yourself
the question: Will this work in the real world?

2. OBITUARY (This is a high frequency question)

2.1. It is possible to learn off a general obituary that contains the essential components
BUT, be aware that examiners know that learners do this and there is always something
restrictive or specific in the question. Do ensure that you take this into account before
simply writing out a general obituary.
2.2. There should be no personal expression of emotion even if the deceased is known
to you. The language must be strictly formal and objective.
2.3. Note the audience for the obituary as this would affect your tone and register.
Remember that an obituary is ALWAYS presented in the written form.

3. CURRICULUM VITAE AND COVERING LETTER (If there is no obituary in the question paper,
there MUST be a question on the CV and covering letter or one of the two (CV or letter)
3.1. All personal information is compulsory. It is also compulsory to include the heading
“Criminal Record”
3.2. References must be those who can corroborate the contents of the CV.
3.3. The covering letter should be a letter outlining why you are best suited to a position
and should not repeat information already in the CV.

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THE INFORMAL REPORT

A report is usually required on an important phenomenon or incident that requires some action,
usually by a person or body of authority. The report, whether formal or informal, is always written
factually and objectively. You should therefore AVOID
• using subjective language
• making unsubstantiated claims
• using emotive language
The formal report:
• should be written in the third person
• Be concise
The Informal Report
• May sometimes use the third person, depending on the topic
• Usually talks about your personal involvement in something
EXAMPLE OF AN INFORMAL REPORT
----------------------------------------------------------------------------------------------------------------
REPORT ON: Eye witness account of a fight between two learners immediately outside the school
gate.

TO : Mr P. Nadoo – Deputy Principal

PREPARED BY: Nkosinathi Bhengu – Grade 12 G

DATE OF SUBMISSION: 02 February 2019

INTRODUCTION
On Wednesday, 01 February 2019, my friends and I were walking out of the school gate at the
western exit when we witnessed a scuffle between two learners from our school. Although we do
not know the names of the learners involved, this report contains an account of what I had
witnessed. The report thus refers to the “taller boy” and “shorter boy”.

BODY
As we were approaching the school gate, a boy (shorter boy) pushed past us and ran up the
embankment. We realized that something was wrong when we saw a second boy also rush past us
and follow the shorter boy.
The taller boy grabbed onto the other’s bag and there were some exchange of words but we were
unable to hear what they were saying but it appeared to be an argument.
The taller boy yanked the bag away and began to walk away. Just as he turned around, the shorter
boy kicked the taller boy on the ankles. The taller boy reacted by punching the other boy on the jaw.
By this time, the children on the embankment got involved and separated the two boys. Three of the
prefects then escorted the two boys to the office.
CONCLUSION
It is unclear what the argument was about but it was the shorter boy who attacked first.
RECOMMENDATION
Prefects should be posted at the school gates to monitor learners’ behaviour.
___________________________
Nkosinathi Bhengu

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Note : You may use the format of the Formal Report for Formal or Informal Reports.

THE FORMAL REPORT

SUBJECT OF REPORT
This should be a short title and should point succinctly to what the report deals with.

TO:
WHO IS IT FOR? A report is usually presented to a specific audience. Who are the people who
should read this report?

PREPARED BY:
The full name of the person who prepared the report

DATE OF SUBMISSION
The date the report was submitted.

BACKGROUND:
This is a brief description of essential knowledge or facts that presents the need for the report

PURPOSE
• What needs to be achieved by the report?
• Who authorized or requested the report?
• What are the terms of reference?

SCOPE AND LIMITATION

The cost (if applicable) and time frames of the report

BODY OF REPORT
This will usually answer the following questions: Who? What? Why? When? and Where?. This
information must be presented in a logical manner.

RESULTS, CONCLUSIONS
This needs to correlate with the purpose of the report. These reports should be logical and clinical.
A formal report must not have emotive accounts of any kind.

RECOMMENDATIONS
Not all reports require recommendations. If the purpose of the report is to convince individuals of
something, a recommendation is needed. If the purpose of the report is to create a balanced and
unbiased account of something, a recommendation should not be included.

