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STUDY GUIDE FOR WRITING ESSAYS AND TRANSACTIONAL TEXTS ENGLISH HOME LANGUAGE FIRST ADDITIONAL LANGUAGE SECOND ADDITIONAL LANGUAGE GRADE 10-12 2019 Second Chance Matric Support Programme

STUDY GUIDE FOR WRITING ESSAYS AND TRANSACTIONAL TEXTS English Grades 10 - 12 Home Language First Additional Language Second Additional Language SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 1

CONTENTS PAGE 1 Introduction 4 2 WRITING AND PRESENTING 4 3 Essays 6 3.1 Narrative essay 7 3.2 Descriptive essay 7 3.3 Reflective essay 8 3.4 Argumentative essay 9 3.5 Discursive essay 10 4 Longer Transactional Texts 14 4.1. Informal letter 15 4.2 Formal letter 16 4.2.1 Letter of application 16 4.2.2 Letter to the editor (Format 1) 17 Letter to the editor (Format 2) 18 4.3. Curriculum Vitae (CV) and Covering letter 19 4.4 Magazine and Newspaper Article 23 4.5 Agenda and minutes of a meeting 24 4.6 Report (Formal and Informal) 25 4.7 Speech 27 4.8 Dialogue/Interview 28 4.9 Review 29 4.10 Obituary 30 5 Shorter Transactional Texts (FAL & SAL ONLY) 32 5.1 Advertisement, Flyer and Poster 32 5.2 Invitation 33 5.3 Diary entries 34 5.4 Postcard 35 5.5 Directions 36 2 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

5.6 Instructions 37 5.7 Writing an email 38 5.8 Filling in a form 38 6 Annexures 40 A: Self-assessment sheets 40 B: Rubrics for WRITING AND PRESENTING Tasks: HL 41 FAL 44 SAL 48 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 3

1. INTRODUCTION The purpose of this guideline is to guide teachers and learners briefly on the aspects of writing and presenting. The guideline also aims at producing competent, versatile writers who use their skills to develop and present appropriate written, visual and multi-media texts for a variety of purposes. WRITING AND PRESENTING allows learners to construct and communicate thoughts and ideas coherently. Frequent writing practice across a variety of contexts, tasks and subject fields enables learners to communicate functionally and creatively. Knowledge of language structures and conventions will enable learners to produce coherent and cohesive texts. Language structures should be taught for constructing texts in their context of use. The application of language structures should not be restricted to the analysis of isolated sentences. It should explain the way in which sentences are structured to construct whole texts such as stories, essays, letters and reports in the classroom. The above skills, writing and presenting, should therefore be integrated. In integrating these skills, the focus on one skill can lead to practice in the other. For example, a learner involved in a debate will read an argumentative/discursive essay and then produce his own written argumentative/discursive essay using language structures. This guideline may be used by teachers and learners of English Home (HL), First (FAL) and Second Additional Lan- guages (SAL). Teachers and learners should be guided by the relevant CAPS document for each language level as this document covers a range of writing texts. 2. WRITING AND PRESENTING Writing and presenting combines three elements: • using the writing process; • learning and applying knowledge of the structure and features of different text types; • learning and applying knowledge of paragraph and sentence structure and punctuation. Process writing A writing instruction usually involves producing a text through the writing process. However, not every step of the pro- cess will be fully required on every occasion. For example, if learners are writing a familiar text type, they will not need to analyse its structure and language features in detail. Writing and designing texts is a process, and learners need the opportunity to put this process into practice. The process may unfold as follows: A learner should: ● decide on the purpose and audience of a text to be written and/or designed; ● brainstorm ideas using, for example, mind maps, flowcharts or lists; ● organise ideas; ● read the draft critically and edit. At this stage, the following must be kept in mind: o avoiding fancy characters and capital letters in the middle of sentences; o desisting the use ofTexting language (u vs you); o identifying careless errors (they’re vs their/its vs it’s). ● produce a well-designed final version. 4 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

Note ● Learners should often be given the opportunity to write freely without an assessment requirement. In this regard, teachers may focus on a particular skill or sub-skill being dealt with during that particular stage of the process, without fully assessing the produced text. ● Teachers should ensure that learners are familiar with the rubrics for assessment, as well as how descriptors are used to assess the texts. Learners may be given a copy of each rubric so that they may use such in self and/or peer assessment. ● Peers should also learn to edit one another’s work as this interaction is an important part of process writing which improves own and other’s awareness of the process. ● Teachers should provide learners with positive feedback to ensure improved writing skills. ESSAY WRITING SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 5

3. ESSAYS An essay is an extended piece of writing in which a writer expresses his/her point of view on a topic given. It should have an introduction, body and conclusion. A brief explanation of each one of these follows: Planning your essay: Expected Length of texts: 6 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

Language level Grade 10 Grade 11 Grade 12 English HL 300 – 350 words 350 – 400 words 400 – 450 words English FAL 150 – 200 words 200 – 250 words 250 – 300 words English SAL 150 – 180 words 180 – 200 words 200 – 250 words 3.1 Narrative essay A narrative essay tells a story or tells of a past event. It does not have to be a true story or based on your life/experi- ence. It can be written from any perspective. Here are some possible topics: ● The last time I saw them; ● #Hashtag; ● Hidden away at the back of a drawer. Consider the following when writing a narrative essay: ● The story must have a strong storyline and be convincing even if it is fiction. ● A narrative essay is usually written in the past tense. ● The introductory paragraph should capture the reader’s attention. ● An unusually interesting ending gives a story the final touch. ● The reader’s interest must be maintained until the end. The style, rhetorical devices and action must ensure sustained interest. ● A successful narrative vividly highlights sensory details such as sight, sound, taste, smell and tactile sensa- tions. ● A narrative essay often has a strong descriptive element. Below follows an example of how a narrative story may be introduced: Suddenly there was absolute silence… It was a cold stormy night. The thunder was screaming in a gruesome voice. The rain was pouring like a waterfall onto the windowsill. As usual, I was alone – scared. 3.2 Descriptive essay In a descriptive essay, the writer describes a person, memory, situation, place, experience or any object. In contrast to other types of essays, the descriptive essay allows the writer to use many figures of speech and descriptors like adjectives and adverbs, thus enabling him to create a powerful image of what he is describing. The writer presents the text in a manner that leads the reader into the writer’s perspective on the subject that the writer is describing. SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 7

