ENGLISH Revision guideline English

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Download Apps for Previous Question Papers Click one of the icons below to download the app Visit our MeneTRS Gauteng Grade 11 \ Exam Paper's / (sia GAUTENG PROVINCE < Gaute Grade we \ Exam Papers / \ (iy education (‘stm education mie a KZN Grade 11 a __ KZN porate 10 \ Exam Papers )\] Exam Papers (¥ Ney EASTERN ont ) Eastern Cape Grade it \ Exam Papers / (ey ney E | esi ERN, CAPE Eastern Cape Grade ri \ Exam Papers / | Ae \ teh | EASTERN CAPE Eastern Cape Grade 0 \ Exam res lenge bse ohn poe (is ms North Wert Grade 11 \ Exam Papers / education CE North Wet Grade 10 FREE STATE \ Exam Papers / FREE STATE Grade 11 \ Exam Papers / ~~ basic edu cation YY REPUB OF SOUTH APR: MATRIC higher — \ NATED | NCV | NSC ‘| NCV ay ¢ anne atone oF boot Study Guides)

https://ultradeep.co.za GRADE 12 EASY TO SCORE MARKS ENGLISH TABLE OF CONTENTS 2 https://tvetpapers.co.za

https://ultradeep.co.za CONTENT PAGE NUMBER How to use guideline 3-5 Paper 1 – Section A Comprehension 6-14 Comprehension Activity 15-21 Section B – Summary Skills 21-23 Summary Activity 24-26 Section C - Visual literacy Skills - Advertisements 27-29 Advertisement activity 30-32 Cartoon skills 33-35 Cartoon Activity 36-37 Language in context 38-42 Paper 2 – Literature (glossary of terms) 43-47 Paper 3 – Essay Writing skills 48-53 Longer Transactional Writing Skills 53-57 Shorter Transactional Writing Skills 57-59 Notes to Remember 60 How to use this GUIDELINE 3 https://tvetpapers.co.za

https://ultradeep.co.za This guideline will help you to prepare for the three exams in EFAL: Paper 1: Language in Context; Paper 2: Literature; Paper 3: Writing.  This guideline focuses on the skills and knowledge you will need to prepare for: Paper 1: Language in context SECTION A: Question 1 - Comprehension • Comprehension skills • Answering techniques • Practice activity SECTION B: Question 2 - Summary • Summarising skills • Practice activities SECTION C: Language structures and conventions Question 3 - Advertisement • Notes on advertising techniques • Practice activities on how to analyse an advertisement Question 4 – Cartoons • Notes on how to analyse cartoons • Practice activities • Test yourself activities Question 5 - Editing and language in context • Practice activities with tips Paper 2: Literature 4 https://tvetpapers.co.za

https://ultradeep.co.za This document provides an outline of the Literature paper. Titles for novels, drama, short stories and poetry have been included: • NOTE: USE existing Mind the Gap Study Guides (MTG) for Literature. • You need to choose any TWO works you have studied at school. Paper 3: Creative Writing Examination SECTION A: Question 1 - Essay writing • Steps to follow when responding to essay questions in the exam: planning, drafting, proof reading, etc. • Examples of a good introduction. • Hints on choosing a topic. • Examples of well-written and poorly written essays. SECTION B: Question 2 - Longer transactional text • Notes on how to write a friendly letter and a formal letter. • Hints for writing longer transactional texts. SECTION C: Question 3 - Shorter transactional text • Hints for writing a shorter transactional text Use the links provided to access MTG study guides and previous examination papers. 5 https://tvetpapers.co.za

https://ultradeep.co.za ENGLISH PAPER 1 In the English FAL Examinations, Paper 1 – Language in Context – counts 80 of the final 250 marks. This is the paper that will test your reading, understanding and language skills. The question paper consists of three sections: Section A – Comprehension; [30] Section B – Summary; [10] Section C – Language structures and conventions. [40] SECTION A - COMPREHENSION Comprehension is the interpretation and understanding of spoken, written and visual texts. Comprehension skills are not needed only for exam purposes - they are life skills that need to be developed. Guidelines to assist you in reading for meaning: (Do this step by step) 1. Read through the passage quickly: • Get an outline or a general idea of what the passage is about. • Try to picture what you are reading. This helps you to focus and read for meaning. 2. Take note: • The title may offer a clue to the contents and purpose of the passage. The author may help you to identify the time, style and (often) the subject. The introduction often creates the atmosphere and provides the setting for what is to follow. • The conclusion usually ties up the intention of the author. 3. You should ask yourself these questions: 6 https://tvetpapers.co.za

https://ultradeep.co.za • Who - is the writer? Who are the characters? • What - is the main idea of the passage? • Where - does it take place? (Setting) • When - does it take place? (Setting – time, date, era) • Why - has this passage been written? What is the writer’s intention? • How - does the writer express himself? What language devices are used? 4. Read through the comprehension questions. When you do this, keep the passage in mind. This will give you clues that lead to the answers in the passage. Read the questions before reading the passage. 5. Read the passage again. This time you should be aware of what has been asked. Highlight the main idea in each paragraph – each paragraph presents a new idea. The first sentence is often the key sentence. Words and ideas that were at first confusing or difficult may now become clearer in context. The more familiar you are with the passage, the easier it should become to interpret and understand what you are reading. Practical Advice • Each question usually contains a question word – underline this. For example, words like explain, list, discuss. • Each question usually contains a key word or key idea – circle this. • Try to remember if you read this key word or idea near the beginning, middle or end of the passage. • Put your eyes into ‘search mode’ and look down the middle of the paragraph to find the sentence containing the key word or key idea. • Read the whole sentence in order to get a complete meaning of the word/idea or the context in which the word/idea is used. • Do not copy directly from the text, unless you are instructed to do so, but refer to it in order to avoid careless factual or spelling mistakes. (This applies particularly to names, places, dates or other relevant information.) • If you are asked to supply a synonym or an antonym: 7 https://tvetpapers.co.za

