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© Department of Basic Education 2015 This content may not be sold or used for commercial purposes. Curriculum and Assessment Policy Statement (CAPS) Mind the Gap study guide for Grade 12 English First Additional Paper 3: Writing ISBN 978-1-4315-1938-5 This publication has a Creative Commons Attribution NonCommercial Sharealike license. You can use, modify, upload, download, and share content, but you must acknowledge the Department of Basic Education, the authors and contributors. If you make any changes to the content you must send the changes to the Department of Basic Education. This content may not be sold or used for commercial purposes. For more information about the terms of the license please see: http://creativecommons.org/licenses/by-nc-sa/3.0/. Copyright © Department of Basic Education 2015 222 Struben Street, Pretoria, South Africa Contact person: Dr Patricia Watson Email: watson.p@dbe.gov.za Tel: (012) 357 4502 http://www.education.gov.za Call Centre: 0800202933 7KHÀUVWHGLWLRQSXEOLVKHGLQIRUWKH5HYLVHG1DWLRQDO&XUULFXOXP6WDWHPHQW 51&6 *UDGH0LQGWKH*DSVWXG\JXLGHVIRU$FFRXQWLQJ(FRQRPLFV*HRJUDSK\ and Life Sciences; the second edition, published in 2014, aligned these titles to the Curriculum and Assessment Policy Statement (CAPS) and added more titles to the VHULHVLQFOXGLQJWKH&$36*UDGH(QJOLVK)LUVW$GGLWLRQDO/DQJXDJH3DSHUMind the Gap study guide for Paper 3:Writing ISBN 978-1-4315-1938-5 Mind the Gap team Series managing editor: Dr Patricia Watson Production co-ordinators for CAPS edition:5DFKHO$GDWLDDQG*LOO0F'RZHOO Authors:7KHPEHND'ODPLQL6\GQH\*RVKHU(OL]DEHWK+XJJHWW7KDSHOR/HNHQD %RLWXPHOR0DVKL\D/XQJLOH0JDJD3HJJ\0RDWVKH6RQMD0\EXUJK 1RQKODQKOD0]LOD7KRNR]LOH6DEHOR1LPPL6LQJK5DPDWODGL7DNDOR 0DPRUXIH7VKLNDQH Expert readers:6XH-RUGDDQ*LOO0F'RZHOO%XODUD0RQ\DNL5RVHOHW1HWVKLODWD DQG:LOOHP5RV Editor:-XOLD*UH\ Proofreader: Pat Tucker Designers:*LOO0F'RZHOODQG1RPDOL]R1JZHQ\D Illustrators:0LFKHOH'HDQ,YDQ.HLU9XVL0DOLQGL.KRVL3KRORVD.HQQHWK7HNDQH Series cover illustration: Alastair Findlay Onsite writers’ workshop support: Wayne Cussons

© Department of Basic Education 2015 Ministerial foreword The Department of Basic Education (DBE) has pleasure in releasing the second edition of the Mind the Gap VWXG\ JXLGHV IRU *UDGH OHDUQHUV 7KHVH VWXG\ guides continue the innovative and committed attempt by the DBE to improve the DFDGHPLFSHUIRUPDQFHRI*UDGHFDQGLGDWHVLQWKH1DWLRQDO6HQLRU&HUWLÀFDWH 16& H[DPLQDWLRQ 7KH VWXG\ JXLGHV KDYH EHHQ ZULWWHQ E\ WHDPV RI H[HUWV FRPSULVLQJ WHDFKHUV H[DPLQHUV PRGHUDWRUV VXEMHFW DGYLVRUV DQG FRRUGLQDWRUV 5HVHDUFK ZKLFK began in 2012, has shown that the Mind the Gap series has, without doubt, had a positive impact on grades. It is my fervent wish that the Mind the Gap study guides take us all closer to ensuring that no learner is left behind, especially as we celebrate 20 years of democracy. The second edition of Mind the Gap is aligned to the 2014 Curriculum and 0DWVLH$QJHOLQD0RWVKHNJD03 Assessment Policy Statement (CAPS). This means that the writers have considered Minister of Basic Education WKH 1DWLRQDO 3ROLF\ SHUWDLQLQJ WR WKH SURJUDPPH SURPRWLRQ UHTXLUHPHQWV DQG SURWRFROVIRUDVVHVVPHQWRIWKH1DWLRQDO&XUULFXOXP6WDWHPHQWIRU*UDGHLQ 2014. The Mind the Gap&$36VWXG\JXLGHVWDNHWKHLUEULHILQSDUWIURPWKH1DWLRQDO 'LDJQRVWLFUHSRUWRQOHDUQHUSHUIRUPDQFHDQGGUDZRQWKH*UDGH([DPLQDWLRQ *XLGHOLQHV(DFKRIWKHMind the GapVWXG\JXLGHVGHÀQHVNH\WHUPLQRORJ\DQG RIIHUVVLPSOHH[SODQDWLRQVDQGH[DPSOHVRIWKHW\SHVRITXHVWLRQVOHDUQHUVFDQ H[SHFWWREHDVNHGLQDQH[DP0DUNLQJPHPRUDQGDDUHLQFOXGHGWRDVVLVWOHDUQHUV WREXLOGWKHLUXQGHUVWDQGLQJ/HDUQHUVDUHDOVRUHIHUUHGWRVSHFLÀFTXHVWLRQVIURP SDVW QDWLRQDO H[DP SDSHUV DQG H[DPLQDWLRQ PHPRV WKDW DUH DYDLODEOH RQ WKH Department’s website – www.education.gov.za. 7KH &$36 HGLWLRQV LQFOXGH $FFRXQWLQJ (FRQRPLFV *HRJUDSK\ /LIH 6FLHQFHV 0DWKHPDWLFV0DWKHPDWLFDO/LWHUDF\DQG3K\VLFDO6FLHQFHV7KHVHULHVLVSURGXFHG in both English and Afrikaans. There are also nine English First Additional Language ()$/ VWXG\ JXLGHV 7KHVH LQFOXGH ()$/ 3DSHU /DQJXDJH LQ &RQWH[W ()$/ 3DSHU :ULWLQJ DQGDJXLGHIRUHDFKRIWKH*UDGHSUHVFULEHGOLWHUDWXUHVHW works included in Paper 2. These are Short Stories, Poetry, To Kill a Mockingbird, A Grain of Wheat, Lord of the Flies, Nothing but the Truth and Romeo and Juliet. Please remember when preparing for Paper 2 that you need only study the set works you did in your EFAL class at school. The study guides have been designed to assist those learners who have been XQGHUSHUIRUPLQJ GXH WR D ODFN RI H[SRVXUH WR WKH FRQWHQW UHTXLUHPHQWV RI WKH curriculum and aim to mind-the-gap between failing and passing, by bridging the gap in learners’ understanding of commonly tested concepts, thus helping candidates to pass. $OOWKDWLVQRZUHTXLUHGLVIRURXU*UDGHOHDUQHUVWRSXWLQWKHKRXUVUHTXLUHG WRSUHSDUHIRUWKHH[DPLQDWLRQV/HDUQHUVPDNHXVSURXG²VWXG\KDUG:HZLVK HDFKDQGHYHU\RQHRI\RXJRRGOXFNIRU\RXU*UDGHH[DPLQDWLRQV _________________________________ 0DWVLH$QJHOLQD0RWVKHNJD03 0LQLVWHURI%DVLF(GXFDWLRQ 2015

© Department of Basic Education 2015 Table of contents Dear Grade 12 learner ....................................................................................................... ix How to use this study guide ................................................................................................x Top 7 study tips ................................................................................................................... xi On the exam day ................................................................................................................ xii Overview of the English First Additional Language Paper 3: Writing Exam ............ xiii Question words ..................................................................................................................xiv Words to know: Vocabulary ..............................................................................................xvi Words to know: Spellings ...............................................................................................xviii Section A: Essays .............................................................................................. 1 1. All about essays ............................................................................................................2 1.1 The structure of an essay .....................................................................................2 1.2 6WHSVWRZULWLQJDQHVVD\LQWKHH[DPV ...............................................................2 7KHÀYHHVVD\W\SHV ......................................................................................................9 2.1 1DUUDWLYHHVVD\V .................................................................................................9 $OHDUQHU·VH[DPSOHRIDQDUUDWLYHHVVD\XVLQJWKHIRXUVWHSV ..................... 10 Activity: Writing a narrative essay ................................................................... 13 2.2 Descriptive essays ........................................................................................... 14 $OHDUQHU·VH[DPSOHRIDGHVFULSWLYHHVVD\XVLQJWKHIRXUVWHSV .................. 15 Activity: Writing a descriptive essay ................................................................ 18 2.3 5HÁHFWLYHHVVD\V ............................................................................................. 19 $OHDUQHU·VH[DPSOHRIDUHÁHFWLYHHVVD\XVLQJWKHIRXUVWHSV ..................... 20 $FWLYLW\:ULWLQJDUHÁHFWLYHHVVD\ ................................................................... 23 2.4 Discursive essays ............................................................................................ 24 $OHDUQHU·VH[DPSOHRIDGLVFXUVLYHHVVD\XVLQJWKHIRXUVWHSV ................... 25 Activity: Writing a discursive essay .................................................................. 28 2.5 Argumentative essays ..................................................................................... 29 $OHDUQHU·VH[DPSOHRIDQDUJXPHQWDWLYHHVVD\XVLQJWKHIRXUVWHSV ......... 30 Activity: Writing an argumentative essay ........................................................ 33 2.6 Writing an essay from a picture ...................................................................... 34 $OHDUQHU·VH[DPSOHRIDQHVVD\IURPDSLFWXUHXVLQJWKHIRXUVWHSV .......... 35 Activity: Writing an essay from a picture ........................................................ 38 2.7 Essay checklist ................................................................................................. 39 3. What is expected from you in the exam? .............................................................. 40 Section B: Longer transactional texts .......................................................... 43 1. Steps to writing longer transactional texts ........................................................... 44 2. Category A ................................................................................................................... 50 2.1 Writing a formal letter ...................................................................................... 50 $OHDUQHU·VH[DPSOHRIDIRUPDOOHWWHUXVLQJWKHIRXUVWHSV .......................... 51 Activity: Writing a formal letter ........................................................................ 54 2.2 Writing an informal letter ................................................................................ 55 $OHDUQHU·VH[DPSOHRIDQLQIRUPDOOHWWHUXVLQJWKHIRXUVWHSV ..................... 56 Activity: Writing an informal letter ................................................................... 59 2.3 Writing a letter to the press ............................................................................ 60 $OHDUQHU·VH[DPSOHRIDOHWWHUWRWKHSUHVVXVLQJWKHIRXUVWHSV ................. 60 Activity: Writing a letter to the press ............................................................... 64 2.7 Category A checklist ......................................................................................... 65 3. Category B ................................................................................................................... 66 3.1 :ULWLQJD&9 ...................................................................................................... 66 $OHDUQHU·VH[DPSOHRID&9XVLQJWKHIRXUVWHSV .......................................... 67 $FWLYLW\:ULWLQJD&9 ........................................................................................ 70 3.2 &9FKHFNOLVW....................................................................................................... 70

© Department of Basic Education 2015 3.3 Writing an obituary .......................................................................................... 71 $OHDUQHU·VH[DPSOHRIDQRELWXDU\XVLQJWKHIRXUVWHSV............................... 72 Activity: Writing an obituary ............................................................................. 75 3.2 Obituary checklist ............................................................................................. 75 4. Category C ....................................................................................................................76 4.1 Writing a review ............................................................................................... 76 $OHDUQHU·VH[DPSOHRIDUHYLHZXVLQJWKHIRXUVWHSV .................................... 77 Activity: Writing a review .................................................................................. 80 4.2 5HYLHZFKHFNOLVW ............................................................................................... 80 4.3 Writing a newspaper article ............................................................................ 81 $OHDUQHU·VH[DPSOHRIDQHZVSDSHUDUWLFOHXVLQJWKHIRXUVWHSV ................ 82 Activity: Writing a newspaper article ............................................................... 85 4.4 1HZVSDSHUDUWLFOHFKHFNOLVW............................................................................. 85 4.5 Writing a magazine article .............................................................................. 86 $OHDUQHU·VH[DPSOHRIDPDJD]LQHDUWLFOHXVLQJWKHIRXUVWHSV................... 87 Activity: Writing a magazine article ................................................................. 90 4.6 0DJD]LQHDUWLFOHFKHFNOLVW ............................................................................... 90 4.7 Writing an agenda and minutes of a meeting ............................................... 91 $OHDUQHU·VH[DPSOHRIDQDJHQGDDQGPLQXWHVRIDPHHWLQJ using the four steps ......................................................................................... 92 Activity: Writing an agenda and minutes of a meeting .................................. 95 4.8 Agenda and minutes of a meeting checklist .................................................. 95 4.9 Writing a formal report ................................................................................... 96 $OHDUQHU·VH[DPSOHRIDIRUPDOUHSRUWXVLQJWKHIRXUVWHSV ........................ 97 Activity: Writing a formal report .................................................................... 100 4.10 Formal report checklist ................................................................................ 100 5. Category D ................................................................................................................ 101 5.1 Writing a dialogue .......................................................................................... 101 $OHDUQHU·VH[DPSOHRIDGLDORJXHXVLQJWKHIRXUVWHSV .............................. 102 Activity: Writing a dialogue ............................................................................ 105 5.2 Dialogue checklist .......................................................................................... 105 5.3 Writing an interview ....................................................................................... 106 $OHDUQHU·VH[DPSOHRIDQLQWHUYLHZXVLQJWKHIRXUVWHSV ........................... 107 Activity: Writing an interview .......................................................................... 110 5.4 Interview checklist .......................................................................................... 110 5.5 Writing a speech ............................................................................................ 111 $OHDUQHU·VH[DPSOHRIDVSHHFKXVLQJWKHIRXUVWHSV ................................112 Activity: Writing a speech ............................................................................... 115 5.6 Speech checklist ............................................................................................ 115 6. What is expected from you in the exam? ............................................................ 116 Section C: Shorter transactional texts ....................................................... 118 1. Steps to writing longer shorter texts .................................................................... 119 2. Category A .................................................................................................................125 2.1 Writing an advertisement ...............................................................................125 $OHDUQHU·VH[DPSOHRIDQDGYHUWLVHPHQWXVLQJWKHIRXUVWHSV ..................126 Activity: Writing an advertisement ................................................................128 2.2 Advertisement checklist .................................................................................129 2.3 Writing an invitation card ...............................................................................130 $OHDUQHU·VH[DPSOHRIDQLQYLWDWLRQFDUGXVLQJWKHIRXUVWHSV...................130 Activity: Writing an invitation card .................................................................133 2.4 Invitation card checklist .................................................................................133 2.5 :ULWLQJDÁ\HU ..................................................................................................134 $OHDUQHU·VH[DPSOHRIDÁ\HUXVLQJWKHIRXUVWHSV......................................135 $FWLYLW\:ULWLQJDÁ\HU .................................................................................... 137 2.6 Flyer checklist .................................................................................................138

© Department of Basic Education 2015 2.7 Writing a poster ..............................................................................................139 $OHDUQHU·VH[DPSOHRIDSRVWHUXVLQJWKHIRXUVWHSV .................................. 140 Activity: Writing a poster ................................................................................ 143 2.8 Poster checklist .............................................................................................. 143 3. Category B .................................................................................................................144 3.1 Writing a diary entry ......................................................................................144 $OHDUQHU·VH[DPSOHRIDGLDU\HQWU\XVLQJWKHIRXUVWHSV ........................... 145 Activity: Writing a diary entry ......................................................................... 147 3.2 Diary entry checklist ....................................................................................... 147 3.3 Writing a postcard ......................................................................................... 148 $OHDUQHU·VH[DPSOHRIDSRVWFDUGXVLQJWKHIRXUVWHSV .............................. 148 Activity: Writing a postcard ............................................................................150 3.4 Postcard checklist .......................................................................................... 151 4. Category C ...................................................................................................................152 4.1 Writing instructions .......................................................................................152 $OHDUQHU·VH[DPSOHRILQVWUXFWLRQVXVLQJWKHIRXUVWHSV ............................152 Activity: Writing instructions ..........................................................................154 4.2 Instructions checklist .....................................................................................155 4.3 Writing directions ...........................................................................................156 $OHDUQHU·VH[DPSOHRIGLUHFWLRQVXVLQJWKHIRXUVWHSV ...............................156 Activity: Writing directions .............................................................................158 4.4 Directions checklist ........................................................................................159 5. What is expected from you in the exam? ............................................................. 160

© Department of Basic Education 2015 Dear Grade 12 learner This Mind the Gap study guide helps you to prepare for the end-of-year *UDGH(QJOLVKFirst Additional Language (EFAL) WritingH[DP 7KHUHDUHWKUHHH[DPVIRU()$/3DSHU/DQJXDJHLQ&RQWH[W3DSHU Literature; and Paper 3: Writing. There are nine great EFAL Mind the Gap study guides which cover Papers 1, 2 and 3. Paper 2: Literature includes the study of novels, drama, short stories and poetry. A Mind the Gap study guide is available for each of the prescribed literature titles. Choose the study guide for the set works you studied in your EFAL class at school. Use this study guide as a workbook. Make notes, draw pictures and highlight important concepts. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing INTRODUCTION ix

© Department of Basic Education 2015 How to use this study guide This study guide looks at the three sections of the Paper 3: Writing curriculum: Section A: Essays 6HFWLRQ%/RQJHUWUDQVDFWLRQDOWH[WV 6HFWLRQ&6KRUWHUWUDQVDFWLRQDOWH[WV In each section: Important facts about types of writing in each of the three sections are provided; Step-by-step information is provided on choosing your topic; planning; GUDIWLQJDQGWKHQSURGXFLQJ\RXUÀQDOWH[W :RUNHGH[DPSOHVEDVHGRQIRUPHUOHDUQHUV·ZRUNDUHSURYLGHGWR show you the correct process to follow in producing your own work; $FWLYLWLHVEDVHGRQH[DPTXHVWLRQVDUHSURYLGHGIRU\RXWRSUDFWLVH \RXUVNLOOV7KHUHDUHDOVRUHIHUHQFHVWRSUHYLRXVH[DPVIRUIXUWKHU practice; and Checklists are provided so that you can make sure you are familiar Look out for ZLWKDOOIRUPVRIWKHWH[WW\SHVWKDW\RXZLOOQHHGWRNQRZWRVXFFHHG these icons in the study guide. LQWKHH[DP (DFKVHFWLRQSURYLGHVLQIRUPDWLRQDERXWZKDWLVH[SHFWHGIURP\RXLQWKH H[DP7KLVLQFOXGHVDUXEULFZKLFKGHWDLOVH[DFWO\WKHNLQGVRIVNills and NQRZOHGJHWKHH[DPLQHUVDUHORRNLQJIRU PAY PAYSPECIAL SPECIALATTENTION ATTENTION NB NB NB NB +LQWVWRKHOS\RX Pay special PAY SPECIAL ATTENTION remember a concept HINT! HINT! $FWLYLWLHVZLWKTXHVWLRQV NB attention hintNB or guide you in solving hint for you to answer problems Step-by-step HINT! e.g. e.g. EG- -worked EG workedexamples :RUNHGH[DPSOHV examples 5HIHUV\RXWRH[DP hint instructions TXHVWLRQV exams exams e.g. EG - worked examples exams activity activity ACTIVITIESboy ACTIVITIES boy andgirl-left and girl-leftand and rightofofpage right page activity activity activity ACTIVITIES boy and girl-left and right of page comment activity Stepbybystep Step step comment comment comment Step by step comment comment © Department of Basic Education 2015 x INTRODUCTION Mind the Gap English First Additional Language: Paper 3 Writing

© Department of Basic Education 2015 Top 7 study tips 1. Break your learning up into manageable sections. This will help your brain to focus. Take short breaks between studying one Try these VHFWLRQDQGJRLQJRQWRWKHQH[W study tips to make learning easier. 2. +DYHDOO\RXUPDWHULDOVUHDG\EHIRUH\RXEHJLQVWXG\LQJD section – pencils, pens, highlighters, paper, glass of water, etc. 3. Be positive. It helps your brain hold on to the information. 4. Your brain learns well with colours and pictures. Try to use them whenever you can. 5. 5HSHWLWLRQLVWKHNH\WRUHPHPEHULQJLQIRUPDWLRQ\RXKDYHWR OHDUQ.HHSJRLQJRYHUWKHZRUNXQWLO\RXFDQUHFDOOLWZLWKHDVH 6. Teach what you are learning to anyone who will listen. It is GHÀQLWHO\ZRUWKUHDGLQJ\RXUUHYLVLRQQRWHVDORXG 7. Sleeping for at least eight hours every night, eating healthy food and drinking plenty of water are all important things you need to GRIRU\RXUEUDLQ6WXG\LQJIRUH[DPVLVOLNHH[HUFLVHVR\RXPXVW be prepared physically as well as mentally. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing INTRODUCTION xi

© Department of Basic Education 2015 On the exam day 1. 0DNHVXUH\RXEULQJSHQVWKDWZRUNVKDUSSHQFLOVDUXEEHU DQGDVKDUSHQHU0DNHVXUH\RXEULQJ\RXU,'GRFXPHQWDQG H[DPLQDWLRQDGPLVVLRQOHWWHU$UULYHDWWKHH[DPYHQXHDWOHDVWDQ KRXUEHIRUHWKHVWDUWRIWKHH[DP 2. *RWRWKHWRLOHWEHIRUHHQWHULQJWKHH[DPURRP<RXGRQ·WZDQWWR ZDVWHYDOXDEOHWLPHJRLQJWRWKHWRLOHWGXULQJWKHH[DP 3. 8VHWKHPLQXWHV·UHDGLQJWLPHWRUHDGWKHH[DPLQVWUXFWLRQV FDUHIXOO\5HPHPEHUWKDW\RXPXVWDQVZHU21(TXHVWLRQIURP ($&+VHFWLRQRI3DSHU:ULWLQJ 4. %UHDNHDFKTXHVWLRQGRZQWRPDNHVXUH\RXXQGHUVWDQGZKDWLV EHLQJDVNHG,I\RXGRQ·WDQVZHUWKHTXHVWLRQSURSHUO\\RXZRQ·W JHWDQ\PDUNVIRULW/RRNIRUWKHNH\ZRUGVLQWKHTXHVWLRQWR NQRZKRZWRDQVZHULW<RXZLOOÀQGDOLVWRITXHVWLRQZRUGVRQ page [LY of this study guide. 5. 0DQDJH\RXUWLPHFDUHIXOO\6WDUWZLWKWKHTXHVWLRQ\RXWKLQN is the easiest. Check how many marks are allocated to each TXHVWLRQVR\RXJLYHWKHULJKWDPRXQWRILQIRUPDWLRQLQ\RXU answer. 6. 5HPDLQFDOPHYHQLIWKHTXHVWLRQVHHPVGLIÀFXOWDWÀUVW,WZLOOEH linked with something you have covered. If you feel stuck, move on and come back if time allows. Do try and answer as many TXHVWLRQVDVSRVVLEOH GOOD 7. 7DNHFDUHWRZULWHQHDWO\VRWKHH[DPLQHUVFDQUHDG\RXUDQVZHUV easily. LUCK! © Department of Basic Education 2015 xii INTRODUCTION Mind the Gap English First Additional Language: Paper 3 Writing

© Department of Basic Education 2015 Overview of the English First Additional Language Paper 3: Writing Exam 7KH3DSHU:ULWLQJH[DPLVóKRXUVORQJ7KHUHDUH7+5((VHFWLRQV <RXPXVWDQVZHU21(TXHVWLRQIURP($&+RIWKHWKUHHVHFWLRQV7KHWRWDO RIWKHPDUNVIRUWKHH[DPLV Here is a summary of the three sections in the Paper 3: Writing exam: Section Text types What marks are Number of marks awarded for Manage Section A Essays Content and 30 marks your time so planning that you answer Language, style 15 marks all the questions. and editing Structure 5 marks Total: 50 marks Section B Longer Content and 18 marks transactional planning texts Language, style 12 marks and editing Total: 30 marks Section C Shorter Content and 12 marks transactional planning texts Language, style 8 marks and editing Total: 20 marks It is recommended that you spend the following amount of time on each section: Section A: Essays (50 marks) 80 minutes 6HFWLRQ%/RQJHUWUDQVDFWLRQDOWH[WV PDUNV PLQXWHV 6HFWLRQ&6KRUWHUWUDQVDFWLRQDOWH[WV PDUNV PLQXWHV t:PVNVTUTIPXZPVSQMBOOJOHBOEESBGUWFSTJPOPGBMMZPVSXPSL5IFQMBONVTU BQQFBS#&'03&FBDIUFYU.BLFTVSFUIBUUIFQMBOOJOHBOEESBGUWFSTJPOPGZPVS ýOBMXPSLJTDMFBSMZMBCFMMFEBTTVDI*UJTBEWJTBCMFUPESBXBMJOFUISPVHIZPVS QMBOOJOH t(JWFFBDIUFYUUZQFUIBUZPVXSJUFBTVJUBCMFUJUMFPSIFBEJOH%POPUJODMVEFUIF UJUMFPSIFBEJOHJOUIFXPSEDPVOU t.BLFTVSFUIBUZPVOVNCFSZPVSBOTXFSTDPSSFDUMZ BDDPSEJOHUPUIFOVNCFSJOH TZTUFNVTFEJOUIFRVFTUJPOQBQFS t4UBSUFBDITFDUJPOPOBOFXQBHF © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing INTRODUCTION xiii

© Department of Basic Education 2015 Question words +HUHDUHH[DPSOHVRITXHVWLRQW\SHVIRXQGLQWKHH[DP Question type What you need to do Literal:4XHVWLRQVDERXWLQIRUPDWLRQWKDWLVFOHDUO\JLYHQLQWKHWH[WRUH[WUDFW IURPWKHWH[W Name characters/places/things ... :ULWHWKHVSHFLÀFQDPHVRIFKDUDFWHUV places, etc. State the facts/reasons/ideas … Write down the information without any discussion or comments. Give two reasons for/why … Write two reasons (this means the same as ‘state’). Identify the reasons … Write down the reasons. Describe the place/character/ Write the main characteristics of what happens when … VRPHWKLQJIRUH[DPSOH:KDWGRHVD place look/feel/smell like? Is a particular character kind/rude/aggressive … What happened when … Write what happened. Why did this happen … *LYHQUHDVRQVIRUZKDWKDSSHQHG Who did … Write down who is responsible for the action. To whom GRHV[[UHIHU« Write the name of the relevant character/ person. Reorganisation: Questions that need you to bring together different pieces of information in an organised way. Summarise the main points/ideas Write the main points, without a lot of … detail. Group the common elements … Join the same things together. Give an outline of ….. Write the main points, without a lot of detail. Inference: Questions that need you to interpret PDNHPHDQLQJRI WKHWH[W using information that may not be clearly stated. This process involves thinking DERXWZKDWKDSSHQHGLQGLIIHUHQWSDUWVRIWKHWH[WDQGXVLQJ\RXURZQ NQRZOHGJHWRKHOS\RXXQGHUVWDQGWKHWH[W Explain how this idea links … Identify the links. Compare the attitudes/actions of Point out the similarities and differences. FKDUDFWHU[ZLWKFKDUDFWHU\« What do the words … suggest/ State what you think the meaning is, reveal about /what does this EDVHGRQ\RXUXQGHUVWDQGLQJRIWKHWH[W situation tell you about … HowGRHV[UHDFWZKHQ« Write down the character's/person's Describe how something affected reaction or what the character/person did … or felt. State how\RXNQRZWKDW[LV« What GLG[PHDQE\WKH ([SODLQZK\WKHFKDUDFWHUSHUVRQXVHG H[SUHVVLRQ« those particular words. Is the following statement true or :ULWH¶WUXH·RU¶IDOVH·QH[WWRWKHTXHVWLRQ false? number. You must give a reason for your answer. © Department of Basic Education 2015 xiv INTRODUCTION Mind the Gap English First Additional Language: Paper 3 Writing

© Department of Basic Education 2015 Choose the correct answer to A list of answers is given, labelled A–D. complete the following sentence :ULWHRQO\WKHOHWWHU $%&RU' QH[WWR PXOWLSOHFKRLFHTXHVWLRQ WKHTXHVWLRQQXPEHU Complete the following sentence :ULWHWKHPLVVLQJZRUGQH[WWRWKH E\ÀOOLQJLQWKHPLVVLQJZRUGV« TXHVWLRQQXPEHU Quote DOLQHIURPWKHH[WUDFWWR :ULWHWKHUHOHYDQWOLQHRIWH[WXVLQJWKH prove your answer. same words and punctuation you see LQWKHH[WUDFW3XWTXRWDWLRQPDUNV ´µ LQYHUWHGFRPPDV DURXQGWKHTXRWH Evaluation4XHVWLRQVWKDWUHTXLUH\RXWRPDNHDMXGJHPHQWEDVHGRQ\RXU NQRZOHGJHDQGXQGHUVWDQGLQJRIWKHWH[WDQG\RXURZQH[SHULHQFH Discuss your view/a character’s Consider all the information and reach a feelings/a theme ... conclusion. Do you think that … There is no ‘right’ or ‘wrong’ answer Do you agree with … WRWKHVHTXHVWLRQVEXW\RXPXVWJLYH In your opinion, what … a reason for your opinion based on LQIRUPDWLRQJLYHQLQWKHWH[W Give your views on … Appreciation Questions that ask about your emotional response to what KDSSHQVDQGKRZWKHWH[WLVZULWWHQ How would you feel if you were [ There is no ‘right’ or ‘wrong’ answer when … WRWKHVHTXHVWLRQVEXW\RXPXVWJLYH Discuss your response to … a reason for your opinion based on Do you feel sorry for … LQIRUPDWLRQJLYHQLQWKHWH[W Discuss the use of the writer’s 7RDQVZHUWKLVW\SHRITXHVWLRQDVN VW\OHGLFWLRQDQGÀJXUDWLYH yourself: Does the style help me to feel/ language, dialogue … imagine what is happening or how VRPHRQHLVIHHOLQJ":K\ZK\QRW"*LYHD reason for your answer. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing INTRODUCTION xv

© Department of Basic Education 2015 words to know These are words about writing and text types that you should learn. abbreviations words which are shortened, e. g. prof (professor). Do not use contractions in formal writing. active voice WKHVXEMHFWRIDVHQWHQFHFDUULHVRXWWKHDFWLRQHJWKHWHDPZRQWKHJDPH advertisement a notice or announcement in a public medium such as newspapers, radio or television, which promotes a product, service, or event agenda a list of items to be discussed at a meeting argumentative essay an essay which strongly supports one side of an argument article a piece of writing published in a newspaper or magazine audience WKHSHUVRQRUSHRSOHZKRDUHH[SHFWHGWRUHDGDSDUWLFXODUSLHFHRIZULWLQJ characters the people who play a part/feature in an essay, story or play climax WKHKLJKSRLQWRIDSLHFHRIZULWLQJ$VWRU\EXLOGVXSWRDFOLPD[ colloquial informal, everyday language e.g. okay, guys contractions ZRUGVZKLFKDUHMRLQHGDQGWKHUHIRUHVKRUWHQHGHJGLGQ·W GLGQRW $Q apostrophe must be placed where a letter/letters have been left out. Contractions should not be used in formal writing. covering letter WKHOHWWHUZKLFKLVVHQWZLWKD&9 curriculum vitae (CV) DGRFXPHQWZKLFKOLVWVDSHUVRQ·VSHUVRQDOGHWDLOV$&9LVVXEPLWWHGZLWK DQDSSOLFDWLRQIRUDMRE descriptive essay DQHVVD\ZKLFKIRFXVHVRQGHVFULELQJDSHUVRQDSODFHRUH[SHULHQFH dialogue a conversation between two or more people diary DZULWWHQUHFRUGRIDSHUVRQ·VH[SHULHQFHVDQGWKRXJKWV directions LQIRUPDWLRQH[SODLQLQJKRZWRJRVRPHZKHUH discursive essay an essay which considers an argument from many points of view draft DÀUVWYHUVLRQRIDSLHFHRIZULWLQJ edit WRUHDGDWH[WFDUHIXOO\DQGFRUUHFWHUURUVLQLW eulogy a speech given at a funeral in praise of someone ÀJXUHVRIVSHHFK H[SUHVVLRQVZKLFKDUHQRWPHDQWWREHWDNHQOLWHUDOO\HJVLPLOHV PHWDSKRUVDOOLWHUDWLRQRQRPDWRSRHLD7KHSXUSRVHRIÀJXUHVRIVSHHFKLV to add detail and life to writing. ÀUVWSHUVRQ I, me, we ,us Á\HU an advertisement on a piece of paper which can be given to people format the way a piece of writing is set out on a page e.g. a letter has a format (address/es, date etc) genre type of writing e.g. play, poem, narrative essay graphics GUDZLQJVXVHGWRJLYHPRUHGHWDLOWRDWWUDFWWKHUHDGHURUWRH[SODLQ something e.g. most printed advertisements have written information, as well as graphics instructions ZRUGVXVHGWRH[SODLQKRZWRGRVRPHWKLQJHJWREXLOGDPRGHODHURSODQH or to assemble a computer interview a situation in which one person (the interviewer) asks another person LQWHUYLHZHH TXHVWLRQV invitation card DSROLWHUHTXHVWLQZULWLQJIRUVRPHRQHWRDWWHQGDIXQFWLRQHJDSUL]H giving, or party irony VRPHWKLQJZKLFKLVWKHRSSRVLWHRIZKDWLVH[SHFWHGHJVKHIRXQGPDWKV GLIÀFXOWDWVFKRROVRLWLVDQLURQ\WKDWVKHLVQRZDQDFFRXQWDQW © Department of Basic Education 2015 xvi INTRODUCTION Mind the Gap English First Additional Language: Paper 3 Writing

© Department of Basic Education 2015 key words the most important words in a piece of writing. You may be asked to underline key words to improve your understanding of a passage. language the way in which something is written. It includes grammar, such as punctuation, correct use of verbs, etc. minutes the written record of a meeting narrative essay an essay which tells a story narrator the person who tells a story obituary DSLHFHRIZULWLQJDERXWWKHOLIHDQGSHUVRQDOTXDOLWLHVRIVRPHRQHZKRKDV recently died objective a neutral, unbiased attitude passive voice WKHREMHFWRIDVHQWHQFHEHFRPHVWKHVXEMHFWHJWKHJDPHZDVZRQE\WKH team. perspective a particular way of thinking. People look at life from different perspectives. plot the main points of a story point of view a particular attitude or way of looking at a matter postcard a card for sending a message by post without an envelope. Only a small DPRXQWRILQIRUPDWLRQFDQÀWRQWRDSRVWFDUG poster a large printed written notice, or picture used to advertise or to decorate. Posters may display only writing, only a picture, or a combination of pictures DQGZULWLQJ0RYLHVDUHRIWHQDGYHUWLVHGRQSRVWHUV practice/practise practice (noun) e.g. there will be a soccer practice this evening; practise (verb) e.g. I practise writing essays every week. UHÁHFWLYHHVVD\ DQHVVD\LQZKLFKWKHZULWHUWKLQNVDERXWDQH[SHULHQFHRUIHHOLQJVDERXWD topic register the use of different language styles to suit different speakers and audiences. Language can be formal (e.g. how do you do?) or informal (e.g. hi/howzit) depending on who is speaking and who is being addressed. report a factual account of an event such as an accident which has taken place, often after an investigation. review a piece of writing which considers the good and bad points of e.g. a book, play or restaurant rubric DGHWDLOHGH[SODQDWLRQRIKRZDSLHFHRIZRUNZLOOEHDVVHVVHG setting the place where events take place in a piece of writing structure the way in which a piece of writing is put together. There should be an introduction, body and conclusion. style The way in which something is written e.g. formal, informative subjective from a particular point of view; often emotional and one-sided text a piece of writing. This could be e.g. a novel, an article in a newspaper, a SRHPHWF$YLVXDOWH[WLVDSLFWXUH third person he, she, it, they tone WKHHPRWLRQDOPHVVDJHFRQWDLQHGLQDWH[WHJWKHWRQHRIWKHOHWWHULVDQJU\ and critical. transactional writing writing intended for a particular function, such as to inform or persuade © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing INTRODUCTION xvii

