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ENGLISH HOME LANGUAGEGrade 12 Revision BookletTABLE OF CONTENTSPAGE1.Foreword3Acknowledgement42.How to use this Revision Booklet53.Know your opponent – Papers 1, 2 and 363.1The First Match – Paper 1: Language6Topic One: Comprehension6Topic Two: Summary22Topic Three: Visual Literacy – Advertising28Topic Four: Visual Literacy – Cartoon36Topic Five: Language in Context – Editing443.2The Second Match – Paper 2: Literature50Topic Six: Poetry52Topic Seven: Literature – Novel and Drama693.3The Final Game – Paper 3: Writing72Topic Eight: Essay Writing73Topic Nine: Longer Transactional Writing854.Study and Examination Tips96AGeneric96BSubject-Specific – English Home Language974.1Checklist974.2Memoranda for Practice Questions1014.3Note to the Teacher (Barrett’s Taxonomy)1145.Message to Grade 12 Learners from the Writers115FOREWORDMessage to Second Chance / Grade 12 Learnersfrom the Minister of Basic EducationMatric (Grade12) is perhaps the most important examination you will prepare for. It is the gateway to your future; it is the means to enter tertiary institutions; it is your opportunity to pursue the career of your dreams.It is not easy to accomplish but it can be done with hard work and dedication, prioritising your time and effort to ensure that you cover as much of the course as possible in order to be well-prepared for the examinations.I cannot stress the importance and value of revision in preparing for the examinations. Once you have covered all the content and topics, you should start working through the past examination papers, checking your answers against the memoranda. If your answers are not correct, go back to the Mind the Gap series and work through the content again. Then retest yourself, and continue with this process until you get all the answers right.The Bright Idea… getting exam ready booklet will allow you to do this in a systemic way. It has been developed to assist you to achieve a minimum of 40% in the examinations – if you work hard and follow the advice and guidance provided. I also urge you to continue with the next section in this booklet that deals with an additional 20%, which will ensure you have covered the basics required to achieve at least a 60% pass.Use this valuable resource which has been developed especially for YOU. Work hard, persevere, work every day, read and write every day to ensure that you are successful.I have faith that you can do this. Remember ‘SUCCESS’ depends on the second letter, ‘U’.Best WishesMRS AM MOTSHEKGA, MPMINISTER OF BASIC EDUCATIONDATE:AcknowledgementThe English Home Language Grade 12 Revision Booklet was developed by Bulara Monyaki (Chief Education Specialist – Languages), Wolfie Ratz (Senior Education Specialist), Jayshree Singh (Senior Education Specialist) and Rodelle Govender (HOD – Maritzburg College).These officials contributed their knowledge, experience and in some cases unpublished work which they have gathered over the years for the development of this resource. The Department of Basic Education (DBE) gratefully acknowledges these officials for their valuable time and knowledge in developing this resource for the children of our country.Administrative and logistical support was provided by: Martha Netshiplate, Itumeleng Jikolo, Zanele Mkwanazi and Noko Malope.HOW TO USE THIS REVISION BOOKLETWe have devised this booklet in the hope that it will improve your marks in English. The SECRET to improving your English mark is to work through as many PAST PAPERS as possible before the examination.Did you know?Serena Williams spends an average of seven hours a day focussing on her tennis. This includes her gym routine, yoga and Pilates. Usain Bolt worked tirelessly to attain his Olympic wins. Even famous rappers put in hours of hard work to reach the peak of their craft. Nothing ‘comes easy’ without hard work and GRIT. Our aim is to provide you with the tools and techniques, but the EFFORT needs to come from YOU!In this booklet, you will be given tips on how to answer the questions in Papers 1, 2 and 3 for English Home Language. We are particularly concerned about the interpretation/answering of the 3-mark questions and aim to show that you are able to attempt EVERY question in the examination paper, thus scoring some marks for every question. After every TOPIC/SECTION covered, we have included PRACTICE EXERCISES for you to apply what we have shown you. The answers to these exercises may be found at the back of the booklet.Apart from working with this study booklet, you need to do the following as well:Buy an English newspaper and/or magazine (The Sunday Times, You, etc). Read the articles, advertisements and cartoons, and see if you are able to identify the technical aspects.It is not too late to focus on enhancing your English grammar by doing simple things. For example: learn TWO new adjectives in each newspaper/magazine. This can assist with writing, identifying tone, etc.Before you write your exam papers, use the checklist provided (see page 84) to ensure that you know the ‘names/terms of the game’. You cannot play a match if you do not know the terms and jargon used.Just like our NATIONAL SPORTING TEAMS need to select the BEST players, we want to recruit you to the starting line-up for the biggest match of your career – the GRADE 12 NATIONAL SENIOR CERTIFICATE ENGLISH HL FINAL EXAMINATION. After these training sessions, expert coaching and your determination to be YOUR best, YOU can accomplish YOUR GOAL!LET THE GAMES BEGIN!KNOW THE OPPONENT – PAPERS 1, 2 AND 3THE FIRST MATCH – PAPER 1: LANGUAGESECTION A:Question 1Comprehension30 marksSECTION B:Question 2Summary10 marksSECTION C:Language Structures and ConventionsQuestion 3Advertisement10 marksQuestion 4Cartoons10 marksQuestion 5Editing and Language in Context10 marksTOPIC ONE: COMPREHENSIONComprehension skills are not only for examination purposes; they are life skills. The comprehension texts that are chosen are usually based on something that is either relevant to your generation or a current prehension Examination Strategy R2SRead the titles/headings – think about them, understand them.D'Angelo Russell Breaks the Bro CodeTennis: Mother of all comebacks not easy for SerenaWhat do you think these articles are about? To succeed in your game, you need the TITLE to help you make sense of the article. THE TITLE SUMS UP THE ARTICLE!D’Angelo Russell Breaks the Bro Code – This article is about basketball player, D’Angelo Russell. He has been criticised by his team mates for talking about a friend’s love relationship. The ‘Bro Code’ refers to the understanding between males, not to speak about their friends.Tennis: Mother of all comebacks not easy for Serena – Tennis star Serena Williams has recently become a mother, and the phrase ‘Mother of all comebacks’ refers to how big the challenge is to play competitively again. So, this article is about her preparing to achieve at the top level after having a baby and how difficult this will be.All of this information has been gained by reading the TITLE.Read the 1st paragraph carefully.Usually, the first paragraph sets the tone of the article and provides us with a basic sense of what it is about. The major themes are introduced and developed...Example of an introductory paragraph:SINGAPORE (AFP) - Serena Williams will face a difficult path ahead if she attempts to return to tennis after having a baby, Kim Clijsters has warned. Clijsters achieved the 'Mother of all Comebacks' when she won the US Open in 2009, just 18 months after giving birth to her first child. (Source: )Underline the following key words: Singapore (WHERE?), Serena Williams (WHO?), a difficult path, tennis (WHAT?) having a baby (WHY?)Skim the passage.This provides an overall idea or outline of the article.Read the last paragraph carefully.The last paragraph usually sums up the article. It encourages a response from the reader and links to the introduction.Example of a concluding paragraph:I'm sure she's had to deal with a lot of stuff mentally in the last year or so. And it'll all come back out on court, whether you like it or not.Notice how this links to the first paragraph (See point 2 above).Read the passage using a pencil.Carefully reading, identifying and underlining the main ideas of each paragraph forces you to focus on the important aspects of the article.Skim questions – underline the instruction words in the QUESTIONS in pencil.Examples of instruction words:In your view, are the rhetorical questions effective at this point in the passage? Justify your response.The following words would be underlined in the question above: justify, rhetorical questions. These are the key concepts.Respond by starting with the KEY words in question.Example of response: The rhetorical questions are effective because…Read your answer carefully.Read the question again and respond to the question with your answer. Does your answer make sense?Scrutinise the question again. This time focus on the mark allocation.Hint: A question worth 3 marks probably requires the following:PEELS METHOD (Point, Explain, Evidence, Link, Substantiate)In a comprehension test, we can expect THREE types of questions:GENERAL COMPREHENSION – questions testing your understanding of the text.E.g.With reference to paragraph 1, explain why the term ‘youth’ is ‘hard to define’?VOCABULARY – questions testing word meanings (synonyms, antonyms, etc).E.g.Is the writer justified in using the expression ‘permanent limbo’?TECHNICAL questions – testing the method and style of the text/passage presentation.E.g.Account for the use of the rhetorical questions in lines 6–8...Why has the writer included statistics…?Discuss the writer’s intention in quoting ‘We don’t know…’.In your view, are the rhetorical questions effective at this point…?There is a way to answer questions that contain a technical element/aspect. Bearing in mind that these questions can contain very specific phrases, there are acceptable responses that you can use to answer them – responses that you can learn about.Technical-type questions focus on the following: Use of statistics or numbersGrammar – formal / conversational / slangDirect speechRhetorical questions Paragraphs, sentence lengthsFigurative language – imagesRepetitionDiction, emotive wordsStyle – choice of diction / punctuationThe possible answers would include the following phrases:To involve us more directly, personallyTo provoke emotional responsesTo add credibility, validity, authenticityTo convince, manipulate, persuadeTo emphasise, highlightTo engage readers (participation)To encourage thinking / an opinionTo elicit a responseTo reach a possible solutionWe have used the Comprehension Section of the November 2016 NSC Examination paper to guide you through the skills of answering the questions.NOVEMBER 2016 – PAPER 1: LANGUAGESECTION A: COMPREHENSIONQUESTION 1: READING FOR MEANING AND UNDERSTANDINGRead TEXT A and TEXT B below, and then answer the set questions.TEXT A1234567891011YOUTH IN CRISIS: COMING OF AGE IN THE 21ST CENTURY'Youth' is hard to define. While UN legal standards consider individuals under 18 as children, youth is usually understood as a much 'looser' concept, generally encompassing the age group 15 to 24. Others consider age-based definitions arbitrary due to cultural differences. Some argue that Western definitions of age do not align with non-Western definitions of childhood and youth. In traditional African societies for instance, youth includes younger ages such as 12 and older ages up to 35.One can hardly speak about youth as a uniform category when across the world the disparity of access to resources and lifestyles between different groups of youths is so different. In many parts of the world, young people are still suffering from hunger, as well as a lack of access to education, health services and job opportunities. To a large extent, the quality of life for the next generation and society will depend on how today's young people manage their transition to economic independence in difficult environments, such as countries hit by economic recession, war or famine, or in areas plagued by HIV/Aids.While most acknowledge the tremendous progress that has been achieved to improve young people's lives and ability to become catalysts for change, there remain many obstacles for the next generation to overcome. These obstacles include the plight of the estimated 14 million children orphaned by Aids and the thriving human trafficking business. Another area of concern is the growing rate of urbanisation that is taking place, mostly in developing nations, and that is predicted to peak in the years to come. Youth migrate to towns in search of a better life, but their future might be compromised by the limited opportunities they find once there – urban settings offer insufficient infrastructures and school and health facilities for?all.Violence remains one of the leading causes of death for youth and young adults. In many parts of the world, the loss of life in countries affected by armed conflict is high, particularly for the youth. Two million children have been killed in conflicts in the last decade, one million orphaned, and six million wounded. Three hundred thousand youths are serving as child soldiers. This means a great deal in terms of lost opportunities and uncertainty about the future. “We don't know what we would like to be when we get older. We haven't thought about it, because we haven't been to school,” a group of young people in Uganda's Arum refugee camp said.The frustration of youth is all the more poignant when it comes to migration opportunities – or the lack of them – which greatly affects thousands of young people in developing nations who are denied upward socio-economic mobility.While globalisation and greater access to media tend to create a new global culture shared by youth all over the world, some young people, especially in less-developed countries, become more aware of the benefits they could have if they lived in Western countries.The experience of being young therefore sharply differs from the relative luxury of developed countries to the poverty of countries in transition. The lack of economic opportunities in less-developed countries makes young people more dependent on their parents. This places them in a situation where they are no longer children, but where they are also deprived of the independence they seek.Without the opportunity to become productive, young people find themselves in a permanent limbo, waiting for a chance to gain economic independence and psychological maturity. When lacking opportunities and means of expression, young people become susceptible to violence, a display of their wish to become more powerful, and have access to the material goods they crave. Out of work and out of school, many young people have to cope with their lives in environments that offer insufficient incentives for them to feel their future is secure.At the root of youth unemployment lie serious problems related to illiteracy and the lack of technical skills. However, according to the 2005 World Youth Report, evidence suggests that education is not a panacea1 per se, and “labour markets in many countries are presently unable to accommodate the expanding pools of skilled young graduates”.How can young people become dynamic contributors to and participants in the society in which they are born? How is it possible to harness the tremendous power of inventiveness of the developing countries' populous new generation?In 1995, the UN World Programme of Action for Youth (WPAY) established 10 priority areas for action, comprising education, employment, hunger and poverty, health, the environment, drug abuse, juvenile delinquency, leisure-time activities, girls and young women, and full and effective participation of youth in society and decision-making.[Adapted from ]51015202530354045505560Glossary, Text A:1.panacea – a cure for all ailments/everything that is unhealthyTEXT BQUESTIONS, DISCUSSION AND THE MEMORANDUM1.1With reference to paragraph 1, explain why the term 'youth' is 'hard to define'.(2)Note that this question is a comprehension-type question. You should answer this question using the key words from the question itself, i.e. the term ‘youth’ is ‘hard to define’ because …This question included a Level 1 response because the answer could easily be found in the text (HERE) for 1 mark. The explanation of your answer makes it a Level 3 response (HIDDEN) for the second mark.National memo:The term 'youth' is hard to define: each region and culture has a unique perspective on it. The status of people of various chronological ages differs from culture to culture.[Award only 1 mark for lifting an appropriate phrase/clause]Can you see that this would be the Level 1 response earning you 1 mark already?1.2Refer to paragraph 2.Discuss how the disparity mentioned in this paragraph affects the youth.(2)For this question, the instruction word ‘discuss’ should tell you that you need to expand on your ideas. This question also has a similar structure to 1.1 – Level 1 (identifying the disparity HERE in the text) and Level 3 (a discussion of the disparity which is INFERRED from the text).National memo:Poverty has an adverse effect on the youth's struggle. The wealthy benefit from a myriad of opportunities. 1.3Explain the meaning of the phrase, 'catalysts for change' (line 17) in the context of paragraph 3.(2)National memo:They have to become agents of change, one effect of which is that the existing problems do not affect the next generation.1.4Refer to paragraph 4.Why has the writer included statistics in this paragraph?(2)Note that this question is a technical-type question. You should answer this question using the key words from the question itself. To answer this type of question, refer to 3. Technical questions above (page 9). This is a Level 3 question. If you provided a technical answer, you are guaranteed 1 mark – credibility to the writer’s argument. To secure the other mark, you need to expand and link it to the text.National memo:The statistics provided by the writer shock the reader into realising the unnecessary loss of life through violence. The number of deaths has deprived many of the opportunity to contribute positively to society. The statistics are used as a manipulative device. (Award only 1 mark.)They give credibility to the writer's argument. (Award only 1 mark.) 1.5Discuss the writer's intention in quoting “We don't know… been to school” (lines?30–32).(2)Note that this question also contains a technical element. The use of a quote makes it personal, and therefore emotional. This would give you 1 mark. When you DISCUSS your point further – highlighting the hopelessness of the situation of the youth – you get the second mark.National memo:The writer wishes to appeal to the reader on an emotional level, highlighting the hopelessness of the situation in which the youth find themselves. It is an anecdotal account of personal hopelessness.[Award 2 marks for TWO points.]1.6Comment on the impact of the contrast between paragraphs 5 and 6.(3)This is a Level 2 (HERE) and Level 4 (HEAD) question. If you merely gave the gist of the contrast between paragraph 5 and 6 (Level 1 - HERE), you would earn 1 mark. The remaining 2 marks are gained by explaining this contrast further. Whenever you see a question that requires you to ‘CONTRAST’ you should use the word/phrase ‘However’ or ‘On the other hand’ in your response.National memo:In paragraph 5, the writer states that the youth in developing nations can progress economically only if they leave their countries of origin. However, in paragraph 6, he speaks of how the media have created a global youth culture. The impact of this contrast is that the youth of developing countries are aware of opportunities but are unable to access them. This causes frustration among?them.