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ENGLISH HL

GRADE 12

REVISION

GRADE 12 EHL REVISION

INDEX

CONTENT PAGE NR

Skill 1: Listening and speakingPreviously covered.

Skill 2: Reading and viewingReading for comprehension 3Activity 1.1: Comprehension test 5Poetry: First day after the war (Seen Poem) 9Activity 1.2: First day after the war (Seen Poem) 13Activity 1.3: (Unseen Poem) 15

Skill 3: Writing and presentingReview, newspaper article, magazine article 17

Skill 4: Language structures and conventionsActivity 2.1: Using language correctly 21

Answers to activities 23

Templates 31


SKILL 1: LISTENING AND SPEAKING

Content: Informal discussions/conversation Features and conventions Applying conventions

NOTE: Content dealt with in week 5-6. Refer to relevant booklet.

SKILL 2: READING AND VIEWING

READING FOR COMPREHENSIONContent: Vocabulary development and language use; sentence structures

Strategies using written texts (CAPS 3.2)

NOTE: Refer to the Week 1-2 Booklet for notes on answering a comprehension test.

Reading processReading instruction will usually involve working through elements of the reading process. This is a three-phase activity which models independent reading strategies for decoding and understanding text. Not every step of the process will be used on every occasion. For example, if learners are reading an unfamiliar text type or genre, they will need to do a pre-reading activity which alerts them to surface features of this text type, and helps them make associations with their own experience. Reading activities would help them analyse its structure and language features in more detail. Post-reading might involve learners in trying to reproduce the genre in a written text of their own.

Pre-reading introduces learners to the text. It activates associations and previous knowledge. Skimming and scanning text features: titles, headings, subheadings, captions, visual

elements and graphic information, e.g. fonts and numbering, layout, icons, illustrations, graphs, charts, diagrams, maps, pull down menus, key word searches, etc.

Skimming and scanning parts of a book, e.g. title page, table of contents, chapters, glossary, index, appendix, footnotes, etc.

Predicting using the information gained from skimming and scanning Dealing with any key vocabulary that may be unfamiliar to the learners

Reading involves making meaning of the text and paying close attention to its language features Actively making sense of the text Working out the meaning of unfamiliar words and images by using word attack skills and

contextual clues Using comprehension strategies: making connections, monitoring comprehension, adjusting

reading speed to text difficulty, re-reading where necessary, looking forward in the text for information that might help, asking and answering questions (from lower to higher order), visualizing, inferring, reading for main ideas, attending to word choice and language structures, recognizing the text type by its structure and language features

Making notes or summarising main and supporting ideas


Post-reading enables the learners to view and respond to the text as a whole Answering questions on the text from lower order to higher order Comparing and contrasting; synthesising Evaluating, drawing conclusions and expressing own opinion Reproducing the genre in writing of their own (where appropriate Developing critical language awareness:

facts and opinion direct and implied meaning denotation and connotation socio-political and cultural background of texts and author the effect of selections and omissions on meaning relationships between language and power emotive and manipulative language, bias, prejudice, discrimination, stereotyping,

language varieties, inferences, assumptions, arguments, purpose of including or excluding information


ACTIVITY 1.1: READING FOR COMPREHENSION[Source: DBE. NSC, February/March 2018]

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

TEXT A

HOW SOCIAL MEDIA IS A TOXIC MIRROR

1 We've long understood that movies, magazines and television damage teens' body image by enforcing a 'thin ideal'. Lesser known is the impact of social media on body confidence. With the rapid ageing down of smartphone ownership, most parents spend 'digital parenting' time on character coaching, making sure their kids think before they post comments and refrain from cyberbullying. For at least a 5 decade, educators like me have argued that social media's biggest threat was its likeness to a bathroom wall, letting teens sling insults with the recklessness that comes only with anonymity.

2 Not anymore. Social media has also become a toxic mirror.

3 Earlier this year, psychologists found robust cross-cultural evidence linking social 10 media use to body image concerns, dieting, body surveillance, a drive for thinnessand self-objectification in adolescents. Note: that doesn't mean social media causethe problems, but that there's a strong association between them.

4 Visual platforms like Facebook, Instagram and Snapchat deliver the tools that allow teens to earn approval for their appearance and compare themselves to others. 15 The most vulnerable users, researchers say, are the ones who spend most of their time posting, commenting on and comparing themselves to photos. One study found that female college students who did this on Facebook were more likely tolink their self-worth to their looks. Interestingly, while girls report more body image disturbance and disordered eating than boys, studies have shown that members of 20 both genders can be equally damaged by social media.

5 And thanks to an array of free applications, selfie-holics now have the power to alter images of their bodies in pictures in a way that's practically on par with applying make-up and other beauty products. If the Internet has been called a great democratiser, perhaps what social media have done is let anyone enter the beauty 25 pageant. Teens can cover up pimples, whiten teeth and even airbrush with the swipe of a finger, curating their own image to become prettier, thinner and hotter.

6 All this provides an illusion of control: if I spend more time on and really work at improving myself, I can be beautiful. 'I don't get to choose how I'm going to leavemy apartment today,' one young woman told me. 'If I could, my body would look 30 different. But I can choose which picture makes my arms look thinner.'

7 But invariably, the line between a 'like' and feeling valued becomes blurred. 'I think it affects teens subconsciously, just seeing how many 'likes' they get and how much attention they get just for how they look,' one 16-year-old told me.


8 What teens share online is dwarfed by what they consume. Pre-Internet, you had to 35 hoof it to the grocery store to find a magazine with celebrity bodies – or at least filch* your mother's copy from the bathroom. Now the pictures are as endless as they are available. Teens can spend hours fixating on the toned arms or glutes* of celebrities, who hawk their bodies as much as their talent.

9 The meteoric rise of the 'wellness' industry online has launched an entire industry 40 of fitness celebrities on social media. Millions of followers embrace their regimensfor diet and exercise, but, increasingly, the drive for 'wellness' and 'clean eating' has become stealthy cover for more dieting and deprivation. This year, an analysis of 50 so-called 'fitspiration' websites revealed messaging that wasindistinguishable, at times, from pro-anorexia (pro-ana) or 'thinspiration' websites. 45 Both contained strong language inducing guilt about weight or the body, and promoted dieting, restraint and fat and weight stigmatisation. Writing in Vice, 24- year-old Ruby Tandoh recounted how a focus on 'healthy' and 'clean' eating and 'lifestyle' enabled her to hide her increasingly disordered eating and deflect concerned peers. 'I had found wellness,' she wrote. 'I was not well.' 50

10 Many teens are media-literate about movies and magazines: they take in digitally altered images with a critical eye. Less clear is how social media-literate they are. The older adolescents I work with often shrug off conversations about the perils of social media with a 'duh' or 'I know that already'. That doesn't mean they're notlistening, or feeling worried that their bodies don't measure up. (Besides, this 55population is hardly famous for gushing gratitude for parental advice.)

