SECONDARY SCHOOL IMPROVEMENT PROGRAMME (SSIP)

2023

GRADE 12

SUBJECT: ENGLISH HOME LANGUAGE

LESSONS

LEARNER’S GUIDE

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 TABLE OF CONTENTS

A Session 01 Comprehension 3

B Session 02 Summary 17

C Session 03 Visual Literacy - Advertisements 21

D Session 04 Visual Literacy – Cartoon Analysis 25

E Session 05 Language and Editing 28

F Session 06 Literature: Poetry/Poetry Essay 36

G Session 07 Literature: Poetry Contextual Questions 41

H Session 08 Literary Essays (Drama and Novel) 48

I Session 09 Literature Contextual Questions 57

J Session 10 Creative Writing : Essays 61

K Session 11 Creative Writing : Transactional Writing 72

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 SESSION 1

The English Home Language exam consists of 3 papers:

o Paper 1: Comprehension, Summary and Language Structures and Conventions – 70

marks
o Paper 2: Literature – 80 marks
o Paper 3: Writing- 100 marks
o TOTAL MARKS- 250
o To obtain a minimum of 45% you need to score 113/250 marks

PAPER 1: COMPREHENSION, SUMMARY AND LANGUAGE STRUCTURES AND

CONVENTIONS

GENERALTIPS:

• You have 2 hours to answer this question paper

• Time management is important as you need to answer all the questions. Do not spend
more than 50 minutes on the comprehension. Use your 10-minute reading time provided
at the beginning of the exam session.
• You can complete the summary in approximately 20 – 25 minutes.
• Spend 15 minutes on Question 3 and 15 minutes on Question 4.
• You will have 10 minutes on Question 5
• Then go back to questions that you have left unanswered.
• Remember that the question paper belongs to you. You are advised to make notes and
highlight key words/phrases on the question paper.

SECTION A: COMPREHENSION

1. Read through the passage quickly. Ask yourself what is the passage about?
o The TITLE of the passage will give you a clue as to what is the passage about.
o The introduction often creates the atmosphere and provides the setting for what is to
follow.
2. Read through the comprehension questions: When you do this, keep the main ideas of the
passage in mind.
3. Read the passage again
o Highlight/underline the main idea in each paragraph – each paragraph presents a
new idea.

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 o The first sentence is often the key sentence.
o Words and ideas that were at first confusing or difficult, may now become clearer in
context (the meaning of words and phrases as used in a sentence).
4 Practical Advice
o Each question usually contains a question word – underline this.
o Each question usually contains a key word or key idea – circle this.
o Put your eyes into ‘Search Mode’ to find the sentence containing the key word or key
idea.
o Do not copy from the text. Use your own words. Rewrite the information in another way
that means the same.
Answering Techniques:

It is important to interpret and follow the instructions exactly as they are given:

o Does the answer need a full sentence, a word or a phrase?

o Avoid starting sentences with conjunctions such as because, and, but and so.
o The first few questions are generally easier. You must attempt these questions.
Look at the mark scheme. You need to score at least 12/30 in the comprehension
question.
• The mark allocation is usually a suggestion of the number of points needed. Mark
allocation. A 2-mark question means that you are required to write down 1 idea with
detail while 3 marks means 2 ideas with some detail for one of these ideas.
• COMPARISON BETWEEN TEXT A AND TEXT B question:
• COMPARISON BETWEEN TEXT A (COMPREHENSION PASSAGE) AND TEXT B
(VISUAL e.g., picture/cartoon etc.) question. The final 4-mark compare/contrast
question is being omitted because of panic over time.
• The final 4-mark compare/contrast question MUST be attempted: it is a simple
summary question with a comparison/contrast angle. Do not panic over time as this
is not a difficult question to answer. Here is a simple technique:
• COMPARISON BETWEEN TEXT A AND TEXT B question:
➢ Refer to the SPECIFIC PARAGRAPH in TEXT A
➢ Summarise the main idea/s in the paragraph indicated in the question (TEXT A)
➢ Summarise the gist of TEXT B keeping in mind the overall main idea of the passage
➢ Then look for similarities/link between the 2 texts. In most cases there will be
similarities between the selected paragraph in text A and the visual (text B).
➢ Explain how they are similar. Identify the LINK between the 2 texts.
➢ If there are no similarities indicate it

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 ➢ Provide a comment if there are no similarities

• When answering comprehension questions, respond by starting with the KEY words in the
question.
➢ Read your answer carefully. Ask: Does my answer make sense?
➢ Hint: A question worth 3 marks probably requires the following:
➢ Make your point / explain your point / give evidence / link back to text (PEEL method).

• VOCABULARY – questions testing word/phrase meanings (synonyms, antonyms, etc.).

e.g., Is the writer justified in using the expression ‘permanent limbo’?

• LANGUAGE USAGE QUESTIONS

➢ Includes vocabulary, grammar, punctuation and figurative language
➢ Answers need to be given in the context of the passage.
➢ You must understand the difference between literal and figurative meanings.

• TECHNICAL – (How?) questions testing the method and style of the text/passage
presentation. e.g.
➢ Account for the use of the rhetorical questions in lines … .
➢ Why has the writer included statistics…?
➢ Discuss the writer’s intention in quoting ‘We don’t know…’.

• QUESTIONS on STYLE

o You must be able to identify the style and register in which text is written.
o Is it narrative, descriptive, formal, informal, simple, lofty, factual, humorous,
satirical?
o You may be asked to comment on the style / to justify the appropriateness or
effectiveness of the style as related to the content.

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o Be aware of the variety of sentences used, the diction and language devices.

• QUESTIONS on TONE

o Tone conveys the emotions, underlying feelings and attitude of the writer.
o What would the words sound like if read out loud?
o Can be identified through diction, sentence length and type, punctuation, etc.
o Tone may be angry, apologetic, gloomy, humorous, motivational, inspirational,
personal, impersonal, mocking, persuasive, sarcastic, etc.
o Tone is expressed in adjectival form.

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ACTIVITY 1: Reading for meaning and understanding

 Read the text below and answer the set questions.

 Remember to answer in your own words and in full sentences.

TEXT A

TRAFFICKING IN HUMAN ORGANS:

A MODERN DAY 21ST CENTURY CRIME

1. A global shortage of organs for transplantation has given rise to a 1
lucrative trade in trafficking organs or trafficking in persons for the
purpose of organ transplantation. These practices, conventionally
referred to as organ trafficking, are prohibited by international law as
part of a general prohibition on human trafficking. Governmental and 5
non-governmental organisations, including medical associations, have
agreed in an official declaration that this prohibition includes any

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 transplantation where the organ donor receives financial gain or
comparable advantage from the transaction.

2. Organ trafficking has become a global problem. Estimates indicate that 10

trafficked organs account for up to 10% of organ transplants performed
around the world, with profits conservatively estimated at US$840 million
to US$1.7 billion annually. Increasingly, to exploit the gap between the
supply and demand for organs, criminal organisations that traffic in
human beings are expanding their practice to include organ trafficking. 15

3. Over the past several decades, over 100 countries have passed
legislation banning or strengthening existing laws prohibiting the trade in
organs. Additionally, several governmental and professional bodies
have advanced initiatives to regulate domestic and international organ
transplantation and to prevent organ trafficking. Taken together, these 20
initiatives propose professional, regulatory, and international law
solutions to address an increasingly complex global criminal enterprise.

4. Since its advent in the 1950s, organ transplantation as treatment for

patients with terminal organ failure has become increasingly common
across the globe. Continuous advances in medical technology and 25
transplantation medicine have led to an increase in the demand for
organs. However, demand for organs far exceeds the supply. It is
estimated that the current number of legal transplants performed covers
the needs of only 10% of all patients on waiting lists worldwide.

5. The shortage of available organs has prompted countries to develop 30

procedures and systems to increase supply, mainly through the
improvement, expansion, and promotion of deceased donation
programs. This alone, however, “is not enough to fill the gap between
demand and supply of organs.” This trend has been observed even
though almost all countries in the world prohibit compensated organ 35
donation….

6. This practice is widely viewed as “unethical and exploitative” and

harming “poor and powerless people.”

7. The WHO Guiding Principles on Human Cell, Tissue, and Organ

Transplantation permit compensation for the costs of making donations 40
(including medical expenses and lost earnings for live donors), but prohibit
payment for organs, which is “likely to take unfair advantage of the
poorest and most vulnerable groups, undermines altruistic donation, and
leads to profiteering and human trafficking.”

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8. Consequently, organs have become a valuable and profitable black- 45
market commodity involving transnational crime syndicates operating
“highly organised” networks across national borders. According to the
United Nations Office on Drugs and Crime (UNODC), the illicit practices
involved in the illegal organ trade remain among the most difficult
crimes to detect. As a result, awareness of the crime among criminal 50
justice practitioners, law enforcement and policymakers remain low,
and enforcement of the crime is generally not a priority, although some
jurisdictions have improved on this front. This lack of awareness exists
despite the sheer number of actors involved in the trade in illicit organs,
including the broker who acts as the intermediary between the organ 55
buyer and seller, the local recruiter who identifies vulnerable people
willing to sell their organs, and the medical professionals and local
hospitals performing the illicit organ removal.

9. Cases of organ trafficking are reported all over the world. According
to UNODC, trafficking for the removal of organs was detected in 25 60
countries between 2003 and 2016, mainly in North Africa and the Middle
East. Other commentators have noted that those who are most targeted
for organ trafficking, commercialisation or transplant tourism appear to
be vulnerable and impoverished people in China, Egypt, India, Iraq,
Pakistan, and the Philippines, as well as countries in Central and South 65
America and in Eastern Europe. Victims are predominantly male and
between 20 and 40 years of age. They are often misled about the nature
and medical consequences of the transplantation procedure, and
numerous studies reveal that nearly all organ sellers regret having done
so. Once recruited, victims having doubts are often coerced into going
through with the procedure by violence or intimidation. 70

10. Where is the future of organ donation? Much research has been done on
stem cell donors, particularly for kidney transplants, however it is hitherto
inconclusive. Living organ donation is a new avenue where a living donor
can decide who to donate their organ to, usually helping a close friend 75
or family member. Living donation is typically safe for the donor. Research
has shown that the receipts of organs from living donors have better
outcomes than those who receive organs from deceased donors.

11. Organ trafficking is a global issue that persists largely undetected

despite netting significant profits for organised crime groups. All 80
countries are affected – the victims of organ trafficking are typically
found among poor and vulnerable populations in developing countries,
while the recipients of illicit organs are usually from wealthier countries
such as Canada. Organ trafficking is fuelled by a significant lack of

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 organs available by legitimate means in virtually all jurisdictions, 85
including in Canada where patients can wait years for a transplant.
Legislative attempts in Canada to strengthen federal laws relating to
organ trafficking have been unsuccessful thus far. While some
international and domestic initiatives to prevent and prohibit organ
trafficking have had positive results, this underground crime remains a 90
pervasive worldwide problem.
Source: The Exodus road

TEXT B

Your lungs have more than one life. Donate.

Logo – Santa Casa de Sao Paulo (Source: UNODC. Org)

QUESTIONS TEXT A
1.1 What message does the writer convey in the opening sentence of
paragraph one? (2)

1.2 Refer to paragraph 2.

Comment on the use of figures and statistics to the ‘global
problem’ of organ trafficking. (2)

1.3 Refer to paragraph 3.

What does ‘criminal enterprise’ (line 21)
reveal about the writer’s attitude towards the regulation of organ
transplantation. (2)

1.4 Refer to paragraphs 4 and 5. (3)

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 Discuss how the ‘supply and demand’ of organs has prompted
countries to develop more effective systems.