[Award 1 mark for the reference to contrast and 2 marks for a comment on impact.]1.7Is the writer justified in using the expression, “permanent limbo” (line 47) in the context of paragraph 8? Substantiate your response.(3)This question contains a Level 3 and Level 4 response. If you read paragraph 8 carefully, you would be able to INFER that “permanent limbo” implies that they have no escape/that they are ‘stuck’ in this situation. The initial ‘YES’ or ‘NO’ response to the question earns no mark – you must indicate the direction of your argument to get any mark.National memo:YESThe writer maintains that young people have no escape from the uncertainty of their situation. The lack of opportunities drives the youth toward undesirable activities in search of validation, “a display of their wish to become more powerful”. Their lives are thus bleak and hopeless. [If the candidate provides merely a definition of, 'in limbo', award only 1 mark] or NO / Mixed responses.1.8Comment critically on the statement “education is not a panacea per se” (line 55) in context.(3)If you just explained the phrase “education is not a panacea per se” then you would have received a mark. The rest of the response is Level 5.National memo:The argument that education is essential for economic success is refuted by the fact that many skilled people are unemployed. The youth find themselves in a dilemma as education does not guarantee their success even though it is a prerequisite for employment. Those who are educated but unemployed are also alienated.[Award 3 marks only if a critical comment is given]1.9Refer to paragraph 10. In your view, are the rhetorical questions effective at this point in the passage? Justify your response.(3)This question has a technical aspect – rhetorical questions.Note that you must JUSTIFY your response to be awarded further marks.National memo:YESIt indicates that the conversation has not ended and it creates more opportunities to engage the youth in issues affecting them.orNOHe has already addressed the content of the rhetorical question in the preceding paragraphs, therefore it should have served as an introduction to the topic, “Youth in Crisis”.[Award 3 marks for any two ideas well discussed OR identification of three ideas]1.10The attitude of the speaker can be defined as:committedrelaxedapatheticnonchalant(1)For this question, work through each option for the best fit. Please do not leave this out. If you do not know the meaning of any of these words, take a CHANCE!National memo:C: apathetic1.11Comment on the irony in TEXT B.(3)A golden rule would be to ALWAYS include something about the visuals in your response, because this is a visual text. Another rule is that whenever you discuss irony, you must indicate a discrepancy (opposed points/ideas) in the text. This can be done by structuring your response using the word ‘but’.National memo:Although the characters are in an academic setting and preparing themselves for the future, they show no inclination or temperament to contribute to the improvement of society. They have disengaged, as can be seen in the speech bubble and the newspaper headline.[Award 1 mark for each of the ironically opposed points/ideas; a third mark for indication of irony, even if only a word such as 'however' or 'but']1.12Both TEXT A and TEXT B address the issue of youth in crisis. In your opinion, which text is likely to have the greater impact on the reader? Carefully justify your response. (4)For this question, you need to identify the link between the texts. State this link in your response. This would be a Level 2 response and you would earn at least 1 mark. Also, take note if the question refers to the whole of Text A or a particular paragraph. Then, expand on your response by explaining how it ‘addresses the issue’ in each text. For the remaining marks, decide which of the two texts has a greater impact and then, substantiate your reasons (Level 5).National memo:TEXT AText A has a greater impact because it addresses a wide array of issues pertaining to youth in crisis. Firstly, youth is viewed from a global perspective, which underlines the notion that the challenges mentioned are universal. The objective style of the passage drives home the gravity of issues faced by the youth. Text A addresses serious topics such as youth unemployment, HIV/AIDS, lack of opportunities and violence. Every young person, irrespective of his/her cultural/geographical background, could identify with the aforementioned.TEXT BText B is a satirical representation of youth apathy toward serious issues. The newspaper headline “Only 1 in 4 young people to vote?” underscores the fact that young people choose not to be involved in things that could change the course of their lives. The light-hearted approach is more appealing to the youth.Apart from the past papers and memos that you can access on the government website, (.za), we have included an exemplar comprehension for you to work through. The answers are at the back of this booklet.PRACTICE EXERCISE 1: COMPREHENSIONSECTION A: COMPREHENSIONQUESTION 1: READING FOR MEANING AND UNDERSTANDINGRead TEXT A and TEXT B below, and then answer the set questions.TEXT ASharing the (self) love: the rise of the selfie and digital narcissismSocial media and the internet are making us more narcissistic1, but can this trend be reversed?What do Kanye West, Kim Kardashian, and Justin Bieber have in common? Grandiose exhibitionism, inflated self-views, superficial personalities and shameless self-promotion. In that sense, they are just like millions of their Facebook and Twitter fans around the world, except successful. Welcome to the age of digital narcissism: a world of unlimited bragging possibilities. Showing-off has never been easier and, ironically, never more?celebrated.Until the ’90s, the media provided an escape from reality by transporting consumers to the fictional universe of sitcoms, soap operas and series. Then reality TV turned our attention back to ourselves by broadcasting the allegedly genuine and ultra-mundane lives of everyday people. In the past decade, social media has taken us to unchartered territories of egotistic adulation2 by enabling everybody to broadcast their life and be the star of their own 24/7 show.Unsurprisingly, narcissism levels have been?rising for decades. Such increases pre-date social media but they have clearly exacerbated since its emergence. At the same time, there has been a?steep decline?in altruism3 and empathy levels since the advent of Facebook and Twitter. We are now more connected than ever, but also less interested in other people, except when it comes to finding out what they think about us. It is as if being closer to others has made us more antisocial. Freud (a renowned neurologist) referred to this as the ‘hedgehog dilemma’. That is, humans are like hedgehogs in the winter: they need to get close to each other to cope with the cold, but they cannot get too close without hurting each other with their spines.Needless to say, most social media users are not narcissistic. However, social media is to narcissists what cocaine is to addicts: the more narcissistic you are, the heavier?your social media use. Indeed,?scientific studies?have shown that the number of status updates, attractive selfies, check-ins, followers and friends, are all positively correlated with narcissism, as is the tendency to accept invites from strangers, particularly when they are attractive. The reason for these correlations is that narcissistic individuals are much more likely to use social media to portray a desirable, albeit unrealistic self-image, accumulate virtual friends, and broadcast their life to an audience.Sure, there's nothing wrong with seeking others' approval – a healthy identity actually depends on paying careful attention to what others think of us. Furthermore, the need to be appreciated is a cornerstone of both psychological well-being and living in civilisation. When taken too far, however, the desire to be accepted evolves into a relentless quest for status, which undermines other people and impairs our ability to build and maintain happy relationships and successful careers.The big problem with the rise of digital narcissism is that it puts enormous pressure on people to achieve unfeasible goals, without making them hungrier. Wanting to be Beyoncé or Jay Z is hard enough, but when you are not prepared to work hard to achieve it you are better off lowering your aspirations. Few things are more self-destructive than a combination of high entitlement and a lazy work ethic. Ultimately, online manifestations of narcissism may be little more than a?strategy to compensate for a low and fragile self-esteem. However, when these efforts are reinforced and rewarded by others, they perpetuate the distortion of?reality.Perhaps it is time to turn social media into a therapeutic tool, at the service of the public and society. Online behavioural analysis can be used, not just to personalise media content and serve more relevant adverts, but also to educate consumers. We have already seen impressive examples of the analysis of big data – from predicting flu epidemics to diagnosing cancer. But how about the analysis of the rise of narcissism? This could be done both at an individual and population level. Algorithms?could be built into Facebook, Twitter and Instagram to alert users about their growing grandiosity, excessive self-promotion and pathological self-love, or even to signal when an entire population might be at risk of becoming too self-obsessed for its own sake. Or is it too late???????????????[Adapted from media-network/media-network-blog/2014/mar/13/selfie-social-media-love-digital-narcassism]Glossary:1.narcissistic – excessive self-admiration and self-centredness2.adulation – adoration3.altruism – selflessness, the belief in acting for others’ goodTEXT BQUESTIONS: TEXT A1.1Refer to the title: Sharing the (self) love: the rise of the selfie and digital narcissism. Explain its appropriateness in the context of the passage.(2)1.2Refer to paragraph 1. In your own words, discuss the difference between celebrities and fans of Facebook and Twitter.(2)1.3Refer to paragraph 2. Discuss the implications on consumers, of the media’s changing role from the ’90s to the present.(3)1.4Quote a statement that shows the negative correlation between social media and people’s willingness to help others.(1)1.5Refer to paragraph 3. Critically evaluate how Freud’s concept of the ‘hedgehog dilemma’ may be used to explain people’s anti-social behaviour on social media.(3)1.6Refer to paragraph 4. “Social media is to narcissists what cocaine is to addicts.” Explain the effectiveness of this metaphor in the context of this paragraph.(2)1.7Refer to paragraph 5. Suggest how the need for social approval by others, may lead to narcissistic behaviour.(2)1.8Refer to paragraph 6. Examine the writer’s use of diction in this paragraph and show how it highlights the negative impact of digital narcissism on people.(3)1.9The word ‘selfie’ is an example of:redundancy B. ambiguityneologism D. euphemism(1)1.10Refer to paragraph 7. Consider the writer’s statement that: “Perhaps it is time to turn social media into a therapeutic tool.” To what extent do you agree with this sentiment? Justify your response.(3)1.11Refer to the last line of paragraph 7. “Or is too late?” The tone of this statement in the context of the paragraph may be described as:humorousaggressivesarcasticforeboding(1)QUESTION: TEXT B1.12Analyse the visual of the woman and discuss why it is effective in supporting the message of this text. You may refer to the equation in your response.(3)QUESTION: TEXT A AND B1.13Does Text B support the writer’s argument in paragraph 4 of Text A? Substantiate your view.(4)TOPIC TWO: SUMMARYThe summary section, if properly answered, is an opportunity for you to gain marks in this paper. There are some basic rules to follow when attempting the summary question. Remember that the marker is looking for SELECTED, RELEVANT points and not a summary of the entire text.Where to begin?Focus on the topic: For example, the NSC 2016 Paper 1 instruction for Question 2 is: Why hand gestures are a crucial element in communicationWrite the topic in LARGE BOLD letters at the top of your planning page.How do we do it? Highlight/Underline the relevant points to the topic in the actual text. This is an important process!Once you have highlighted it, go back and check that EACH point you have highlighted ANSWERS the INSTRUCTION QUESTION.For example:Why hand gestures are a crucial element in communicationLet’s look at this in action!SECTION B: SUMMARYQUESTION 2: SUMMARISING IN YOUR OWN WORDSTEXT C (below) provides insight into the science behind using hand gestures. Summarise in your own words why hand gestures are a crucial element in communication.NOTE:Your summary should include SEVEN points and NOT exceed 90 words.You must write a fluent paragraph.You are NOT required to include a title for the summary.Indicate your word count at the end of your summary.TEXT CTHE FASCINATING SCIENCE BEHIND 'TALKING' WITH YOUR HANDSIf someone has ever made fun of you for making elaborate hand gestures while talking?– or you've seen footage of yourself speaking, only to be horrified by your flailing forearms – don't be too concerned. According to psychologists, those gestures are probably helping you express your thoughts more effectively.“Hand gestures are really a powerful aspect of communication, from both the speaker's and the listener's end,” says Dr Carol Kinsey Goman, a body language expert.?Last year, a?study analysing human gestures found that the most popular, prolific speakers used an average of 465 hand gestures, which is nearly twice as many as the least popular speakers used. Other research has found that people who 'talk' with their hands tend to be viewed as warm, agreeable and energetic, while those who are less animated are seen as logical, cold and analytical.Gesturing is a healthy and normal aspect of human communication. Hand gestures help us take what's in our mind and make it intelligible to others.?“Gesture is really linked to speech, and gesturing while you talk can really power up your thinking,” Kinsey Goman says. Gesturing can help people form clearer thoughts, speak in tighter sentences and use more declarative language. A brain region known as Broca's area is connected to speech production, but is also active when we wave our hands.We gather information from others' body language, as well as from their specific words, because gestures often underscore the important points someone is making. ?Furthermore, hand motions can reveal information that may be absent in our speech. Research demonstrates that the movements we make with our hands when we talk constitute a kind of second language, adding information that's absent from our words. Gesture reveals what we know. It also reveals what we don't know.A child's use of hand gestures early in life can be a sign that she will later develop a strong vocabulary, as well as skills related to sentence structure and storytelling. That’s according to a?study published last year in the Journal of Child Language. From cradle to grave, body language is crucial in helping communicate our emotions and motivations to others.[Adapted from ]TOTAL SECTION B:10FIRST DRAFTTHE FASCINATING SCIENCE BEHIND ‘TALKING’ WITH YOUR HANDSWhat is the summary about? You should have a gist of what is being spoken about here.Highlight/underline the important points in the text. Remember to keep referring to the instruction.WHY HAND GESTURES ARE A CRUCIAL ELEMENT IN COMMUNICATIONIf someone has ever made fun of you for making elaborate hand gestures while talking?– or you've seen footage of yourself speaking, only to be horrified by your flailing forearms – don't be too concerned. According to psychologists, those gestures are probably helping you express your thoughts more effectively.“Hand gestures are really a powerful aspect of communication, from both the speaker's and the listener's end,” says Dr Carol Kinsey Goman, body language expert. Last year, a study analysing human gestures found that the most popular, prolific speakers used an average of 465 hand gestures, which is nearly twice as many as the least popular speakers used. Other research has found that people who 'talk' with their hands tend to be viewed as warm, agreeable and energetic, while those who are less animated are seen as logical, cold and analytical.Gesturing is a healthy and normal aspect of human communication. Hand gestures help us take what's in our mind and make it intelligible to others. “Gesture is really linked to speech, and gesturing while you talk can really power up your thinking,” Kinsey Goman said. Gesturing can help people form clearer thoughts, speak in tighter sentences and use more declarative language. A brain region known as Broca's area is connected to speech production, but is also active when we wave our hands.We gather information from others' body language, as well as from their specific words because gestures often underscore the important points someone is making. ?Furthermore, hand motions can reveal information that may be absent in our speech. Research demonstrates that the movements we make with our hands when we talk constitute a kind of second language, adding information that's absent from our words. Gesture reveals what we know. It also reveals what we don't know.A child's use of hand gestures early in life can be a sign that she will later develop a strong vocabulary, as well as skills related to sentence structure and storytelling, according to a study published last year in the Journal of Child Language. From cradle to grave, body language is crucial in helping communicate our emotions and motivations to others.[Adapted from ]WHY HAND GESTURES ARE A CRUCIAL ELEMENT IN COMMUNICATIONThis directive lends itself to a list of instructions.Hand gestures are a crucial element of communication because:you express your thoughts more effectivelypeople who 'talk' with their hands tend to be viewed as warm, agreeable and energeticit makes it intelligible to othersit can really power up your thinkingit helps people form clearer thoughts, speak in tighter sentences and use more declarative languagewe can gather information from others' body languageit supports the important points someone is makingit can reveal information that may be absent in our speechit reveals what we know and what we don't knowit will allow you to develop a strong vocabulary, as well as skills related to sentence structure and storytellingit is crucial in helping communicate our emotions and motivations to othersNOTICE HOW EACH OF THESE POINTS MAKES COMPLETE SENSE AS YOU READ IT WITH THE INSTRUCTION.FINAL DRAFTPlease remember that your final draft MUST be in the form of a SINGLE paragraph. You may also delete/put a line across all of your previous drafts so that the marker knows which aspect to mark. Note the underlined LINKING WORDS in this paragraph.Gestures are effective communication tools and help to express our thoughts clearly. Gestures stimulate cognitive processes; when one uses gestures, one's language use is more concise and expressive. Furthermore, body language facilitates the interpretation of what others consciously or unconsciously convey. Moreover, gesturing shows one's knowledge or lack thereof, thus clarifying messages. Lastly, hand motions reveal facts that are not always verbally communicated and these motions are related to the development of vocabulary, sentence structure and storytelling.