https://ultradeep.co.za Replace it with the same part of speech, e.g. a noun with a noun, an adverb with an adverb. Take the word that you have chosen back to the passage. Replace the original word with the synonym you have chosen and check if it is appropriate. Answering Techniques: It is important to interpret and follow the instructions exactly as they are given: • Does the answer need a full sentence, a word or a phrase? • Avoid starting sentences with conjunctions such as because, and, but and so. • The mark allocation is usually a suggestion of the number of points that you must provide. • Your numbering must correspond to the numbering of the questions – if the number is 1.1.1 you must not number your answer 1 or A. • If you are asked to describe in three sentences what the character looks like, and you give four or more, only the first three will be marked. Any fact beyond three will be ignored, even if it is correct. Therefore, do not write two or four sentences. • Do not give one word answers if you are asked for a sentence. • Each answer must be written on a new line. • When quoting from the text, enclose the quote in “inverted commas”. • When asked to describe the tone of any text, use one adjective, e.g. angry, happy. (Refer to the list of tone words at Skill 5 below.) • Edit your work to check that you have answered correctly. (Spelling and language errors result in an unnecessary loss of marks.) • Write clearly and neatly to avoid possible discrepancies. Five skills that will improve your reading skills: 1. Finding the main idea. 2. Making inferences. 3. Understanding vocabulary in context. 4. Determining the writer’s purpose. 5. Determining the tone used by the writer. 8 https://tvetpapers.co.za

https://ultradeep.co.za SKILL 1: Finding the main idea This amounts to a brief, but complete summary of the text. It covers everything the paragraph talks about, but nothing in particular. SKILL 2: Making inferences An inference is an assumption made based on specific evidence. The meaning is not stated directly. We make inferences all the time in real life. WE SAY SOMETHING THAT MIGHT IMPLY ANOTHER DEPENDING ON THE TONE WE SAY IT IN. In life, it’s pretty easy to infer the implied meaning – the meaning not stated directly – because you can use contextual clues (like body language, tone and gestures) to help you determine the real meaning. All sorts of people make inferences all the time in both their daily and professional lives. When you make an inference, you’re reading between the lines or just looking carefully at the facts and coming to conclusions. It is the reasoning involved in drawing a conclusion or making a logical judgment on the basis of circumstantial evidence and prior conclusions rather than on the basis of direct observation The writers of reading comprehension tests love to ask inference questions. You will need to practice your inferencing skills to answer a comprehension question like the following: • “According to this article, why do …” • “With reference to the passage as a whole, explain ...” • “Which of the following statements is best supported by the passage?” • “Suggest a reason why …” These questions require that you come to a conclusion based on the evidence or support presented in the passage. SKILL 3: Understanding vocabulary in context Most reading passages will include vocabulary that you’ve never heard before. You can understand vocabulary words based on the context of the passage - The words, clauses and phrases around the unknown vocabulary word. 9 https://tvetpapers.co.za

https://ultradeep.co.za These words and phrases are called “contextual clues”. You don’t have to memorize all the vocabulary words in the dictionary! SKILL 4: Determining the writer’s intention In most reading comprehension sections, you will be required to answer questions about the author’s intention to write the text. Author’s intention Main idea Main idea • The reason he/she chose to act in a particular way, • The point you are supposed to get or whether understand that’s writing the passage, selecting a phrase, using a word, etc. • The why behind the author picking up a pen or selecting those words in the first place. • Determine what the author was trying to accomplish (achieve) by looking at the language he or she used when writing. Question words Purpose of author • Compare • Author wants to show similarities between ideas. • Author wants to show differences • Contrast between ideas. • Author wants to give a negative opinion of an idea. • Criticise • Author wants to paint a picture of an idea. • Author wants to break down an idea into simpler • Describe/Illustrate terms. • Author wants to tell the reader about an idea or • Explain series of ideas. • Author wants to expand and go deeper into an • Identify/List idea • Author wants to propose an idea. • Intensify • Suggest SKILL 5: Determining the author’s tone 10 https://tvetpapers.co.za

https://ultradeep.co.za It’s helpful to know what the author’s tone is in a newspaper article, a blog, an email, and even on a Face book status, as a message can be misinterpreted and things can go wrong if you don’t understand the basics of tone. Here are some quick, easy details about author’s tone. • The author’s tone refers to the author’s attitude to a written subject. It’s very different from the author’s purpose! It is the quality or timbre of the voice that conveys the emotional message of a text. In a written text, it is achieved through words. Vocabulary for tone: Positive tone/attitude words Word Possible synonyms friendly Amiable, good-humoured, genial calming Consoling; soothing/comforting; reassuring/pacifying funny amusing; comical; witty humorous hilarious; entertaining; funny happy contented; pleasing; joyful surprised amazed shocked astonished lively energetic bouncy robust enthusiastic passionate excited fervent kind caring sympathetic compassionate encouraging hopeful inspiring reassuring kind gentle benevolent humane tender caring loving warm Negative tone/attitude words Word Possible synonyms accusing Reproachful; condemning; accusatory arrogant Superior; over-confident; condescending apathetic Indifferent; listless; uninterested boring Tedious; monotonous; repetitive bitter Hostile; nasty; unpleasant childish Juvenile; immature ;foolish cold Emotionless; impersonal; indifferent hateful Repulsive; disgusting; revolting irritating Annoying; infuriating; exasperating angry Furious; enraged; infuriated quarrelsome Irritable; querulous; argumentative shameful Shocking; appalling; disgusting hurtful Cruel; insensitive; tactless Sorrow/fear/worry tone/attitude words 11 https://tvetpapers.co.za

https://ultradeep.co.za apprehensive Frightened; concerned ;uneasy nervous Disturbing; tense; distressing embarrassing awkward uneasy humiliating depressing gloomy sad miserable confusing puzzling bewildering perplexing hopeless Despairing; pessimistic; desolate apologetic Remorseful; contrite; repentant unhappy Sorrowful; morose; troubled sad Melancholic; miserable; mournful ACTIVITY 1 COMPREHENSION 12 https://tvetpapers.co.za