TASK
You have been nominated to prepare a report for the School Governing Body to determine the need
for a school cafeteria that will serve hot meals and beverages to learners and members of staff of
Umkomaas Secondary. Write the final report that will be submitted to the Chairperson of the School
Governing Body.

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SUBJECT OF REPORT:
Viability of Introducing a Yearbook for Learners of Umkomaas Secondary

TO : The Principal, Staff and members of the School Governing Body.

PREPARED BY : Kevin Naidoo

DATE OF SUBMISSION : 23 April 2018

BACKGROUND
• Umkomaas Secondary has not had a yearbook in its 39 years of existence.
• Not all Grade 12 learners participate in the school prom and, with the exception of class
photographs, many of the learners have very little photographic records of school days.
• A school magazine has not been printed for more than 25 years

PURPOSE OF THIS REPORT

This report has been commissioned by the Principal of Umkomaas Secondary and the purpose is to
determine the viability of introducing the idea of an annual yearbook. The principal is of the view
was that this report should be completed by a Grade 12 learner as Grade 12 learners will be the
focus group for the yearbook.

SCOPE AND LIMITATIONS OF THE REPORT

The report needed to be completed in seven days and there was therefore not enough time to
conduct a detailed survey on practical or financial ramifications of the project.

DATA COLLECTION / SURVEY

• The RCL representative from each class was tasked to determine the number of children in
each class who wanted a yearbook for 2019.
• The survey was conducted during school hours under the supervision of the class teacher.
• Learners were asked to raise their hands in response to the questions and the responses were
recorded on a class list.

RESULTS & CONCLUSIONS

• It was found that of the 186 learners in Grade 12 this year, 171 learners felt that a yearbook
was an ideal way to capture the memories of Grade 12.
• However, only 58 learners were confident of securing sponsorship to cover the cost of the
yearbook. Reasons given by the others include the testing economic climate of the country
and the negative reports of the school in the local newspapers.
• The school management team and the School Governing Body need to address the issue of
how to deal with the effects of the negative reports in the media.
• An attempt should be made to make the project a reality this year.

RECOMMENDATION
The School Governing Body should subsidize 40% of the cost of the Yearbook.

________________________
Kevin Naidoo

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NEWSPAPER and MAGAZINE ARTICLE

A newspaper article can fall in one of two categories:

• News report on a current event
• News on a phenomenon

A magazine report usually deals with a topical issue that is not current (something that happened a
day or two) but will always be topical. For example, if there was a major robbery in the area, one
could decide to write an article about the importance of safety.

Remember that all transactional writing involves an audience. It is important to determine who that
audience is before writing. The audience will determine the kind of language and writing style
necessary. Effective writing will ensure that the language used is appropriate for the intended
audience. Thus, if you are writing an article about safety, you would need to know who your
audience is and this list can include the following:
• Home owners
• Business owners
• Learners
• Educators

When writing a newspaper / magazine article, research is important. In an examination situation,

you will need to assume what the research was. Such articles need to be written with a tone of
authority and clarity.

Often, one is required to write about a school event for a local newspaper. If so, include the
following:
• The reason for hosting the event
• Who was present
• The success of the event
One can adapt this list to write about an event that has not yet happened.

A news article for a newspaper will use the following format:

• Introduction – summary of the event
• Body – Details of the event with at least one quote from someone
• Conclusion – What will happen / is happening hereafter.

TASKS
Use a headline and byline for your chosen article. Do not write in columns.

1. As a community youth leader, you are concerned about the rate of teenage pregnancies in
your area. Write an article for a teen magazine in which you highlight the problem and
suggest ways of addressing it.
2. You are the President of the RCL and have been tasked with publicizing a Winter Ball that
will be hosted by your school on Saturday, 23 June 2018. Write a newspaper article for
publication in your local newspaper.
3. As an active member of your religious organization, you are concerned about the level of
morality among young people. Write an article for a provincial newspaper that will not
antagonize your readers but inspire them to seek spirituality again.