Here are some possible topics: ● Beauty; ● An explosion of colours; ● The season that brings out the best in me. Consider the following when writing a descriptive essay: ● The writer should create a picture in words using adjectives and adverbs. ● It is usually written in the present or past tense. ● Words and expressions should be chosen carefully to achieve the desired effect. ● Images of sight, sound, hearing, taste and touch can be used to make the description vivid. ● Figures of speech should be used in original ways. ● Learners should ideally have experience of the topic. It is very difficult to describe something without having first-hand knowledge. An example of an introductory paragraph for a descriptive essay is below. The Karoo A vast expanse of scorched sand, small bushes, trees covered by dust. A dome of rich blue, governed by the fierce ball of fire, then dipping slowly downwards to meet the sand on the horizon. Lifeless, you would think. Think again? The Karoo has a life of its own. 3.3 Reflective essay (HL and FAL ONLY) In a reflective essay, the writer contemplates an idea and gives his or her emotional reactions and feelings. The writ- er, for example, could reflect on dreams or aspirations. It presents a set of thoughts and ideas about a topic, with no particular attempt to argue for or against anything. Below is a graphic presentation of a definition and guide on how to write a reflective essay. 8 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

https:// www.slideshare.net/b.nicolls/how-to-write-a-reflective-essay Possible topics: ● Today I am wiser than before. ● The challenges of life today. ● The joy of helping others. Consider the following when writing a reflective essay: ● A reflective essay is subjective. ● Feelings and emotions play a major role. ● A substantial part of the essay may be descriptive. These descriptions should be vivid and aim to recreate the recollections or feelings of the writer in the reader. ● The ideas, thoughts or feelings expressed should reveal sincerity and personal involvement. Below follows an example of an introductory paragraph for a reflective essay. The moment of truth. Everyone has that one moment, which changes one’s life. A moment that one wishes had never happened. A moment that one cannot avoid or escape. The moment of truth. 3.4 Argumentative essay (HL and FAL ONLY) In an argumentative essay, the writer has a specific opinion or viewpoint and argues to defend or motivate his or her position. The opinion of the writer should be clear throughout. This is a subjective essay in which the writer tries to convince the reader to share his or her point of view. SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 9

Below are possible topics: ● Teenagers are not really rebellious; they are just misunderstood. ● Young people are influenced more by their friends than by their parents. ● The future of South Africa depends on foreign investment. Consider the following when writing an argumentative essay: ● The essay should start with the writer’s view of the topic in an original and striking way. ● The writer should give a range of arguments to support and substantiate his or her view. ● The writer focuses on points for OR against a statement. ● An argumentative essay is subjective and strong opinions are expressed. A variety of rhetorical devices and persuasive techniques should be used. ● The language used is emotive and can be emotional but should not be rude. ● The conclusion should be a strong, clear and convincing statement of the writer’s opinion. 3.5 Discursive essay (HL and FAL ONLY) A discursive essay is objective and aims to give a balanced view of both sides of an argument. The writer considers various aspects of the topic under discussion and presents opposing views impartially. The writer may come to a particular conclusion at the end of the essay but the arguments for and against must be well balanced and clearly analysed in the course of the essay. Possible topics: ● Giving children pocket money as a reward for hard work builds character. ● Your future is not created by others, but by yourself. ● Freedom of choice has both advantages and disadvantages. 10 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

Consider the following when writing a discursive essay: ● The writer should understand and be able to reflect both sides of the argument in an impartial and well-in- formed way. ● The writing must be lucid, rational and objective. Calm, well-reasoned and well-supported statements should be made. ● The tone should be unemotional and convincing without being condescending. ● The writer may give an indication of his or her opinion at the end of the essay, but this should only be done in conclusion. Below is an example of an introductory paragraph for a discursive essay. Technology has improved our lives Some people believe that technology is bad, whilst others believe that it is fantastic. However, everyone must agree that now it is difficult to imagine the world without it. Technology cannot be blamed for what goes wrong in the world. We should rather blame the people who use it badly. Planning an argumentative or a discursive essay SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 11

Note: While the various essay types seem independent of one another, a learner’s response may be a combination of different types of essays. It should also be noted that one topic might lend itself to a variety of essay types. Below is an illustration of how the same topic can be interpreted either as a descriptive essay or as a reflective essay. 12 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

Descriptive vs Reflective Topic (Past experience) Descriptive Reflective My first day at high school The physical environment How he felt at the time, what he where he was (the school, the learned from the experience of classrooms, the teachers, the that day, what he discovered he children, the sounds), to whom did not do, what perceptions he he talked, what he did or what he had about high school, whether was told to do. these conceptions confirmed, skills he had to develop or acquire to fit into his new environment. https://www.slideshare.net/b.nicolls/how-to-write-a-reflective-essay LONGER TRANSACTIONAL WRITING SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 13

4. LONGER TRANSACTIONAL TEXTS Transactional writing texts are either a response or an initiation of a response. As implied, these texts are a transac- tion. For example, a letter of appreciation will possibly yield a response, as much as a speech will get the audience won over or yelling in disagreement. Expected Length of texts Level Grade 10 Grade 11 Grade 12 HL 180 – 200 words 180 – 200 words 180 – 200 words FAL 120 –150 words 120 –150 words 120 –150 words SAL 80 – 100 words 80 – 100 words 80 – 100 words Differences between Informal and Formal letters. Informal Formal Audience • Writing to a friend or a member of your • Writing to a person you may not family. know personally or whom you know • Language and tone will be informal with in a more formal way. a friendly approach. • Language and tone is formal. • May have a chatty tone, but slang is not • Always be polite. allowed. Purpose • To keep in touch with someone you • To apply for a job. know or are related to. • To give your views on an issue of • To give information and enquire about concern to you. things that are of mutual interest, e.g. • To complain. family matters, gossip, sharing news, • To request information. congratulate, or sympathise. Format • Include your address and the date. • Include your address and the date. • Salutation will be formal with use of the • Include the address of the recipient. first or familiar name, e.g. ‘Dear Gran’, • Salutation is more formal, ‘Dear Mr ‘Dear Andy’. Monyaki’ or ‘Dear Sir/Madam’ . • Ending/closing will be informal, such as • Include the topic line. ‘Your best friend/ Yours sincerely/Your • Ending/closing will be formal such favourite niece’. as ‘Yours faithfully.’ (If the letter was started with the name of the person ‘Dear Mr Monyaki’, then the letter may end with ‘Yours sincerely’. • Signature and name of the sender. Content • Topic/question will tell you what the • Topic/question will tell you what the content should be. content should be. • Plan opening paragraph, central points • Plan opening paragraph, central and organise what you want to say. points and organise what you want to say. • Arguing or putting across your points logically is important and strengthens your case. • Be concise and to the point. 14 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

4.1 Informal letter Example of an informal letter Instruction Your uncle sent you money to pay for your matric farewell outfit. Write a letter to thank him for his contribution. 8 Serengeti Street Triangle Smallville 2037 12 February 2018 Dear Uncle Bully It was great………………………………………………………………………………… ……………………………………………………………………………………………… I am planning to ………………………………………………………………………………. …………………………………………………………………………………………………... My mother ……………………………………………………………………………………... ………………………………………………………………………………………………….. I want to thank ………………………………………………………………………………. Yours sincerely Bongani SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 15