(77 words)A final word of warning...Avoid lifting by copying complete sentences from the text. Try to rephrase points in your own words. Avoid being dishonest by misstating the exact number of words used.PRACTICE EXERCISE 2: SUMMARYQUESTION 2: SUMMARISING IN YOUR OWN WORDSTEXT C highlights the fact that people-pleasing is a threat to achieving success. Summarise in your own words how an individual can attain success without being a people-pleaser.NOTE:Your summary should include SEVEN points and NOT exceed 90 words.You must write a fluent paragraph.You are NOT required to include a title for the summary.Indicate your word count at the end of your summary.PEOPLE-PLEASING: A THREAT TO SUCCESSThere is a fine line between being kind and being a pushover. When you are too kind, you make your way through life by placating. This makes you vulnerable to being dismissed by others. People-pleasing occurs when you consistently change your position because you fear your natural thoughts will not be well received. But, instead of pleasing others to gain approval, simply expect to be treated with respect.Your need of approval eventually drains other people and you need to keep in mind that there is no path to success through coat-tailing other people. The real path to success can come only through your belief in yourself. In essence, the only way to get what you want in life, is to say what you want and go after it. With this in mind, you must remember that success is the ultimate prize for trusting your own abilities, which you garner through risk-taking and not people-pleasing. In the long run, if you cannot function without feeling wrecked, upset, or anxious, there will be no path to your success. People are not going help you up the ladder of success by feeling sorry for you. Hence you need to learn to grow from feedback rather to shrink from it.Furthermore, research shows that pleasing people creates dishonesty by default and people-pleasers have a habit of asking permission in situations where needing permission is not required. No one can really know you, your ideas or your value if you are a mere pleaser of other people. Successful individuals aren't 'fit-in' people: they are confident enough in themselves and they do not fear to be brutally honest when necessary. Ultimately, the quickest way to overcome the uncertainty of trying to 'fit in' is to commit to what you believe in and to speak out.Brutal honesty does not imply that you need to start every sentence with 'I'm sorry'. You don't need to apologise for your existence and you need to be bold enough to make mistakes.Why use pleasing to look perfect to others? When you are doing this, you are being a fake. The greatest irony with people-pleasing is that it always produces results opposite to those which are intended.[10][Adapted from ]TOPIC THREE: VISUAL LITERACY – ADVERTISINGMany advertisements are created according the AIDA principle:AStands for ATTRACTING attention. Ask ‘what attracts my attention to the advertisement?’ Use of font, bold print, colour, shapes, pictures, photos, songs, jingles, celebrities, people…IStands for keeping the INTEREST of prospective buyers. Pictures, promises and short facts are used. The target market must be reached quickly in order to entice interest. To tempt, invite and cajole.DStands for DESIRE. To persuade people to buy, they must want that product. Choice of words is very important. A promise to be more popular, more beautiful, in better health, more successful… works.AStands for ACTION. Buyers must be told how to take action to obtain the product. Know where to purchase. Also, ‘special offer’ or ‘give-aways’ or ‘limited number’ entice action.There are many other ways of persuading people – know the techniques!Know terms such as the following: visual, consumers, target market, layout, font, stereotypes, logo, slogan…The following is a list of persuasive techniques and the purpose of these techniques in adverts. The phrases under ‘Aim/Intention/Purpose’ may be used to structure your responses for this section in the examination.Persuasive techniques usedAim/Intention/PurposeVisual – pictures/photosRecognise the link between words and images.Adds credibility, validity, authenticity.To convince, manipulate, persuade, highlight and makes it easier to understand.Evoke an emotive response – e.g. a photo of a little child.Persuasive techniques usedAim/Intention/PurposeUse of personal pronouns ‘we’, ‘us’, ‘you’ or relating to a common cause/shared viewShows personal involvement, experience. Credible, reliable, sincere, believable.Involves us more directly.To engage readers (participation).Shows a shared concern – comrades/friends.Literary expressions, puns, clever sayingsTo impress, astonish, imprint.Gets the reader’s attention. Makes you remember – recall.RepetitionHas a pounding effect – hammers a point. Makes you remember - Recall.Familiar.It emphasises.To add credibility, validity, authenticity.To convince, manipulate, persuade.To emphasise, highlight.Rhetorical questionsTo provoke involvement, an emotional response, answer, reaction.To involve us more directly/personally.To add credibility, validity, authenticity.To engage readers (participation).To encourage thinking/an opinion.To reach a possible solution.Emotive adjectivesEmotive words: e.g. ‘a new principal’ vs ‘a new, foolish principal’.Emotive words create an expectation/bias/prejudice… an unusual comment will now be seen as ‘foolish’.Just ONE word can swing things.To provoke emotional responses.To emphasise, highlight.To engage readers (participation).To encourage thinking/an opinion.Persuasive techniques usedAim/Intention/PurposeStyle – direct/casualTo add credibility, validity, authenticity.To convince, manipulate, persuade, emphasise, highlight.To engage readers - (participation).Numbers, statistics, data, researchCredible, reliable.To convince, manipulate, persuade, emphasise, highlight.Arouse feelings of guilt – manipulation/exploitation/blackmailEncourage a response, play on feelings.To encourage thinking/an opinion.To involve us more directly/personally.Font/punctuationTo emphasise, attract attention, to highlight, engage readers (participation).Celebrities/Avarice (greed) / Lifestyle/Attractive peopleTo attract attention.To add credibility, validity, authenticity.To engage readers (participation).To encourage thinking/an opinion.To manipulate.Let’s put these aspects into practise.QUESTION 3: ANALYSING ADVERTISINGStudy the advertisements (TEXT D and TEXT E) below, and then answer the set questions.TEXT D[Source: ]The text in small font reads as follows:DON'T TEXT AND DRIVE.You can't count on a text message to reveal what's happening on the road in front of you. That's why, each year, an estimated 100?000 crashes have been tied to texting and driving, while an additional 1,2-million crashes involve other cell-phone use.DON'T TXT & DRIVEDON'T TEXT AND DRIVE.You can't count on a text message to reveal what's happening on the road in front of you. That's why, each year, an estimated 100?000 crashes have been tied to texting and driving, while an additional 1,2-million crashes involve other cell-phone use.DON'T TXT & DRIVEQUESTIONS: TEXT D3.1Why does the advertisement make reference to BMW?The first response should be a Level 2 (HERE) response as it merely makes reference to BMW because they are the sponsors of the advert. This is worth 1 mark. This is in the text.Now, expand your answer for an additional mark – Level 3 response (WHY?)They do this because they want to PROMOTE their brand or they want to be seen as SOCIALLY responsible.National memo:BMW is sponsoring the advertisement. As part of its social responsibility, BMW wants to minimise the number of accidents caused by drivers who use cell phones.BMW wishes to promote its brand and promote sales.(2)3.2Discuss how the written text reinforces the illustration in the advertisement.Note that this question requires reference to the body copy (text in the advert) and the visual (picture). The word ‘discuss’ instructs us to explain our answer.National memo:The text reveals that an alarming number of accidents are caused by drivers who use their cell phones while driving. This is reinforced by the visual of a driver's cell phone obscuring his view of the child on the road. Irresponsible cell phone use inevitably leads to road accidents.(3)TEXT E16548101812925STOP THE TEXTS. STOP THE WRECKS.00STOP THE TEXTS. STOP THE WRECKS.[Source: ]QUESTIONS: TEXT E3.3Comment on the effectiveness of the slogan, 'STOP THE TEXTS. STOP THE WRECKS'.This question has a technical element. The word ‘slogan’ should immediately assist you in structuring your answer. A slogan serves the purpose of emphasising a point. Other elements that you may recognise in this slogan are the use of repetition (‘Stop’), the rhyming of the words ‘texts’ and ‘wrecks’ and the use of the different font which highlights the word ‘STOP’. You will need to use these aspects as a basis for your response. All slogans must be ‘catchy’/engaging/interesting. This is a Level 2 (HERE) and a Level 3 (HIDDEN) type response.National memo:The repetition of the imperative 'STOP' highlights imminent danger. The advertiser also uses sound devices to emphasise the message of texting and driving – texts lead to wrecks.[Award no more than 1 mark if the candidate merely identifies a list of techniques](2)3.4Analyse the visual image and the written text, 'DON'T LET TEXTING BLIND YOU'.Critically discuss whether the text and the image successfully convey the advertiser's message.This is a Level 4 type question (‘Analyse’). Note also that the question asks you to refer to both the visual and written text. The best way to answer this type of response is to break the question into different parts. For example, firstly identify the advertiser’s message (convey the advertiser's message). Then, look at the visual image and discuss to what extent it conveys this message, and then do the same for the written text. Offer a critical response at the end.National memo:The advertiser uses the image (visual aspect) of an irresponsible driver who is texting while driving. The text (analysis of text) is strategically placed to obscure the driver's face, which reinforces the idea (message conveyed) that texting while driving is hazardous. A clear warning is conveyed. (This last sentence is the critical response/evaluation).[Credit literal and/or figurative responses]A figurative response would be: The man is blinded by the text. When someone is ‘blinded’ by something their concentration, and not only vision, is impaired. Hence, he is unable to see what is in front of the vehicle.(3)[10]right700405Enlarged copy of written text:THIS IS WHERE THEY FEEL AT HOMEWhen the Springboks require world-class accommodation, they stay with Tsogo Sun. Our high level of service and our passion for delivering tailor-made experiences have established us as the preferred destination for all local and international travellers.Stay where the Springboks stay and book your room at a Tsogo Sun hotel.#FitForABok00Enlarged copy of written text:THIS IS WHERE THEY FEEL AT HOMEWhen the Springboks require world-class accommodation, they stay with Tsogo Sun. Our high level of service and our passion for delivering tailor-made experiences have established us as the preferred destination for all local and international travellers.Stay where the Springboks stay and book your room at a Tsogo Sun hotel.#FitForABokleft482600003470275427228000PRACTICE EXERCISE 3: ADVERTISEMENTTEXT FQUESTIONS: TEXT F3.5Account for the suitability of the headline: ‘This is where they feel at home.’ Refer to the diction to support your opinion.(2)3.6Discuss the effectiveness of the slogan ‘#FitForABok’.(2)3.7Examine the style of the written text. Show how it is effectively used to promote the product being advertised. Quote to substantiate your response.(3)3.8In your view, does the visual support the advertiser’s message? Justify your response by referring to the image and the written text.(3)[10]TOPIC FOUR: VISUAL LITERACY – CARTOONSCartoons may be humorous, cynical, critical or satirical. These words are good tone words so learn them and use them! You must be able to identify the MESSAGE conveyed in the cartoon. This is key to any of your responses.When studying a cartoon/comic strip take the following into consideration:Setting:Where and when is the scene taking place?2257425288925308569430861000Characters:The characters in a cartoon can be a caricature or a stereotype. In some cartoons, animals are used as characters, however they have the ability to speak.Caricatures are exaggerations or enlarged features used to identify individuals. In political cartoons distinguishing features such as hair styles, noses, chins, or any other distinctive individual trait is highlighted.Stereotypes are set ideas that people have about someone or something. These are often not based on any factual information and are often wrong. In cartoons, stereotypes are often seen in gender, nationality or careers.Facial expression:When answering questions in a cartoon, do not just write ‘facial expression’ when asked for evidence of emotion. 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.Body language:Body language in cartoons uses symbols showing various gestures and emotions expressed in different situations. Across the world, people derive the same implicit meaning from our body language and facial expressions.Movement lines:Symbols or lines are used to portray movement/emotion.Movement is indicated by vertical, curved and diagonal lines.Speedy action is indicated by streaky lines or the action leaving the frame.Font size and Punctuation:Fonts are changed for emphasis. Important words are written in bold. In standard cartoons, the dialogue is generally written in capital letters. Refer to this aspect of font when there is a distinct change. E.g. one word in the sentence is written in bold, capital letters. When a character is shouting, the words would also be printed in bold lettering with exaggerated exclamation marks.(!!)NB! It is only acceptable to use multiple punctuation marks for emotion in a cartoon and not in your written work.Language:338137515494000Language in a cartoon can be formal or informal.BubblesSpeech bubbles are used for words spoken aloud.4286250825500Thought bubbles are used for words that are not spoken aloud.right635000Shouting or emotional reactions can also be captured in jagged-edge speech bubbles.516890033274000A dotted-line bubble, if there are two or more characters, is called a whisper bubble – but if there is only one character, it shows focus or concentration.2878455762000Loud noises are also enclosed in ‘bubbles’.QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIAStudy TEXT F and TEXT G below and then answer the set questions.TEXT F: CARTOON50482502073275FRAME 400FRAME 434480502050415FRAME 300FRAME 319773902050415FRAME 200FRAME 24273552049145FRAME 100FRAME 1949960156146500 [Source: Madam & Eve Free at Last]QUESTIONS: TEXT F4.1What does the officer's facial expression in FRAME 3 reveal about his attitude?In cartoons, do not be alarmed by stating the obvious. In fact, you should begin your response by describing what you see and then expanding on this. Revise as many words to describe ‘attitude’ as this is also a common aspect of cartoon analysis – elated, surprised, disbelief. This is a Level 2 question as the answer is clearly visible in the text.Please note that the officer is not SHOCKED. The word ‘shocked’ refers to a sense of horror, revulsion, disgust. It is NOT a synonym for surprised or elated.National memo:The officer is elated/surprised/in disbelief when he learns that the ATM is in working order. He ignores the seriousness of the woman's situation.(2)4.2Comment on the impact of the last frame in conveying the cartoonist's message.This is a Level 2 type question (describing what you see in the last frame) and the Level 4 is the interpretation/evaluation of what you describe in the form of a comment.National memo:The officer's absence indicates disregard for the woman's complaint as well as dereliction of duty. The cartoonist effectively satirises the manner in which officials conduct themselves. Their personal interests take priority over the needs of the public. That the officer and his colleagues show excitement about an unrelated matter indicates a collective indifference to crime.or/The officer's absence indicates that even the policemen are clearly elated because the ATM is finally in working order. The cartoonist effectively satirises the ineffectiveness of the banking system.(3)TEXT G: CARTOON8496305715FRAME 100FRAME 140690806985FRAME 300FRAME 326022305715FRAME 200FRAME 2[The Star, October 2015]QUESTIONS: TEXT G4.3In FRAME 2, the cartoonist uses a technique that is different from those used in FRAMES 1 and 3. Discuss the effectiveness of this technique. Note that only ONE technique is required in your response. You will not be awarded the second mark if you only refer to two techniques without an explanation.This is a Level 2 (identification of the technique) and Level 3 (explaining its effectiveness) question.National memo:There is an absence of dialogue in frame 2. It draws attention to/emphasises Garfield's reactions to Jon. It focuses on Garfield's self-scrutiny. It forces the reader to focus on Garfield's reaction.or/There is no frame. The absence of a frame suggests the passing of time or the length of time Garfield spends focuses on himself.[Award 1 mark for identification of the technique and 1 mark for its relevant discussion](2)4.4Discuss the humour in the cartoon by making reference to both the visual and the verbal elements.When answering a question referring to ‘humour’, you must bring in a technical element – either irony OR pun OR sarcasm OR satire OR ambiguity, etc. Link this technical concept to the visual and verbal element in the cartoon. Please note, again, that you MUST discuss both the visual (picture) and verbal (words) elements.National memo:The humour is based on irony. It is ironic that the cat's hard look at himself breeds more vanity instead of self-criticism. Garfield interprets the man's (Jon's) advice literally by examining himself in the mirror. It is an unexpected response. Ironically, it is not the desired outcome (engaging in introspection). The cat has the upper hand and silences the man. The man resumes his pained look in frame 3. Garfield is initially morose/arrogant/bored; however, he starts to enjoy himself when he narcissistically/egotistically stares at his image in the mirror.[Award a maximum of 2 marks if a candidate discusses only one element]. That is, if you failed to discuss either the visual or verbal aspect.[Award 3 marks only if the candidate has made reference to both visual and verbal elements](3)[10]PRACTICE EXERCISE 4: CARTOONSright2345055The text in frame 4 reads as follows:SYSTEM ERRORThe punchline you were looking for is not available.The file is missing or corrupt. Try restarting the cartoon strip or contact your media service provider.00The text in frame 4 reads as follows:SYSTEM ERRORThe punchline you were looking for is not available.The file is missing or corrupt. Try restarting the cartoon strip or contact your media service provider.TEXT H: CARTOON: TEXT H4.1Refer to the visual and verbal cues of Gwen (the old lady) in frame 2 and explain what it reveals about her attitude.(3)4.2Comment on how humour is created in this cartoon.(2)TEXT I: CARTOONQUESTIONS: TEXT I4.3Examine the woman’s facial expressions in frames 1, 3 and 4. Explain what they convey about her thoughts in each of those frames.(2)4.4Refer closely to the message of the cartoon (verbal cues) and evaluate the social comment made by the cartoonist.