11 So what can parents do? Ask teens their opinion of the ways people modify their own appearance online: Why do people do it? What do they gain, and from whom?Sometimes just naming a feeling as normal can make a young adult feel less alone. It never hurts to tell teens that they matter more than their looks. As they 60peer into the mirror on the screen, a good old-fashioned 'I love you exactly as you are' may be more timely than ever.

[Adapted from www.time.com]

GLOSSARY

*filch – to 'steal' something, especially something small and not very valuable*glutes – muscles

AND

The text in small font reads as follows:

SelfLife. Health. Happiness. Love.

#iselfmagazine


TEXT B

of women with low body image have stopped having physical relationships

[Source: Adapted from Glamour Magazine, 2015]


QUESTIONS: TEXT A

What do you understand by the expression 'ageing down of smartphoneownership' (line 3)? (2)

Explain what the writer means by 'teens sling insults with the recklessnessthat comes only with anonymity' (lines 7–8). (2)

Refer to paragraph 2.

What is the effect of the single line paragraph? (2)

Refer to paragraph 4 (lines 16 and 17): 'The most vulnerable users, researchers say, are the ones who spend most of their time posting, commenting on and comparing themselves to photos.'

Comment on the implication of this sentence in context. (2)

Discuss how the diction in paragraph 5 reveals the writer's attitude towardsthe way social media are used. (3)

Refer to paragraph 8.

Comment on the writer's tone in this paragraph. (3)

Critically discuss whether paragraph 9 supports the title of the article. (3)

In your opinion, is the final paragraph a suitable conclusion to the article?

Justify your response with reference to the text as a whole. (3)

QUESTIONS: TEXT B

Discuss the appropriateness of the image of the woman. (2)

Comment on the use of statistics. (2)

Refer to the following:

Discuss the significance of the visual image and written text, 'Self' and'Life. Health. Happiness. Love.' in the context of TEXT B. (2)

QUESTION: TEXTS A AND B

In your view, does TEXT B support the views expressed in paragraphs 6and 7 of TEXT A? Justify your response. (4)

[30]

We heard the songs of a wedding party. We saw a soft lightCoiling round the young blades of grassAt first we hesitated, then we saw her footprints, Her face emerged, then her eyes of freedom!She woke us up with a smile saying, ‘What day is this that comes suddenly?’ We said, ‘It is the first day after the war’.Then without waiting we ran to the open space Ululating to the mountains and the pathways Calling people from all the circles of the earth. We shook up the old man demanding a festival We asked for all the first fruits of the season.We held hands with a stranger We shouted across the waterfalls People came from all landsIt was the first day of peace.We saw our Ancestors travelling tall on the horizon.

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Content: Poetry (Seen poem)

FIRST DAY AFTER THE WAR (Mazisi Kenene)

ANALYSIS[Source: Grace Sophia Kruger, 02.07.2017, EHL/EFAL FET Teachers, Facebook]

Placing the poem in context Mazisi Kunene wrote much of his poetry in South Africa, in the time of Apartheid a period

in which black people were discriminated against and oppressed. His poem describes the joy that people felt at the ending of this system of government. The

poem lists a number of ways in which the people celebrated the news. Notice the variety of the actions and the jubilation this shows. The news is so wonderful that we see how people of all types celebrate together and held hands with a stranger (line 14).

TitleFirst day after the war The war is over. War refers to apartheid. A new beginning is envisioned.

GRADE 12 EHL REVISION Page

Form and structure This poem uses free verse which seems appropriate for its theme. Notice the repetitive form of the line structure of lines 12 to 15, perhaps implying that

the overwhelming joy prompted an unrestrained physical response, and that the people ran around responding impulsively to the situation.

Poetic/language devices Kunene uses simple but effective diction to capture the scene.

This seems to add to the spontaneous nature of the excitement displayed the actions speak for themselves.

The soft light (line 2) creates an image of contained optimism and hope, as if the viewers are not sure whether to believe what the light might be indicating. This uncertainty is clear in the hesitation in line 4 until the truth emerged (line 5), and the realisation set in.

Notice the contrast that follows as without waiting (line 9) the celebration begins that unifies humanity from all lands (line 16).

Sound devices The poem begins with a reference to the songs of a party and the association of sound and

joy is carried through the poem from the onomatopoeia of ululating (line 10) to the shouts of enthusiasm that compare with nature s music as the people shouted across the waterfalls(line 15).

The alliteration of first fruits (line 13) alerts the reader to the significance of the moment, while the use of this device in the final line lends the Ancestors renewed stature as they are travelling tall (line 18) in response to the event.

Line by line analysis

LINE 1: We heard the songs of a wedding party. The day after the war had ended, after Apartheid had been defeated the people of South

Africa heard the songs of a wedding party. These were songs of joy, of celebration. A wedding indicates the joining together of two people and the beginning of a new

life together. This can also suggest that two groups white and black have come together at the end of the

war. In the Zulu culture a wedding is a symbol of fertility thus this image also suggests new

life and the rebirth of a nation. The opening reference to a wedding party could literally refer to a celebration being heard

from a distance, while figuratively it could refer to exciting rumours of a marriage or coming together of opposing parties to forge a united future.

LINES 2 & 3: We saw a soft light Coiling round the young blades of grass The soft light (metaphor) creates an image of contained optimism and hope, as if

the viewers are not sure whether to believe what the light might be indicating. The soft light can also represent the soft light of daybreak which encompasses the young

blades of grass like a halo coiling round them. The reader gets the idea that the people are slowly coming to grips with the idea that the war is over.


The rumours filter down to the people in the rural villages, figuratively like a soft light, and are welcome and much appreciated after the darkness of oppression.

Literally the young blades could refer to freshly grown grass. Figuratively this may allude to young men, eager to experience excitement.

LINE 4: At first we hesitated, then we saw her footprints, The uncertainty is still clear in the hesitation until the truth emerged (line 5), and the

realisation set in. Her face emerged, then her eyes of freedom! Literally, footprints would be the physical imprint on the ground made by feet; Figuratively, it may refer to the lasting impact of another’s actions, words or behaviour. In keeping with the image of the dawn breaking (line 2), the footprints might belong to the

sun whose face finally emerges, or the light gradually spreading across the landscape.

LINE 5: Her face emerged, then her eyes of freedom! The sun finally showed her face, a new day had dawned for South Africa. Note the personification. In her eyes the sun carried the message of freedom from

Apartheid. The dramatic exclamation mark underlines the idea of excitement, joy and celebration. In most cultures the sun is a symbol of life. The literal female figure who leaves her footprints (line 4) can also be interpreted as the

figurative messenger that delivers the news that freedom has arrived, and whose eyes of freedom (line 5) convey this truth.

LINE 6 She woke us up with a smile saying, These words indicate that the people were finally sure that the war was really over.

The sun/female figure had convinced them of that reality.

LINES 7 & 8: What day is this that comes suddenly? We said, It is the first day after the war.

Note the direct speech. The sun asked what day came so suddenly and unexpectedly. The people confirmed that it was the first day after the war that freedom had finally arrived.