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THE DIALOGUE
Writing a dialogue involves following a few conventions or rules on format or style. Here are some
of these guidelines:
• DO NOT USE INVERTED COMMAS!
• Write a short 2-line introduction that indicates setting and people in the dialogue.
• The name of each speaker (always two people) appears against the margin, followed by a
colon.
• The actual words spoken follow after the colon but, when going to the next line, do not start
near the margin but use the first line of dialogue as your new margin.
• Leave a line after each speaker.
• Do not write long pieces for each speaker. Not only is it unrealistic, it affects the flow of
your writing.
• You must use “conversational language” when writing. Do use contractions like “I’m”,
“I’ll” and “You’re”
• Do include some directions for actions in brackets. (Turns around), (Looking angry). You
should also try to convey the same feelings with the actual words spoken.
• If you’re writing a dialogue between an older person and younger person, ensure that you
write appropriately for each speaker.
• Always write respectfully – even if the speaker is supposed to be angry. Civil people do not
resort to name-calling, even in an argument.
• Use ellipses if you want to show someone trail off / pause / they do not know what to say.
• Use a dash to show that someone has been interrupted.
• Where possible and appropriate, do use humour or wit.
• Underline a word to show emphasis.
Look at the following exchange from the BBC Classic Comedy, Fawlty Towers.
BASIL : What have you done with my hotel?

POLLY : It’s not my fault.

BASIL : (Yelling hysterically) Then whose fault is it? Henry Kissinger?
POLLY : He forgot to wake me up.
BASIL : Who forgot to wake y___
POLLY : Nobody. It is my fault.
BASIL : (Raising his voice) I knew it! It’s Manuel! We’re dead! We’re dead! We’re all
dead, you know!
POLLY : Well….. It’s your fault, isn’t it?
BASIL : (After a brief pause) What?
POLLY : It’s your fault – You hired O’ Reilly!
TASK
1. You created a fake Facebook profile to play a practical joke on a friend to convince him/ her that he/she
has an ardent admirer. This friend subsequently finds out that you were behind the gag, Write the
conversation that ensued when he / she confronted you.

2. You have performed poorly at school during the June examination and your father / mother have imposed
severe restrictions on you. You believe that you have been unfairly treated. Write the dialogue between the
two of you.
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THE TRANSCRIPT OF AN INTERVIEW

Even if you do not get the opportunity to interview somebody on television or radio, normal
conversation usually involves asking leading questions to show your interest in a person or
to sustain the conversation.

Writing the transcript of an interview. This means writing the entire conversation in
dialogue form, indicating the names in full each time or using abbreviations with a key at
the beginning.

Example of abbreviations with a key

MM = Mfundo Mkhize
JM = Julius Malema

You should follow the following guidelines:

1. You must have a heading indicating who was interviewed and by whom. It would
also be useful to include the date and place of the interview.
2. It is important that the interviewer shows the following qualities:
• An interest in the issue
• An interest in what is being said
• An understanding of the issues and what is being said
• The ability to analyze and interpret information
• The ability to ask questions based on research or understanding
• The ability to ask probing questions so that the interviewee does not simply
answer with “Yes” or “No”
• To be polite but firm
3. It is better not have length monologues as answers. This ensures easier reading and
understanding.
4. You may use contractions but it is poor style to use informal English, colloquial
language or slang.
5. The interviewer must be detached from the conversation and not engage in
arguments : This does not mean that issues need not be probed.
6. Leave a line after each response. Your response should be approximately 1½ pages in
length if you have average handwriting (approximately 10 words per line)

PRACTICE EXERCISE

Imagine that you are a TV, radio or newspaper reporter. You are given the opportunity to
interview the national Minister of Basic Education. Angie Motshekga. Write the transcript
of your interview with her.

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TRANSACTIONAL WRITING: MINUTES OF MEETING & AGENDA

Minutes of meetings

Lots of organisations, groups, and businesses have meetings where a record needs to be kept of the
proceedings and decisions made. Somebody in each case needs to write the minutes of meetings.
The written record of these events are called the ‘minutes of meetings’.

The purpose of taking minutes of the meeting is more or less the same in each case – to keep an
accurate record of events for future possible reference.
• when it took place,
• who was in attendance
• who was absent
• what was discussed
• what decisions were made

The minutes of meetings are a record of discussions and decisions, and over time they might form
an important historical record.