(3)[10]TOPIC FIVE: LANGUAGE IN CONTEXT – EDITINGThis is the shortest question in the examination, BUT if you revise all your language structures (see checklist on page 85), you can score some easy marks. A suggestion would be to answer this first. As long as you CLEARLY INDICATE the NUMBERING on your paper, you may answer the sections in any order. Remember, the NUMBERING must be exactly as that of the question paper.Let’s look at the COMMON QUESTIONS that are asked in this section by analysing two past papers (NOV 2016 and FEB/MAR 2016).NOVEMBER 20165.1Provide ONE word for the phrase, 'all the time' (line 2).(1)WORD QUESTION – SYNONYMConstantly / continually / continuously / always / incessantly / non-stop5.2Explain the function of the dashes in lines 3–4.(1)THIS IS A PUNCTUATION QUESTION.WHENEVER YOU SEE A PAIR OF DASHES, COMMAS, BRACKETS THEN IT IS PARENTHESIS. Parenthesis / dashes indicate that additional information is included.5.3“Crawling from the venue on all fours, uncontrollably weeping all the way home” (lines 6 and 7).Rewrite this sentence so that it is grammatically correct.(1)DANGLING PARTICIPLE ERROR – TRY NOT TO START A SENTENCE WITH A WORD ENDING IN ‘ING’ BECAUSE YOU MAY OMIT THE SUBJECT OF THE SENTENCE.They crawl from the venue on all fours, uncontrollably weeping all the way home. Crawling from the venue on all fours, they wept uncontrollably all the way home.5.4Correct the malapropism in lines 7–10: “Maybe, with those smartphones tucked away, a sizeable percentage of the audience were being shocked by the reality of their first non-screen-parlayed expedience of the past five years.”(1)MALAPROPISM: the mistaken use of a word in place of a similar-sounding one, often with an amusing effect.expedience = experience5.5Correct the error of concord in paragraph 2.(1)“a sizeable percentage of the audience were being shocked by the reality”NOTICE THAT “A SIZEABLE PERCENTAGE OF THE AUDIENCE” REFERS TO A SINGLE GROUP THEREFORE THE SENTENCE SHOULD HAVE A SINGULAR VERB.were – was (line 8) / sizeable percentages of the audience were... ('a' must be omitted).5.6Rewrite 'We've ramped up the hyperbole' (line 13) in the passive voice.(1)IN ACTIVE/PASSIVE VOICE THE TENSE MUST NOT CHANGE. THE TIME FRAME MUST REMAIN THE SAME.The hyperbole has been ramped up (by us).5.7Remove the tautology from lines 11–13: 'Their approving praise… anymore.'(1)TAUTOLOGY/REDUNDANCY – the saying of the same thing twice in different words, repetition, e.g. reverse backwards, one after the other in succession.praise/approval5.8“If your face leaks that easily, step away from the keyboard and call a plumber” (lines 15–16).Identify the subordinate clause in the above sentence.(1)A SUBORDINATE CLAUSE CANNOT MAKE SENSE ON ITS OWN AND OFTEN STARTS WITH A CONJUNCTION (BECAUSE, IF, ALTHOUGH, WHICH, ETC).If your face leaks that easily5.9Give the adjectival form of 'pretend' (line 17).(1)REVISE PARTS OF SPEECHpretentious/pretended5.10Explain the ambiguity in “If an obsession with pop music does not enhance a performance, dump it!” (lines 18–19).(1)AMBIGUITY REFERS TO A PHRASE/SENTENCE HAVING TWO OR MORE MEANINGS.'it' could refer to 'obsession', 'pop music' or 'performance'.[Accept reference to any TWO options]FEB/MAR 20165.1Give an antonym for 'Afro-optimism' (line 2).(1)Afro-pessimism5.2Rewrite the following clause in the passive voice:“She tracks the latest changes in lifestyles, politics and technology” (line 5).(1)The latest changes in lifestyles, politics and technology are tracked(by her).5.3What is the function of the dash in line 7?(1)“This is a long-term trend – we have been tracking it for two years now, but it has only just been picked up.”The dash indicates that a development/explanation follows.5.4To which noun does the pronoun 'it' refer in the clause, “but it has only just been picked up” (lines 7–8)?(1)trend5.5Provide the adverbial form of 'ornaments' (line 10).(1)ornamentally5.6Correct the malapropism in paragraph 3.(1)PARAGRAPH 3: From a lifestyle prospective, the continent was setting trends abroad. Overseas companies, musicians and fashion designers are finding opportunities in Africa, from a financial and a creative point of view.perspective5.7“Since we recognised and embraced what we have always had, other countries are also embracing us,” Cooper said (lines 14–15).Correct the tense error in this sentence.(1)'have recognised'5.8“We have started a dynamic and new innovative movement that is gaining international interest” (lines 15–17).Remove the redundancy in the above sentence.(1)Candidates must omit either new or innovative.5.9Correct the concord error in paragraph 4.(1)“This trend, which appeals to all countries, have certainly put all eyes on South Africa."This trend, which appeals to all countries, has... /have – has5.10Choose the correct answer from the options provided. Write down only the letter of your choice.“Africa, which is often regarded as the cradle of Oscar winners and Grammy recipients, has risen above the tide against it” (lines 19–20).The above sentence is an example of:A a clauseB a complex sentenceC a simple sentenceD a compound sentence. (1)B – a complex sentenceOTHER IMPORTANT TERMS OFTEN FOUND IN THIS SECTION:NEOLOGISM – a newly-coined word or expression. E.g. Afro-pessimism, New-age thinking, twerkPORTMANTEAU – a word blending the sounds and combining the meanings of two others. E.g. Motel – motor hotel, Brunch – breakfast and lunch, Podcast – iPod broadcastCOMPOUND WORDS – ice-cream, face-paint. Two root words with separate meanings are joined together to form a NEW WORD with a NEW MEANINGPUNCTUATION – dash, apostrophe (omission, possession), parenthesis (pair of brackets, commas or dashes)DIRECT AND REPORTED SPEECHACTIVE AND PASSIVE VOICEADDITIONAL GRAMMAR RULES – fewer people, less sugar; number of girls, amount of flour, colloquial expressions to formal EnglishCONCORD – all aspects (e.g. neither/nor, collective nouns, etc)TENSECLAUSES – main clauses, subordinate clausesTYPES OF SENTENCES – simple, compound, complex sentencesPRACTICE EXERCISE 5 – EDITING (FEB/MAR 2017)QUESTION 5: USING LANGUAGE CORRECTLYRead TEXT J, which contains some deliberate errors, and then answer the set questions.TEXT J123THE PERFECT CRUSH IS IMAGINARY OR DEADThe 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 age of five, I recognised my feelings for what they were. This is a crush, I told myself. Watch out, bird.I thought: “These crushes are incomprehensible, the ones to which you can assign no sense or meaning.”The ideal crush object is someone that you will never meet. Really, they should be fictional, or at least dead. This way you are free to imagine all 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 refer to the internet as 'the interwebs'. A crush will never do any of these things because, for your purposes, they exist only in your head.[Adapted from Sunday Times, 15 July 2015]51015QUESTIONS: TEXT J5.1In line 1 the word 'cartoon' is a/an:A??nounB??adjectiveC??verbD??pronoun(1)5.2Account for the use of the italics in line 2.(1)5.3Rewrite the following sentence in formal English:“I thought he was incredibly cool” (lines 2–3).(1)5.4Remove the redundancy in the following sentence:“I liked his hairstyle and his perfectly flawless singing voice” (lines 3–4).(1)5.5Rewrite lines 7–8 “I thought… or meaning” in reported speech.(2)5.6'The ideal crush object is someone that you will never meet' (line 9).Rewrite this sentence, beginning with the underlined clause.(1)5.7Correct the error of tense in the following sentence fragment:“This way you are free to imagine all the excellent times you will have together…”(lines 10–11).(1)5.8A word has been incorrectly used in lines 12–14: “Crushes will never… as ‘the interwebs’.” Correct the error.(1)5.9Correct the grammatical error in the concluding sentence: “A crush will… in your head.”(1)[10]3.2THE SECOND MATCH – PAPER 2: LITERATUREWhen you receive the question paper you will note the following instructions:TABLE OF CONTENTSSECTION A: POETRYPrescribed Poetry: Answer ANY TWO questions.N.B. only answer TWO prescribed poems!QUESTION NO.QUESTIONMARKSPAGE NO.1.Prescribed PoemEssay question102.Prescribed PoemContextual question103.Prescribed PoemContextual question104.Prescribed PoemContextual question10Unseen Poetry: COMPULSORY questionN.B. You MUST answer this question!5.Unseen poemContextual question10SECTION B: NOVELIn this section, you must only answer the questions based on the novel that YOU have studied.If you choose to answer the contextual question for the novel, then you MUST do the essay for the drama section.On the other hand, if you answered the essay in the novel section, then you MUST answer the contextual for the drama.If you do not follow these instructions, you will lose marks!Answer ONE question *6.The Picture of Dorian GrayEssay question257.The Picture of Dorian GrayContextual question258.Life of PiEssay question259.Life of PiContextual question25SECTION C: DRAMA (REMEMBER WHAT WE SAID ABOVE!)Answer ONE question *QUESTION NO.QUESTIONMARKSPAGE NO.10.OthelloEssay question2511.OthelloContextual question2512.The CrucibleEssay question2513.The CrucibleContextual question2514.HamletEssay question2515.HamletContextual question25* NOTE:In SECTIONS B and C, answer ONE ESSAY and ONE CONTEXTUAL question. You may NOT answer TWO essay questions or TWO contextual IC SIX: POETRYBelow you will find questions generally asked in the Poetry section.To assist you, this booklet offers techniques to be used by you to answer these questions.These questions have been drawn from past papers.While the poems for 2017 have changed, the phrasing of the questions will be similar in the end-of-year paper.Therefore, the skills needed to answer the questions are important. All you must do is apply these skills to questions set on your current poems.To assist you, past questions are given, followed by the suggested answer drawn from the National Marking Guidelines. In both the question and the answer, key words have been highlighted to point out to you that this is what you must do when you read the question. This exercise makes you focus on exactly what is required to answer the question correctly.Exercises have been set BASED ON CURRENT PRESCRIBED POEMS for you to apply the lessons this booklet teaches you.We have extracted the common question types that have been asked in past papers and we have shown you how to analyse each type of question and formulate an answer.QUESTION TYPE 1: What impression… (2 marks)This is a LEVEL 3 question that requires you to respond to given information by making a judgement. There are TWO steps involved in answering this question for you to achieve 2 marks:Step One:Analyse the identified words.Step Two:Explain the response that these identified words evoke from you.EXAMPLE ONE: Rugby League Game – J KirkupWhat impression does the speaker convey in his reference to “Those grown men” (line 2)?(2)Your response must begin with the words “The speaker…” as it is his/her ‘impression’ that is required. The word ‘impression’ requires an idea about how the speaker feels in the given lines – in this case, how the speaker feels about “Those grown men”. You then need to explain your response about the speaker’s feelings.National Memo:The speaker makes it clear that the adult men (‘Those grown men’) are playing a game which is for younger players (step one: analyse the given words). He conveys how inappropriate/ironic (step two: your response/the speaker’s response) it is for adult men to be playing a boys' game.EXAMPLE TWO: Unseen poem Exodus – Don MacLennan, February 2017What impression of the day is created by the use of the word 'ash' (line 2)?(2)Again, the word ‘impression’ requires a response from you on what the word ‘ash’ suggests. Your response will then focus on ‘the day’.National memo: The word 'ash' suggests that everything is grey and that the day has burnt out and come to an end (step one: analyse the given words). The impression is that the day is now gloomy as the sky has turned grey as the light fades at twilight (step two: your response).EXAMPLE THREE: On the Move – T GunnWhat impression of the bikers is created by “Has no shape yet” (line 18)?(2)The word ‘impression’ requires a response from you on what the words “Has no shape” suggest. The response will then focus on the bikers.National memo:These words suggest that the bikers appear to be vague about their destination (step one: analyse the given words). This reference therefore suggests that they are constantly searching for meaning in their lives (step two: your response).EXAMPLE FOUR: Abandoned Bundle – MO MtshaliRefer to line 10: “draped in red bandanas of blood”. What impression is created of the dogs in this line?(2)The word ‘impression’ requires a response or judgment from you on what the words ‘draped in red bandanas of blood’ suggest. The response will then focus on the dogs.National memo: The “red bandanas” refer to the blood that covers their bodies because of their savage attack of the baby (step one: analyse the given words). The impression thus created of the dogs is that they are savage, vicious and predatory (step two: your response).PRACTICE EXERCISE 6“Her body looms above him like a hill…” (The Zulu Girl – R Campbell)What impression is created about the mother in ‘Her body looms above him’?(2)“A frost came in the night and stole my worldAnd left this changeling for it – a precocious image ofspring, too brilliant to be true:” (A Hard Frost – CD Lewis)What impression about the place does the speaker create in the above words?(2)“Thy tears that touched my heart, child, Felix, poor Felix Randal” (Felix Randal – GM Hopkins)What impression of the speaker is created in the above words?(2)QUESTION TYPE 2: Comment on... (3 marks)This is a Level 3 and Level 4 or Level 5 question that requires you to give an opinion (comment) on the value that the technique (diction, imagery, tone, etc) adds to the poem. There are three steps involved in answering this question for you to achieve 3 marks. This is not a difficult question. All you need to do is follow the given steps:Step One:Analyse the identified words.Step Two:Deal with the technique mentioned in the question.Step Three:Give your opinion (comment) on how this technique adds value to the poem.EXAMPLE ONE: Old Folks Laugh – M Angelou“When old folks laugh, they free the world” (line 12). Comment on the appropriateness of this line in the context of the poem.(3)The first step is to analyse the words in the line: “When old folks laugh, they free the world”. Now, you are looking at the appropriateness of this line in the context/background of this poem. Finally, provide your opinion (comment/evaluation) about these words – are they appropriate? – in the poem itself.National memo:Line 12 conveys the idea that old folks are free of the cares/worries of the world (step one: analyse the words). The poem seems to promote the liberating power of laughter, not only for old folk, but for everyone (step two: establish the context/background of the poem). There is also the suggestion that their behaviour can inspire others, who would do well to adopt the same attitude, thus making the line appropriate (step three: your opinion about the appropriateness of these words).EXAMPLE TWO: Old Folks Laugh – M AngelouRefer to lines 9–11: 'The hollers/rise up and spill over any way they want.’ Comment on the appropriateness of this image in the context of the poem as a whole.(3)Firstly, analyse the image (water overflowing) in this line. Secondly, establish the context/background in the poem in which this image is used. Finally, provide your opinion (comment) about the image. Is it appropriate in terms of the poem itself?National memo:The laughter is compared to water rising and overflowing (step one: analyse the image). The poem focuses on the old folks' indifference to social restrictions on various issues, one of which is when and where to laugh (step two: the context/background in the poem). The image is appropriate because it conveys the old folks’ laughter which is loud, unstoppable, spontaneous, uncontrolled and infectious and thus conveys the old folks' indifference to social restrictions (step three: provide your opinion/comment about why this image is appropriate in this poem).EXAMPLE THREE: Lake Morning in Autumn – D LivingstoneRefer to lines 17–18: “Stretching his wings he clubbed/the air.” Comment on the appropriateness of this image in the context of the poem.(3)Analyse the image (clubbed) in these lines.Establish the context/background in the poem in which this image is used.Provide your opinion (comment) about the image. Is it appropriate in terms of the poem itself?National memo:Using a club to beat something, implies the powerful action and huge effort of the stork as he beats the air and rises into the sky (step one: analyse the image). This poem points out this strong, measured movement of the exhausted stork on its migratory journey (step two: the context of the poem). The image is appropriate because it is an indication of his determination and perseverance (step three: provide your opinion/comment about the appropriateness of the image).EXAMPLE FOUR: Abandoned Bundle – MO MtshaliRefer to line 15: ”Flicked velvet tongues of scarlet.” Comment on the appropriateness of this image in the context of the poem.(3)Analyse the image (velvet) in these lines.Establish the context/background in the poem in which this image is used.Provide your opinion (comment) about the image: is it appropriate in terms of the poem?itself.National memo:The speaker compares the texture of the tongues to velvet, a fabric that is plush and luxurious. The ‘scarlet’ that coats the dogs’ tongues is the blood of the mutilated baby (step one: analyse the image). This poem is about the horrific attack of a baby, abandoned on a rubbish dump, by scavenging dogs (step two: the context of the poem). The image is appropriate because of the unexpected contrast between the softness of velvet and the harshness of the attack, thus emphasising the horror of the baby’s fate (step three: provide your opinion/comment about the appropriateness of the image).EXAMPLE FIVE: On the Move – T GunnComment on the effect of the repetition of 'toward' (line 32) in the poem.(3)Analyse the word which is repeated.Establish the effect of the repetition of this word.Provide your opinion (comment) about this repetition: how does this add value to the poem?National memo:The word ‘toward’ suggests a forward-moving action, which is vague as the line does not provide a destination for this forward-moving action (step one: analyse the word that is repeated). The repetition emphasises man's constant need to strive to achieve or move toward something (step two: establish the effect of this repetition). The repetition of this vagueness suggests that man does not succeed in reaching a destination or a sense of fulfilment as the lack of clear direction is suggested by the absence of any specific destination. The repetition conveys the shifting nature of man's objectives (step three: provide your opinion/comment about how this repetition adds value to the poem).EXAMPLE SIX: Unseen poem, Western Civilization – A Neto Feb 2017Refer to the final stanza:“A mat on a dark night isenough when he diesgratefullyof hunger.”Comment on the tone of this stanza in relation to the title (Western Civilization) of the poem.Establish and explain the tone of this stanza.Analyse the title.Provide your opinion (comment) on the relation in the tone between the final stanza and the title.National memo:The tone in this stanza is one of grim irony as the oppressed worker is presented as being grateful to die, so miserable is his existence (step one: explain the tone of the stanza). The title, ‘Western Civilization’, suggests advancements that make life easy for people (step two: analyse the title). An examination of the poem reveals that the title is ironic as the poem is about the barbaric effects of the supposed Western Civilization. Thus, the title of the poem and the last stanza are both ironic in tone (step three: your comment on the relation in tone between the last stanza and the title).PRACTICE EXERCISE 71.