1.5 Refer to paragraph 6. Account for the single line paragraph. (3)

1.6 Critically discuss how the diction in paragraph 7 and 8 reveals

WHO and UNODC have attempted to create awareness of
unlawful organ removal. (3)

1.7 Define the term ‘transplant tourism’ in context of paragraph 9.

Link this definition to the countries predominately targeted for
organ trafficking. (3)

1.8. In your view, is the final paragraph an appropriate conclusion to

the article as a whole? Substantiate your response. (3)

QUESTIONS TEXT B
1.9 Comment on the effectiveness of the visual image.
(2)

1.10 How does the textual evidence and the layout thereof mimic the
message in the illustration? (3)

1.11 In your assessment, does TEXT B support the writer’s views? Justify
your response by making specific reference to TEXT B and
paragraphs 5 and 10. (4)
TOTAL 30

ACTIVITY 2: READING FOR MEANING AND UNDERSTANDING

Read Texts A and B below and answer the questions that follow.

TEXT A
The darker side of Sport and Human rights
1. While sport is increasingly being recognised as a human right and 1
viewed as a key tool in promoting human rights across the globe, a look
at major sport events reveals the shadowy side of sport.

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2. Proponents of sport and development often like to highlight the positive
relationship between sport and human rights. As a tool for social change, 5
sport has the potential to act as a platform to promote human rights. At
the elite level sport stars can use their voices to call for change while
grassroots level programmes can contribute to changing societal
attitudes. For example, sport-based programmes have been used to
promote the rights of women, children and people with disabilities. 10

3. At the same time, sport, physical activity, and play are becoming more
widely recognised as human rights, and in 2016 there will even be a forum
to discuss creating a Declaration for Human Rights in Sports. However,
as Michael Pedersen said at the recent Securing Sport conference: “We
tend to look at sport as the solution to any societal issue. 15
But sport reflects society with all its beauty and its flaws”. Therefore, it is
important to also acknowledge the darker side of sport, and how it can
tacitly condone or even prompt human rights abuses.

4. Amnesty International notes that often human rights violations increase in

cities and countries that are hosting major sporting events: “Freedom of 20
expression is suppressed, people are forcibly evicted from their houses
without compensation, or construction workers building stadiums are
exploited”.

5. In general, there are two forms of human rights violations in relation to

major sporting events – those directly related to the staging or hosting of 25
the event and the indirect risk of violations resulting from a host country
repressing certain groups to avoid international attention to domestic
issues.

6. Most recently media attention has been focused on the 2022 FIFA World
Cup to be held in Qatar, with the prime issue being the deplorable 30
conditions under which migrant workers are building the infrastructure for
the games. Despite numerous calls for action, little has improved over the
past five years, and Mustafa Qadri, gulf migrant rights researcher at
Amnesty International, has gone so far as to say that “Unless action is
taken – and soon – then every football fan who visits Qatar in 2022 should 35
ask themselves how they can be sure they are not benefiting from the
blood, sweat and tears of migrant workers.”

7. However, Qatar 2022 is not the only event under scrutiny. According
to Amnesty International, the 2008 Summer Olympics in Beijing brought
40

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 increased repression, with freedom of expression and assembly being
highly curtailed. Similar human rights violations are again expected in the
lead up to the 2022 Winter Olympics.

8. Sport has a long and troubled history when it comes to human rights
abuses at major sporting events. As a first step in addressing the issue,
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Amnesty International has developed a set of recommendations ranging
from the initial bidding process to dealing with sub-contractors and
hosting the event. Hopefully adherence to these guidelines can help
prevent future human rights abuses linked to sport events and allow sport
to live up to its full potential as a tool to promote human rights. 50

9. Sports are intertwined with development. In 2003, the United Nations

and several specialised agencies created a task force that
recommended an increased role of sports to realise United Nations
efforts for development and peace. The task force concentrated on the
Millennium Development Goals – eight commitments approved in the 55
year 2000 by the largest gathering in history of Heads of State to improve
the lives of the world’s people, especially the poorest. This provided a
framework to use sports as means to improve the quality of life for all.

10. Sports can contribute to economic and social development, improving

health and personal growth for people of all ages and groups. Sports can 60
promote accessibility, provide economic opportunities, and generate
employment. International sporting events can raise awareness
regarding the accessibility of infrastructure including transportation,
communication systems, the built environment and public space.

11. Sports can also help build a culture of peace and tolerance by bringing 65
people together on common ground, crossing national and other
boundaries to promote understanding and mutual respect. In the 2005
World Summit Outcome world leaders stated: “We underline that sports
can foster peace and development and can contribute to an
atmosphere of tolerance and understanding…” As noted in the 2006 70
Secretary-General’s report on “Sport for Development and Peace: the
way forward”, sports can play a role in achieving the Millennium
Development Goals by contributing to education, health, development,
and peace in developing countries. Furthermore, as it is a universal
language, it can bridge social divides which often debilitate developing
societies. 75
(Adapted: from www amnesty.org.uk)

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 AND
TEXT B

(Adapted: from www.sustainable development

cartoons)

QUESTIONS: TEXT A
1.1 Refer to paragraph 1.
What message does the writer convey in the first sentence
“shadowy side of sport”? (2)

1.2 Indicate what the term ‘grassroots level programmes’ imply about
the power of sport. (2)

1.3 Refer to paragraph 3.

Comment on Pederson’s attitude towards sport in society. (2)

1.4 Refer to paragraph 6.

Critically discuss the writer’s use of idiomatic expression ‘blood,
sweat and tears’ in context of the plight of migrant workers. (3)

1.5 Discuss how the diction in paragraph 8 illustrate the writer’s tone. (3)

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1.6 Refer to paragraph 9.
Evaluate how the UN objective elevated the role of sports in this
millennium. (3)

1.7 Refer to paragraph 10.

Explain how the building of sports facilities can improve the
infrastructure in developing countries? (3)

1.8 Refer to lines 74 – 75:

“Furthermore, as it is a universal language, it can bridge social
divides which often debilitate developing societies.”
In your view, is the final sentence an effective conclusion to the
writer’s argument? Justify your response. (3)

QUESTIONS: TEXT B
1.9 Explain why the list of summit goals concludes on the abbreviation:
‘etc. etc.’? (2)

1.10 Comment on the irony evident in the cartoon. (3)

QUESTIONS: TEXT A and TEXT B

1.11 To what extent does Text B reinforce the ideas expressed in
paragraphs 9 and 10 of Text A. Motivate your response. (4)

TOTAL SECTION A: 30

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 SESSION 2

SECTION B: SUMMARY - QUICK WIN!!!

AN APPROACH TO ANSWERING THE SUMMARY QUESTION:

• Read the passage and identify the central idea/subject of the passage.

• Identify 7 points linked to the topic. Underline the topic on your question paper. This is
provided in the instruction.

• Underline the key words that relate to the topic. Do not be afraid to make notes on
your question paper. Use highlighters to identify key words/phrases. The question
paper belongs to you.

• Even If you copy 7 points verbatim (word for word) from the passage, you can still
score 7 marks for 7 points. It will be indicated as being ‘lifted’ from the passage and
will therefore not score any marks for language. So, you see how easy it is for you to
obtain 7 marks out of 10!!!

• Avoid the repetition of points. Rather be safe and provide 8 or 9 points.

• Remember that it is not necessary in an examination to rephrase the entire passage

into your own words which often leads to misinterpretation of the original text.

• All you need to do is to make slight alterations to the passage to score a minimum of
7/10.

• You can obtain more marks if you do the following:

o Substitute just a single word with a synonym
o Remove a word from the original sentence or you can add a word as well
o Just changing a punctuation mark as long as it does not alter the meaning of a
sentence
o Changing the tense of the sentence
o Change the order of the sentence.
ACTIVITY 1: SUMMARISING IN YOUR OWN WORDS

TEXT C provides insight into the lack of blood donation supply in African countries.
Summarise in your own words 7 threats to blood donation during the Covid pandemic.

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

Text C
Impact of COVID-19 on blood donation and supply in
Africa

As the coronavirus disease 2019 (COVID-19) continues to spread in 1

Africa, unprecedented disruptions at all levels of human endeavours
including healthcare delivery systems have been recorded. One of the
major areas of healthcare systems affected is blood supply – a
commodity needed for the survival of many patients. 5
Despite the COVID-19 pandemic, health problems and accidents occur
including maternal morbidities, malnutrition, blood-transmitted
infectious diseases Hence, blood donation shortages caused by the
COVID-19 pandemic are wrecking Africa’s already overwhelmed blood
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transfusion services and are a guaranteed threat to a positive patient
outcome, particularly for children under the age of 5, who are the
recipients of 54% of the 118.5 million bloods collected in low-income
countries.
In countries that rely on voluntary blood donations, particularly from
students, the trends of blood supply and donation are likely to decline in 15
many other countries if the COVID-19 pandemic continues. This will
consequently and adversely affect beneficiaries in various hospitals,
particularly in countries whose sole blood donors are volunteers and
students.
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Blood transfusions save lives, hence the need to maintain an adequate
supply of blood. Blood donors have made it possible for blood to be
available for transfusion to other patients. These donors can either be
family members, voluntary non-renumerated donors, or paid donors.
The World Health Organsation preferentially recommends voluntary 25
non-renumerated donors as the major source of blood for transfusion
purposes.
The uncertainty in the pattern of blood demand and supply and the
inadequacy of human resources are some of the most pressing
challenges posed by the COVID-19 pandemic. The major contributors 30
to low donations in Africa are restricted movements, lockdowns, and
closure of blood donation institutions. Others include fear of contracting
COVID-19 by both donors and healthcare workers due to limited

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 knowledge on severe acute respiratory syndrome coronavirus 2 (SARS- 35
CoV-2) transmission.
In Zambia, for instance, there was a sharp decline in the number of
blood donations because donors were afraid that by donating their
blood, they could contract the virus. The lockdown imposed in the
country was also a precipitating factor. However, the challenge might
be more severe in countries where blood donation is not a culture. For
instance, in Kenya, less than 1% of the 47 million Kenyans donated
blood in the 2018/2019 year. In South Africa, there was a decreased
blood supply and increased blood demand when schools and colleges
were shut down because over 30% of the below 1% daily blood donors
are younger than 25 years old.
[10]

ACTIVITY 2: SUMMARISING IN YOUR OWN WORDS

TEXT C discusses the mysteries of the teenage brain. Summarise, in your own words,
how parents can better understand their teenage child.

NOTE:

1. Your summary should include SEVEN points and NOT exceed 90 words.

2. You must write a fluent paragraph.

3. You are NOT required to include a title for the summary.

4. Indicate your word count at the end of your summary

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 SESSION 3

SECTION C: LANGUAGE STRUCTURES AND CONVENTIONS

QUESTION 3: ADVERTISEMENT

• Refer to the advertisement and identify the product or service that is being advertised
• You need to understand what the words in the advertisement mean; and understand
what is shown in the advertisement (drawings or pictures) in order to identify the
advertiser’s MESSAGE.
• Ask yourself what attracts you to the advertisement? Why? Use of font (types of
lettering), bold print, eye-catching images, catchy slogans and phrases, pictures,
photos, celebrities, etc.
• Identify the logo and slogan used in the advertisement. LOGO – the BRAND name
as an image/symbol It is a visual design, sometimes including letters, words or
symbols that is the official sign of the company or organisation (like the Nike tick).
• SLOGAN – Words are linked to a product and that are easy to remember e.g., “finger
–licking good” or “Just do it!”
• Now look at the techniques used by the advertiser to keep the reader interested in
reading further.
• Visual Techniques – visual effects (it refers to what you see that attracts your
attention) such as cartoons, graphs, colourful, attractive photographs, outline
diagrams, unusual layouts.
• Linguistic Techniques – language devices. Look for examples of figurative language
such as puns, ambiguity,
• Pay attention to how PUNCTUATION has been used (commonly used punctuation
marks include exclamation marks, question marks and ellipsis).
• You must refer to both the text and the illustration if it is required
• When answering the questions, break down the questions into the different
aspects/parts that must be answered. Underline or highlight key words or phrases.
• In addition, there are 2 marks allocated for language questions. Apply your
understanding of language taught in class to answer all the questions.