4.2 Formal letter 4.2.1 Letter of application 8 Serengeti Street Triangle Smallville 2037 12 February 2018 The Manager Name of firm Address Dear Sir/Madam APPLICATION FOR POST OF ……… I, name and surname, would like to apply for the post of (name the post) as advertised in (name magazine/ newspaper). Give details of yourself and qualifications. Mention why you consider yourself suitable for the post. I am available for an interview at any time convenient to you. I hope my application will be considered favourably. Yours faithfully Signature Initials and surname 16 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

4.2.2 Letter to the Editor NOTE: Please note that either of the two formats can be used to write a letter to the editor: (Format 1) Instruction You have had many electricity and water disruptions in your area. Write a letter to the editor of your local newspaper expressing your views and feelings about it. 8 Serengeti Street Smallville 2037 12 February 2018 The Editor The Triangle Tribune PO Box 123 Smallville 2037 Sir /Madam Electricity and water disruptions During the past month, we have experienced ……………………………………… ……………………………………………………………………………………………… The consequences of these disruptions ………………………………………………… …………………………………………………………………………………………………... Several requests were made to the municipality to investigate the cause of these disruptions but to date, they have not responded. Going public with our plight is our last resort……. Yours faithfully B Monyaki B. Monyaki SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 17

(Format 2) Instruction You have had many electricity and water disruptions in your area. Write a letter to the editor of your local newspaper expressing your views and feelings about it. The Editor The Triangle Tribune PO Box 123 Smallville 2037 Sir /Madam Electricity and water disruptions During the past month, we have experienced ……………………………………… ……………………………………………………………………………………………… The consequences of these disruptions ………………………………………………… …………………………………………………………………………………………………... Several requests were made to the municipality to investigate the cause of these disruptions but to date, they have not responded. Going public with our plight is our last resort……. Yours faithfully Concerned Citizen B Monyaki B. Monyaki 8 Serengeti Street Smallville 2037 12 February 2018 18 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

Type of letter Informal Formal A letter of thanks to a family A letter to a company thanking member that contributed to them for their donation. your studies. A letter of request to your A letter of request to a nephew requesting assistance company requesting with a difficult subject. assistance with a project at school. A letter of complaint to a A letter of complaint to the neighbour regarding the municipality regarding the incessant barking of his dogs. non-removal of refuse. 4.3 Curriculum Vitae and covering letter A Curriculum Vitae (CV) is a document through which the writer presents himself/herself to the world. The key pur- pose of a C.V. is to profile yourself in line with the advertised post. The document should present a strong first im- pression of the candidate. It should present information clearly, objectively and concisely. For example, a candidate who applies for a sports-related post will present a CV, which speaks more about the can- didate’s prowess in sports than in the academic. The following aspects must be addressed: • Profile (in brief) • Personal details • Formal Qualifications (Grades, Diplomas and Degrees) • Work experience (if applicable) • Hobbies and interests • Community involvements • Positions of Responsibility (Leadership roles) • Referees (Three people who can vouch for you) SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 19

NB: Design/layout is important. According to the CAPS and the Examination Guideline 2017, the CV and covering letter is assessed as a combina- tion. For the format of the covering letter, please refer to the letter of application at 4.2.1. A covering letter is a summary of the contents of the CV and is always accompanied by a detailed CV. The purpose is to introduce the applicant and provide information on why the applicant would be the most suitable candidate for the position. LAYOUT 1 CURRICULUM VITAE OF ______________ PERSONAL DETAILS Surname and full names :……………………………………. Date of birth :……………………………………. Identity number :……………………………………. Address :……………………………………. Contact numbers :……………………………………. Gender :……………………………………. Marital status :……………………………………. Dependants :……………………………………. Religion :……………………………………. Nationality :……………………………………. Criminal record :……………………………………. FORMAL QUALIFICATIONS Secondary education Name of institution :……………………………………. Highest qualification obtained :……………………………………. Year of completion :……………………………………. Tertiary education Name of institution :……………………………………. Highest qualification obtained :……………………………………. Year of completion :……………………………………. 20 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

WORK EXPERIENCE Name and address of employer :……………………………………. Date of employment :……………………………………. Position :……………………………………. HOBBIES :……………………………………. :……………………………………. :……………………………………. INTERESTS :……………………………………. :……………………………………. :……………………………………. REFEREES Name Relationship Contact number 1. …………………….. ………………………… ……………………. 2. …………………….. ………………………… ……………………. 3. …………………….. ………………………… ……………………. SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 21

LAYOUT 2 Profile ZANELE MKHWANAZI- BA Hons, PGDE I am a creative, self-motivated teacher, an examiner, a focused and an efficient team player. I always achieve project and organizational goals within stipulated time frames. Effective communicator with good computer skills. _______________________________________________________________________ Personal details Surname and full names :……………………Date of birth:……………………… Identity number:…………………………………. Address:…………………………………………. Formal qualifications BA, Hons and a Postgraduate Diploma in Education Work experience Teacher of English from January 2009 to present Head of Department (Languages), February 2013 to present Head of Student Support Team, January 2014 to present School counsellor from March 2015 to present Hobbies and interests Reading and writing, Playing the bass guitar Travelling Community involvement Member of the Helping Hands Community Club (Mthatha) Chairperson of the local (Mthatha) 22 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

Leadership roles Head of Department (Languages), February 2013 to present Member of the School Governing Body (January 2014 to December 2016) Referees Mr R.H. Thema Principal: Mthatha Secondary School Cellphone: 078 200 2203 Email address: themarh@gmail.com Dr. B. Monyaki Director: National Department of Basic Education Cellphone: 079 100 2223 Email address: monyakibsw@yahoo.co.za Mrs. P Ndlovu Senior Education Specialist Cellphone: 081 400 4003 Email address: pndlovu34@gmail.com 4.4 Magazine and Newspaper Articles A magazine or newspaper article is written to inform, persuade and entertain. The style and tone of an article are de- termined by the purpose, audience and the issue being addressed. For example, an article written for a school maga- zine will differ from an article written for a local newspaper or magazine. Consider the following when writing an article: • The heading must be attractive and interesting. • The style should be lively, neutral or informal, speaking directly to the reader. It can be descriptive and figurative, appealing to the imagination of the readers. • Names, places, times, positions and any other necessary details should be included in the article. • Divide your ideas into clear paragraphs. • The article should stimulate interest and keep the reader absorbed. Instruction: You have been asked to write a magazine article on the happiest days of your life. This article will be pub- lished in a teen magazine. Below is an example of a possible HL response. SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 23