“He was my North, my South, my East and West” (Funeral Blues, by WH Auden) Comment on the appropriateness of this line in the context of the poem.(3)2.“Mockery spring, to lend this bridal gearFor a few hours to a raw country maid” (A Hard Frost, by CD Lewis)Comment on the appropriateness of this image in the context of the poem.(3)3.“And I saw it was filled with graves,And tomb-stones where flowers should beAnd Priests in black gowns, were walking their rounds,And binding with briars, my joys and desires” (The Garden of Love, by W Blake)Comment on the effect of the repetition of ‘And’ in these lines.(3)4.“Then without waiting we ran to the open spaceUlulating to the mountains and the pathwaysCalling people from all the circles of the earth.” (First Day After the War, by M Kunene)Comment on the tone of this stanza in relation to the title, First Day After the War.(3)QUESTION TYPE 3: Critically discuss / discuss... (3 marks)This is a Level 3 and Level 4 or Level 5 question that requires you to examine an issue from various angles and make a judgement. ‘Critically’ requires a deeper examination of the issue than the instruction ‘Discuss’ does. This is not very different from the instruction that asks you to comment on how techniques such as diction, imagery, tone, etc add to the poem. There are three steps involved in answering this question for you to achieve 3 marks.This is not a difficult question. All you need to do is follow the given steps:Step One:Analyse the words in the given lines.Step Two:Deal with the technique mentioned in the question.Step Three:Write a balanced view of the way in which this technique adds value to the poem.EXAMPLE ONE: Unseen poem, Exodus – Don MacLennan, February 2017Refer to lines 17–20: “Skinny little birdsof death thrown onto the hugesavanna are eating out tonight intwilight crammed with manna.”Critically discuss how these lines convey the speaker's attitude toward the bats.(3)Firstly, analyse the words in the lines (lines 17–20). Then, deal with the instruction mentioned in the question (in this case, it is attitude). Finally, write a balanced view about how this instruction (attitude) applies to/conveys the message of the given lines/poem. In this instance, the descriptions/words show the speaker’s negative attitude towards the bats.National memo:The description, “skinny little birds of death” conveys an unfavourable impression of the bats as they are traditionally seen as evil/demonic (step one: analyse the words). The speaker has a disparaging attitude toward the bats, regarding them as repulsive creatures (step two: deal with the technique – attitude). Thus, he sees them as being opportunistic, taking advantage of the darkness to prey on the unwary. The speaker also regards the bats as benefitting from the abundance of food available (step three: a balanced view about his attitude).EXAMPLE TWO: Abandoned Bundle – MO MtshaliRefer to lines 19–21:“Oh! Baby in the Mangersleep well on human dung.”Discuss what the speaker's tone in these lines conveys about his attitude to society.(3)Analyse the words in the lines.Deal with the instruction in this question – attitude.Show how his tone conveys his attitude.National memo:These lines refer to the horrific scene where the baby is lying dead on a rubbish dump. The biblical allusion to ‘Baby in the Manger’ emphasises how this baby has been discarded as the lowest form of garbage while the other is sacred (step one: analyse the words). The speaker’s tone is angry and bitter (step two: indicate the tone). The reference to ‘human dung’ reflects the speaker’s attitude about the moral state of society. He condemns society for not valuing human life and for seeing a human child as disgusting waste (step three: show how tone conveys attitude).EXAMPLE THREE: Old Folks Laugh – M AngelouRefer to lines 22–25:“When old folks laugh, they consider the promise ofdear painless death, and generouslyforgive life for happeningto them.”Discuss what the speaker's tone in these lines conveys about her attitude to old folk.(3)Analyse the words in the lines.Deal with the instruction – attitude.Show how her tone conveys her attitude.National memo:These lines reveal that old folks accept what life has done to them and are not afraid of death (step one: analyse the words). The speaker tone is one of admiration as the word ‘generously’ suggests (step two: indicate the tone). She thus respects them for accepting life’s misfortunes (step three: show how tone conveys attitude).EXAMPLE FOUR: Rugby League Game – J KirkupRefer to lines 15–16: “Groping their blind way back/To noble youth.” Discuss the appropriateness of the image in the context of the poem.Analyse the image in the lines.Say why it is appropriate.Show how this image is appropriate in the context of the poem.National memo:The men's trying to recapture their past glory is compared to a blind man's feeling his way. They are described as 'blind' as they do not know exactly how to achieve their objective (step one: 2 sentences to analyse the image). This image is appropriate because it shows us that their attempts are awkward and ineffectual (step two: say why it is appropriate). Since the poem deals with the foolishness of adult men trying to recapture their youth by playing rugby, the image appropriately conveys their lack of clarity and the futility of their clumsy efforts (step three: explain the appropriateness of the image in the context of the poem).PRACTICE EXERCISE 81.“A girl flings down her hoe, and from her shoulderUnslings her child tormented by flies.” (Zulu Girl, by R Campbell)Critically discuss how these lines convey the speaker's attitude toward the Zulu girl.(3)2.“Yet if you should forget me for a while And afterwards remember, do not grieve” (Remember, by C Rossetti)Discuss what the speaker's tone in these lines conveys about her attitude toher beloved.(3)3.“Pregnant cloudsRide stately on its back,Gathering to perch on hillsLike sinister dark wings.” (An African Thunderstorm, by D Rubadri)Discuss the appropriateness of the image in these lines in the context of the poem.(3)QUESTION TYPE 4: What does the diction... (2 marks or 3 marks)This is a Level 5 question that asks you to respond to the writer’s craft. Diction refers to the writer’s choice of words. You have to explain WHY the speaker chose to use THOSE WORDS in the poem. Sometimes the word ‘diction’ is not used in the question, but the question asks for the REASON for the use of certain words.This is not a difficult question. All you need to do is follow the given steps to earn full marks:Step One:Identify the word(s) related to the instruction question. Underline/highlight them.Step Two:Analyse the word/s you have identified in Step One by focussing on what is conveyed.Step Three:Use the analysis of the word to elaborate on/answer the instruction in the question.EXAMPLE ONE: Old Folks Laugh – M AngelouRefer to lines 16–19. “Saliva glistens in the corners of their mouths, their heads wobble on brittle necks.” What does the diction in these lines convey about old age?(3)Firstly, identify the words focussing on what is conveyed about the instruction (old age, in this example). Which words are these? Wobble, saliva, brittle. Then discuss how these words relate to old age (analysis). Now, elaborate on what this conveys about getting old.National memo:The words ‘wobble’, ‘saliva’ and ‘brittle’ focus on old age (step one: identify the words). ‘wobble’ suggests the unsteadiness of old folks’ heads and ‘brittle implies that their bones are weakening and becoming more fragile. ‘Saliva glistens’ refers to the drooling that is common with the slackness of the mouths of old folks (step two: analyse the words). These lines thus present a realistic view of the adverse of ageing. These lines are also a reminder that old age is not pretty or dignified (step three: use your analysis to elaborate on old age).EXAMPLE TWO: An Abandoned Bundle – MO Mtshali“It smothered our little houses like fish caught in a net.” What does the word, 'smothered' (line 7) indicate about conditions in White City Jabavu?(2)Identify the word/s related to the instruction question – ‘smothered’.Analyse the word ‘smothered’.Use your analysis to elaborate on conditions in White City Jabavu.National memo:The word ‘smothered’ (step one: identify the word) refers to suffocating someone so that the person cannot breathe (step two: analyse the given word). Thus it indicates the oppressive and polluted conditions of White City Jabavu. These are conditions from which they cannot escape (step three: use the analysis to elaborate on the city).EXAMPLE THREE: When I have Fears – J Keats“When I have fears that I may cease to beBefore my pen has gleaned my teeming brain.”Suggest a reason for the speaker's describing his brain as 'teeming'.(2)The word ‘teeming’ has already been identified in the question.Analyse the word ‘teeming’.Use your analysis to give a good reason for the use of this word in the poem.National memo:The word ‘teeming’ suggests the presence of a multitude of thoughts and feelings. It is also used to describe the abundant fertility of living creatures (step two: analyse the word). The speaker thus emphasises the vast number of ideas that he wishes he had time to convey in his poems, but because of his illness he knows that he may not live long enough to achieve this (step three: elaborate on the analysis).PRACTICE EXERCISE 91.“That is why our music is so sweet” (An African Elegy, by B Okri)What does the diction in this line convey about the people mentioned in the poem?(2)2.“Full gorged they chose their roostkeeping the hollowed remnantin easy range of coldtelescopic eyes...” (Vultures, by C Achebe)What does the word, 'cold’ suggest about the speaker’s view of the vultures?(2)3.“The curbed ferocity of beaten tribesThe sullen dignity of their defeat.” (Zulu Girl, by R Campbell)Suggest a reason for the speaker's describing the dignity of the tribes as ‘sullen’.(2)QUESTION TYPE 5: Questions dealing with mood (2 marks or 3 marks)This is a Level 3 question that asks you to arrive at a conclusion (mood) based on the words used in the poem. In poetry, mood depends on the way in which words create an atmosphere (e.g. of joy, sorrow, grimness, hopelessness, etc). You are required to understand how the words build an atmosphere/mood.All you need to do is follow the given steps to earn full marks:Step One:Analyse the word/s in the question.Step Two:Use the analysis to show how a particular ‘vibe’ (feeling) or atmosphere comes through in the line/stanza/poem. That is the mood.EXAMPLE ONE: Unseen Poem, Exodus – Don MacLennan, February 2017“By secret signal from a stara wild, erratic exodus of batsfountains into the silky airwith delicate chewing sounds and squeaks”Refer to: “a wild, erratic exodus of bats”. Describe how this line contributes to the mood in the second stanza.(2)Firstly, analyse the indicated words in the question, in relation to the poem (“a wild, erratic exodus of bats”). Then, you use your analysis to formulate the mood or atmosphere created by those words.National memo:These words indicate that the movements of the bats appear to be unpredictable and uncontrolled. The air is alive/filled with various sounds associated with the bats (step one: analyse the words). The mood is chaotic/frenzied because of the sudden activity of the bats as they leave the cave (step two: use your analysis to formulate the mood).EXAMPLE TWO: Unseen Poem, Exodus – A Neto March 2016Refer to lines 4–5:“Some rags completethe intimate landscape.”Explain how these lines contribute to the mood of the poem.(2)Identify and analyse the words in the line.Use your analysis to formulate the mood.National memo:‘Rags’ are suggestive of poverty and suffering. ‘Intimate’ refers to a close relationship. This tells us that living in poverty has become an integral part of the lives of these people (step one: identify and analyse the words). The mood is thus dejected and depressing and is marked by a sense of hopelessness as indicated by the intensely close relationship to the workers’ living space (step two: use your analysis to formulate the mood).PRACTICE EXERCISE 101.“Then without waiting we ran to the open spaceUlulating to the mountains and the pathwaysCalling people from all the circles of the earth.” (First Day After the War, by Mazisi Kunene)What does the word, 'Ululating' (line 7) indicate about the mood in the village?(2)2.“Let aeroplanes circle moaning overheadScribbling on the sky the message 'He is Dead'.Put crepe bows round the white necks of the public doves,Let the traffic policemen wear black cotton gloves.” (Funeral Blues, by WH Auden)Explain how these lines contribute to the mood of the poem.(2)QUESTION TYPE 6: Questions dealing with central idea of the poem (3 marks)This is a Level 3 and Level 4 or Level 5 question that asks you to relate the literary technique that the question has identified, to the central idea/message of the poem.All you need to do is follow the given steps to earn full marks:Step One:Identify the literary technique in the question.Step Two:Discuss this technique using evidence from the poem.Step Three:Show how the technique captures the central idea/theme/message of the poem.EXAMPLE ONE: Lake Morning in Autumn – D Livingstone“He sighed.Stretching his wings, he clubbedthe air; slowly, regally, so very tired, aiming his beak, he carefully climbedinclining to his invisible tunnel of sky,his feet trailing a long, long time.”Refer to lines 16–21: “He sighed… Stretching… long, long time.”Critically discuss how the tone of these lines reinforces a central idea of the poem.(3)Firstly, read the given lines carefully to identify the tone. Remember, you need to find one word that shows the tone (in this case, a tone of acceptance). Then, show why you describe the tone as such. Finally, link your discussion of the tone to the central idea of the poem.National memo:The tone is one of acceptance of the fact that he must fly (step one: identify the tone). Despite his exhaustion and his being alone, the stork feels compelled to tackle this arduous journey (step two: discuss the tone). This is aligned to a central idea of the poem that the stork has to obey his migratory instinct and fly to another country (step three: relate to the central idea of the poem).EXAMPLE TWO: When I have fears – Keats“… then on the shoreOf the wide world I stand alone, and thinkTill love and fame to nothingness do sink.”Critically discuss how the tone of the rhyming couplet reinforces the central idea of the poem.(3)Identify the tone.Critically discuss the tone.Use your analysis to highlight the central idea of the poem.National memo:The tone is of acceptance and reconciliation/resignation (step one: identify the tone). This creates a sense of profound contemplation as he realises that the standard human values of love and fame are insignificant in comparison to the vastness of eternity (step two: critically discuss the tone). The central idea of the poem is the speaker’s eventual realisation that his illness will cause his early death. The rhyming couplet thus shows how the speaker has come to terms with and accepts his mortality (step three: relate to the central idea of the poem).PRACTICE EXERCISE 111.“Better by far you should forget and smile Than that you should remember and be sad.” (Remember, by C Rossetti)Discuss how the tone of the rhyming couplet reinforces the central idea of the poem.(3)2.“Nothing which we are to perceive in this world equalsthe power of your intense fragility: whose texturecompels me with the colour of its countries,rendering death and forever with each breathing.”(Somewhere I have never travelled, by EE Cummings)Show how this stanza conveys the central idea of the poem.(3)3.“This seeing the sick endears them to us, us too it endears.My tongue had taught thee comfort, touch had quenched thy tears,Thy tears that touched my heart, child, Felix, poor Felix Randal.”(Felix Randal, by GM Hopkins)Discuss how the diction in this stanza reinforces the central idea of the poem.(3)QUESTION TYPE: THE POETRY ESSAYIn a critical essay, one discusses the issues raised in the question by examining contents of the poem and poetic devices present in the poem. A literary/critical essay is not a paraphrase (the meaning of each line) of the poem. In a literary essay, one has to discuss how the issues raised in the question are conveyed by the poetic or literary devices such as figures of speech, imagery, diction (choice of words), tone and rhythm, etc. This discussion will include specific references to the poem itself.HOW TO PLAN A POETRY ESSAYTOPIC:In “On the Move”, the speaker suggests that humanity's constant search for purpose is never achieved. By close reference to diction, imagery and tone, critically discuss this statement.Your response should take the form of a well-constructed essay of 250–300 words(about ONE page).