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ACTIVITY 1: LANGUAGE STRUCTURES AND CONVENTIONS
ANALYSING ADVERTISING
Study the advertisement (TEXT D) below and answer the set questions

The text in small font reads as follows:

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QUESTIONS: TEXT D
3.1 Describe the service being advertised. (2)
3.2 Comment on the advertiser's claim about Direct Mail in: 'This is the medium with
no remote control. You can't zap it, mute it or change the channel.' (3)
3.3 In your view, does the visual image effectively convey the message of
the advertisement? Justify your response. (3)
3.4 What is the function of the ellipsis in 'imagine tasting this ad …'? (1)
3.5 Give a suitable subject for this sentence without changing its meaning: 'Start
building real client relationships affordably, in a one-on-one personal
and measurable way.' (1)
[10]
ACTIVITY 2: LANGUAGE STRUCTURES AND CONVENTIONS
Analysing Advertising
Study the advertisements (TEXTS D and TEXT E) and answer the questions that follow.

Text D

DONATE LIFETIME. BECOME AN ORGAN DONOUR.

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QUESTIONS: TEXT D

3.1 Explain how the headline “Donate lifetime” is intended to influence the
reader? (3)

3.2 Is the visual image suitable for this advertisement? Substantiate your
response. (3)

TEXT E

SOURCE: PUBLIC HEALTH.ORG

QUESTIONS: TEXT E
3.3 In your view, does the written text of the advertisement support the visual
image? Justify your response. (2)

3.4 Provide the noun form of the word ‘private’. (1)

3.5 Write the superlative form for the adjective ‘easy’. (1)
[10]

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 SESSION 4

QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA

CARTOONS

• Identify the Setting: Where is the scene taking place? Look at the Location/ specific
place based on the clues in the cartoon e.g., hospital, restaurant etc. You must
specify.

• Figure out the Purpose of the cartoon: Is this meant to make you laugh or to think
seriously about something, or to do both?

• FACIAL EXPRESSIONS:
o When answering questions on a cartoon, do not just write ‘facial expression’ when
asked for evidence of emotion.
o Instead, you need to DESCRIBE the facial expressions you see. Remember there
are more emotions than just happy, sad or angry. You need to describe facial features
and be specific.

• In addition, there are 2 marks allocated for language questions. Apply your
understanding of language taught in class to answer all the questions.
• BODY LANGUAGE:

In terms of Body Language focus on the following

o Body movement and posture

o Gestures (signals, signs, hand movements)

ACTIVITY 1: UNDERSTANDING OTHER ASPECTS OF THE MEDIA

Study TEXT E below and answer the set questions.

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QUESTIONS: TEXT E
4.1 Explain how Charlie Brown's mood is conveyed in FRAME 3. (2)
4.2 Refer to FRAMES 4–6.
Discuss both characters' viewpoints with reference to the cartoonist's
depiction of them. (3)
4.3 Comment critically on the effectiveness of FRAME 10, in the context of the
cartoon. (3)
4.4 Refer to FRAME 5.
Rewrite the following sentence in indirect speech:
Lucy said, 'I'm going to spend this whole year regretting the past.' (2)
[10]

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ACTIVITY 2:
Study TEXT E below and answer the set questions.
Text E
Frame 1 Frame 2 Frame 3 Frame 4

4.1 Account for the change in the boy’s facial expression in Frame 1 and Frame 4.(2)
4.2 Discuss the irony in this cartoon with reference to the boy selling happiness. (3)
4.3 Explain the visual technique that the cartoonist uses to outline the tiger’s dismay
and the boy’s outrage in Frame 4. (3)
4.4 Rewrite the boy’s statement in Frame 2 in more formal English. (1)
4.5 Write the tiger’s question in Frame 2 in Direct Speech. (1)
[10]

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 SESSION 5

QUESTION 5: USING LANGUAGE CORRECTLY

• Read the text and make sense of what you read

• There may be deliberate errors (spelling, punctuation etc.) in the passage. Highlight
or underline these errors.
• Apply your understanding of language taught in class to answer all the questions.
• You are tested on a wide range of skills and content. Typical items that you would
need to revise include:
o Punctuation - Use of the apostrophe, semi-colon, ellipsis and hyphen/dash,
parenthesis
o Spelling errors
o Active and passive
o Concord
o Misrelated participle
o Abbreviation, acronym and contractions
o Malapropism
• Complete Question 5 from the past 5 years question papers to revise for this section.

ASPECTS FOR REVISION :

Guidelines on teaching and understanding language and editing skills

1. Malapropism
➢ The mistaken use of a word in place of a similar sounding one, often with an amusing
effect (e.g., ‘dance a flamingo ’ instead of flamenco ).
2. Neologism
➢ a newly coined word or expression.
3. Tautology
➢ Saying of the same thing twice over in different words, generally considered to be a
fault of style (e.g., they arrived one after the other in succession ).
4. Error in concord
Concord is the relationship between the subject (Who or what the sentence is about) and
the verb in a sentence. ... The relationship between the subject and verb is therefore faulty

28
because we have a Singular Subject-Plural Verb situation. To correct a concord error, one
must always change the verb, not the subject.

Subject :One Auxiliary

group
verb
singular

The group of clever students are hoping to earn distinctions in all their examinations.

In the above sentence, the subject is “Group” and it is in the singular. (Do not get confused
by the word, “Students, “ which is in the plural). The sentence is about a group; students are
mentioned only as a way of specifying what the group is made up of. The verb in this
sentence is, “Are hoping.” The word, “Hoping,” is the main verb describing the action being
done and the verb, “Are,” is the auxiliary verb helping us to quantify how many people are
doing the action of hoping. “Are,” refers to many people and therefore makes the verb plural.

Answer : The group of clever students is hoping to earn distinctions in all their examinations.

5.Active voice : When the subject of a sentence performs the verb’s action, we say that the
sentence is in the active voice. Sentences in the active voice have a strong, direct, and clear
tone. Here are some short and straightforward examples of active voice.

Active voice examples

o Monkeys adore bananas.

o The cashier counted the money.
o The dog chased the squirrel.
o All three sentences have a basic active voice construction: subject, verb, and
object.
o The subject monkey performs the action described by adore.
o The subject the cashier performs the action described by counted. The subject the
dog performs the action described by chased.
o The subjects are doing, doing, doing—they take action in their sentences. The active
voice reminds us of the popular Nike slogan, “Just Do It.”
6.Passive voice

A sentence is in the passive voice, on the other hand, when the subject is acted on by the
verb. The passive voice is always constructed with a conjugated form of to be plus the verb’s
past participle. Doing this usually generates a preposition as well. That sounds much more

29
complicated than it is—passive voice is actually quite easy to detect. For these examples of
passive voice, we will transform the three active sentences above to illustrate the difference.

Passive voice examples

o Bananas are adored by monkeys.

o The money was counted by the cashier.
o The squirrel was chased by the dog.
o Let’s take a closer look at the first pair of sentences, “Monkeys adore bananas” and
“Bananas are adored by monkeys.”
o The active sentence consists of monkeys (subject) + adore (verb) + bananas (object).
o The passive sentence consists of bananas (object) + are adored (a form of to be plus
the past participle adored) + by (preposition) + monkeys (subject).
o Making the sentence passive flipped the structure and necessitated the
preposition by. In fact, all three of the transformed sentences above required the
addition of by.
Punctuation Name of a movie, novel, song capital letters, italics, inverted commas,
underline.

E.g. Hamlet , Hamlet, Hamlet, “ Hamlet”

➢ Use of hyphen
Generally, hyphens are used to join two words or parts of words together while avoiding
confusion.

o It’s recommended you don’t take down any load-bearing walls when renovating.
o This rock-hard cake is absolutely impossible to eat.
o We’re looking for a dog-friendly hotel.
➢ Commas
o A comma indicates a smaller break. Some writers think of a comma as a soft pause—
a punctuation mark that separates words, clauses, or ideas within a sentence.
o Navigating through snow, sleet, wind, and darkness is a miserable way to travel.
➢ Apostrophe
o a punctuation mark (') used to indicate either possession (e.g., Harry ' s
book ; boys ' coats )
o or the omission of letters or numbers (e.g., can ' t ; he ' s ; 1 Jan. ' 99 ). In the
contraction of words, letters are omitted and replaced by an apostrophe. Cannot –
Can’t

30
 ➢ Brackets
o Brackets (parentheses) are punctuation marks used within a sentence to include
information that is not essential to the main point.
o Information within parentheses is usually supplementary; were it removed, the
meaning of the sentence would remain unchanged.
o The lady (in the red dress) is exceptionally talented.
➢ The use of dash
o To set off material for emphasis. Use a dash to show a pause or break in meaning in
the middle of a sentence: My brothers—Richard and John—are visiting Hanoi.
8.Direct/indirect speech

o When we want to describe what someone said, one option is to use direct speech.
We use direct speech when we simply repeat what someone says, putting the phrase
between speech marks:
o Paul came in and said, “I’m really hungry”.
o It is very common to see direct speech used in books or in a newspaper article. For
example:
o The local MP said, “We plan to make this city a safer place for everyone”.
o As you can see, with direct speech it is common to use the verb ‘to say’ (‘said’ in the
past). But you can also find other verbs used to indicate direct speech such as ‘ask’,
‘reply’, and ‘shout’. For example:
o When Mrs Diaz opened the door, I asked, “Have you seen Lee?”
She replied, “No, I haven’t seen him since lunchtime.”
The boss was angry and shouted, “Why isn’t he here? He hasn’t finished that report yet!”
9. Indirect Speech

o When we want to report what someone said without speech marks and without
necessarily using exactly the same words, we can use indirect speech (also called
reported speech). For example:
o Direct speech: “We’re quite cold in here.”
o Indirect speech: They said that they’re cold in there
o When we report what someone says in the present simple, as in the above sentence,
we normally don’t change the tense, we simply change the subject.
o However, when we report things in the past, we usually change the tense by moving it
one step back.

31
 o For example, in the following sentence the present simple becomes the past simple in
indirect speech:
o Direct speech: The boy said, “I have a new car”.
o Indirect speech: He said that he has a new car.
Adverbs

o Adverbials are words that we use to give more information about a verb.
o They can be one word (angrily, here) or phrases (at home, in a few hours) and often
say how, where, when or how often something happens or is done, though they can
also have other uses.
o We make many adverbs by adding -ly to an adjective, for example: quick (adjective) >
quickly (adverb) careful (adjective) > carefully (adverb) beautiful (adjective) >
beautifully (adverb)
Nouns

How to use suffixes to create nouns from adjectives and verbs

1. Add –ness to form nouns from adjectives. ...

2. Add –ity to form nouns from adjectives. ...
3. Add –ance or –ence to form nouns from adjectives or verbs. ...
4. Add –ment to form nouns from adjectives or verbs. ...
5. Add –tion or –sion to form nouns from verbs. ...
6. Use –ship or –hood to form nouns from other nouns.
Phrases and clauses
o A clause is a group of words containing a subject and verb. e.g., The boy is playing.
o A phrase is a group of words without a subject-verb component, used as a single part
of speech.
• Noun Phrase: Friday became a cool, wet afternoon.
• Verb Phrase: Mary might have been waiting outside for you.
• Gerund Phrase: Eating ice cream on a hot day can be a good way to cool off.
• Infinitive Phrase: She helped to build the roof.
• Prepositional Phrase: In the kitchen, you will find my mom.
Pronoun Error
o Example
One must take care of your books x

32
One must take care of one’s books 

ACTIVITY 1: USING LANGUAGE CORRECTLY

QUESTIONS: TEXT F
5.1 Rewrite the first sentence (paragraph 1) so that it is grammatically correct. (1)
5.2 Refer to lines 3–6: 'The digital screen … the rented room.'
Correct the single punctuation error in the above sentence. (1)
5.3 Using a suffix, change the word 'digital' (line 3) to an adverb. (1)
5.4 Write the word 'aircon' (line 4) out in full. (1)
5.5 Provide the superlative form of 'accountable' (line 5). (1)
5.6 Explain the expression, 'to ruffle major feathers' (line 7). (1)
5.7 Refer to line 9.
What is the root word of 'vacationers'? (1)
5.8 Give the antonym of 'boomed' (line 10) in the context of the sentence. (1)
5.9 Refer to paragraph 4.
Create a single sentence from the following two sentences:
'With over 5,6 million active listings worldwide, Airbnb is filling a very
important gap in the market. They offer rentals, perfect for flexible, adventure
travellers looking for fuss-free bookings' (lines 11–13). (1)

33
5.10 Refer to line 12.
'Airbnb is filling a very important gap in the market.'
Convert the above sentence to the passive voice. (1)
[10]
ACTIVITY 2: Using language correctly
Read the passage below (TEXT H) and answer the questions that follow.
Only write down the correct word(s) unless an explanation is required.
Take note that the text contains deliberate errors.