4.5 Agenda and minutes of the meeting An agenda gives an outline of what is to be discussed at a meeting. The following items must be included in an agenda. Name of organisation Date, time and venue of the meeting (heading of the meeting). Agenda items: 1. Opening and Welcome 2. Apologies 3. Attendance 4. Reading and adoption of minutes of the previous meeting 5. Matters arising 6. New matters 6.1 …………………………………… 6.2. …………………………………… 7. General 8. Date of next meeting 9. Closure The minutes of a meeting are a record of what happened at a meeting and decisions that were taken. The minutes must: • reflect the name of the organisation; • show the date, the place and the time at which the meeting was held; • state the name of the people who attended the meeting – can be added as an annexure, attendance register; • provide a summary of what was proposed and finally agreed upon; • be written in the past tense; • leave out trivialities like jokes; • only become legal and binding once signed and dated by the chairperson after being read and adopted in the next meeting; • indicate time the meeting ended. Below is an example of minutes of a meeting(FAL) Smallville Public Library Minutes of the meeting held on 12 February 2018 in the Smallville Public Library boardroom at 9h00. Agenda items: 24 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

1. Opening and Welcome The chairperson, Mr Blue, opened the meeting and welcomed all members present. 2. Apologies Mr Grey was on leave. 3. Attendance Refer to attached attendance register 4.. Reading and adoption of minutes of previous meeting Minutes of previous meeting were read and adopted by Mrs Black and seconded by Mr Green. 5. Matters arising from the minutes Mrs Yellow reported on the progress of the farewell function arrangements for Mr Orange, who was retiring at the end of March. 6 New matters 6.1 Dwindling numbers of library users It was noted with concern that the number of secondary school learners visiting the library had dwindled. It was decided that Ms Violet and Ms Indigo would embark on a campaign to recruit learners from the local secondary schools by visiting the schools. Unreturned books ………………………………………………………………. 6.2. …………………………………………………………………………………….. 7. General The staff was reminded of the black and red theme for Valentine’s Day. 8. Date of next meeting 12 March 2018 at 9h00. 9. Closure The meeting closed at 10h00. 4.6 Report (formal and informal) Reports are factual accounts or summaries written in a formal, concise manner. They are usually assigned or request- ed. SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 25

Formal Informal Format Format • A recipient • A recipient • A sender • A sender • A topic • A topic • Introduction • Introduction o Briefly explain the background and purpose o Briefly explain the background and purpose of the report of the report Body Body • Should be a factual account of incident/accident/ • Investigation situation o The procedure followed to gather information • Who? Why? Where? When? What? How? • Findings o Based on the investigation Conclusion Conclusion • Briefly draw together findings and recommendations • Summarise findings Recommendations • Based on the findings • Sign and date report • Sign and date report • Formal language to be used • Informal format but formal language to be used • No slang or colloquial language 26 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

Below is an example of a Formal report Example of a report TO : Ms B. Mzila, Head of the Mothers’ Committee. FROM : Mr S Naicker TOPIC : Investigation into the running of a soup kitchen at Fairview High School. INTRODUCTION: As requested by the Head of the Mothers’ Committee, this report investigates the running of a soup kitchen from the school for the underprivileged in our community. INVESTIGATION: A survey was drawn up and carried out in the local community by the members of the Mothers’ Committee, • to determine how many families had no breadwinner. • The school tuck shop was examined to see if it was suitable for preparing and serving the soup. • A local supermarket was approached for donations of ingredients. • The Community Service Group was asked to prepare and serve the soup. FINDINGS: • There is no permanent breadwinner in 40% of the families in the local community. • The tuck shop is the ideal venue to prepare and serve the soup. • Choice ’n Change supermarket agreed to donate the ingredients, plastic bowls and spoons. • The community Service Group said they would assist on Tuesday and Friday afternoons. CONCLUSION: The school will be able to run a soup kitchen each Tuesday and Friday. RECOMMENDATIONS: The soup kitchen should start on 1 April 2018. S. Naicker 20 March 2018 4.7 Speech A speech is a written account of an oral address with a specific purpose in mind. The purpose will be determined by the topic. • A good speech is noted for its ability to capture and retain e audience’s attention. • It must be in paragraph form. • The tone might be formal/informal, depending on the audience and purpose. • Opening/greetings - keep it brief and simple. SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 27

• Outline the subject of the speech. • Highlight three or four key ideas and discuss each in a paragraph. • Conclusion - logical and appropriate closure to the speech. Below is an example of a speech Instruction: As a school leaver, your former school, asked you to deliver a motivational speech to the current matric class. Write the speech you will deliver. Dreaming Big Good morning Matric. I have an important question for you, – which way of thinking is better, dreaming big or being satisfied with small things? All my life I often thought I would make it big time. I was constantly at the top of my class. Over time, however, my motivation turned into something unhealthy. I believed that I was entitled to success. The first ominous sign came when I didn’t get a perfect score for the university entrance exams. I felt like a failure. Now, you are probably wondering: “What does it have to do with dreaming big?” Here’s my answer: I always dreamed big, and this made me overlook tiny successes. Dreaming big is good, as it helps in setting far-reaching goals and do bold things. But it can only work if one has a healthy relationship with failure and when one takes tiny steps. Remember, a journey of a thousand miles starts with one step! As I conclude, my wish for you is that you should always dream big in spite of the enormous setbacks on your road to success. 4.8 Dialogue/Interview • A dialogue is a conversation between two people. It is a record of the exchanges as they occur, directly from the speaker’s point of view. • An interview is similar to a dialogue. The major difference is that, in an interview the one speaker probes the other by asking questions whereas in a dialogue the speakers engage in a conversation. When writing a dialogue/interview: • write the names of the characters on the left side of the page; • use a colon after the name of the character who is speaking; • use a new line to indicate each new speaker; • avoid using long greetings and introductions – respond to the brief in the question; • stage directions must be given in brackets before the words are spoken; • sketch a scenario before you start writing. 28 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

Below is an example of a scenario Suzanne and Renske have just realised that they share a passion for popcorn. Suzanne: ……………………………………………………………………………… Renske: …………………………………………………………………………………… Suzanne: (excited) ……………………………………………………………………….. 4.9 Review A review is an individual’s response to a work of art, film, book,V programme (etc.). Reviews might appear in a magazine or newspaper. • When writing a review, the following must be included: o the title of the movie/book; o the author/director/producer. • A review must contain a brief discussion of: o the setting; o characterisation; o stylistic effects; o style of writing; o a judgement and recommendation. • Format: o Introduction: providing a brief background, e.g. ‘This is the third book/film in …’ o Body a brief discussion of key incidents without giving away the plot o Conclusion opinion/ recommendation • Style and tone o formal tone o subjective SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 29