© Department of Basic Education 2015 words to know If you Here are the correct spellings of useful words. Learn to aren't sure of the spell these words correctly before you take the exam. meaning of a word, look it up in accommodate/accommodation dictionary. achieve DFTXDLQWDQFH DFTXLUH advertisement DGYLFH²QRXQ²HJ0\IDWKHUJDYHPHJRRGDGYLFH advise – verb – e.g. I asked my father to advise me. argument beautiful beginning business calendar commitment committed committee conscience conscious dairy deceive GHÀQLWHO\ GHÀQLWLRQ diary disappear GLVDSSRLQW²+,17ZKHQ\RXDGGDSUHÀ[RQWRDZRUGVLPSO\DGGWKHSUHÀ[WR the word disappoint embarrass/embarrassment environment H[DJJHUDWH H[FLWHPHQW H[LVWHQFH favourite ÀQDOO\ foreign friend glamorous government grammar guarantee humorous immediately independent © Department of Basic Education 2015 xviii INTRODUCTION Mind the Gap English First Additional Language: Paper 3 Writing

© Department of Basic Education 2015 interrupt laboratory licence – noun e.g. I have a driver’s licence. license – verb e.g. I must remember to license my car. mischievous necessary noticeable obedience occasion occurrence original/originally peace piece practically SUDFWLFH²QRXQHJ+HGLGQRWDWWHQGVLQJLQJSUDFWLFH SUDFWLVH²YHUEHJ+HSUDFWLVHVVLQJLQJHDFKGD\ privilege probably proceed publicly receive recommend referred/referring scared scarred separate sincerely successful thorough through tomorrow truly XQQHFHVVDU\+,17ZKHQ\RXDGGDSUHÀ[RQWRDZRUGVLPSO\DGGWKHSUHÀ[ to the word - unnecessary until XQXVXDO+,17ZKHQ\RXDGGDSUHÀ[RQWRDZRUGVLPSO\DGGWKHSUHÀ[WR the word = unusual usual weight wherever © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing INTRODUCTION xix

Section A Essays 7RZULWHDVXFFHVVIXOH[DPHVVD\\RXQHHGWRJLYH\RXUVHOIWLPHWRSODQ your ideas and write a draft. Once you have edited and corrected your GUDIW\RXUÀQDOHVVD\VKRXOGEHDZHOOVWUXFWXUHGDQGLQWHUHVWLQJSLHFHRI writing. ,QWKLVVHFWLRQ\RXZLOOOHDUQKRZWRH[SUHVV\RXUVHOIXVLQJWKHUXOHVWKDW ZLOOHDUQ\RXPDUNVLQWKHÀQDO*UDGHH[DP 1. All about essays The structure of an essay 6WHSVWRZULWLQJDQHVVD\LQWKHH[DPV 7KHÀYHHVVD\W\SHV 1DUUDWLYHHVVD\V Descriptive essays 5HÁHFWLYHHVVD\V Discursive essays Argumentative essays Writing an essay from a picture Essay checklist :KDWLVH[SHFWHGIURP\RXLQWKHH[DP" Yes, I love you can be creative, but you writing essays! It feels good to express must make sure you stick to your vocab myself. topic. A topicNFBOTUIFFYBN RVFTUJPO © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 1

A Essays 1. All about essays 1.1 The structure of an essay An essay must have an introduction, a body and a conclusion. ,QWURGXFWLRQ 7KH LQWURGXFWLRQ LV WKH ÀUVW SDUDJUDSK RI DQ HVVD\ ,W VKRXOG FDWFK WKH reader’s attention and suggest what the essay is about (the topic). %RG\ The longest part of an essay is the body of the essay. It is divided into paragraphs. Each paragraph usually contains one main idea about the essay topic. &RQFOXVLRQ The last paragraph in an PAY SPECIAL essay is the conclusion. It brings the essay to ATTENTION NB NB DQHQG1RQHZLQIRUPDWLRQLVJLYHQLQWKHFRQFOXVLRQEXWLWRIWHQEULQJV together some key points or ideas. HINT! hint Essay structure t5IFQPJOUTZPVNBLFJOZPVSQBSBHSBQITOFFEUPCFSFMFWBOUUPUIFUPQJD Coherent: BOENBLFTFOTF &YQSFTTFEJOBDMFBSXBZ e.g. t"JNUPXSJUFBcoherentFTTBZ5IJTNFBOTUIBUUIFJEFBTJOUIFFTTBZMJOL EG - worked examples UIBUJTFBTJMZVOEFSTUPPE UPHFUIFSTPBSFBEFSDBOSFBEBOEVOEFSTUBOEUIFFTTBZFBTJMZ t:PVSTFOUFODFTBOEQBSBHSBQITOFFEUPCFJOBlogical order so that your Logical order: Arranging JOGPSNBUJPOTPUIBUUIF exams JEFBTBSFFBTZUPGPMMPXBOEUPVOEFSTUBOE QPJOUTGPMMPXFBDIPUIFS t:PVSTFOUFODFTBOEQBSBHSBQITNVTUCFXSJUUFOVTJOHDPSSFDUHSBNNBS JOBOPSEFSUIBUNBLFT BOEOPTQFMMJOHPSQVODUVBUJPOFSSPST TFOTF 1.2 Steps for writing an activity essay in the exams ACTIVITIES boy and girl-left and right of page There are four main steps involved in writing an exam essay: activity Step 1: Choose your topic and type of essay Step 2: Plan your essay Step 3: Write and edit your draft essay Step 4::ULWH\RXUÀQDOHVVD\ Step by step comment comment Step 1: Choose your topic and type of essay Topic ,QWKHHVVD\VHFWLRQRIWKHH[DPWKHUHZLOOEHDERXWeight topics. You need to choose one of these topics on which to write your essay. You only need to write one essay. © Department of Basic Education 2015 2 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

Section A Essay type A particular topic may suit one type of essay better than another type of HVVD\)RUH[DPSOHLIDWRSLFDVNVZKHWKHU\RXDJUHHRUGLVDJUHHWKHQXVH the argumentative essay type. The table below shows brief descriptions RIWKHÀYHHVVD\W\SHV6HHSDJHVWRIRUPRUHLQIRUPDWLRQRQHDFK essay type. The five essay types 1. Narrative essay *UUFMMTBTUPSZXJMMIBWFUIFXPSETUPSZJOUIFUPQJDIBT DIBSBDUFST TFUUJOH QMPU 2. Descriptive essay *UEFTDSJCFTBOFYQFSJFODF BOFWFOUPSBQMBDF 3. Reflective essay *UTIPXTIPXZPVUIJOLPSGFFMBCPVUBUPQJD*UTIPXT ZPVSFNPUJPOT IPQFTBOEESFBNT 4. Discursive essay *UNVTUQSFTFOU#05)TJEFTPGBOJTTVFCBTFEPOUIF UPQJD PAY SPECIAL ATTENTION NB NB 5. Argumentative essay *UNVTUTVQQPSU0/&TJEFPGBOJTTVFCBTFEPOUIFUPQJD HINT! hint Choosing an essay topic in the exam t3FBEDBSFGVMMZUISPVHIBMMUIFFTTBZUPQJDTJOZPVSFYBNQBQFS t3FBEUISPVHIUIFFTTBZUPQJDTBTFDPOEUJNF$SPTTPVUUIPTFUPQJDTUIBU e.g. EG - worked examples EPOPUJOUFSFTUZPV t$IPPTFUIFUPQJDBCPVUXIJDIZPVIBWFUIFNPTUUPXSJUF t'PDVTZPVSBUUFOUJPOPOUIFUPQJDZPVIBWFDIPTFO%FDJEFXIJDIFTTBZ exams UZQFCFTUTVJUTUIFUPQJDZPVIBWFDIPTFO4UBSUQMBOOJOHZPVSFTTBZ CBTFEPOZPVSDIPTFOUPQJD activity ACTIVITIES boy and girl-left and right of page activity Step by step comment comment © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 3

A Essays Step 2: Plan your essay Decide which type of essay you think is most suitable for the essay topic. $POUFOUBOEQMBOOJOHBSF 5HPLQG\RXUVHOIRIWKHIHDWXUHVRIWKLVW\SHRIHVVD\ JNQPSUBOU5IFZBSFXPSUI Plan your essay by writing down your ideas for the content of the essay. The NPSFUIBOIBMGUIFNBSLTGPS content refers to the main ideas (points or details) in your essay – what it ZPVSFTTBZ is mainly about. It must be relevant to the topic. Once you have written down a few ideas, you can organise them by numbering them. This will show the order of your paragraphs for the structure of your essay. 7KHUHDUHPDQ\GLIIHUHQWZD\VWRSODQDQHVVD\)RUH[DPSOH\RXFRXOG PAY SPECIAL ATTENTION useNB a mind map. Use the planning method NB that works best for you. There DUHH[DPSOHVRISODQQLQJWRROVRQSDJHVDQG HINT! hint Essay content and planning t5IFDPOUFOUPGZPVSFTTBZOFFETUPTIPXUIBUZPVIBWFVOEFSTUPPEUIF FTTBZUPQJD e.g. t:PVSJEFBTNVTUCFSFMFWBOUUPUIFFTTBZUPQJD"WPJESFQFBUJOHUIFTBNF EG - worked examples JEFBTJOZPVSFTTBZ8SJUFBOFXQBSBHSBQIGPSFBDIJEFBJOUIFCPEZPG ZPVSFTTBZ CBTFEPOZPVSQMBOOJOH"JNUPJODMVEFBWBSJFUZPGJOUFSFTUJOH JEFBTJOZPVSFTTBZ exams t:PVOFFEUPTIPXFWJEFODFUIBUZPVIBWFQMBOOFEZPVSFTTBZ 5IFFYBNJOFSXJMMXBOUUPTFFZPVSDSPTTFEPVUQMBOOJOHOPUFTPS NJOENBQJOZPVSFYBNBOTXFSCPPL t.BLFTVSFZPVVOEFSTUBOEUIFGFBUVSFTPGUIFUZQFPGFTTBZZPVIBWF DIPTFO OBSSBUJWF EFTDSJQUJWF SFþFDUJWF EJTDVSTJWFPSBSHVNFOUBUJWF 5IJTXJMMIFMQGPDVTZPVSJEFBTBOEZPVSQMBOOJOH activity ACTIVITIES boy and girl-left and right of page activity Step by step comment comment © Department of Basic Education 2015 4 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

Section A ways to plan an essay A plan helps you think about what ideas you want to include in your essay. It also helps you put your ideas into a clear structure. You will earn marks for showing your planning. You can use a mind map or an ideas list to plan your essay. 1. Mind maps These are diagrams of ideas. The title is in the centre with branches coming from it showing thoughts and ideas. Below is an example of a mind map. details of idea details of idea details of idea details of idea Idea for Idea introduction details of idea Essay topic details of idea Idea for conclusion details of idea Idea details of idea Idea details of idea details of idea details of idea © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 5

A Essays 2. Idea lists These help you to quickly write down ideas for each paragraph. Write down your ideas as they come to you and then organise them in a logical order. Below is an example. Random idea list Numbered idea list Essay topic Essay topic Idea for conclusion Idea for introduction 1. Idea details of idea details of idea details of idea Idea details of idea details of idea details of idea 2. Idea details of idea details of idea details of idea Idea 3. Idea details of idea details of idea details of idea details of idea details of idea Idea details of idea Idea for conclusion details of idea Idea for introduction When you are planning your essay, remember the features of the type of essay you have chosen. See pages 9 to 38 for information on each essay type. © Department of Basic Education 2015 6 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

Section A Step 3: Write and edit your draft essay Write a draft of your essay, using the ideas from your plan. 5HDGWKURXJKHDFKVHQWHQFHFDUHIXOO\WRSURRIUHDGLW/RRNIRUDQ\VSHOOLQJ "OFYBNFTTBZNVTUCF punctuation or other language mistakes. Edit your draft by correcting these CFUXFFOBOE mistakes and making any other changes you think are needed. XPSETMPOH 7KLVZLOOLPSURYH\RXUODQJXDJHDQGZULWLQJVW\OHLQ\RXUÀQDOHVVD\ Count the number of words in your essay and make any changes to meet PAY SPECIAL ATTENTION NB NB WKHZRUGOLPLW)RUH[DPSOH\RXPD\QHHGWRDGGVRPHZRUGVRUXVHIHZHU words. HINT! hint Essay proofreading and editing t$IFDLUIBUZPVSHSBNNBS TQFMMJOHBOEQVODUVBUJPOBSFDPSSFDU t$IFDLUIBUZPVIBWFDIPTFOBWBSJFUZPGXPSETUIBUBSFBQQSPQSJBUFGPS e.g. EG - worked examples ZPVSUPQJD t*UJTJNQPSUBOUUPTIPXUIFNBSLFSUIBUZPVIBWFFEJUFEZPVSESBGU exams Think about your audience to help you choose the right register for your essay. Register can be formal (for example, if your audience is a teacher) or informal (for example, activity if your audience is your friend). The The tone of the essay ACTIVITIES boy way you write your essayand girl-left and right of page is the feeling the writer gives creates a style of writing. the writing. For example, the The words you choose and the activity length of your sentences are tone could be playful or serious. two examples of how a writing style is created. Step by step comment comment © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 7

A Essays Step 4: Write your final essay :ULWH \RXU ÀQDO HVVD\ E\ UHZULWLQJ \RXU GUDIW 0DNH VXUH WKDW \RX PDNH DOOWKHFKDQJHV\RXPDUNHGLQ\RXUGUDIWVRWKDW\RXUÀQDOHVVD\KDVQR :PVNVTUHJWFZPVSFTTBZB PLVWDNHVDQGFOHDUO\H[SUHVVHVDOO\RXUEHVWLGHDV UJUMF4PNFUJNFTUIFFTTBZ UPQJDXJMMUFMMZPVXIBUUIF :KHQ\RXKDYHÀQLVKHG\RXUÀQDOHVVD\FURVVRXW\RXUSODQQLQJDQGGUDIW PAY SPECIAL ATTENTION UJUMFNVTUCF*GJUEPFTOPU NB NB HVVD\,I\RXGRQRWGRWKLVWKHH[DPLQHUPD\PDUN\RXUGUDIWDQGQRW\RXU UIJOLPGBUJUMFUIBUDMFBSMZ ÀQDOHVVD\ FYQSFTTFTXIBUUIFFTTBZ JTBCPVU HINT! hint Final essay t5PJNQSPWFZPVSýOBMFTTBZ ZPVNVTUSFXSJUFZPVSESBGUTPUIBUJUTIPXT BMMUIFDPSSFDUJPOTBOEJNQSPWFNFOUTZPVIBWFNBEF,FFQMPPLJOHCBDL e.g. EG - worked examples BUZPVSESBGUBTZPVXSJUFZPVSýOBMFTTBZTPUIBUZPVDPQZJUDPSSFDUMZ t:PVSXSJUJOHNVTUCFDMFBSBOEOFBUTPUIBUJUJTFBTZGPSUIFNBSLFSUP SFBE%PZPVSCFTUOPUUPNBLFOFXNJTUBLFTBTZPVXSJUFZPVSýOBM FTTBZ exams t5IFFTTBZNVTUCFXJUIJOUIFXPSEMJNJU5IFUPUBMOVNCFSPGXPSETJO ZPVSFTTBZNVTUOPUCFMFTTUIBOXPSETBOEOPUNPSFUIBO XPSET%POPUJODMVEFUIFXPSETPGZPVSFTTBZUJUMFJOUIFXPSEDPVOU activity Use the checklist on ACTIVITIES boy page 39 to check that and girl-left and right of page your essay has all the important features of activity an essay. Step by step comment comment © Department of Basic Education 2015 8 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

Section A 2. The five essay types There are different types or genres of essays. Each type is written for a GLIIHUHQWSXUSRVH7RSUHSDUHIRUWKHH[DP\RXQHHGWRUHYLVHKRZWRZULWH ÀYHW\SHVRIHVVD\ 1DUUDWLYHHVVD\V 2. Descriptive essays 5HÁHFWLYHHVVD\V 4. Discursive essays 5. Argumentative essays The main features of each type of essay and guidelines for writing each type of essay are given in this section. To prepare for the exam, practise writing the different types of essays. 2.1 Narrative essays A narrative essay tells a story or describes a sequence of events. It can EHZULWWHQIURPDQ\SHUVSHFWLYH ÀUVWSHUVRQRUWKLUGSHUVRQQDUUDWLYH 7KHÀUVWSHUVRQQDUUDWRUZLOOXVHWKHSURQRXQV´,µRU´ZHµZKLOHWKH WKLUGSHUVRQQDUUDWRUZLOOXVHSURQRXQVVXFKDV´KHµ´VKHµ´WKH\µDQG ´WKHPµ A narrative essay PAY can include SPECIAL ATTENTIONdialogue (speech between characters in the NB NB This helps the reader to story) and often includes interesting descriptions. imagine what is happening, so the story comes alive. HINT! hint In a narrative essay, you must tell a story t*OUSPEVDFUIFDIBSBDUFSTBOETFUUJOH XIFSFBOEXIFOUIFTUPSZIBQQFOT /BSSBUFXIBUIBQQFOT UIFQMPU &OEZPVSFTTBZXJUIBOJOUFSFTUJOHFOEJOH e.g. EG - worked examples DPODMVTJPO t%FTDSJCFXIBUUIJOHTMPPL TPVOE UBTUFPSTNFMMMJLF6TFMBOHVBHF DSFBUJWFMZCZVTJOHBEKFDUJWFTBOEBEWFSCT5IFTFXJMMNBLFZPVS EFTDSJQUJPOTNPSFFYDJUJOH exams t6TFEJGGFSFOUMFOHUITPGTFOUFODFTBOEQBSBHSBQITUPDSFBUFEJGGFSFOU FGGFDUT'PSFYBNQMF TIPSUTFOUFODFTDSFBUFESBNBBOEUFOTJPOi)FIFBSE GPPUTUFQT5IFZDBNFDMPTFS5IFEPPSTMPXMZPQFOFEw t*UDBOCFVTFGVMUPJODMVEFXPSETUIBUTIPXUJNFQBTTJOH'PSFYBNQMF i&BSMZUIBUFWFOJOHywPSi5IFOFYUEBZyw activity ACTIVITIES boy and girl-left and right of page activity Step by step comment comment © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 9

A Essays HINT! hint A learner’s example of a e.g. EG - worked examples narrative essay using the four steps exams Step 1: Choose the topic and type of essay 8SJUFBOBSSBUJWFFTTBZ JGUIFXPSEistorywJTJOUIF This learner chose this essay topicEHFDXVHLWÀWWHGDnarrative essay RVFTUJPO type: activity "MXBZTHJWFZPVSFTTBZ ACTIVITIES boy BUJUMF I am an old desk in a and girl-left classroom and and this is my right of page story… activity Step 2: Plan the essay The learner used a mind map to plan her essay. Step by step comment comment Might be old but special (how old?) legends have sat on me list: Mark Shuttleworth, Hello! My name is Pine famous people, unknown people (close relationship, Desk in a science shared emotions) classroom Paragraph 2 Nobody sits on me anymore Introduction: Paragraph 1 Bits and pieces scattered... I am an old desk in a Engravings, classroom and this is my marks each story… person has Conclusion: made Paragraph 5 Paragraph 3 Tell my story Generations grow Paragraph 4 Show my pain ... Do I know what love is? love double desk Know about science But ... LOVE?? © Department of Basic Education 2015 10 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

Section A See in Step 3: Write and edit the draft essay this example below how the Editing means checking your draft and correcting any grammar, learner edited her punctuation and spelling errors.You can also change your word choice to draft. make your writing stronger. I am an old desk in a classroom and this is my story... broken Hello there! My name is Pine. I am an old, brocken-down 5IFMFBSOFSDPSSFDUT desk, situated at the back of a science classroom. Nobody her spelling: broken sits on me anymore. because my My bits and pieces are 4IFNBLFTBMPOH scattered around the whole school. TFOUFODFJOUPUXP shorter sentences You may think that I am kind of silly-looking and old. In GPSFGGFDU fact, I am very special; legends have sat on me. You don’t know them all but one may stand out in particular – Mark She adds heart punctuation dash: – Shuttleworth! He makes my wooden hart beat stronger She corrects her of with pride and he makes me forget about back pain… spelling: heart She corrects caused by those rotten, rusted nails! preposition: with The other legends you won’t know, but they stayed special to me. I felt their pain when they failed a test. My age- lines grinned and smiled and rejoiced with them when they excelled! I know they made it far and move forests today, but me as for me … 4IFDPSSFDUTXPSE I am still here … order head The engravings on my top show my life’s story. The story of 4IFVTFTBCFUUFS loneliness. Frustration. Excitement. Pain. (Notice the word XPSEhead “pain” is very similar to my name). And of course, love… Did I mention that I am a double desk? A desk for two? I have seen all kinds of love: childish love, forbidden love and great love. I know everything there is to know about science because I have learned it over and over again. But, I don’t understand love. Love is mystical. Love is kind. Love is blind … I see the new generations grow older. They go grow bolder. They will always wonder be stronger. And my heart grows 4IFVTFTCFUUFS fonder … Maybe I really know what love is. XPSETbe stronger © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 11

A Essays Step 4: Write the final essay I am an old desk in a classroom and this is By including her edits from her draft my story… essay, the learner greatly LPSURYHGKHU¿QDO Hello there! My name is Pine. I am an old, broken-down essay. desk, situated at the back of a science classroom. Nobody sits on me anymore. My bits and pieces are scattered around the whole school. You may think that I am kind of silly-looking and old. In fact, I am very special; legends have sat on me. You don’t know them all but one may stand out in particular – Mark Shuttleworth! He makes my wooden heart beat stronger with pride and he makes me forget about back pain… caused by those rotten, rusted nails! The other legends you won’t know, but they stayed special to me. I felt their pain when they failed a test. My age- lines grinned and smiled and rejoiced with them when they excelled! I know they made it far and move forests today, but as for me … I am still here … The engravings on my head show my life’s story. The story of loneliness. Frustration. Excitement. Pain. (Notice the word “pain” is very similar to my name). And of course, love… Did I mention that I am a double desk? A desk for two? I have seen all kinds of love: childish love, forbidden love and great love. I know everything there is to know about science because I have learned it over and over again. But, I don’t understand love. Love is mystical. Love is kind. Love is blind … I see the new generations grow older. They grow bolder. They will always be stronger. And my heart grows fonder … Maybe I really know what love is. word count: 262 © Department of Basic Education 2015 12 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

Section A Main features of a narrative essay that are shown in this learner’s story Features Examples in the essay Characters 1JOF MFBSOFST JODMVEJOHGBNPVTQFPQMF People in the story BOEMPWFST XIPVTFEUIFEFTL Plot 5IFTUPSZIBTBTUSPOHTUPSZMJOF5IFEFTL 8IBUIBQQFOTJOUIFTUPSZ UIFPSEFS SFNFNCFSTQFPQMFXIPIBWFVTFEJU BOE PGFWFOUT IPXUIFZNBEFJUGFFM*UFOETXJUIUIF DMJNBYoBTUIFEFTLSFBMJTFTUIBUJUMPWFT UIFMFBSOFSTXIPVTFEJU Setting 5IFTDJFODFDMBTTSPPN 8IFSFBOEXIFOUIFTUPSZIBQQFOT Theme 5IFNPWFNFOUPGMFBSOFSTUISPVHIUIF 5IFNBJOJEFBTTIPXOJOUIFTUPSZ DMBTTSPPNoUIFZNPWFPOBTUIFZHSPX VQ CVUUIFEFTLSFNBJOT5IFNFBOJOHPG MPWF Structure 'SPNUIFQBTUUPUIFQSFTFOU MPPLJOH 5IFPSHBOJTBUJPOPGUIFQBSBHSBQIT BIFBEUPUIFGVUVSFGSPNUIFDPODSFUFUP UIFBCTUSBDU Creative use of language 4USPOH JOUFSFTUJOHXPSETBSFVTFE GPS FYBNQMFBHFMJOFT MFHFOET TDBUUFSFE NPWFGPSFTUT SFKPJDF FYDFMMFE SPUUFO GSVTUSBUJPO GPSCJEEFOMPWF NZTUJDBM Short sentences and paragraphs add JNQBDU Activity: Writing a narrative essay +HUHDUHVRPHQDUUDWLYHHVVD\WRSLFVWRKHOS\RXWRSUDFWLVH\RXUZULWLQJ skills: 1. Write a story that includes the following words: Suddenly there was absolute silence... For more practice on writing narrative essays, 127(7KHZRUGVJLYHQLQWKHWRSLF0867EHLQFOXGHGVRPHZKHUH go to these past exam in your essay. papers: 2. Write a story that begins with the following words: t /PWFNCFS QBHF 2VFTUJPO It was the greatest day of my life. t 'FC.BSDI QBHF 127(7KHZRUGVJLYHQLQWKHWRSLF0867EHXVHGLQWKHÀUVW 2VFTUJPO sentence of your introduction. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 13

A Essays 2.2 Descriptive essays ,Q D GHVFULSWLYH HVVD\ WKH ZULWHU GHVFULEHV DQ H[SHULHQFH DQ HYHQW D VLWXDWLRQ DQ REMHFW RU D SHUVRQ 7KH SXUSRVH LV WR DOORZ WKH UHDGHU WR imagine what isPAYbeing described SPECIAL ATTENTION as clearly as possible. Writing a descriptive NB essay is like creating a picture with words, ratherNB than telling a story. HINT! hint In a descriptive essay, you must describe an experience or event t8SJUFBCPVUXIBUZPVLOPXBOEIBWFFYQFSJFODFEJOTPNFXBZ*UJT e.g. EG - worked examples EJGýDVMUUPEFTDSJCFTPNFUIJOHZPVLOPXOPUIJOHBCPVU t"EFTDSJQUJWFFTTBZJTPGUFOUPMEGSPNBýSTUQFSTPOQFSTQFDUJWF t&YQMBJOXIBUZPVXJMMCFXSJUJOHBCPVUJOUIFJOUSPEVDUJPO'PSFYBNQMF exams BEFTDSJQUJWFFTTBZBCPVUBDPODFSUDPVMECFHJOXJUIUIFXPSETi5IF DPODFSUXBTPOB4BUVSEBZOJHIUJOyw"WPJECFHJOOJOHZPVSJOUSPEVDUJPO XJUIi*BNHPJOHUPEFTDSJCFNZWJTJUUPUIFDMJOJDyw t%FTDSJCFXIBUUIJOHTMPPL TPVOE UBTUFPSTNFMMMJLFCZVTJOHýHVSBUJWF MBOHVBHF TVDIBTTJNJMFT NFUBQIPST QFSTPOJýDBUJPOBOEBMMJUFSBUJPO 'PSFYBNQMFi)FSSPVHIWPJDFDVUUISPVHIUIFTJMFODFMJLFTBOEQBQFS TDSBQJOHPWFSBNFUBMTVSGBDFw activity ACTIVITIES boy and girl-left and right of page activity When you write your essay, keep to the topic. Your essay plan will help you to do this. Step by step comment comment © Department of Basic Education 2015 14 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

HINT! hint Section A A learner’s example of a e.g. EG - worked examples descriptive essay using the four steps exams The word “scene” in the topic suggests that a descriptive essay is appropriate for this Step 1: Choose the topic and type of essay topic. This learner chose this essay topicEHFDXVHLWÀWWHGDdescriptive essay type: activity The scene in the waitingACTIVITIES areaboyof a clinic OR a doctor’s and girl-left and surgery. right of page activity Step 2: Plan the essay The learner used a mind map to plan his essay. Step by step comment comment 3 1 People who go to the clinic: A child with a sports injury Introduction %TIVWSR[MXLÀY Healthy-looking people The scene in the waiting area 2 of a clinic Would expect friendliness, 4 but silence Bored – read decorating magazine contrast with surroundings, green and grey Magazine gets interesting – interrupted by call to appointment © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 15

A Essays See how the learner edited Step 3: Write and edit the draft essay his draft essay in the example below. Editing means checking your draft and correcting any grammar, punctuation and spelling errors. You can also change your word choice to make your writing stronger. The scene in the waiting area of a clinic A clinic waiting area is possibly one of the most awkward places to be. You come in through the door, go to reception to tell the friendly lady that you are here for an appointment with the doctor and as soon as you want to 5IFMFBSOFSTIPSUFOT the sentence and cuts take a seat, you as you go to take a seat, you politely nod to PVUVOOFDFTTBSZXPSET all the other people. With all this friendliness you would think that some people would be talking to each other, but for some unknown reason there is a silence among the adults. The only voices hear )FDPSSFDUTIJT you heare are the receptionists talking on the phone and spelling: hear nagging the little kid who is frequently asking his mum if he can go )FSFQMBDFT iGSFRVFOUMZBTLJOHw build a puzzle or play with the toys. XJUIiOBHHJOHwB CFUUFSDIPJDFPGXPSE A few characters will always be found in the waiting area. For example, there will almost always be a kid with a sports injury accompanied by his worried hysterical mother. And )FVTFTCFUUFSXPSE hysterical XLIRXLIVI·WEPWSXLITIVWSR[MXLÀYPMOIW]QTXSQWIZIRMR the middle of the summer. And lastly, there is the person are who just calmly sits and reads one of the magazines that is )FDPSSFDUT three years old, but appear to be in perfect condition. concord: are As you sit there in your boredom trying toYREFPIXS¿KYVI )FDIPPTFTCFUUFS XPSEunable out what could be wrong with the calm and collected man, you decide to read one of those magazines. ‘Home and closest )FDPSSFDUT Décor’ is the magazine closests to you, ironically enough, spelling: closest coloured WMRGI]SY¿RHXLMWQEKE^MRIMREGPMRMG[LMGLMWcolored pale )FDPSSFDUT green and grey, but you decide to read through it anyway. spelling: coloured %RHEXXLEXQSQIRX[LIR]SY¿RHEKVIEXEVXMGPI]SYLIEV the receptionist calling, “Mr ………, could you follow with me )FDPSSFDUTVTFPG preposition XSXLIHSGXSV·WSJ¿GITPIEWI#µ © Department of Basic Education 2015 16 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

Section A Step 4: Write the final essay The scene in the waiting area of a clinic By including his edits from his A clinic waiting area is possibly one of the most awkward draft essay, the learner greatly improved his places to be. You come in through the door, go to reception ¿QDOHVVD\ to tell the friendly lady that you are here for an appointment with the doctor and as you go to take a seat, you politely nod to all the other people. With all this friendliness you would think that some people would be talking to each other, but for some unknown reason there is a silence among the adults. The only voices you hear are the receptionists talking on the phone and the little kid who is nagging his mum if he can go build a puzzle or play with the toys. A few characters will always be found in the waiting area. For example, there will almost always be a kid with a sports injury accompanied by his hysterical mother. And then XLIVI·WEPWSXLITIVWSR[MXLÀYPMOIW]QTXSQWIZIRMRXLI middle of the summer. And lastly, there is the person who just calmly sits and reads one of the magazines that are three years old, but appear to be in perfect condition. %W]SYWMXXLIVIMR]SYVFSVIHSQYREFPIXS¿KYVISYX[LEX could be wrong with the calm and collected man, you decide to read one of those magazines. ‘Home and Décor’ is the QEKE^MRIGPSWIWXXS]SYMVSRMGEPP]IRSYKLWMRGI]SY¿RH this magazine in a clinic which is coloured pale green and grey, but you decide to read through it anyway. And at XLEXQSQIRX[LIR]SY¿RHEKVIEXEVXMGPI]SYLIEVXLI receptionist calling, “Mr ………, could you follow me to the :PVSFTTBZNVTUCF HSGXSV·WSJ¿GITPIEWI#µ CFUXFFOBOE XPSETMPOH word count: 271 © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 17

A Essays Main features of a descriptive essay that are shown in this learner’s essay Features Examples in the essay Characters 3FDFQUJPOJTU UIFDIJME UIFNPUIFS PUIFS People in the story QFPQMFXBJUJOHJOUIFRVFVF Plot %FTDSJQUJPOBOEPCTFSWBUJPOPGFWFOUT 8IBUIBQQFOTJOUIFTUPSZ UIFPSEFS GSPNUIFNPNFOUPGSFHJTUSBUJPOXJUIUIF PGFWFOUT SFDFQUJPOJTUVQUPUIFQPJOUXIFSFUIF patient is called to see the doctor Setting 5IFXBJUJOHBSFBPGBDMJOJD 8IFSFBOEXIFOUIFTUPSZIBQQFOT Theme "XLXBSEOFTTPGCFJOHJOBTNBMMQVCMJD 5IFNBJOJEFBTTIPXOJOUIFTUPSZ TQBDFXJUITUSBOHFST Structure 5IFFWFOUTNPWFGSPNUIFBSSJWBMVQUPUIF 5IFPSHBOJTBUJPOPGUIFQBSBHSBQIT QPJOUXIFOUIFEPDUPSJTSFBEZUPTFFUIF QBUJFOU Creative use of language 4USPOH JOUFSFTUJOHXPSETBSFVTFE GPS FYBNQMFIZTUFSJDBM þVMJLFTZNQUPNT DBMNBOEDPMMFDUFENBO DPMPVSFEQBMF HSFFOBOEHSFZ Activity: Writing a descriptive essay +HUHDUHVRPHGHVFULSWLYHHVVD\WRSLFVWRKHOS\RXWRSUDFWLVH\RXUZULWLQJ skills: 1. Write an essay on the following topic: Life with my neighbours. 2. Write an essay on the following topic : For more practice on writing descriptive It was a dream come true! essays, go to these past exam papers: 127(7KHZRUGVJLYHQLQWKHWRSLF0867EHLQFOXGHG t /PWFNCFS QBHF somewhere in your essay. 2VFTUJPO 3. Write an essay on the following topic : t /PWFNCFS QBHF 2VFTUJPO An amazing performance. © Department of Basic Education 2015 18 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

Section A 2.3 Reflective essays $UHÁHFWLYHHVVD\LVZULWWHQWRH[SODLQZKDWWKHZULWHUWKLQNVDQGRUIHHOV DERXW DQ REMHFW DQ LGHD D VLWXDWLRQ RU DQ H[SHULHQFH ,W LV subjective Subjective::PVSPXO EDVHGRQWKHZULWHU·VSHUVRQDOH[SHULHQFH DQGXVHVÀUVWSHUVRQSURQRXQV QFSTPOBMGFFMJOHTBOE ´,µ´ZHµ´XVµ QPJOUPGWJFX $ UHÁHFWLYH HVVD\ XVXDOO\ LQFOXGHV WKH ZULWHU·V HPRWLRQDO UHDFWLRQV RU PAY SPECIAL ATTENTION NB NB IHHOLQJV,WFRXOGEHDERXWIRUH[DPSOHDGUHDP\RXUKRSHVIRUWKHIXWXUH or a past event. HINT! hint In a reflective essay, you write your thoughts, hopes and dreams about the essay topic t8SJUFBCPVUXIBUZPVLOPX PSIBWFFYQFSJFODFEoUIJTXJMMNBLFJUFBTJFS e.g. EG - worked examples UPXSJUFXFMMBCPVUUIFJEFBT UIPVHIUTPSGFFMJOHTZPVFYQSFTT t$IPPTFJOUFSFTUJOHXPSET TJNJMFTPSNFUBQIPSTUIBUEFTDSJCFFNPUJPOT PSZPVSQPJOUPGWJFX exams t:PVNBZVTFBþBTICBDLUFDIOJRVF5IJTNFBOTUIBUZPVSFTTBZCFHJOT JOUIFQSFTFOUBOETPNFUIJOHDBVTFTZPVUPSFþFDUPOBQBTUFWFOU:PV EFTDSJCFQBTUFWFOUTUISPVHIPVUUIFFTTBZBOESFUVSOUPUIFQSFTFOUJOUIF ýOBMQBSBHSBQI t'PSFYBNQMF i*þPBUFEXJUIUIFTPVOETPGUIBUTJNQMFTPOH CBDLUPUIF TDIPPMSPPNXIFSFPVSMJWFTIBECFFOCMBOLQBHFTXBJUJOHUPCFýMMFEw activity ACTIVITIES boy and girl-left and right of page activity Step by step comment comment © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 19