LINE 9: Then without waiting we ran to the open space The people ran to share the wonderful news with all other people without waiting. This line can have the following interpretations:

- Their joy and excitement needed vocal and physical expression so they ran to a place where they could vent their emotions.

- They are overcome with joy and wish to share their happiness with everyone, especially those in remote areas who might not have heard the news.

- People would not have been able to run into open space or travel safely across the mountains and pathways so freely during a war, especially during the apartheid era when movement of people was controlled.

Notice the contrast At first we hesitated, (line 4) to without waiting (line 9) the celebration begins that unifies humanity from all lands (line 16).


LINE 10 & 11: Ululating to the mountains and the pathways Calling people from all the circles of the earth.

The uninhibited joy and jubilation is expressed in the wild actions of the speaker who cannot contain or restrain the physical need for action at this turn of events. The speaker tells the reader that without waiting we ran (line 9), Ululating... Calling..., while the imagery vividly displays the excitement, the shouting and celebrating.

The association of sound and joy is carried through the poem from the onomatopoeia of ululating (line 10) to the shouts of enthusiasm that compare with nature’s music as the people shouted across the waterfalls (line 15).

They call people from all circles nobody is excluded. This exciting news of their freedom is shared with all people unlike Apartheid where some people were excluded.

LINE 12: We shook up the old man demanding a festival When someone is shook up (line 12) this usually refers to their being disturbed, unsettled or

perhaps startled by some shock or fright. This may refer to the speaker’s action of physically shaking an old man as they try to convey the joy of the news.

Old man can have the following interpretations:- The old man could be symbolic of the older generation who have endured

many disappointments and who are wary of believing the good news.- It may allude to the cynics who are reluctant to embrace the joy of the moment,- or even old folk who are hard of hearing, asleep or in some way uncomprehending of

the situation.- A tribal leader who would have been too old to leave the tribal lands and fight the

war against Apartheid. The people insisted on having a festival for their newly acquired freedom.

LINE 13: We asked for all the first fruits of the season. The alliteration of first fruits (line 13) alerts the reader to the significance of the moment.

First fruits is a metaphor referring to the result of freedom/democracy, e.g. quality education, equal opportunities, jobs, etc.

Season is a metaphor for the newly acquired freedom, democracy.

LINE 14: We held hands with a stranger The news is so wonderful that we see how people of all types celebrate together and

held hands with a stranger. In celebrating the end of the war, the people joined hands with strangers and shouted their

joy to the world. This is an effective description of the euphoria after the first free election in 1994

when people from all over the world came to South Africa to celebrate the new democracy.

LINE 15: We shouted across the waterfalls The uninhibited joy and jubilation continues in the wild actions of the speaker who

cannot contain or restrain the physical need for action at this turn of events. The speaker tells the reader, We shouted across the waterfalls while the imagery

vividly displays the excitement, the shouting and celebrating. The poem begins with a reference to the songs of a party and the association of sound and

joy is carried through the poem from the onomatopoeia of ululating (line 10) to the shouts of enthusiasm that compare with nature’s music as the people shouted across the waterfalls in line 15.


LINE 16: People came from all lands This is an effective description of the euphoria after the first free election in 1994

when people from all over the world came to South Africa to celebrate the new democracy.

This also refers to political exiles who came back to their country and were reunited with their loved-ones.

LINE 17: It was the first day of peace. Note the effective antithesis the title and line 8 refer to the first day after the war. Line 17

refers to the first day of peace. The day had progressed from the first day after the war to the first day of peace this has a positive effect on the reader and fills him/her with a sense of hope and optimism for the New South Africa.

LINE 18: We saw our Ancestors travelling tall on the horizon. A capital letter is used for the word Ancestors to underline their importance. The poet also uses alliteration to describe their action of travelling tall to draw the reader’s

attention to their importance. The capital letter used for Ancestors gives the word status, emphasises it and this is

amplified by the forbears travelling tall as they take pride and satisfaction in the recent development.

The effectiveness of the final line is achieved through the image created that of the spiritual world paying tribute and also enjoying what has come to pass, as the silhouettes are visible on the horizon.

The alliteration in travelling tall adds to the impact of the line. The alliteration also highlights the two words in the middle of the final line emphasising that the Ancestors are now able to move freely in the lives of the people and that they are standing tall and proud.

ACTIVITY 1.2: POETRY – FIRST DAY AFTER THE WAR

ESSAY QUESTION[Source: Poetry Last Push Notes 208]

NB: Refer to the Week 1-2 Booklet for notes and templates on answering the essay question. Learners responded well in the poetry essay question in the 2019 NSC Examination and should not be discouraged to attempt this question.Practise makes perfect!

Kunene’s poem, “First Day after the War” is a celebratory vision of a post-apartheid future, built on renewal and a strong message about the power of the past.

Critically discuss this statement and refer to the diction, imagery and tone of thepoem. Your answer should be in the form of a well-structured essay. [10]


CONTEXTUAL QUESTIONS[Source: EHL Literary Study Guide, Linda Holm, EHL/EFAL FET Teachers, Facebook]

Line ONE refers to a wedding. Given the title of the poem, why is thissurprising? (2)

Refer to line 12. Who is the ‘old man’ (2)

Comment on the poet’s use of literal and figurative language in the poem (2)

Refer to line 18.Comment on the effectiveness of the alliteration in ‘travelling tall’. (2)

Critically discuss the poem’s effectiveness as an expression of joy andliberation. (2)

[10]Account for the ‘soft light’ described as ‘Coiling round the young blades of

grass’ (line 2). (2)

What does the use of the word, 'Ululating' (line 10) convey about the people? (2)

Refer to lines 11 and 14. Discuss the appropriateness of these images in thecontext of the poem as a whole. (3)

1.210 With reference to the theme of the poem, comment critically on the impact ofthe poet’s use of free verse. Quote from the poem to substantiate your answer. (3)

[10]

Describe the tone of the poem by referring to diction. (3)

Explain how the theme of the poem is enhanced by its structure. (3)

Fully analyse the personification in lines 3 – 6. (3)

Clarify what is suggested in line 15. (2)[10][30]



Content: Poetry (Unseen poem)[Source: https://studylib.net/doc/8036316/poetry-analysis]

NB: Refer to the Week 1-2 and 7-8 Booklets for additional notes on analysing and answering questions on the unseen poem.

SMILE-method for seen/unseen poems

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15

20

5

'EXODUS' – Don Maclennan

The sun has wrecked another day pawing ash and dust into the sky: now evening convalesces1 timidly.By secret signal from a star a wild, erratic exodus of bats fountains into the silky airwith delicate chewing sounds and squeaks.Dangling in the air above are fixed square prognathous2 facesalert to sonic boom.They mount the draining dark, with jointed leather wings flapping like manganese3 fish.They've hung like foetuses all day in iron darknesssuspended above their awful dung.Skinny little birds of death thrown onto the huge savanna are eating out tonightin twilight crammed with manna4.


ACTIVITY 1.3: POETRY (Unseen Poem)[Source: DBE, NSC, February-March 2017]

Read the poem and answer the questions.