An example of a book review follows Born a Crime: Stories from a South African Childhood By Trevor Noah I am generally a pretty critical reader, but I can say without reservation that this book is a treasure. Trevor Noah is a superb storyteller, and this memoir is his eloquent and touching account of growing up as a mixed-race child of a single mother, living in poverty in deeply racist and sexist South Africa. He provides an insight to a life very different from any other experienced by any of us. The book reads like fiction, but it is so much more touching because it is an autobiography. It is a superbly written story of a perceptive and resilient child thriving under very difficult circumstances. It beau- tifully captures these circumstances seen through the eyes of an innocent child. As I turned the last page, I smiled at the ending, but I also felt sad that the story ended. I wanted to know what happened next. I hope he writes a sequel. Adapted from https://www.amazon.com/gp/customer-reviews/ 4.10 Obituary An obituary is a notice of the passing on of someone known by the audience. Over and above ‘formally’ announcing the death, it also sketches the cause of death as well as the funeral arrangements. The aspects below must be included: • full name of the deceased; • date of birth, date of death; 30 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

where the person was living at the time of death; • birthplace; • key survivors and their names; • time date place of funeral; • a tribute. Some of the following may be included: • cause of death; • biographical information. Style and tone • formal tone; • concise; • euphemisms may be used, e.g. passed away instead of died. Basic Obituary Template Heading: name and surname of deceased Year of birth and year of death Name and surname of deceased ...... , age ….., passed away on ……..(date) at …..(place). Cause of death ….. . Born in … (town/city), he/she was the son/daughter of …… (parents). He/she attended… (school)/graduated at … (University/College). He/she was employed at … (place of work) and worked as …. (job title). He/she (name) was a member of (church /organisations/groups/committees/RCL). He/she enjoyed.... (hobbies/activities, etc.) Pay tribute (depending on what is asked in question paper) He/she is survived by wife/husband, children, grandchildren, etc. (be very careful to determine this. If it is a child, then it will be parents and siblings. If a grandmother/grandfather then there must be grandchildren). The funeral service will be held on .... (date) at ....(time) at ....(place and address). He/she (name) will be remembered for his/her ... (personality traits/things) SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 31

SHORTER TRANSACTIONAL WRITING 5. SHORTER TRANSACTIONAL TEXTS Expected length of texts: Language level Gr 10 Gr 11 Gr 12 English FAL 80 – 100 words 80 – 100 words 80 – 100 words English SAL 50 – 70 words 50 – 70 words 50 – 70 words 5.1 Advertisement, Flyer and Poster The purpose of any advertisement, flyer or poster, is to persuade someone to buy something or use a service. An advertisement /flyer/poster must include: • persuasive techniques; o grab the attention of the reader o keep the interest of the reader AIDA o create a desire for the product 32 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

o persuade the buyer to act • a description of the product/company/service/event; • brand name and slogan (where applicable); • if it is a product/service/company, provide information on where to find it; • provide contact information; • if it is an event the details of the venue and the date should be provided; • style and tone; o use figurative language, such as similes, metaphors, puns, alliteration and assonance, hyperbole and on- omatopoeia • Note: no marks will be awarded for illustrations. Below is an example of an advertisement Instruction: Your family wants to start a transport service for learners to and from school. They have asked you to create an adver- tisement that will be placed in the local newspaper. 5.2 Invitation An invitation is a short text to request someone’s presence at an event or to do something. An invitation must include: • name of invitee; • the date, venue and time at which the occasion will start; • the nature of the event. SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 33

An invitation may also include: • RSVP (a request for an immediate response)); • A specific dress code. Style and tone • The context will determine if it is formal or informal. • Full sentences are not necessary. Below is an example of an invitation Instruction Your school will be hosting an annual concert in which learners stage different performances. As the chairperson of the Representative Council of Learners (RCL), you have been asked to invite members of the School Governing Body (SGB) to the concert. Write out the content of your invitation card. 5.3 Diary entries A diary entry is a record and reflection on personal experiences. The number of entries will be determined by the question. Diary entries: • must reflect a date for each entry; • must be written in the first person; • must express feeling and emotions; • will be informal in style. Example of a diary entry Instructions You recently participated in a talent show. t. Write TWO diary entries. The first entry must indicate how you felt before the talent show and the second entry must express how you felt after the show.t. FRIDAY, 27 APRIL 2018 Dear Diary It’s 5pm, and my nerves are shattered. My stomach is filled with butterflies, and my hands are sweaty and won’t stop shaking. Tonight’s is making me nervous. What on earth made me decide to compete in the first place and why did I choose singing as my talent? 34 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

FRIDAY, 27 APRIL 2018 Dear Diary It’s now 8pm. The show wasn’t bad after all. I took charge. I am relieved it is over. I obtained a second place and couldn’t be happier. I guess the nervousness was unnecessary; after all, everybody applauded me! I am more than proud of myself! 5.4 Postcard A postcard has limited space; as a result, the writing will be concise. A postcard must: • have concise and brief sentences; • have an informal tone; • have greeting/ salutation and the name of the sender. Note: avoid slang or colloquial language Example of a postcard Instruction: You are on holiday. You have decided to send your parents a postcard, telling them about the holiday. Write down the information you will send to them. SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 35

5.5 Directions We use directions when we are telling someone how to get somewhere. Directions must: • have a scenario; • be concise and clear; • be in chronological order (listing them will be easier); • refer to a specific direction; • indicate the approximate distance; • provide information about landmarks along the way; • be written using the imperative form. Example of directions Instruction: You have decided to start a study group at your house, but not all learners know where you live. Give them directions from the school to your house. Directions from school to house 1. From the school turn right onto Walter Street. 2. Walk down Walter Street for approximately 100m. 3. At the four ways crossing, turn left into Church Street. 4. Go past Checkers on your left-hand side. 5. Carry on, on that road until you cross the second set of traffic lights with Pick ‘n Pay on your left-hand side. 6. Turn right into Boom Street. 7. On your right-hand side, there is Pep Stores. 8. Walk a further 500m until you reach a T-junction. 9. Turn left into Solomon Street. The third house on the left-hand side is my house. 36 SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

5.6 Instructions We give instructions when we are describing how something is done through a series of sequenced steps. Instructions must: • have a scenario; • be concise and clear; • be in chronological order (listing them will be easier); • be written using the imperative form. Example of instructions Instruction: Your cousin, who is in Grade 8, has to prepare and present a speech. You have been asked to assist. Write down a set of instructions that your cousin must follow when preparing a speech for presentation. Some tips on preparing an outstanding speech for presentation: 1. Research your topic comprehensively and gather facts and statistics to use. 2. Write a powerful and attention-grabbing introductory first sentence. 3. Use cue cards; this will help you deliver a more fluent speech. SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 4. Practise your speech by saying it aloud. 5. Ask for help with words you cannot pronounce. 6. Prepare illustrations or graphs; this will help your audience to understand your statistics. 7. Do not stress! Stress will cause you to stutter and stumble over your words. 37

5.7 Write an email 38 The word email is derived from electronic mail. It is the distribution of messages by electronic means from one computer to one or more recipients via a network. Example of an email TO: harold@hotmail.co.za; strini@webmail.co.za CC: benadex@lantic.org.za; suffo@yahoo.uk; SUBJECT: Outstanding reports MESSAGE: Dear Colleagues You are reminded to submit all the outstanding reports by no later than Friday, 29 May 2018. A mid-term report template will be sent to you hereafter to facili- tate uniformity. You are advised to consult Mr Foxtrot if you encounter any problems with the template. Kind regards Nomsa Twala 5.8 Filling in a form A form is used for various reasons, e.g. applying for a job, opening a bank account, giving personal details, entering competitions or contests(etc.). When filling in a form: • provide information as required; • be concise and accurate; SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH • writing should be neat and legible.