HINT! A Essays hint A learner’s example of a e.g. reflective essay using the EG - worked examples four steps exams Step 1: Choose the topic and type of essay This learner chose this essay topicEHFDXVHLWÀWWHGDUHÁHFWLYHHVVD\ type: "SFþFDUJWFFTTBZXJMMCF BCPVUXIBUZPVUIJOLBOE activity Things I would like to achieve by the time I am 30. GFFMBCPVUBUPQJD*U ACTIVITIES boy TIPXTZPVSFNPUJPOT IPQFT and girl-left and right of page BOEESFBNT Step 2: Plan the essay activity The learner used a mind map to plan her essay. Step by step comment comment Things I would like to achieve by the time I am 30. Paragraph 3 Paragraph 2 My dream I will be a Example of senior auditor ‘Pinki and the Introduction: Brain’ – use Q]S[RSJ¿GI[MXL Conclusion: the same idea paragraph 1 name on the door paragraph 4 Strive for same thing: ‘conquer the world’ Ideas of success Dreamers vs achievers what success is not Dreamers have What success to become doers means to me Quote from Steve Jobs When you brainstorm, write your ideas as they come to you. Then organise your ideas by numbering them. © Department of Basic Education 2015 20 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

Section A Step 3: Write and edit the draft essay See Editing means checking your draft and correcting any grammar, how the learner punctuation and spelling errors. You can also change your word edited her draft choice to make your writing stronger. essay in the example below. Things I would like to achieve by the time I am 30 There are a number of things success is not. It’s not money or power, although I have to admit these do have a certain ring to them. Success is bounding out of the door in the mornings because you can’t bear to contain the excitement pretentious of going to work (a bit pretenscious, but you get the point). 5IFMFBSOFSDPSSFDUTIFS spelling: pretentious Success is bringing together people with similar universal She shortens the dreams and goals and inspiring the people you work with to TFOUFODFUPNBLFJU NPSFFGGFDUJWF walk the extra mile. in front I want that – I want success. I used to sit infront of the She corrects her television watching ‘Pinki and the Brain’ and every single day spelling: in front Pinki asked Brain, “What are we going to do today?” and Brain would answer with such determination, “Today we’ll conquer the world”. I guess it must have brainwashed me somehow, for now I strive for the same thing. You know how they say that people reach their prime when they reach 30, “just enough ignorance still to still have She corrects energy and just enough smarts to use the energy wisely”. QPTJUJPOPGiTUJMMw intend At 30, I tendXSFIGSR¿HIRXP][EPOMRKXSXLIHSSVSJQ] She uses correct SJ¿GIQEVOIH´7IRMSV%YHMXSVµ2IZIVSRGILEZI-HVIEQX WFSCintend suburban about the whole subarban living, a white picket fence with She corrects her X[STSMRX¿ZIERKIPMGGLMPHVIR2S-HVIEQSJQEOMRKE spelling: suburban name for myself on the corporate ladder. This isn’t some futile dream I’ll give up half way through. I’ll reach the top and I know this because dreamers have to in order be doers inorder to be achievers. Recently deceased Steve She corrects her Jobs once said, “Those who are crazy enough to think they spelling: in order can conquer the world are the ones who usually do.” © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 21

A Essays Step 4: Write the final essay Things I would like to achieve by the time I am 30 -FBWFBMJOFCFUXFFO FBDIQBSBHSBQIUPNBLF There are a number of things success is not. It’s not money ZPVSFTTBZFBTZUPSFBE or power, although I have to admit these do have a certain ring to them. Success is bounding out of the door in the mornings because you can’t bear to contain the excitement of going to work (a bit pretentious, but you get the point). Success is bringing together people with universal dreams and inspiring the people you work with to walk the extra mile. I want that – I want success. I used to sit in front of the television watching ‘Pinki and the Brain’ and every single day Pinki asked Brain, “What are we going to do today?” and Edits Brain would answer with such determination, “Today we’ll will improve \RXU¿QDO conquer the world”. I guess it must have brainwashed me essay! somehow, for now I strive for the same thing. You know how they say that people reach their prime when they reach 30, “just enough ignorance still to have energy and just enough smarts to use the energy wisely”. At 30, -MRXIRHXSFIGSR¿HIRXP][EPOMRKXSXLIHSSVSJQ]SJ¿GI marked “Senior Auditor”. Never once have I dreamt about the whole suburban living, a white picket fence with two- TSMRX¿ZIERKIPMGGLMPHVIR2S-HVIEQSJQEOMRKEREQI for myself on the corporate ladder. This isn’t some futile dream I’ll give up half way through. I’ll reach the top and I know this because dreamers have to be doers in order to be achievers. Recently deceased Steve Jobs once said, “Those who are crazy enough to think they can conquer the world are the ones who usually do.” word count: 260 © Department of Basic Education 2015 22 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

Section A Main features of a reflective essay that are shown in this learner’s essay Features Examples in the essay Characters 5IFTQFBLFS UIFXSJUFS JTUIFNBJO People in the story QFSTPOJOUIJTTUPSZ BTJUJTBCPVUQFSTPOBM IPQFTBOEESFBNT4UFWF+PCTJTRVPUFE BTBOJOTQJSJOHQFSTPO Introduction 5IFXSJUFSJOUSPEVDFTUIFNBJOJEFBGPSUIF FTTBZoiTVDDFTTw Body 5IFXSJUFSTWJFXQPJOUJTTVQQPSUFECZ FYBNQMFTPGXIBUQFSTPOBMTVDDFTT NFBOTUPUIFXSJUFS Creative use of language 4USPOH JOUFSFTUJOHXPSETBSFVTFE GPS FYBNQMFTVDDFTTJTCPVOEJOHPVUPGUIF EPPS VOJWFSTBMESFBNT XBMLTUIFFYUSB NJMF DPORVFSUIFXPSME CSBJOXBTIFE BXIJUFQJDLFUGFODFXJUIUXPQPJOUýWF BOHFMJDDIJMESFO Activity: Writing a reflective essay +HUHDUHVRPHUHÁHFWLYHHVVD\WRSLFVWRKHOS\RXWRSUDFWLVH\RXUZULWLQJ skills: 1. Write an essay that includes the following words: ‘I wish I hadn’t ...’ 127(7KHZRUGVJLYHQLQWKHWRSLF0867EHLQFOXGHG somewhere in your essay. 2. Write an essay that includes the following words: As I looked at that photograph ... For more practice on 127(7KHZRUGVJLYHQLQWKHWRSLF0867EHLQFOXGHG writing reflective essays, somewhere in your essay. go to these past exam papers: 3. Write an essay that includes the following words: t/PWFNCFS This experience has made me realise that ... page 3, Question 1.1 t'FC.BSDI 127(7KHZRUGVJLYHQLQWKHWRSLF0867EHLQFOXGHG page 3, Question 1.3 somewhere in your essay. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 23

A Essays 2.4 Discursive essays 7KHZRUG´GLVFXUVLYHµFRPHVIURPWKHZRUG´GLVFRXUVHµZKLFKPHDQVWKH sharing of thoughts and ideas. A discursive essay presents both sides of an argument. Its purpose is to tell the reader about various sides of a topic. This could be the advantages and disadvantages of something, or the reasons for or against a particular point of view. Objective:(JWJOHB It must be objective ORRNLQJDWERWKVLGHVHTXDOO\ DQGJLYHDEDODQFHG HFOFSBMQPJOUPGWJFX view. In the conclusion, the writer usually gives a summary of the main points, and suggests, or recommends, some action or way forward. In the conclusion, the writer may state the opinion, or view, with which he PAY SPECIAL ATTENTION NB NB RUVKHSHUVRQDOO\DJUHHV+RZHYHUWKHUHDVRQVIRUWKDWGHFLVLRQPXVWEH clearly shown in the essay. HINT! hint In a discursive essay, you must show both sides of the topic t(JWFCPUITJEFTPGBOJTTVFoUIFBEWBOUBHFTBOEEJTBEWBOUBHFT(JWF e.g. EG - worked examples BCBMBODFEBDDPVOUPGUIFWJFXT XJUIPVUGBWPVSJOHPOFWJFX:PVXJMM OPUCFHJWJOHZPVSPQJOJPOCVUQSFTFOUJOHUXPPQQPTJUFQPJOUTPGWJFX t(JWFSFBTPOTUPTVQQPSUFBDIWJFX BOEMJOLUIFNUPHFUIFS'PS FYBNQMF VTFXPSETMJLFiCFDBVTFywiUIJTTIPXTywiIPXFWFSyw exams iUIFSFGPSFwiTPyw t6TFUIFQSFTFOUUFOTF t#FDMFBSBOEPCKFDUJWF"WPJEVTJOHQFSTPOBMQSPOPVOT i*w iNFw iXFw BOEBWPJEEFTDSJCJOHQFSTPOBMFNPUJPOT activity ACTIVITIES boy and girl-left and right of page activity Step by step comment comment © Department of Basic Education 2015 24 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

HINT! hint Section A A learner’s example of a e.g. EG - worked examples discursive essay using the four steps In a discursive essay you must present exams BOTH sides of an issue. For example, the advantages AND disadvantages of a topic. Step 1: Choose the topic and type of essay This learner chose this essay topic EHFDXVH LW ÀWWHG D discursive essay type: activity Freedom of choice has both advantages and ACTIVITIES boy and girl-left and disadvantages right of page Discuss activity this statement. Step 2: Plan the essay The learner usedStep a by list to plan his essay. step comment comment TOPIC: Freedom of choice - advantages and disadvantages Introduction SA is democratic - Paragraph 1 People have freedom of choice - this has advantages and disadvantages Conclusion- People have rights Paragraph 4 Rights bring responsibilities Paragraph 2 Advantages - we have right to choose what we want: to eat, wear, sense of individuality 8IFOZPVCSBJOTUPSN XSJUF ZPVSJEFBTBTUIFZDPNF Paragraph 3 Disadvantages - bad impact on individuals, UPZPV5IFOorganise your people make wrong choices JEFBTCZOVNCFSJOHUIFN © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 25

A Essays Step 3: Write and edit the draft essay Editing means checking your draft and correcting any grammar, punctuation and spelling errors. You can also change your word choice to make your writing stronger. Freedom of choice has advantages and disadvantages South Africa has become one of the most democratic countries in Africa. We, as South Africans, are privileged to be able enable )FDPSSFDUTWFSC to enjoy many rights that enables us to live freely and DPODPSEiSJHIUTw is plural democratically in our country. One of the many rights we share is the freedom of choice. All citizens are free to choose whatever they want to eat, wear and listen to, among other choices. However, freedom of choice has both advantages and disadvantages. Freedom of choice gives one a sense of individuality. Nothing )FDPSSFDUT being feels as satisfyingly good as been able to make our own spelling: being choices without being obliged to satisfy the government or anybody else. It prevents people from entering into situations that are uncomfortable for them and instead allows them to make choices that suit their own needs. Knowing that you are RSXVIWXVMGXIHF]ER]XLMRKMWHI¿RMXIP]EREHZERXEKI However, there are not always advantages to having freedom of choice. The fact that all citizens have the freedom to make their own choices can be dangerous. The choices people make are not always good and tend to violate other people’s rights as well. Perhaps the most common example would be the freedom a woman has to choose to terminate a pregnancy. It baby’s )FDPSSFDUT has been argued that by this choice, an unborn babies right to spelling: baby’s (apostrophe used life is violated, besides the fact that the woman also puts her JOQPTTFTTJWFGPSN own health in danger. There are pros and cons to everything. Nothing is ever )FDIPPTFT completely and comfortably on the good side positive. As we CFUUFSXPSET can It has become clear that while freedom of choice is )FDIPPTFT great, we cannot completely say be sure that it has not come CFUUFSXPSET with its own disadvantages. It seems right to conclude that )FDPSSFDUT it is every citizen’s responsibility to exercise their his or her pronoun freedom of choice wisely. After all, every right comes with a responsibility. © Department of Basic Education 2015 26 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

Section A Step 4: Write the final essay Freedom of choice has advantages and disadvantages :PVSFTTBZNVTUCF South Africa has become one of the most democratic countries CFUXFFOBOE XPSETMPOH%POPU in Africa. We, as South Africans, are privileged to be able include the title in your to enjoy many rights that enable us to live freely and XPSEDPVOU democratically in our country. One of the many rights we share is the freedom of choice. All citizens are free to choose whatever they want to eat, wear and listen to, among other choices. However, freedom of choice has both advantages and disadvantages. Freedom of choice gives one a sense of individuality. Nothing feels as satisfyingly good as being able to make our own choices without being obliged to satisfy the government or anybody else. It prevents people from entering into situations that are uncomfortable for them and instead allows them to make choices that suit their own needs. Knowing that you are RSXVIWXVMGXIHF]ER]XLMRKMWHI¿RMXIP]EREHZERXEKI However, there are not always advantages to having freedom of choice. The fact that all citizens have the freedom to make their own choices can be dangerous. The choices people make are not always good and tend to violate other people’s rights as well. Perhaps the most common example would be the freedom a woman has to choose to terminate a pregnancy. It has been argued that by this choice, an unborn baby’s right to Edits life is violated, besides the fact that the woman also puts her will improve own health in danger. \RXU¿QDO essay! There are pros and cons to everything. Nothing is ever completely and comfortably positive. It has become clear that while freedom of choice is great, we cannot be sure that it has not come with its own disadvantages. It seems right to conclude that it is every citizen’s responsibility to exercise his or her freedom of choice wisely. After all, every right comes with a responsibility. word count: 300 © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 27

A Essays Main features of a discursive essay that are shown in this learner’s essay Features Examples in the essay Content 5IFXSJUFSQSFTFOUTUXPTJEFTPGUIF BSHVNFOU BOENBLFTBKVEHFNFOUBUUIF FOEPGUIFFTTBZ Introduction 5IFXSJUFSJOUSPEVDFTUIFNBJOJEFBGPSUIF FTTBZoGSFFEPNPGDIPJDF Body 5IFXSJUFSQSFTFOUTCPUIUIFBEWBOUBHFT BOEEJTBEWBOUBHFTPGGSFFEPNPGDIPJDF 5IFXSJUFSPSHBOJTFTUIFQBSBHSBQIT CZQSFTFOUJOHBSHVNFOUTGPS GPMMPXFE CZBSHVNFOUTBHBJOTU UIFUPQJD5IF DPODMVEJOHMJOFTIPXTUIFXSJUFST QFSTPOBMWJFX Creative use of language 4USPOH JOUFSFTUJOHXPSETBSFVTFE GPS FYBNQMF'SFFEPNPGDIPJDFHJWFTPOFB TFOTFPGJOEJWJEVBMJUZUIFDIPJDFTQFPQMF NBLFBSFOPUBMXBZTHPPEBOEUFOE UPWJPMBUFPUIFSQFPQMFTSJHIUTBTXFMM BOVOCPSOCBCZTSJHIUUPMJGFJTCFJOH WJPMBUFEOPUIJOHJTFWFSDPNQMFUFMZBOE DPNGPSUBCMZQPTJUJWF PAY SPECIAL ATTENTION NB NB Activity: Writing a discursive essay *OBEJTDVSTJWF HINT! +HUHDUHVRPHGHVFULSWLYHHVVD\WRSLFVWRKHOS\RXWRSUDFWLVH\RXUZULWLQJ skills: hint FTTBZ VTFGPSNBM MBOHVBHF OPTMBOH 1. Sport can unite or divide people. Discuss your views. e.g. EG - worked examples 2. Do subjects offered at school prepare you for life? Discuss your views. exams 3. Wearing school uniform is very important. For more practice on writing discursive essays, Do you agree? go to these past exam Discuss your views on wearing school uniform. papers: t 'FC.BSDI QBHF 2VFTUJPO t 'FC.BSDI QBHF activity 2VFTUJPO ACTIVITIES boy and girl-left and right of page activity © Department of Basic Education 2015 28 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

Section A 2.5 Argumentative essays ,Q DQ DUJXPHQWDWLYH HVVD\ WKH ZULWHU H[SUHVVHV KLV RU KHU RSLQLRQ RU viewpoint on a topic. The purpose of the essay is to try to convince, or persuade, the reader to agree with that opinion. The writer’s opinion about Subjective: Based on the topic is clear throughout the essay. It is a subjective essay, and strong PAY SPECIAL ATTENTION QFSTPOBMGFFMJOHT UBTUFT NB SHUVRQDORSLQLRQVPD\EHH[SUHVVHG NB PSPQJOJPOT HINT! hint In an argumentative essay, you must express your personal opinion about the topic t6TFUIFQSFTFOUUFOTF e.g. t#FHJOCZTUBUJOHZPVSPQJOJPOPGUIFUPQJD%POPUTUBUFUIBUZPVBHSFF EG - worked examples PSEJTBHSFFXJUIUIFUPQJD CVUSBUIFSQSFTFOUZPVSQPJOUPGWJFXJOZPVS JOUSPEVDUJPO t(JWFSFBTPOTUPTVQQPSUZPVSWJFX BOEMJOLUIFNUPHFUIFSJOBMPHJDBM exams XBZ'PSFYBNQMF VTFMJOLJOHXPSETMJLFiCFDBVTFyw iUIJTTIPXTyw iIPXFWFSyw iUIFSFGPSFyw t&OEUIFFTTBZXJUIBTUSPOHDPODMVTJPOUIBUDMFBSMZ BOEDPOWJODJOHMZ TUBUFTZPVSPQJOJPO*UNBZSFQFBUUIFTBNFJEFBHJWFOJOZPVS JOUSPEVDUJPO CVUXSJUUFOJOBEJGGFSFOUXBZ activity ACTIVITIES boy and girl-left and right of page In an argumentative activity essay you must take a stand on a topic and then support your point of view. Step by step comment comment © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 29

HINT! A Essays hint A learner’s example of an e.g. EG - worked examples argumentative essay using the four steps exams Step 1: Choose the topic and type of essay This learner chose this essay topic EHFDXVH LW ÀWWHG an argumentative essay type: activity An argumentative 8SHE]]SYRKTISTPIEVIMRÀYIRGIHQSVIF]XLIMVJVMIRHW ACTIVITIES boy and girl-left and essay question may ask than by their parents. right of page if you agree with a topic You may agree or disagree activity Do you agree? but you must not do both. Step 2: Plan the essay This learner usedStepabylist stepto plan her comment essay. comment 834-'-RÀYIRGIWSR]SYXL Introduction Rapid change, old-fashioned traditions, - Paragraph 1 change in parenthood Paragraph 3 Number of people in world - want recognition Paragraph 4 Time spent with parents vs time spent with friends Conclusion- Disadvantages - bad impact on individuals, Paragraph 5 people make wrong choices Paragraph 2 Example: children smoking. 8IFOZPVCSBJOTUPSN XSJUF Number of people in the world: be unique, ZPVSJEFBTBTUIFZDPNF be seen, be recognised. UPZPV5IFOorganise your JEFBTCZOVNCFSJOHUIFN You want your voice to be heard; peer pressure © Department of Basic Education 2015 30 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

Section A Step 3: Write and edit the draft essay Editing means checking your draft and correcting See how any grammar, punctuation and spelling errors. the learner edited You can also change your word choice to make your her draft essay in the example writing stronger. below. 8SHE]]SYRKTISTPIEVIMRÀYIRGIHQSVIF]XLIMV friends than by their parents Are young people moreMRÀYIRGIHQSVIF]XLIMVTIIVWXLER She changes position their parents? In a modern world, most certainly! Rapid change PGiNPSFw has taken place over the past 10 years in our modern world. Family values and norms has have a question mark behind them. She corrects concord Parenthood is not exactly what it used to be. iIBWFw How can you explain why a grade seven boy would share a cigarette with his friends in a portable toilet on the school premises premeses? A number of factors need to be considered to explain She corrects spelling: such actions: peer pressure, growing population numbers and premises time. HI¿RMXIP] There are defenitely many factors that contribute to the She corrects spelling: MRÀYIRGISJTIIVWH[EV¿RKXLIMRÀYIRGISJTEVIRXWSR]SYXL definitely One reason is the number of people in the world. With growing TSTYPEXMSRWMXMWFIGSQMRKQSVIHMJ¿GYPXXSFIYRMUYIERH special. This is a big problem for teenagers, because they want XSFIWIIRERHVIGSKRMWIH4IIVMRÀYIRGIWTVSZMHIEWSPYXMSR [LIVITEVIRXMRÀYIRGIWHSRSX&]HSMRK[LEXXLIMVJVMIRHW want to do, youth make their voices heard. Peers: 1 Parents: 0. %RSXLIVFMKGSRXVMFYXSVXSTIIVMRÀYIRGIMWXMQI8IIREKIVW spend much more time with their friends. Apart from the time spent together at school, many afternoons are spent together watching television. It is thus obvious that much more time is spent with friends than with family. The more time spent with TIIVWXLIQSVIMRÀYIRGIXLI]LEZISRyou youths. Peers: 2 Parents: 0. 4IFVTFTCFUUFS DIPJDFPGXPSE -XMWXLYWYRHIVWXERHEFPI[L]WSQER]]SYXLWEVIMRÀYIRGIH by their friends. The facts show that in a modern society, this movement is inevitable. But it does not excuse any form of misbehaviour misbehavior against parents. It most certainly does not She corrects spelling: misbehaviour dismiss excuse parents from doing their job. 4IFVTFTCFUUFS DIPJDFPGXPSE © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 31

A Essays Step 4: Write the ÀQDOHVVD\ 8SHE]]SYRKTISTPIEVIMRÀYIRGIHQSVIF]XLIMV 3FNFNCFSUPDMFBSMZ friends than by their parents state your opinion in the JOUSPEVDUJPO %VI]SYRKTISTPIMRÀYIRGIHQSVIF]XLIMVTIIVWXLERXLIMV parents? In a modern world, most certainly! Rapid change has taken place over the past 10 years in our modern world. Family values and norms have a question mark behind them. Parenthood is not exactly what it used to be. How can you explain why a grade seven boy would share a cigarette with his friends in a portable toilet on the school premises? A number of factors need to be considered to explain such actions: peer pressure, growing population numbers and time. 8LIVIEVIHI¿RMXIP]QER]JEGXSVWXLEXGSRXVMFYXIXSXLI MRÀYIRGISJTIIVWH[EV¿RKXLIMRÀYIRGISJTEVIRXWSR youth. One reason is the number of people in the world. With KVS[MRKTSTYPEXMSRWMXMWFIGSQMRKQSVIHMJ¿GYPXXSFIYRMUYI and special. This is a big problem for teenagers, because they [ERXXSFIWIIRERHVIGSKRMWIH4IIVMRÀYIRGIWTVSZMHIE WSPYXMSR[LIVITEVIRXMRÀYIRGIWHSRSX&]HSMRK[LEXXLIMV friends want to do, youth make their voices heard. Peers: 1 Parents: 0. %RSXLIVFMKGSRXVMFYXSVXSTIIVMRÀYIRGIMWXMQI8IIREKIVW spend much more time with their friends. Apart from the time spent together at school, many afternoons are spent together watching television. It is thus obvious that much more time is spent with friends than with family. The more time spent Edits [MXLTIIVWXLIQSVIMRÀYIRGIXLI]LEZISR]SYXLW4IIVW will improve \RXU¿QDO Parents: 0. essay! -XMWXLYWYRHIVWXERHEFPI[L]WSQER]]SYXLWEVIMRÀYIRGIH by their friends. The facts show that in a modern society, this movement is inevitable. But it does not excuse any form of misbehaviour against parents. It most certainly does not excuse parents from doing their job. word count: 282 © Department of Basic Education 2015 32 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

Section A Main features of an argumentative essay that are shown in this learner’s essay Features Examples in the essay Content 5IFXSJUFSCFHJOTXJUIBHFOFSBMTUBUFNFOU BOENPWFTPOUPFYQMBJOIFSQPJOUPGWJFX 5IFWJFXQPJOUJTTVQQPSUFEXJUIHPPE SFBTPOT Introduction 5IFXSJUFSJOUSPEVDFTUIFNBJOJEFBGPSUIF FTTBZCZHJWJOHTPNFCBDLHSPVOEUPUIF UPQJD Body 5IFXSJUFSTVQQPSUTIFSWJFXQPJOUXJUI FYBNQMFT 3FMBUFEGBDUTBSFDPNCJOFEXJUIJO QBSBHSBQIT 6TFJTNBEFPGDPOOFDUJOHXPSETUPCBDL VQUIFBSHVNFOU'PSFYBNQMF )PXFMTF DBOZPVFYQMBJOCVUUIVT Creative use of language 4USPOH JOUFSFTUJOHXPSETBSFVTFE'PS FYBNQMFWBMVFTBOEOPSNTQFFST EXBSýOHUIFJOþVFODFPGQBSFOUTJO BNPEFSOTPDJFUZUIJTNPWFNFOUJT JOFWJUBCMF Activity: Writing an argumentative essay +HUH DUH VRPH DUJXPHQWDWLYH HVVD\ WRSLFV WR KHOS \RX WR SUDFWLVH \RXU writing skills: For more practice on 1. Most teenagers today do not pay much attention to leading a writing argumentative healthy life. essays, go to these past exam papers: Do you agree? t /PWFNCFS QBHF 2. Technology has changed the lives of teenagers. 2VFTUJPO t /PWFNCFS QBHF Do you agree? 2VFTUJPO 3. Should alcohol and cigarettes be advertised in the mass media? Discuss your views. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 33

A Essays 2.6 Writing an essay from a picture PAY SPECIAL ATTENTION 7KHUH LV DOZD\V D TXHVWLRQ LQ WKH H[DP WKDW DVNV \RX WR ZULWH DQ HVVD\ NB EDVHG RQ DNB SLFWXUH <RX RQO\ QHHG WR ZULWH DQ HVVD\ DERXW 21( RI WKH pictures. Choose which picture you are going to write about. Then you need to decide what type of essay you are going to write. The content of your essay must link with the picture. :PVDBODIPPTF HINT! Looking closely at the picture, identify information you can use in your hint BOZPOFPGUIFýWF FTTBZUZQFTXIFO HVVD\)RUH[DPSOHWKHSLFWXUHEHORZVKRZVDPDQZKRLV Laughing/smiling XSJUJOHBOFTTBZCBTFEPOB Dressed smartly in a shirt and tie QJDUVSF +ROGLQJDEDE\ e.g. EG - worked examples Speaking/listening on the telephone Writing something in a book/diary There are ÀYH GLIIHUHQW W\SHV RI HVVD\ that could be written about this picture, as shown below. exams 1. A narrative essay For example:5FMMBTUPSZBCPVUUIFNBOBOEIPXIFDBNFUPCFJOUIJT TJUVBUJPO0SJNBHJOFUIBUZPVBSFUIFDIBSBDUFSJOUIFQJDUVSFBOEUFMMUIF TUPSZJOUIFýSTUQFSTPOPSGSPNZPVSQPJOUPGWJFX activity 2. A reflective essay ACTIVITIES boy For example:8SJUFBOFTTBZBCPVUXIBUZPVGFFMPSUIJOLBCPVUXIFOZPVMPPL and girl-left and right of page BUUIJTQJDUVSF%PFTJUSFNJOEZPVPGBQFSTPOZPVLOPXPSBOFYQFSJFODFUIBU ZPVIBWFIBE activity 3. A descriptive essay For example:8SJUFBEFTDSJQUJPOBCPVUUIJTTJUVBUJPO UIFTPVOETUIFCBCZJT NBLJOH XIPUIFNBOJTMJTUFOJOHUPPOUIFQIPOF UIFQMBDFIFJTJO 4. A discursive essay Step by step comment comment 8SJUFBCPVUCPUITJEFTPGBOJTTVFUIFQJDUVSFTVHHFTUT For example:*OUPEBZTXPSME NFOBMTPIBWFUPIFMQXJUIDIJMEDBSF )PXFWFS UIFSFBSFBEWBOUBHFTBOEEJTBEWBOUBHFTUPUIJT 5. An argumentative essay &YQSFTTZPVSPQJOJPOBCPVUBOJTTVFUIFQJDUVSFTVHHFTUT For example:.BOZQFPQMFTBZUIBUNFOBSFOPUHPPEBUMPPLJOHBGUFSCBCJFT *EJTBHSFFCFDBVTFy © Department of Basic Education 2015 34 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

HINT! hint Section A A learner’s example of an e.g. EG - worked examples essay from a picture using the four steps exams Step 1: Choose the topic and type of essay This learner chose to write a UHÁHFWLYHHVVD\ based on this picture of a watch: activity ACTIVITIES boy and girl-left and right of page activity Step by step comment comment Step 2: Plan the essay This learner used a mind map to plan his essay. Time is a gift and a jail Paragraph 3 Time - big obstacle Introduction: Hands pointing to the past Paragraph 1 Topic: Time Title: 6 years old Seconds, minutes, again, hears hours .... the door open Paragraph 4 Paragraph 5 Wish time would grant one more favour Seconds become minutes, minutes Paragraph 2 Hours, mins, seconds become hours Freedom... close A better future so far away Time moves Want - running away Don’t want - creeping by © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 35

A Essays Remember Step 3: Write and edit the draft essay to give your essay a title. Seconds, minutes, hours ... Time had always been her biggest obstacle. Bigger than the rocks she had to climb over to get to the river – the only escape she had from her troubled surroundings. Bigger than the barrels of water she had to carry on her head, when it )FVTFTBCFUUFS felt like the heat of the sun was going to consume her thin DIPJDFPGXPSE frail body. Bigger than the weight she felt lying on her body after the sun had gone to bed and her mother laid her head to rest after the long day. Time was strange and unkind to her in many ways. It always ran away whenever she enjoyed something, like a midnight swim in the river or the hours spent learning at school. Yet it always seemed to linger longer when her deepest wish from )FBEETB was to escape > her current situation. preposition: from Time. Some call it a gift. She calls it a jail that keeps her )FVTFTBCFUUFS caught up in a routine of wishing it away and but wanting to DPOKVODUJWFbut hold onto it for just a while longer. The ¿RKIVW hands that )FVTFTUIF point out the time, point at her in return. They point out DPSSFDUXPSE what happened in the past, constantly reminding her of her own weakness. Seconds become minutes. Minutes become hours. Her redemption seems light years away, while the past feels so close that she can smell the burnt food on the gas burner mixing with the smell of sweat and her own fear. passed )FDPSSFDUTIJT Although years have past, sometimes she feels six years old spelling: passed again. She hears the door open just as it did many times in the past and she wishes that time would grant her one last favour – to turn the hours into minutes and the minutes into seconds. Seconds away from freedom is where she still )FVTFTBTUSPOHFS would like longs to be. XPSElongs © Department of Basic Education 2015 36 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

Section A Step 4: Write the ÀQDOHVVD\ Seconds, minutes, hours ... Time had always been her biggest obstacle. Bigger than the rocks she had to climb over to get to the river – the only escape she had from her troubled surroundings. Bigger than the barrels of water she had to carry on her head, when it felt like the heat of the sun was going to consume her frail body. Bigger than the weight she felt lying on her body after the sun had gone to bed and her mother laid her head to rest after the long day. Time was strange and unkind to her in many ways. It always ran away whenever she enjoyed something, like a midnight swim in the river or the hours spent learning at school. Yet it always seemed to linger longer when her deepest wish was to escape from her current situation. Time. Some call it a gift. She calls it a jail that keeps her caught up in a routine of wishing it away but wanting to hold onto it for just a while longer. The hands that point out the time, point at her in return. They point out what happened in the past, constantly reminding her of her own weakness. Seconds become minutes. Minutes become hours. Her Edits redemption seems light years away, while the past feels so will improve \RXU¿QDO close that she can smell the burnt food on the gas burner essay! mixing with the smell of sweat and her own fear. Although years have passed, sometimes she feels six years old again. She hears the door open just as it did many times in the past and she wishes that time would grant her one last favour – to turn the hours into minutes and the minutes into seconds. Seconds away from freedom is where she still longs to be. word count: 297 © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 37

A Essays Main features of an essay from a picture that are shown in this learner’s essay Features Examples in the essay Content 5IFXSJUFSIBTJOUFSQSFUFEUIFQJDUVSFJOB ýHVSBUJWFXBZ5IBUJT UIFXBUDISFNJOET UIFXSJUFSPGUJNFBOEIPXJUJTMJOLFEUP UIFFWFOUTJOTPNFPOFTMJGF Introduction 5IFXSJUFSJOUSPEVDFTUIFNBJOJEFBGPSUIF FTTBZCZHJWJOHTPNFCBDLHSPVOEUPUIF UPQJDUJNF Body *OFBDIQBSBHSBQI UIFXSJUFSUBMLTBCPVU BEJGGFSFOUBTQFDUPGUJNFJOUIFXPNBOT MJGFBOEIPXJUEJEOPUXPSLJOIFSGBWPVS JUXBTBKBJM OPUBHJGU5IFFTTBZFOETXJUI UIFDIBSBDUFSXJTIJOHUIBUUJNFXPVMEHP GBTUFS TPTIFDBOFTDBQFGSPNIFSDVSSFOU TJUVBUJPOBOECFGSFFPGIFSQBTU Creative use of language 4USPOH JOUFSFTUJOHýHVSBUJWFMBOHVBHFJT VTFE GPSFYBNQMFUIFNFUBQIPSiIBOET PGUJNFwDBOSFGFSUPUIFXBUDIBTXFMMBT UPXIBUIBQQFOTUPUIFDIBSBDUFSJOUIF TUPSZ "MMJUFSBUJPOJTVTFEJOiMJOHFSMPOHFSwUP FNQIBTJTFUIFTMPXQBTTJOHPGUJNF Activity: Writing an essay from a picture &KRRVH21(RIWKHSLFWXUHVEHORZDQGZULWHDQHVVD\RQDWRSLFWKDW FRPHVWRPLQG:ULWHWKHTXHVWLRQQXPEHUDQGJLYH\RXUHVVD\DVXLWDEOH title/heading. Note: There must be a clear link between your essay and the picture you KDYHFKRVHQ8VH\RXULPDJLQDWLRQZKHQDQVZHULQJTXHVWLRQVEDVHGRQ pictures. You can interpret them in any way. For more practice on writing essays from a picture, go to these past exam papers: t 'FC.BSDI QBHF 2VFTUJPO t /PWFNCFS QBHF 2VFTUJPO 1. 2. © Department of Basic Education 2015 38 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

Section A 2.7 Essay checklist Features Examples in the essay Yes No Don't know Essay instructions *VOEFSTUBOEUIFFYBNJOTUSVDUJPOTGPSXSJUJOHBO FTTBZ Essay topic *VOEFSTUBOEUIFFTTBZUPQJD*IBWFDIPTFO Essay type *VOEFSTUBOEUIFGFBUVSFTPGUIFFTTBZUZQF*IBWF chosen: t /BSSBUJWFFTTBZ t %FTDSJQUJWFFTTBZ t 3FþFDUJWFFTTBZ t %JTDVSTJWFMFUUFS t "SHVNFOUBUJWFFTTBZ Content and planning Planning *DBOTIPXFWJEFODFPGFTTBZQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFFTTBZUPQJD *XJMMVTFUIFTFQPJOUTJONZFTTBZ 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGUIFFTTBZUZQF*IBWF DIPTFO *VOEFSTUBOEUIFBVEJFODFGPSUIFFTTBZUZQF*IBWF DIPTFO Structure Sentences *IBWFOPUSFQFBUFETFOUFODFTJONZQBSBHSBQIT *IBWFVTFEGVMMTFOUFODFT Paragraphs .ZJEFBTMJOLBOEBSFXFMMPSHBOJTFEJOQBSBHSBQIT &BDIQBSBHSBQIDPOUBJOTBOFXJEFB*EFBTBSFOPU SFQFBUFE 5IFJEFBTJOUIFQBSBHSBQITMJOLUPUIFFTTBZUPQJD Essay structure 5IFýSTUQBSBHSBQIPGNZFTTBZJOUSPEVDFTUIFUPQJD 5IFCPEZPGNZFTTBZIBTBGFXQBSBHSBQITSFMBUFEUP UIFUPQJD 5IFMBTUQBSBHSBQIJTDMFBSMZUIFDPODMVTJPOPSFOEJOH PGUIFFTTBZ Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZFTTBZ JOUFSFTUJOH 7FSCUFOTFT *IBWFVTFEUIFDPSSFDUUFOTFT QBTU QSFTFOUPSGVUVSF $PODPSE .ZOPVOTBOEWFSCTBSFJOBHSFFNFOU Spelling .ZTQFMMJOHJTDPSSFDU Punctuation .ZTFOUFODFTTUBSUXJUIBDBQJUBMMFUUFSBOEFOEXJUIB QVODUVBUJPONBSL *IBWFVTFEBQPTUSPQIFTDPSSFDUMZ © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing ESSAYS 39