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https://ultradeep.co.za TOPIC TWO: SUMMARY Summarising is a skill we use to reduce large sections of text to their bare essentials, i.e.: the gist, the key ideas, and the main points of the text. A summary is a condensed account of a longer reading text. Remember: writing summaries is the most important skill to study for all subjects. PAY ATTENTION TO THE FOLLOWING WHEN SUMMARISING: Focus on the topic: • Read all the instructions given. • Identify what you are required to summarise. • Write the topic in LARGE BOLD letters at the top of your planning page. • Read the topic before you read the passage to ensure you remain focused. How do we do it? • We strip away the extra words and examples. • We focus on the heart of the matter - the main facts. • We find the key words and phrases that still manage to capture the gist of what we’ve read. • We capture the main ideas and the crucial details necessary for supporting them. You will lose marks when you: 19 https://tvetpapers.co.za

https://ultradeep.co.za • write down everything. • write incomplete sentences. • don’t write enough. Copy word for word from the original text. What you SHOULD do! • Pull out main ideas. • Focus on key details. • Use key words and phrases. • Break down the larger ideas. • Write only enough to convey the message. • Write succinct but complete sentences Steps to follow to write a good summary: STEP 1 • Eliminate the less important, unrelated or repeated ideas from the passage. STEP 2 • Highlight the important details using keywords. STEP 3  List keywords in the order they appear in the passage and trim them to topic sentences. STEP 4 • Write a short summary in your own words. A final word of warning... AVOID THE FOLLOWING 1. Avoid lifting phrases/sentences from the text by writing the summary in your own words. 2. Avoid the use of figurative language, reported speech, redundancy, repetition, examples and illustrations. 3. Avoid being dishonest by misstating the number of words used. 20 https://tvetpapers.co.za

https://ultradeep.co.za Summary Activity 21 https://tvetpapers.co.za

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https://ultradeep.co.za TOPIC THREE: VISUAL LITERACY – ADVERTISING Advertising is a message designed to promote a product/service/idea. These messages are shown/aired to the public via the media, for example newspapers, magazines, radio, television, billboards, and flyers. 24 https://tvetpapers.co.za

https://ultradeep.co.za Advertisements make use of emotive and persuasive means to manipulate the target audience, e.g. the youth could be targeted by companies that sell sneakers. A successful advertisement will make use of one or more of the following techniques: Target Market/Audience This is the group of people that an advertisement is trying to reach. It may be divided into age, gender, social status and activities. Advertisers use the fact that buyers can be classified, in order to create adverts that appeal to the classified groups. Possible classifications include teens, computer geeks, stay-at-home mothers, jetsetters, corporates, etc. In the examination, the examiner may ask you to identify the target audience of a particular advertisement. To answer this question, you have to look at what is being advertised and who would be interested in the product or service. Attention It is vital that the advertiser grabs the attention of the consumer. Attention can be attracted by: • Eye catching image • Clever use of language • Catchy headline • Font type • Layout • Asking a question Interest Once the consumer’s attention has been attracted, the advert must sustain his/her interest. Then the consumer must feel compelled to read on. Desire Advertisers also appeal to basic human desires or needs and hint that the desire/need will be met if the product is purchased. Action Not only must advertisers get the attention of the consumer - they also need to ensure that the consumer acts in response to the advert. Emotive Language This is an appeal to emotions, rather than to intellect. It is persuasive. Advertisers make use of fact and opinion, propaganda, sensationalism and bias. 25 https://tvetpapers.co.za

https://ultradeep.co.za Informative Language This informs the viewer about the product/service using language that aids in selling the product. Logo This is a picture/graphic used as an identifying symbol. It acts as a signature for a brand. Slogan This is a short, memorable phrase that is immediately associated with a brand. Catch Phrase This is a clever, witty phrase designed to attract the public, but it does not necessarily appear in every advert for that product. Clever Wording Alliteration, a rhetorical question a simile, or other figures of speech can be used to keep the reader interested. Celebrity Endorsement A well-known person can be used to sell a product. Product Awareness Sometimes you may see/hear an advertisement that is not advertising a product or service directly, but is designed to make the target audience aware of an issue or a particular brand. 26 https://tvetpapers.co.za

https://ultradeep.co.za Activity 27 https://tvetpapers.co.za

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https://ultradeep.co.za TOPIC FOUR: VISUAL LITERACY – CARTOONS 29 https://tvetpapers.co.za

https://ultradeep.co.za A cartoon is generally a sketch or drawing that comments on topical issues in an interesting, original or sly way. It may be humorous, cynical or critical. Method of Kinds of Purpose Types Technique communication cartoons graphics political comment irreverent wit symbols historical in a very anti-authority humour stereotypes domestic subjective, mocking self-ridicule personal and arrogance social persuasive pretence manner, and provide a forceful view point When studying cartoons/comic strips, take the following into consideration: Setting: Where and when is the scene taking place? Characters: The characters in a cartoon can be a caricature or a stereotype. In some cartoons, animals are used as characters and they have the ability to speak. Caricatures make use of exaggerated or enlarged features to identify individuals. In political cartoons, distinguishing features such as hair style, nose, chin or any other distinctive individual trait is highlighted. Stereotypes are set ideas that people have about someone or something, which are often not based on factual information, and they are often wrong. In cartoons, stereotypes are often seen in terms of gender, nationality or careers. Facial expression: When answering questions on 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. Use your dictionary and look up words that describe facial features. Body language: Body language in cartoons is indicated using symbols that show various gestures and emotions expressed in different situations. Across the world, people derive the same implicit meaning from our body language and facial expressions. 30 https://tvetpapers.co.za