Glossary: 1convalesces – recovers; recuperates2prognathous – having a projecting lower jaw or chin 3manganese – greyish-white metallic appearance 4manna – God-given food

What impression of the day is created by the use of the word, 'ash' (line 2)? (2)

Refer to line 5: 'a wild, erratic exodus of bats'.(2)

Describe how this line contributes to the mood in the second stanza.

Refer to lines 14–15: 'They've hung like foetuses all day/in iron darkness'.

Comment on the appropriateness of the imagery in these lines. (3)

Refer to lines 17–20: 'Skinny little birds … crammed with manna.'

Critically discuss how these lines convey the speaker's attitude toward thebats. (3)

[10]


SKILL 3: WRITING AND PRESENTING[Source: DBE, Mind the Gap, 2015 and DBE Guideline for teaching and writing essays and transactional texts]

Content: Review/ newspaper article/ magazine articleFocus on: Process writing: Planning, drafting, revising, editing, proof-reading and presenting.

REVIEWA review is an individual’s response to a work of art, film, book, occasion, etc. The reviewer projects his/her ‘judgement’ to the work presented. The reader of the review does not have to agree with the reviewer.

A review is, as a result, subjective. Two reviewers may respond differently to the same text.

For example, one reviewer may project Lord of the Flies as a basic, adventure story of boys who find themselves on an island and, through some work of fate, are rescued. This reader/reviewer may find it unacceptable that the novel was even prescribed.

To the other reviewer, this may be a thought-provoking piece of work that seeks to show how evil man can be, left all by himself, without rules. This reader/reviewer may support it being a prescribed text as it will instil some morals in the learners.

When writing a review, the following must be covered:

Give relevant facts, for example, the name of the author/producer/artist, the title of the book/work, the name of the publisher/production company, as well as the price (where applicable).

Discuss, briefly: The genre The setting Characterization Style of writing The atmosphere The plot – only the outline of the story Conclusion and suitability Your judgement and rating

Publishers, bookshops, magazines or newspapers offer reviews to their readers. A review is always given on the blurb of a book (inside the cover of a book - or on the back cover) or on a separate flier or pamphlet.


Example of a book review: Life of Pi[Source: Adapted from https://www.thenation.com/article/archive/robinson-crusoe-move-over/]

If Canadian writer Yann Martel were a preacher, he’d be charismatic, funny and convert all the nonbelievers. He baits his readers with serious themes and trawls them through a sea of questions and confusion, but he makes one laugh so much, and at times feel so awed and chilled, that even thrashing around in bewilderment or disagreement one can’t help but be captured by his prose.

Although its themes are serious and there are moments of awful graphic violence and bleak despair, it is above all a book about life’s absurdities that makes one laugh out loud on almost every page, with its quirky juxtapositions, comparisons, metaphors, Borgesian puzzles, postmodern games and a sense of fun that reflects the hero’s sensual enjoyment of the world. Although Martel pays tribute to the past by using the typical castaway format, his voice, and the fact that his work is more fantastic, more scientifically sound and funnier than that of his predecessors, infuses the genre with brilliant new life. If this century produces a classic work of survival literature, Martel’s novel is surely a contender.

Life of Pi is the unlikely story of a 16-year-old Indian boy, Pi Patel, adrift in a boat with a hungry tiger after the ship carrying his zookeeper father, mother, brother and many animals sinks in the middle of their journey from India to Canada. Pi is at once a Hindu, Christian and Muslim (echoes of the pacific Mahatma Gandhi here) who believes that all religions are about “love.” But having grown up among animals, he’s also practical and grounded.

Most of the book is a challenge to Pi’s simple faith, as this sweet yet unsentimental hero experiences a situation where, it would seem, survival is everything. Aside from the detailed descriptions of hands-on survival techniques, the book poses the questions: Can faith survive in the face of doubt and suffering?

But religion is only one element of the book’s exploration of faith. Martel is also interested in the faith of his readers. He wants them to believe his story. He has his narrator pose a larger, Keatsian “beauty is truth” argument against the glorification of reason, “that fool’s gold for the bright.” It’s as if he were suggesting that storytelling is a kind of religious experience because it helps us understand the world in a more profound way than a just-the-facts approach.

In a final test of the reader’s faith in the narrative, Martel has Pi tell an alternate, allegedly more believable version of the story at the end–lacking not only Richard Parker but also the humour, poetry and detail of the tiger story–to please a couple of doubting Japanese shipping officials. He asks them which they think is the “better” story. Of course, the tiger story is the finer, more thoughtful literary creation and therefore (Martel suggests) has a truth more lasting than the second, more journalistic version, with its “dry, yeastless factuality.”

Even if one accepts the twists and turns of the narrative, one faces the further challenge of tracking down clues hidden in a warren of allusions for more definitive answers to questions about Pi’s religious faith, and whether the narrator (and the reader) will be persuaded of the story’s original premise that it will make one believe in a higher being. Though one can read Life of Pi just for fun, trying to figure out Pi’s relationship to religion makes one feel a bit like the castaway hero wrestling slippery fish into his lifeboat for dinner. An idea twists and turns, glittering and gleaming, slaps you in the face with its tail and slips away. Did the story really happen? Does it make one believe in God? What kind of God?

Does it matter that the answer to all questions in this novel is both yes and no? One answer comes in the form of Pi’s question moments after the ship has sunk and he’s sitting in the lifeboat, bewailing the loss of his family and the universe’s silence on the topic: “Why can’t reason give greater answers? Why can we throw a question further than we can pull in an answer? Why such a vast net if there’s so little fish to catch?”

Martel may be sowing seeds of uncertainty about religion, but there’s no doubt that he restores one’s faith in literature.


NEWSPAPER ARTICLE

[Source:https://medium.com/@bellislzx/a-collaborative-perspective-on-contemporary-journalism]


MAGAZINE ARTICLEWhen writing a magazine article, consider the following: The heading must be attractive and interesting The article should be beautifully illustrated or excellent (colour) photographs should accompany

the article. The style should be personal, speaking directly to the reader. The style can be descriptive and figurative, appealing to the imagination of the readers. Names, places, times, positions and any other necessary details should be included in the

article. The article should stimulate interest and, like an advertisement, encourage the reader to

use the product or service. So, in some ways, this article is a kind of review, promoting a product or service. Paragraphs should not be too long, encouraging the reading of the article. The font should be light and attractive.

[Adapted from Sunday Times, 15 July 2015]

15internet as 'the interwebs'. A crush will never do any of these things because, for your purposes, they exist only in your head.

The ideal crush object is someone that you will nevermeet.Really,they should be fictional, or at least dead. This way you are free to imagine all 10 the excellent times you will have together, the laughs, the jokes and the free exchange of complementary views. Crushes will never turn out to be possessive of their stationary, nor correct your grammar, nor refertothe3

I thought, 'These crushes are incomprehensible, the ones to which you can assign no sense or meaning.'2

The first crush I had was on a cartoon bird. He was one of the vultures in The Jungle Book. The tall one, if you can say that a bird is tall. I thought he was incredibly cool. I liked his hairstyle and his perfectly flawless singing voice. He was superior to the other vultures in every way. Even at the ageof five, I recognised my feelings for what they were. This is a crush, I told 5 myself. Watch out, bird.