A Essays 3. What is expected from you in the exam? ,QWKHH[DP\RXPXVWZULWHRQHHVVD\WKDWLVQROHVVWKDQDQGQR more than 300 words long (about 1 to 1 1/2 pages). The essay is worth 50 marks RXWRIPDUNVLQWKHH[DP²KDOIWKHWRWDO PDUNVIRU3DSHU([DPLQHUVZLOOJLYHPDUNVIRU\RXUHVVD\EDVHGRQ Content and planning (30 marks) Language, style and editing (15 marks) Rubric: A guide that Structure (5 marks) FYBNJOFSTVTFUPNBSLB The rubric RQ WKH QH[W WZR SDJHV LV D WDEOH WKH H[DPLQHUV XVH WR PDUN MFBSOFSTFYBNFTTBZ. \RXUHVVD\,WVKRZVWKHÀYHOHYHOVRIDFKLHYHPHQWWKDWWKHH[DPLQHUVFDQ DZDUGDQHVVD\IURPWKHORZHVWDFKLHYHPHQW ,QDGHTXDWHFROXPQ WRWKH KLJKHVWDFKLHYHPHQW ([FHSWLRQDOFROXPQ 7KHWDEOHDOVRGHVFULEHVWKHVNLOOVWKHH[DPLQHUORRNVIRUZKHQPDUNLQJ )RUH[DPSOHZKHQPDUNLQJDQHVVD\·VFRQWHQWWKHH[DPLQHUZLOODVVHVV how well the ideas relate to the topic, and whether they are well planned and organised. The rubric is a useful guide for you to use when practising your essay ZULWLQJEHFDXVHLWUHPLQGV\RXRIWKHVNLOOVWKHH[DPLQHUZLOOEHDVVHVVLQJ ZKHQPDUNLQJ\RXUH[DP Remember that practice makes perfect! To succeed in your exams, use the rubric to remind you of the skills you need to improve on as you keep practising. © Department of Basic Education 2015 40 ESSAYS Mind the Gap English First Additional Language: Paper 3 Writing

RUBRIC: ASSESSMENT ESSAY [50 MARKS] CRITERIA Exceptional Skilful Moderate Elementary Inadequate CONTENT & PLANNING 27-30 marks 22-23 marks 15-17 marks 9-11 marks 3-5 marks 3FTQPOTFBOEJEFBT t 0VUTUBOEJOHTUSJLJOH t 7FSZXFMMDSBGUFESFTQPOTF t 4BUJTGBDUPSZSFTQPOTF t *ODPOTJTUFOUMZDPIFSFOU t 5PUBMMZJSSFMFWBOUSFTQPOTF t 0SHBOJTBUJPOPGJEFBTGPS SFTQPOTFCFZPOEOPSNBM t 'VMMZSFMFWBOUBOEJOUFSFTUJOH t *EFBTSFBTPOBCMZDPIFSFOU response t $POGVTFEBOEVOGPDVTFEJEFBT planning expectations JEFBTXJUIFWJEFODFPG BOEDPOWJODJOH t 6ODMFBSJEFBTBOEVOPSJHJOBM t 7BHVFBOESFQFUJUJWF © Department of Basic Education 2015 t "XBSFOFTTPGQVSQPTF t *OUFMMJHFOU UIPVHIU NBUVSJUZ t 3FBTPOBCMZPSHBOJTFE t -JUUMFFWJEFODFPGPSHBOJTBUJPO t 6OPSHBOJTFEBOEJODPIFSFOU BVEJFODF BOEDPOUFYU QSPWPLJOHBOENBUVSF t 7FSZXFMMPSHBOJTFEBOE and coherent including and coherence 30 MARKS 6QQFSMFWFM ideas DPIFSFOU DPOOFDUFE JOUSPEVDUJPO CPEZBOE t &YDFQUJPOBMMZXFMM JODMVEJOHJOUSPEVDUJPO CPEZ DPODMVTJPOFOEJOH organised and coherent BOEDPODMVTJPO FOEJOH DPOOFDUFE JODMVEJOH JOUSPEVDUJPO CPEZBOE DPODMVTJPO FOEJOH 24-26 marks 18-20 marks 12-14 marks 6-8 marks 0-2 marks Mind the Gap English First Additional Language: Paper 3 Writing t &YDFMMFOUSFTQPOTFCVU t 7FSZXFMMDSBGUFESFTQPOTF t 4BUJTGBDUPSZSFTQPOTFCVU t -BSHFMZJSSFMFWBOUSFTQPOTF t /PBUUFNQUUPSFTQPOEUPUIF MBDLTFYDFQUJPOBMMZTUSJLJOH t 3FMFWBOUBOEJOUFSFTUJOH TPNFMBQTFTJODMBSJUZ t *EFBTUFOEUPCFEJTDPOOFDUFE topic RVBMJUJFTPGUIFPVUTUBOEJOH ideas t *EFBTGBJSMZDPIFSFOUBOE BOEDPOGVTJOH t $PNQMFUFMZJSSFMFWBOUBOE essay t 8FMMPSHBOJTFEBOEDPIFSFOU DPOWJODJOH t )BSEMZBOZFWJEFODFPG inappropriate t .BUVSFBOEJOUFMMJHFOU DPOOFDUFE JODMVEJOH t 4PNFEFHSFFPG organisation and coherence t 6OGPDVTFEBOENVEEMFE ideas JOUSPEVDUJPO CPEZBOE organisation and -PXFSMFWFM t 4LJMGVMMZPSHBOJTFEBOE conclusion coherence including DPIFSFOU DPOOFDUFE JOUSPEVDUJPO CPEZBOE JODMVEJOHJOUSPEVDUJPO conclusion CPEZBOEDPODMVTJPO FOEJOH 14-15 marks 10-11 marks 6-7 marks 2-3 marks 0 marks ESSAYS 41 Section A

CRITERIA Exceptional Skilful Moderate Elementary Inadequate A Essays LANGUAGE, STYLE & t 5POF SFHJTUFS TUZMF t 5POF SFHJTUFS TUZMF t 5POF SFHJTUFS TUZMF t 5POF SFHJTUFS TUZMF t -BOHVBHFJODPNQSFIFOTJCMF 42 ESSAYS EDITING WPDBCVMBSZIJHIMZ WPDBCVMBSZWFSZBQQSPQSJBUF WPDBCVMBSZBQQSPQSJBUF WPDBCVMBSZOPUBQQSPQSJBUF t 5POF SFHJTUFS TUZMF t 5POF SFHJTUFS TUZMF BQQSPQSJBUFUPQVSQPTF UPQVSQPTF BVEJFODFBOE UPQVSQPTF BVEJFODFBOE UPQVSQPTF BVEJFODFBOE WPDBCVMBSZOPUBQQSPQSJBUFUP WPDBCVMBSZBQQSPQSJBUF audience and context context context context QVSQPTF BVEJFODFBOEDPOUFYU UPQVSQPTFFGGFDUBOE t -BOHVBHFDPOýEFOU t -BOHVBHFJTFGGFDUJWFBOEB t "QQSPQSJBUFVTFPG t 7FSZCBTJDVTFPGMBOHVBHF t 7PDBCVMBSZMJNJUBUJPOT context FYDFQUJPOBMMZJNQSFTTJWF consistently appropriate tone MBOHVBHFUPDPOWFZ t 5POFBOEEJDUJPO TPFYUSFNFBTUPNBLF t 8PSEDIPJDF t $PNQFMMJOHBOE is used NFBOJOH inappropriate DPNQSFIFOTJPOJNQPTTJCMF 6QQFSMFWFM t Language use and SIFUPSJDBMMZFGGFDUJWFJO t -BSHFMZFSSPSGSFFJOHSBNNBS t 5POFJTBQQSPQSJBUF t 7FSZMJNJUFEWPDBCVMBSZ DPOWFOUJPOT tone and spelling t 3IFUPSJDBMEFWJDFTVTFEUP t 1VODUVBUJPO HSBNNBS t 7JSUVBMMZFSSPSGSFFJO t 7FSZXFMMDSBGUFE enhance content spelling HSBNNBSBOETQFMMJOH t )JHIMZTLJMGVMMZDSBGUFE 15 MARKS 12-13 marks 8-9 marks 4-5 marks 0-1 marks t Language excellent and t Language engaging and t "EFRVBUFVTFPGMBOHVBHF t *OBEFRVBUFVTFPGMBOHVBHF SIFUPSJDBMMZFGGFDUJWFJO HFOFSBMMZFGGFDUJWF XJUITPNFJODPOTJTUFODJFT t -JUUMFPSOPWBSJFUZJOTFOUFODF tone t "QQSPQSJBUFBOEFGGFDUJWF t 5POFHFOFSBMMZBQQSPQSJBUF t &YDFQUJPOBMMZMJNJUFE t 7JSUVBMMZFSSPSGSFFJO tone BOEMJNJUFEVTFPG WPDBCVMBSZ -PXFSMFWFM HSBNNBSBOETQFMMJOH t 'FXFSSPSTJOHSBNNBSBOE SIFUPSJDBMEFWJDFT t 4LJMGVMMZDSBGUFE spelling t 8FMMDSBGUFE 5 4 3 2 1 STRUCTURE t &YDFMMFOUEFWFMPQNFOUPG t -PHJDBMEFWFMPQNFOUPG t 3FMFWBOUEFUBJMTEFWFMPQFE t 4PNFWBMJEQPJOUT t /FDFTTBSZQPJOUTMBDLJOH t 'FBUVSFTPGUFYU topic details t 4FOUFODFT QBSBHSBQIT t Sentences and paragraphs t Sentences and paragraphs t 1BSBHSBQIEFWFMPQNFOU t Exceptional detail t $PIFSFOU XFMMDPOTUSVDUFE GBVMUZ GBVMUZ and sentence t 4FOUFODFT QBSBHSBQIT t 4FOUFODFT QBSBHSBQIT t &TTBZTUJMMNBLFTTPNF t &TTBZTUJMMNBLFTTFOTF t &TTBZMBDLTTFOTF construction FYDFQUJPOBMMZXFMM MPHJDBM WBSJFE sense 5 MARKS contructed MARK RANGE 40-50 marks 30-39 marks 20-29 marks 10-19 marks 0-9 marks © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing

Section B Longer transactional texts $WUDQVDFWLRQDOWH[WLVDZULWWHQH[FKDQJHRILQIRUPDWLRQRUDZULWWHQUHFRUG RI FRPPXQLFDWLRQ EHWZHHQ SHRSOH 7KLV W\SH RI ZULWLQJ KDV D VSHFLÀF purpose and format, such as conducting business, or sharing news. In this section, you will learn the features of each type of longer transactional WH[WWKDWZLOOHDUQ\RXPDUNVLQWKHÀQDO*UDGHH[DP There are four categories of longer transactional text. 6WHSVWRZULWLQJORQJHUWUDQVDFWLRQDOWH[WVLQWKHH[DPV &DWHJRU\$ Formal letter Informal or friendly letter Formal and informal letter to the press &DWHJRU\% &XUULFXOXPYLWDH &9 DQGFRYHULQJOHWWHU Obituary &DWHJRU\& 5HYLHZ 1HZVSDSHUDUWLFOH 0DJD]LQHDUWLFOH Agenda and minutes of a meeting Formal and informal report &DWHJRU\' Dialogue Written interview Written formal and informal speech 6. What is expected from you in the exam? © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 43

B Longer transactional texts 1. Steps for writing longer transactional texts There are four main steps for writing a longer transactional text in an exam: Step 1:&KRRVH\RXUWH[WW\SH Step 2: Plan your topic Step 3::ULWHDGUDIWRI\RXUWH[WDQGHGLWLW Step 4::ULWH\RXUÀQDOWH[W Step 1: Choose your text type and topic 7KHUHDUHIRXUFDWHJRULHVRIORQJHUWUDQVDFWLRQDOWH[WV7KHH[DPKDV RQHTXHVWLRQIRUHDFKRIWKHVHIRXUFDWHJRULHV<RXRQO\KDYHWRDQVZHU 21(RIWKHTXHVWLRQV&KRRVHWKHWH[WW\SHformat you know best. Longer transactional texts Category A 'PSNBMMFUUFS *OGPSNBMMFUUFS -FUUFSUPUIFQSFTT Category B $7BOEDPWFSJOHMFUUFS 0CJUVBSZ Category C 3FWJFX /FXTQBQFSBSUJDMF .BHB[JOFBSUJDMF "HFOEBBOENJOVUFTPGBNFFUJOH 'PSNBMBOEJOGPSNBMSFQPSU Category D %JBMPHVF PAY SPECIAL ATTENTION NB 8SJUUFOJOUFSWJFX NB 8SJUUFOGPSNBMBOEJOGPSNBMTQFFDI HINT! hint Choosing a longer transactional text in the exam t3FBEDBSFGVMMZUISPVHIBMMUIFRVFTUJPOTJO4FDUJPO#PGUIFFYBNQBQFS t3FBEUISPVHIUIFRVFTUJPOTBTFDPOEUJNF$SPTTPVUUIPTFUIBUEPOPU e.g. JOUFSFTUZPV EG - worked examples t$IPPTFUIFUFYUUZQFPGXIJDIZPVLOPXUIFGPSNBUBOEBCPVUXIJDIZPV IBWFUIFNPTUUPXSJUF t'PDVTZPVSBUUFOUJPOPOUIFUPQJDZPVIBWFDIPTFO3FNJOEZPVSTFMGPG exams UIFGPSNBUPGUIFUFYUUZQFZPVIBWFDIPTFO4UBSUQMBOOJOHZPVSUFYU CBTFEPOZPVSDIPTFOUPQJD activity © Department of Basic Education 2015 ACTIVITIES boy 44 LONGER TRA NSACTIONAL TEXTS Mind theand Gapgirl-left and First Additional Language: Paper 3 Writing English right of page

Section B Step 2: Plan your topic 5HPLQG\RXUVHOIRIWKHFRUUHFWIRUPDWIRUWKHWH[WW\SH\RXKDYHFKRVHQ 3ODQ\RXUWH[WE\ZULWLQJGRZQ\RXULGHDVIRUWKHFRQWHQW5HPHPEHUWKDW \RXULGHDVPXVWEHUHOHYDQWWRWKHWRSLFDQGWKHWH[WW\SH\RXKDYHFKRVHQ 7KHUHDUHPDQ\GLIIHUHQWZD\VWRSODQ\RXUWH[W)RUH[DPSOH\RXFRXOGXVH a mind map. Use the planning method that works best for you. There are H[DPSOHVRISODQQLQJWRROVRQSDJH vocab Once you havePAYwritten down a few ideas, you can organise them by Logical order: Arranging SPECIAL ATTENTION NB numbering them in a logical order. This is NBthe order in which you will JOGPSNBUJPOTPUIBUUIF VWUXFWXUH\RXULGHDVLQSDUDJUDSKVLQ\RXUWH[W QPJOUTGPMMPXFBDIPUIFSJO BOPSEFSUIBUNBLFTTFOTF HINT! hint Content, planning and format t5IFDPOUFOUPGZPVSUFYUOFFETUPCFSFMFWBOUUPUIFUPQJDZPVDIPPTF "WPJESFQFBUJOHUIFTBNFJEFBT*OUFYUUZQFTTVDIBTMFUUFST BSUJDMFTBOE JOUFSWJFXT QVUFBDIOFXJEFBJOUPBOFXQBSBHSBQI e.g. t:PVOFFEUPTIPXFWJEFODFUIBUZPVIBWFQMBOOFEZPVSUFYU5IFFYBNJOFS EG - worked examples XJMMXBOUUPTFFZPVSDSPTTFEPVUQMBOOJOHOPUFTPSNJOENBQJOZPVS FYBNBOTXFSCPPL exams t.BLFTVSFZPVLOPXUIFDPSSFDUGPSNBUPGUIFUFYUUZQFZPVIBWFDIPTFO 5IJTXJMMIFMQGPDVTZPVSJEFBTBOEZPVSQMBOOJOH activity ACTIVITIES boy and girl-left and right of page activity Step by step comment comment © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 45

B Longer transactional texts ways to plan a longer transactional text A plan helps you think about what ideas you want to include in your text. It also helps you put your ideas into a clear structure. You will earn marks for showing your planning. You can use a mind map or an ideas list to plan your text. 1. Mind maps These are diagrams of ideas. The title is in the centre with branches coming from it showing thoughts and ideas. Below is an example of a mind map. details of idea details of idea details of idea details of idea details of idea Idea Idea details of idea Longer transactional details of idea text topic Idea details of idea Idea details of idea details of idea Idea details of idea details of idea details of idea © Department of Basic Education 2015 46 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B 2. Idea lists These help you to quickly write down ideas for each paragraph. Your idea list can be a random or a numbered list. Below are examples of these two different idea lists. Random idea list Numbered idea list Longer transactional Longer transactional text topic text topic details of idea 1. Idea details of idea Idea details of idea details of idea details of idea details of idea 3. Idea details of idea details of idea details of idea Idea details of idea 2. Idea details of idea details of idea details of idea details of idea Idea details of idea details of idea When you are planning your text, remember the format of the text type you have chosen. See pages 48 to 115 for information on each text format. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 47

B Longer transactional texts Step 3: Write and edit your draft text :ULWHDGUDIWRI\RXUWH[WXVLQJWKHLGHDVIURP\RXUSODQ &KHFNWKDWWKHIRUPDWLVULJKWIRUWKHWH[WW\SH\RXKDYHFKRVHQ 5IFDPOUFOUPGBMPOHFS 5HDGWKURXJKHDFKVHQWHQFHFDUHIXOO\WRSURRIUHDGLW/RRNIRUDQ\VSHOOLQJ USBOTBDUJPOBMUFYUNVTU punctuation or other language mistakes. Edit your draft by correcting these CFCFUXFFOBOE mistakes and making any other changes you think are needed. This will XPSETMPOH*OBMFUUFS LPSURYH\RXUÀQDOWH[W do not add the address &RXQWWKHQXPEHURIZRUGVLQ\RXUWH[WDQGPDNHDQ\FKDQJHVWRPHHW PAY SPECIAL ATTENTION BOEHSFFUJOHTBTQBSUPG NB NB WKHZRUGOLPLW)RUH[DPSOH\RXPD\QHHGWRDGGVRPHZRUGVRUXVHIHZHU UIFXPSEDPVOU words. HINT! hint Language, style and editing t$IFDLUIBUZPVSHSBNNBS TQFMMJOHBOEQVODUVBUJPOBSFDPSSFDU$IFDL UIBUZPVIBWFDIPTFOBWBSJFUZPGXPSETUIBUBSFBQQSPQSJBUFGPSZPVS UPQJDEG - worked examples e.g. t*UJTJNQPSUBOUUPTIPXUIFNBSLFSUIBUZPVIBWFFEJUFEZPVSESBGU t5IJOLBCPVUUIFpurpose and audiencePGUIFUFYUUZQFZPVIBWF DIPTFO5IJTXJMMHVJEFUIFregisterZPVVTFJOZPVSUFYU exams Different The texts also have different purpose and the audiences. For example, a activity covering letter will be read by a audience of a text will guide you as to whether you use a business person, and a ACTIVITIES friendlyboy formal or an informal register. letter will be read by someone and girl-left and right of page See page 49 for more you are friendly information. with. Each activity kind of text has its own purpose. For example, an agenda of a meeting sets out how the meeting will run. The minutes record what Step by step comment comment happened in the meeting. © Department of Basic Education 2015 48 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B Step 4: Write your final text :ULWH\RXUÀQDOWH[WE\UHZULWLQJ\RXUGUDIW0DNHVXUHWKDW\RXPDNHDOOWKH FKDQJHV\RXPDUNHGLQ\RXUGUDIWVRWKDW\RXUÀQDOWH[WKDVQRPLVWDNHV DQGFOHDUO\H[SUHVVHVDOO\RXUEHVWLGHDV&KHFNDJDLQWKDWWKHWH[WLVLQWKH FRUUHFWIRUPDWIRUWKHWH[WW\SH .BLFTVSFUIBUZPVS :KHQ\RXKDYHÀQLVKHG\RXUÀQDOWH[WFURVVRXW\RXUSODQQLQJDQGGUDIW PAY SPECIAL ATTENTION IBOEXSJUJOHJTOFBUBOE NB NB WH[W,I\RXGRQRWGRWKLVWKHH[DPLQHUPD\PDUN\RXUGUDIWDQGQRW\RXU DMFBSTPUIBUJUJTFBTZGPS ÀQDOWH[W UIFFYBNJOFSUPSFBE HINT! hint Final text t3FXSJUFZPVSESBGUTPUIBUJUTIPXTBMMUIFDPSSFDUJPOTBOE JNQSPWFNFOUTZPVIBWFNBEF,FFQMPPLJOHCBDLBUZPVSESBGUBTZPV XSJUFZPVSýOBMUFYUTPUIBUZPVDPQZJUDPSSFDUMZ e.g. EG - worked examples t:PVSXSJUJOHNVTUCFDMFBSBOEOFBUTPUIBUJUJTFBTZGPSUIFNBSLFS UPSFBE%PZPVSCFTUOPUUPNBLFOFXNJTUBLFTBTZPVXSJUFZPVS ýOBMUFYU exams t5IFUFYUNVTUCFOPTIPSUFSUIBOXPSETBOEOPMPOHFSUIBO XPSET Important differences between formal and informal writing Formalactivity writing Informal writing ACTIVITIES boy Register:'PSNBM and girl-left and Register:*OGPSNBM &YQSFTTJPOJTGPSNBMBOEQPMJUF right of page &YQSFTTJPOJTJOGPSNBM DIBUUZBOEDPOWFSTBUJPOBM For example::PVBSFJOWJUFEUPBUUFOEBDFMFCSBUJPOJO For example:1MFBTFDPNFUPBQBSUZGPS activity IPOPVSPG 1MFBTFEUPNFFUZPV *UJTBHSFBUQMFBTVSFUPNFFUZPV Words:8SJUUFOJOGVMMOPDPOUSBDUJPOTOPBCCSFWJBUJPOT Words:$POUSBDUJPOTBSFBDDFQUBCMF For example:8SJUFiDBOOPUwJOTUFBEPGiDBOUw For example:$BOU JUT EPOU 8SJUFiIPMJEBZTwJOTUFBEPGiIPMTw Step by step comment comment Sentences:8SJUUFOJOGVMMHSBNNBUJDBMMZDPSSFDUOPTMBOH Sentences:.BZVTFJOGPSNBMPSDPMMPRVJBMMBOHVBHF For example:+PTIVBJTBQMFBTBOUNBO For example:+PTIVBJTBHSFBUHVZ Use of third person: Use of first person: For example:5IF(SBEFTBSFDPODFSOFEBCPVUUIFJS For example:8FBSFXPSSJFEBCPVUUIFFYBNT FYBNJOBUJPOT Passive voice: Active voice: For example:"DPNQMBJOUIBTCFFONBEFCZUIFQBSFOUT For example:5IFQBSFOUTIBWFNBEFBDPNQMBJOU © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 49

B Longer transactional texts 2. Category A &DWHJRU\$LQWKHH[DPSDSHUFRYHUVWKHIROORZLQJ Formal letter Informal or friendly letter Formal and informal letter to the press Each one of these letters has a different format, serves a different purpose and has a different register)RUH[DPSOHWKHUHJLVWHURIDOHWWHUWRDSODFH of business is formal, while the register of a letter to a friend is informal. 2.1 Writing a formal letter PAY SPECIAL ATTENTION NB NB $IRUPDOOHWWHULVDFRPPXQLFDWLRQXVHGLQRIÀFLDORULPSRUWDQWVLWXDWLRQV or with people you do not know well. HINT! hint Formal letter t"GPSNBMMFUUFSDBOIBWFBSBOHFPGBVEJFODFTBOEQVSQPTFT'PS FYBNQMF JUDBOCFBMFUUFSPGDPNQMBJOUBCVTJOFTTMFUUFSBMFUUFSPG BQQMJDBUJPOPSBDPWFSJOHMFUUFSUPBDDPNQBOZZPVS$7 e.g. t5IFUPOFPGBGPSNBMMFUUFSNVTUCFQPMJUFBOECVTJOFTTMJLF"GPSNBM EG - worked examples SFHJTUFSJTBMXBZTVTFE t"GPSNBMMFUUFSIBTJUTPXOGPSNBU.BLFTVSFZPVMBZPVUZPVS exams JOGPSNBUJPODPSSFDUMZ TVDIBTUIFBEESFTTFTUIFHSFFUJOHUIFTVCKFDU MJOFBOEUIFTBMVUBUJPOBOETJHOBUVSFBUUIFFOE activity Tone ACTIVITIES boy and girl-left and describes the right of page feeling the writer gives the writing. For example, the tone may be critical, friendly or activity Yes, businesslike. so a formal letter must have a polite and businesslike tone. Step by step comment comment © Department of Basic Education 2015 50 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

HINT! hint Section B A learner’s example of e.g. a formal letter using the EG - worked examples four steps exams Step 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDIRUPDOOHWWHU activity company is offering a limited number of An international bursaries to Grade 12 learners ACTIVITIES boy for further studies. and girl-left and right of page Write a letter to the Manager: Human Resources of this activity company, applying for one of these bursaries. Mention the career you want to study towards and state clearly PAY SPECIAL ATTENTION why you deserve this bursary. NB Step by step comment comment Step 2: Plan the text 5HDGWKURXJKWKHTXHVWLRQFDUHIXOO\DQGORRNIRUWKHkey words that would Key words HINT! are the KHOS\RXWKLQNDERXWWKHFRQWHQWVRI\RXUOHWWHU1RWHWKHVHNH\ZRUGVLQ hint NBJOQPJOUTJOUIF FYBNUPQJD.BLF WKHTXHVWLRQDERYHbursaries, career and deserve this bursary. sure you use these points The learner used a mind map to plan her formal letter. XIFOXSJUJOHZPVSUFYU e.g. EG - worked examples Background B Acc. at Stellenbosch Money debt exams Do anything to succeed Paragraph 1: Dedicated Introduction Paragraph 2: activity ACTIVITIES boy Application and girl-left and right of page for 2013 busary activity Accounting - passion Looking forward to a response Text type: Formal letter As for maths and accounting NotStepjust to pass Paragraph 4: Paragraph 3 by step but to exel comment Conclusion © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 51

See how the learner edited her draft letter in the, example below. Step 3: Write and edit a draft text Write a draft of the text using the ideas from the plan. Edit the draft by correcting any grammar, punctuation, spelling and format errors. 13 First Street George 6530 26th November 2013 The Manager: Human Resources Price Waterhouse Cooper 23 Langeveldt Street Cape Town 2103 Dear Mr Retief In the final letter on page 53, you can see the correct features for the format of a formal letter. APPLICATION FOR 2013 BURSARY I was raised in a poor, yet well-educated family. I would like to get a B Accounting degree and do my honours at Stellenbosch University. My single mother works hard for our money, yet we still have a lot of debt. At this moment, I would do anything for a chance to improve my life and to work towards achieving success. I see myself as the perfect candidate for this She corrects verb bursary as I am dedicated to make making a success of my form: making «----------------(-----.--0 2-20-22 0p ance cc cece 9 studies and teesnre becoming a Chartered Accountant. She corrects ver). +---------------- (oreo nee reer n ncn n ncn ects form: becoming Accounting has always been my passion. From grade 9 I have always known that I want to study to become a Chartered #ee: Accountant. On the deedemie front I have a 81% average wed N symbols for” Maths and Accounting. I do not She corrects abbreviation --- She corrects * spelling: academic aim to pass, I aim to get distinctions. I look forward to your response and decision on the bursary. Yours faithfully GiL— Emily van Wyk © Department of Basic Education 2015 52 LONGER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Step 4: Write the final text 13 First Street George 6530 26th November 2013 The Manager: Human Resources Price Waterhouse Cooper 23 Langeveldt Street A eee eee Cape Town 2103 Dear Mr Retief < APPLICATION FOR 2013 BURSARY I was raised in a poor, yet well-educated family. I would like to get a B Accounting degree and do my honours at Stellenbosch University. My single mother works hard for our money, yet we still have a lot of debt. At this moment, I would do anything for a chance to improve my life and to work towards achieving success. I see myself as the perfect candidate for this bursary as I am dedicated to making a success of my studies and becoming a Chartered Accountant. a Accounting has always been my passion. From grade 9 I have always known that I want to study to become a Chartered Accountant. On the academic front I have a 81% average and achieved A symbols for Maths and Accounting. I do not aim to pass, I aim to get distinctions. I look forward to your response and decision on the bursary. Yours faithfully <«--------------+---2+++-- 20+ 20c 22 ee cone ee cc nese cee neces Emily van Wyk word count: 149 Correct address ' format: : - No punctuation : - Date is added : Correct format for business address: : - Title of person is : added : - No punctuation Correct greeting Leave bigger spaces between paragraphs | ‘ Correct salutation Signature Name printed under signature © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 53

B Longer transactional texts NB PAY SPECIAL ATTENTION Activity: NB Writing a formal letter +HUHDUHVRPHIRUPDOOHWWHUWRSLFVWRKHOS\RXWRSUDFWLVH\RXUZULWLQJVNLOOV 5HFHQWO\\RXU\RXWKFOXEUHOLJLRXVRUJDQLVDWLRQKRVWHGD /PUFUIBUJO HINT! successful sports day for your community. A local company hint question 1 there BSFUXPUIJOHT sponsored prizes for the event. ZPVNVTUEPJOZPVSMFUUFS You are the chairperson of the organising committee of this 5BMLBCPVUUIFTVDDFTTPG event. Write a letter to the manager of the company, telling him/ e.g. UIFFWFOU"/%UIBOLUIF EG - worked examples DIBJSQFSTPOGPSTQPOTPSJOH her about the success of the event and thanking him/her for the sponsorship. UIFFWFOU 5HFHQWO\\RXQHHGHGDFHUWDLQLWHPZKLFK\RXZHUHXQDEOHWR REWDLQIURPVWRUHVLQ\RXUDUHD+RZHYHUDVKRSDVVLVWDQWDWD exams certain store helped you to obtain the item. Write a letter to the manager of that store, giving details about KRZWKHVKRSDVVLVWDQWKHOSHG\RXDQGH[SUHVVLQJ\RXUJUDWLWXGH activity ACTIVITIES boy If names For more practice on and girl-left and right of page are not given in the writing formal letters, question, you can make up the name of the person and activity go to these past exam the name of the papers: company. t /PWFNCFS QBHF 2VFTUJPO t /PWFNCFS QBHF 2VFTUJPO Step by step comment comment © Department of Basic Education 2015 54 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B 2.2 NB Writing an informal NBletter PAY SPECIAL ATTENTION An informal letter is usually written to friends or family members. "OJOGPSNBMMFUUFSJTBMTP DBMMFEBGSJFOEMZMFUUFS HINT! hint Informal letter t*OGPSNBMMFUUFSTDBOTFSWFBSBOHFPGQVSQPTFT5IFZDBOJOGPSNUIBOL DPOHSBUVMBUFPGGFSTZNQBUIZNPUJWBUF TZNQBUIJTFPSHJWFBEWJDF e.g. t5IFUPOFPGBOJOGPSNBMMFUUFSNVTUCFGSJFOEMZBOEDIBUUZ"OJOGPSNBM EG - worked examples SFHJTUFSJTBMXBZTVTFE t"OJOGPSNBMMFUUFSIBTJUTPXOGPSNBU1BZDMPTFBUUFOUJPOUPXIFSFZPV MBZPVUJOGPSNBUJPOTVDIBTUIFBEESFTT BOEUIFUZQFPGHSFFUJOHBOE exams TBMVUBUJPOZPVVTF See page 49 for more activity information on formal and informal ACTIVITIES boy and girl-left and registers right of page activity Step by step comment comment © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 55

HINT! B Longer transactional texts hint A learner’s example of an e.g. informal letter using the EG - worked examples four steps exams Step 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDQLQIRUPDORUIULHQGO\OHWWHU activity Your friend has experienced a major disappointment. At the moment he/she is very depressed. ACTIVITIES boy and girl-left and right of page Write a letter to encourage and support your friend. activity Step 2: Plan the text 5HDGWKHTXHVWLRQFDUHIXOO\DQGÀQGWKHkey words LQWKHTXHVWLRQWRKHOS 8IFOZPVCSBJOTUPSN XSJUF you think of the contents Step by step of the letter. comment comment ZPVSJEFBTBTUIFZDPNF 1RWH WKH ZRUGV disappointment and depressed and encourage and UPZPV5IFOorganise your support LQWKHTXHVWLRQDERYH7KHOHDUQHUXVHGWKHVHNH\ZRUGVLQWKH JEFBTCZOVNCFSJOHUIFN mind map to plan his friendly letter. Your expectation everyone agrees - sorry Paragraph 1 Topic: Letter Don’t show disappointment; to encourage a things will come right - you depressed friend Paragraph 3 deserve it Text type: Informal Paragraph 2 Ray of hope vacancy - next in line © Department of Basic Education 2015 56 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B Step 3 - Write and edit a draft text :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ See how Edit the draft by correcting any grammar, punctuation, the learner edited spelling and format errors. his draft letter in the example below. 46 Maroela Street Fauna 9301 2 November 2013 Dear Moses I know you were expecting to be made a member of the Learners' Learner’s Representative Council. Everybody I spoke to thought )FDPSSFDUTBQPTUSPQIF you would easily be elected. I am so sorry that it didn’t work Learners' QMVSBM out and I want you to know that I stand by you. The only VIEWSR-GERXLMROSJ[L]]SY[IVIR·XGLSWIRMRXLI¿VWXTPEGI is that you were absent on the day. But let me give you a ray of hope. Zodwa Chikane is going leave to left school next week because of a family problem and so )FDPSSFDUTWFSCUFOTF there’s going to be a vacancy in the Learners’ Representative leave Council. You must be next in line and I’m sure you will be selected. disappointment Please don’t show your disapointment, bra. Things will come )FDPSSFDUTIJTTQFMMJOH right, just hold on. It’s just a matter of time. In the meantime, disappointment I’m holding thumbs – you really deserve it. Your best friend Mkhaya © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 57

B Longer transactional texts Step 4: Write the final text 46 Maroela Street $PSSFDUBEESFTT GPSNBU Fauna /PQVODUVBUJPO %BUFJTBEEFE 9301 2 November 2013 $PSSFDUHSFFUJOH Dear Moses I know you were expecting to be made a member of the Learners’ Representative Council. Everybody I spoke to thought you would easily be elected. I am so sorry that it didn’t work out and I want you to know that I stand by you. 6TFPGDPOUSBDUJPOT JTBMMPXFEdidn't The only reason I can think of why you weren’t chosen in the ¿VWXTPEGIMWXLEX]SY[IVIEFWIRXSRXLIHE] But let me give you a ray of hope. Zodwa Chikane is going to leave school next week because of a family problem and so -FBWFCJHHFSTQBDFT there’s going to be a vacancy in the Learners’ Representative CFUXFFOQBSBHSBQIT Council. You must be next in line and I’m sure you will be selected. Please don’t show your disappointment, bra. Things will come right, just hold on. It’s just a matter of time. In the meantime, I’m holding thumbs – you really deserve it. $PSSFDUTBMVUBUJPO Your best friend Mkhaya word count: 146 Edits will improve \RXU¿QDOWH[W0DNHVXUH you also have the correct format for a friendly letter. © Department of Basic Education 2015 58 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B Activity: Writing an informal letter +HUHDUHVRPHLQIRUPDOOHWWHUWRSLFVWRKHOS\RXWRSUDFWLVH\RXUZULWLQJ skills: 1. Your best friend has been selected to represent the province in a For more practice on certain code of sport. writing informal letters, go to these past exam Write a letter to congratulate him/her on this achievement and to papers: wish him/her well. t 'FC.BSDI QBHF 2. You have won two tickets to a soccer/rugby/cricket match in 2VFTUJPO another province. t 'FC.BSDI QBHF 2VFTUJPO Write a letter inviting a friend to accompany you. Include details such as travel and accommodation arrangements. Remember practice makes perfect! Practise writing informal letters to do well in the exam. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 59