Movement lines: Symbols or lines are used to indicate 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. When a character is shouting, the words are printed in bold lettering with exaggerated exclamation marks (!!). Language: Language in a cartoon can be formal or informal. Bubbles Speech bubbles are used for words spoken aloud. Thought bubbles are used for words that are not spoken aloud. Shouting or emotional reactions can also be captured in jagged-edge speech bubbles. A dotted line bubble: if there are two or more characters, it is called a whisper bubble; but if there is only one character, it shows focus or concentration. Loud noises are also enclosed in ‘bubbles’. Activity 31

QUESTION 4: ANALYSING A CARTOON Read the cartoon (TEXT E) below and answer the set questions. TEXT E MADAM AND EVE FRAME 1 FRAME 2 CIFESIZe SZAMH MOsIS! YOu CAN BE MY FiesT INVESTOR! (Source: Pretoria News, 2 July 2016] Glossary: *emojis - small images or icons used to express ideas, emotions etc. in electronic communication. NOTE: In this cartoon, the girl is Thandi and the woman is Mother Anderson. 44 State ONE visual clue which indicates that Mother Anderson cannot see Thandi. (4) 4.2 What does Thandi do in Frame 2? (1)

What does Thandi expect from Mother Anderson in Frame 3? Refer to Frame 4. 4.4.1 State TWO techniques that the cartoonist uses to show how Mother Anderson closes the door. 4.4.2 Explain how the emoji reflects Thandi's feelings. 4.4.3 Write the word ‘entrepreneurial’ as a noun. Consider the cartoon as a whole and discuss whether Mother Anderson is justified in her actions towards Thandi.

QUESTION 4: ANALYSING A CARTOON 41 The newspaper covers her face. ¥ 4.2 She scares/shocks Mother Anderson with the life-size emoji.” 43 Thandi expects Mother Anderson to buy her first emojiv/Thandi expects Mother Anderson to invest in this venture to create life-size emojis.” NOTE: Accept any ONE of the above answers. 4.4.1 The cartoonist uses the word 'SLAM'. The word 'SLAM is written in large font. The word 'SLAM' is written in bold font.” Double exclamation marks are used.” The movement lines, v NOTE: Accept any TWO of the above answers. The shape of the mouth of the emojiv shows that Thandi is not happy. OR The raised eyebrows of the emojiv show that Thandi is angry. ¥ 4.4.3 Entrepreneur/entrepreneurship/entrepreneurismV/entrepreneurialismY — (1) Open-ended. Accept a suitable response, e.g. Yes. Thandi has scared Mother Anderson with the emoji. Mother Anderson is relaxed while reading the newspaper and does not deserve to be disturbed./ Thandi has used the wrong approach to ask Mother Anderson to support her venture. OR No. Mother Anderson should support Thandi as she is making an attempt to start a business./ Thandi does not deliberately try to scare Mother Anderson. NOTE: Do not award a mark for Yes/No. The above are merely examples. A candidate can score 1 mark for an answer that is not well- substantiated. TOPIC FIVE: LANGUAGE IN CONTEXT 34

In this question, the examiners expect of you to apply all your knowledge of language conventions and structures. HOW TO STUDY 1. The best approach is to PRACTISE, PRACTISE and PRACTISE. 2. Answer all questions in this section. You can source more questions from previous question papers, the internet, and your textbooks and from other sources. 3. Use MTG guides to find more activities to practise on. 4. Revise language structures and functions. 35

QUESTION 5: LANGUAGE AND EDITING SKILLS 5.1 Read the passage (TEXT F) below, which has some deliberate errors, and answer the set questions. TEXT F OLDEST TORTOISE He does not look a day older then one hundred. But Admiral, the tortoise living at Mitchell Park Zoo, celebrated his 105” birthday resently. He spent his birthday in his pen alongside two fellow female tortoises with a birthday lunch consisting of fruit and vegetables. Admiral arrived at Mitchell Park about 105 years ago, courtesy of a unknown naval officer. He brought three giant tortoises to the park during World War |. He has found them in the Seychelles in 1915, according to Mitchell Park archives. The officer never returned to claim his pets, and Admiral has been at the park ever since, outliving the other two. Admiral spends his day entertaining children and adults alike with his size and speed. He also enjoys a nap in the pond when the weather is hot. A spokeswoman said, ‘Admiral is the oldest tortoise in the country now and plays a significant role in drawing tourists to the zoo.’ Admiral is set to one day be added to the Guinness World Records for being one of the oldest tortoises in the world. The current record holder is Jonathan the tortoise, who is 184 years old and lives in St Helena. [Source: Daily News, 26 September 2016) Correct the SINGLE error in each of the following sentences. Write down ONLY the question numbers and the words you have corrected. (a) He does not look a day older then one hundred. (b) But Admiral, the tortoise living at Mitchel Park Zoo, celebrated his 105" birthday resently. (c) Admiral arrived at Mitchell Park about 105 years ago, courtesy of a unknown naval officer. (d) He has found them in the Seychelles in 1915, according to Mitchell Park archives. Give the correct form of the word in brackets: Admiral has become a (celebrate) at Mitchell Park.