Text H
1 Human trafficking, also known as trafficking in persons, is a crime that 1
involves compelling or coercing a person to provide labor or services. The
coercion can be subtle or overt, physical, or psychological. There is no
single profile of a trafficking victim. Victims of human trafficking can be
anyone—regardless of race, color, national origin, disability, religion, age, 5
gender, sexual orientation, gender identity, socioeconomic status,
education level, or citizenship status.
2
But as is the case in many crimes of exploitation and abuse, human
traffickers often prey upon members of marginalised communities and
other vulnerable individuals, including children in the child welfare system
or children in the child welfare system or children who have been involved 10
in the juvenile justice system; runaway and homeless youth;
unaccompanied children; persons who do not have lawful immigration
status in the United States; Black people and other people of color;
American Indians, Alaska Natives, Native Hawaiians, Pacific Islanders, and
other indigenous peoples of North America; individuals; migrant labourers; 15
persons with disabilities; and individuals with substance use disorder….
3
Although there is no defining characteristic that all human trafficking
victims share, traffickers around the world frequently prey on individuals
whose vulnerabilities, including poverty, limited English proficiency, or lack
of lawful immigration status, are exacerbated by lack of stable, safe
housing, and limited economic and educational opportunities. Trafficking 20
victims are deceived by false promises of love, a good job, or a stable life
and are lured or forced into situations where they are made to work under
deplorable conditions and paid with a pittance. In the United States,
trafficking victims can be American or foreign citizen.

4 Victims can be found in legal and illegal labour industries, including

childcare, elder care, the drug trade, nail and hair salons, restaurants, 25
hotels, factories, and farms. In some cases, victims are hidden behind
doors in domestic servitude in a home. Others are in plain view, interact
with people daily, and are forced to work under extreme circumstances in
factories, or restaurants. Victims can be exploited for commercial in

34
 numerous contexts. Trafficking situations can be found across the United 30
States.
5
Just as there are no one type of trafficking victim; perpetrators of this crime
also vary. Traffickers can be foreign nationals or U.S. citizens, family
members, partners, acquaintances, and strangers. They can act alone or
as part of an organised criminal enterprise. People often incorrectly
35
assume that all traffickers are males; however, the United States has
prosecuted cases against women traffickers. Traffickers can be gang
members, diplomats, business owners, labour brokers, and farm, factory,
and company owners.
Source: Blood Supply

Question Text F

5.1 Identify the Americanism in paragraph 1. (1)

5.2 Account for the dash in paragraph 1. (1)

5.3 Provide the homophone for the word ‘prey” in paragraph 2. (1)

5.4 Comment on the function of the punctuation at the end of paragraph 2. (2)

5.5 Rewrite the following sentence in the active voice.

Trafficking victims are deceived by false promises of love, a good job, or a
stable life. (1)

5.6 Critically discuss how the language used in this sentence is intended to
influence the reader.
…’under deplorable conditions and paid with a pittance.’ (1)

5.7 Supply the root word of ‘servitude’. (1)

5.8 Refer to paragraph 4. Identify the type of abbreviation in the phrase ‘U.S.
citizens’. (1)

5.9 A verb has been used incorrectly in paragraph 4. Rewrite the sentence so
that it is grammatically correct. (1)
[10]

35
 SESSION 6

PAPER 2: LITERATURE
• Are you familiar with the format of the exam paper and what is expected of you when
answering the literature paper?
• The question paper consists of 3 sections:
o SECTION A: POETRY (30)
o SECTION B: NOVEL (25)
o SECTION C: DRAMA (25)
• Do not attempt to read the entire question paper as there are novels and drama that you
did not study. Read ONLY the questions on the novel and drama that you have studied.
Ignore the rest, otherwise you will be wasting valuable time.

SECTION A: POETRY

• In this section you are given a choice of 4 questions (3 contextual questions and 1 essay).
• Read through all the questions and then decide on which 2 poems you will be answering
questions.
• You may answer 2 contextual questions or 1 contextual question and 1 essay question.
• You must study all 12 poems. Do not spot. Do not leave any poems out.
➢ When you study poetry, for each poem, ensure that you are studying the following: ▪
The subject matter of the poem i.e., the content
➢ The structure of the poem – how can you determine the structure of the poem? What
impact does the structure of the poem have on the meaning/message of the poem?
➢ Are there stanzas?
➢ Are they equal in length?
➢ Line length – is it short? Is it long? Is it mixed?
➢ Are there indentations in the poem? If so, why has the poet written in that way?
➢ What impact does this have on your understanding of the poem?
➢ Themes/Messages in the poem
• The speaker – her/his position in relation to the poem. Is the poem written in the
first person ‘I’? Is the poet/speaker speaking of some other event
• Literal and figurative meanings in the poems.
▪ Literary devices such as:
o figures of speech

36
o imagery
o Diction - word choice
o Tone
o Mood
o Atmosphere
o Rhetorical devices
o Rhythm and Rhyme
o Punctuation – use of and lack of punctuation. How this enhances meaning or impacts
meaning.
o How this reinforces the speaker’s message.
o Refrain – a phrase, line or group of lines repeated at intervals throughout the poem,
generally at the end of a stanza.
o Repetition – repetition of words, phrases, syllables or even sounds in the poem as a
whole.
o Sound devices: alliteration, consonance and assonance
o Enjambement or run-on lines.
o Feelings: the reader’s and or the speaker’s.

POETRY ESSAY – QUICK WIN!!

• Read through the question and highlight the key words that you need to explain in your
essay. It is important to read the question/statement carefully and ensure that the essay is
addressing the key words in the question or statement.
• Make notes on your question paper. Use highlighters to identify key words/phrases.
• To write the poetry essay, you must focus on the following:
• DICTION – specific words/phrases must be quoted and discussed in the context of the
poem and the question
• IMAGERY – relevant figures of speech from the poem should be referred to and
explained in relation to the question
• TONE – appropriate words to describe the tone and explained in context of the poem.
• Your essay should be written in paragraphs – introduction, body and conclusion
• Do not paraphrase and ‘lift’ (copy word for word) from the poem. You must analyse the
poem.
• When studying, ensure that you have a full understanding of all prescribed poems. This
includes:
o Significance of the title of the poem
o An overview of the poem (What is the poem about?)

37
 o Themes (main ideas)
o Poet’s message (What did you learn from the poem?)
o Diction – meaning of words/phrases as used in the poem
o Tone/Mood
o Figures of speech and its effectiveness
o Imagery
ACTIVITY 1: POETRY – ESSAY QUESTION

Read the poem below and then answer the question that follows.
AT A FUNERAL – Dennis Brutus

(for Valencia Majombozi, who died shortly after qualifying as a doctor)

1 Black, green and gold at sunset: pageantry

2 And stubbled graves Expectant, of eternity,
3 In bride’s-white, nun’s-white veils the nurses gush their bounty
4 Of red-wine cloaks, frothing the bugled dirging slopes
5 Salute! Then ponder all this hollow panoply
6 For one whose gifts the mud devours, with our hopes.

7 Oh all you frustrate ones, powers tombed in dirt,

8 Aborted, not by Death but carrion books of birth
9 Arise! The brassy shout of freedom stirs our earth;
10 Not death but death’s-head tyranny scythes our ground
11 And plots our narrow cells of pain defeat and dearth:
12 Better that we should die, than that we should lie down.

In ‘AT A FUNERAL’, Dennis Brutus presents the senselessness of death if that death robs an
individual of his/her potential. However, he also uses the concept of death as an encouragement
to fight against that oppression that causes it.

With close reference to the TONE, MOOD, DICTION and IMAGERY used in this poem, discuss
the validity of this statement.
Your response should take the form of a well-constructed essay of 250–300 words (about ONE
page). [10]

38
ACTIVITY 2: PRACTICE ESSAY QUESTION:

Read the poem below and then answer the question that follows

The child who was shot dead by soldiers in Nyanga

Ingrid Jonker

The child is not dead 1

the child raises his fists against his mother
who screams Africa screams the smell
of freedom and heather
in the locations of the heart under siege 5

The child raises his fists against his father

in the march of the generations
who scream Africa scream the smell
of justice and blood
in the streets of his armed pride 10

The child is not dead

neither at Langa nor at Nyanga
nor at Orlando nor at Sharpeville
nor at the police station in Philippi
where he lies with a bullet in his head 15

The child is the shadow of the soldiers

on guard with guns saracens and batons
the child is present at all meetings and legislations
the child peeps through the windows of houses and into the
hearts of mothers 20
the child who just wanted to play in the sun at Nyanga is
everywhere
the child who became a man treks through all of Africa
the child who became a giant travels through the whole world

Without a pass 25

In the poem, the speaker mourns the impact of an oppressive regime on

the life and the innocence of a child.

With close reference to diction, imagery, and tone, critically discuss the
validity of this statement.
[10]

39
Your response should take the form of a well-constructed essay of 250-300
words (about ONE page).

40
 SESSION 7

POETRY CONTEXTUAL QUESTIONS

• Once you selected the poem/s that you are going to answer, highlight the key words and
question words e.g., ‘Account for…’, Discuss’, Comment on…’ etc. This will guide you on
what answer is required.
• The mark allocation will guide you as to how much you need to write. Be precise. There is
no need for lengthy answers as this is time-consuming and sometimes you may not be
able to complete the paper. Be very conscious of time management.
• UNSEEN POETRY: This is a COMPULSORY question. The skills used to analyse the
prescribed poems are used to the analyse the UNSEEN POEM.
QUESTION 2: POETRY – CONTEXTUAL QUESTION

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

SONNET 130 – William Shakespeare

1 My mistress' eyes are nothing like the sun,

2 Coral is far more red than her lips' red,

3 If snow be white, why then her breasts are dun,

4 If hairs be wires, black wires grow on her head.

5 I have seen roses damasked, red and white,

6 But no such roses see I in her cheeks,

7 And in some perfumes is there more delight

8 Than in the breath that from my mistress reeks.

9 I love to hear her speak, yet well I know

10 That music hath a far more pleasing sound.

11 I grant I never saw a goddess go:

12 My mistress when she walks, treads on the ground.

13 And yet, by heaven, I think my love as rare

14 As any she belied with false compare.

41
2.1 What impression of the mistress is created by stating that her eyes are ‘nothing like the
sun’ in line 1 (2)

o [NOTE: The word ‘impression’ refers to a feeling or opinion about something or

someone.
o In other words : How do you feel about the mistress? OR What is your opinion of the
mistress based on the line ‘ My mistress' eyes are nothing like the sun’.]