There might also be a legal requirement for sets of minutes to be produced in an organisation – as in
the case of a bank or a limited company.

How much detail is necessary?

The amount of detail recorded will depend upon the type of meeting and maybe its historical
culture. Some organisations like to have a record that captures the spirit of the discussions that took
place; others put their emphasis on the decisions that are made.

One thing is certain: the person taking the minutes is not expected to give a dramatic or poetic
description of what takes place. The minutes of a meeting are a summary, recording its most
important features.

AGENDA FOR COMMITTEE MEETING OF CRAIGIEBURN SOCIAL CLUB

1. Commencement & Welcome

2. Adoption of Agenda
3. Apologies
4. Correspondence
5. Minutes of previous meeting
6. Matters arising from minutes
7. New Matters
7.1.New Project
7.2. __________________________
8. General
9. Closure. Rising Time: 19h30

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FORMAT, STRUCTURE & STYLE OF MINUTES

Minutes of the Craigieburn Social Club held at the Activity Room of the Craigieburn Library on
Saturday, 25 July 2019.

1. Commencement & Welcome

The meeting commenced at 18h00 with a prayer. In the absence of the Chairperson, the
meeting was chaired by the Vice-Chairperson, Denver Reddy. Attendance as per attendance
register.

2. Adoption of Agenda
The agenda was adopted without any changes on the motion of Nancy Harris and seconded
by Thabo Masinga.

3. Apologies
Apologies of absence were received from the Chairperson, Sheila Mkhize, who was away
on a conference.

4. Correspondence
A letter was received from the Principal of Umkomaas Secondary School, granting
permission for future meetings to be held at the school. The house resolved to send a letter
of thanks to the principal and members of the School Governing Body.

5. Minutes of previous meeting

The secretary, Peter Bacon, read the minutes of the previous meeting. There being no
corrections, the minutes were adopted on the motion of Bradley Moodley and seconded by
Mandla Khuzwayo.

6. Matters arising from Minutes

There were many delays regarding the planned Family Day at the Municipal Grounds
because of the current strike by municipal workers. After much discussion, it was
unanimously resolved to cancel the event.

7. New Matters
The House approved a proposal by the Fund-raising sub-committee to host a Dinner Dance
on 24 September 2019 at the Orissa Hall. The sub-committee will meet within two days to
finalize preparations.

8. Closure
There being no further matters, the meeting closed at 19h15 with a prayer.

THE SPEECH (Formal or Informal)

• MUST be in paragraphs
• Must take into account ALL aspects of the question. Sometimes the content is largely
dependent or restricted by the topic.
• Tone and style is determined by the audience.
• Contractions may be used.
• In the case of informal speeches, informal language (colloquialism) may be used but do not
use slang or vulgarity.

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WRITING: THE RESTAURANT REVIEW

A review of a restaurant gives an opinion that will capture the whole experience of visiting a
restaurant. It is therefore more than just a comment on the taste of the food and the variety in the
menu. The following components are recommended in a restaurant review (in random order):
• The menu, portions, taste, presentation, texture, flavor, temperature of food served
• Ambience (atmosphere)
• Attitude of staff and owner/ manager
• Parking facilities
• Entertainment / music
• Opening days and times
• Are reservations necessary?

PURPOSE OF A REVIEW
Many people want variety when eating out but they are afraid to try places they haven’t been to
before because they have no idea what to expect. Such people read restaurant reviews to see what is
good and what should be avoided. Your review then needs to attempt to recreate your entire
experience so that readers can almost taste the food and feel the atmosphere.

POINTS TO CONSIDER WHEN WRITING A REVIEW

It is important to be fair and balanced in your view. If you have something negative to say, make
sure that you don’t allow one negative point to cloud your entire experience. As a rule, do not use a
single experience to make sweeping comments about the restaurant

Be reasonable in your comments: Restaurants are not fast-food outlets, so it is unreasonable to

expect food to be prepared and served in less than 20 minutes.

WRITING STYLE
This will be determined by the audience of the magazine or publication for which you are writing.
Whether it is a formal or informal style, it is important to capture the attention of your reader with
your first sentence. Think of a trailer of a movie and how it provides the highlights of that movie –
Your introduction must perform the same function. Once you have given the highlight of your
experience (positive or negative) you should go on to explain how you arrive at those conclusions.