APPLICATION FOR ADMISSION TO A TERTIARY INSTITUTION SURNAME FULL NAMES GENDER ID NUMBER ADDRESS TOWN/CITY POSTAL CODE PROVINCE TELEPHONE NUMBER EMAIL ADDRESS SCHOOL INTENDED FIELD OF STUDY SECOND CHOICE SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH MOTIVATION FOR ACCEPTANCE 39

6. ANNEXURES 40 Annexure A – Self- Assessment Self-Assessment Tool Transactional Writing Criteria    1. The correct format is used. 2. There is a suitable introduction. 3. The content adheres to the task instructions. 4. Sentences vary in length and type (such as questions, complex, compound sentences). 5. Correct punctuation is used. 6. Appropriate style and register are used. 7. Spelling has been checked for correctness. 8. The last paragraph rounds off the writing task. What I would score myself: Criteria Exceptional Skilful Moderate Elementary Inadequate Content, Planning & Format Language, Style & Editing Improvements I have to make: Self-Assessment Tool Essay Writing Criteria    1. There is a suitable introduction. 2. The content adheres to the task instructions. 3. Sentences vary in length and type (such as questions, complex, compound sentences). SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 4. Each paragraph explores the main idea. 5. The paragraphs are linked. 6. Correct punctuation is used. 7. Appropriate style and register are used. 8. Language is effectively used.

9.. Spelling has been checked for correctness. 10. The last paragraph rounds off the writing task. What I would score myself: Criteria Exceptional Skilful Moderate Elementary Inadequate Content, Planning Language, Style & Editing Structure Improvements I have to make: ASSESSMENT RUBRIC FOR ESSAY – ENGLISH HOME LANGUAGE [50 MARKS Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT & 28–30 22–24 16–18 10–12 4–6 PLANNING -Outstanding/Striking response beyond normal -Very well-crafted response -Satisfactory response -Inconsistently coherent -Totally irrelevant (Response and expectations response response -Fully relevant and interesting -Ideas are reasonably ideas) -Intelligent, thought-provoking and mature ideas ideas with evidence of coherent and convincing -Unclear ideas and -Confused and Organisation of maturity unoriginal unfocused ideas -Exceptionally well organised and coherent (connected), -Reasonably organised ideas for planning; Upper level including introduction, body and conclusion/ending -Very well organised and and coherent, including -Little evidence of -Vague and repetitive Awareness of coherent (connected), introduction, body and organisation and including introduction, body conclusion/ending coherence -Unorganised and purpose, audience and conclusion/ ending incoherent and context 30 MARKS 25–27 19–21 13–15 7–9 0–3 -Excellent response but lacks the exceptionally striking -Well-crafted response -Satisfactory response but -Largely irrelevant -No attempt to respond SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH qualities of the outstanding essay some lapses in clarity response to the topic -Relevant and interesting -Mature and intelligent ideas ideas -Ideas are fairly coherent -Ideas tend to be -Completely irrelevant and convincing disconnected and and inappropriate -Skilfully organised and coherent (connected), including -Well organised and coherent confusing Lower level introduction, body and conclusion/ending (connected), including -Some degree of -Unfocused and introduction, body and organisation and coherence, -Hardly any evidence muddled conclusion including introduction, body of organisation and and conclusion coherence 41

Criteria Exceptional Skilful Moderate Elementary Inadequate 42 LANGUAGE, 14–15 11–12 8–9 5–6 0-3 STYLE AND Upper level EDITING -Tone, register, style and vocabulary highly -Tone, register, style and -Tone, register, style and -Tone, register, style and -Language vocabulary very appropriate vocabulary appropriate to vocabulary less appropriate incomprehensible appropriate to purpose, audience and to purpose, audience and purpose, audience and to purpose, audience and Tone, register, style, vocabulary context context context context -Tone, register, style appropriate to and vocabulary not -Exceptionally impressive use of language purpose/effect and -Language is effective, and a -Appropriate use of language -Very basic use of language appropriate to purpose, context; -Compelling and rhetorically effective in consistently appropriate tone to convey meaning audience and context tone is used -Tone and diction are Word choice; -Tone is appropriate inappropriate -Vocabulary limitations -Virtually error-free in grammar and -Largely error-free in so extreme as to Language use spelling grammar and spelling -Rhetorical devices used to -Very limited vocabulary make comprehension and conventions, enhance content impossible -Very skilfully crafted -Very well crafted punctuation, grammar, spelling 13 10 7 4 15 MARKS -Language engaging and -Adequate use of language -Inadequate use of generally effective with some inconsistencies language -Appropriate and effective -Tone generally appropriate -Little or no variety in tone and limited use of rhetorical sentences -Virtually error-free in grammar -Language excellent and devices Lower level -Few errors in grammar and -Exceptionally limited spelling vocabulary rhetorically effective in tone and spelling -Skilfully crafted -Well crafted STRUCTURE 5 4 3 2 0–1 Features of text; -Logical development of -Relevant details developed -Some valid points -Necessary points details lacking -Sentences, paragraphs -Sentences, paragraphs well- -Sentences and paragraphs Paragraph development -Excellent development -Coherent constructed faulty -Sentences and and sentence exceptionally well- paragraphs faulty construction -Sentences, paragraphs -Essay still makes sense -Essay still makes some of the topic -Exceptional detail logical, varied sense -Essay lacks sense constructed 5 MARKS SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – ENGLISH HOME LANGUAGE [25 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING & 13–15 10–12 7–9 4–6 0–3 FORMAT -Outstanding response beyond -Very good response -Adequate response -Basic response demonstrating -Response reveals no normal expectations demonstrating good knowledge demonstrating knowledge of some knowledge of features of knowledge of features of the Response and ideas; of features of the type of text features of the type of text the type of text type of text -Intelligent and mature ideas Organisation of ideas for -Maintains focus – no -Not completely focused – some -Some focus but writing -Meaning is obscure with major planning; -Extensive knowledge of digressions digressions digresses digressions features of the type of text Purpose, audience, features/ -Coherent in content and ideas, -Reasonably coherent in content -Not always coherent in content -Not coherent in content and conventions and context -Writing maintains focus very well elaborated and details and ideas and ideas ideas 15 MARKS support topic -Coherence in content and -Some details support the -Few details support the -Very few details support the ideas -Appropriate format with minor topic topic topic inaccuracies -Highly elaborated and all details -Generally appropriate format -Has vaguely applied necessary -Has not applied necessary rules support the topic but with some inaccuracies rules of format of format -Appropriate and accurate format -Some critical oversights LANGUAGE, STYLE & 9–10 7–8 5–6 3–4 0–2 EDITING -Tone, register, style and -Tone, register, style and -Tone, register, style and -Tone, register, style and -Tone, register, style and vocabulary highly appropriate to vocabulary very appropriate to vocabulary appropriate to vocabulary less appropriate vocabulary do not correspond to Tone, register, style, purpose/ purpose, audience and context purpose, audience and context purpose, audience and context to purpose, audience and purpose, audience and context effect, audience and context; context -Grammatically accurate and -Generally grammatically -Some grammatical errors -Error-ridden and confused Language use and conventions; well-constructed accurate and well-constructed -Inaccurate grammar with -Adequate vocabulary numerous errors -Vocabulary not suitable for Word choice; -Virtually error-free -Very good vocabulary purpose -Errors do not impede meaning -Limited vocabulary Punctuation and spelling -Mostly free of errors -Meaning seriously impaired 10 MARKS -Meaning obscured SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 43