ANSWER
• By stating that his mistress’s eyes are not as bright /shiny/intense as the sun, the
impression that is created is that the mistress’s beauty is not elevated to any
celestial/ heavenly body. / The impression created is that she is ordinary; there is
nothing extra-ordinary or special about her. She is not captivating or strikingly
beautiful.

[Award 2 marks for ONE well expressed point.]

2.2 Account for the use of the word ‘treads on ground’ in line 12? (2)

o NOTE: The instruction word ACCOUNT for indicates that you need to give a reason or
explanation for (something).
o In this case, you need to firstly unpack the meaning of the word ‘treads’.
o Then you must provide a REASON or EXPLANATION for the poet’s use of the word
‘treads’.
o What does the word ‘treads’ suggest about the mistress’s character?

ANSWER
• The word ‘tread’ means to walk in a determined/purposeful manner. The speaker is
suggesting that his mistress moves purposefully with determination.

• She has a solid presence. He also implies that her feet are firmly on the ground, an
expression that means she is down to earth/ realistic/ sensible and humble.

[ Award 2 marks for two points indicating a reason]

2.3 Refer to line 4: ‘If hairs be wires, black wires grow on her head.’

Comment on the effectiveness of the image in the context of the poem. (3)

o NOTE: The word COMMENT requires you to state your opinion or to make a remark on
your observation or provide a criticism about something. In this case, you are required to:

42
 o Identify the image (the poet's use of description and vivid language, deepening the
reader's understanding of the work, by appealing to the senses)
o In other words, you must suggest reasons why the speaker compares his mistresses’
hair to ‘black wires’.
o Now provide a comment on whether you find this comparison complimentary.

ANSWER
• The speaker compares his mistresses’ hair to ‘black wires’ which is not attractive
or complimentary. Elizabethan women took great care in ensuring that their hair
was well groomed – smoothly curled with gold /colourful tread woven through
them.

• By referring to his mistresses’ hair as wires he is suggesting that she is not like the
other women who spends hours on grooming herself to make herself attractive;
she is not obsessed with her outward appearance and therefore is more
appealing/attractive to the speaker.

• Once again like the other images in the poem the speaker reinforces the natural
beauty of his mistress. He dispenses with clichéd expressions to compare her with
as he finds this both superficial and unnecessary.

[Award 3 marks for two ideas linked to the image is well commented on.]

2.4 Refer to the rhyming couplet lines 13 and 14: ‘And yet, by heaven, I think my love as
rare/ As any she belied with false compare.’

Critically discuss how the speaker has used the conventional sonnet form to convey the
central message of this poem. (3)

o NOTE: This is a higher order question which requires much practice. Let us
unpack this question.
o The instruction words ‘CRITICALLY DISCUSS’ indicates that you need to give a
balanced answer that points out of the subject.
o Provide an explanation of the purpose of a ‘conventional sonnet’ (based on or in
accordance with what is generally done or believed).
o Discuss whether this sonnet is typical of a ‘conventional sonnet’. If not, how is it
different?
o Support your opinions with evidence from the poem.

43
 o How is the ‘central message’ (i.e., the theme or main or central idea in the poem)
captured in the rhyming couplet? You must explain the theme that is highlighted in
the rhyming couplet.

ANSWER
• The conventional sonnet form is used to praise an ideal woman through elevated
language of love. The imagery and diction use is often clichéd and insincere/
Through the three quatrains and the rhyming couplet, the speaker pays tribute to
love.

• This Shakespearian sonnet parodies the traditional elements of a love poem by

stating all the attributes of his loved one as being ordinary. Conceits and images
that over-praise a woman’s qualities/attributes are inappropriate and not genuine.
He states continuously throughout the poem that she cannot be compared to
celestial elements/bodies.

• The central message is captured in the couplet as it clarifies the reason for the
speaker rejecting the traditional clichéd expressions of love: they do not present an
accurate and realistic portrayal of his loved one. He asserts that true love exists
beyond the superficial aspects of appearance and affirms the sincerity of his love.

[Award 3 marks for two ideas well discussed OR three ideas.]

[Award 3 marks only if both the message and form is discussed]

[10]

NOW IT’S YOUR TURN TO PRACTICE!!!

ACTIVITY1: POETRY – CONTEXTUAL QUESTION

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

THE CHILD WHO WAS SHOT DEAD BY SOLDIERS IN NYANGA – Ingrid Jonker

1 The child is not dead

2 the child raises his fists against his mother
3 who screams Africa screams the smell
4 of freedom and heather
5 in the locations of the heart under siege

6 The child raises his fists against his father

7 in the march of the generations

44
 8 who scream Africa scream the smell
9 of justice and blood
10 in the streets of his armed pride

11 The child is not dead

12 neither at Langa nor at Nyanga
13 nor at Orlando nor at Sharpeville
14 nor at the police station in Philippi
15 where he lies with a bullet in his head

16 The child is the shadow of the soldiers

17 on guard with guns saracens and batons
18 the child is present at all meetings and legislations
19 the child peeps through the windows of houses and into the hearts of mothers
20 the child who just wanted to play in the sun at Nyanga is everywhere
21 the child who became a man treks through all of Africa
22 the child who became a giant travels through the whole world

23 Without a pass

3.1 What impression of the child is created by the image ‘raises his fists’ in line 2? (2)

3.2 Account for the use of the mention of ‘locations’ in line 5. (2)

3.3 Refer to line 3-5: ‘who screams Africa screams the smell/of freedom and heather/

in the locations of the heart under siege’.

Discuss the effectiveness of the images in the context of the poem. (3)

3.4 Refer to lines 23: ‘Without a pass’.

Critically comment on how the concluding image reinforces the tone and message of the
poem? (3)

[10]

45
ACTIVITY 2: POETRY – CONTEXTUAL QUESTION

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

SOLITUDE – Ella Wheeler Wilcox

1 Laugh, and the world laughs with you;

2 Weep, and you weep alone;

3 For the sad old earth must borrow its mirth,

4 But has trouble enough of its own.

5 Sing, and the hills will answer;

6 Sigh, it is lost on the air;

7 The echoes bound to a joyful sound,

8 But shrink from voicing care.

9 Rejoice, and men will seek you;

10 Grieve, and they turn and go;

11 They want full measure of all your pleasure,

12 But they do not need your woe.

13 Be glad, and your friends are many;

14 Be sad, and you lose them all,—

15 There are none to decline your nectared wine,

16 But alone you must drink life’s gall.

17 Feast, and your halls are crowded;

18 Fast, and the world goes by.

19 Succeed and give, and it helps you live,

20 But no man can help you die.

21 There is room in the halls of pleasure

22 For a large and lordly train,

23 But one by one we must all file on

24 Through the narrow aisles of pain.

46
4.1 What impression of the earth is given in line 3. ‘For the sad old earth must borrow its
mirth’? (2)

4.2 Account for the use of the pronoun ‘you’ throughout the poem? (2)

4.3. Refer to line 15-16: ‘There are none to decline your nectared wine, /But alone you must
drink life’s gall.,’

Critically comment on the significance of the contrasting imagery. (3)

4.4 Refer to the title: ‘Solitude’.

Critically discuss whether the title effectively conveys the central message of

the poem. (3)

[10]

47
 SESSION 8

NOVEL AND DRAMA

ESSAY QUESTIONS

• You must answer ONE ESSAY QUESTION and ONE CONTEXTUAL QUESTION. If you
answer the essay question in SECTION B(NOVEL), you must answer the contextual
question in SECTION C(DRAMA) or vice-versa.
• DO NOT ANSWER 2 ESSAY QUESTIONS OR 2 CONTEXTUAL QUESTIONS. You will
lose 25 marks!!!
• Ensure that you have read the text and are not relying only on a film version of the novel or
the drama
• You need to have a full understanding of the terminology used in reference to the novel and
the drama, e.g., setting, plot, themes, irony, dramatic irony etc.
• Before you write an essay based on a novel/drama, pay attention to the following:
• Know all the main characters. Spell their names correctly. This is important! Describe the
characters as if they were real people. What do they do, and why?
• Know when and where the story takes place and be able to list and discuss the themes of
the story.
• You must be able to link plot, characters, setting and themes together as they are all
intrinsic to the story. Now you are ready to write an essay.
• Read the topic carefully.
• Circle the task words. The task words indicate what the examiner wants you to do: discuss,
compare, tabulate, and so on.
• Underline the knowledge words. Highlight what you need to know to be able to answer the
question: the writer's point of view, the theme, character development, etc. - all in relation
to the story under scrutiny.
• Think about how you plan to approach the topic.
• Plan your work, including quotes and evidence from the story to substantiate your
argument.
• Write the draft in the form of mind-mapping/brainstorming/key bullets/mini paragraphs
• Using the points in the draft, write the final essay.
• Reread the essay, correcting any errors that you find as neatly as possible. This is the
version that you will hand in to the examiner.

48
 ➢ Writing a critical literary essay using the “PEEL” method
o Underline the important instructional words in the essay question
o Then, unpack all elements of the question. When you have understood the
topic, you can start planning.
o You need to decide on YOUR STANCE/ARGUMENT/POSITION (whether you
AGREE OR DISAGREE with the statement).
o Now you can commence with the PREPARATION OF A DRAFT ESSAY
o Use of a mind-map to highlight the POINTS OF ARGUMENT around which each
paragraph will centralise.
o Collate EVIDENCE from the text to prove your argument.
o Prepare brief EXPLANATIONS for each point of argument.
o Create a LINK TO THE MAIN IDEA/subsequent paragraph/ the topic.
o Now you can construct a literary essay based on the topic given.

USING THE PEEL METHOD TO CONSTRUCT A LITERARY ESSAY (Drama: Othello)

HINT: Use the example provided and adapt it to the drama that you have studied this year.

ESSAY 1 : DRAMA

Point • State your point

Evidence • This is shown in…./for example/such as.
• Build an argument using textual evidence—specific parts of the
text that demonstrate your point.
Explanation • As a result of/ this means/ This caused
Link • In conclusion/ This tells us that/ link to the next point/ next
paragraph or the main idea.

• Do not forget to include an effective INTRODUCTION and CONCLUSION.

Topic : Shakespeare’s ‘Othello’ centralises on a character’s transformation from being
honourable to someone who is blinded by jealousy which causes his inevitable
destruction.

STEP 1: WRITING AN INTRODUCTION

• A typical structure for an introduction is, to begin with a general statement about the text/
theme or character (if the aforesaid is a part of the topic) using this to lead into your thesis
statement.

49
 • You might refer to a commonly held idea about the text and show how your essay will
contradict it or zoom in on a particular device on which you intend to focus.

Paragraph 1 : INTRODUCTION

A GENERAL STATEMENT ABOUT THE TEXT.

The drama Othello is underpinned by jealousy and inner conflict.

A GENERAL STATEMENT ABOUT A CHARACTER/S THAT IS/ARE INCLUDED IN THE

TOPIC.

The protagonist, Othello, is besieged by a weakness that leads to his fated physical destruction.

WRITE A STATEMENT ABOUT THE CHARACTER, THAT SPECIFICALLY ADDRESSES A

PART/PARTS OF THE TOPIC.

Othello enjoys unheralded success in the combat zone, which gives him the reputation as
Venice's most competent generals; however, his dramatic flaw of jealousy leads to his tragic
downfall.

THE AIM/INTENTION OF THE ESSAY

In my essay, I will prove the thesis statement that the destruction of Othello is as a result of
uncontrollable and insatiable jealousy.

STEP 2 : BODY

Identify 2/3 well-substantiated arguments and follow the PEEL method to structure your
argument.