You may use headings to separate the sections of your review but these are not essential.

PRACTICE TASKS

1. Write a restaurant review of a theme restaurant that has recently opened. The restaurant is
suitable for entire families. The review is to be published in your local newspaper.
2. You have recently visited a restaurant aimed at scholars and students. Write a restaurant
review for online publication.
3. A new vegetarian restaurant has opened in Scottburgh. Despite being a non-vegetarian, you
decided to visit this restaurant. Write a review for the local newspaper in which you relate
your experiences at this restaurant.

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THE BOOK REVIEW (Written)

The tone of the review may be formal or semi-formal but should include the following:
• A very honest/ frank opinion of the book that is substantiated by references to the text.
• A mature and critical approach to the book
• There must be evidence of an understanding and critical analysis of the book
• The story is important but the way the story is developed and narrated is far more important.
The emphasis needs to be on the latter.

Use the following headings to write your book review.

Title of Book
Author
Publisher
Genre
Book Type
Date of First Publication
Number of Pages
Summary of the plot
Do not divulge elements of the story that will ruin the enjoyment of the book by others.
Main characters
(Physical description and critical analysis of the personality, using references to specific
incidents to support views. Indicate round and flat characters and reasons for labelling
them so)
Narrative/ Writing Style
(Description of what makes the writer different from other writers. Make reference to unique
writing styles and why this was entertaining/ impressive)
Themes
(List of themes, how they were developed and relevance to the reader, including life
lessons.)
Overall Impact of the Book & Recommendation
How did the book affect the reviewer? To what kind of reader will the book appeal?

BOOK REVIEW (Oral Form)

1. Take one of the major themes of the book and research this theme. Present this research in
your speech, eventually leading up to the actual book review.
2. More time should be dedicated to the impact of the book and your critical appraisal than a
mere narration of the story.
3. If the book has been made into a film, it is compulsory to do a comparison between the book
and the film.
4. It is still compulsory to utilize and audio-visual aid.
5. Show how and why this book is relevant today and why it is more than just an entertainer.
6. If possible use a few short quotes or terms from the book to illustrate points.
7. Unforced, natural humour is always appreciated.
8. Kindly verify with your teacher that the book you have selected is suitable for a Grade 12
review. An attempt to present a review without having read the book in full will be severely
penalized.

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BOOK REVIEW by David Thurston [The written form]

Title : The Boy in the Striped Pajamas

Author : John Boyne
Genre : Historical Fiction
Book type : Fiction
Publisher : David Fickling Books
Publication date: : September 12, 2006
Number of pages : 215

Introduction
This is a book of historical fiction that can help children
connect with the historical events of the Holocaust in a
more realistic way. The book could also lead to some
great discussions about evil and the nature of man.
Although the main character is nine years old, the content
is more suitable for older children and adults. There are
many examples of implied violence though none are
graphically shown. However, the book is set in a death
camp so emotional violence is a real factor to consider
when deciding to read the book.

What's the story?

When Bruno is forced to move away from his enormous Berlin home with his family, his life
changes forever. Besides moving into a smaller house with no "nooks and crannies" to explore,
besides having no one to play with except for his older sister (also known as the "Hopeless Case"),
he's surrounded by soldiers that are constantly in and out of his father's downstairs office as well as
other grown-ups who always seem angry or unhappy. Bruno misses his friends, his grandparents,
and the city itself. And he doesn't understand what's going on around him. He hates everything
about "Out-With" and is very lonely until he meets the boy on the other side of the fence.

Writing Style
This powerful book about the Holocaust stands out in part because of the unusual perspective. It's
told through the eyes of the 9-year-old son of the commandant at Auschwitz, a boy who has no clue
as to what is going on around him. This perspective allows readers to feel a strong sense of
foreboding, long before they know the extent of the terror surrounding Bruno's world. Readers will
be struck by the contrast between Bruno's normalcy and naivety, and the extreme horrors of the
time.