ASSESSMENT RUBRIC FOR ESSAY – FIRST ADDITIONAL LANGUAGE [50 MARKS] 44 Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT & 28–30 22–24 16–18 10-12 4-6 PLANNING -Outstanding/Striking -Very well-crafted -Satisfactory response -Inconsistently coherent -Totally irrelevant response response beyond normal response -Ideas are reasonably response -Confused and unfocused (Response and expectations -Fully relevant and coherent and convincing -Unclear ideas and ideas ideas) -Intelligent, thought- interesting ideas with -Reasonably organised unoriginal -Vague and repetitive Organisation of provoking and mature evidence of maturity and coherent, including -Little evidence of -Unorganised and ideas for planning; ideas -Very well organised and introduction, body and organisation and coherence incoherent Awareness of -Exceptionally well coherent (connected), conclusion/ending Upper level purpose, audience organised and coherent including and context (connected), including introduction, body and introduction, body and conclusion/ending 30 MARKS conclusion/ending 25–27 19–21 13–15 7–9 0–3 -Excellent response but -Well-crafted response -Satisfactory response but -Largely irrelevant response -No attempt to respond to lacks the exceptionally -Relevant and interesting some lapses in clarity -Ideas tend to be the topic striking qualities of the ideas -Ideas are fairly coherent disconnected and confusing -Completely irrelevant and outstanding essay -Well organised and and convincing -Hardly any evidence of inappropriate -Mature and intelligent coherent -Some degree of organisation and coherence -Unfocused and muddled Lower level ideas (connected), including organisation and -Skilfully organised and introduction, body and coherence, including coherent (connected), conclusion introduction, body and including introduction, body conclusion and conclusion/ending SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

LANGUAGE, 14–15 11-12 8- 9 5- 6 0-3 STYLE & EDITING -Tone, register, style -Tone, register, style -Tone, register, style and -Tone, register, style and -Language and vocabulary highly and vocabulary very vocabulary appropriate to vocabulary not appropriate incomprehensible Tone, register, appropriate to purpose, appropriate to purpose, purpose, audience and to purpose, audience and -Tone, register, style and style, vocabulary audience and context audience and context context context vocabulary less appropriate appropriate to -Language confident, -Language is effective, -Appropriate use of -Very basic use of language to purpose, audience and purpose/effect and exceptionally impressive and a consistently language to convey -Tone and diction are context context; -Compelling and appropriate tone is used meaning inappropriate -Vocabulary limitations Upper level Word choice; rhetorically effective in tone -Largely error-free in -Tone is appropriate -Very limited vocabulary so extreme as to make Language use -Virtually error-free in grammar and spelling -Rhetorical devices used comprehension impossible and conventions, grammar and spelling -Very well crafted to enhance content punctuation, -Very skilfully crafted grammar, spelling 13 10 7 4 15 MARKS -Language excellent and -Language engaging and -Adequate use of -Inadequate use of rhetorically effective in tone generally effective language with some language -Virtually error-free in -Appropriate and effective inconsistencies -Little or no variety in grammar and spelling tone -Tone generally sentence -Skilfully crafted -Few errors in grammar appropriate and limited -Exceptionally limited Lower level and spelling use of rhetorical devices vocabulary -Well crafted STRUCTURE 5 4 3 2 0–1 -Excellent development of -Logical development of -Relevant details -Some valid points -Necessary points lacking Features of text; the topic details developed -Sentences and paragraphs -Sentences and paragraphs Paragraph -Exceptional detail -Coherent -Sentences, paragraphs faulty faulty development and -Sentences, paragraphs -Sentences, paragraphs well-constructed -Essay still makes some -Essay lacks sense sentence exceptionally well- logical, varied -Essay still makes sense sense construction constructed 5 MARKS SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 45

ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [30 MARKS] 46 Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING & 15–18 11-14 8-10 5-7 0–4 FORMAT -Outstanding response -Very good response -Adequate response -Basic response -Response reveals no beyond normal demonstrating good demonstrating knowledge demonstrating some knowledge of features of Response and ideas; expectations knowledge of features of of features of the type of knowledge of features of the type of text Organisation of ideas for -Intelligent and mature the type of text text the type of text -Meaning obscure with planning; ideas -Maintains focus – no -Not completely focused – -Some focus but writing major digressions Purpose, audience, -Extensive knowledge of digressions some digressions digresses -Not coherent in content features/conventions and features of the type of text -Coherent in content and -Reasonably coherent in -Not always coherent in and ideas context -Writing maintains focus ideas, very well elaborated content and ideas content and ideas -Very few details support -Coherence in content and and details support topic -Some details support the -Few details support the the topic 18 MARKS ideas -Appropriate format with topic topic -Necessary rules of format -Highly elaborated and all minor inaccuracies -Generally appropriate -Necessary rules of format not applied details support the topic format but with some vaguely applied -Appropriate and accurate inaccuracies -Some critical oversights format LANGUAGE, STYLE & 10–12 8–9 6–7 4-5 0–3 EDITING -Tone, register, style -Tone, register, style -Tone, register, style and -Tone, register, style -Tone, register, style and vocabulary highly and vocabulary very vocabulary appropriate to and vocabulary less and vocabulary do not Tone, register, style, appropriate to purpose, appropriate to purpose, purpose, audience and appropriate to purpose, correspond to purpose, purpose/effect, audience audience and context audience and context context audience and context audience and context and context; -Grammatically accurate -Generally grammatically -Some grammatical errors -Inaccurate grammar with -Error-ridden and confused Language use and and well-constructed accurate and well- -Adequate vocabulary numerous errors -Vocabulary not suitable conventions; -Virtually error-free constructed -Errors do not impede -Limited vocabulary for purpose Word choice; -Very good vocabulary meaning -Meaning obscured -Meaning seriously Punctuation and spelling -Mostly free of errors impaired 12 MARKS SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [20 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING & 10–12 8-9 6-7 4-5 0-3 FORMAT -Outstanding response -Very good response -Adequate response, -Basic response, -Response reveals no beyond normal demonstrating good demonstrating knowledge demonstrating some knowledge of features of Response and ideas; expectations knowledge of features of of features of the type of knowledge of features of the type of text Organisation of ideas; -Intelligent and mature the type of text text the type of text -Meaning obscure with Features/conventions and ideas -Maintains focus – no -Not completely focused – -Some focus but writing major digressions context -Extensive knowledge of digressions some digressions digresses -Not coherent in content features of the type of text -Coherent in content and -Reasonably coherent in -Not always coherent in and ideas 12 MARKS -Writing maintains focus ideas, very well elaborated content and ideas content and ideas -Very few details support -Coherence in content and and details support topic -Some details support the -Few details support the the topic ideas -Appropriate format with topic topic -Necessary rules of format -Highly elaborated and all minor inaccuracies -Generally appropriate -Necessary rules of format not applied details support the topic format but with some vaguely applied -Appropriate and accurate inaccuracies -Some critical oversights format LANGUAGE, STYLE & 7–8 5-6 4 3 0–2 EDITING -Tone, register, style -Tone, register, style -Tone, register, style and -Tone, register, style -Tone, register, style and vocabulary highly and vocabulary very vocabulary appropriate to and vocabulary less and vocabulary do not Tone, register, style, appropriate to purpose, appropriate to purpose, purpose, audience and appropriate to purpose, correspond to purpose, vocabulary appropriate to audience and context audience and context context audience and context audience and context purpose and context; -Grammatically accurate -Generally grammatically -Some grammatical errors -Inaccurate grammar with -Error-ridden and confused Language use and and well-constructed accurate and well- -Adequate vocabulary numerous errors -Vocabulary not suitable conventions; -Virtually error-free constructed -Errors do not impede -Limited vocabulary for purpose Word choice; -Very good vocabulary meaning -Meaning obscured -Meaning seriously Punctuation and spelling -Mostly free of errors impaired 8 MARKS SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH 47