B Longer transactional texts 2.3 Writing a letter to the press PAY SPECIAL ATTENTION NB to the press (such as newspapers) is A letter NBa formal letter with its own features and format rules. HINT! hint Letter to the press t5IFDPOUFOUPGUIJTUZQFPGMFUUFSVTVBMMZEFBMTXJUIUIFXSJUFSTWJFX PSPQJOJPOBCPVUBTVCKFDUDVSSFOUMZCFJOHEFCBUFEJOBOFXTQBQFS 5IFQVSQPTFPGJUJTGPSUIFXSJUFSUPFYQSFTTIJTPSIFSPQJOJPOBCPVU e.g. EG - worked examples TPNFUIJOH GPSQVCMJDBUJPOJOUIFOFXTQBQFS PAY SPECIAL ATTENTION NB t5IFMFUUFSJTBEESFTTFEUPUIFFEJUPSPGUIFOFXTQBQFS NB CVUUIFNBJO BVEJFODFPGUIFMFUUFSJTUIFSFBEFSTPGUIBUOFXTQBQFS exams t"MFUUFSUPUIFQSFTTIBTJUTPXOGPSNBU1BZDMPTFBUUFOUJPOUPXIFSF ZPVMBZPVUJOGPSNBUJPOTVDIBTBEESFTTFTBOEUIFTVCKFDUMJOF BOEUIF UZQFPGHSFFUJOHBOETBMVUBUJPOZPVVTF HINT! hint A learner’s example of a activity e.g. letter to the press using EG - worked examples ACTIVITIES boy and girl-left and right of page the four steps activity exams Step 1: Choose the text type and topic Step by step comment comment 7KHOHDUQHUFKRVHWRZULWHWKLVOHWWHUWRWKHSUHVVLQWKHH[DP Respondactivity to a letter in your local newspaper. In this letter a reader argues that ACTIVITIESthe boy death penalty should be and girl-left and re-introduced. right of page activityin which you either support or reject Take a position the reader’s views. Step 2: Plan Step bythe step text comment comment Find the key words LQWKHTXHVWLRQWRKHOS\RXWKLQNRIWKHFRQWHQWVRIWKH OHWWHU 7KH NH\ ZRUGV LQ WKLV TXHVWLRQ DUH death penalty and support or reject. The learner has used a list to plan her letter. © Department of Basic Education 2015 60 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B TOPIC: Letter to the press Text type: Formal Paragraph 1 Refer to writer of letter – give name e.g. F. Solomon – in favour of bringing back death penalty Paragraph 2 * Death penalty doesn’t stop criminals * Statistics 1. No fewer murders and killings 2. Innocent people killed/put to death * Social problems Paragraph 3 * Refer to apartheid: Apartheid regime’s past history of violence; many freedom ¿KLXIVWLERKIH Question – is it freedom if cycle of violence carries on? © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 61

Step 3: Write and edit a draft text Write a draft of the text using the ideas from the plan. Edit the draft by correcting any grammar, punctuation, spelling and format errors. See how the learner edited his dvaft letter in the example below. The Editor City Press Strand Street Cape Town 7405 Sir/Madam ‘ i RE-INTRODUCTION OF DEATH PENALTY In the Friday edition of your newspaper Dr F. Solomon argued strongly for the re-introduction of the death penalty. However, I do not agree with his views. I believe that the death penalty can be very dangerous for our society. proved It has been that the death penalty does not st He corrects *ce--e-eeeeeeeee ed 2th as been proven that the death penalty does not stop spelling: proved criminals. Statistics show that there are no fewer murders. In addition, other statistics show that people have been executed when they were innocent. Society is then also guilty of committing commiting murder. He corrects. ---------------------27220 spelling: committing My final argument has to do with our past history of violence during apartheid. Many people were hanged because they dared to fight for freedom. But did they fight for a freedom in cycle which the e¥eet of violence continues? I do not think so. I urge He corrects +----------------§------------------4-5 g spelling: cycle your readers to reject this call to return to a past in which canno’ murder was a legitimate state weapon. This ear happen! He corrects +----------------§---------- 2-22-22 2-222 S22 nen nn ne nen seen een enn eect contraction: cannot Yours faithfully Raymond Dinizulu 46 Madisane Street Malunga Park Guguletu 7750 20 June 2013 © Department of Basic Education 2015 62 LONGER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Step 4: Write the final text ‘ The Editor City Press Strand Street <------------------------ +++ 22222 Cape Town 7405 Sir/Madam <----------- 2222 rr erence nner RE-INTRODUCTION OF DEATH PENALTY < In the Friday edition of your newspaper Dr F. Solomon argued strongly for the re-introduction of the death penalty. However, I do not agree with his views. I believe that the death penalty can be very dangerous for our society. It has been proven that the death penalty does not stop criminals. Statistics show that there are no fewer murders. In addition, other statistics show that people have been executed when they were innocent. Society is then also guilty of committing murder. My final argument has to do with our past history of violence during apartheid. Many people were hanged because they dared to fight for freedom. But did they fight for a freedom in which the cycle of violence continues? I do not think so. I urge your readers to reject this call to return to a past in which murder was a legitimate state weapon. This cannot happen! Yours faithfully <«------------------2++---22+ 22-02 ee cone seco ne eec eee eeceee R. DINIZULU 46 Madisane Street Malunga Park Guguletu 7750 20 June 2013 word count: 150 words ‘orrect position and : format for press ' dress: Addressed to The Editor No punctuation Leave bigger spaces: between paragraphs } —_——— ' Correct salutation Signature ' Name printed under signature ‘ : Letter writer's : address at the + bottom of the letter: : - No punctuation : - Postcode added : ~ Date at the end © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 63

B Longer transactional texts Activity: Writing a letter to the press +HUHDUHVRPHOHWWHUWRWKHSUHVVWRSLFVWRKHOS\RXWRSUDFWLVH\RXUZULWLQJ skills: 1. Write a letter to the press in which you support or disagree with raising the age at which a person can obtain a driver’s licence from 18 to 21. 2. Write a letter to the press in which you take a stand on the issue of violence against women. Propose a way of dealing with people who abuse women. A letter to the press often requires you to take a stand and support your view. You do the same thing in an argumentative essay. © Department of Basic Education 2015 64 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B 2.4. Category A checklist Features Details of the feature Yes No Don't know &YBNJOTUSVDUJPOT *VOEFSTUBOEUIFFYBNJOTUSVDUJPOTGPSXSJUJOHBMFUUFS Letter topic *VOEFSTUBOEUIFMFUUFSUPQJD*IBWFDIPTFO Letter type *VOEFSTUBOEUIFGFBUVSFTPGUIFMFUUFSUZQF*IBWFDIPTFO t 'PSNBMMFUUFS t *OGPSNBMMFUUFS t Letter to the press Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOHNZMFUUFS $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFMFUUFSUPQJD *XJMMVTFUIFTFQPJOUTJONZMFUUFS 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGUIFMFUUFSUZQF*IBWFDIPTFO *VOEFSTUBOEUIFBVEJFODFGPSUIFMFUUFSUZQF*IBWFDIPTFO Letter structure 5IFýSTUQBSBHSBQIPGNZMFUUFSJOUSPEVDFTUIFUPQJD5IF QBSBHSBQITJOUIFCPEZPGNZMFUUFSSFMBUFUPUIFUPQJD 5IFMBTUQBSBHSBQIDPODMVEFTUIFJEFBTJONZMFUUFS Sentences *IBWFOPUSFQFBUFETFOUFODFTJONZQBSBHSBQIT *IBWFVTFEGVMMTFOUFODFT Paragraphs .ZJEFBTMJOLBOEBSFXFMMPSHBOJTFEJOQBSBHSBQIT &BDIQBSBHSBQIDPOUBJOTBOFXJEFB*EFBTBSFOPU SFQFBUFE 5IFJEFBTJOUIFQBSBHSBQITMJOLUPUIFMFUUFSUPQJD 'PSNBU *IBWFVTFEUIFDPSSFDUGPSNBUGPSUIFUZQFPGMFUUFS*IBWF chosen: t 5IFBEESFTTPSBEESFTTFTBSFJOUIFDPSSFDUQMBDF t 5IFEBUFJTJOUIFDPSSFDUQMBDF t 5IFLJOEPGTBMVUBUJPOJTUIFDPSSFDUPOF t *IBWFJODMVEFEBTVCKFDUMJOF JGBQQSPQSJBUF t *IBWFTJHOFEBOEXSJUUFONZOBNF BTBQQSPQSJBUF t *IBWFMFGUMJOFTPQFOCFUXFFOQBSBHSBQIT Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZMFUUFS JOUFSFTUJOH.ZMFUUFSIBTUIFDPSSFDUSFHJTUFS GPSNBMPS JOGPSNBM GPSUIFUZQFPGMFUUFS*IBWFXSJUUFO 7FSCUFOTFT *IBWFVTFEUFOTFTDPSSFDUMZ QBTU QSFTFOUPSGVUVSF $PODPSE .ZOPVOTBOEWFSCTBSFJOBHSFFNFOU Spelling .ZTQFMMJOHJTDPSSFDU Punctuation .ZTFOUFODFTTUBSUXJUIBDBQJUBMMFUUFSBOEFOEXJUIB QVODUVBUJPONBSL *IBWFVTFEBQPTUSPQIFTDPSSFDUMZ © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 65

B Longer transactional texts 3. Category B &DWHJRU\%LQWKHH[DPFRYHUVWKHIROORZLQJ &XUULFXOXPYLWDH &9 DQGFRYHULQJOHWWHU Obituary (DFKRIWKHVHWH[WVKDVDGLIIHUHQWformat, serves a different purpose and has a different register. 3.1 Writing a CV $&9LVWKHGRFXPHQW\RXVHQGWREXVLQHVVHVZKHQ\RXDUHDSSO\LQJIRU DMRE,WEULHÁ\VKRZVWKHSRWHQWLDOHPSOR\HULPSRUWDQWLQIRUPDWLRQDERXW \RXDQGZK\\RXDUHVXLWDEOHIRUWKHMRE7KLVLQIRUPDWLRQLQFOXGHVGHWDLOV DERXW\RXUHGXFDWLRQTXDOLÀFDWLRQVDQGSUHYLRXVZRUNH[SHULHQFH $FRYHULQJOHWWHULVDOHWWHUZKLFK\RXVHQGZLWK\RXU&9ZKHQDSSO\LQJIRUD PAY SPECIAL ATTENTION NB NB MRE$ZHOOZULWWHQFRYHULQJOHWWHUZLOOLPSURYH\RXUFKDQFHVRIEHLQJJLYHQ WKHMRE HINT! hint CV and covering letter t6TFGPSNBMMBOHVBHF EPOPUVTFDPOUSBDUJPOTPSTMBOH BOESFHJTUFS t5IFBVEJFODFGPSZPVS$7BOEDPWFSJOHMFUUFSJTZPVSQPUFOUJBMFNQMPZFS e.g. t5IFUPOFJOUIF$7BOEDPWFSJOHMFUUFSNVTUCFGBDUVBMBOEEJSFDU EG - worked examples t5IFDPWFSJOHMFUUFSJTBGPSNBMMFUUFSBOEVTFTBGPSNBMBOEQPMJUF SFHJTUFS exams t5IFMFUUFSFYQMBJOTCSJFþZXIZZPVBSFBQQMZJOHGPSUIFKPC A covering letter is a formal letter. For information on activity writing a formal letter, ACTIVITIES boy go to pages and girl-left and 50 to 54. right of page activity Step by step comment comment © Department of Basic Education 2015 66 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

HINT! hint Section B A learner’s example of a e.g. EG - worked examples CV using the four steps exams Step 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQD&9 You are applying for a job at a supermarket. Write the activity CV that you will submit. It is not necessary to write a covering letter. ACTIVITIES boy and girl-left and right of page activity Step 2: Plan the text Look for the key words LQWKHTXHVWLRQWKDWZRXOGKHOS\RXZLWKWKHFRQWHQW ,QWKHTXHVWLRQDERYHWKHNH\ZRUGVDUHapply for a job and supermarket. The learner used a mind map to plan his CV. Step by step comment comment Names, birth date, ID R Mothata Nationality, gender, marital status F van Schalwyk Home lang, other langs, Address, contact 1. Personal details details 5. References Topic: Job at High school supermarket Grade passed Text type: CV Subjects 4. Interests Achievements 2. Education Youth group 6IEHMRKRSR¿GXMSR 3. Work experience Part-time at Computer experience - clothing store Word, Excel, Powerpoint © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 67

B Longer transactional texts See how the learner edited her draft CV in the Step 3: Write and edit a draft text example below. :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ Edit the draft by correcting any grammar, punctuation, spelling and format errors. Curriculum Vitae of Anushka Chetty PERSONAL INFORMATION Surname Sirname: Chetty She corrects spelling: Surname First name: Anushka Date of birth: 31 January 1993 ID number: 9301315051081 Nationality: South African Gender: Female Marital status: Single Home languages: English, Hindi Other languages: Speak, read and write isiZulu Driver's Drivers licence: Code 10 She corrects apostrophe: Address: 5 Turquoise Street, Laudium, 0037 Driver's Contact details: Telephone: 011 463 4558 Cell: 072 341 2482 E-mail: anushka@lantic.co.za EDUCATION Secondary: Laudium Secondary School (2007 - 2011) +VEHITEWWIH +VEHI2EXMSREP7IRMSV'IVXM¿GEXI Subjects: English (C), Afrikaans (C), Mathematics (A), Physical Science HG (A), Accounting HG (A), Computer Applications Technology (A), Life Orientation (A) %GLMIZIQIRXW 1IQFIVSJWGLSSPGLSMV¿VWXXIEQRIXFEPP director of inter-house play WORK EXPERIENCE Part-time Clothing store: Parttime sales assistant, January 2008 to She adds present hyphen Part-time Computer skills: Word, Excel, PowerPoint INTERESTS =SYXL+VSYT-PSZIVIEHMRKIWTIGMEPP]RSR¿GXMSRIRKMRIIVMRKFSSOW REFEREES Mrs R Mothata Manager at Bright Clothing Store Tel: 012 456 2936 Secondary Mrs J Naidoo Teacher at Laudium Secondry School She corrects spelling: Tel: 012 678 6541 Secondary © Department of Basic Education 2015 68 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Step 4: Write the final text PERSONAL INFORMATION < Surname: Chetty First name: Anushka Date of birth: 31 January 1993 ID number: 9301315051081 Nationality: South African Gender: Female Marital status: Single Home languages: English, Hindi Orientation (A) books. Tel: 012 456 2936 Tel: 012 678 6541 Curriculum Vitae of Anushka Chetty < Other languages: Speak, read and write isiZulu Driver's licence: Code 10 Address: 5 Turquoise Street, Laudium, 0037 Contact details: Telephone: O11 463 4558 Cell: 072 341 2482 E-mail: anushka@lantic.co.za EDUCATION < Secondary: Laudium Secondary School (2007 - 2011) Grade passed: Grade 12 National Senior Certificate Subjects: English (C), Afrikaans (C), Mathematics (A), Physical Science HG (A), Accounting HG (A), Computer Applications Technology (A), Life Achievements: Member of school choir, first team netball, director of inter-house play WORK EXPERIENCE <¢------2-2----0000ecececeseeeeteees Clothing store: Part-time assistant, January 2008 to present Computer skills: Word, Excel, PowerPoint. INTERESTS <«--------------------- 2-2 e nee e en nn enn eee Youth Group. I love reading, especially non-fiction engineering REFEREES 9 <------------ 272-02 0-0 no nen nen nen Mrs R Mothata Manager at Bright Clothing Store Mrs J Naidoo Teacher at Laudium Secondary School : Main heading Sub-heading 1: Correct format: : - Headings with colon : - There is no other ‘punctuation : - Information listed clearly + Sub-heading 2: : Education * Sub-heading 3: + Work experience : Sub-heading 4: Interests ene Oe nea * Sub-heading 5: : Referees word count: 140 words ‘ Personal information ' © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 69

B Longer transactional texts Remember Activity: Writing a CV practice makes perfect! Practise writing CVs to do well in +HUHDUHVRPH&9WRSLFVWRKHOS\RXWRSUDFWLVHIRUWKHH[DP the exam. <RXDUHLQ\RXUÀQDO\HDURI*UDGH<RXLQWHQGDSSO\LQJIRU SDUWWLPHZRUN:ULWHWKH&9WKDWZLOODFFRPSDQ\\RXUDSSOLFDWLRQ 2. You have recently completed a Bachelor of Arts degree in MRXUQDOLVP<RXKDYHDSSOLHGIRUDMREDWDORFDOQHZVSDSHUDV DMRXUQDOLVW:ULWHWKH&9WKDWZLOODFFRPSDQ\\RXUDSSOLFDWLRQ 3.2 CV checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGB$7BOEDPWFSJOHMFUUFS 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGB$7BOEDPWFSJOHMFUUFS *VOEFSTUBOEUIFBVEJFODFGPSNZ$7BOEDPWFSJOHMFUUFS 'PSNBU .Z$7JTDPSSFDUMZMBJEPVU t *IBWFXSJUUFOBNBJOIFBEJOH t .ZJOGPSNBUJPOJTPSHBOJTFEVOEFSUIFDPSSFDU TVCIFBEJOHT QFSTPOBMJOGPSNBUJPOFEVDBUJPO FNQMPZNFOUJOUFSFTUTBOESFGFSFFT t *IBWFMJTUFEFBDIQJFDFPGJOGPSNBUJPOBOEHJWFOJUB IFBEJOHXJUIBDPMPO .ZDPWFSJOHMFUUFSVTFTUIFDPSSFDUGPSNBMMFUUFSGFBUVSFT Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZ$7BOE DPWFSJOHMFUUFSJOGPSNBUJWFBOEDMFBS .ZJEFBTMJOLUPUIFUPQJD .ZDPWFSJOHMFUUFSIBTUIFDPSSFDUGPSNBMSFHJTUFS Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 70 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B 3.3 Writing an obituary PAY SPECIAL ATTENTION $QNB RELWXDU\ LV D WH[W DERXW D SHUVRQ ZKRNB KDV UHFHQWO\ GLHG ,W PD\ EH published as an article in a newspaper, or read aloud at a funeral. HINT! hint Obituary t"OPCJUVBSZHJWFTCBTJDGBDUTPGUIFEFDFBTFEQFSTPOTMJGF TVDIBT UIFQFSTPOTCJSUIEBUF UIFEBUFPGEFBUI BOEXIFSFIFPSTIFMJWFE %FUBJMTPGUIFQFSTPOTGBNJMZNBZBMTPCFJODMVEFE e.g. t4UPSJFTBOENFNPSJFTBCPVUUIFQFSTPOBSFJODMVEFE EG - worked examples t*GBQQSPQSJBUF GBWPVSJUFTBZJOHTPGUIFQFSTPONBZCFRVPUFE exams t5IFUPOFJTTBECFDBVTFBQFSTPOIBTEJFE CVUBMTPVQMJGUJOHCFDBVTF JUJTBDFMFCSBUJPOPGUIBUQFSTPOTMJGF t1FSTPOBMGFFMJOHTBCPVUUIFEFDFBTFEQFSTPODBOCFJODMVEFE activity Yes, ACTIVITIES boy and girl-left and a funeral notice right of page only announces a person’s death and funeral activity arrangements. Step by step comment comment Don’t confuse an obituary with a funeral notice. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 71

HINT! B Longer transactional texts hint e.g. A learner’s example of an EG - worked examples obituary using the four steps exams Step 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDQRELWXDU\ A well-known person in your community has passed activity away. This person was actively involved in charity work. ACTIVITIES boy and girl-left and Write a suitable obituary, paying tribute to the person. right of page activity Step 2: Plan the text 8IFOZPVCSBJOTUPSN XSJUF 5HDGWKHTXHVWLRQFDUHIXOO\DQGQRWHWKHkey words that would help you ZPVSJEFBTBTUIFZDPNF EUDLQVWRUP WKH FRQWHQW RI \RXU DQVZHU ,Q WKH TXHVWLRQ DERYH WKH NH\ UPZPV5IFOorganise your Step by step words are well-known comment in your community andcomment charity work. JEFBTCZOVNCFSJOHUIFN This learner has used a mind map to plan her essay. Paragraph 1 Paragraph 2 Details of Charles’s life Oldest resident Paragraph 5 of Ravensmead Left a void You will be Topic: Charles missed Mandini Paragraph 3 Text type: Obituary His volunteer Paragraph 4 work Quote: “You can never do enough in your community” © Department of Basic Education 2015 72 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B Step 3: Write and edit a draft text See how the learner edited :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ her draft obituary Edit the draft by correcting any grammar, punctuation, spelling in the example and format errors. below. Charles Mandini Charles Mandini was born on 13 July 1932 in Tiervlei, now known as Ravensmead. He passed away on 24 November was 2012. He is the oldest of nine children. She corrects He was also one of the oldest residents in Ravensmead and WFSCUFOTFwas someone who the community always looked up to. He was always on top of the list for volunteers. He always neighbours educated us on how to reach out to our neihbours because She corrects spelling: you never know when you might need their help. neighbours His famous words were: “You can never do enough in your mentor community.” He was a menter and pillar of strength in so She corrects many of our lives. spelling: mentor &SIXE'LEVPIWRSSRIGERSVIZIV[MPP¿PPXLITPEGI]SYPIJX not only in our community, but also in our hearts. You will not only be missed by your wife and children, but entire by the entyre community. She corrects spelling: entire © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 73

B Longer transactional texts Step 4: Write the final text )FBEJOH Charles Mandini Charles Mandini was born on 13 July 1932 in Tiervlei, now known as Ravensmead. He passed away on 24 November 2012. He was the oldest of nine children. He was also one of the oldest residents in Ravensmead and someone who the community always looked up to. -FBWFCJHHFSTQBDFT CFUXFFOQBSBHSBQIT He was always on top of the list for volunteers. He always educated us on how to reach out to our neighbours because you never know when you might need their help. His famous words were: “You can never do enough in your community.” He was a mentor and pillar of strength in so many of our lives. &SIXE'LEVPIWRSSRIGERSVIZIV[MPP¿PPXLITPEGI]SYPIJX not only in our community, but also in our hearts. You will not only be missed by your wife and children, but by the entire community. word count: 146 A good obituary will have a warm and loving tone. It will celebrate the best things about the person who has died. © Department of Basic Education 2015 74 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B Activity: Writing an obituary +HUHDUHVRPHWRSLFVWRKHOSWRSUDFWLVHZULWLQJRELWXDULHV For more practice on writing obituaries, go to $ ZHOONQRZQ PHPEHU RI \RXU FKXUFK KDV GLHG +HVKH ZDV this past exam paper: UHVSRQVLEOHIRUORRNLQJDIWHUWKH\RXWKDQGIUHTXHQWO\KHOSHGER\V t /PWFNCFS QBHF and girls who were in trouble. Write the obituary for this person. 2VFTUJPO 2. A respected and favourite teacher has died. The principal has DSSURDFKHG \RX DV D PHPEHU RI WKH /HDUQHUV· 5HSUHVHQWDWLYH Council to write an obituary. Write the obituary for this teacher. 3.4. Obituary checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGBOPCJUVBSZ 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGBOPCJUVBSZ *VOEFSTUBOEUIFBVEJFODFGPSNZPCJUVBSZ 'PSNBU .ZPCJUVBSZJTDPSSFDUMZMBJEPVU t *IBWFXSJUUFOBNBJOIFBEJOH t *IBWFMFGUBMJOFPQFOCFUXFFOFBDIQBSBHSBQI Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZPCJUVBSZ JOUFSFTUJOH .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 75

B Longer transactional texts 4. Category C &DWHJRU\&LQWKHH[DPFRYHUVWKHIROORZLQJWH[WV 5HYLHZ 1HZVSDSHUDUWLFOH 0DJD]LQHDUWLFOH Agenda and minutes of a meeting Formal report (DFKRQHRIWKHVHWH[WVKDVDGLIIHUHQWformat, serves a different purpose and has a different register. 4.1 Writing a review $UHYLHZLVDZULWWHQDVVHVVPHQWRUDFFRXQWRIVRPHWKLQJ5HYLHZVPD\EH PAY SPECIAL ATTENTION NB assessments NB of an artwork; a movie; a book; a restaurant; a performance DSOD\RUDFRQFHUW D&'RU'9'RUDSODFH HINT! hint A review t:PVOFFEUPTIPXTPNFLOPXMFEHFPGXIBUZPVBSFSFWJFXJOHCZHJWJOH GBDUTBCPVUJUPSEFTDSJCJOHBTQFDUTPGJU e.g. t:PVTIPVMEHJWFZPVSPQJOJPOBCPVUXIBUZPVBSFSFWJFXJOH"MXBZTHJWF EG - worked examples UIFSFBTPOTGPSZPVSPQJOJPO t3FWJFXTDBOJODMVEFCPUIQPTJUJWF HPPE BOEOFHBUJWF CBE QPJOUTBCPVU XIBUZPVBSFSFWJFXJOH5IFDPODMVTJPOPGZPVSSFWJFXTIPVMEDPODMVEF exams XIFUIFSZPVSBTTFTTNFOUJTNPTUMZQPTJUJWF PSNPTUMZOFHBUJWF t6TFDSFBUJWFBOEJOUFSFTUJOHMBOHVBHFUPFYQSFTTZPVSPQJOJPO activity ACTIVITIES boy and girl-left and right of page activity Step by step comment comment © Department of Basic Education 2015 76 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

HINT! hint Section B A learner’s example of a e.g. EG - worked examples review using the four steps exams Step 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDUHYLHZ Write a review of one of your literature setworks. activity Step 2: Plan the textand ACTIVITIES boy girl-left and right of page The learner decided to write a review of Nothing But the Truth, and used a activity mind map to plan his review. 8IFOZPVCSBJOTUPSN XSJUF ZPVSJEFBTBTUIFZDPNF UPZPV5IFOorganise your John Kani - his JEFBTCZOVNCFSJOHUIFN background, writer, comment Paragraph 2 Step by step comment EGXSVHMVIGXSV¿VWXTPE] Assessment of the play - Paragraph 1 gripping; full of insights for Topic: Review of SA today Nothing But the Truth Paragraph 4 Ray of hope vacancy - next in line Paragraph 3 Issues raised in the play - what does freedom mean? Sibling rivalry; tradition vs western culture (funeral) © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 77

See how the learner edited his draft review in the example below. Step 3: Write and edit a draft text Write a draft of the text using the ideas from the plan. Edit the draft by correcting any grammar, punctuation, spelling and format errors. rt LG (-| Review of Nothing But the Truth \ os f LA John Kani’s play has been a deserving matric setwork * He corrects. +----------------)------------2---2 22-2222 2222 nee en nn enn nee ene eee eet preposition: for years. Kani tackles family issues, using the post-apartheid era in South Africa and the disappointment of one man. Kani has been a respected writer, actor and director for many years and his first play will add more praise to his already incredible career. The play centres on a librarian, Sipho Makhaya, who is hoping that his 33 years as a loyal worker will be rewarded. doubtful . But he is dewtfut and his fears become magnified when his He corrects his +----------------)--------------------! spelling: doubtful niece, Mandisa, arrives from London with the ashes of his brother, Themba. Old rivalries and family relationships are revealed as secrets slowly emerge. Nothing But the Truth is a gripping drama whose climax is a speech by Sipho in which he finds reconciliation. The play is still relevant today. It offers every South African highly . a . country's |. A important insights into the Suns. history and one mans He corrects +----------------)----22 2022 2n nnn ne nnn ene nnn ered possessive noun: dilemma. country's © Department of Basic Education 2015 78 LONGER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B Step 4 - Write the final text Review of Nothing But the Truth )FBEJOH John Kani’s play has been a deserving matric setwork for years. Kani tackles family issues, using the post-apartheid era in South Africa and the disappointment of one man. Kani has been a respected writer, actor and director for QER]]IEVWERHLMW¿VWXTPE][MPPEHHQSVITVEMWIXSLMW already incredible career. -FBWFCJHHFSTQBDFT The play centres on a librarian, Sipho Makhaya, who is CFUXFFOQBSBHSBQIT hoping that his 33 years as a loyal worker will be rewarded. &YXLIMWHSYFXJYPERHLMWJIEVWFIGSQIQEKRM¿IH[LIRLMW niece, Mandisa, arrives from London with the ashes of his brother, Themba. Old rivalries and family relationships are revealed as secrets slowly emerge. Nothing But the Truth is a gripping drama whose climax is EWTIIGLF]7MTLSMR[LMGLLI¿RHWVIGSRGMPMEXMSR8LITPE] is still relevant today. It offers every South African highly important insights into the country’s history and one man’s dilemma. word count: 150 words The purpose of this review is to give readers information about the play; and to give an opinion on it. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 79

B Longer transactional texts PAY SPECIAL ATTENTION NB NB Activity: Writing a review "SFWJFX HINT! +HUHDUHVRPHWRSLFVWRKHOS\RXWRSUDFWLVHZULWLQJUHYLHZV hint SFRVJSFTZPVUP EPUXPUIJOHT 1. Your high school puts on a play every year. You are a member of the school’s annual magazine committee and have been asked to TIPXUIBUZPVIBWFTPNF write a review of this production. Write this review. LOPXMFEHFPGXIBUZPVBSF 2. Your family often visits a nearby restaurant. A local newspaper is e.g. SFWJFXJOHBOEUIFOHJWF EG - worked examples ZPVSPQJOJPOPGJU holding a competition for its readers in which they are asked to submit a review. You decide to submit a review of this restaurant. :ULWHDUHYLHZRI\RXUIDYRXULWHPRYLH79VHULHVUDGLR exams programme. 4.2 Review checklist Features Details of the feature Yes No Don't know activity 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGBSFWJFX ACTIVITIES boy and girl-left and 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO right of page Content, planning and format activity Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF Step by step comment *VOEFSTUBOEUIFQVSQPTFPGBSFWJFX comment *VOEFSTUBOEUIFBVEJFODFGPSNZSFWJFX 'PSNBU .ZSFWJFXJTDPSSFDUMZMBJEPVU t *IBWFXSJUUFOBNBJOIFBEJOH t *IBWFMFGUBMJOFPQFOCFUXFFOFBDIQBSBHSBQI Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZSFWJFX JOUFSFTUJOHBOEJOGPSNBUJWF .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 80 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B 4.3 Writing a newspaper article PAY SPECIAL ATTENTION The A NB newspaper article is a piece of writing in aNB newspaper about a particular audience for a VXEMHFW,WVSXUSRVHLVWRLQIRUPRUHQWHUWDLQWKHSXEOLF newspaper article is the readers of the newspaper. HINT! hint Newspaper article t/FXTQBQFSTBSFSFBECZQFPQMFXIPXBOUJOGPSNBUJPOUIBUJTFBTZUP SFBEBOEXFMMQSFTFOUFE e.g. EG - worked examples t5IFSFBSFEJGGFSFOULJOETPGOFXTQBQFSBSUJDMFT4PNFHJWFPQJOJPOT 4PNFHJWFBEWJDF4PNFKVTUQSFTFOUGBDUT t1SFTFOUUIFJOGPSNBUJPOCSJFþZBOEMPHJDBMMZ exams t/FXTQBQFSBSUJDMFTVTVBMMZHJWFBOTXFSTUPUIFTFRVFTUJPOTXIP XIBU XIFSF XIFO XIZ IPX$IFDLUIBUZPVSOFXTQBQFSBSUJDMFEPFTTP activity What ACTIVITIES boy I like about writing and girl-left and a Yes, newspaper rightarticle of page is it but make sure is a chance to express you stick to the activity my own views topic, and back up strongly. your views with reasons. Step by step comment comment © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 81

HINT! B Longer transactional texts hint A learner’s example of a e.g. EG - worked examples newspaper article using the four steps exams Step 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDQHZVSDSHUDUWLFOH activity There has been an increase in various types of crime in your area. ACTIVITIES boy and girl-left and right of page Write an article for publication in your local newspaper activity suggesting ways to avoid becoming a victim of crime. Step 2: Plan the text Step by step comment comment Identify the key words to use in your planning - local newspaper and victim of crime. Then order your ideas logically. The learner used a list to plan her newspaper article. Topic: Stop being a victim of crime Idea 1 Paragraph 1 - We live in a world of increasing crime When - Some tips to help you you brainstorm, write your ideas as they come to you. Idea 2 Paragraph 3 Then organise your - Keep doors locked ideas by numbering them. Idea 3 Paragraph 2 - Don’t make it easy for criminals - Eliminate their opportunities Idea 4 Paragraph 5 - Also cyber crime / scams - Insurance people wanting your details over the phone Idea 5 Paragraph 4 - Barking dogs - Good protection © Department of Basic Education 2015 82 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B See how Step 3: Write and edit a draft text the learner edited her draft newspaper :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ article in the example Edit the draft by correcting any grammar, punctuation, below. spelling and format errors. Protect yourself from crime unfortunate The unfortunite reality is that crimes can and will happen. She corrects her Here are some tips that will help you to avoid becoming a spelling: unfortunate victim of crime. 1EOIMXHMJ¿GYPXJSVGVMQMREPW0SSOEVSYRH]SYERHKIXVMH opportunities of any oportunities before criminals recognise them. Be She corrects spelling: aware of your surroundings. opportunities At home, the basic rule is to keep your doors locked. Make sure your locks are safe and sturdy. Install gates or sliding doors of the slam-lock variety so that you can react quickly if under threat. Dogs provide protection and give you warning in advance. Even a small dog has a loud bark. Beware of phone and computer scams. Under no circumstances sircumstancesKMZISYXTIVWSREPSV¿RERGMEPMRJSVQEXMSRSZIV She corrects her spelling: the phone. If you do, insurance companies will not pay you circumstances out. Finally, organise a buddy system. Your neighbours can be your eyes and ears just as you can be theirs. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 83

B Longer transactional texts Step 4: Write the final text )FBEJOH Protect yourself from crime The unfortunate reality is that crimes can and will happen. Here are some tips that will help you to avoid becoming a victim of crime. 1EOIMXHMJ¿GYPXJSVGVMQMREPW0SSOEVSYRH]SYERHKIXVMH of any opportunities before criminals recognise them. Be aware of your surroundings. -FBWFCJHHFSTQBDFT CFUXFFOQBSBHSBQIT At home, the basic rule is to keep your doors locked. Make sure your locks are safe and sturdy. Install gates or sliding doors of the slam-lock variety so that you can react quickly if under threat. Dogs provide protection and give you warning in advance. Even a small dog has a loud bark. Beware of phone and computer scams. Under no GMVGYQWXERGIWKMZISYXTIVWSREPSV¿RERGMEPMRJSVQEXMSRSZIV the phone. If you do, insurance companies will not pay you out. Finally, organise a buddy system. Your neighbours can be your eyes and ears just as you can be theirs. word count: 150 Avoid repeating the same idea. Introduce a new idea in each paragraph. © Department of Basic Education 2015 84 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B Activity: Writing a newspaper article +HUHDUHVRPHWRSLFVWRKHOS\RXWRSUDFWLVHZULWLQJQHZVSDSHUDUWLFOHV For more practice on writing newspaper 7KHORFDOQHZVSDSHUKDVDSSURDFKHG\RXDVDOHDUQHULQ*UDGH articles, go to this past at the local high school. The newspaper would like you to write an exam paper: DUWLFOHRQWKHSUHVVXUHRIÀQDOH[DPLQDWLRQV:ULWHWKLVDUWLFOH t /PWFNCFS QBHF 2. An intersection near your house is very dangerous and a number 2VFTUJPO of accidents have occurred there. Your local newspaper has asked you to write an article for the newspaper about this problem. 3. Write a newspaper article using this headline: Bullying on the increase in local school. 4.4 Newspaper article checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGBOFXTQBQFSBSUJDMF 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGBOFXTQBQFSBSUJDMF *VOEFSTUBOEUIFBVEJFODFGPSNZOFXTQBQFSBSUJDMF 'PSNBU .ZOFXTQBQFSBSUJDMFJTDPSSFDUMZMBJEPVU t *IBWFXSJUUFOBNBJOIFBEJOH t *IBWFMFGUBMJOFPQFOCFUXFFOFBDIQBSBHSBQI Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZOFXTQBQFS BSUJDMFJOUFSFTUJOHBOEJOGPSNBUJWF .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 85