Paragraph 2

POINT OF ARGUMENT: The divide between Othello's and Desdemona's status results in his
insecurity. Evidence from the text: When Othello is asked to go to Cyprus to fight the Turks, he
insists that "fit disposition", be arranged for Desdemona as levels with her breeding. Othello's
insecurity is galvanised by his admission that he lacks the "soft parts of conversation".

EXPLANATION/ANALYSIS: He feels that he lacks a sophistication of other Venetians and is

undeserving of his wife.

50
LINK TO THE TOPIC of jealousy and transformation: Iago exploits Othello's insecurity and turns
it into crippling jealousy.

Paragraph 3 (Second line of argument)

POINT: Iago ignites the latent jealousy in Othello.

EVIDENCE/ TEXTUAL EVIDENCE Having married a woman of unparalleled beauty and nobility,
Othello feels unworthy. Iago manages to take advantage of his credulity and brainwash him
gradually into believing that Desdemona has had recent affairs with Cassio. Eventually, his
jealousy brews into a fiery rage. His rampaging later takes such an emotional toll on him, that he
goes into an involuntary trance, and even his wife says, USE A QUOTATION TO STRENGTHEN
YOUR ARGUMENT. IT MUST FORM A PART OF A SENTENCE, AND IT MUST BE
RELEVANT TO THE TOPIC AND YOUR ARGUMENT. "I understand a fury in your words, but
not your (Othello’s) words".

EXPLANATION/ANALYSIS OF TEXTUAL EVIDENCE

Iago treacherously plants Desdemona's handkerchief, a marriage gift from Othello, in Cassio's
lodgings. The handkerchief in Cassio's possession is used as ocular evidence of an extramarital
affair. In reality, both Cassio and Desdemona are innocent and loyal to their moral position.

LINK: Othello's jealousy causes him to plan the murder of his loving wife and his dutiful officer,
Cassio.

Paragraph 4 (Third line of argument)

POINT: Iago's jealousy chiefly results in Othello's destruction.

EVIDENCE: Iago is jealous of Othello's stature and the fact that Othello appoints Cassio as his
lieutenant. Iago claims that Cassio has never set foot on the battlefield and that in promoting
Cassio, Othello has chosen by "letter and affection" and not by "old gradation". He claims that
the "lusty Moor Hath leap'd into my (his) seat," suggesting that Othello has engaged in sexual
relations with his wife, Emilia.

EXPLANATION/ANALYSIS: This fills Iago with rage and jealousy. He is therefore on a quest to
avenge what he believes is unfairness meted out to him.

LINK: This proves that the catalyst in Iago's plan of revenge is jealousy. The jealousy is caused
partly by Othello denying him the promotion to lieutenant. His unrelenting pursuit of revenge

51
results in Othello being convinced that Desdemona cuckolded him, which sets Othello on a path
to destruction.

STEP 3: Paragraph 5 Conclusion

GENERAL STATEMENT ROUNDING OFF YOUR ARGUMENT

Jealousy is inherently unreasonable; however, it is this flaw in Othello's character that rendered
him susceptible to the evil grips of the “green-eyed monster”.

STATE HOW YOU HAVE PROVEN THE THESIS STATEMENT/TOPIC

In my essay, I have explored how jealousy, either innate, as in Iago’s jealousy or incited as in
that of Othello’s inadvertently leads to Othello's destruction.

ACTIVITY 1: PRACTICE DRAMA ESSAY QUESTION: HAMLET

The play ‘Hamlet’ reflects universal predicaments that have always confronted mankind: the desire
to take revenge, rejected love and parent /child conflicts. Hamlet more than any other character in
the play feels these predicaments more painfully.

Critically comment on the validity of the above statement.

Your response should take the form of a well-constructed and substantiated essay of 400–450
words (2–2½ pages). [25]

USING THE PEEL METHOD TO CONSTRUCT A LITERARY ESSAY (Novel: Life of Pi)

HINT: Use the example provided and adapt it to the novel that you have studied this year.

ESSAY 2 : NOVEL

TOPIC

“Pi Patel’s life in Pondicherry gives him a solid foundation for coping with the hardships
he faces as castaway”.

Discuss the validity of this statement in an essay of about 400-450 words. (25)

Use the PEEL method to construct your essay.

52
Step 1 :

Paragraph 1

Introduction

A GENERAL STATEMENT ABOUT THE TEXT.

The novel Life of Pi is underpinned by themes of religion and human faith in God.

A GENERAL STATEMENT ABOUT A CHARACTER/S THAT IS/ARE INCLUDED IN THE

TOPIC.

The protagonist, Pi Patel, is a devout follower of three very different religions.

WRITE A STATEMENT ABOUT THE CHARACTER/S THAT SPECIFICALLY ADDRESSES A

PART/S OF THE TOPIC.

The human capacity for reason is contrasted to religious faith repeatedly, and
most poignantly when Pi adrift on the Pacific Ocean, where his faith together with the
knowledge he has accrued enables him to survive.

THE AIM/INTENTION OF THE ESSAY

My essay analyses factors that contributed to Pi being able to survive seemingly insurmountable
odds, proving that Pi's early childhood days enabled him to survive in the face of adversity.

Step 2: Identify 2/3 well-substantiated arguments and follow the PEEL method to structure your
argument.

Paragraph 2

POINT OF ARGUMENT:
Pi’s childhood memories at the Pondicherry Zoo are not mere nostalgic moments, it taught him
about the nature of animals.

EVIDENCE: His father once fed a live goat to a caged tiger to teach Pi and his brother, Ravi,
about the danger posed by wild animals. Piscine learnt at that tender age about the distance at
which an animal will tolerate a potential threat.

EXPLANATION: This knowledge was galvanised when he was forced to share a boat with a
Bengal tiger.

53
LINK :His childhood experiences therefore paved the way for his later understanding of
territoriality, whereby animals are fiercely defensive of their particular area. Whilst on the boat
with the Bengal Tiger he never invaded his space, nor did he antagonise him.

Paragraph 3 (Second line of argument)

POINT: Religion proves to be the foundation from which he draws strength and desire to survive
his ordeal.

EVIDENCE: Pi wakes up in the middle of the night and he is overwhelmed with feelings of
insignificance, He remembers a Hindu story of a character named Markandeya.

EXPLANATION: Pi says “ I was alone and orphaned in the middle of the Pacific hanging onto an
oar, an adult tiger in front of me, sharks beneath me, a storm raging about me”, Pi’s refusal to
consider his predicament “in the light of reason” opens up space for his faith in God to flourish,
and this faith sustains him even through the darkest, most fearful moments.

LINK: He is strengthened to keep on fighting for his life, where his faith, not his reason, enables
Pi to survive

Paragraph 4 (Third line of argument)

POINT: Mr. Kumar’s devotion to the power of scientific inquiry and explanation inspires Pi to
study.

EVIDENCE: Pi was able to use his knowledge of animals, especially in regard to the concept of
"alpha males" and territorialism through his studies of Zoology. As soon as Pi realizes that he
was alone on a life raft with a starving tiger, he knew that he had to establish himself as the alpha
male.

EXPLANATION: Pi also uses his knowledge of science in gathering water for drinking and in
providing food for himself and Richard Parker. His scientific knowledge is firmly rooted in animal
behaviour. He might be able to explain a bit of chemistry or genetics here and there, but his
useful scientific knowledge is from animal behaviour.

LINK: Pi uses this knowledge to a great extent on the lifeboat so that he can co-exist with
Richard Parker. Pi makes sure that Richard Parker never sees Pi as possible prey.

Conclusion

54
Paragraph 5

GENERAL STATEMENT ROUNDING OFF YOUR ARGUMENT

Piscine Patel chronicled his struggle not only to survive against starvation and thirst but also his
struggle to avoid being eaten by a Bengal Tiger, aboard a boat, in the middle of the Pacific
Ocean.

STATE HOW YOU HAVE PROVEN THE THESIS STATEMENT/TOPIC

In my essay I have proven that an amalgamation of childhood memories, lessons he drew from
relationships, scientific knowledge and religious faith, enabled this protagonist to conquer this
colossal fete.

ACTIVITY 1: PRACTICE ESSAY QUESTION: DORIAN GRAY

The novel, DORIAN GRAY, cautions against a life of self-indulgence and narcissism (self-love and
selfishness). Living a life without boundaries can have dire consequences.

Critically discuss the extent to which you agree with the above statement.

Your response should take the form of a well-constructed essay of 400-450 words

(2 - 2½ pages). [25]

Use the PEEL method to construct your essay.

55
56
 SESSION 9

• CONTEXTUAL QUESTIONS:
• Either 1 or TWO extracts will be set on the novel/drama.
• The extract MUST NOT BE LOOKED AT AS A COMPREHENSION TEXT, as the
answers to the questions are not in the extract/s.
• Read through the extract once.
• When you read the extract, you must be able to place it in its position in the novel/drama.
The chapter or Act and Scene will be provided at the bottom of the extract. This should
help you contextualise the extract i.e., help you to understand where in the novel/drama
the events in the extract occur.
• Questions will be asked on each extract. Use the extract as a springboard to answer your
questions.
• Highlight the key instructional words in each question to see what is required from you
in your answer.
• Know what is meant by account for, explain, discuss, comment, discuss critically,
justify etc.
• Know what is meant by ‘place in context’ questions. These are easy 3-mark quick wins.
• The length of your answers should be determined by the marks allocated.
• When asked to explain or discuss, ensure that you give a well-developed
explanation/discussion.
• When asked to critically discuss, ensure that your answer has a critical point.
• When asked to comment, make sure that you make a comment in relation to the question
provided.
• Do not rush through the answering of these questions. Use a highlighter and work on the
question paper first before writing your answers in your answer book.
• Make sure that you read through your answers and see if you are indeed answering the
question.
• Highlight the key words and question words e.g. ‘Account for…’, Discuss’, Comment on…’
etc. This will guide you on what answer is required.
• Read the extract once more. Now you are ready to answer the questions.
• Read and decode the questions carefully by breaking them into meaningful parts.
Respond to the specifics of the question; vague and generalised answers will not achieve
maximum marks.

57
 • Lengthy answers must be discouraged. It is not about how much you know but how well
you can use what you know to answer a specific question!
• Please be guided by the line reference provided in the question. Use the line/s given as a
springboard into a broader discussion that shows a detailed and thorough knowledge of
the entire text. These questions are NOT comprehension questions.

• TYPICAL QUESTIONS:
• ‘Place this extract in context’ – explain what leads up to this point, not what happens
in the extract or after the extract.
• ‘Account for’ – provide a reason why
• ‘In context’ – explain what is meant in the extract, but this must be underpinned by a
broader understanding of the text.
• ‘Using your knowledge of the novel/play as a whole’ – provide specific references taken
from elsewhere in the text.
• When asked to ‘account for/explain the change in …’ – explain what it was like before
this point, what it is now and what has caused the change.
• When asked to ‘explain/comment on the significance of …’ – refer to the
connotations/ideas associated with the character/object under discussion.

ACTIVITY 1:The Picture of Dorian Gray CONTEXTUAL QUESTION

Read the extracts below and then answer the questions that follow

Extract A:

Lord Henry looked at him. Yes, he was certainly wonderfully handsome, with his finely-
curved scarlet lips, his frank blue eyes his crisp gold hair. There was something in his
face that made one trust him at once. All the candour of youth
was there, as well as all youth’s passionate purity. One felt that he had kept
himself unspotted from the world. No wonder Basil Hallward worshipped him.

“You are too charming to go in for philanthropy, Mr Gray – far too charming.” And Lord
Henry flung himself down on the divan and opened his cigarette-case.
The painter had been busy mixing his colours and getting his brushes ready.
He was looking worried, and when he heard Lord Henry’s last remark, he 10
glanced at him, hesitated for a moment, and then said, “Harry, I want to finish
the picture to-day. Would you think it awfully rude if I asked you to go away?”