1

THE PERFECT CRUSH IS IMAGINARY OR DEAD


SKILL 4: LANGUAGE STRUCTURES AND CONVENTIONS

Refer to the notes in the Week 1-2 Booklet.

ACTIVITY 2.1: USING LANGUAGE CORRECTLY[Source: DBE, NSC February/March 2017]

Read the text which contains some deliberate errors, and answer the set questions.

In line 1 the word, 'cartoon' is a/an …

A noun.B adjective.C verb.D pronoun. (1)

Account for the use of the italics in line 2. (1)

Rewrite the following sentence in formal English:

'I thought he was incredibly cool' (lines 2–3). (1)

Remove the redundancy in the following sentence:

'I liked his hairstyle and his perfectly flawless singing voice' (lines 3–4). (1)

Rewrite lines 7–8, 'I thought … or meaning', in reported speech. (2)

'The ideal crush object is someone that you will never meet' (line 9).

Rewrite this sentence, beginning with the underlined clause. (1)


Correct the error of tense in the following sentence fragment:

'This way you are free to imagine all the excellent times you will havetogether, …' (lines 10–11). (1)

A word has been incorrectly used in lines 12–14: 'Crushes will never … as"the interwebs".' Correct the error. (1)

Correct the grammatical error in the concluding sentence, 'A crush will … inyour head.' (1)

[10]


ANSWERS TO ACTIVITIES

ACTIVITY 1.1: READING FOR COMPREHENSION[Source: DBE. NSC, February/March 2018]

INSTRUCTIONS TO MARKERSMarking the comprehension:

Because the focus is on understanding, incorrect spelling and language errors in longer responses should not be penalised unless such errors change the meaning/understanding. (Errors must still be indicated.)

If a candidate uses words from a language other than the one being examined, disregard those words, and if the answer still makes sense, do not penalise. However, if a word from another language is used in a text and required in an answer, this will be acceptable.

For open-ended questions, no marks should be awarded for YES/NO or I AGREE/ I DISAGREE. The reason/substantiation/motivation is what should be considered.

No marks should be awarded for TRUE/FALSE or FACT/OPINION. The reason/substantiation/motivation is what should be considered.

When one-word answers are required and the candidate gives a whole sentence, mark correct provided that the correct word is underlined/highlighted.

When two/three facts/points are required and a range is given, mark only the first two/three.

Accept dialectal variations.

For multiple-choice questions, accept BOTH the letter corresponding to the correct answer AND/OR the answer written out in full.

Younger children now own smartphones. (2)

The teenagers have a false sense of bravado and they do not feel responsible for what they say/post./They feel invincible because of the anonymity of social media./Teenagers will say anything on social media because they believe that in their anonymity, there will be no repercussions.

[Award 2 marks for any single point.] (2)

The writer brings the topic into focus as it highlights the damaging effect of self-obsession which has been brought about by social media.

The single line indicates a dramatic change from one aspect of the topic toanother. [Award no more than 1 mark.] (2)

Those who should avoid exposure actually put themselves in the spotlight, which jeopardises their already fragile self-esteem.

The ones most fragile are the ones most affected. [Award no more than 1mark.] (2)


The writer's use of deprecating terms such as 'selfie-holics', 'democratiser' and 'curating' underscore her aversion to the narcissism and dishonesty presented by the range of applications. She is critical of the teenagers' obsession with social media. She is contemptuous of the illusion of perfection that is afforded by the applications on social media.

[Award 3 marks for TWO points well-discussed OR for THREE distinct ideas.] (3)

The writer's tone is critical/satirical/concerned. Teenagers have an unhealthy obsession ('Teens can spend hours fixating') with image. The writer is of the opinion that teenagers are willing participants who are brainwashed by social media.

[Award 1 mark for the identification of a tone and 2 marks for a well- developed discussion.] (3)

Paragraph 9 fully supports the idea that social media can be seen as 'a toxic mirror'./The poison (‘toxic’) spread by social media is responsible for the damage caused to people’s health. The writer has established that the wellness industry, which pervades the internet, paradoxically makes people unwell. The claim that wellness is a 'stealthy cover' for unhealthy habits is justified and validated by the factual information provided, e.g. the analysis of

50 websites. (3)

YES

The conclusion is cautionary and advisory. After the negative concerns raised, the writer gives constructive advice to parents on how to engage their children in dialogue on their self-image. The rhetorical questions allow the reader to reflect and the conclusion presents the role parents have to take, which is more comprehensive than their 'digital parenting', referred to in paragraph 1.

OR

NO

A good conclusion often gives an answer to the problem posed in the preceding paragraphs. The conclusion is not a good conclusion because instead of solving the problem of children’s self-esteem by giving concrete advice, it starts off with four questions. After the questions there is only flimsy advice on how to deal with the situation.

[Credit valid alternative/mixed responses.] (3)

The woman has no discerning features; this makes her representative ofwomen in general and attracts the attention of a wider female audience. (2)

The statistics reveal the negative impact of social media on body image. The revelation that 80% of women are disheartened by their image in the mirror is alarming and a matter of concern./Statistics often get used to give credibility to claims. It makes an argument more believable as it is not based on opinions, but facts. The statistics emphasise that the majority of womensuffer from a low body image and the percentage is on the rise. (2)


The combined effect of the elated figure and the positive connotations of thewritten text reinforce the importance of well-being and self-worth. (2)

YES

Text B supports and clarifies the views expressed in paragraphs 6 and 7. The quotation, 'If I could, my body would look different' reveals that the woman feels inadequate and therefore has to 'really work' at improving herself. In addition, an illusion is created to influence the perceptions of others. The quest for improvement has been brought about by negative perceptions of their body image, as depicted in Text B. Statistics such as '64% of women … about their body' mirror the dissatisfaction with body image expressed by the young woman in paragraph 6 of Text A. The 'thumbs-down' icon in Text B gives the converse of the 'like' mentioned in paragraph 7.

[A NO response is unlikely, but consider each response on its merit.]

[Award full marks only if both texts are discussed.] (4)[30]


ACTIVITY 1.2: POETRY – FIRST DAY AFTER THE WAR

ESSAY QUESTION[Source: Poetry Last Push Notes 208]

1.2.1

This poem is a vision of what the first day after the struggle against apartheid will be like. It is a poem about celebration and joy.

The poet chooses words that build a sense of celebration and joy by using images of a “wedding party” and a “festival”. The poet draws on the sounds of celebrations with words like “songs”, ululating, “calling”. These words help to build a mood of jubilation.

The poet uses comparisons and juxtapositions that embody aspects of freedom, on the one hand as being nurturing and life-giving by personifying freedom as a woman and on the other hand as being strong and powerful by describing freedom as a “soft light / coiling”. The hope of a new life is evident in the images drawn from nature, such as the “young blades of grass” in line 3 and the “first fruits of the season” in line 13.