Main character
Readers will quickly relate to Bruno, who is uprooted from his home and moved somewhere "nasty
and cold" where he has no friends; he is lonely, his sister bugs him, and adults treat him as if he's
not there. He wants to study art and read fantasy books rather than history and geography. He wants
to get outside and explore. At one point Bruno even covets the life of the boy on the other side of
the fence because at least he has other boys with whom he can play.

Recommendation
This book is strongly recommended to those who appreciate history and historical fiction. There are
some oblique and direct references to violence and violent acts but this is unavoidable in a book that
deals with the Holocaust. The simplicity of the story and the narrative style will appeal to a wide
variety of tastes.

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THE FILM REVIEW

• Must do more than simply summarise the plot: It must include a critical analysis of all
major aspects of film-making.
• Like with the book review, do not use “spoilers” (information that can negatively affect the
enjoyment by someone who has not yet seen the film.
• Language and tone must match your target audience.

BASIC COMPONENTS OF A FILM THAT SHOULD BE CRITICALLY ASSESSED

IN A REVIEW

1. PLOT & STORY

What is the premise of the film? What does it set out to do?

2. SETTING
What is the geographical (where most of the main events take place) and temporal (which
time period) setting?

3. CHARACTERS & PORTRAYAL

Were the characters well developed? Was the protagonist believable, flawed and complex?
Did the actors convey the depth of the characters well? How did they achieve this?

4. SCREENPLAY
This refers to the order in which the events unfold on screen. What do you see on screen?
What techniques are used to transition from one scene to the next

5. SCRIPT
Does the dialogue ring true and realistic? What kind of impact do the words have on the
audience?

6. CINEMATOGRAPHY & LIGHTING

How do the camera movements (or lack of movements) contribute to the effect or impact of
the film? How creatively is lighting used for each shot (Natural source, selective
illumination and colours). How do the colour tones contribute to the mood of the poem?

7. EDITING
Good editing is rarely noticed by the filmgoer. There should be cohesiveness in the
screenplay and the different elements should be creatively put together on screen.

8. MUSIC
Does it drive the mood or complement the mood of the film? Is it intrusive or subtle?

9. EFFECTS
Briefly comment on visual or special effects if any. Are they good enough for the viewer to
suspend belief?

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10. COMMENT ON THE DIRECTOR

Is the vision of the director apparent throughout the film? How much oif room is there for
improvement of the final product that appears on screen.

FILM REVIEW: YEZHAAM ARIVU (Seventh Sense)

A film that traverses the worlds of martial arts, historical drama, genetic engineering, biological
warfare and modern romance challenges the traditional notion of slotting films into genres. A.R.
Murugadhaas’s Yezhaam Arivu is from the same team that created Ghajini. The film stars Surya
opposite Sruthi Hassan in the lead roles. The film also stars Vietnamese actor Johnny Tri Nguyen
whose Hollywood credits include Cradle to the Grave, Martial Law and Ella Enchanted.

The film begins with the story of Bodhi Dharman (Surya), a sixth century Tamilian from the Pallava
dynasty who travelled to China and later founded the Shaolin Temple of martial arts. The story
returns to modern times to a meeting being held in China where a martial art expert, Dong Lee
(Johnny Tri Nguyen) is given a dual assignment, one of which is to kill the young research scientist,
Subha (Sruthi Hassan). Meanwhile there is a budding romance between circus performer, Aravind
(also Surya) and the beautiful Subha. Just as this relationship takes a dramatic turn, Dong Lee enters
India and the pace quickens as Subha and Aravind realize that they are both Lee’s targets.

To integrate the various genres within this film would have been a huge challenge but director
Murugadhaas manages to do this without losing the commercial appeal of the film. On the flip side,
not enough attention is given to the Chinese antagonists and the manner in which the Indians react to
the threats.

There is a feast of eye candy for both sexes; Surya with his different looks, perfect six-pack and
bulging biceps combined with his boyish charm complements the beautiful, glamorous and very
talented Sruthi Hassan. In acting, they stand shoulder to shoulder in a film that tests both their talents.
Aside from her Tamil pronunciation, Sruthi’s performance is a flawless one. Hollywood’s Johnny Tri
Nguyen does a splendid job in the role of the assassin Dong Lee, creating a chilling scene presence
in each of his scenes.