ASSESSMENT RUBRIC FOR ESSAY– ENGLISH SECOND ADDITIONAL LANGUAGE [40 MARKS] 48 Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT & 22–24 18 12–16 7–11 0–6 PLANNING -Outstanding/Striking response -Very well-crafted response -Satisfactory response -Inconsistently -Totally irrelevant coherent response response (Response and ideas) beyond normal expectations -Fully relevant and interesting -Ideas are reasonably coherent and -Unclear ideas and -Confused and Organisation of ideas -Intelligent, thought-provoking ideas convincing. unoriginal unfocused ideas for planning and mature ideas Upper level -Evidence of maturity -Reasonably organised -Little evidence of -Vague and repetitive Awareness of purpose, -Exceptionally well organised and coherent including organisation and audience and context and coherent (connected) -Very well organised and -Unorganised and introduction, body and coherence. including introduction, body coherent (connected) including conclusion/ending incoherent 24 MARKS introduction, body and and conclusion/ending conclusion/ending 19–21 17 -Excellent response but lacks -Well-crafted response the exceptionally striking qualities of the outstanding -Relevant and interesting ideas essay -Well organised and coherent -Mature and intelligent ideas (connected) including Lower level -Skilfully organised and introduction, body and coherent (connected) including conclusion introduction, body and conclusion/ending LANGUAGE, STYLE 10–12 8–9 6–7 4–5 0–3 & EDITING -Language is excellent and -Language is engaging and -Adequate use of -Inadequate use of -Language rhetorically effective in tone, generally effective. language with some language. incomprehensible Tone, register, style, inconsistencies. vocabulary appropriate -Virtually error-free in grammar -Appropriate and effective tone, -Little or no variety in a -Vocabulary limitations to purpose and context and spelling. few errors in grammar and -Tone generally sentence. so extreme as to spelling. appropriate and limited make comprehension Word choice -Skilfully crafted -Exceptionally limited use of rhetorical impossible SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH -Well crafted devices. vocabulary. Language use and conventions, punctuation, grammar, spelling 12 MARKS

STRUCTURE 4 3 2 1 0 -Excellent development of the -Logical development of details. -Relevant details -Develop some valid -Necessary points Features of text topic. developed. points. lacking -Coherent Paragraph -Exceptional detail. -Sentences, -Sentences, -Sentences, development and -Sentences, paragraphs logical, paragraphs well- paragraphing faulty -paragraphs faulty sentence -Sentences, paragraphs varied. constructed exceptionally well-constructed. -Essay still makes -Essay lacks sense construction some sense. 4 MARKS ASSESSMENT RUBRIC FOR LONGER AND SHORTER TRANSACTIONAL WRITING – ENGLISH SAL [20 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING & 10–12 8–9 6–7 4–5 0–3 FORMAT -Outstanding response -Very good response -Adequate response, -Basic response, -Response reveals no knowledge of beyond normal expectations demonstrating good demonstrating knowledge demonstrating some features of the type of text Response and ideas knowledge of features of of features of the type of knowledge of features of -Intelligent and mature the type of text. text the type of text -Meaning obscure with major Organisation of ideas ideas digressions Features/conventions and -Maintains focus – no -Not completely focused – -Some focus but writing -Extensive knowledge of digressions. some digressions. digresses -Not coherent in content and ideas context features of the type of text -Coherent in content -Reasonably coherent in -Not always coherent in -Very few details support the topic. 12 MARKS -Writing maintains focus and ideas, very well content and ideas. coent and ideas elaborated and details -Necessary rules of format not applied -Coherence in content and support topic. -Some details support the -Few details support the ideas topic topic. -Appropriate format with -Highly elaborated and all minor inaccuracies. -Generally appropriate -Necessary rules of format details support the topic format but with some vaguely applied SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH inaccuracies. -Appropriate and accurate -Some critical oversights. format 49

LANGUAGE, STYLE & 7–8 5–6 4 3 0–2 50 EDITING -Tone, register, style, -Tone, register, style -Tone, register, style and -Tone, register, style and -Tone, register, style and vocabulary do vocabulary highly and vocabulary very vocabulary appropriate vocabulary less appropriate not correspond to purpose, audience Tone, register, style, appropriate to purpose, appropriate to purpose, to purpose, audience and to purpose, audience and and context. vocabulary appropriate to audience and context audience and context context. context purpose and context. -Error-ridden and confused -Grammatically accurate and -Generally grammatically -Some grammatical errors -Inaccurate grammar with Language use and -Vocabulary not suitable for purpose well-constructed accurate and well- numerous errors conventions -Adequate vocabulary constructed -Virtually error-free. -Limited vocabulary -Meaning seriously impaired Word choice -Errors do not impede -Very good vocabulary meaning -Meaning obscured Punctuation and spelling -Mostly free of errors 8 MARKS SECOND CHANCE MATRIC SUPPORT PROGRAMME | ENGLISH

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