Choose the correct answer to complete the following sentence: A period of one hundred years is known as a ... decade. century. millennium. bicentenary. Study the following sentence and give a synonym for the word ‘giant’: He brought three giant tortoises to the park during World War |. Rewrite the following sentence as a question: The officer returned to claim his pets. Rewrite the following sentence in the passive voice: Admiral entertains children and adults. Study the following sentence: He also enjoys a nap in the pond when the weather is hot. Use a homophone for the word weather in a sentence of your own. Rewrite the following sentence in reported speech: She said, ‘Admiral is the oldest tortoise in the country now and plays a significant role in drawing tourists to the zoo.’

5.2 Study the text (TEXT G) below and answer the questions. COME ON, COME ON! WHAT'S THE FIRST LAw OF ECONOMICS}! \< I COULD SUPPLY If YOU WEREN'T $0 DEMANDING. TSource: The Citizen, 2 November 2016] Study the following sentence: 1 could supply the answer if you weren't so demanding. (a) State the part of speech of both the underlined words. (b) Identify the punctuation mark used in the word: weren't. Provide the correct degree of comparison in the following sentence: Economics is (interesting) than Accounting. Rewrite the following sentence in the negative form: The students knew the answer. Complete the following tag question. Write down only the missing words. He teaches Economics, ... ...? (1) [20] TOTAL SECTIONC: 40 GRANDTOTAL: 80

QUESTION 5: LANGUAGE AND EDITING SKILLS 5.1 §.1.1 (a) than’ (b) recently” (c) anv (d) hadv celebrity” BicenturyY Huge/massive/colossaVenormous/big/gigantic/large NOTE: Accept any ONE of the above answers. Did the officer return to claim his pets? ~ Children and adults are entertained by Admiral. ¥ Accept a suitable response, e.g. They do not know whether he will return.” NOTE: The homophone must be used correctly in the sentence. She said that Admiral was the oldest tortoise in the country then/at that time and played a significant role in drawing tourists to the zoo. NOTE: Award ONE mark for each underlined change and ONE mark for correct punctuation. (a) 1 - (Personal) Pronoun’ answer - (common) NounY (b) Apostrophe ¥ more interestingY The students did not/didn't know the answer. doesn't he (?)/does he not (?)” TOTAL SECTION C: GRAND TOTAL:

PAPER 2 – LITERATURE In the English First Additional Language Examinations, Paper 2 – Literature, you have to answer questions on two set works (different genres) that you studied. http://www.education.gov.za/Curriculum/ LearningandTeachingSupportMaterials (LTSM)/MindtheGapStudyGuides.aspx Paper 2 When you receive the question paper, you should note the following instructions: INSTRUCTIONS AND INFORMATION Read this page carefully before you begin to answer the questions. 1. Do NOT attempt to read the entire question paper. Consult the TABLE OF CONTENTS on the next page and mark the numbers of the questions set on the texts you have studied this year. Read these questions and choose the ones you wish to answer. 2. This question paper consists of FOUR sections: SECTION A: Novel (35) SECTION B: Drama (35) SECTION C: Short stories (35) SECTION D: Poetry (35) 3. Answer questions from TWO sections, as follows: SECTION A: NOVEL Answer the question on the novel that you have studied. SECTION B: DRAMA Answer the question on the drama that you have studied. SECTION C: SHORT STORIES Answer the questions on BOTH extracts. SECTION D: POETRY Answer the questions on BOTH poems. 4. Use the checklist to assist you. 5. Follow the instructions at the beginning of each section carefully. 6. Number the answers correctly according to the numbering system used in this question paper. 7. Write neatly and legibly. 8. Spend approximately 60 minutes on each section. 9. Start EACH section on a NEW page. GLOSSARY OF LITERARY TERMS 40

Glossary of Common Literary Terms + Allegory: an allegory is a narrative in which the characters often stand for abstract concepts. An allegory generally teaches a lesson by means of an interesting story. Alliteration: the repetition at close intervals of consonant sounds for a purpose. For example: wailing in the winter wind. Allusion: a reference to something in literature, history, mythology, religious texts, etc., considered common knowledge. Ambiguity: Double or even multiple meaning. Analogy: a point by point comparison between two dissimilar things for the purpose of clarifying the less familiar of the two things. Antagonist: the character or force that opposes the protagonist. (It can be a character, an animal, a force, or a weakness of the character.) Apostrophe: the device, usually in poetry, of calling out to an imaginary, dead, or absent person, or to a place, thing, or personified abstraction either to begin a poem or to make a dramatic break in thought somewhere within the poem. Assonance: the repetition at close intervals of vowel sounds for a purpose. For example: mad as a hatter. Ballad: a narrative poem that was originally meant to be sung. Ballads are generally about ordinary people who have unusual adventures, with a single tragic incident as the central focus. They contain dialogue and repetition, and imply more than they actually tell. y: Harsh, clashing, or dissonant sounds, often produced by combinations of words that require a clipped, explosive delivery, or words that contain a number of plosive consonants such as b, d, g, k, p, and t; the opposite of EUPHONY. Catalog: a long list of anything; an inventory used to emphasize quantity or inclusiveness. Character: the vehicle (person, animal, creation) that moves the story forward. A character may be main or minor, depending on his or her role in the work of literature. While some characters are two- dimensional, with one or two dominant traits, a fully developed character has a unique complex of traits. A) dynamic characters often change as the plot unfolds. B) static characters remain the same. Characterization: refers to the techniques employed by writers to develop characters. 1) The writer may use physical description. 2) Dialogue spoken by the character and by other characters reveals character traits. 3) A character's action may be a means of characterization. 4) The reactions of another character may also be revealing. 5) A character's thoughts arid feelings are also a means of Climax: the point at which the conflict of the story begins to reach a turning point and begins to be resolved. Conceit: an elaborate figure of speech comparing two very dissimilar things. Conflict: the struggle between two opposing forces that is the basis of the plot. 1) internal conflict character struggling with him/her self, 2) external conflicts — character struggling with forces outside of him/her self. For example. Nature, god, society, another person, technology, etc.