Ravi K Chandhran’s cinematography sets new standards for world cinema, not only with his unusual
angles and light usage, but also with his exciting innovations in the way the songs are presented on
screen. Together with editor, Anthony Goncalves, the visual impact threatens to challenge the
splendour of films like Nootrenbadhu and Adukallam

A.R.Murugadhaas has surprised everyone with the freshness and creativity in his screenplay, but it is
his synthesis of the many talents behind and in in front of the camera that has turned this film into
one that will be talked about for decades. If only Murugadhaas had spent a little more time and effort
with the antagonists and climax scenes, this film would have become a timeless classic,

Although Yezhaam Arivu has a powerful message for anybody of Indian origin, its universal relevance
makes the film a worthy addition to the list of international greats.

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READING & VIEWING : THE OBITUARY

An obituary usually has the following:
• Introduction gives a brief description of the person and the person’s death
• 2nd Paragraph gives the biographical details
• 3rd Paragraph deals with educational and other achievements
• 4th Paragraph talks about what the person was best at
• 5th Paragraph deals with the effect this person had on others
• 6th Paragraph deals with funeral / memorial arrangements

An obituary MUST
• Take into account specific requirements of the question
• Be written objectively and factually.

An obituary MUST NOT have the following:

• Any personal references
• Any characteristics of a eulogy.
• The use of the first person pronouns (I, me, my, we, our)
=======================================================================
Top Billing mourns the tragic loss of presenter Simba Mhere. The news of his untimely passing has
been received with immense shock and distress by his friends, fans and colleagues and our hearts go
out to his bereaved family.

Simba Mhere was born on the 29th October 1988 in Zimbabwe at Harare General Hospital to
missionary parents Joseph and Angela Mhere from Tafara Township. Simba was 23 months old
when his parents relocated to Johannesburg, South Africa, where they served as full time
missionaries at Jesus Alive Ministries.

His primary school years were spent at Rhema Christian School. He completed his high school
career at Randpark High where he excelled in leadership, rugby and athletics. Simba joined UJ and
studied B Com Accounting but he had a calling to entertain. In 2010, in his 3rd year at UJ, he
auditioned for the Top Billing presenter search. After sleeping in his car the night before to secure a
front place in the line, he appeared in front of the panel of Top Billing judges. It was a gruelling
process but his talent, hard work and infectious warmth eventually saw him win the coveted TV
presenting position.

In his four years on Top Billing, he made friends of local, international celebrities and fans alike. He
had a disarming ability to win over stars he interviewed or strangers he had never met, as if they
were personal friends.

As the youngest member of the Top Billing team, he enjoyed the opportunity to travel the world –
from his first trip on an airplane for the finals of the Presenter Search in Mauritius, to South
America, France, Norway, Japan and many more exciting destinations. He grabbed every
opportunity to have an adventure from skydiving to white river rafting, taking to the ski slopes in
Norway and fishing on Lake Malawi.

Simba was an exceptional person and a hugely, talented presenter. His warm heart, generous spirit,
and wonderful sense of humour, has touched the lives of so many. He was an asset to Top Billing,

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CV & COVERING LETTER: Ensure a neat and readable format for the CV.

CURRICULUM VITAE OF PRIYEN NAIDOO

SURNAME : Naidoo

FIRST NAMES : Priyen

ID NUMBER : 000206 5217 08 4

DATE OF BIRTH : 06 Feb 2001

RESIDENTIAL : 34 Redfern Road, Craigieburn, Umkomaas, 4170

ADDRESS

POSTAL ADDRESS : P.O. Box 9321, Umkomaas, 4170

HEALTH : Good

NATIONALITY : South African

CURRENT SCHOOL : Umkomaas Secondary School

SUBJECTS TAKEN : English, Afrikaans, Mathematics, Physical Science, Life

Sciences, Geography, Life Orientation

HOBBIES : Philately; Writing lyrics

LANGUAGES : English, Afrikaans, IsiZulu

(OPTIONAL HEADINGS)
DRIVER’S LICENCE
DISABILITIES
OTHER SKILLS

CONTACT Home : 039 – 979 1425

DETAILSS : Mobile : 072 – 987 3434
E-Mail : [email protected]