B Longer transactional texts Your text must not 4.5 Writing a magazine article be less than 120 words or more than A magazine article is a piece of writing in a magazine about a particular 150 words VXEMHFW /LNH D QHZVSDSHU DUWLFOH LW DLPV WR HQWHUWDLQ DQG LQIRUP WKH long. reader. There are different kinds PAY SPECIAL of magazine articles. Some give opinions. Some ATTENTION NB NB JLYHDGYLFH6RPHMXVWSUHVHQWIDFWV5HDGWKHTXHVWLRQFDUHIXOO\WRPDNH sure you write the right kind of article. HINT! hint Magazine article t:PVSBSUJDMFTIPVMEJODMVEFGBDUTBTXFMMBTJOTJHIUT t&OUFSUBJOZPVSBVEJFODFCZXSJUJOHJOBOJOUFSFTUJOHBOEFOHBHJOHXBZ e.g. t6TFEFTDSJQUJPOTBOEDSFBUJWFMBOHVBHFUIBUSFBEFSTXJMMFOKPZSFBEJOH EG - worked examples t*ODMVEFRVPUFTPGPUIFSQFPQMFTXPSETUPNBLFZPVSBSUJDMFNPSF JOUFSFTUJOH exams t(JWFZPVSBSUJDMFBDBUDIZBOEDSFBUJWFUJUMF t5IFSFHJTUFSGPSBNBHB[JOFBSUJDMFDBOCFGPSNBMPSNPSFJOGPSNBM EFQFOEJOHPOUIFQVSQPTFBOEBVEJFODFPGUIFBSUJDMF3FBEUIFRVFTUJPO DMPTFMZUPNBLFTVSFZPVDIPTFUIFDPSSFDUSFHJTUFSGPSUIFUPQJDZPVBSF BOTXFSJOH activity ACTIVITIES boy and girl-left and right of page A activity magazine article can be descriptive and creative, but must keep to the topic. Step by step comment comment Yes, it should be interesting in order to hold the reader’s attention. © Department of Basic Education 2015 86 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

HINT! hint Section B A learner’s example of a e.g. EG - worked examples magazine article using the four steps exams Step 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDPDJD]LQHDUWLFOH You areactivity a committee member of your school magazine. ACTIVITIES boy and girl-left and Write an article covering the sporting highlights of right of page 2013. activity Step 2: Plan the text Identify the key words WR XVH LQ \RXU SODQQLQJ ,Q WKH TXHVWLRQ DERYH Step by step comment comment 8IFOZPVCSBJOTUPSN XSJUF the key words are school magazine and sporting highlights. ZPVSJEFBTBTUIFZDPNF The learner used a mind map to plan his magazine article. UPZPV5IFOorganise your JEFBTCZOVNCFSJOHUIFN Paragraph 4 Paragraph 1 Jet-propelled sprinter Topic: Sport 2013 a great year for highlights sport at our school Text type: Magazine article Paragraph 3 Paragraph 5 Netball - Redi Paragraph 2 M captain won most Thanks to Paragraph 6 teachers Soccer - won all our games Mike M captain Sports cats magical year © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 87

B Longer transactional texts See Step 3: Write and edit a draft text how the learner edited :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ(GLWWKHGUDIW his draft magazine by correcting any grammar, punctuation, spelling and format errors. article in the example below. OH, WHAT A SPORTING YEAR! )FBEETBQPTUSPQIF Yes, you have it! 2013 has been the greatest sports year in UPJOEJDBUFQPTTFTTJWF school's the schools history. school’s provincial Winning all their games and the provincal championships, )FDPSSFDUT spelling: provincial our soccer team did a mighty job. Special congratulations to Mike Malaudzi for being selected as SA Schools captain. Redi Mtshali, the netball captain, did a super job, leading her team to win all their games. Talk about jet propelled, we have to say a big congrats to Jackson Zondo who won every sprint in sight. Doing 10,1 for metres the 100 meters is not shabby! And in the distance events )FDPSSFDUT spelling: metres everybody just saw Mnqobe Morabi’s dust. So athletics and cross country also ruled the roost. None of this would have happened without Mr Celiwe and encouragement Mrs Mdoda. Their encouragment, coaching and motivation led )FDPSSFDUT his spelling: us all the way. encouragement We say a very big thank you. So, sports cats, enjoy looking back on a magical year! © Department of Basic Education 2015 88 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B Step 4: Write the final text OH, WHAT A SPORTING YEAR! )FBEJOH Yes, you have it! 2013 has been the greatest sports year in the school’s history. Winning all their games and the provincial championships, our soccer team did a mighty job. Special congratulations to Mike Malaudzi for being selected as SA Schools captain. Redi Mtshali, the netball captain, did a super job, leading her team to win all their games. -FBWFCJHHFSTQBDFT CFUXFFOQBSBHSBQIT Talk about jet propelled, we have to say a big congrats to Jackson Zondo who won every sprint in sight. Doing 10,1 for the 100 metres is not shabby! And in the distance events everybody just saw Mnqobe Morabi’s dust. So athletics and cross country also ruled the roost. None of this would have happened without Mr Celiwe and Mrs Mdoda. Their encouragement, coaching and motivation led us all the way. We say a very big thank you. So, sports cats, enjoy looking back on a magical year! word count: 146 © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 89

B Longer transactional texts Activity: Writing a magazine article For more practice on +HUHDUHVRPHWRSLFVWRKHOS\RXWRSUDFWLVHZULWLQJPDJD]LQHDUWLFOHV writing magazine articles, 1. You have been approached by the editor of a teenage magazine go to this past exam to write an article on peer pressure. Your focus should be on its paper: effects and how to deal with it. Write this article. t 'FC.BSDI QBHF 2. You work on a part-time basis for a small teenage magazine. Your 2VFTUJPO QH[WDVVLJQPHQWLVWRZULWHRQFKDQJLQJWHHQDJHIDVKLRQWUHQGV Write this article. 0DQ\\RXQJSHRSOHRYHUFRPHGLIÀFXOWFLUFXPVWDQFHV:ULWHD magazine article about one such person, either real or imaginary. 4.6 Magazine article checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGBNBHB[JOFBSUJDMF 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGBNBHB[JOFBSUJDMF *VOEFSTUBOEUIFBVEJFODFGPSNZNBHB[JOFBSUJDMF 'PSNBU .ZNBHB[JOFBSUJDMFJTDPSSFDUMZMBJEPVU t *IBWFXSJUUFOBNBJOIFBEJOHSFMFWBOUUPUIFUFYUT DPOUFOU t *IBWFMFGUBMJOFPQFOCFUXFFOFBDIQBSBHSBQI Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZNBHB[JOF BSUJDMFJOUFSFTUJOHBOEJOGPSNBUJWF .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 90 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B 4.7 Writing an agenda and minutes of a meeting An agendaLVDOLVWRIWKHVXEMHFWVWKDWZLOOEHGLVFXVVHGDVZHOODVWKH procedure that will be followed, at a meeting. The agenda is prepared before the meeting. PAY SPECIAL ATTENTION NB are a written record of what wasNB Minutes discussed and decided at a PHHWLQJ0LQXWHVDUHUHFRUGHGDVDPHHWLQJLVKDSSHQLQJ HINT! hint Agenda and minutes of a meeting t5IFJUFNTJOBOBHFOEBBSFOVNCFSFEJOUIFTFRVFODFUIFZXJMMCF EJTDVTTFEJOUIFNFFUJOH e.g. t8IFOXSJUJOHNJOVUFT MJTUUIFGBDUTJOQPJOUGPSN/VNCFSUIFNJOUIF EG - worked examples PSEFSUIFZXFSFEJTDVTTFE6TFUIFQBTUUFOTF t5IFSFHJTUFSPGUIFNJOVUFTJTGPSNBM5IFZBSFBSFDPSEPGGBDUT BOEZPV TIPVMEOPUHJWFZPVSPQJOJPO exams t.BLFTVSFUIFEFUBJMTPGUIFWFOVF EBUFBOEUJNFPGUIFNFFUJOHBSF SFDPSEFEPOUIFUPQPGCPUIUIFBHFOEBBOEUIFNJOVUFT activity An agenda must ACTIVITIES boy and girl-left and have a clear link right of page with the activity minutes. This is because the agenda sets out what the meeting will be about, and the minutes are the Step by step comment comment record of this meeting. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 91

HINT! B Longer transactional texts hint A learner’s example of an e.g. EG - worked examples agenda and minutes using the four steps exams Step 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDQDJHQGDDQGPLQXWHV You areactivity the secretary of your school’s Learners’ Representative Council. ACTIVITIES Write boy the agenda and minutes and girl-left and of a meeting in which the Council discussed latecomers. right of page activity Step 2: Plan the text Identify the key words WRXVHLQ\RXUSODQQLQJ,QWKHTXHVWLRQDERYHWKH key words are Learners’ Representative Council, comment agenda, minutes and Step by step comment latecomers. The learner used a list to plan her agenda and minutes. Agenda for meeting Minutes for meeting 27 May 2013 27 May 2013 When you plan your agenda and minutes, make sure you organise your points in the right order and number them. 1. Opening and welcome 1. Opening and welcome by James Molefe, chairperson 2. Attendance and apologies 2. Names of learners present 3. Minutes of previous meeting 3. Minutes of last meeting 4. New matters - latecomers adopted 5. Date of next meeting 4. New matters - latecomers 6. Close, vote of thanks discussed. More leaders at gates in the morning. Unreliable taxis. Vote on staying later 5. Date of next meeting given 6. Thanks for coming; meeting ¿RMWLIHEX © Department of Basic Education 2015 92 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B Step 3: Write and edit a draft text See how :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ(GLWWKHGUDIWE\ the learner edited correcting any grammar, punctuation, spelling and format errors. her agenda and minutes in the example below. Agenda Meeting 27 May 2013 13:00 Sizwe High School Learners’ Representative Council 1. Opening and welcome 2. Attendance and apologies 3. Minutes of previous meeting 4. New matters - latecomers 5. Date of next meeting 6. Close, vote of thanks Minutes Meeting 27 May 2013 13:00 Sizwe High School Learners' Learner’s Representative Council She corrects 1. Opening and welcome apostrophe: Learners' QMVSBM James Molefe, chairperson, welcomed the members and declared the meeting open. Attendance 2. Attendence as per register attached; apologies Z Mgobhozi. She corrects spelling: 3. Minutes of last meeting were adopted. Attendance 4. New matters: The increase in the number of latecomers was discussed. 6I¿P[I7QMXLWXEXIHXLEXXLIGSPHIV[IEXLIV[EWEJEGXSV and that the teachers should be more understanding. Mcedisi Ncube and Mbulelo Buthelezi disagreed and stated that more leaders should be placed at the gates to monitor council latecomers. James Molefe reminded the counsil that taxis She corrects spelling: were often unreliable. A vote was taken that latecomers council WLSYPHLEZIXSWXE]EJXIVWGLSSPXS¿RMWLXLIMVGPEWW[SVO This motion was carried. 5. Date of the next meeting is 18 June 2013 at 13:00. 6. The chairperson thanked the members for attending. concluded The meeting conclueded at 16:00. She corrects spelling: concluded © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 93

B Longer transactional texts Step 4: Write the final text )FBEJOH Agenda Meeting 27 May 2013 13:00 Sizwe High School Learners’ Representative Council 1. Opening and welcome 2. Attendance and apologies -JTUJOOVNCFSFE 3. Minutes of previous meeting GPSN 4. New matters - latecomers 5. Date of next meeting 6. Close, vote of thanks )FBEJOH Minutes Meeting 27 May 2013 13:00 Sizwe High School Learners’ Representative Council 0QFOJOHPG 1. Opening and welcome NFFUJOH James Molefe, chairperson, welcomed the members and declared the meeting open. "UUFOEBODF 2. Attendance as per register attached; apologies Z Mgobhozi. 3. Minutes of last meeting were adopted .JOVUFTPGMBTU NFFUJOH 4. New matters: The increase in the number of latecomers was discussed. /FXNBUUFST 6I¿P[I7QMXLWXEXIHXLEXXLIGSPHIV[IEXLIV[EWEJEGXSV and that the teachers should be more understanding. Mcedisi Ncube and Mbulelo Buthelezi disagreed and stated that more leaders should be placed at the gates to monitor latecomers. James Molefe reminded the council that taxis were often unreliable. A vote was taken that latecomers WLSYPHLEZIXSWXE]EJXIVWGLSSPXS¿RMWLXLIMVGPEWW[SVO This motion was carried. 5. Date of the next meeting is 18 June 2013 at 13:00. %BUFPGOFYU NFFUJOH 6. The chairperson thanked the members for attending. $MPTJOHPG The meeting concluded at 16:00. NFFUJOH word count: 144 © Department of Basic Education 2015 94 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B Activity: Writing an agenda and minutes +HUHDUHVRPHWRSLFVWRKHOS\RXWRSUDFWLVHZULWLQJDQDJHQGDDQGPLQXWHV $V WKH FKDLUSHUVRQ RI WKH 0DWULF &RPPLWWHH LW LV \RXU WDVN WR RUJDQLVH WKH IDUHZHOO DVVHPEO\ IRU WKH *UDGH V <RX FDOO D meeting of all the matrics and discuss this matter, taking various decisions. Write the agenda and minutes of this meeting. <RXEHORQJWRDVRFFHUQHWEDOODWKOHWLFVFOXE7KHQH[WPHHWLQJ of the committee is due to take place. Two issues are on the DJHQGDDQLQFUHDVHLQVXEVFULSWLRQIHHVDQGWKHQHHGWRH[SDQG the clubhouse. Write the agenda and minutes of this meeting. 4.8 Agenda and minutes of a meeting checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGBOBHFOEBBOENJOVUFT 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 5IFSFJTBDMFBSMJOLCFUXFFOUIFDPOUFOUPGUIFBHFOEB BOEUIFDPOUFOUTPGUIFNJOVUFT 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGBOBHFOEBBOENJOVUFT *VOEFSTUBOEUIFBVEJFODFGPSNZBHFOEBBOENJOVUFT 'PSNBU .ZBHFOEBBOENJOVUFTBSFDPSSFDUMZMBJEPVU t 5IFBHFOEBJTXSJUUFOBTBMJTUXJUIFBDIOFXQPJOU OVNCFSFE t 5IFNJOVUFTIBWFUIFDPSSFDUTVCIFBEJOHT PQFOJOH PGNFFUJOHBUUFOEBODFNJOVUFTPGMBTUNFFUJOHOFX NBUUFSTEBUFDMPTJOHPGNFFUJOH Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZNJOVUFT BDDVSBUFBOEJOGPSNBUJWF .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 95

B Longer transactional texts Formal reports contain 4.9 Writing a formal report PAY SPECIAL ATTENTION information and ideas NB report is a written description of NB A formal a situation or event after an that can help to investigation. Formal reports contain information and ideas that can help UHVROYHGLI¿FXOW WRUHVROYHGLIÀFXOWVLWXDWLRQV situations. HINT! hint Formal report t"SFQPSUNVTUCFPCKFDUJWF*UNVTUTUBUFUIFGBDUTBCPVUUIFTJUVBUJPO UIBUXBTJOWFTUJHBUFEXJUIPVUHJWJOHQFSTPOBMPQJOJPOT e.g. t5IFSFQPSUNVTUFYQMBJOUIFQSPDFEVSFBOEýOEJOHTPGUIFJOWFTUJHBUJPO EG - worked examples *UNVTUDPODMVEFXJUISFDPNNFOEBUJPOTGPSGVUVSFBDUJPO t5IFSFHJTUFSNVTUCFGPSNBM6TFUIFQBTUUFOTFBOEUIFQBTTJWFWPJDF i*UXBTEFDJEFEyw exams activity A procedure is ACTIVITIES boy WKHRI¿FLDOSURFHVVHV and girl-left and of the right of page investigation. An activity Recommendations investigation are suggestions of the is a formal inquiry or best course of action to study of a situation take, following the or event. investigation. Step by step comment comment © Department of Basic Education 2015 96 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

HINT! hint Section B A learner’s example of a e.g. EG - worked examples formal report using the four steps exams Step 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDIRUPDOUHSRUW You areactivity the captain of a popular sporting code at your school. Your team participated ACTIVITIES boy in an interschool event and girl-left and during which one of your team members was seriously right of page injured.activity Your school principal has requested a formal report from you on the incident and the action taken afterwards. Write the report you will submit. Step by step comment comment Step 2: Plan the text 8IFOZPVCSBJOTUPSN XSJUFZPVSJEFBTBT Identify the key words WRXVHLQ\RXUSODQQLQJ,QWKHTXHVWLRQDERYHWKH UIFZDPNFUPZPV5IFO key words are interschool event, team member injured and action taken organiseZPVSJEFBTCZ afterwards. OVNCFSJOHUIFN The learner has used a mind map to plan his report. Principal’s request - Paragraph 2: incident that happened Introduction: Person Terms of Tom Mboya injured Paragraph 1 addressed - reference Principal Mr Philander Procedure of report - Topic: An incident interviews; written at an interschool reports from team soccer match Text type: Report Conclusion: Paragraph 5 Paragraph 3 Recommendations - principal to meet with Findings of report - parents; agree on course Paragraph 4 knee injury; claims of action of reckless tackle; allegations true © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 97

B Longer transactional texts See how the learner edited his Step 3: Write and edit a draft text report in the example below. :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ(GLWWKHGUDIWE\ correcting any grammar, punctuation, spelling and format errors. Report on incident at interschool soccer match Principal For attention: Mr R. Philander (Principle) )FDPSSFDUT spelling: principal Terms of reference: 8LI4VMRGMTEPVIUYIWXIHXLEXXIEQGETXEMR1E¿OE(MOSFI investigate the incident of 15 May 2013 during the soccer match at Seshewe High in which Tom Mboya was injured. Procedure: 8LIVIJIVIIERHEWWMWXERXVIJIVIIW[IVIMRXIVZMI[IH school's 1IQFIVWSJschools soccer team wrote a description of the )FBEET apostrophe: incident. school’s incident 8SQ1FS]E[EWEWOIHXSKMZILMWEGGSYRXSJXLIinsident. )FDPSSFDUT spelling: incident 8LIVIWYPXW[IVIEREP]WIHF]XLIGETXEMRERHGSRGPYWMSRW[IVI drawn. Findings: Tom Mboya’s knee was injured in a clash with Modikwe Mapanzi medical of the opposing team. Tom’s family has to bear the medicle costs. )FDPSSFDUT spelling: medical %PPIKEXMSRWXLEXXLISTTSWMRKTPE]IVQEHIEVIGOPIWWXEGOPI were supported by everyone’s accounts. Conclusion: Action must be taken in order to address the situation. Recommendations: 8LI4VMRGMTEPWLSYPHGEPPEQIIXMRKXSHMWGYWWXLIVITSVX[MXL course all parties and a corse of action should be agreed on. )FDPSSFDUT spelling: course 1E¿OE(MOSFI Captain: First soccer team 9 June 2013 © Department of Basic Education 2015 98 LONGER TRA NSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section B Step 4: Write the final text Report on incident at interschool soccer match )FBEJOH For attention: Mr R. Philander (Principal) 8IPUIFSFQPSUJTGPS Terms of reference: 5FSNTPGSFGFSFODF 8LI4VMRGMTEPVIUYIWXIHXLEXXIEQGETXEMR1E¿OE(MOSFI investigate the incident of 15 May 2013 during the soccer match at Seshewe High in which Tom Mboya was injured. Procedure: Report procedure 8LIVIJIVIIERHEWWMWXERXVIJIVIIW[IVIMRXIVZMI[IH 1IQFIVWSJWGLSSP·WWSGGIVXIEQ[VSXIEHIWGVMTXMSRSJXLI incident. 8SQ1FS]E[EWEWOIHXSKMZILMWEGGSYRXSJXLIMRGMHIRX 8LIVIWYPXW[IVIEREP]WIHF]XLIGETXEMRERHGSRGPYWMSRW[IVI drawn. Findings: Report findings 8SQ1FS]E·WORII[EWMRNYVIHMREGPEWL[MXL1SHMO[I1ETER^M of the opposing team. Tom’s family has to bear the medical costs. %PPIKEXMSRWXLEXXLISTTSWMRKTPE]IVQEHIEVIGOPIWWXEGOPI were supported by everyone’s accounts. Conclusion: Report conclusion Action must be taken in order to address the situation. Recommendations: Report SFDPNNFOEBUJPOT 8LI4VMRGMTEPWLSYPHGEPPEQIIXMRKXSHMWGYWWXLIVITSVX[MXL all parties and a course of action should be agreed on. Signed and dated 1E¿OE(MOSFI Captain: First soccer team 9 June 2013 word count: 149 © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 99

B Longer transactional texts Activity: Writing a formal report +HUHDUHVRPHWRSLFVWRKHOS\RXWRSUDFWLVHZULWLQJIRUPDOUHSRUWV 1. There have been complaints at school that the prices charged by For more practice on the tuckshop for food and cold drinks are too high. writing formal reports, The Deputy Principal has asked you to investigate this situation. go to this past exam Write the report that you will submit. paper: t /PWFNCFS QBHF <RXEHORQJWRDFRPPXQLW\FOXEIRUWKH\RXWK5HFHQWO\DWWHQGDQFH 2VFTUJPO at club events has dropped considerably. 7KH \RXWK OHDGHU 0U 1 6LWKROH KDV DVNHG \RX WR LQYHVWLJDWH reasons for this situation. Write the report that you will submit. 4.10 Formal report checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGBGPSNBMSFQPSU 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGBGPSNBMSFQPSU *VOEFSTUBOEUIFBVEJFODFGPSNZGPSNBMSFQPSU 'PSNBU .ZGPSNBMSFQPSUJTDPSSFDUMZMBJEPVU t *IBWFHJWFONZSFQPSUBIFBEJOH t 5IFSFQPSUIBTUIFDPSSFDUTVCIFBEJOHT XIPJUJT BEESFTTFEUPUFSNTPGSFGFSFODFQSPDFEVSFýOEJOHT DPODMVTJPOSFDPNNFOEBUJPOTTJHOFEBOEEBUFE Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZSFQPSU BDDVSBUFBOEJOGPSNBUJWF .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 100 LONGER TRANSACTIONAL TEXT S Mind the Gap English First Additional Language: Paper 3 Writing

Section B 5. Category D There &DWHJRU\'LQWKHH[DPSDSHUFRYHUVWKHIROORZLQJ will be ONE question Dialogue set in the exam from Written interview the Category D texts. Written formal and informal speech (DFKRQHRIWKHVHWH[WVKDVDGLIIHUHQWformat, serves a different purpose and has a different register. 5.1 Writing a dialogue PAY SPECIAL ATTENTION A NB dialogue is a conversation between twoNB or more people. The people VSHDNDERXWDVSHFLÀFWRSLF HINT! hint Dialogue t"EJBMPHVFDBOCFFJUIFSGPSNBMPSJOGPSNBM*GJUJTGPSNBM UIFMBOHVBHF NVTUCFQPMJUF BOEOPDPOUSBDUJPOTTIPVMECFVTFE GPSFYBNQMF XSJUF iDBOOPUwJOTUFBEPGiDBOUw e.g. EG - worked examples t*GJUJTJOGPSNBM UIFSFHJTUFSJTGSJFOEMZ BOEDPOUSBDUJPOTDBOCFVTFE6TF MBOHVBHFUIBUNBLFTZPVSEJBMPHVFTPVOEMJLFFWFSZEBZTQFFDICFUXFFO QFPQMF exams t8SJUUFOEJBMPHVFMPPLTTJNJMBSUPUIFUFYUPGBQMBZ*UDBOFWFOJODMVEF EJSFDUJPOTGPSUPOFPGWPJDFBOECPEZMBOHVBHF KVTUMJLFBQMBZ 3FNFNCFSUPQVUUIFTQFBLFSTOBNFXJUIBDPMPOJOGSPOUPGJUBUUIF CFHJOOJOHPGFBDIOFXQJFDFPGEJBMPHVF t1VUBOZEJSFDUJPOTBCPVUNPWFNFOUPSGFFMJOHTJOCSBDLFUT t.BLFTVSFUIFDPOUFOUPGUIFEJBMPHVFLFFQTUPUIFUPQJD activity ACTIVITIES boy and girl-left and right of page Think activity of each speaker as a character. Each one can express his or her own point of view. This will make your dialogue more Step byinteresting. step comment comment © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 101

HINT! B Longer transactional texts hint This A learner’s example of a example is for e.g. EG - worked examples an informal dialogue. In the exam, you may be dialogue using the four steps asked to write a formal dialogue. exams Step 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDGLDORJXH A close friend has upset you in some way. Write out the activity dialogue that takes place between you and your friend, in which you discuss withACTIVITIES him/her boy what he/she has done to upset you. and girl-left and right of page activity Note: Use the dialogue format. Step 2: Plan the text Identify the key Step words comment WRXVHLQ\RXUSODQQLQJ,QWKHTXHVWLRQDERYHWKH by tep comment key words are close friend, upset and discuss. The learner used a list to plan her dialogue. Topic: Argument between friends Text type: Dialogue 1. Mpho cross: Maths homework copied; didn’t ask 2. Andile: Not so bad; I would do it for you 3. Mpho: No privacy; no permission 4. Andile: Sorry, please forgive 5. Mpho: Alright, but ask next time! 6. Andile: Ok, maybe shouldn’t copy - rather ask you to show me. When you brainstorm, write your ideas as they come to you. Then organise your ideas by numbering them. © Department of Basic Education 2015 102 LONGER TRANSACTIONAL TEXT S Mind the Gap English First Additional Language: Paper 3 Writing

Section B See how the learner edited Step 3: Write and edit a draft text her draft dialogue in the example :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ below. Edit the draft by correcting any grammar, punctuation, spelling and format errors. Argument between two friends: Mpho and Andile Mpho: Andile, I’m so cross with you. (Determined) You took my Maths book out of my bag and copied today’s homework. I wouldn’t have minded but you didn’t ask me! Andile: (Anxious) But I didn’t do anything bad. You would have let me if I’d asked. You know how badly I’m doing in Maths. that's Mpho: (Shakes her head) I hate to tell you this, but thats She adds apostrophe: got nothing to do with it. Of course, I would have that’s lent you my book, but you didn’t respect my privacy permission or ask my permision! She corrects spelling: properly permission Andile: (Apologetically) I’m so sorry. I wasn’t thinking proply and I took you for granted. (Pleading) Will you She corrects spelling: properly forgive me? Mpho: (Thinking and then puts her hand on his shoulder) Hey, that’s all right. I just had to get it off my chest. But next time, ask me! Andile: Ok. And maybe I should be asking for help with my copying homework, not just copieng yours. She corrects spelling: copying Expressions like “hey” and “ok” give the language an informal register. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 103

B Longer transactional texts Step 4: Write the final text )FBEJOH Argument between two friends: Mpho and Andile 'PSNBUXJUIDPMPO Mpho: Andile, I’m so cross with you. (Determined) You took BGUFSOBNF .QIP my Maths book out of my bag and copied today’s homework. I wouldn’t have minded but you didn’t ask me! 5POFBOEEJSFDUJPOT Andile: (Anxious) But I didn’t do anything bad. You would QVUJOCSBDLFUT "OYJPVT have let me if I’d asked. You know how badly I’m doing in Maths. Mpho: (Shakes her head) I hate to tell you this, but that’s got nothing to do with it. Of course, I would have lent you my book, but you didn’t respect my privacy -FBWFCJHHFSTQBDFT CFUXFFOQBSBHSBQIT or ask my permission! Andile: (Apologetically) I’m so sorry. I wasn’t thinking properly and I took you for granted. (Pleading) Will you forgive me? Mpho: (Thinking and then puts her hand on his shoulder) Hey, that’s all right. I just had to get it off my chest. But next time, ask me! Andile: Ok. And maybe I should be asking for help with my homework, not just copying yours. word count: 150 Longer transactional texts must be between 120 and 150 words. © Department of Basic Education 2015 104 LONGER TRANSACTIONAL TEXT S Mind the Gap English First Additional Language: Paper 3 Writing

Section B Activity: Writing a dialogue +HUHDUHVRPHWRSLFVWRKHOS\RXWRSUDFWLVHZULWLQJGLDORJXHV (OHQL DQG 3UHFLRXV DUH JRRG IULHQGV +RZHYHU 3UHFLRXV LV JRLQJ WR´EXQNµD6FLHQFHFODVVEHFDXVHVKHGRHVQRWXQGHUVWDQGWKH For more practice on VXEMHFW DQG DOVR EHOLHYHV WKH WHDFKHU FDQQRW H[SODLQ DQ\WKLQJ writing dialogues, go to Eleni is trying to persuade her not to do this. these past exam papers: Write the dialogue that takes place between the two friends. t /PWFNCFS QBHF 2VFTUJPO <RXDQG\RXUEURWKHUVKDUHDURRP+LVXQWLGLQHVVLVSURYLQJWREHD t 'FC.BSDI QBHF problem and you feel you need to tell him about your unhappiness. 2VFTUJPO Write the dialogue that takes place between the two brothers. 5.2 Dialogue checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGBEJBMPHVF 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGEJBMPHVF *VOEFSTUBOEUIFBVEJFODFGPSNZEJBMPHVF 'PSNBU .ZEJBMPHVFJTDPSSFDUMZMBJEPVU t *IBWFHJWFONZEJBMPHVFBIFBEJOH t *IBWFXSJUUFOUIFOBNFPGUIFTQFBLFSXJUIBDPMPO BGUFSIJTPSIFSOBNF t *IBWFJODMVEFETQFFDIBOEBDUJPOEJSFDUJPOTJO CSBDLFUT Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZEJBMPHVF JOUFSFTUJOHBOEMJGFMJLF .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 105

B Longer transactional texts Interviews 5.3 Writing an interview PAY SPECIAL ATTENTION are written as if they NB NB $Q LQWHUYLHZ LV D IRUPDO PHHWLQJ DW ZKLFK VRPHRQH LV DVNHG TXHVWLRQV are a true record of VXFKDVDMRELQWHUYLHZ,WPD\DOVREHD79RUUDGLRLQWHUYLHZ what each speaker said. HINT! hint Interview t"XSJUUFOJOUFSWJFXJOUIFFYBNVTVBMMZVTFTGPSNBMMBOHVBHF"WPJEVTJOH TMBOHBOEDPOUSBDUJPOT GPSFYBNQMF XSJUFiEPOPUwJOTUFBEPGiEPOUw e.g. t*UJTXSJUUFOJOUIFGPSNBUPGBEJBMPHVFBTBSFDPSEPGUIFBDUVBMXPSET EG - worked examples TBJECZUIFQFPQMFJOUIFJOUFSWJFX3FNFNCFSUPQVUUIFTQFBLFSTOBNF XJUIBDPMPOJOGSPOUPGJUBUUIFCFHJOOJOHPGFBDIOFXQJFDFPGEJBMPHVF t5IFQVSQPTFPGBOJOUFSWJFXJTUPSFDPSEFYBDUMZXIBUFBDIQFSTPOTBJEBT exams BDDVSBUFMZBTQPTTJCMF activity ACTIVITIES boy and girl-left and right of page Interviews activity Use a are written in formal register and dialogue format. Use formal language in an a new line each time a interview. new speaker speaks. Step by step comment comment © Department of Basic Education 2015 106 LONGER TRANSACTIONAL TEXT S Mind the Gap English First Additional Language: Paper 3 Writing

HINT! hint Section B A learner’s example of an e.g. EG - worked examples interview using the four steps exams Step 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDQLQWHUYLHZ Your local municipality needs male and female administrative assistants. You have applied for one of activity these positions. The municipal ACTIVITIES boy manager has invited you to an interview. Write out and the interview that takes place girl-left right of page and between the two of you. activity NOTE: Use the dialogue format. Step 2: Plan the text comment Step by step comment 5HDGWKHTXHVWLRQFDUHIXOO\,GHQWLI\WKHkey words to use in your planning. In this topic, the key words are administrative assistant, municipal 8IFOZPVCSBJOTUPSN XSJUF manager, interview. ZPVSJEFBTBTUIFZDPNF UPZPV5IFOorganise your This learner used a mind map to plan his interview. JEFBTCZOVNCFSJOHUIFN 1: Intro and welcome by 6: Manager: Thank you manager - thank ERHRSXM¿GEXMSRMJ you for coming successful of job interview Reply: Thank you 2: Manager: Topic: Job interview 5YEPM¿GEXMSRW# with municipal Courses? Reply manager Text type: 5: Manager: Interview Working hours? Reply 3: Manager: Best qualities? Reply 4: Manager: Work experience? Reply © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 107

B Longer transactional texts See how Step 3: Write and edit a draft text the learner edited his draft interview in :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ(GLWWKHGUDIWE\ the example correcting any grammar, punctuation, spelling and format errors. below. Interview with municipal manager Manager: Welcome, Mr Guevara. Thank you for coming to the job interview. opportunity Mr Guevara: Thank you for the opportunaty. )FDPSSFDUT spelling: opportunity 1EREKIV *MVWXP]-·QMRXIVIWXIHMR]SYVUYEPM¿GEXMSRWJSV this job. at Mr Guevara: I studied for a business diploma for Grantly )FDPSSFDUT preposition: at College. 1EREKIV (S]SYLEZIER]SXLIVHMTPSQEWSVGIVXM¿GEXIW# Mr Guevara: Yes, I completed a computer course in 1MGVSWSJX3J¿GI Manager: What would you say are your best qualities? Mr Guevara: I’m a very passionate and hard-working person. I’m reliable, trustworthy and always keen to learn. Manager: Do you have any work experience? Mr Guevara: Yes, I did a six-month internship in administration administraition at a local business. )FDPSSFDUT spelling: administration 1EREKIV %VI]SYEFPIXS[SVOÀI\MFPILSYVW# Mr Guevara: Yes. Manager: Thank you for your time. We will contact you next week and let you know whether your application applicaition has been successful. )FDPSSFDUT spelling: application Mr Guevara: Thank you, sir. © Department of Basic Education 2015 108 LONGER TRANSACTIONAL TEXT S Mind the Gap English First Additional Language: Paper 3 Writing

Section B Step 4: Write the final text Interview with municipal manager )FBEJOH Manager: Welcome, Mr Guevara. Thank you for coming to the job interview. Mr Guevara: Thank you for the opportunity. 'PSNBUXJUIDPMPO BGUFSOBNF .S (VFWBSB 1EREKIV *MVWXP]-·QMRXIVIWXIHMR]SYVUYEPM¿GEXMSRWJSV this job. Mr Guevara: I studied for a business diploma at Grantly %JGGFSFOUTQFBLFS TUBSUTPOOFXMJOF College. 1EREKIV (S]SYLEZIER]SXLIVHMTPSQEWSVGIVXM¿GEXIW# Mr Guevara: Yes, I completed a computer course in 1MGVSWSJX3J¿GI Manager: What would you say are your best qualities? -FBWFCJHHFSTQBDFT CFUXFFOQBSBHSBQIT Mr Guevara: I’m a very passionate and hard-working person. I’m reliable, trustworthy and always keen to learn. Manager: Do you have any work experience? Mr Guevara: Yes, I did a six-month internship in administration at a local business. 1EREKIV %VI]SYEFPIXS[SVOÀI\MFPILSYVW# Mr Guevara: Yes. Manager: Thank you for your time. We will contact you next week and let you know whether your application has been successful. Mr Guevara: Thank you, sir. word count: 125 © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 109