[10]Analysis of the topic:Humanity's constant search for purpose is never achieved.This is your focus. All the comments in your essay must relate to this aspect.Approach:Now you need to go through the poem and highlight any diction (words) and imagery (metaphors, similes, personification, alliteration, etc) that relate to humanity’s inability to achieve purpose. For example:Diction: The words ‘hidden purpose’ and ‘man’s uncertainty’ conveys a sense that man does not understand the reason for his movement, only that he feels a compulsion to keep moving. Imagery: This simile, “Small, black, as flies hanging in heat”, conveys an image of the bikers’ insignificance.Tone: It has a contemplative and thoughtful tone, which acknowledges an understanding and sympathy for man's urgent need to remain in motion, seeking a sense of purpose, but never achieving it.Notice that within each statement (diction, imagery and tone), we have offered a further comment. That is the critical discussion aspect.The layout/structure of the essay:Begin with an introductory paragraph. Write two or three sentences on the issue(s) raised in the question and link these issues to an overview of the poem.You must use PARAGRAPHS in this essay. The body is an analysis of the poem, from the perspective of the issues raised in the question. This is where you use the diction, tone and imagery to show how the poet’s message is conveyed. This will be more than one paragraph.The concluding paragraph could be two to three sentences summarising your analysis. It is important to emphasise in the conclusion that you have answered the literary essay question.Remember that it is a ‘mini-essay’ – only 250–300 words / 1 page – and worth 10 IC SEVEN: LITERATURE – NOVEL AND DRAMARevise your knowledge of the structure of the Literary EssayThe structure of the literary essay is the same as any other essay, as it has an introduction, body and conclusion. However, this essay differs from creative writing in that you are required to have read the literature text (which is your drama or novel).EXAMPLE TOPIC“Othello’s downfall can be blamed on the manipulations of Iago. Othello was forced to commit murder because of Iago’s actions.”Discuss the truth of this statement and what it reveals about Othello and Iago’s characters in an essay of 400–450 words (2–2? pages).The topic usually has two or more components:1. THE STATEMENT/QUESTION:“Othello’s downfall can be blamed on the manipulations of Iago. Othello was forced to commit murder because of Iago’s actions.”2. INSTRUCTION:The ‘instruction’ tells you how to approach your essay.Discuss the truth of this statement and what it reveals about Othello and Iago’s characters in an essay of 400–450 words.How to write an IntroductionMake a broad statement introducing the topic.Othello is to blame for the murder of his wife, Desdemona. However, Iago did play a major role in Othello’s downfall.Draw on your understanding of the play as a whole.At the onset of the play, Iago shows that he plans to destroy Othello by manipulating him. This is clear when he says to Roderigo: “I follow him to serve my turn upon him.”Then, make a statement based on the instruction of the topic, showing your intention/aim in this essay.This essay aims to reveal how Iago plays a major role in Othello’s tragic downfall by manipulating Othello’s trusting nature.Full introductionOthello is to blame for the murder of his wife, Desdemona. However, Iago does play a major role in Othello’s downfall. At the onset of the play, Iago shows that he plans to destroy Othello by manipulating him. This is clear when he says to Roderigo: “I follow him to serve my turn upon him.” This essay aims to reveal how Iago plays a major role in Othello’s tragic downfall by manipulating Othello’s trusting nature.Please note that all the bold words in the full introduction come directly from the topic question. This should enable you to structure your essay more easily.How to write the body of the essayRemember to use words that link each paragraph to the next in a logical manner. E.g. however, therefore, thus… Each paragraph must contain ONE idea ONLY. And write each paragraph in the order the events occurred in the play.Example of paragraphingParagraph 1 – Focus on the manipulation of Iago. Iago’s manipulations destroy the once powerful Othello. He becomes a man who is wrecked by thoughts of his beloved wife’s betrayal. Iago’s manipulation is shown when Othello says: “Thou hast set me on the rack / I swear ’tis better to be much abused / Than but to know ’t a little.” Here, Othello feels that he is being tortured by the information that Iago has given him. Also, this shows how easily Iago is able to control Othello. Further, Othello’s jealous nature makes him vulnerable to Iago. However, although Othello’s does not present himself as jealous in the beginning of the play… Paragraph 2 – links to paragraph 1 but introduces the new idea which is Othello’s jealousy.How to write a conclusionThe conclusion ends your argument with a final outcome of your approach. You must relate your conclusion to the introductory paragraph and the topic.Example of a conclusionIn conclusion, although Othello is to blame for the actual murder of his wife, Desdemona, he does not act alone. Iago plays a pivotal role in, not only Desdemona’s death, but also the fall of the once great Othello. Iago’s cunning nature and understanding of human flaws allows Othello to be putty in his hands. Therefore, the events mentioned show that even though Othello committed the cruel crime, he does redeem himself to an extent, whereas Iago shows no remorse.Revision for Contextual QuestionsThe contextual question is worth 25 marks. To revise for this section, you should refer to the answering of comprehension questions in TOPIC ONE. The structure of the comprehension questions is the same BUT the extract given in the contextual is one that you know.Note that there should be TWO texts and that some questions may refer to both.Knowledge of the entire novel or drama is essential in answering the contextual. For example: the first question on an extract assesses whether you can place the extract in context – When does this happen in the play? What has led to this?Structure your answers based on the levels of the questions, as we have shown you in TOPIC?ONE.3.3THE FINAL GAME – PAPER 3: WRITINGSECTION A: Question 1 – Essay writing50 marksSECTION B: Question 2 – 2 × Longer transactional texts25 marks × 2 = 50 marksWeighting and RubricsEssays will be assessed according to the following criteria:CRITERIAMARKSContent and planning (60%)30Language, style and editing (30%)? 15Structure (10%)5TOTAL50Longer Transactional Writing will be assessed according to the following criteria:CRITERIAMARKSContent, planning and format (60%)15Language, style and editing (40%)?? 10TOTAL25In both rubrics, the content, planning and format is weighted 60% of the overall IC EIGHT: ESSAY WRITINGThis section is the most creative of the three sections and an opportunity for you to obtain better marks for English. For 100 marks, Paper 3 is weighted more heavily weighted than Paper 1 (70 marks) and Paper 2 (80?marks). If you apply yourself and focus on particular aspects, you can perform well here.Time managementPaper 3 requires thorough time management. Allow yourself 80 minutes (1 hour and 20 minutes) to complete the essay AND 35 minutes for each of the transactional pieces. If you go beyond this time frame for either piece, STOP, move on to the next piece, and then return to the incomplete piece at the end. Remember, if you leave out one transactional piece altogether, you have LOST 25 marks!Hints for writing an essayThis is an excerpt of the Essay Question in the February/March 2017 NSC Paper. We will work through this with you to show you how to approach the paper in the examination.SECTION A: ESSAYQUESTION 1Write an essay of 400–450 words (2–2? pages) on ONE of the following topics. Write down the NUMBER and TITLE/HEADING of your essay.Note the length of the essay. You should have an idea of how many words you write per line. Before you write this examination, you should already work out, on average, how many pages you would need to write 400–450 words.1.1“Only from the heart can you touch the sky.” (Rumi)[50]1.2The silence of my narrative[50]Note that the word ‘my’ in this topic lends itself to a REFLECTIVE ESSAY. This is a personal piece of writing. A key aspect of this writing is a sincere tone. Try to write from your personal experience.1.3Messages in the streets[50]This topic lends itself to a NARRATIVE ESSAY. So, you can have a few characters, a clear plot (one aspect of CONFLICT, not an entire life story), and a resolution of the event in the conclusion. Do not focus on only TELLING the story, but rather on HOW you tell the story (use vivid descriptions and make it exciting).1.4A bridge too far…[50]This topic could be interpreted in many ways – literally or figuratively.1.5“The worst sin towards our fellow creatures is not to hate them, but to be indifferent to them: that is the essence of inhumanity” – George Bernard Shaw[50]Topic 1.5 is probably an argumentative essay topic. This genre requires a particular STYLE of writing. This will be discussed further below.1.6The pictures reproduced below and on the next page 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 (1.6.1, 1.6.2 or 1.6.3) 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.The NOTE above is VERY IMPORTANT! You will be penalised if you do not show a clear link between the picture and your essay. If you are not comfortable with your understanding/interpretation of the visuals, then rather avoid it.1.6.1[Source: ]1.6.2[Source: ]1.6.3[Source: ][50]TOTAL SECTION A:50The following is a list of key aspects that are considered when your essay is being marked:PLANNING AND EDITING – The marker wants to see that you have put effort into this piece of writing. You should show evidence that you have checked your grammar, spelling, etc. Remember to CLEARLY INDICATE your ROUGH WORK and FINAL DRAFT.TIP: “5 Whiskeys in the Hotel” in first paragraphs. Creates setting.Where, when, who, what, why, how...REGISTER – the TONE (how you come across to the reader) and STYLE (the way you convey your message) must be appropriate. For example, the writing must be FORMAL, and therefore all grammar rules must still be obeyed. Avoid contractions and slang.For example:I and my tjommies checked out the chicks at the local joint its were i met alot of intresting ppl but the hilite is when i met u. she ws so hot and I fell inluv.Let’s look at the errors in the above paragraph:I (We always include other people first in a sentence.) My tjommies (slang is ALWAYS unacceptable) friends and I checked out the chicks watched (note that you have started your essay in the past tense) the girls at the local shop. its It was were where i I met alot a lot of (many) intresting interesting (engaging, vibrant) ppl people, but the hilite highlight is was (tense) when i I met u you.Final draft:My friends and I watched the girls at the local shop. It was where I met many interesting people, but the highlight was when I met you.GRAMMAR, SPELLING, PUNCTUATIONLANGUAGE STRUCTURES – sentence length.IDIOMATIC EXPRESSIONS AND WORD CHOICE – you should add interesting imagery, emotive words and choose better words to enhance your writing.PARAGRAPHING – this is CRUCIAL in essay writing. It is UNACCEPTABLE at this stage of the game not to use paragraphs. Basic English 101! CORRECT INTERPRETATION OF THE TOPIC – there must be a CLEAR LINK between your essay and the topic that you chose. PLEASE, PLEASE, PLEASE indicate your chosen TOPIC NUMBER on your script.LAYOUT – Introduction, Development of Ideas, Conclusion. This is a great method to use for your planning.You should be familiar with the following types of essays:Narrative – to entertain or tell a storyDescriptive – to describe in a vivid mannerArgumentative – to argue a case to convince the reader of your opinionReflective – to give emotional reaction and feeling in a specific mannerThe following tips may assist you in improving your writing: Coherency. What does this mean? In writing, paragraphs should flow. There should be links from one paragraph to the next and within paragraphs. You need to ORGANISE your ideas for the marker to be able to follow your story, message, etc. The following words can assist in enhancing coherency in your writing:Continuity words: similarly, moreover, additionally, likewise, in the same way…Contrast words: however, but, although, despite, nonetheless… rather than ‘also’ or ‘like’Conclusion words: thus, therefore, hence, in conclusion, in summary…Use shorter sentences, especially for your topic/introductory sentences. This can serve to enhance effect, emotion and interest in your writing. E.g. “I’m leaving,” sobbed Mavis.Use proper nouns or names rather than pronouns. E.g. Rather than: “I’m leaving,” she sobbed. You could say: “I’m leaving,” sobbed Mavis.Use a one-sentence paragraph for effect. This emphasizes a point and works well in the anti-climax/climax of your essay, because it slows down the pace of your writing and builds up an emotive response in the reader.Vary the use of punctuation. For example, add rhetorical questions (end with a question mark), use an exclamation mark, use parenthesis, the ellipsis, etc. You can also capitalise one word in a sentence. Example: This is MY classroom! / THIS is my classroom! Or: Help. Help! HELP! (Which ‘help’ appears to be the loudest?) Remember, ONE WORD and NOT EVERY WORD in capitals!Be creative in your essays. This is perhaps the only place where you can be rewarded for lying!Have a distinct link between your introduction and your conclusion. For example:Introduction: Tom knew that he was in serious trouble. The lie that he had kept secret for so many weeks was about to explode and ruin his life completely.Body…Conclusion: The lesson was learnt – cruelly. Nothing could change his circumstances. Tom had to acknowledge that the lie had ruined everything beautiful in his life. He will NEVER lie?again.Note the distinct link between the introduction and the conclusion – the lie.You need to have a golden thread through the essay. As in the example above, if ‘lie’ is the key theme in your essay, try to maintain this theme/idea in the entire essay. Do not complicate the essay with too many themes/ideas. Remember that you are writing a 2-page essay and not a 130-page novel!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.Imagery in writing is ESSENTIAL - use a simile, metaphor, alliteration. Engage the reader in the experience. This also shows your technical skills in English and will impress the reader, the marker! Avoid clichés. Example: “It was a beautiful summer’s day…” These are common phrases that are found in most essays. Be original, again!Every new idea NEEDS a new paragraph.Using contrasts allows you to get a point across and adds clarity to whatever you are describing. For example: rich/poor, tall/short, Cape Town/Botrivier, sea/land, happy/worried.Try to give it a South African flavour, as it is familiar to us. Many learners write as if they are characters in American films or rap videos. This detracts from/takes away the authenticity of your writing.Avoid slang and contractions. Example: don’t / can’t / won’t = do not / cannot / will not.Use power words – better words. Try to avoid words such as: like, a lot, nice, also.For example:Avoid using phrases such as: I kindda like her; I like shopping; I like really want to see him.Better phrases would be: I think that I have feelings for her; I enjoy shopping; I am desperately waiting to see him.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.The word ‘like’ usually implies a comparison: “He sings like an angel.”Examples of power words: resilient, flexible, aggressive, threatening, cascading, appreciative, compassionate, straightforward, questioning, wonderful, abrupt, detached, frustrated, harsh, gloomy, despondent, ecstatic, jubilant, dignified, noble, impressive, courteous, meticulous. These could also be used as TONE WORDS. Choose 5 of these words and learn the meanings so that you could use them in your writing.Better words = better marks.Avoid politics, religion and sex – unless you can handle these topics sensitively and maturely.Write neatly and clearly.Do not start with -ING words. For example:“Walking to school the bus stopped for me.” Did the bus stop for you while it (the bus) was walking to school?The sentence should read: While I was walking to school, the bus stopped for me.We have provided examples below to illustrate the above points using THREE ESSAYS of DIFFERENT LEVELS. We are hoping that you can see that small adjustments to your present writing can improve your mark by a symbol (or more). Use the tips above to see what we have?done.Essay Symbol Category: From a Fail to a PassTopic:Today young people are influenced more by their friends than by their parents. Do you agree?Part of an original essay by a learner:I do agree abuat this statement because it happens everywhere specialy Sourth Africa, many children are influenced more by theire friends than their parants. Some children who does not have a home or food to eat becouse of the bad influence that comes from their friend This bad influence comes up whit pear-preasure. U see friends ore different some friends are good some are not good. So for young people that are influenced by their friends it is coused by their backgrounds or their farmalies u see some famalies who spoil their children and some famalies that cannot spoil their farmalies so that what makes most of the young people to be always in jail becouse they steal or do bad things so that he can be equally as the other children is.Feedback given by the marker:Main idea/argument is not presented clearly enough. There are some good content points.Grammatical errors include poor sentence construction, spelling errors and one instance of colloquial language.There is no evidence of development in the argument.The language errors adversely affect coherence Little (if any) development of the candidate’s basic ideaThe conclusion does not sum up the essay in a convincing manner.This essay does not display the skills required in argumentative writing.The content lacks coherence A few points are repeated.The essay is riddled with language errors.There is no evidence of proofreading and editing.Length of essay is correct.MARK GIVEN: 19/50 (38%)Below is a possible improvement of the essay by using some of the tips indicated above. These improvements can be achieved at a very basic level, but can result in a HUGE improvement of the overall mark. For example, the mere use of paragraphs, correction of basic spelling, using punctuation and shortening sentences can improve the mark by at least a symbol or two.Revised essay:I do agree about this statement because it happens everywhere especially in South Africa. Many children are influenced more by their friends than their parents.Some children do not have a home or food to eat because of the bad influence from their friends. This bad influence is caused by peer pressure. There are different types of friends. You see, there are some friends who are good, but others are bad.Young people are influenced by their friends because of their backgrounds or their families. You see, there are some families who spoil their children and some families who cannot spoil their children. So, that is what makes most of the young people end up in jail. They steal or do bad things so that they can be equal to other children.Notes:This is actually not a bad start to an argumentative essay as he has used the topic as his opening statement and he has also indicated his approach to the topic.Ensure that you use paragraphs for every NEW IDEA. Add punctuation marks, like the comma, for meaning. (You see, there…)This essay actually has appropriate content as the child is aware of aspects that influence his world. However, because of his poor grammar and vocabulary, this content is not expressed and is therefore misunderstood. By making BASIC grammar improvements, you can change that!Important: by merely using PARAGRAPHS, SHORTER SENTENCES and FULL STOPS, this candidate would have eventually scored 26/50 or 52%.Essay Symbol Category: From an Average to an Above AverageTOPIC:Time is the only constant.Part of an original essay by a learner:It is not money that makes the ‘world go round’. Money can get you from A to B, but using time properly can get you anywhere. In fact, the world revolves around time.He who masters time, masters the world. In most cases it is acceptable that a man who values his time tends to be more productive in all that he does. The rule is simple, value and respect your time. It is as easy as a pie. You do not necessarily need to be a rocket scientist to know how to master time. No, it is just a matter of being tactical and it takes you only to know what you want to achieve each day to be a master of time.Feedback given by the marker:Errors of punctuation.Some clichéd expression.The concluding paragraph is good.New ideas are introduced, but needed to be coherently linked.The content in this essay shows insight into the topic.The register is appropriate in context.There is a substantial range of ideas, although some could be better developed.Paragraphing is fairly well structured.The essay is too long.MARK GIVEN 34/50 (68%)Revised essay:It is NOT money that makes the ‘world go round’. Money can only get you from point A to B, but mastering time can get you anywhere.In fact, the world revolves around…TIME!He who masters time, masters the world. In the same respect, in most cases it is acceptable that a man who values his time tends to be more productive in all that he does. The rule is simple – value and respect your time. It is as easy as pie. You do not necessarily need to be a rocket scientist to know how to master time. No, it is just a matter of being tactical – it takes you only to know what you want to achieve each day to be a master of time.Notes:In this essay, the spelling and