Lord Henry smiled and looked at Dorian Gray. “Am I to go, Mr Gray?” he asked.

“Oh, please don’t, Lord Henry. I see that Basil is in one of his sulky moods; and
I can’t bear him when he sulks. Besides, I want you to tell me why I should not
58
go in for philanthropy.”

“I don’t know that I shall tell you that, Mr Gray. It is so tedious a subject that
one would have to talk seriously about it. But I certainly shall not run away,
now that you have asked me to stop. You don’t really mind, Basil, do you?
You have often told me that you liked your sitters to have someone to chat to.” 20

Hallward bit his lip. “If Dorian wishes it, of course you must stay. Dorian’s whims
are laws to everybody, except himself.”

Chapter 2

7.1 Account for Lord Henry’s observation in line 5: ‘No wonder Basil Hallward
worshipped him.’ (3)

7.2 Refer to lines 1 to 5.

Elaborate on how Lord Henry’s observation of Dorian is typical of Lord Henry’s
character. (3)

7.3 Lord Henry alludes to “philanthropy” in line 6. Discuss why being involved
in philanthropic activities would have been an expectation in Elite
Victorian society. (3)

7.4 Justify why Basil Hallward did not want Lord Henry to meet Dorian Gray. (2)

7.5 How would you describe Lord Henry’s attitude to Basil Hallward in this
context? Explain your response. (2)

AND

Extract B:

“I am not laughing, Dorian; at least I am not laughing at you. But you should

not say the greatest romance of your life. You should say the first romance of
your life. You will always be loved, and you will always be in love with love. A
grande passion is the privilege of people who have nothing to do. That is the
one use of the idle classes of a country. Don’t be afraid. There are exquisite
things in store for you. This is merely the beginning.” 5

“Do you think my nature so shallow?” cried Dorian Gray, angrily.

“No; I think your nature so deep.”

“How do you mean?”

“My dear boy, the people who love only once in their lives are really the 10
shallow people. What they call their loyalty, and their fidelity, I call either

59
lethargy of custom or their lack of imagination. Faithfulness is to the emotional
life what consistency is to the life of the intellect – simply a confession of
failures. Faithfulness! I must analyse it some day. The passion for property is in
it. There are many things that we would throw away if we were not afraid that 15
others might pick them up. But I don’t want to interrupt you. Go on with your
story.”

“Well, I found myself seated in a horrid little private box, with a vulgar
drop-scene staring me in the face. I looked out from behind the curtain and
surveyed the house. It was a tawdry affair, all Cupids and cornucopias, like a 20
third-rate wedding cake. The gallery and pit were fairly full, but the two rows
of dingy stalls were quite empty, and there was hardly a person in what I
suppose they called the dress-circle. Women went about with oranges and
ginger-beer, and there was a terrible consumption of nuts going on.”

“It must have been just like the palmy days of British Drama.” 25

“Just like, I should fancy, and very depressing. I began to wonder what on earth
I should do when I caught sight of the play-bill. What do you think the play
was, Harry?”
Chapter 4

7.6. Place the extract in its context. (3)

7.7. Name the play in which Sybil was performing when Dorian met her and comment
on the relevance of this play at this point in the novel. (2)

7.8. Refer to lines 10 to 17.

Discuss the evidence of Lord Henry’s aesthetic approach to life. (3)

7.9. Refer to Extracts A and B.

By close reference to both extracts comment on the elitist (snobbish) attitudes
and lifestyles of the upper classes of Victorian society. (4)

TOTAL SECTION B: 25

60
 SESSION 10

PAPER 3: WRITING

This paper consists of 2 sections:

• SECTION A: Essay (50)

• SECTION B: Transactional texts (2 x 25) (50)
• You must answer ONE question from SECTION A and TWO questions from SECTION B
• You must plan (e.g., using a mind map/ a diagram/ a flow chart/ key words), edit and
proof-read your work. The plan must appear before the answer.
• Adhere to time management as you are required to answer 3 questions. You are advised
to spend your time as follows:
• SECTION A: approximately 100 minutes
• SECTION B: approximately 80 (2 x 40) minutes

SECTION A: ESSAY

The essay topics are like options on a menu.

o What will you enjoy?

o What are you familiar with?
o Do you have the necessary knowledge to address the topic?
o For what purpose are you writing?

WHAT DO YOU DO WHEN YOU ARE WRITING AN ESSAY?

Step 1: Choose a topic.

• Decide what you want your essay to be about.

• Look at your list of topics and choose a topic that appeals to you.
• Decide on a point of view you hold, that you feel passionately about.
• Remember that even though you are writing a creative essay, you still have to make a
point and have a purpose for writing.

61
Step 2: Figure out an interesting way to narrate your story or to present your point of
view.

• Writing about your personal experiences is much easier, however, it should not stop you
from creating your own story.

Step 3: Plan your essay using any form of planning.

• Develop an outline that gives you a structure. This can take the form of a mind map.
• Begin your writing process with a mind-map / spider diagram or paragraph plan. This
should capture the essence of your ideas on your chosen topic and the structure of your
essay (How will your story unfold?).
• Thereafter, use your planning to write the first draft of your essay. Check the grammar,
spelling, structure (paragraphs), etc. of the first draft. You could use a pencil or a different
pen colour to indicate your changes on this draft. You must have a first draft before you
write your neat work.
• Remember to CLEARLY INDICATE your FIRST DRAFT and FINAL EFFORT. You should
strike through the first draft so that the marker / teacher will mark the correct effort.

Step 4: Write your essay with your audience in mind.

• The introduction should begin with an opening sentence that reels in the reader and
makes him/her want to know more.

Step 5: Finish your essay with a good conclusion.

• Remember that after you have shown the reader the reasoning behind your point of view
through your story, you should sum up your perspective in some way.

Step 6: Edit your writing thoroughly multiple times.

• Make sure to check for both spelling and grammatical errors.

• Run through the plot line in your head. Does it make sense? Is it relatively easy to follow?
• In addition, check the following:
o There is a suitable introduction
o The content adheres to the task instructions
o Sentences vary in length and type (such as questions, complex, compound
sentences

62
o Each paragraph explores an idea
o The paragraphs are linked
o Correct punctuation is used
o Appropriate style and register are used
o Language is effectively used
o Spelling has been checked for correctness
o The last paragraph rounds off the writing task

TIPS TO IMPROVE YOUR WRITING:

o If you want to IMPROVE your marks, you can try using different methods to
introduce your essay. For example, start with a flashback, or a short sentence in
reported/direct speech, or a slogan, etc. Be original. This would function as a
HOOK – to grab the reader’s/marker’s attention.
o Try to give it a SA flavour as it is familiar to us. Many learners write as if they are
characters in American films or rap videos. This detracts/takes away the
authenticity of your writing.
o Use power words – strong verbs and adjectives. Try to avoid words such as
like/a lot/nice/also.
o For example:
o Avoid using phrases such as: I kindda like her. I like shopping. I like really want to
see him.
o Better phrases would be: I think that I have feelings for her. I enjoy shopping. I am
desperately waiting to see him.
o He cried like it was his last day. If you can replace ‘like’ with ‘as if’ and it makes
sense, you should use ‘as if’. He cried as if it was his last day.
o The word ‘like’ usually implies a comparison – ‘he sings like an angel’.

o EXAMPLES OF POWER WORDS:

o resilient, flexible, aggressive, threatening, cascade, cascading, appreciative,
compassionate, straightforward, questioning, wonderful, abrupt, detached,
frustrated, harsh, gloomy, despondent, ecstatic, jubilant, dignified, noble,
impressive, courteous, meticulous.
o These could also be used as TONE WORDS.
o Choose 5 of these words and learn the meanings so that you could use them in
your writing.
o Better words = better marks.

63
ACTIVITY : Select a topic and write a narrative essay. Remember to plan using a mind
map, write a first draft which must be edited and then produce your FINAL effort.

SECTION A: ESSAY

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

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

1.1 The story of my street [50]

1.2 In the face of adversity, it is easier to do nothing. [50]

1.3 “Don’t be afraid to start over [again]. It’s a chance to build something better this time.” –
Anonymous [50]

1.4 It was not the way he pulled his hoodie up as he walked through the gate; it

was the clenched fist and the wrinkled forehead that let me in on that terrible

secret. [50]

1.5 What is YOUR idea of happiness? [50]

QUICK WIN!!!

Interpretation of pictures. You will be provided with 3 pictures and asked to select ONE picture
and write an essay in response

• You may interpret a picture in any way.

64
 • You may choose to write ANY type of essay.
• There must be a clear link between your essay and the picture you have chosen.
• You should give the essay a suitable title. This means that based on the visual you have
selected, you can choose your own title and write your essay based on your OWN TITLE.
This can be of great advantage to you and help you to score a much better mark.
• You may write in any appropriate tense.
• In order to score a minimum of 60% (30/50) in this question, you need to practice writing
essays based on the visuals.
• Refer to at least the previous 3 years NSC question papers
• Once you have written your essay, proof-read and edit it.
• Ask your teacher to correct your effort and provide feedback
• Rewrite your essay, correcting all errors and make the necessary changes based on your
teacher’s recommendations.
• Practice writing the same essay under strict time conditions
• Choose another visual from another question paper and prepare an essay.
• Constant practice will ensure that your writing skills will improve.

ACTIVITY: FOR PRACTICE:

The pictures reproduced below may evoke a reaction or feeling in you or stir your imagination.

Select ONE picture and write an essay in response. Write the question number of your choice
and give your essay a title.

NOTE: There must be a clear link between your essay and the picture you have chosen

1.6.1

65
1.6.3

(50)

66
More examples:

1.6.4

1.6.5

67
Checklists
1 A checklist is an assessment tool a learner can use to ensure that all requirements
of an assignment are met.
2 It can be used to proofread a written draft or self-evaluate progress in developing writing
skills.
3 Only important aspects of the requirements would be included in the checklist, in the form
of statements or questions
4 The required response would mostly be YES or NO, DONE or NOT DONE, or even

symbols like (✓ for Yes) and (X for No).

5 On the pages that follow, are examples of checklists (for each type of essay) that can
assist you to review and revise the first draft, edit and proofread in order to present an
improved essay.

68
 Editing Checklist for Narrative Essay
(Make use of X for YES for available/done or NO for not available/ not done) YES NO

1. OVERVIEW
a) Have I adhered to all instructions?

b) Have I related a story based on my life/personal experience?

c) Is my story convincing?
2. INTRODUCTION
a) Does the first paragraph have details about the setting; thus
(i) when (day/date) (ii) where (place) (iii) what (what happened) and (iv) why
(reason)?
b) Does the introduction capture the reader’s attention? Does it create suspense
and interest?
3. CONTENT
a) Is my essay in line with the topic or visual stimuli?
b) Is there logical development of the story? (A good story is made up of Setting,
rising action, climax, denouement, and resolution.)
c) Is there logical coherence between sentences and paragraphs?
4. LANGUAGE AND GRAMMAR
a) Have I corrected all my spelling and punctuation errors?
b) Have I corrected tense and concords errors?
c) Have I used a wide choice of vocabulary (synonyms/ unusual words, etc.)?
d) Have I used the correct sentence structure?
e) Have I used appropriate register and tone?
5. STYLE
a) Is there a strong descriptive element in the story (use of adjectives and
adverbs)
b) Does the narrative vividly highlight sensory details such as sight, sound, taste,
smell and tactile sensations
c) Have I used a variety of figures of speech/ rhetorical devices to create mental
pictures?
6. STRUCTURE AND PARAGRAPHING
a) Has the work been divided into relevant paragraphs?
b) Do I have varied sentence lengths?
c) Are paragraphs of approximately equal length?
7. CONCLUSION
a) Is the concluding paragraph included in the text?
b) Is the ending unusual and interesting to give the story a final touch?