Connotation: the associations, images, or impressions carried by a word, as opposed to the word's literal meaning. Consonance: the close repetition of identical consonant sounds before and after differing vowel sounds. Convention: In general, an accepted way of doing things. Denotation: the precise, literal meaning of a word, without emotional associations or overtones. Denouement: the final unraveling or outcome of the plot in drama or fiction during which the complications and conflicts of the plot are resolved. Enjambment: the carrying of sense and grammatical structure in a poem beyond the end of one line, COUPLET, or STANZA and into the next. Epigram: any witty, pointed saying. Originally an epigram meant an inscription, or epitaph usually in verse, on a tomb. Later it came to mean a short poem that compressed meaning and expression in the manner of an inscription. Epigraph: a motto or quotation that appears at the beginning of a book, play, chapter, or poem. Occasionally, an epigraph shows the source for the title of a work. Because the epigraph usually relates to the theme of a piece of literature, it can give the reader insight into the work. Epitaph: the inscription on a tombstone or monument in memory of the person or people buried there. Epitaph also refers to a brief literary piece that sums up the life of a dead person. Euphony: A succession of sweetly melodious sounds; the opposite of CACOPHONY. The term is applied to smoothly flowing POETRY or PROSE. Exposition: background information at the beginning of the story, such as setting, characters and conflicts. In a short story the exposition appears in the opening paragraphs; in a novel the exposition is usually part of the first chapter, Fable: a brief tale told to illustrate a moral. Falling Action: events that lead to a resolution after the climax. Figurative Language: language employing figures of speech; language that cannot be taken literally or only literally, Flashback: a scene, or an incident that happened before the beginning of a story, or at an earlier point in the narrative. Foil: a character who provides a striking contrast to another character. Foreshadowing: a writer's use of hints or clues to indicate events that will occur later in the narrative. Hyperbole: an exaggeration for emphasis or humorous effect, Imagery: words and phrases that create vivid experiences or a picture for the reader.

@ Irony: a contrast between appearance and actuality: @ Verbal irony: a writer says one thing, but means something entirely different. @ Situational irony: occurs when something happens that is entirely different from what is expected. @ Dramatic irony: occurs when the reader knows information that the characters do not. Literal: A word for word interpretation for what is written or said. Metaphor: a figure of speech in which a comparison or analogy is made between two seemingly unlike things, as in the phrase “evening of life.” Metonymy: a figure of speech that substitutes the name of a related object, person, or idea for the ‘subject at hand. Mood: the feeling, or atmosphere, that a writer creates for the reader. Connotative words, sensory images, and figurative language contribute to the mood of a selection, as do the sound and rhythm of the language. Motif: A unifying element in an artistic work, especially any recurrent image, symbol, theme, character type, subject or narrative detail. Narrator: the person from whose point of view events are conveyed. @ First person: the narrator is a character in the story, uses the pronoun “1.” The first person narrator does not have to be the main character in the story. @ Third person: is indicated by the pronouns he, she and they. The third person narrator is not a participant in the action and thus maintains a certain distance from the characters. A) In third person omniscient point of view, the narrator is all-knowing about the thoughts and feelings of the characters. B) The third person limited point of view deals with a writer presenting events as experienced by only one character. This type of narrator does not have full knowledge of situations, past or future events. C) In third person objective the story conveys only the external details of the characters—never their thoughts or inner motivations. Onomatopoeia. The formation or use of words. Such as: buzz, or cuckoo, whose meaning is suggested by the sound of the word itself. (boom, click, plop) Oxymoron: a figure of speech in which two contradictory words or phrases are combined in a single expression, giving the effect of a condensed paradox: “wise fool,” “cruel kindness.” Paradox: a statement or situation containing obvious contradictions, but is nevertheless true. Parallelism: the use of similar grammatical form gives items equal weight, as in Lincoln's line “of the people, by the people, for the people.” Attention to parallelism generally makes both spoken and written expression more concise, clear and powerful. Parody: an imitation of a serious work of literature for the purpose of criticism or humorous effect or for flattering tribute. Personification: a figure of speech in which human qualities or characteristics are given to an animal, object, or concept. Plot: the plan of action or sequence of events of the story. Point of view: the vantage point, or stance from which a story is told, the eye and mind through which the action is perceived. (See also narrator.)

@ Irony: a contrast between appearance and actuality: @ Verbal irony: a writer says one thing, but means something entirely different. @ Situational irony: occurs when something happens that is entirely different from what is expected. @ Dramatic irony: occurs when the reader knows information that the characters do not. Literal: A word for word interpretation for what is written or said. Metaphor: a figure of speech in which a comparison or analogy is made between two seemingly unlike things, as in the phrase “evening of life.” Metonymy: a figure of speech that substitutes the name of a related object, person, or idea for the subject at hand. Mood: the feeling, or atmosphere, that a writer creates for the reader. Connotative words, sensory images, and figurative language contribute to the mood of a selection, as do the sound and rhythm of the language. Motif: A unifying element in an artistic work, especially any recurrent image, symbol, theme, character type, subject or narrative detail. Narrator: the person from whose point of view events are conveyed. @ First person: the narrator is a character in the story, uses the pronoun “1.” The first person narrator does not have to be the main character in the story. @ Third person: is indicated by the pronouns he, she and they. The third person narrator is not a participant in the action and thus maintains a certain distance from the characters. A) In third person omniscient point of view, the narrator is all-knowing about the thoughts and feelings of the characters. B) The third person limited point of view deals with a writer presenting events as experienced by only one character. This type of narrator does not have full knowledge of Situations, past or future events. C) In third person objective the story conveys only the external details of the characters—never their thoughts or inner motivations. The formation or use of words. Such as: buzz, or cuckoo, whose meaning is Suggested by the sound of the word itself. (boom, click, plop) Oxymoron: a figure of speech in which two contradictory words or phrases are combined in a single expression, giving the effect of a condensed paradox: “wise fool,” “cruel kindness.” Paradox: a statement or situation containing obvious contradictions, but is nevertheless true. Parallelism: the use of similar grammatical form gives items equal weight, as in Lincoln's line “of the people, by the people, for the people.” Attention to parallelism generally makes both spoken and written expression more concise, clear and powerful. Parody: an imitation of a serious work of literature for the purpose of criticism or humorous effect or for flattering tribute, Personification: a figure of speech in which human qualities or characteristics are given to an animal, object, or concept. Plot: the plan of action or sequence of events of the story. Point of view: the vantage point, or stance from which a story is told, the eye and mind through which the action is perceived. (See also narrator.)