B Longer transactional texts Activity: Writing an interview For more practice on +HUHDUHVRPHWRSLFVWRKHOS\RXWRSUDFWLVHZULWLQJLQWHUYLHZV writing interviews, go to 1. You have applied for a bursary from a government department to these past exam papers: study at a tertiary institution. The director of this department has t 'FC.BSDI QBHF 2VFTUJPO called you for an interview. t /PWFNCFS QBHF Write down the interview that takes place between you and the 2VFTUJPO director. 127(8VHWKHGLDORJXHIRUPDW 2. You work for a local newspaper and your editor asks you to interview DZHOONQRZQ79DFWRUZKROLYHVQHDU\RX:ULWHGRZQWKHLQWHUYLHZ that takes place between you and the actor. 127(8VHWKHGLDORJXHIRUPDW 5.4 Interview checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGBOJOUFSWJFX 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGBOJOUFSWJFX *VOEFSTUBOEUIFBVEJFODFGPSNZJOUFSWJFX 'PSNBU .ZJOUFSWJFXJTDPSSFDUMZMBJEPVU t *IBWFHJWFONZJOUFSWJFXBIFBEJOH t *IBWFXSJUUFOUIFOBNFPGUIFTQFBLFSXJUIBDPMPO BGUFSIJTIFSOBNF Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZJOUFSWJFX JOUFSFTUJOHBOEMJGFMJLF .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 110 LONGER TRANSACTIONAL TEXT S Mind the Gap English First Additional Language: Paper 3 Writing

Section B 5.5 Writing a speech PAY SPECIAL ATTENTION NB NB A speech is a formal talk given to a group of people about a particular VXEMHFW HINT! hint Speech t"TQFFDIVTFTGPSNBMMBOHVBHF5IFSFHJTUFSPGUIFMBOHVBHFJTGPSNBM CVUGSJFOEMZ e.g. EG - worked examples t5IFUPOFPGBTQFFDITIPVMECFQPMJUFBOETJODFSF t*OUIFJOUSPEVDUJPO UIFTQFFDITIPVMEBDLOPXMFEHFJOEJWJEVBMTPS HSPVQTPGQFPQMFJOUIFBVEJFODF5IFCPEZPGUIFTQFFDITIPVME LFFQUPUIFUPQJD5IFDPODMVTJPOTIPVMEUIBOLUIFBVEJFODFGPSUIFJS exams BUUFOUJPO t.BLFZPVSTQFFDIDPNFBMJWFCZVTJOHJOUFSFTUJOHBOEDSFBUJWF MBOHVBHF:PVTIPVMEBJNUPJOGPSNBOEFOUFSUBJOZPVSBVEJFODF activity Think carefully ACTIVITIES about the boy purpose and audience when and girl-left and right of page writing your speech. The language and register should activity be appropriate for the Also make sure your audience. speech keeps to the topic. Step by step comment comment © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 111

HINT! B Longer transactional texts hint A learner’s example of a e.g. EG - worked examples speech using the four steps exams Step 1: Choose the text type 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDVSHHFK You have been selected to deliver a farewell speech on activity FILEPJSJXLI+VEHIPIEVRIVWEX]SYV¿REPWGLSSP assembly. ACTIVITIES boy and girl-left and right of page Write out your speech. activity Step 2: Plan the text 5HDGWKHTXHVWLRQFDUHIXOO\1RWHWKHkey words in this topic are farewell 8IFOZPVCSBJOTUPSN XSJUF speech and ÀQDOVFKRRODVVHPEO\. comment comment Step by step ZPVSJEFBTBTUIFZDPNF This learner used a mind map to plan her speech. UPZPV5IFOorganise your JEFBTCZOVNCFSJOHUIFN Paragraph 5 Piece of advice – Introduction: shoot for the moon and land among stars Paragraph 1 Greet Principal guests, teachers, Topic: School Conclusion: parents, Grade 12s farewell speech Paragraph 6 Text type: Speech Thanks and good luck to all Paragraph 2 Paragraph 4 Paragraph 3 Thank everyone – Principal and Gr 12 teachers Congrats to Grade 12s Gr 12 teachers Achieved goal – many Also thank parents and years ago began School - our home fellow matrics for 5 years End of journey Shared pain and successes Huge compliment to us © Department of Basic Education 2015 112 LONGER TRANSACTIONAL TEXT S Mind the Gap English First Additional Language: Paper 3 Writing

Section B See how Step 3: Write and edit a draft text the learner edited her draft speech in :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURP the example the plan. Edit the draft by correcting any below. grammar, punctuation, spelling and format errors. School farewell speech honoured The Principal, Mr Duminy, honored guests, teachers, parents She corrects spelling: and, most importantly, the Grade 12s of 2013. honoured to Huge congratulations for the class of 2013. After a journey She corrects of so many years, we have achieved our stunning goal. preposition: to 8LMW[SRHIVJYPWGLSSPLEWFIIRSYVLSQIJSV¿ZI]IEVW I was talking to Mr Duminy earlier and he said that this matric group is one of the best classes in years. We are a credit to ourselves and our families. With gratitude in my heart I sincerely thank the Principal and the Grade 12 teachers. I also thank all our parents and my fellow students. We shared one another’s pain and successes sucesses. She corrects spelling: advice successes Here is one piece of advise. Shoot for the stars. There, your She corrects spelling: dreams will take you to a very special place where you can advice be the person you want to be. Thank you and good luck to everyone. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 113

B Longer transactional texts Step 4: Write the final text )FBEJOH School farewell speech *OUSPEVDUJPO The Principal, Mr Duminy, honoured guests, teachers, parents and, most importantly, the Grade 12s of 2013. Huge congratulations to the class of 2013. After a journey of so many years, we have achieved our stunning goal. 8LMW[SRHIVJYPWGLSSPLEWFIIRSYVLSQIJSV¿ZI]IEVW -FBWFCJHHFSTQBDFT CFUXFFOQBSBHSBQIT I was talking to Mr Duminy earlier and he said that this matric group is one of the best classes in years. We are a credit to ourselves and our families. With gratitude in my heart I sincerely thank the Principal and the Grade 12 teachers. I also thank all our parents and my fellow students. We shared one another’s pain and successes. Here is one piece of advice. Shoot for the stars. There, your dreams will take you to a very special place where you can be the person you want to be. $PODMVTJPO Thank you and good luck to everyone. word count: 147 A speech is often an opportunity to thank or inspire people. Show this in your choice of language. © Department of Basic Education 2015 114 LONGER TRANSACTIONAL TEXT S Mind the Gap English First Additional Language: Paper 3 Writing

Section B Activity: Writing a speech +HUHDUHVRPHWRSLFVWRKHOS\RXWRSUDFWLVHZULWLQJVSHHFKHV For more practice on writing speeches, go to $ ZHOOOLNHG DQG UHVSHFWHG *UDGH WHDFKHU LV OHDYLQJ LQ WKH this past exam paper: middle of the year. Your principal has asked you to deliver a farewell t 'FC.BSDI QBHF speech at the end-of-term assembly. Write this speech. 2VFTUJPO 2. You are the captain of a school sports team. The team has done well, thanks to a good coach. A function has been organised to celebrate the achievements of the team, and you have been asked to give a speech. Write this speech. 3. A famous person is due to visit your school to deliver a motivational speech. Write the speech that will introduce this person to the school. 5.6 Speech checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGBTQFFDI 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGBTQFFDI *VOEFSTUBOEUIFBVEJFODFGPSNZTQFFDI 'PSNBU .ZTQFFDIJTDPSSFDUMZMBJEPVU t *IBWFHJWFONZTQFFDIBIFBEJOH t *IBWFMFGUMJOFPQFOBGUFSFBDIQBSBHSBQI Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZTQFFDI JOUFSFTUJOH 5IFSFHJTUFSPGNZTQFFDIJTBQQSPQSJBUFUPUIFUPQJD .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing LONGER TRANSACTIONAL TEXTS 115

B Longer transactional texts 6. What is expected from you in the exam? ,QWKHH[DP\RXPXVWZULWHoneORQJHUWUDQVDFWLRQDOWH[WWKDWLVQROHVV than 120 words long and no more than 150 words long. 7KHORQJHUWUDQVDFWLRQDOWH[WTXHVWLRQLVZRUWK30 marks out of 100 marks LQWKHH[DP([DPLQHUVZLOOJLYHPDUNVIRU\RXUORQJHUWUDQVDFWLRQDOWH[W based on: Content, planning and format (18 marks) Language, style and editing (12 marks) 7KHH[DPLVKRXUVORQJDQG\RXUVKRXOGVSHQGDERXW40 minutes on WKHORQJHUWUDQVDFWLRQDOWH[WTXHVWLRQ Rubric: A guide that FYBNJOFSTVTFUPNBSLB The rubric RQ WKH QH[W SDJH LV D WDEOH WKH H[DPLQHUV XVH WR PDUN \RXU MFBSOFSTFYBNFTTBZ ORQJHU WUDQVDFWLRQDO WH[W ,W VKRZV WKH ÀYH OHYHOV RI DFKLHYHPHQW WKDW WKH H[DPLQHUV FDQ DZDUG D ORQJHU WUDQVDFWLRQDO WH[W IURP WKH ORZHVW DFKLHYHPHQW ,QDGHTXDWHFROXPQ WRWKHKLJKHVWDFKLHYHPHQW ([FHSWLRQDO column). 7KHWDEOHDOVRGHVFULEHVWKHVNLOOVWKHH[DPLQHUORRNVIRUZKHQPDUNLQJ )RU H[DPSOH ZKHQ PDUNLQJ WKH WH[W WKH H[DPLQHU ZLOO DVVHVV KRZ ZHOO the ideas relate to the topic, whether they are well planned, and that the IRUPDWXVHGLVFRUUHFWIRUWKHWH[WW\SH © Department of Basic Education 2015 116 LONGER TRANSACTIONAL TEXT S Mind the Gap English First Additional Language: Paper 3 Writing

7KHUXEULFLVDXVHIXOJXLGHIRU\RXWRXVHZKHQSUDFWLVLQJ\RXUORQJHUWUDQVDFWLRQDOWH[WZULWLQJEHFDXVHLWUHPLQGV\RXRIWKHVNLOOVWKHH[DPLQHUZLOOEHDVVHVVLQJ when marking your work. ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXTS FIRST ADDITIONAL LANGUAGE [30 MARKS] CRITERIA Exceptional Skilful Moderate Elementary Inadequate © Department of Basic Education 2015 CONTENT & PLANNING 16-18 marks 13-15 marks 9-12 marks 6-8 marks 0-5 marks t Response and ideas t Outstanding response t Very good response t "EFRVBUFSFTQPOTF t Basic response t 3FTQPOTFSFWFBMTOP t 0SHBOJTBUJPOPGJEFBTGPS CFZPOEOPSNBM EFNPOTUSBUJOHHPPE EFNPOTUSBUJOHLOPXMFEHF EFNPOTUSBUJOHTPNF LOPXMFEHFPGGFBUVSFTPGUIF planning FYQFDUBUJPOT*OUFMMJHFOU LOPXMFEHFPGGFBUVSFTPGUIF PGGFBUVSFTPGUIFUZQFPG LOPXMFEHFPGGFBUVSFTPGUIF UZQFPGUFYU t 1VSQPTF BVEJFODF BOENBUVSFJEFBT UZQFPGUFYU text UZQFPGUFYU t .FBOJOHJTPCTDVSFXJUINBKPS GFBUVSFTDPOWFOUJPOT t &YUFOTJWFLOPXMFEHFPG t .BJOUBJOTGPDVTOP t /PUDPNQMFUFMZGPDVTFE t 4PNFGPDVTCVUXSJUJOH digressions and context GFBUVSFTPGUZQFPGUFYU digressions TPNFEJHSFTTJPOT digresses t /PUDPIFSFOUJODPOUFOUBOE t 8SJUJOHNBJOUBJOTGPDVT t $PIFSFOUJODPOUFOUBOE t 3FBTPOBCMFDPIFSFOUJO t /PUBMXBZTDPIFSFOUJO ideas 18 MARKS t $PIFSFODFJODPOUFOUBOE JEFBT WFSZXFMMFMBCPSBUFE content and ideas content and ideas t 7FSZGFXEFUBJMTTVQQPSUUIF ideas and details support topic t 4PNFEFUBJMTTVQQPSUUIF t 'FXEFUBJMTTVQQPSUUIFUPQJD topic Mind the Gap English First Additional Language: Paper 3 Writing t )JHIMZFMBCPSBUFEBOEBMM t "QQSPQSJBUFGPSNBUXJUI topic t )BTWBHVFMZBQQMJFEUIF t )BTOPUBQQMJFEUIFOFDFTTBSZ details support the topic NJOPSJOBDDVSBDJFT t Generally appropriate OFDFTTBSZSVMFTPGGPSNBU SVMFTPGGPSNBU t Appropriate and accurate GPSNBUCVUXJUITPNF t 4PNFDSJUJDBMPWFSTJHIUT GPSNBU inaccuracies LANGUAGE, STYLE & 10-12 marks 10-12 marks 6-7 marks 4-5 marks 0-3 marks EDITING t 5POF SFHJTUFS TUZMF t 5POF SFHJTUFS TUZMF t 5POF SFHJTUFS TUZMF t 5POF SFHJTUFS TUZMF t 5POF SFHJTUFS TUZMF t 5POF SFHJTUFS TUZMF WPDBCVMBSZIJHIMZ WPDBCVMBSZWFSZBQQSPQSJBUF WPDBCVMBSZBQQSPQSJBUF WPDBCVMBSZMFTTBQQSPQSJBUF WPDBCVMBSZEPOPUDPSSFTQPOE QVSQPTFFGGFDU BQQSPQSJBUFUPQVSQPTF UPQVSQPTF BVEJFODFBOE UPQVSQPTF BVEJFODFBOE UPQVSQPTF BVEJFODFBOE UPQVSQPTF BVEJFODFBOE BVEJFODF DPOUFYU audience and context context context context context t Language used and t (SBNNBUJDBMMZBDDVSBUF t (FOFSBMMZHSBNNBUJDBMMZ t 4PNFHSBNNBUJDBMFSSPST t *OBDDVSBUFHSBNNBSXJUI t &SSPSSJEEFOBOEDPOGVTFE DPOWFOUJPOT BOEXFMMDPOTUSVDUFE BDDVSBUFBOEXFMM OVNFSPVTFSSPST t "EFRVBUFWPDBCVMBSZ t 7PDBCVMBSZOPUTVJUBCMFGPS t 8PSEDIPJDF t 7JSUVBMMZFSSPSGSFF constructed t -JNJUFEWPDBCVMBSZ purpose t &SSPSTEPOPUJNQFEF t Punctuation and spelling t 7FSZHPPEWPDBCVMBSZ NFBOJOH t .FBOJOHJTPCTDVSFE t .FBOJOHTFSJPVTMZJNQBJSFE t .PTUMZGSFFPGFSSPST 12 MARKS Total marks: 30 Range: 24-30 Range: 18-23 Range: 14-17 Range: 6-11 Range: 0-5 LONGER TRANSACTIONAL TEXTS 117 Section B

C Section Shorter transactional texts 7KLVW\SHRIWUDQVDFWLRQDOWH[WLVDVKRUWZULWWHQH[FKDQJHRILQIRUPDWLRQ RUDZULWWHQUHFRUGRIFRPPXQLFDWLRQ(DFKW\SHRIZULWLQJKDVDVSHFLÀF purpose and format, such as conducting business, or sharing news. In this section, you will learn the features of each type of shorter WUDQVDFWLRQDOWH[WWKDWZLOOHDUQ\RXPDUNVLQWKHÀQDO*UDGHH[DP 7KHUHDUHWKUHHFDWHJRULHVRIVKRUWHUWUDQVDFWLRQDOWH[W 6WHSVWRZULWLQJVKRUWHUWUDQVDFWLRQDOWH[WVLQWKHH[DPV The &DWHJRU\$ exam will contain one question from each of the Advertisement three categories listed here. Invitation card You will only have to Flyer answer ONE of the questions. Poster &DWHJRU\% Diary entry Postcard &DWHJRU\& Instructions Directions :KDWLVH[SHFWHGIURP\RXLQWKHH[DP" © Department of Basic Education 2015 118 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C 1. Steps for writing shorter transactional texts 7KHUHDUHIRXUVWHSVLQYROYHGLQZULWLQJDVKRUWHUWUDQVDFWLRQDOWH[WLQDQ H[DP 6WHS&KRRVH\RXUWH[WW\SH Step 2: Plan your topic 6WHS:ULWHDGUDIWRI\RXUWH[WDQGHGLWLW 6WHS:ULWH\RXUÀQDOWH[W Step 1: Choose your text type and topic 7KHUH DUH WKUHH FDWHJRULHV RI VKRUWHU WUDQVDFWLRQDO WH[WV 7KH H[DP KDV Format5IFXBZ RQHTXHVWLRQIRUHDFKRIWKHVHWKUHHFDWHJRULHV<RXRQO\KDYHWRDQVZHU JOGPSNBUJPOJTPSHBOJTFE 21(RIWKHTXHVWLRQV&KRRVHWKHWH[WW\SHformat you know best. BOEMBJEPVU&BDIUFYU UZQFIBTJUTPXOGPSNBU The three categories of shorter transactional texts 1. Category A t "EWFSUJTFNFOU t *OWJUBUJPODBSE t Flyer t Poster 2. Category B t %JBSZFOUSZ t Postcard PAY SPECIAL ATTENTION 3.NB Category C t *OTUSVDUJPOT NB t %JSFDUJPOT HINT! hint Choosing a shorter transactional text in the exam t3FBEDBSFGVMMZUISPVHIBMMUIFRVFTUJPOTJO4FDUJPO$PGUIFFYBNQBQFS t3 EG - worked examples FBEUISPVHIUIFRVFTUJPOTBTFDPOEUJNF$SPTTPVUUIPTFUIBUEPOPU e.g. JOUFSFTUZPV t$IPPTFUIFUFYUUZQFUIBUZPVLOPXUIFGPSNBUPGBOEBCPVUXIJDIZPV IBWFUIFNPTUUPXSJUF exams t'PDVTZPVSBUUFOUJPOPOUIFUPQJDZPVIBWFDIPTFO3FNJOEZPVSTFMGPG UIFGPSNBUPGUIFUFYUUZQFZPVIBWFDIPTFO4UBSUQMBOOJOHZPVSUFYU CBTFEPOZPVSDIPTFOUPQJD activity ACTIVITIES boy and girl-left and right of page activity Step by step comment comment © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 119

C Shorter transactional texts Step 2: Plan your topic 5HPLQG\RXUVHOIRIWKHFRUUHFWIRUPDWIRUWKHWH[WW\SH\RXKDYHFKRVHQ 1MBOOJOHJTFTTFOUJBMGPS "--UIFUFYUT1SBDUJTF 3ODQ\RXUWH[WE\ZULWLQJGRZQ\RXULGHDVIRUWKHFRQWHQW5HPHPEHUWKDW VTJOHEJGGFSFOUQMBOOJOH \RXULGHDVPXVWEHUHOHYDQWWRWKHWRSLFDQGWKHWH[WW\SH\RXKDYHFKRVHQ UPPMTXIFOZPVSFWJTFUIJT 7KHUHDUHPDQ\GLIIHUHQWZD\VWRSODQ\RXUWH[W)RUH[DPSOH\RXFRXOGXVH TFDUJPO a mind map. Use the planning method that works best for you. There are H[DPSOHVRISODQQLQJWRROVRQSDJH Once you havePAYwritten SPECIAL ATTENTION down a few ideas, you can organise them by NB NB numbering them in a logical order. This is the order in which your ideas ZLOODSSHDULQ\RXUWH[W Logical order: Arranging JOGPSNBUJPOTPUIBUUIF HINT! QPJOUTGPMMPXFBDIPUIFS JOBOPSEFSUIBUNBLFT hint Content, planning and format TFOTF t5IFDPOUFOUPGZPVSUFYUOFFETUPCFSFMFWBOUUPUIFUPQJDZPVDIPPTF "WPJESFQFBUJOHUIFTBNFJEFBT e.g. t:PVOFFEUPTIPXFWJEFODFUIBUZPVIBWFQMBOOFEZPVSUFYU5IF EG - worked examples FYBNJOFSXJMMXBOUUPTFFZPVSDSPTTFEPVUQMBOOJOHOPUFTPSNJOENBQ JOZPVSFYBNBOTXFSCPPL exams t.BLFTVSFZPVLOPXUIFDPSSFDUGPSNBUPGUIFUFYUUZQFZPVIBWF DIPTFO5IJTXJMMIFMQGPDVTZPVSJEFBTBOEZPVSQMBOOJOH activity ACTIVITIES boy and girl-left and right of page activity Step by step comment comment © Department of Basic Education 2015 120 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C ways to plan shorter transactional text A plan helps you think about what ideas you want to include in your text. It also helps you put your ideas into a clear structure. You will earn marks for showing your planning. You can use a mind map or an ideas list to plan your text. 1. Mind maps These are diagrams of ideas. The title is in the centre with branches coming from it showing thoughts and ideas. Below is an example of a mind map. details of idea Idea details of idea Shorter transactional text topic Idea Idea details of idea When you are planning your text, remember the format of the text type you have chosen. See pages 125 to 161 for information on each text format. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 121

C Shorter transactional texts 2. Idea lists These help you to quickly write down ideas for each paragraph. Write down your ideas as they come to you and then organise them ideas in a logical order. Below is an example. Random idea list Numbered idea list Shorter transactional Shorter transactional text topic text topic details of idea 1. Idea details of idea Idea details of idea details of idea details of idea details of idea 2. Idea details of idea details of idea details of idea Idea details of idea 3. Idea details of idea details of idea details of idea details of idea Idea details of idea details of idea © Department of Basic Education 2015 122 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C Step 3: Write and edit your draft text :ULWHDGUDIWRI\RXUWH[WXVLQJWKHLGHDVIURP\RXUSODQ &KHFNWKDWWKHIRUPDWLVULJKWIRUWKHWH[WW\SH\RXKDYHFKRVHQ A shorter transactional text 5HDGWKURXJKHDFKVHQWHQFHFDUHIXOO\WRSURRIUHDGLW/RRNIRUDQ\VSHOOLQJ NVTUCFCFUXFFOBOE punctuation or other language mistakes. Edit your draft by correcting these XPSETMPOH mistakes and making any other changes you think are needed. This will LPSURYH\RXUÀQDOWH[W PAY SPECIAL ATTENTION &RXQWWKHQXPEHURIZRUGVLQ\RXUWH[WDQGPDNHDQ\FKDQJHVWRPHHW NB NB WKHZRUGOLPLW)RUH[DPSOH\RXPD\QHHGWRDGGVRPHZRUGVRUXVHIHZHU words. HINT! hint Language, style and editing t$IFDLUIBUZPVSHSBNNBS TQFMMJOHBOEQVODUVBUJPOBSFDPSSFDU $IFDLUIBUZPVIBWFDIPTFOBWBSJFUZPGXPSETUIBUBSFBQQSPQSJBUF e.g. EG - worked examples GPSZPVSUPQJD t*UJTJNQPSUBOUUPTIPXUIFNBSLFSUIBUZPVIBWFFEJUFEZPVSESBGU t5IJOLBCPVUUIFpurpose and audiencePGUIFUFYUUZQFZPVIBWF exams DIPTFO5IJTXJMMHVJEFUIFregisterZPVVTFJOZPVSUFYU Different texts also have different audiences. For example, a poster activity is designed to be seen by the general public. A diary entry is usually ACTIVITIES boy onlyandread girl-leftby andthe writer. right of page activity Each kind of text has its The own purpose. For example, purpose and the an advertisement aims to sell audience of a text will guide something, while instructions you as to whether you use a explain how to do formal or an informal register. something. Step by step comment comment See page 124 for more information. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 123

C Shorter transactional texts Step 4: Write your final text :ULWH\RXUÀQDOWH[WE\UHZULWLQJ\RXUGUDIW0DNHVXUHWKDW\RXPDNHDOOWKH FKDQJHV\RXPDUNHGLQ\RXUGUDIWVRWKDW\RXUÀQDOWH[WLVHUURUIUHHDQG .BLFTVSFUIBUZPVS FOHDUO\H[SUHVVHVDOO\RXUEHVWLGHDV&KHFNDJDLQWKDWWKHWH[WLVLQWKH XSJUJOHJTOFBUBOEFBTZ FRUUHFWIRUPDWIRUWKHWH[WW\SH GPSUIFFYBNJOFSUPSFBE :KHQ\RXKDYHÀQLVKHG\RXUÀQDOWH[WFURVVRXW\RXUSODQQLQJDQGGUDIW PAY SPECIAL ATTENTION NB NB WH[W,I\RXGRQRWGRWKLVWKHH[DPLQHUPD\PDUN\RXUGUDIWDQGQRW\RXU ÀQDOWH[W HINT! hint Final text t3FXSJUFZPVSESBGUTPUIBUJUTIPXTBMMUIFDPSSFDUJPOTBOE JNQSPWFNFOUTZPVIBWFNBEF,FFQMPPLJOHCBDLBUZPVSESBGUBTZPV e.g. XSJUFZPVSýOBMUFYUTPUIBUZPVDPQZJUDPSSFDUMZ EG - worked examples t:PVSXSJUJOHNVTUCFDMFBSBOEOFBUTPUIBUJUJTFBTZGPSUIFNBSLFSUP SFBE%PZPVSCFTUOPUUPNBLFOFXNJTUBLFTBTZPVXSJUFZPVSýOBM UFYU exams t5IFUFYUNVTUCFOPTIPSUFSUIBOXPSETBOEOPMPOHFSUIBO XPSET Important differences between formal and informal writing activity Formal writing InformalACTIVITIES writingboy and girl-left and Register:'PSNBM Register:*OGPSNBM right of page &YQSFTTJPOJTGPSNBMBOEQPMJUF &YQSFTTJPOJTJOGPSNBM DIBUUZBOEDPOWFSTBUJPOBM activity For example::PVBSFJOWJUFEUPBUUFOEBDFMFCSBUJPOJO For example:1MFBTFDPNFUPBQBSUZGPS IPOPVSPG 1MFBTFEUPNFFUZPV *UJTBHSFBUQMFBTVSFUPNFFUZPV Words:8SJUUFOJOGVMMOPDPOUSBDUJPOTOPBCCSFWJBUJPOT Words:$POUSBDUJPOTBSFBDDFQUBCMF For example:8SJUFiDBOOPUwJOTUFBEPGiDBOUw For example:DBOU JUT EPOU comment Step by step comment 8SJUFiIPMJEBZTwJOTUFBEPGiIPMTw Sentences:8SJUUFOJOGVMMHSBNNBUJDBMMZDPSSFDUOPTMBOH Sentences:.BZVTFJOGPSNBMPSDPMMPRVJBMMBOHVBHF For example:+PTIVBJTBQMFBTBOUNBO For example:+PTIVBJTBHSFBUHVZ Use of third person: Use of first person: For example:5IF(SBEFTBSFDPODFSOFEBCPVUUIFJS For example:8FBSFXPSSJFEBCPVUUIFFYBNT FYBNJOBUJPOT Passive voice: Active voice: For example:"DPNQMBJOUIBTCFFONBEFCZUIFQBSFOUT For example:5IFQBSFOUTIBWFNBEFBDPNQMBJOU © Department of Basic Education 2015 124 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C 2. Category A There will be ONE question set in the exam &DWHJRU\$LQWKHH[DPSDSHUFRYHUVWKHIROORZLQJWH[WV from the Category A Advertisement texts. Invitation card Flyer Poster 2.1 Writing an advertisement Advertisements aim to sell products or services. They are found in HOHFWURQLFPHGLDVXFKDVRQ79UDGLRDQGZHEVLWHVLQWKHFLQHPDDQG through sms’s to cellphones. They are also found in print media. Printed adverts can take the form of PAY SPECIAL ATTENTION NBSRVWHUV DQG ELOOERDUGV FDWDORJXHV DQG Á\HUV NB DGYHUWLVLQJ VXSSOHPHQWV and adverts placed in newspapers and magazines. HINT! hint Features of an advertisement t6TFDSFBUJWFMBOHVBHFUPHFUUIFSFBEFSTBUUFOUJPO6TFýHVSFTPG Puns:+PLFTCBTFEPO TQFFDI puns BOEBDBUDIZIFBEMJOF*ODMVEFJOGPSNBUJPOBCPVUUIF QMBZJOHXJUIUIFNFBOJOHT e.g. EG - worked examples QSPEVDUPSTFSWJDF BOETPVOETPGXPSET t6TFBGSJFOEMZBOEFOHBHJOHUPOF5IFBJNJTUPQFSTVBEFSFBEFSTUIBU 'PSFYBNQMF hUIFTPVMT UIFZOFFEUIFQSPEVDUPSTFSWJDF PGNZGFFUh JOTUFBEPGhUIF TPMFTPGNZGFFUh exams t:PVDBOJODMVEFBTQFDJBMPGGFS TVDIBTBEJTDPVOUPSGSFFRVPUF UP NBLFUIFSFBEFSTGFFMUIFZBSFHFUUJOHBHPPEEFBM5IJTNBLFTUIFN NPSFMJLFMZUPCVZZPVSQSPEVDUPSVTFZPVSTFSWJDF t6TFBOJOUFSFTUJOHBOEFZFDBUDIJOHMBZPVU6TFEJGGFSFOUTJ[FEXSJUJOH GPOUT UPHFUUIFSFBEFSTBUUFOUJPO activity ACTIVITIES boy and girl-left and right of page activity Step by step comment comment © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 125

HINT! C Shorter transactional texts hint A learner’s example of an e.g. EG - worked examples advertisement using the four steps exams Step 1: Choose the text type 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDQDGYHUWLVHPHQW activity Your family runs a home business making products such as toys, ethnic jewellery ACTIVITIES boy and clothing. Write out and girl-left and the advertisement to promote the sale of ONE of the right of page products to tourists. activity You should include the following in your advertisement: When a brand name, a slogan, details of the product and you brainstorm, write your ideas as they come [LIVIXS¿RHMX Step by step comment comment to you. Then organise your points by numbering Note: Do not include illustrations. them. Step 2: Plan the text 5HDGWKHTXHVWLRQFDUHIXOO\,GHQWLI\WKHNH\ZRUGVWRXVHLQ\RXUSODQQLQJ In this topic, the key words are business, toys, tourists, brand name, slogan and details of product. This learner used a mind map to plan his advertisement: 1. Name of brand: 5. Toys for Africa Topic: Wooden toys Sold at craft Slogan: Text type: market “Dream delight: Advertisement Contact details Dream Africa” 4. 2. Aimed at ages 3-6 Kinds of toys: Treasured 3. African wild animals possession Toys: African theme Made of wood puzzles Hand-painted Lovingly crafted © Department of Basic Education 2015 126 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C Step 3: Write and edit the draft text :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ(GLWWKHGUDIWE\ correcting any grammar, punctuation, spelling and format errors. TOYS FOR AFRICA Take home a piece of Africa for your little one! Giraffe Hippo Lion Rhino Baboon Buck Warthog Carts Blocks Mobiles Puzzles colourfully Lovingly crafted, handmade, colorfully painted She corrects spelling: easy-to-hold wooden toys. colourfully Each animal has its own individual personality and has moving parts to make it more fun to play with. These toys will delight any child and become possession a treasured possesion. She corrects spelling: possession Visit us at the African Market in Cape Town Or call James at 072 123 3214 Dream Delight; Dream Africa Use persuasive language in your This advertisment. will make people want to buy your product. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 127

C Shorter transactional texts Step 4: Write the final text )FBEJOH TOYS FOR AFRICA 1FSTVBTJWFTFOUFODF Take home a piece of Africa for your little one! Giraffe Hippo Lion Rhino Baboon Buck Warthog Carts Blocks Mobiles Puzzles *OGPSNBUJPOBCPVU product Lovingly crafted, handmade, colourfully painted easy-to-hold wooden toys. Each animal has its own individual personality and has moving parts to make it more fun to play with. These toys will delight any child and become a treasured possession. $POUBDUEFUBJMT Visit us at the African Market in Cape Town Or call James at 072 123 3214 Slogan Dream Delight; Dream Africa word count: 80 Activity: Writing an advertisement +HUHDUHVRPHWRSLFVWRKHOS\RXWRSUDFWLVHZULWLQJDGYHUWLVHPHQWV 1. Your neighbour is a businessman who has developed a new hair For more practice on FDUH SURGXFW +H ZLVKHV WR DGYHUWLVH WKH SURGXFW LQ D QDWLRQDO writing advertisements, PDJD]LQH+HKDVDVNHG\RXWRZULWHWKHDGYHUWLVHPHQW go to these past exam Write this advertisement. papers: t 'FC.BSDI QBHF 1RWH'RQRWLQFOXGHLOOXVWUDWLRQV 2VFTUJPO 2. You help your family run a small family business, but sales t 'FC.BSDI QBHF have recently decreased. Your father has asked you to write an 2VFTUJPO advertisement that will promote the business. © Department of Basic Education 2015 128 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C 2.2 Advertisement checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGBOBEWFSUJTFNFOU 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGBOBEWFSUJTFNFOU *VOEFSTUBOEUIFBVEJFODFGPSNZBEWFSUJTFNFOU 'PSNBU .ZMBZPVUJTFZFDBUDIJOHBOENBLFTUIFJOGPSNBUJPOFBTZ UPVOEFSTUBOE Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZUFYU JOUFSFTUJOH .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 129

C Shorter transactional texts 2.3 Writing an invitation card PAY SPECIAL ATTENTION NB NB $QLQYLWDWLRQFDUGLVDZULWWHQUHTXHVWLQYLWLQJVRPHRQHWRDWWHQGDVSHFLÀF occasion. HINT! PAY SPECIAL ATTENTION hint NB Features of an invitation cardNB t6TFGPSNBMMBOHVBHF t5IFJOWJUBUJPONVTUCSJFþZQSPWJEFUIFJOGPSNBUJPOUIFHVFTUTOFFEUP e.g. EG - worked examples LOPXBCPVUUIFFWFOUUPXIJDIZPVBSFJOWJUJOHUIFN HINT! hint exams A learner’s example of an e.g. EG - worked examples invitation card using the four steps exams activity ACTIVITIES boy Step 1: Choose theand text of page type and topic girl-left and right 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDQLQYLWDWLRQFDUG activity activity You have been asked to invite guests to your school’s prize-giving function. A former ACTIVITIES boy and girl-left and principal of the school will be the guest speaker. right of page comment activity Step by step comment Write out the invitation card you will send to the guests. Note: Do not include illustrations or drawings. Step by step comment comment Step 2: Plan the text 5HDGWKHTXHVWLRQFDUHIXOO\,GHQWLI\WKHkey words to use in your planning. In this topic, the key words are school’s prize-giving function, former principal, guest speaker and invitation card to guests. This learner used a list to plan her invitation card. © Department of Basic Education 2015 130 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C Topic: School prize-giving function Text type: Invitation card Name of school at the top – Leap Introductory sentence - Let's celebrate hard work of learners Info and headings: Date 10 December Time 1700 to 1900 Venue Mupine Arena Dress code Formal RSVP Jenny Secretary Contacts Email and fax Can bring partners Step 3: Write and edit the draft text :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ(GLWWKHGUDIW by correcting any grammar, punctuation, spelling and format errors. See how the learner edited his invitation card in the example below. LEAP SCHOOL PRIZE-GIVING Dear parents Let us celebrate the hard work that has been put in by learners for the year. You are invited to attend the 2013 prize-giving. The school’s choir and dance group will be adding their talents to make the celebration even more enjoyable. principal Guest speaker: Dr J. Reinders (former principle) Date: 10 December 2013 )FDPSSFDUTTQFMMJOH principal Time: 17:00 – 21:00 Venue: Mupine House 59 Forest Drive Pinelands 8171 Formal Dress code: Formil clothing )FDPSSFDUTTQFMMJOH RSVP: Jennifer (school secretary) Formal Tel: (021) 357 8139 Fax: (021) 377 8137 email: leapsa@webmail.com © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 131