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ASSESSMENT RUBRIC FOR ESSAY – ENGLISH HOME LANGUAGE[50 MARKS]
Criteria Exceptional Skilful Moderate Elementary Inadequate
CONTENT & Upp 28–30 22–24 16–18 10–12 4–6
PLANNING er -Outstanding/Striking response -Very well-crafted response -Satisfactory response -Inconsistently coherent response -Totally irrelevant response
level beyond normal expectations -Fully relevant and interesting ideas with -Ideas are reasonably coherent and -Unclear ideas and unoriginal -Confused and unfocused ideas
(Response and ideas) -Intelligent, thought-provoking and evidence of maturity convincing -Little evidence of organisation and -Vague and repetitive
Organisation of ideas for mature ideas -Very well organised and coherent -Reasonably organised and coherent, coherence -Unorganised and incoherent
planning; -Exceptionally well organised and (connected), including introduction, body including introduction, body and
coherent (connected), including and conclusion/ ending conclusion/ending
Awareness of purpose,
introduction, body and
audience and context conclusion/ending
Low 25–27 19–21 13–15 7–9 0–3
30 MARKS
er -Excellent response but lacks the -Well-crafted response -Satisfactory response but some lapses -Largely irrelevant response -No attempt to respond to the topic
exceptionally striking qualities of the -Relevant and interesting ideas in clarity -Ideas tend to be disconnected and -Completely irrelevant and
level outstanding essay -Well organised and coherent -Ideas are fairly coherent and convincing confusing inappropriate
-Mature and intelligent ideas (connected), including introduction, body -Some degree of organisation and -Hardly any evidence of organisation -Unfocused and muddled
-Skilfully organised and coherent and conclusion coherence, including introduction, body and coherence
(connected), including introduction, and conclusion
body and conclusion/ending
Criteria Exceptional Skilful Moderate Elementary Inadequate
LANGUAGE, STYLE AND Upp 14–15 11–12 8–9 5–6 0-3
EDITING
er -Tone, register, style and vocabulary -Tone, register, style and vocabulary -Tone, register, style and vocabulary -Tone, register, style and vocabulary -Language incomprehensible
level highly appropriate to purpose, very appropriate to purpose, audience appropriate to purpose, audience and less appropriate to purpose, audience
audience and context and context context and context -Tone, register, style and
Tone, register, style, vocabulary not appropriate to
vocabulary appropriate to -Exceptionally impressive use of -Language is effective and a consistently -Appropriate use of language to convey -Very basic use of language purpose, audience and context
purpose/effect and context; language appropriate tone is used meaning
-Tone and diction are inappropriate -Vocabulary limitations so extreme
Word choice; -Compelling and rhetorically -Largely error-free in grammar and -Tone is appropriate as to make comprehension
effective in tone spelling -Very limited vocabulary impossible
Language use and -Rhetorical devices used to enhance
conventions, punctuation, -Virtually error-free in grammar and -Very well crafted content
grammar, spelling spelling

-Very skilfully crafted

15 MARKS
13 10 7 4

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 Low -Language excellent and rhetorically -Language engaging and generally -Adequate use of language with some -Inadequate use of language
effective in tone effective inconsistencies
er -Little or no variety in sentences
level -Virtually error-free in grammar and -Appropriate and effective tone -Tone generally appropriate and limited
spelling use of rhetorical devices -Exceptionally limited vocabulary
-Few errors in grammar and spelling
-Skilfully crafted
-Well crafted

STRUCTURE 5 4 3 2 0–1

-Excellent development of -Logical development of details -Relevant details developed -Some valid points -Necessary points lacking
Features of text; topic
-Coherent -Sentences, paragraphs well- -Sentences and paragraphs faulty -Sentences and paragraphs
Paragraph development -Exceptional detail constructed faulty
and sentence construction -Sentences, paragraphs logical, -Essay still makes some sense
-Sentences, paragraphs varied -Essay still makes sense -Essay lacks sense
5 MARKS exceptionally well-constructed

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 SESSION 11

SECTION B: TRANSACTIONAL TEXTS

• In the exam you will be presented with 6 topics. You are required to respond to 2
topics.
• Pay careful attention to the length of each task. The body of your answers should be
180-200 words (20-25 lines) in length.
• Some tasks that you could be asked to write include:
o Formal letter/Letter to the Editor
o Speech – formal and informal
o Interview/dialogues
o Newspaper Article/Magazine Article
o E-mail
o Review
o Formal Report etc.
• These are some of the examples of transactional texts. Remember that there are
other topics that you could be tested on.
• You are advised to study the formats of the different tasks and practice your writing
skills
• Students use the STARTS method of preparation to analyse the topics in learner
activity.
• S -STRUCTURE/FORMAT
• Identify the format required.
• T - TOPIC/ PURPOSE
• Determine the purpose and topic features required.
• A - AUDIENCE
• Determine who is the recipient of the writing.
• R - REGISTER
• Determine if formal/informal
• T - TONE
• Determine the tone/s appropriate for purpose
• S - STYLE
• Determine the writing style best suited for effective communication.

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 SIGNIFICANT FEATURES OF SOME TRANSACTIONAL PIECES

Transactional Piece Aspects of Tone Stylistic features MUST-KNOWS

Informal/Friendly Letter Flamboyant, lively Avoid slang and SMS Do not deviate from the
Example topic: Personal language, but do use instruction. In the
Write an informal letter to Tone must be lively, colloquial example topic, you
your friend at one of the appropriate to the expressions. need to show concern
universities in light of the topic given and to the Paragraphs are essential. for your friend’s safety.
student unrests, expressing recipient of the letter. You must have an This must be your
your concern for his/her appropriate introduction focus.
safety. and conclusion. Format/Layout must be
The salutation must be correct. – 25% of your
correct. See Format mark.
above. NB. sincerely √ - spell
correctly.
Formal Letter and Letter to Formal, direct, simple Clear and straight- Do not deviate from the
the Press language forward. topic. In the example
Example topics: Avoid a threatening, Note that the Formal topic, you are
Formal Letter sarcastic tone – even if Letter has 2 addresses. instructed to ask for
As the captain of a you are writing a Letter See Format above. specific funding and
provincial sports club, you of Complaint. NO CONTRACTIONS, should not digress from
have received a complaint Be polite, sincere and SLANG OR SMS this.
from the manager of a factual. LANGUAGE WILL BE The salutation must be
stadium about the poor ACCEPTED. correct – Yours
behaviour of your players No abbreviations faithfully.
at a recent tournament. Note that the format of
Write a formal letter to the the email is different to
manager, in which you the formal letter or
address this complaint. letter to the
Letter to the Press/Editor press/editor.
A competition that
promotes innovative ideas
was advertised in a national
newspaper. However, this
competition has not met

73
your expectations. Write a
letter to the press in which
you express your
dissatisfaction about the
event and suggest how it
could be improved.
Email
You are a local
artist/performer who has
been offered a position to
study at an international
institution. You are unable
to accept this opportunity
due to a lack of funds.
Write an e-mail to
[email protected],
in which you appeal for
financial assistance
Obituary Sincere, Formal, Surname and name of An OBITUARY is not the
Example topic: elements of factuality the person must be same as a EULOGY. A
There have been a number to suit a written piece included. eulogy is a speech given
of protests in your area. The – this is important! Date of birth and death. at a funeral / memorial
chairperson of the SRC at Avoid a sentimental Use paragraphs and – a Personal account of
your university lost his/her tone. include some your shared
life during one of these Do not write anything biographical details. time/experiences with
uprisings. negative. Use euphemisms – your loved one. The
Write an obituary Be factual and include passed away obituary is a tribute
honouring him/her. biographical details. Be guided by the context given to someone.
Euphemistic
Speech Tone is dependent on Write depending on the Greet your audience.
Example topic: the nature of the topic audience/topic. Good evening…
The Senior Citizens' Group and your audience. Use paragraphs. Hook the audience by
is critical of the youth in the Passionate, sincere, Avoid clichés. using an engaging
community, as the enthusiastic introduction – use a

74
members claim that the Convincing Use familiar quote, or a short,
youth have forgotten their analogies/examples that captivating sentence.
culture and are being your audience can relate
duped by modern values. to. Use rhetorical quest.
As a young person in the
community, you have been
invited by the chairperson
of the Senior Citizens'
Group to speak to its
members about this issue.
Write the speech which you
will present.
Review Engaging Avoid slang and Genre, setting,
Example topic: Less formal for a contractions. characters, plot,
You recently read a younger target Use interesting conclusion and
remarkable novel that audience. colloquial expressions. suitability.
challenged your views on a Formality depends on Layout – Name of Offer a brief
wide array of issues. the nature of what is author/ producer/artist recommendation at the
Write a review of this book being reviewed and must be included; Date end.
who you are reviewing of production; Book, film You may include the
it for. or play title; Your name. rating and availability as
Subjective tone – your Use paragraphs. well.
opinion based on
evidence.
Magazine Article Factual, objective Directed to the reader of Focus on the
Example topic: Opinions given must be the article. instruction/topic.
A group of ex-convicts and based on evidence – Descriptive and Names, places, times,
former gang leaders started quotes, reference to figurative language may positions and other
a youth development incidents, statistics, be used. details must be
programme in your research. Use short, succinct included – WHO?
community. The success of paragraphs. WHERE? WHAT? WHY?
this programme deserves Include a captivating WHEN? HOW?
praise. headline and a by-line. Be clear about the
aim/intention of writing

75
Write an article, to be Gangster Project gets your article. This should
published in a magazine, in the Green-light come across after
which you highlight the The city applauds a new reading your piece.
successes of the project and project to combat youth What is it that you want
convince the readers that a gangsterism in Gauteng. to achieve?
similar project to be By Virgil van Dijk Write an engaging
initiated hook/introduction.
Newspaper Article
The number of homeless
people in your community
has increased over the past
two years.
Write a newspaper article
for publication in a local
newspaper, titled
HOMELESSNESS … A
SOCIETAL CRISIS.

SECTION B: TRANSACTIONAL TEXTS

2.1 SPEECH

You have become aware that some learners at your school have been debating
whether or not girls are under more pressure in high school than boys. Write the
speech that you will deliver at an assembly where you share your views on this topic.
[25]

2.2 DIALOGUE

To tattoo or pierce? Or, not to tattoo or pierce?

Write a dialogue between two teenagers in which one friend tries to persuade the
other not to have a tattoo or a piercing. [25]

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2.3 NEWSPAPER ARTICLE

You are a journalist for your school's newspaper. The Editor of the school’s
newspaper has asked you to write an article discussing the reason for high
absentee rates amongst your peers. [25]

2.4 OBITUARY

A famous musician has passed away. You have been requested to write an obituary
for this person to be published in a national newspaper. [25]

2.5 INFORMAL LETTER

You have heard that a close friend of yours whom you have not seen in a while, is
contemplating leaving school before he/he finishes this year. Write a letter to your
friend in which you do your best to encourage him or her to remain at school.
[25]

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FINAL WORDS OF ADVICE

• You are urged to devote sufficient time to the study of English Home Language.
• If you do not obtain 40% in the exam, then you will not pass the final NSC exam.
• Use the Mind the Gap literature study guides to improve your results in the literature
paper.
• Read all your literature set works in preparation for your exams.
• There are weekly live YouTube lessons which caters for prelim and final exam
revision. Get the links from your teachers and watch it at a convenient time.
• Use the Paper 3 Creative Writing Self-Study Guide to help you prepare for the
writing of Paper 3.
• Study your grammar rules in preparation for paper 1.
• With thorough preparation, you will be able to obtain good marks. Hard work is
necessary.

Best wishes in your studies in 2023.

Strini Naicker

Deputy Chief Education Specialist – Gauteng Department of Education