PAPER 3 – WRITING SKILLS In the English First Additional Language Examinations, Paper 3 – the Writing Paper – counts the majority of your marks (100 of the 250 marks). This is the paper where all your knowledge of the English language is tested, but it is also the paper that allows you to be yourself. The question paper consists of three sections: Section A – Essay ESSAY WRITING This section is the most creative of the three sections. The length of your essay should be between 250 to 300 words. You should edit your essay to ensure that it does not exceed 300 words. (You can download the notes at: http://www.education.gov.za/Curriculum/ LearningandTeachingSupportMaterials(LTSM)/MindtheGapStudyGuides. aspx ) Different techniques can be used to start an essay. Consider the following interesting ways to start an essay: 1. “Ask the reader a question that does not require a response (Rhetorical question).” 2. Remember: a good essay sets the scene without being too explicit and it will let the reader work out the moral of the story. You need not force it upon the reader. 3. Once you have written your essay, it is vital that you edit it. Editing means that you read through your writing and make corrections. Nobody can write a flawless essay on the first try. Editing check list • Take the first paragraph and slowly work through it. Use the checklist: • Circle all the full stops in the paragraph. Then: • If there is only one – go back and find splices. • A sentence may be a maximum 2 lines long. • Fix long sentences. • Look at the first word in each sentence. For example: • Start with a capital letter. • -ing words – fix – the subject is missing • Conjunctions – so, and, because, but – fix • When – make sure there is a subject and verb. • Check that I is written with a capital letter. • Do not use & (ampersand) write the word out - and. 45

• Check for bad/informal words and habits and replace them with formal/ • Use Standard English words. See the following examples: Spelling of because (i.e. coz; ‘cause; cose; etc.) Gonna, wanna, dunno Whereby, wherefore Some essay topics may require you to argue a point. These essays are called argumentative essays. With this type of essay, you need to present your personal opinion on the topic. You will try to convince your reader to feel the same way as you do about the topic. ARGUMENTATIVE ESSAY The argumentative essay presents only one side of the argument, yet you may show an awareness of the other side of the argument, but be able to counter it. An argumentative essay consists of the following parts: This includes a general statement (hook) and a thesis statement – You clearly state what position you are taking about the topic. Warning: Do not merely state that you agree with the topic. State the topic and your position. For example, do not say: INTRODUCTION I agree with the topic. It is not fair if you disagree because you are not considering the impact on others. Rather say: Smoking is dangerous to all people, smokers and non-smokers. Scientists have proven that smoking can have a negative effect on the health of non-smokers. B 1st point of argument Topic sentence + support to convince your reader to agree with O your argument. 2nd point of argument Topic sentence + support to convince your reader D to agree with your argument. Y 3rd point of argument Topic sentence + support to convince your reader to agree with your argument. CONCLUSION This is a summary of your position and ideas. Summarise the ideas mentioned in the body of the essay. Provide a final thought. Warning: Do not introduce a new point of argument at this point. 46

Hints for choosing a topic Read all the topics. Write down a few ideas on each topic. Eliminate the topics that you do not understand or know very little about. Remember: you have to be able to write the required number of words on the topic without repeating yourself. Underline all the keywords in the chosen topic to ensure that you do not miss important information. Choose a topic that you fully understand. It is not wise to attempt to write on a topic you do not understand. You are surely going to lose marks due to misunderstanding or not addressing what is required of you. Choose a topic that interests you. If you don’t care about limiting cigarette advertising, don’t select it as a topic for a persuasive essay. You’ll have more to say, and you’ll write better, on something you care about. Generally, if you choose a topic that is interesting to you, then your reader will find it interesting too. If your essay requires knowledge, choose a topic about which you have sufficient information. Make sure you select a subject that you can develop with enough details. After you’ve picked a topic, don’t be afraid to change it if it isn’t working out. Teachers would rather you write a good essay than sticking to a topic that was a poor choice. Hints for writing an essay You should be familiar with the following types of essays: • Narrative – to entertain or tell a story; • Descriptive – to describe in a vivid manner; • Discursive – to present arguments from differing viewpoints and draw a clear conclusion of your own; • Argumentative – to argue a case for one side of a point to convince your reader of your opinion; • Reflective – to describe an emotional reaction and feeling in a specific manner. You should be familiar with the conventions of essay writing. Your introduction is crucial. Avoid setting the scene for half of the essay – you have a limited number of words you can use to get your reader interested. Choose a different perspective from which to write your essay. For example: • When writing about school, write from the principal’s perspective and not your own. 47