grammar is good in comparison to the previous one. However, there are a few things this learner can do to improve the mark.Use capitals to emphasise a point. Have a short and engaging introduction. Notice the striking one-sentence paragraph!Add appropriate punctuation marks to clarify meaning.The topic sentence in the 3rd paragraph is short, but engaging.Important: by merely IMPROVING THE PARAGRAPHS, USING PUNCTUATION to clarify ideas, and CORRECTING IDIOMATIC EXPRESSION, this candidate would have eventually scored 38/50 or 76%.The following essay is one which applies most of the tips given and is an excellent example of the ‘A’ IC:“Only from the heart can you touch the sky.” (Rumi)Part of an original essay by a learner:“I’m leaving,” sobbed Mavis. “I just need MY space!”Mavis picked up her handbag, which was overflowing with tissues, and stormed out of the room. As she crossed the threshold, she gripped the door and with all the force her tiny body had to offer; she slammed the door shut.Gregory had leapt from the chair and had desperately run towards the door to prevent Mavis from leaving. Unfortunately, he was too late and the door smashed into his face. His nose exploded like a ripe pomegranate and blood splattered over the door, floor and wall.The scream that emitted from his shattered face brought Mavis to an abrupt halt. “What the hell was that?” she said aloud. She turned and slowly walked towards the door. Her hand reached towards the doorknob. She turned it; her mind filled with trepidation and anxiety. She opened the door, completely oblivious to what awaited her. Her mind started pounding as the horror of the sight before her, consumed her. There was Gregory; lying sprawled on the floor. He was not moving…Gregory was dead!Mavis bent down to feel his pulse. “Yes,” she whispered. “Can this be real or is this… a dream? Is this possible? The torturous years I have endured will end so abruptly? So suddenly?”She needed to get out of that room. The smell of his blood was overwhelming and his spirit had seemed to linger in the air. It drenched her soul.CHALLENGE YOURSELF TO COMPLETE THIS ESSAY…Note: This essay is captivating and engaging from the short introduction to the effective use of paragraphing. There is a variety of stylistic techniques used such as the capitalised words, the ellipsis, appropriate and varied punctuation usage, original phrases and vivid imagery. In the excellent example, you should note that the candidate used an original introduction to hook the reader (in this case the marker).Final thoughts on the Essay SectionSome essay topics may require you to argue a point. These essays are called argumentative essays. You need to present your personal opinion on the topic. You will try to convince your reader to feel the same way about the topic as you do. The argumentative essay presents only one side of the argument – you may show an awareness of the other side of the argument, but be able to contradict IC NINE: LONGER TRANSACTIONAL WRITINGFor this section, we will focus on the longer transactional pieces that are assessed in Paper 3. These are:Letter to the Press/EditorFormal LetterInformal LetterDialogueInterviewObituaryCV and Covering Letter (assessed as a combination)Formal/Informal ReportReviewNewspaper/Magazine ArticleAgenda and Minutes of a Meeting (assessed as a combination)Formal/Informal SpeechIn this booklet, we will focus on the STRUCTURE (FORMAT AND LAYOUT), TONE AND STYLE of the transactional pieces that are commonly assessed. These are the ones that we have identified in the last three papers (and the most popular choices for candidates). Note that in this section, you need to choose TWO transactional pieces of writing for 25 marks rmal Letter – Friendly LetterFormal LetterLetter to the PressObituarySpeechReviewMagazine ArticleINFORMAL LETTER1. Letter to a friend2. Letter to a relative (e.g. an uncle)621 Nelson Mandela DrivePretoria000115 June 201727 Lechwe StreetFauna930112 February 2017XXXX OPEN LINEXXXX OPEN LINEDear JohnDear Uncle TallXXXX OPEN LINEXXXX OPEN LINEEver heard about tales around the evening fire? Well, my friend, what I am going to tell you is not one of these tales, and neither is it a tall story.I hope you have fully recovered the use of your right hand since your encounter with the lion. You can only imagine how the number of my Facebook “Likes” increased when I posted the picture of you in the hospital posing with a picture of “Simba” by your side.XXXX NEW PARAGRAPHXXXX NEW PARAGRAPHMy uncle Tall single-handedly saved a lamb from the jaws of a marauding lion…My Life Orientation project for this term is to identify someone in the community who can be referred to as a hero and interview him or her…XXXX MORE PARAGRAPHSXXXX MORE PARAGRAPHSI am sure that you are still recovering from the gruesome details of my uncle’s experience. We can chat further about this when you visit me this holiday.I look forward to hearing from you, Uncle Tall.XXXX OPEN LINEXXXX OPEN LINEYours sincerelyYour loving nephewChanaSmileyLETTER TO THE PRESS AND FORMAL LETTER1. Letter to the Editor/Press2. Application for a vacant post27 Lechwe StreetFauna930112 February 201727 Lechwe StreetFauna930112 February 2017XXX OPEN LINEXXX OPEN LINEThe EditorCity Post Magazine79 Sort StreetPretoria0001The ManagerCity Groove Magazine55 Tabloid StreetBloemfontein9300XXX OPEN LINEXXX OPEN LINESir/MadamSir/Madam (may refer to Dear Mr/Mrs Smith)XXX OPEN LINEXXX OPEN LINEBIASED JOURNALISTS RUNNING THE COUNTRYAPPLICATION FOR A VACANT POSTXXX OPEN LINEXXX OPEN LINEPARAGRAPHSPARAGRAPHSXXX OPEN LINEXXX OPEN LINEConcerned citizenKihika (pseudonym)ORYours faithfullyKeabetswe K.Yours faithfullyKatlego K. (Ms)OBITUARYGREGORY SPARKS12 February1968 – 17 August 2017Gregory Sparks passed away on 17 August 2017 at Lakes Hospital in Durban. Gregory was a graduate of Lakeside Boys’ High and played an important role in the Old Boy’s Club. He married Mavis Govender on September 15, 2001. They were an exemplary example of wedded bliss to all of us.Gregory worked as a project manager with Abrams Construction, displaying a wonderful knack for solving problems. He truly lived life to the fullest through simple pleasures; chatting with friends and family, snacking, and spending time with his nephews and nieces. He had an uncanny ability to reach people in a deep and positive way. He played a pivotal role in assisting the ‘Stop Women Abuse’ Programme and was instrumental in forming a support group for abused wives.Gregory is survived by his lovely wife, Mavis; a brother, Jerry; and many nieces, nephews, and cousins. Family, friends, and others whose lives Gregory touched are invited to the Pomegranate Funeral Home, 2092 Alan Paton Street, Durban, from 4 p.m. to 7 p.m. on Tuesday, August 24, 2017, to reminisce, grieve and support each other.SPEECHSpeechToday, 20 July, a number of decades ago, a child was born. The scream, the yawn, the gentle snore – and he still snores Mavis tells me – decades later has turned into an archetype of human perfection.Good evening friends and family. It gives me great pleasure to speak on behalf of Gregory – a dedicated teacher, a supportive father, a loving husband, a colleague and a mentor to many. We celebrate him today. Incredible you would say, that he is even crying now, but I know they are tears of joy. That is him; our birthday boy, our ‘cry baby’.Our wish for you today, Gregory, is to strive to remain true to the course you did not choose, but the course our Heavenly Father mapped out for you. You are the pride of our community and an immeasurable measure of joy in all our lives. We pray that you continue to serve others and remain true to your course.May you be flooded with wealth, joy and happiness henceforth. Happy birthday, my dear brother. May you and Mavis enjoy the many years ahead in glorious, wedded bliss.REVIEWRomeo and JulietArtscape Theatre Centre, Cape Town, from 16 April 2017The Montagues and the Capulets run competing soccer teams in this contemporary, cutting-edge version of Shakespeare’s classic.I was privileged to be invited to the Artscape Theatre in Cape Town to watch a remake of this classic Shakespeare drama. I was a little anxious, being an avid supporter of the classics, that director Thomas Pringle may remove the flair and romantic element that makes this such a popular play. I could not see how a drama based on vibrant, active soccer players could capture the quiet, sensitive romance of star-crossed lovers.I was pleasantly surprised by the captivating stage presence of Dean Roberts, who played the part of soccer star/lover Romeo Beckham. He was perfectly paired with the young and beautiful Zondwa Njokweni (Juliet Ronaldo). Their chemistry on stage was undeniable.Pringle excelled in his cast line-up but disappointed the audience with shoddy audio-visual effects. Having watched his previous performance, I expected to be equally impressed this time around.The show is designed to appeal to a younger audience as it pushes the boundaries of conventional theatre. There will be special daytime performances at the Artscape to accommodate school groups. Although there are many similar loving couples, such as David and Victoria, Gregory and Mavis, Bonny and Clyde… Romeo and Juliet still remains the most popular love story.Contact Artscape at artscape.co.za for further information and bookings.[Adapted from Indwe, April 2017]MAGAZINE ARTICLEWizard of WaltzDutch maestro plays his first shows in South Africa.Classical music has lost much of its popularity in South Africa over the past few years. Music producers and industry insiders invest more money on popular music genres as these artists sell CDs and concert tickets. However, ANDR? RIEU is almost solely responsible for the renewed popularity of classical music in South Africa.It should come as no surprise then that tickets to the popular Dutch violinist, conductor and composer’s first-ever South African performances – with his 50-piece Johann Strauss Orchestra, at Sun City, Durban and Cape Town – are selling faster than Rieu can fly through his octaves on his Stradivarius.The 59-year old from Maastricht plans to get audiences out of their seats and jigging in the aisles. Last year, Rieu was the world’s most successful male touring artist. Taking into account that the only person who ever openly criticised his music was an Aussie, he should be an enormous hit with the locals, including South African rugby fans.André’s work and schedule can be viewed at BY MAVIS GOVENDER[Adapted from INDWE, April 2010]NOTEWORTHY FEATURES OF TRANSACTIONAL PIECESTransactional PieceAspects of ToneStylistic featuresMUST-KNOWSInformal/Friendly LetterExample topic:Write an informal letter to your friend at one of the universities in light of the “Fees Must Fall” protests, expressing your concern for his/her safety.Flamboyant, livelyPersonalTone must be appropriate to the topic given and to the recipient of the letter.Avoid slang and SMS language, but do use lively, colloquial expressions.Paragraphs are essential.You must have an appropriate introduction and conclusion. The salutation must be correct. See Format above.Do not deviate from the instruction. In the example topic, you need to show concern for your friend’s safety. This must be your focus.Format/layout must be correct – 25% of your mark.NB. sincerely √ – spell correctly.Formal LetterExample topic:Letter of requestYour community is plagued by derelict buildings. At a meeting held by community members, certain interventions were proposed. Write a letter to a wealthy member of your community, requesting funding to implement the suggested interventions.Formal, direct, simple languageAvoid a threatening, sarcastic tone – even if you are writing a Letter of Complaint.Be polite, sincere and factual.Clear and straight-forward.Note that the Formal Letter has 2 addresses – yours on the far right and the recipient on the far left. See Format above.NO CONTRACTIONS, SLANG OR SMS LANGUAGE WILL BE ACCEPTED.No abbreviationsDo not deviate from the topic. In the example topic, you are instructed to ask for funding.The salutation must be correct – Yours faithfully.Transactional PieceAspects of ToneStylistic featuresMUST-KNOWSLetter to the PressExample topic:A competition that promotes innovative ideas was advertised in a national newspaper. However, this competition has not met your expectations. Write a letter to the press in which you express your dissatisfaction about the event and suggest how it could be improved.As per formal letter...As per formal letter...As per formal letter...ObituaryExample topic:There have been a number of protests in your area. The chairperson of the SRC at your university lost his/her life during one of these uprisings.Write an obituary honouring him/her.Sincere, formal, elements of factualityAlways maintain a positive opinion of the person. Do not write anything negative.EuphemisticSurname and name of the person must be included.Date of birth and death.Use paragraphs and include some biographical details.Use euphemisms – passed awayCan include a short sentence detailing funeral arrangements.An OBITUARY is not the same as a EULOGY. A eulogy is more personal – a personal account of your shared time/experiences with your loved one.Include a short quote from someone who knew the person.Transactional PieceAspects of ToneStylistic featuresMUST-KNOWSSpeechExample topic:You are the chairperson of a youth organisation. The Child Protection Unit in your area has invited you to deliver a speech on verbal abuse.Tone is dependent on the nature of the topic and your audience.Passionate, sincere, enthusiasticWrite depending on the audience/topic. Use paragraphs.Avoid clichés.Use familiar analogies/examples that your audience can relate to.Use rhetorical questions.Greet your audience. Good evening…Hooking the audience by using an engaging introduction is necessary – use a quote, or a short, captivating sentence.ReviewExample topic:You recently read a remarkable novel that challenged your views on a wide array of issues.Write a review of this bookEngagingLess formal for a younger target audience.Formality depends on the nature of what is being reviewed and who you are reviewing it for.Subjective tone – your opinion based on evidence.Avoid slang and contractions.Use interesting colloquial expressions.Layout: name of author/producer/artist must be included; date of production; book/film/play title; your name.Use paragraphs.Genre, setting, characters, plot, conclusion and suitability.Offer a brief recommendation at the end.Transactional PieceAspects of ToneStylistic featuresMUST-KNOWSMagazine ArticleExample topic:A group of ex-convicts and former gang leaders started a youth development programme in your community. The success of this programme deserves praise. Write an article, to be published in a magazine, in which you highlight the successes of the project and convince the readers that a similar project should be initiated in other communities.Factual, objectiveOpinions given must be based on evidence – quotes, reference to incidents, statistics, research.Directed to the reader of the article.Descriptive and figurative language may be used.Use short, succinct paragraphs.Focus on the instruction/topic.Names, places, times, positions and other details must be included – WHO? WHERE? WHAT? WHY? WHEN? HOW?Be clear about the aim/intention of writing your article. This should come across after reading your piece. What is it that you want to achieve?Write an engaging hook/introduction.STUDY AND EXAMINATION TIPSA. GenericTime management etc.This should be the same for all subjects.DBE to draftB. Subject-Specific – English Home Language4.1CHECKLISTThe following GRIDS are study and examination checklists for all three papers. This will help in your final preparation to ensure that you have covered all of the necessary concepts.I know the following: Paper 1 – LanguageYESNOThe parts of speech and the function of each:conjunctionarticleprepositionverbadverbnounadjectivepronouninterjectionCompound words (adjectives and nouns)Punctuation and the function of each:full stopcommaapostrophecapitalssemi-coloncolonquestion markexclamationellipsis dotshyphendashbracketsparenthesisInverted commasParagraphing – topic sentences, supporting sentencesConcord and the basic rules of concordThe apostrophe rules – possession and omissionThe pronoun and the rules governing the personal pronounSingular and pluralDegrees of comparisonThe verb – auxiliary verbsSynonyms, antonymsHomonyms, homophonesAbbreviation, acronymsPrefixes, suffixesEtymology, root of wordsChecklist continued: Paper 1 – LanguageYESNOTensesAmbiguity, redundancy (tautology), malapropism, portmanteau, neologismFigures of speech and the function of each:similemetaphorpersonificationoxymoronmetonymyonomatopoeiahyperbolecontrastironysarcasmanti-climaxsymboleuphemismlitotesparadoxpununderstatementsynecdochealliterationassonanceRegister: formal, informal, colloquial, slangSatireRhetorical questionIdiomatic expressions, idioms, proverbsVisuals, graphs, chartsConditional sentencesActive and passive voiceDirect and indirect speechEmotive languageBias, prejudice, stereotypingDenotation and connotationPurpose of writing, writer’s point of viewTone, attitudeSummariesDictionClauses/phrasesI know the following: Paper 2 – LiteratureYESNOTitle and authorThe plot/storyThe settingThe names of the charactersThe role of each characterRelationships between charactersCharacter development, growthProtagonist and antagonistThemes or messagesEvents – causes and consequencesMeanings of words in contextFigures of speech and the effect thereofEffect of punctuation on meaningIrony and dramatic ironyImportant quotes (Shakespeare) – know at least 3–5I know the following: Paper 3 – WritingYESNOEssay types:NarrativeArgumentativeReflectiveDescriptiveTransactional: do I know the Format, Tone and Style of the following?Letter to the PressNewspaper articleLetter - friendlyLetter -formalObituary/eulogyDialogue/interviewSpeechMagazine articleReviewCV & covering letterReportsParagraphing – new paragraph for new speaker / new ideaIntroductory paragraph and conclusionSentence structure and typesMEMORANDA FOR PRACTICE QUESTIONSPRACTICE EXERCISE 1: ComprehensionTitle: sharing the (self) love – the rise of the selfie and digital narcissismThe title is appropriate as it captures the link between social media, which is ‘sharing’ your experiences with others, and the narcissistic relationship that develops from sharing too much about oneself (self) love.A pun on the expression ‘share the love’, however, in this case the person is merely becoming self-obsessed. This is cleverly depicted using the brackets around the word?‘self’.Celebrities are successful and Twitter and Facebook fans are not.Before the 90s, the media offered an escape from the ordinary lives of people. Now, the ordinary ‘ultra-mundane’ lives of people (through reality tv) has become the focus of media. Social media has taken this further by allowing people to broadcast every aspect of their day.