REFERENCE
Mr P Jagdev - Principal: Umkomaas Secondary School
Tel : 039 – 979 5271
E-Mail : [email protected]

Your covering letter will be in the same format as your business letter and should not duplicate
information from the CV but include a brief (sincere) motivation of why you are the best candidate
for the job. Insincerity and appeals for sympathy are always in bad taste.
TASK : Prepare a CV and letter of motivation for a vacation job this July at Crane Travel Agency,
25 Primrose Avenue, Durban, 4000

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THE FORMAL LETTER

1. Any letter must always commence on a new page.

2. It is VERY important to observe the correct format when writing a formal letter as this
reflects the kind of person you are. If you use the incorrect format, it shows that you are
either ignorant or indifferent – both of which would present a very negative picture of you.

3. The formal letter has two addresses in full: The letter has your own address at the top – just
like in an informal letter but it also has the name and address of the Company /
Organization/ Institution you are writing to. Equally important, you must always have the
position / post of the person you are writing to in an organization
Examples The Principal
Umkomaas Secondary School

The Secretary
Craigieburn Social Club

The Manager
Pendulum Stores

4. Avoid using the word “Dear” before Sir or Madam. If you do not know the gender of the
person you are writing to, it is preferable to use the term “Sir / Madam” as your salutation.

5. The salutation is usually followed by a subject line and is always underlined. The first word
in the subject line indicates the type of letter it is:
Examples REQUEST
COMPLAINT
APPLICATION

6. There should be a clear INTRODUCTION, BODY and CONCLUSION

INTRODUCTION – Purpose of the letter with necessary information only.
BODY - The action you are expecting from the person receiving the letter.
CONCLUSION - A single line comment related to the reason for your letter

7. You should end with “Yours faithfully”, then write your initials and surname (not first
name). Female writers should follow this with a title in brackets (Ms) after the surname.

8. All language usage must be strictly formal: You may not use slang, contractions or
colloquial language. You should not be chatty or casual in your sentences, but keep them
very business-like. Regardless of the given topic / situation, you must not use foul language,
vulgarity, sexually explicit language or sarcasm in your formal letter.

9. Like all other forms of writing, ensure that you proof-read your work before submission.
Apart from obvious errors like incorrect spelling, or incorrect / missing punctuation, it is
also important to ensure that your language is clear and unambiguous, Keep your language
simple and do not embellish with descriptions and analogies. This type of writing tests your
ability to be forceful while being concise (without using fancy words and expressions).

10. Letters to the editor must be controlled and polite and NEVER an emotional rant.

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THE FORMAL LETTER

• There are two addresses: Yours and the full address of the company being written to. Note that
one never writes to a company but a person in the company. Always begin with the position or
title of this person.
• The first word in the subject line tells the reader what type of letter it is.
• Language must be strictly formal: No contractions/ colloquial/ conversational language.
• Keep your language simple and polite. Never resort to sarcasm or rudeness.
21 Meadowlands
Crescent
Riverdale
Verulam
4340
28 February 2018

The Manager
Apex Trading
33 Shepstone Street
Verulam
4340

Sir / Madam

Complaint about Defective Appliance

I purchased a Convection oven at your store on 26 February 2018. I pointed out to the
salesman that the box had been opened but he assured me that everything was fine.
On reaching home, I found that the unit is defective. Not only is the power unit
dysfunctional, one of the switches has a crack across it. The oven is completely unusable.

This has placed me under a great deal of inconvenience as I had planned to use the oven
extensively for a family prayer. I am peeved at the fact that this situation could have been
avoided had your salesman taken the time to examine the box when I had requested him to
do so. I trust that I would be given a new unit as soon as possible. I also request that the
item be tested before delivery to ensure that there would not be a recurrence of this
incident.

I trust that the matter will receive your urgent attention so that a speedy resolution is
possible. Kindly inform me of when and where I can collect the new unit. I thank you in
advance for your cooperation.

Yours faithfully
N. K. Naidoo (Ms)

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