The use of words that detail the sounds of people celebrating, such as “shouted” and “ululating” add energy and excitement to the tone of the poem. The mood is urgent (the people “shook up the old man demanding a festival” and emphatic in the short lines near the end of the poem. The tone changes in the last line when it becomes more serious: this line is a reminder that the people must look back to the past for guidance for their future.

In this poem the poet has built a vision of hope and celebration for freedom and peace, but has also given a strong message about the connection between a new future and the experience of the past.

[10]CONTEXTUAL QUESTIONS[Source: EHL Literary Study Guide, Linda Holm, EHL/EFAL FET Teachers, Facebook]

We expect to hear the songs of a ‘war party’ (a group of warriors) rather than awedding party’. Joy/celebration after the war. (2)

Could be tribal leader who would have been too old to leave the tribal lands and fight the war against apartheid. /Could be comrades (like Nelson Mandela) who

were part of new government after first democratic election. (2)

Opening reference to ‘wedding party’ could literally refer to a celebration being heard from a distance, while figuratively it could refer to exciting rumours of a coming together of opposing parties to forge a united future. Literal female figure who leaves her footprints can also be interpreted as figurative ‘messenger’ that

delivers news that freedom has arrived. (2)

The words highlight two words in the middle of line emphasising that the Ancestors are now able to move freely in the lives of people and that they are standing ‘tall’

and proud. (2)

Uninhabited joy and jubilation is expressed in wild actions of speaker who cannot contain physical need for action at this turn of events. Speaker tells us that ‘without waiting we ran’, ululating…Calling…demanding’, while imagery vividly displays excitement, shouting and celebrating. Conclusive naming of ‘first day of peace’

underlines unity implicit in ‘people come from all lands’. ‘held hands with a stranger. (2)[10]


The “soft light” creates an image of contained optimism and hope. (2)

The poem begins with a reference to the ‘songs’ of a party and this is associated with joy and celebration. The enthusiasm and excitement of the people can be

experienced through the use of onomatopoeia. i.e. ‘ululating’. (2)

As with all poetry of Kunene, the poem is about apartheid, a period in which black people were discriminated against and oppressed. These images describe the joy the people felt when Apartheid came to an end. The people celebrate the news and want everyone all over the world to unite in their jubilation (line 11): “Calling people from all the circles of the earth”. The news is so wonderful that it brings people of all

types together (line 14): “held hands with a stranger”. (3)

Just as there are no rules for free verse, there are no rules (laws) for how the people celebrate democracy. They respond to the news spontaneously and impulsively. They cannot contain their excitement e.g. “shouted” their joy “across

the waterfalls”. (3)[10]

The poem has a celebratory tone. “songs of a wedding” – these words indicate that sounds are being heard of a celebration (a wedding).

“Ululating” – the onomatopoeia here represents a sound that is only ever uttered upon a celebration. ”shouted across waterfalls” – this sound device indicates the enthusiasm of the people, competing with natural music to display their celebration.

(3)

The theme of the poem is a description of the joy and celebration that people felt upon realising that the Apartheid government had ended, the joy at finally being free.

The structure of the poem includes the use of Free verse. / The structure includes a repetitive line structure in lines 12 – 15.The free verse connects directly to the theme, as both encourage freedom. The line structure serves as a visual display of overwhelming joy, an unrestrained reaction, running around impulsively. (3)

Freedom is personified into a woman in these lines. “She” is the bride whose “marriage” is being so joyously celebrated. The impact of this personification is that

freedom is no longer an elusive concept, it has been made definite. (3)

Line 15 suggests the absolute, uncontrolled joy of the people. They are soenthusiastic that they compete with nature’s organic music to make their excitement know. (2)

[10][30]

RUBRIC FOR THE MARKING OF THE POETRY ESSAY

Criteria Exceptional

8-10

Skilful6-7

Moderate4-5

Elementary2-3

Inadequate0-1

CONTENT

Interpretation of topic. Depth of argument, justification and grasp of text.

7 MARKS

-In-depth interpretation of topic-Range of striking arguments; extensively supported from poem-Excellent understanding of genre and poem

- Shows understanding and has interpreted topic well.- Fairly detailed

response-Sound arguments given, but not all of them as well motivated as they could be.-Understanding of genre and poem.

- Fair interpretation of topic

- Some good points in support of topic- Some arguments supported, but evidence is not always convincing.-Basic understanding of genre and poem

- Unsatisfactory interpretation of topic.- Hardly any points in support of topic.- Inadequate understanding of genre and poem.

-No understanding of the topic-No reference to the poem-Learner has not come to grips with genre and poem.

STRUCTURE ANDLANGUAGE

Structure, logical flow and presentation. Language, tone and style used in the essay

-Coherent structure-Arguments well-structured and clearly developed.-Language, tone and style mature, impressive, correct-Virtually error-free grammar, spelling and punctuation

-Clear structure andlogical flow of argument-Flow of argument can be followed-Language, tone & style largely correct

-Some evidence ofstructure- Essay lacks a well- structured flow of logic and coherence.- Language errors minor; tone and style mostlyappropriate

- Structure showsfaulty planning- Arguments not logically arranged- Language errors evident- Inappropriate tone &style

- Poorly structured-Serious language errors and incorrect style

3 MARKSMARK RANGE 8-10 6-7 4-5 2-3 0-1



ACTIVITY 1.3: POETRY (Unseen Poem)[Source: DBE, NSC, February-March 2017]

The word, 'ash' suggests that the day has burnt out and come to an end. The impression is that the sky has turned grey/gloomy as the light fades at twilight.

[Award 2 marks for any two relevant and distinct points.] (2)

The mood is chaotic/frenzied because of the sudden activity of the bats as they leave the cave. Their movements appear to be unpredictable and uncontrolled. The air is alive/filled with various sounds associated with the bats.

[Award 2 marks for any two relevant and distinct points.] (2)

The bats are suspended upside down from the roof of the cave, similar to foetuses. The bats are curled up in a protected position in the darkness of their caves, which are like wombs. The 'iron darkness' suggests that the darkness is impenetrable and enveloping. The image is appropriate because it conveys the isolation of the bats from the outside world until they are ready to emerge from the darkness and safety.

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

The description, 'skinny little birds of death' conveys an unfavourable impression of the bats. The speaker has a disparaging attitude toward the bats, regarding them as repulsive creatures. They are opportunistic, taking advantage of the darkness to prey on the unwary. The speaker regards the bats as benefitting from the abundance of food available. Bats are traditionally seen as evil/demonic.

[Some candidates might suggest that there is some sympathy for the bats. Credit such responses on theirmerits.]

[Award 3 marks only if the response includes a critical comment on the speaker's attitude.] (3)

[10]


ACTIVITY 2.1: USING LANGUAGE CORRECTLY[Source: DBE, NSC February/March 2017]

B adjective (1)

It is a book/film title. (1)

I thought he was attractive/good-looking.

[Accept appropriate formal English synonyms.] (1)

perfect singing voice/flawless singing voice (1)

I thought that those crushes were incomprehensible (), the ones to which one/you could assign no sense or meaning ().