• Write as though you are an object, e.g. a chair or table. • Write from a different perspective in time, e.g. write as though you are living in the future or the past. A good conclusion does not introduce any new ideas, but links the information already written with the topic and introduction. Use fresh and original images and descriptive words. Avoid too many idioms, as it makes your writing unoriginal. Avoid using inflated vocabulary – it may seem forced and not fit the context of the topic. Marks for the essay will be awarded as follows: • Content and Planning – organisation of ideas for planning; awareness of purpose audience and context, response and ideas; including originality, creativity and maturity. (30 marks) • Language, Style and Editing – tone, register, style, vocabulary appropriate to purpose/effect and context; word choice; language use and conventions; punctuation, grammar and spelling. (15 marks) • Structure – features of text; paragraph development and sentence construction. (5 marks) • The total mark allocation is 50. Writing; Section B – Longer Transactional Writing; LONGER TRANSACTIONAL WRITING The length of your longer transactional text should be between 120 to 150 words. You should edit your writing to ensure that it does not exceed 150 words. (You can download the notes at: http://www.education.gov.za/Curriculum/ LearningandTeachingSupportMaterials(LTSM)/MindtheGapStudyGuides.aspx In the examination, you will always be asked to write a letter. This could be either a formal letter or an informal letter. It is important that you have knowledge on both formats. The Informal/Friendly Letter 48

What is a friendly/informal letter? What is a friendly/informal letter? A friendly/informal letter is something we write to people we know well. We write friendly letters to: • Parents • Grandparents • Friends • Classmates • Teachers • Neighbours A friendly/informal letter consists of five main parts. 1. At the top is the heading. This includes the sender’s address and the date at the top right-hand side of the page. 2. A greeting follows the heading and is usually “Dear …” 3. The body of the letter includes a short introduction, one or two paragraphs and a short conclusion. 4. After the conclusion, you have to include a closing, such as “Yours sincerely”. 5. The final part of your letter will be your name Remember that you only use a friendly letter when writing to someone you know; therefore it is not necessary to use formal tone or formal address (such as title or surname). The Formal Letter A formal letter must be written in direct, simple English. The writer must keep in mind that the intended audience should understand what is communicated in order for the response to be positive. The letter should be clear and straightforward: the recipient must not be left wondering what you are trying to say. All letters should have an introduction, a body and a conclusion. Take note of the following: • There must be two addresses: the writer’s and the recipient’s. 49

• A formal salutation – Dear Sir, Dear Mrs Bukov, etc. - follows the recipient’s address. • A title or subject line follows the salutation. This is a one-line summary of the letter and it should be underlined. The language register must be formal. • The conclusion must also be formal – Yours faithfully / Yours sincerely – followed by the writer’s surname and initials. Avoid: • slang and colloquial language; contractions, abbreviations and acronyms; • unsubstantiated accusations; threats that cannot be carried out; emotional language; • Sarcasm; clichés; etc. Hints for writing a Longer Transactional piece You should be familiar WITH: • Friendly/formal letters (request/complaint/application/business) • Formal and informal letters to the press • Curriculum vitae and covering letter • Obituary • Agenda and minutes of meeting • Report • Review • Newspaper article • Magazine article • Brochure • Speech • Dialogue • Interview You should be familiar with the required format for each of these. Each transactional writing task requires a specific tone and register to suit the intended audience. Be familiar with the requirements of each type of text, E.g. in a letter to the editor, you should only voice your own concerns and feelings and NOT request assistance or action from the editor. 50

Do not merely copy the information from the topic: elaborate and give specific details, E.g. your youth group wants a donation – include the name of the youth group, what you want to do with the funds, how much money you need, how the company can pay over the funds, and any advertising opportunity for the company, etc. Marks for the longer transactional writing piece will be awarded as follows: • Content, Planning and Format – responses and ideas; organisation of ideas for planning; purpose, audience, features / conventions and context. (18marks) • Language, Style and Editing – tone, register, style, purpose / effect, audience and context; language use and conventions; word choice; punctuation and spelling. (12 marks) • The total mark allocation is 30. Section C – Shorter Transactional Writing. SHORTER TRANSACTIONAL WRITING The length of your shorter transactional text should be 80 – 100 words. (You can download the notes at http://www.education.gov.za/Curriculum/ LearningandTeachingSupportMaterials(LTSM)/MindtheGapStudyGuides.aspx In the examination, you might have to produce one of the following: • Advertisement • Invitation card • Flyer • Poster The main reason why candidates do poorly in these questions is that they do not write in full sentences, use less that 80 words and fill the page with pictures and illustrations. Hints for writing a Shorter Transactional piece You should be familiar with all the types of shorter transactional texts prescribed in the policy documents, i.e.: • Advertisement • Diary entry 51

• Postcard • Invitation card • Filling in forms • Direction • Instructions • Flyer • Poster • Email You should be familiar with the required format for completion each type of text. Each transactional writing task requires a specific tone and register to be adopted that is suitable for the intended audience. Make sure you are familiar with the requirements of each type of text, e.g. with a diary entry, you should include a date / day, keep it personal, and express emotions and thoughts. If two diary entries are required, the total number of words for both (combined) should be 80 - 100 words, and each entry should have a date. Do not merely copy the information from the instruction. Elaborate and give specific details, e.g. with a poster for an event, include the name of the event, the relevant information (including venue, date, dress, time and contact person), some detail about the event (such as guest speakers, entertainment, surprise guests), etc. The word count must still add up to 80 - 100 words. Marks for the shorter transactional writing will be awarded as follows: • Content, Planning and Format – responses and ideas; organisation of ideas, features / conventions and context (12 marks) • Language, Style and Editing – tone, register, style, vocabulary appropriate to purpose and context; language use and conventions; word choice; punctuation and spelling (8 marks) • The total mark allocation is 20. 52

Remember:  To use other previous question papers to supplement the activities in this booklet.  The marking memorandum should help you check the accuracy of your answers.  Revise the notes in this booklet to check where you may have gone wrong.  Continue with this process until you can answer every question correctly.  Use other province past question papers, answer similar questions and check the memoranda to ensure that you can answer them correctly. 53