“At the same time, there has been a steep decline in altruism and empathy levels since the advent of Facebook and Twitter.”According to Freud, people have a general need for contact, which social media allows. However, when there is too much intimacy, people retract (just like hedgehogs) as they are afraid of getting hurt. Hence, people enjoy the connectivity of social media but are “less interested” in others.Cocaine is a highly addictive drug. In the same way, a narcissist can become addicted to social media – as a cocaine user becomes easily addicted to cocaine.People may become so obsessed with seeking the approval of others that the quest for status may lead them to devalue others.Digital narcissism may ‘distort reality’ for people. People may be placed under ‘enormous pressure’ to achieve so as to uplift their social profile, but this does not account for those who have a ‘lazy work ethic’ or who set ‘unfeasible goals’. This may cause people to self-destruct. Learners must show understanding of emotive/persuasive language (quotes).C. neologismYes. Instead of seeing social media as negative, one could use the information/data that it yields to understand social behaviour. This information would be useful in understanding how people think about themselves and others. (Learner must offer some value judgement to get 3 marks). Or/No. The writer mentions that the data could be examined but does not indicate to what end or purpose. He does not lend insight into the benefit of collecting or examining such data.D. forebodingThe text highlights/mocks the idea that people who take selfies excessively are narcissistic. The visual corresponds with this message as the young lady appears to be quite vain (pouting lips, tilting her head back to get the best shot of herself, her posture is quite seductive). Fits the stereotype of someone who is preoccupied with appearances or physical beauty.1 mark for understanding the message of the text, 2 marks for the visual and 1 mark for linking the text and visual. Accept a response that is well-expressed but covers all these aspects.(2 marks for referring to Text B and 2 for referring to Text A paragraph 4.)Paragraph 4 mentions that scientific studies show that there is a correlation with narcissism and social media use. An increased social media use indicates one’s level of narcissism.This is supported by Text B which indicates that this could be applied to a scientific formula to determine one’s narcissism in terms of the number of selfies taken per hour.No. Although scientific studies indicate a correlation between narcissism and social media use, it does not account for other factors which may also influence the reasons why people take selfies. The paragraph mentions that “most social media users” are not narcissistic.TOTAL 30 MARKS2231322313134PRACTICE EXERCISE 2: Summarising in your own wordsUse the following main points that the candidate should include in the summary as a guideline.Any 7 valid points in paragraph-form are to be credited. (Sentences and/or sentence fragments must be coherent)NO.QUOTATIONSNO.POINTS1“Instead of pleasing others, simply expect to be treated with respect.”1You deserve to be treated with respect: expect it.2“They are confident enough in themselves.”2Self-assurance leads to success.3“The only way to get what you want in life, is to say what you want and go after it.”3Verbalise your goals and commit yourself to achieving them.4“Trusting your own abilities, which you garner through risk-taking.”4Risk-taking allows you to build confidence in your own abilities.5“Learn to grow from feedback rather than to shrink from it.”5Understand that constructive criticism promotes growth.6“They do not fear to be brutally honest when necessary.”6Absolute honesty is beneficial.7“To commit to what you believe in and to speak out.”7Do not fear to express your beliefs and thoughts.8“You don't need to apologise for your existence.”8Be unapologetic about your actions.9“You need to be bold enough to make mistakes.”9Be courageous enough to accept that you will make mistakes.PARAGRAPH-FORMNOTE:What follows is merely an example. It is not prescriptive and must be used very carefully.You deserve to be treated with respect. Because self-confidence leads to success, it is imperative to verbalise your goals and commit yourself to them. Furthermore, risk-taking allows you to build confidence in your own abilities. However, understand that constructive criticism promotes growth. Moreover, successful people are self-assured and they know that absolute honesty is beneficial. They also never fear to express their beliefs and they are unapologetic about their actions. Lastly, it is imperative to be courageous enough to accept that human beings are not flawless.(86 words)The summary should be marked as follows:Mark allocation:7 marks for 7 points (1 mark per main point)3 marks for languageTotal marks: 10Word Count:If the word limit is exceeded, read up to the last sentence above the stipulated upper limit and ignore the rest of the summary.PRACTICE EXERCISE 3The word ‘home’ suggests a safe and comfortable place where one can relax. The use of the pronoun ‘they’ refers to the Springboks. This suggests that the Springboks prefer Tsogo Sun and so should we.(2)It is effective because it is ‘catchy’ or interesting. It refers directly to the springboks ‘Boks’. The use of alliteration in ‘Fit’ and ‘for’ makes it ‘catchy’ as well. The word ‘fit’ implies being sporty, strong, ‘good enough’, adequate, apt and proper. They are suited for this accommodation. The # symbol is synonymous with Instagram and a young and vibrant group.(2)The written text includes words such as ‘world-class’, which implies being top notch or competing with the best. ‘Springboks’ are a loved SA sporting team, ‘high level of passion’ and ‘tailor-made experiences’ all suggest that they consider their clients and are passionate about their hotel group. These emotive words/phrases make this advert effective/appealing. They could also make note of the use of the word ‘our’. The learner must refer to the text (diction, style) and then explain for 2 marks.(3)The message of the advertiser is that their hotel is a preferred choice for the Springboks. This makes it a desirable option for all South Africans. The visual includes a Springbok T-shirt on the bed. Socks and boots are thrown on the floor. This creates a feeling of comfort. Whoever placed the clothes there is clearly at home and relaxed. The room appears to be spacious and tastefully decorated (‘high level of service’ and ‘tailor-made experiences’). MUST make reference to visual and relate to text.(3)PRACTICE EXERCISE 4: CartoonGwen is clearly fed up, frustrated. She is looking up as if she is appealing for heavenly intervention. Her arms/fists are clenched.Gwen is upset about the ATM being out of order and Eve replies that the world is such today. The punchline is in the last frame of the cartoon where the cartoonist has not provided an ending. This ironic twist makes it humorous as one would not expect this incompetency (‘shoddy customer service’) to apply to comic strips as well. The learner must make reference to the irony/unexpected ending for 3 marks.Frame 1: the old lady is intrigued/engaged by the conversation of the two boys (‘eyebrows upturned, eyes slanting to their direction’). Frame 3: the old lady appears amazed at their revelation of what they experienced as ‘horrible’ (eyes wide open, looks up). Frame 4: she’s amused. (smile on her face).The old lady is eavesdropping on the conversation of the two boys. There is a clearly a difference between the aspects of their life that are serious (lack of PlayStation, etc), and what she would consider to be serious (‘apartheid’). They are living in a different generation with different concerns. Could be highlighting the generation gap or possibly the gap between parents/the older generation and children today.2323PRACTICE EXERCISE 55.1B??adjective(1)5.2It is a book/film title.(1)5.3I thought he was attractive/good-looking.[Accept appropriate formal English synonyms](1)5.4Perfect singing voice/flawless singing voice. (1)5.5I thought that those crushes were incomprehensible (1),the ones to which one/you could assign no sense or meaning (1).[Award 1 mark for the first and second pair of words respectively](2)5.6You will never meet someone who is the ideal crush object.[Accept... someone that…](1)5.7Would have together/would have had together[If the candidate changes ‘are’ to ‘would be’, the second verb must be ‘would havehad together’](1)5.8.Stationery(1)5.9It exists.Crashes… they exist.(1)[10]PRACTICE EXERCISE 6: Poetry questions on ‘impression’Her body looms above him like a hill (The Zulu Girl – R Campbell)What impression is created about the mother in ‘Her body looms above him’?‘Looms’ conveys the idea of something rising above one. Here it is the mother whose body rises above the child. The impression thus created is that she is protective over her child.(2)A frost came in the night and stole my worldAnd left this changeling for it – a precocious image ofspring, too brilliant to be true (A Hard Frost – CD Lewis)What impression about the place does the speaker create in the above words?The words ‘stole’ and ‘changeling’ suggest a sudden and ominous disruption to an ordered world. Then ‘precocious’ and ‘too brilliant’ refer to the beauty of the change caused by the frost that fell overnight. Thus, the impression created is that the place is stunningly beautiful.(2)Thy tears that touched my heart, child, Felix, poor Felix Randal(Felix Randal – GM Hopkins)What impression of the speaker is created in the above words?The words ‘touched’ and ‘my heart’ convey the emotional impact that Felix Randal has on the speaker. The word ‘’poor’ Felix’ shows his sympathy for Felix Randal. Thus the impression created about the speaker is that he is a soft, gentle person who cares for those who are ill and who is deeply affected by Felix Randal’s impending death.(2)PRACTICE EXERCISE 7: Poetry questions on ‘comment’7.1He was my North, my South, my East and West (Funeral Blues, by WH Audenl)Comment on the appropriateness of this line in the context of the poem.In this line the four cardinal points of the compass are mentioned. The poem deals with the devastation that the speaker feels on the death of his friend. Thus, this line is appropriate as it clearly conveys that the speaker’s friend has lost his direction in life now that his friend has?died.(3)7.2Mockery spring, to lend this bridal gearFor a few hours to a raw country maid (A Hard Frost, by CD Lewis)Comment on the appropriateness of this image in the context of the poem.In this image the surrounding countryside transformed by the frost is compared to an unsophisticated, unrefined girl from the backwoods, made temporarily beautiful with exquisite bridal dress. Once her bridal dress is removed she will revert to her unattractive self. This is an appropriate image as the poem deals with the transient beauty of the countryside transformed by the frost which will melt quickly.(3)7.3And I saw it was filled with graves,And tomb-stones where flowers should beAnd Priests in black gowns, were walking their rounds,And binding with briars, my joys and desires (The Garden of Love, by W Blake)Comment on the effect of the repetition of ‘And’ in these lines.The repetition of ‘And’, which appears in the beginning of the lines, emphasises the negative, death-like (tombstones) effect that the priests, and by implication, religion, has on the lives of people. This points out how the church has blighted all that is joyful and pleasurable in the lives of the people.(3)7.4Then without waiting we ran to the open spaceUlulating to the mountains and the pathwaysCalling people from all the circles of the earth (First Day After the War, by M Kunene)Comment on the tone of this stanza in relation to the title, First Day After the War.There is a tone of joy and jubilance in this stanza (‘without waiting we ran’, ‘ululating’). This tone of joy points out how the people celebrate after having been suppressed and fearful for so many years. The title tells us that this is the first day of freedom, hence the happiness of the people.(3)PRACTICE EXERCISE 8: Poetry questions on ‘discuss’ and ‘critically discuss’A girl flings down her hoe, and from her shoulderUnslings her child tormented by flies (Zulu Girl, by R Campbell)Critically discuss how these lines convey the speaker's attitude toward the Zulu girl.In these lines, the Zulu girl is clearly resentful of the hard, manual labour she is engaged in and the suffering endured by her child who is pestered by the flies. She does not even have someone to look after her child while she works. The fact that the speaker notices this tells us that he feels sorry for her and her hard life filled with poverty.(3)Yet if you should forget me for a whileAnd afterwards remember, do not grieve (Remember, by C Rossetti)Discuss what the speaker's tone in these lines conveys about her attitude to her beloved.The speaker has adopted a tone of calm acceptance of the fact that it is natural for one to be forgotten after death. He tone is also one of reassurance towards her beloved not to feel guilty for forgetting her in the future. This tells us that her attitude is one of love and concern for her beloved. She wants him to be happy when she is no longer there.(3)8.3Pregnant cloudsRide stately on its back,Gathering to perch on hillsLike sinister dark wings (An African Thunderstorm, by D Rubadri)Discuss the appropriateness of the image in these lines in the context of the poem.In this image the clouds are depicted as, firstly, being heavy with rain (pregnant), and secondly, as a dangerous winged creature preparing itself to attack the villagers. The image is appropriate as the impending danger it implies reinforces what the poem points out: the imminent arrival of a fierce, destructive storm.(3)PRACTICE EXERCISE 9: Poetry questions on ‘diction’That is why our music is so sweet (An African Elegy, by B. Okiri) What does the diction in this line convey about the people mentioned in the poem?The words ‘music’ and ‘sweet’ carry happy connotations of pleasing sounds. This tells us that the people are happy and contented and that they approach obstacles with a positive?attitude.(2)Full gorged they chose their roostkeeping the hollowedin easy range of coldtelescopic eyes (Vultures, by C Achebe)What does the word ‘cold’ suggest about the speaker’s view of the vultures?‘Cold’ suggests something that is ruthless and brutal. This clearly describes the vultures that have no compunctions about feasting on a human body. This suggests that the speaker looks at the vultures with disgust and perhaps an element of hatred for the way in which it is ready to eat any dead flesh.(2)The curbed ferocity of beaten tribes,The sullen dignity of their defeat (Zulu Girl, by R Campbell)Suggest a reason for the speaker's describing the dignity of the tribes as ‘sullen’.‘Sullen’ suggests an element of hostility in the people. The speaker describes the dignity of the people as being ‘sullen’ to convey that they have not accepted their defeat, but are aware that they are powerless to do anything about it at present.(2)PRACTICE EXERCISE 10: Poetry questions on ‘mood’Then without waiting we ran to the open spaceUlulating to the mountains and the pathwaysCalling people from all the circles of the earth(First Day After the War, by Mazisi Kunene)What does the word, 'Ululating' (line 7) indicate about the mood in the village?‘Ululating’ is a loud and sustained expression which conveys great joy. This tells us that the villagers are very happy and in a celebratory mood as the terrible war has just ended. The mood is one of victory.(2)Let aeroplanes circle moaning overheadScribbling on the sky the message 'He is Dead'.Put crepe bows round the white necks of the public doves,Let the traffic policemen wear black cotton gloves (Funeral Blues, by WH Auden)Explain how these lines contribute to the mood of the poem.These lines contain words associated with great sorrow: ‘moaning’, ‘dead’, ‘black’. The poem conveys the unbearable grief the speaker feels at the loss of his friend. Therefore, these lines reinforce the mood of grief and loss.(2)PRACTICE EXERCISE 11: Poetry questions on ‘central idea’Better by far you should forget and smileThan that you should remember and be sad (Remember, by C Rossetti)Discuss how the tone of the rhyming couplet reinforces the central idea of the poem.The speaker’s tone in the rhyming couplet is a balanced and mature tone in which she reassures her beloved that it is better to smile that be sad over her death. This reinforces the central idea of the poem which points out that it is natural to move on in life after the death of a loved one and that one should not to feel guilty for forgetting her in the future.(3)Nothing which we are to perceive in this world equalsthe power of your intense fragility,whose texture compels me with the colour of its countries,rendering death and forever with each breathing(somewhere i have never travelled, Ee eCummings)Show how this stanza conveys the central idea of the poem.In this stanza, the speaker refers to the fragility and beauty of his beloved which cannot be equaled by any other experience. The central idea of the poem is the intense love and devotion that the speaker feels for his beloved who exercises such power over him by her beauty. Thus, this stanza reinforces the central idea of the poem.(3)This seeing the sick endears them to us, us too it endears.My tongue had taught thee comfort, touch had quenched thy tears,Thy tears that touched my heart, child, Felix, poor Felix Randal(Felix Randal, by GM Hopkins)Discuss how the diction in this stanza reinforces the central idea of the poem.The repetition of ‘endears’ tells us that the speaker is warm and loving towards Felix Randal ‘Quenched thy tears’ conveys the comfort that the speaker offered Felix. Referring to a grown man as ‘child’ also suggests the tenderness the speaker feels for the dying Felix. The poem deals with the deep bond that exists between the farrier and the speaker, the priest. Therefore, the diction reinforces this bond.(3)4.3NOTE TO THE TEACHERUnderstanding the Question Structure – Barrett’s TaxonomySee below for the explanation of this table.Level 1Level 2Level 3Level 4Level 5HEREHIDDENHEAD / HEARTLiteralRe-organisationalInferenceEvaluationAppreciation40%40%20%PEELS = Point, Example, Explain, Link, SubstantiatePoint and ExampleExplainLink and Substantiate(offer personal opinion)Although we have isolated the levels, levels are usually integrated in a question.It is necessary to know that the questions set in the examination paper cover the following cognitive levels:40% from Barrett’s level 1 and 2. These answers can be found HERE – in the text.40% from Barrett’s level 3. The answers to these questions are HIDDEN in the text and you will use your knowledge of English to explain your answer.20% from Barrett’s level 4 and 5. The answer to these questions requires a personal response and opinion (HEART) as well as thoughtful, skilful consideration (HEAD) and substantiation. There needs to be an EVALUATION element in your response which shows the marker that you can ENGAGE with the text critically. You need to USE THE TEXT as a basis to respond on aspects you see in the world – CRITICAL ENGAGEMENT.NOTE: the 2 and 3 mark questions usually have a combination of levels. Even within a ‘difficult question’ there is an easier level and all candidates should therefore score at least some marks.MESSAGE TO GRADE 12 LEARNERS FROM THE WRITERSOnly YOU – hold the pen in the finals.Only YOU – can write this examination.Only YOU – can make it happen.Only YOU – can do it!We believe in YOU!There comes a time, when the player has to put into practice all that he has prepared.Are you fit enough, prepared enough? This little poem encapsulates all that we wish for you.If you want a thing bad enoughTo go out and FIGHT for it,Work day and NIGHT for it,Give up your timeand sleep for it...If you’re prepared toSWEAT for it,FRET for it,PLAN for it,Lose all your terror ofMAN for it,THEN, HEY!??You'll GET it!If you take this booklet 3775710508000and use it,might improve your marks a bit.We know you can excel.Good luck, fromJayshree, Wolfie and Rodelle(Les Brown – adapted)Thank you ................
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