[Award 1 mark for the first and second pair of words respectively.] (2)

You will never meet someone who is the ideal crush object.

[Accept ...someone that…] (1)

would have together/would have had together

[If the candidate changes are to would be, the second verb must be would havehad together.] (1)

2.1.8. stationery (1)

it exists

Crashes … they exist (1)

[10]


TEMPLATES/ RUBRICS

POETRY ANALYSIS SUMMARY

TITLE: POET:

TITLE:Effectiveness /Reference to word choice

STRUCTUREForm / rhyme scheme

POETIC DEVICES / FIGURES OF SPEECHType/ line reference /effectiveness

STANZA ANALYSISState main idea each stanza without reference to text


DICTION (WORD CHOICE)Line reference/Effectiveness

MOODReference to diction /effectiveness

TONELine/ diction reference

THEME (Main and sub-themes) Line reference / diction

POET’S INTENTIONLine reference.


POETRY REVISION[Source: Jerome Buchler, EHL/EFAL FET Teachers, Facebook

Complete the graphic organizer to highlight contrasts and similarities in the clustered poems.

Cluster 1 Vultures African Elegy First day after the war

Cluster 2 Remember Somewhere I never travelled Funeral Blues

Cluster 3 African Thunderstorm Zulu Girl Hard Frost

Cluster 4 Motho ke Motho Felix Randal Garden of Love

Aspects Poem Poem Poem

Tone

Diction used to support the tone

Message (Sense)

Intention

Form

Sound Devices

Figures of Speech

Structure

Diction


PLANNING A LITERARY ESSAY: NOVEL/DRAMA/POETRY

INSTRUCTION WORD/S : (What is expected of me?)

CLUE WORDS: (Topics per paragraph cluster)

Paragraph 2.CLUSTER 1

Paragraph 8.

Paragraph 9.

CLUSTER 3

Paragraph 3.

THESIS STATEMENT

Paragraph 1.

Cluster 1:

Cluster 2:

Cluster 3:

Paragraph 4.

Paragraph 5.CLUSTER 2 CONCLUSION

Paragraph 10.

WRAP UP SENTENCE

Check if PEEL method was used to ensure continuity between paragraphs and clusters.

Paragraph 6.

Paragraph 7.


CREATIVE WRITING PLANNING TOOL

TOPIC:

GENERAL IDEAS

SPECIFIC EXAMPLES


RUBRIC FOR THE MARKING OF THE POETRY ESSAY

Criteria Exceptional

8-10

Skilful6-7

Moderate4-5

Elementary2-3

Inadequate0-1

CONTENT

Interpretation of topic. Depth of argument, justification and grasp of text.

7 MARKS

-In-depth interpretation of topic-Range of striking arguments; extensively supported from poem-Excellent understanding of genre and poem

- Shows understanding and has interpreted topic well.- Fairly detailed

response-Sound arguments given, but not all of them as well motivated as they could be.-Understanding of genre and poem.

- Fair interpretation of topic

- Some good points in support of topic- Some arguments supported, but evidence is not always convincing.-Basic understanding of genre and poem

- Unsatisfactory interpretation of topic.- Hardly any points in support of topic.- Inadequate understanding of genre and poem.

-No understanding of the topic-No reference to the poem-Learner has not come to grips with genre and poem.

STRUCTURE ANDLANGUAGE

Structure, logical flow and presentation. Language, tone and style used in the essay

-Coherent structure-Arguments well-structured and clearly developed.-Language, tone and style mature, impressive, correct-Virtually error-free grammar, spelling and punctuation

-Clear structure andlogical flow of argument-Flow of argument can be followed-Language, tone & style largely correct

-Some evidence ofstructure- Essay lacks a well- structured flow of logic and coherence.- Language errors minor; tone and style mostlyappropriate

- Structure showsfaulty planning- Arguments not logically arranged- Language errors evident- Inappropriate tone &style

- Poorly structured-Serious language errors and incorrect style

3 MARKSMARK RANGE 8-10 6-7 4-5 2-3 0-1


NOTE: Always use the rubric when marking the creative essay (Paper 3, SECTION A). Marks from 0–50 have been divided into FIVE major level descriptors. In the Content, Language and Style criteria, each of the five level descriptors is divided into an upper-level and a lower-level subcategory

with the applicable mark range and descriptors. Structure is not affected by the upper-level and lower-level division.

ASSESSMENT RUBRIC FOR ESSAY – HOME LANGUAGE [50 MARKS]

Criteria Exceptional Skilful Moderate Elementary InadequateCONTENT AND PLANNING

(Response and ideas) Organisation of ideas for planning; Awareness of purpose, audience and context

Upp

er le

vel

28–30 22–24 16–18 10–12 4–6-Outstanding/Striking response beyond normal expectations-Intelligent, thought- provoking and mature ideas-Exceptionally well

organised and coherent, including introduction, body andconclusion/ending

-Very well-crafted response-Fully relevant and interesting ideas with evidence of maturity-Very well organised and coherent, including introduction, body and conclusion/ending

-Satisfactory response - Ideas are reasonably coherent and convincing-Reasonably organised and coherent, including introduction, body and conclusion/ending

-Inconsistently coherent response-Unclear ideas and unoriginal-Little evidence of organisation and coherence

-Totally irrelevant response-Confused and unfocused ideas-Vague and repetitive-Unorganised and incoherent

30 MARKS

Low

er le

vel

25–27 19–21 13–15 7–9 0–3-Excellent response but lacks the exceptionally striking qualities of the outstanding essay-Mature and intelligent ideas-Skilfully organised and coherent, including introduction, body and conclusion/ending

-Well-crafted response-Relevant and interesting ideas-Well organised and coherent, including introduction, body and conclusion

-Satisfactory response but some lapses in clarity-Ideas are fairly coherent and convincing-Some degree of organisation and coherence, including introduction, body andconclusion

-Largely irrelevant response-Ideas tend to be disconnected and confusing-Hardly any evidence of organisation and coherence

-No attempt to respond to the topic-Completely irrelevant and inappropriate-Unfocused and muddled


ASSESSMENT RUBRIC FOR ESSAY – HOME LANGUAGE [50 MARKS] (continued)

Criteria Exceptional Skilful Moderate Elementary InadequateLANGUAGE, STYLE AND EDITING

Tone, register, style, vocabulary appropriate to purpose/effect and context;Word choice; Language use and conventions, punctuation, grammar, spelling

Upp

er le

vel

14–15 11–12 8–9 5–6 0-3-Tone, register, style and vocabulary highly appropriate to purpose, audience and context-Exceptionally impressive use of language-Compelling and rhetorically effective in tone-Virtually error-free in grammar and spelling- Very skilfully crafted

-Tone, register, style and vocabulary very appropriate to purpose, audience and context-Language is effective and a consistently appropriate tone is used-Largely error-free in grammar and spelling-Very well crafted

-Tone, register, style and vocabulary appropriate to purpose, audience and context-Appropriate use of language to convey meaning-Tone is appropriate-Rhetorical devices used to enhance content

-Tone, register, style and vocabulary less appropriate to purpose, audience and context-Very basic use of language-Tone and diction are inappropriate-Very limited vocabulary

-Language incomprehensible-Tone, register, style and vocabulary not appropriate to purpose, audience and context-Vocabulary limitations so extreme as to make comprehension impossible

15 MARKS

Low

er le

vel

13 10 7 4-Language excellent and rhetorically effective in tone-Virtually error-free in grammar and spelling-Skilfully crafted

-Language engaging and generally effective-Appropriate and effective tone-Few errors in grammar and spelling-Well-crafted

-Adequate use of language with some inconsistencies-Tone generally appropriate and limited use of rhetorical devices

-Inadequate use of language-Little or no variety in sentences-Exceptionally limited vocabulary

STRUCTURE 5 4 3 2 0–1

Features of text; Paragraph development and sentence construction

-Excellent development of topic-Exceptional detail-Sentences, paragraphs exceptionally well- constructed

-Logical development of details-Coherent-Sentences, paragraphs logical, varied

-Relevant details developed-Sentences, paragraphs well-constructed-Essay still makes sense

-Some valid points-Sentences and paragraphs faulty-Essay still makes some sense

-Necessary points lacking-Sentences and paragraphs faulty-Essay lacks sense

5 MARKS


ASSESSMENT RUBRIC FOR TRANSACTIONAL TEXT – HOME LANGUAGE [25 MARKS]

Criteria Exceptional Skilful Moderate Elementary InadequateCONTENT, PLANNING AND FORMAT

Response and ideas; Organisation of ideas for planning; Purpose, audience, features/conventions and context

15 MARKS

13–15 10–12 7–9 4–6 0–3-Outstanding response beyond normal expectations-Intelligent and mature ideas-Extensive knowledge of features of the type of text-Writing maintains focus-Coherence in content and ideas-Highly elaborated and all details support the topic-Appropriate and accurate format

-Very good response demonstrating good knowledge of features of the type of text-Maintains focus – no digressions-Coherent in content and ideas, very well elaborated and details support topic-Appropriate format with minor inaccuracies

-Adequate response demonstrating knowledge of features of the type of text-Not completely focused– some digressions-Reasonably coherent in content and ideas-Some details support the topic-Generally appropriate format but with some inaccuracies

-Basic response demonstrating some knowledge of features of the type of text-Some focus but writing digresses-Not always coherent in content and ideas-Few details support the topic-Has vaguely applied necessary rules of format-Some critical oversights

-Response reveals no knowledge of features of the type of text-Meaning is obscure with major digressions-Not coherent in content and ideas-Very few details support the topic-Has not applied necessary rules of format

LANGUAGE, STYLE AND EDITING

Tone, register, style, purpose/effect, audience and context; Language use and conventions;Word choice; Punctuation and spelling

9–10 7–8 5–6 3–4 0–2-Tone, register, style and vocabulary highly appropriate to purpose, audience and context-Grammatically accurate and well- constructed-Virtually error-free

-Tone, register, style and vocabulary very appropriate to purpose, audience and context-Generally grammatically accurate and well-constructed-Very good vocabulary-Mostly free of errors

-Tone, register, style and vocabulary appropriate to purpose, audience and context-Some grammatical errors-Adequate vocabulary-Errors do not impede meaning

-Tone, register, style and vocabulary less appropriate to purpose, audience and context-Inaccurate grammar with numerous errors-Limited vocabulary-Meaning obscured

-Tone, register, style and vocabulary do not correspond to purpose, audience and context-Error-ridden and confused-Vocabulary not suitable for purpose-Meaning seriously impaired

10 MARKS


INSTRUCTION WORDS

Key word Meaninganalyse Break up into separate parts and discuss, examine, interpret, explore and

investigate each part. Say how each part is important. Explain how the parts are linked or related.

apply Use in practical way. When you apply you show in a practical way what yourunderstanding is. Use your knowledge and understanding of the topic to make it relevant to a situation, issue or problem.

assess Judge or estimate the nature, quality or value of something. Make a valuejudgement that you justify by giving reasons.

calculate You need to get to an answer by using numbers. You will add, subtract, multiply or divide numbers to reach an answer.

comment Give your opinion on, explain or criticise. Make a judgement based upon theevidence.

compare Look at two or more things. Identify similarities and differences. See how they are the same, and how they are different. Focus more on similarities than differences.

complete Add the missing information.consider Think about and give your opinion.contrast Focus on the differences between two or more things. Show them in opposition to

each other.create Put together ideas or parts to develop an original idea; engage in creative

thinking; offer a novel or new suggestion or item.criticise You need to make judgements to show your own ideas and evaluation.critically analyse

Show approval or disapproval, or find mistakes or faults, and merits or good aspects; give reasons.

define You need to give the exact meaning of the term or words. Definitions are short and exact. This is not a discussion.

describe Give an account of something where you recall what you have learned or state what you observed.

determine Find out the facts. For example, determine how many learners in Grade 11 dophysical exercise more than four times a week.

discuss Write about something; compare a number of possible views about an issue or problem. Debate, consider, and argue the issues. Include comparisons and contrasts, look at pros and cons. Say what you think about the topic. Give a full answer in sentences, not just a list in point form. Always give a conclusion.

do you think

Give your OWN opinions about an issue or problem. Pay attention to the reason you give and arguments you offer; you will not be given marks just for an opinion. Provide well-reasoned or logical reasons for your opinions, based on facts.

enumerate This is the same as list. Give a number of points.evaluate Give your own opinion and /or the opinions of others. Give evidence to support

your evaluation. Give an indication of the amount, quality or value of something.Compare a number of possible views about an issue or problem. Make judgements based on facts.


examine Carefully look at something and in detail so you can comment on it. Break down an issue or problem into smaller parts to understand it. Then explain what you have learned.

Explain Give details, describe, make clear, make it understandable. Make something plain or simplify. Describe in detail so that it can be understood. Always give examples when you are asked to explain.

give You supply, provide, present, or offer information.

Identify Recognise and name someone or something; to say who or what they are.illustrate Give realistic examples. Explain very clearly. You can use examples and

comparisons.interpret Show your understanding of the topic, comment on it, give examples. Describe

relationships, explain the meaning.in your opinion

This asks you what you think about something or feel about something. For example, in your opinion do the youth do enough to celebrate Youth Day on the16th of June?

list Give a short list of the points. State in the shortest way. Be brief. Do not discuss or write an essay. Usually you write items one below the other in a list.

match Find things that go together; find things that are similar or connected to eachother.

measure Find the size, quantity, etc. of something. Judge the importance, value or effect of something.

mention Write about something without explaining. There should be no detail; keep itbrief.

name Similar to mention; give a brief answer without long explanations.outline Summarise, describe main ideas and core points, concepts or events. Give an

overview.prove Give the facts to support the issue.state Explain exactly and clearly as it is.suggest Give possible reasons or ideas. These must be believable; they do not

necessarily have to be proven to work.summarise Give a very short and brief account. Include a short conclusion. Do not give

unnecessary details.

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