C Shorter transactional texts Step 4: Write the final text )FBEJOH LEAP SCHOOL PRIZE-GIVING Greeting Dear parents Let us celebrate the hard work that has been put in by learners for the year. You are invited to attend the 2013 prize-giving. The school’s choir and dance group will be adding their talents to make the celebration even more enjoyable. *OGPSNBUJPO presented in a list Guest speaker: Dr J. Reinders (former principal) GPSNBUXJUIDPMPO Date: 10 December 2013 Time: 17:00 – 21:00 Venue: Mupine House 59 Forest Drive Pinelands 8171 Dress code: Formal RSVP: Jennifer (school secretary) Tel: (021) 357 8139 Fax: (021) 377 8137 email: leapsa@webmail.com word count: 68 © Department of Basic Education 2015 132 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C Activity: Writing an invitation card Here are some topics to help you to practise writing invitation cards: 7KHFRXSOHOLYLQJQH[WGRRUWR\RXKDVEHHQPDUULHGIRU\HDUV They are planning to celebrate this by hosting a formal function. You have been asked to prepare the formal invitation. For more practice on writing invitation cards, Write the invitation that will be sent to their families and friends. go to these past exam 1RWH'R127LQFOXGHLOOXVWUDWLRQV papers: t 'FC.BSDI QBHF 2. Your school’s Life Orientation teacher has invited a well-known 2VFTUJPO personality to give a motivational talk to the learners at your school. t /PWFNCFS QBHF $VFKDLUSHUVRQRI\RXUVFKRRO·V/HDUQHUV·5HSUHVHQWDWLYH&RXQFLO 2VFTUJPO \RXZLVKWRLQYLWHWKHFKDLUSHUVRQVRIWKH/HDUQHUV·5HSUHVHQWDWLYH Councils of neighbouring schools. Write the invitation you will send to them. 2.4 Invitation card checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGBOJOWJUBUJPODBSE 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGBOJOWJUBUJPODBSE *VOEFSTUBOEUIFBVEJFODFGPSNZJOWJUBUJPODBSE 'PSNBU .ZJOWJUBUJPODBSEIBTBDMFBSIFBEJOH BOEUIFEFUBJMTPG UIFFWFOUBSFMJTUFECFMPXVTJOHDPMPOT Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZUFYU JOUFSFTUJOH .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 133

C Shorter transactional texts 2.5 Writing a flyer PAY SPECIAL ATTENTION NB NB $Á\HULVDFKHDSDQGVLPSOHIRUPRIDGYHUWLVLQJ,WLVXVXDOO\DRQHSDJH OHDÁHWWKDWLVKDQGHGRXWWRSHRSOH HINT! hint Features of a flyer t#SJFþZTUBUFJOTJNQMFMBOHVBHFUIFNPTUJNQPSUBOUJOGPSNBUJPOUIF SFBEFSTOFFEUPLOPXBCPVUUIFQSPEVDUTFSWJDFFWFOU e.g. t:PVDBOJODMVEFBTQFDJBMPGGFS TVDIBTBEJTDPVOUPSGSFFRVPUF UP EG - worked examples NBLFUIFSFBEFSTGFFMUIFZBSFHFUUJOHBHPPEEFBM5IJTNBLFTUIFN NPSFMJLFMZUPCVZZPVSQSPEVDUPSVTFZPVSTFSWJDF exams t5IFMBZPVUTIPVMECFJOUFSFTUJOHBOEFZFDBUDIJOH6TFEJGGFSFOUTJ[FE XSJUJOH GPOUT UPHFUUIFSFBEFSTBUUFOUJPO activity Your text must ACTIVITIES boy begirl-left and betweenand 80 words and right of page 100 words long. activity Step by step comment comment © Department of Basic Education 2015 134 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

HINT! hint Section C A learner’s example of a e.g. EG - worked examples flyer using the four steps exams Step 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDÁ\HU You employed a painter, Isaac Khumalo, to paint your activity house. His work was of a high standard. He now wishes to promote his business and has asked you to write a ACTIVITIES boy À]IV and girl-left and right of page ;VMXISYXXLMWÀ]IV activity Note: Do not include illustrations or drawings. Step 2: Plan the text comment Step by step comment 5HDGWKHTXHVWLRQFDUHIXOO\,GHQWLI\WKHkey words to use in your planning. In this topic, the key words are painter, high standard, promote and Á\HU. The learner has used a mind map to plan herÁ\HU. Topic: Advertise painter 4 Text type: Flyer contact details 1 - heading bait: free quote Do you need a painter? 3 2 expertise/experience Isaac Khumalo HIXEMPWWEXMW¿IH can help customers/ expertise/ references experience © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 135

C Shorter transactional texts See how Step 3: Write and edit the draft text the learner edited KHUÀ\HULQWKH :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ(GLWWKHGUDIW example below. by correcting any grammar, punctuation, spelling and format errors. Do YOU need a PAINTER? Isaac Khumalo can help you. Why? expertise He has the expertese and the experience! She corrects spelling: expertise Isaac has 22 years of experience in the trade and has QER]QER]WEXMW¿IHGYWXSQIVW,ITVSQMWIW]SYETEMRXNSF that looks great and will last – and no mess to clean up afterwards! Works in the Waterfall, Hedges and Plains areas. References Referinces shown on request. She corrects spelling: References Call 071 456 8749 for a FREE quotation. (AND IF THERE ARE ANY OTHER JOBS AROUND THE HOUSE HE CAN DO THEM AS WELL!) © Department of Basic Education 2015 136 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C Step 4: Write the final text Do YOU need a PAINTER? )FBEJOH Isaac Khumalo can help you. Why? He has the expertise and the experience! *OGPSNBUJPOBCPVU Isaac has 22 years of experience in the trade and has TFSWJDF QER]QER]WEXMW¿IHGYWXSQIVW,ITVSQMWIW]SYETEMRXNSF that looks great and will last – and no mess to clean up afterwards! Works in the Waterfall, Hedges and Plains areas. References shown on request. Call 071 456 8749 for a FREE quotation. $POUBDUEFUBJMT (AND IF THERE ARE ANY OTHER JOBS AROUND THE HOUSE HE CAN DO THEM AS WELL!) word count: 86 Activity: Writing a flyer +HUHDUHVRPHWRSLFVWRKHOS\RXWRSUDFWLVHZULWLQJÁ\HUV <RX OLYH QH[W GRRU WR WKH 3XEOLF 5HODWLRQV 2IÀFHU IRU \RXU WRZQ FLW\VXEXUE+HVKHLVRUJDQLVLQJDÁHDPDUNHWWRUDLVHIXQGVWR EHDXWLI\WKHWRZQFLW\VXEXUE:ULWHWKLVÁ\HU <RXDUHD*UDGHOHDUQHUZKRLVH[FHOOHQWDW0DWKV<RXZLVKWR HDUQVRPHSRFNHWPRQH\E\RIIHULQJH[WUDOHVVRQV:ULWHDÁ\HULQ which you advertise your services. <RXUXQFOHKDVDVPDOOJDUGHQLQJVHUYLFH+RZHYHUKHQHHGVPRUH FXVWRPHUVDQGKHKDVDVNHG\RXIRUKHOS:ULWHDÁ\HULQZKLFK\RX promote his business. © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 137

C Shorter transactional texts 2.6 Flyer checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGBþZFS 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGBþZFS *VOEFSTUBOEUIFBVEJFODFGPSNZþZFS 'PSNBU .ZþZFSIBTBDMFBSIFBEJOH .ZMBZPVUJTFZFDBUDIJOHBOEUIFJOGPSNBUJPOJTFBTZUP VOEFSTUBOE Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZUFYU JOUFSFTUJOH .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 138 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C 2.7 Writing a poster A poster is a PAY large printed SPECIAL notice in a public place. It is a simple form ATTENTION of NB advertising that uses bold lettering and NB an interesting layout to catch people’s attention. HINT! hint Features of a poster t#SJFþZTUBUFJOTJNQMFMBOHVBHFUIFNPTUJNQPSUBOUJOGPSNBUJPOUIF SFBEFSTOFFEUPLOPXBCPVUUIFQSPEVDUTFSWJDFFWFOU e.g. EG - worked examples t6TFMBSHFMFUUFSJOHGPSUIFIFBEMJOFUPDBUDIUIFSFBEFSTBUUFOUJPO exams Although posters use pictures to catch people’s attention, activity don’t use drawings in ACTIVITIES boy your poster in an and girl-left and exam. right of page activity Step by step comment comment © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 139

HINT! C Shorter transactional texts hint A learner’s example of a e.g. EG - worked examples poster using the four steps exams Step 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDSRVWHU Your friends have formed a band and have been activity offered the opportunity to play at a local restaurant. Write the poster that ACTIVITIES promotes and girl-left and their appearance at this boy venue. right of page Note: Noactivity drawings or illustrations are required. Step 2: Plan the text 5HDGWKHTXHVWLRQFDUHIXOO\,GHQWLI\WKHkey Step by step comment comment words to use in your planning. In this topic, the key words are band, local restaurant and poster. The learner has used a mind map to plan his poster. 2 Background to the 1 - heading group The Home Boys LIVE Topic: The Home Boys play live! Text type: Poster 4 3 Parking, dress Where and code and when they will cover charge play © Department of Basic Education 2015 140 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C Step 3: Write and edit the draft text :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ(GLWWKHGUDIWE\ See how the learner edited correcting any grammar, punctuation, spelling and format errors. his poster in the example below. LIVE! The Home Boys After playing in clubs in Port Elizabeth for the last three ]IEVWXLI,SQI&S]WEVI¿REPP]LIEHMRKJSVHS[RXS[R)EWX London! The Home Boys' sound is a whole new mix of jazz )FDPSSFDUTQVODUVBUJPO and kwaito that will keep you dancing all night! Featuring adds apostophe to the amazing bass guitarist Banjo X Home Boys’ One night only! Where: Restaurant The Chisa Nyama Restarant )FDPSSFDUTTQFMMJOH 68 Gleason Avenue Restaurant Ferndale When: )FDPSSFDUTQVODUVBUJPO 16 November 2013 18:00 to 23:00 adds colon Cover charge: R20 per head Secure parking at the restaurant Casual dress code © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 141

C Shorter transactional texts Step 4: Write the final text LIVE! The Home Boys After playing in clubs in Port Elizabeth for the last three ]IEVWXLI,SQI&S]WEVI¿REPP]LIEHMRKJSVHS[RXS[R)EWX London! The Home Boys' sound is a whole new mix of jazz and kwaito that will keep you dancing all night! Featuring the amazing bass guitarist Banjo X One night only! Where: The Chisa Nyama Restaurant 68 Gleason Avenue Ferndale When: 16 November 2013 18:00 to 23:00 Cover charge: R20 per head Secure parking at the restaurant Casual dress code word count: 83 © Department of Basic Education 2015 142 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C Activity: Writing a poster +HUHDUHVRPHWRSLFVWRKHOS\RXWRSUDFWLVHZULWLQJSRVWHUV <RX OLYH QH[W GRRU WR WKH ORFDO FRXQFLOORU IRU \RXU ZDUGVXEXUE +HVKHLVRUJDQLVLQJDÁHDPDUNHWWRUDLVHIXQGVWREHDXWLI\WKH suburb. Write out this poster. 1RWH1RLOOXVWUDWLRQVDUHUHTXLUHG 5RDGGHDWKVDUHDFRQWLQXDOVRXUFHRIZRUU\IRUWUDIÀFDXWKRULWLHV The campaign that they have come up with to make motorists obey the rules of the road and drive safely is called Arrive Alive. Write out a poster for Arrive Alive. 1RWH1RLOOXVWUDWLRQVDUHUHTXLUHG 2.8 Poster checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGBQPTUFS 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGBQPTUFS *VOEFSTUBOEUIFBVEJFODFGPSNZQPTUFS 'PSNBU *IBWFVTFEBCPMEIFBEJOHBOEMBJEPVUUIFJOGPSNBUJPOJO BDMFBSBOEFZFDBUDIJOHXBZ Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZUFYU JOUFSFTUJOH .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 143

C Shorter transactional texts There 3. Category B will be ONE question in the exam &DWHJRU\%LQWKHH[DPSDSHUFRYHUVWKHIROORZLQJWH[WV from the Category B texts. Diary entry Postcard 3.1 Writing a diary entry PAY SPECIAL ATTENTION NB entry is a personal account of events, A diary NBthoughts and feelings that WKHZULWHUKDVH[SHULHQFHG HINT! hint Features of a diary entry t5IFMBOHVBHFJTJOGPSNBMBOEUIFUPOFDIBUUZ'FFMGSFFUPFYQSFTT FNPUJPOT e.g. t6TFUIFýSTUQFSTPO i*wBOEiNFw EG - worked examples t5IFBVEJFODFGPSBEJBSZFOUSZJTVTVBMMZPOMZUIFXSJUFS exams activity ACTIVITIES boy and girl-left and right of page activity Step by step comment comment © Department of Basic Education 2015 144 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

HINT! hint Section C A learner’s example of e.g. EG - worked examples Remember a diary entry using the the total number of words should be no less four steps than 80 and no more than 100. exams Step 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDGLDU\HQWU\ You areactivity in Grade 12 and you have been experiencing QM\IHJIIPMRKWEFSYXXLI¿REPI\EQMREXMSRW ACTIVITIES boy and girl-left and right of page Write down your diary entries for the following TWO days: activity 8LIHE]FIJSVIXLII\EQMREXMSRWXEVXW 8LIPEWXHE]SJXLII\EQMREXMSR Step by step comment comment Step 2: Plan the text 5HDGWKHTXHVWLRQFDUHIXOO\,GHQWLI\WKHkey words to use in your planning. In this topic, the key words are PL[HG IHHOLQJV ÀQDO H[DPLQDWLRQV GD\ before, last day of the examination and diary entries. The learner has used a mind map to plan her diary entries. Feeling stressed Can’t change Worked hard; anything now a bit nervous Glad exam over; but a bit sad - Also excited; school is over! the end in sight Topic: Exams Diary entry Text type: Diary entry 1 before Diary entry 2 after exam exam © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 145

C Shorter transactional texts See how the learner edited her diary entry in the Step 3: Write and edit the draft text example below. :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ(GLWWKHGUDIWE\ correcting any grammar, punctuation, spelling and format errors. Monday, 6 October 2013 excited I feel stressed but ecxited as this is the beginning of the She corrects spelling: excited IRH²Q]¿REPLMKLWGLSSPGLETXIV-·QRIVZSYWFIGEYWI- don’t know what to expect. Did I study enough? My whole school career is almost over! Wednesday, 27 November 2013 burden 8LEXQSRXLÀEWLIHF]-X·WSZIV%LYKIbirden has lifted She corrects spelling: burden off me. I am so happy. I gave it my best shot. All I can do is wait for the results now. I feel a bit sad, too – school is over forever! Step 4: Write the final text First date Monday, 6 October 2013 I feel stressed but excited as this is the beginning of the IRH²Q]¿REPLMKLWGLSSPGLETXIV-·QRIVZSYWFIGEYWI- don’t know what to expect. Did I study enough? My whole school career is almost over! Second date Wednesday, 27 November 2013 8LEXQSRXLÀEWLIHF]-X·WSZIV%LYKIFYVHIRLEWPMJXIH off me. I am so happy. I gave it my best shot. All I can do is wait for the results now. I feel a bit sad, too – school is over forever! word count: 87 © Department of Basic Education 2015 146 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C Activity: Writing a diary entry For more practice on +HUHDUHVRPHWRSLFVWRKHOS\RXWRSUDFWLVHZULWLQJGLDU\HQWULHV writing diary entries, go to <RX KDYH JRQH WKURXJK D GLIÀFXOW SHULRG UHFHQWO\ <RX UHFRUGHG these past exam papers: \RXUH[SHULHQFHLQDGLDU\ t 'FC.BSDI QBHF 2VFTUJPO :ULWH\RXUGLDU\IRUWZRRIWKHGLIÀFXOWGD\V t 'FC.BSDI QBHF 2. Imagine that you played very well in a sports match for the school. 2VFTUJPO Write a dairy entry that describes your feelings. 3. You and your best friend have had an argument. Write the diary entry for two consecutive days. Consecutive%JSFDUMZ GPMMPXJOHPOFBOPUIFS 3.2 Diary entry checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGBEJBSZFOUSZ 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGBEJBSZFOUSZ *VOEFSTUBOEUIFBVEJFODFGPSNZEJBSZFOUSZ 'PSNBU *IBWFQVUBEBUFBCPWFFBDIEJBSZFOUSZ *IBWFDMFBSMZTFQBSBUFEFBDIEJBSZFOUSZCZMFBWJOH BMJOFPQFO Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZUFYU JOUFSFTUJOH .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 147

C Shorter transactional texts 3.3 Writing a postcard PAY SPECIAL ATTENTION NB NB $SRVWFDUGLVDVKRUWPHVVDJHVHQWE\SRVWWKDWEULHÁ\WHOOVVRPHRQH\RXU news and lets them know you are thinking of them. HINT! hint Features of a postcard t5IFMBOHVBHFJTJOGPSNBMBOEUIFUPOFJTDIBUUZBOEGSJFOEMZ6TF PAY SPECIAL ATTENTION JOUFSFTUJOHMBOHVBHFUPEFTDSJCFIPXBOEXIFSFZPVBSF NB NB e.g. EG - worked examples t"MXBZTQVUUIFEBUFBOEQMBDFBUUIFUPQPGUIFQPTUDBSE*GZPVBSF XSJUJOHJUUPTPNFPOFDMPTFUPZPV VTFBOBGGFDUJPOBUFTBMVUBUJPOBUUIF FOE i-PUTPGMPWFyw HINT! exams hint A learner’s example of a e.g. EG - worked examples postcard using the four steps activity ACTIVITIES boy exams and girl-left and right of page Step activity 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQDSRVWFDUG You are far away from home at a beautiful holiday resort. activity comment Step by step comment ACTIVITIES boy Write the text (words) of a postcard and girl-left and that you would right of page send to a family member describing your experiences. activity Note: Do not include illustrations. Step 2: Plan the text comment Step by step comment 5HDGWKHTXHVWLRQFDUHIXOO\,GHQWLI\WKHkey words to use in your planning. In this topic, the key words are postcard, far away from home, beautiful holiday resort, family member and your experiences. The learner has used a mind map to plan his postcard. © Department of Basic Education 2015 148 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C Topic: 2 1 Game reserve - Countryside Message to Mom amazing beautiful Text type: Postcard 3 5 Wild animals scary, Having a especially lions wonderful time 4 but miss you Campsite comfortable; everyone friendly Step 3: Write and edit the draft text :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ(GLWWKHGUDIWE\ correcting any grammar, punctuation, spelling and format errors. 9 December 2013 – KwaZulu Chalets Dear Ma The scenery is simply great. We’ve seen so much – awe-inspiring mountains and green-forested valleys. Silver distance rivers wind their way in the distence. )FDPSSFDUTTQFMMJOH The game reserve is amazing. When you see them close up, distance lions are so big and scary! We saw an impala being hunted by a pack of wild dogs. It was so cruel I couldn’t watch. Our friendly camp is basic, but comfortable. Everyone is so frendly and )FDPSSFDUTTQFMMJOH helpful. I’m having a super time but missing you a lot. friendly Lots of love Promise © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 149

C Shorter transactional texts Step 4: Write the final text %BUFBOEQMBDF 9 December 2013 – KwaZulu Chalets Greeting Dear Ma The scenery is simply great. We’ve seen so much – awe-inspiring mountains and green-forested valleys. Silver rivers wind their way in the distance. The game reserve is amazing. When you see them close up, -FBWFCJHHFSTQBDFT CFUXFFOQBSBHSBQIT lions are so big and scary! We saw an impala being hunted by a pack of wild dogs. It was so cruel I couldn’t watch. Our camp is basic, but comfortable. Everyone is so friendly and helpful. I’m having a super time but missing you a lot. *OGPSNBMTBMVUBUJPO Lots of love Promise word count: 90 Activity: Writing a postcard +HUHDUHVRPHWRSLFVWRKHOS\RXWRSUDFWLVHZULWLQJSRVWFDUGV <RXDUHRQKROLGD\ZLWKVFKRROIULHQGVDIWHUFRPSOHWLQJ*UDGH Write a postcard to your family indicating that all is well and that For more practice on they need not worry about your fellow matriculants misbehaving. writing postcards, go to this past exam paper: 2. You are on holiday in a resort in South Africa. At the last moment t /PWFNCFS QBHF you decide to stay on longer and then travel elsewhere. Your family, 2VFTUJPO KRZHYHULVH[SHFWLQJ\RXUUHWXUQ :ULWHDSRVWFDUGWR\RXUIDPLO\H[SODLQLQJ\RXUGHFLVLRQ 3. You have been sponsored to stay on a farm and learn another language. Write a postcard to your sponsor telling him or her of your progress DQG\RXUH[SHULHQFHV © Department of Basic Education 2015 150 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C 3.4 Postcard checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGBQPTUDBSE 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGBQPTUDBSE *VOEFSTUBOEUIFBVEJFODFGPSNZQPTUDBSE 'PSNBU 5IFEBUFBOEQMBDFBSFPOUIFUPQPGUIFQPTUDBSE *TJHOFEPGGXJUIBOBQQSPQSJBUFTBMVUBUJPO Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZUFYU JOUFSFTUJOH .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 151

C Shorter transactional texts 4. Category C There &DWHJRU\&LQWKHH[DPSDSHUFRYHUVWKHIROORZLQJWH[WV will be one question in the exam Instructions from the Category C Directions texts. 4.1 NB Writing instructions PAY SPECIAL ATTENTION NB 7KHSXUSRVHRILQVWUXFWLRQVLVWRH[SODLQKRZVRPHWKLQJLVGRQH HINT! hint Features of instructions t*OTUSVDUJPOTFYQMBJOIPXUPEPTPNFUIJOHTUFQCZTUFQ"MMJOGPSNBUJPO PAY SPECIAL ATTENTION NB NB TIPVMEIFMQUIFSFBEFSGPMMPXJOHUIFTFJOTUSVDUJPOTUPEPXIBUJTCFJOH e.g. FYQMBJOFE EG - worked examples t5IFMBOHVBHFTIPVMECFGPSNBMBOEUIFUPOFGBDUVBMBOEJOGPSNBUJWF t0SHBOJTFUIFJOTUSVDUJPOTTPUIFZGPMMPXFBDIPUIFSJOBMPHJDBMPSEFSJOB HINT! QPJOUGPSNMJTU exams hint A learner’s example of e.g. EG - worked examples instructions using the activity four steps exams ACTIVITIES boy and girl-left and right of page activity Step 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQLQVWUXFWLRQV You haveactivity been asked by your sports coach to help Step by step comment comment Artificial respiration: if a mouth-to-mouth emergencyACTIVITIES boy situation occurs on and girl-left and )FMQJOHTPNFPOFXIP IBTTUPQQFECSFBUIJOHUP XLIWTSVXW¿IPH,ILEWEWOIH]SYXS[VMXIEWIXSJ right of page CSFBUIFBHBJOCZQMBDJOH MRWXVYGXMSRWSRQSYXLXSQSYXLEVXM¿GMEPVIWTMVEXMSR activity ZPVSNPVUIPOIJTPSIFST BOECMPXJOHZPVSBJSJOUP These instructions will be distributed to all athletes. IJTPSIFSMVOHT Write out this set of instructions. Step by step comment comment © Department of Basic Education 2015 152 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C Step 2: Plan the text 5HDGWKHTXHVWLRQFDUHIXOO\,GHQWLI\WKHkey words to use in your planning. In this topic, the key words are emergency situation; mouth-to-mouth DUWLÀFLDOUHVSLUDWLRQDWKOHWHV and set of instructions. The learner has used a list to plan her instructions. 8STMG1SYXLXSQSYXLEVXM¿GMEPVIWTMVEXMSR Text type: Instructions 1. Person must face up; tilt head back; chin pointing up 2. Make sure no food in mouth 3. Pull jaw down; pinch nostrils 4. Blow into person’s mouth - chest rise - listen for air coming out 5. Blow about 12 times per minute. See how the learner edited her instructions in the example below. Step 3: Write and edit the draft text :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ(GLWWKHGUDIWE\ correcting any grammar, punctuation, spelling and format errors. -RWXVYGXMSRWJSVQSYXLXSQSYXLEVXM¿GMEP respiration his or her 4PEGIXLITIVWSRJEGIYT8MPXXLILIEHFEGOWStheir chin She corrects pronoun points upward. GPSN his or her 9WMRK]SYV¿RKIVWVIQSZIER]JSSHJVSQLMWSVLIV mouth. tongue 4YPPLMWSVLIVNE[HS[RXSGPIEVXLItonge from the air She corrects spelling: passage and pinch the nostrils. tongue &PS[MRXSXLITIVWSR·WQSYXLYRXMPLMWSVLIVGLIWXVMWIW Listen for air rushing out, indicating air being exchanged. Repeat blowing. breaths *SVEHYPXWFPS[breathes a minute. For children, blow She corrects spelling: 20 breaths a minute. breaths © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 153

C Shorter transactional texts Step 4: Write the final text )FBEJOH -RWXVYGXMSRWJSVQSYXLXSQSYXLEVXM¿GMEP respiration 1PJOUGPSN 4PEGIXLITIVWSRJEGIYT8MPXXLILIEHFEGOWSLMWSVLIV 6TFPGJNQFSBUJWF WPJDF chin points upward. 9WMRK]SYV¿RKIVWVIQSZIER]JSSHJVSQLMWSVLIV mouth. 4YPPLMWSVLIVNE[HS[RXSGPIEVXLIXSRKYIJVSQXLIEMV passage and pinch the nostrils. &PS[MRXSXLITIVWSR·WQSYXLYRXMPLMWSVLIVGLIWXVMWIW Listen for air rushing out, indicating air being exchanged. Repeat blowing. *SVEHYPXWFPS[FVIEXLWEQMRYXI*SVGLMPHVIRFPS[ breaths a minute. word count: 82 Activity: Writing instructions +HUHDUHVRPHWRSLFVWRKHOS\RXWRSUDFWLVHZULWLQJLQVWUXFWLRQV 1. You have been asked to do a short oral presentation for a Life Orientation lesson on how to lead a healthy, balanced life. Write down a list of 6–7 tips you would give your classmates in your For more practice on presentation. writing instructions, go to these past exam papers: 2. Your younger brother has asked you to help him cover his school t /PWFNCFS QBHF H[HUFLVHERRNV:ULWHRXWDVHWRILQVWUXFWLRQVWKDWZLOOHQDEOHKLP 2VFTUJPO to carry out this task. t 'FC.BSDI QBHF 3. Your school wishes to start a recycling programme. Your principal 2VFTUJPO KDV DVNHG \RX DV D PHPEHU RI WKH /HDUQHUV· 5HSUHVHQWDWLYH Council, for assistance. Write out a set of instructions that will be posted on the wall of every classroom. © Department of Basic Education 2015 154 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C 4.2 Instructions checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGJOTUSVDUJPOT 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGJOTUSVDUJPOT *VOEFSTUBOEUIFBVEJFODFGPSNZJOTUSVDUJPOT 'PSNBU *IBWFHJWFONZJOTUSVDUJPOTBIFBEJOH 5IFJOTUSVDUJPOTBSFXSJUUFOBTBQPJOUGPSNMJTU Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZUFYU JOUFSFTUJOH .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 155

C Shorter transactional texts 4.3 NB Writing directionsNB PAY SPECIAL ATTENTION When 'LUHFWLRQVH[SODLQWRVRPHRQHKRZWRJHWWRDFHUWDLQSODFH giving directions, use clear language and accurate descriptions. HINT! hint Features of directions t%JSFDUJPOTFYQMBJOIPXUPHFUUPBQMBDFJOBTUFQCZTUFQXBZ"MM PAY SPECIAL ATTENTION NB NB JOGPSNBUJPOTIPVMEIFMQUIFSFBEFSGPMMPXJOHUIFTFJOTUSVDUJPOTUPHFUUP e.g. UIJTQMBDF EG - worked examples t5IFMBOHVBHFTIPVMECFGPSNBMBOEUIFUPOFGBDUVBMBOEJOGPSNBUJWF t0SHBOJTFUIFEJSFDUJPOTTPUIFZGPMMPXFBDIPUIFSJOBMPHJDBMPSEFSJOB HINT! QPJOUGPSNMJTU exams hint A learner’s example e.g. EG - worked examples of directions using the activity four steps exams ACTIVITIES boy and girl-left and right of page activity Step 1: Choose the text type and topic 7KLVOHDUQHUFKRVHWKLVTXHVWLRQRQGLUHFWLRQV You andactivity your friends havecomment Step by step decided to meet at your comment house to celebrate the end of the examinations. Write ACTIVITIES boy and girl-left and out the directions you will give your friends to travel right of page from the school to your house. activity Note: In your response, you must include some distances, turns and landmarks. Do not include sketches or maps. Step by step comment comment -J]SYPMZIMRERYVFEREVIEMRGPYHIPERHQEVOWPMOIE fast-food outlet, an intersection or a park. -J]SYPMZIMREVYVEPEVIEMRGPYHIPERHQEVOWPMOIE bridge, a river, or a road sign. © Department of Basic Education 2015 156 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C Step 2: Plan the text 5HDGWKHTXHVWLRQFDUHIXOO\,GHQWLI\WKHkey words to use in your planning. In this topic, the key words are your friends, directions, from the school to your house, distances, turns and landmarks. The learner has used a list to plan his directions. Topic: Directions from school to home Text type: Directions 7GLSSPI\MXMRXS6EQTLIPI6SEHVMKLXEXMRXIVWIGXMSR8NYRGXMSR 'VSWWFVMHKIXYVRVMKLXMRXS*EMVZMI[7XVIIX EJXIVFVMHKI 7XVEMKLXJSVQ 8YVRPIJXEXXLIGEJrSRXLIGSVRIV )H[EVH7XVIIXXLLSYWISR]SYVVMKLXRYQFIV. See how the learner Step 3: Write and edit the draft text edited his directions in the example :ULWHDGUDIWRIWKHWH[WXVLQJWKHLGHDVIURPWKHSODQ(GLWWKHGUDIWE\ below. correcting any grammar, punctuation, spelling and format errors. Directions from school to my house *VSQXLIJVSRXWGLSSPI\MXXYVRPIJXMRXS6EQTLIPI6SEH %XXLI8NYRGXMSRXYVRVMKLX straight 'SRXMRYIstrate down the road for 500 metres and cross )FDPSSFDUTTQFMMJOH the bridge. straight %JXIVGVSWWMRKXLIFVMHKIXYVRVMKLXEXXLI¿VWXVSEHMRXS Fairview Street. +SWXVEMKLXTEWX*EMVZMI[WLSTTMRKGIRXVI %XXLIVSFSXWXYVRPIJXEXXLI'SVRIV'EJrMRXS)H[EVH Street. -PMZIEX)H[EVH7XVIIXSRXLIPIJXLERHWMHISJXLI roof road. The house has a blue front door, a red roove and )FDPSSFDUTTQFMMJOH green gates. roof © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 157

C Shorter transactional texts Step 4: Write the final text )FBEJOH Directions from school to my house *VSQXLIJVSRXWGLSSPI\MXXYVRPIJXMRXS6EQTLIPI6SEH 1PJOUGPSN %XXLI8NYRGXMSRXYVRVMKLX 6TFPGJNQFSBUJWF WPJDF 'SRXMRYIWXVEMKLXHS[RXLIVSEHJSVQIXVIWERHGVSWW the bridge. %JXIVGVSWWMRKXLIFVMHKIXYVRVMKLXEXXLI¿VWXVSEHMRXS Fairview Street. +SWXVEMKLXTEWX*EMVZMI[WLSTTMRKGIRXVI %XXLIVSFSXWXYVRPIJXEXXLI'SVRIV'EJrMRXS)H[EVH Street. -PMZIEX)H[EVH7XVIIXSRXLIPIJXLERHWMHISJXLI road. The house has a blue front door, a red roof and green gates. word count: 90 Activity: Writing directions +HUHDUHVRPHGLUHFWLRQVWRSLFVWRKHOS\RXWRSUDFWLVH\RXUZULWLQJVNLOOV 1. A friend from another province will be in your town and would like For more practice on to visit you at your home. writing directions, go to Write the directions from a nearby bus stop to your house. You these past exam papers: must include at least three turns and two landmarks (e.g. a school, t 'FC.BSDI QBHF DVKRSDVSRUWVÀHOG LQ\RXUUHVSRQVH 2VFTUJPO t /PWFNCFS QBHF 1RWHGRQRWLQFOXGHLOOXVWUDWLRQVRUGUDZLQJV 2VFTUJPO 2. Study the map on page 159. You are shopping at Lucky’s Supermarket (point X on the map) when a customer asks you for GLUHFWLRQVWRWKHSRVWRIÀFH SRLQW<RQWKHPDS Write out the directions you will give to the customer. In your response you must refer to the streets and landmarks on the route you choose. © Department of Basic Education 2015 158 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

Section C Map for question 2, page 158 4.4 Directions checklist Features Details of the feature Yes No Don't know 5FYUUZQF *VOEFSTUBOEUIFGFBUVSFTPGEJSFDUJPOT 5PQJD *VOEFSTUBOEUIFUPQJD*IBWFDIPTFO Content, planning and format Planning *DBOTIPXFWJEFODFPGQMBOOJOH $POUFOU &BDIQPJOUJONZQMBOJTSFMFWBOUUPUIFUPQJD *XJMMVTFUIFTFQPJOUTJONZUFYU 1VSQPTFBVEJFODF *VOEFSTUBOEUIFQVSQPTFPGEJSFDUJPOT *VOEFSTUBOEUIFBVEJFODFGPSNZEJSFDUJPOT 'PSNBU *IBWFHJWFONZEJSFDUJPOTBIFBEJOH 5IFEJSFDUJPOTBSFXSJUUFOBTBQPJOUGPSNMJTU Language, style and editing $IPJDFPGXPSETEJDUJPO *IBWFDIPTFONZXPSETDBSFGVMMZUPNBLFNZUFYU JOUFSFTUJOH .ZJEFBTMJOLUPUIFUPQJD Language *IBWFDIFDLFEBOEDPSSFDUFENZHSBNNBS TQFMMJOHBOE QVODUVBUJPO © Department of Basic Education 2015 Mind the Gap English First Additional Language: Paper 3 Writing SHORTER TRANSACTIONAL TEXTS 159

C Shorter transactional texts 5. What is expected from you in the exam? ,QWKHH[DP\RXPXVWZULWHRQHVKRUWHUWUDQVDFWLRQDOWH[WWKDWLVQROHVV than 80 words long and no more than 100 words long. 7KHVKRUWHUWUDQVDFWLRQDOWH[WTXHVWLRQLVZRUWK20 marks out of 100 marks LQWKHH[DP([DPLQHUVZLOOJLYHPDUNVIRU\RXUVKRUWHUWUDQVDFWLRQDOWH[W based on: Content, planning and format (12 marks) Language, style and editing (8 marks) 7KHH[DPLVKRXUVORQJDQG\RXVKRXOGVSHQGDERXW30 minutes on WKHVKRUWHUWUDQVDFWLRQDOWH[WTXHVWLRQ Rubric: A guide that FYBNJOFSTVTFUPNBSLB The rubric RQ WKH QH[W SDJH LV D WDEOH WKH H[DPLQHUV XVH WR PDUN \RXU MFBSOFSTFYBNFTTBZ VKRUWHU WUDQVDFWLRQDO WH[W ,W VKRZV WKH ÀYH OHYHOV RI DFKLHYHPHQW WKDW WKH H[DPLQHUV FDQ DZDUG D VKRUWHU WUDQVDFWLRQDO WH[W IURP WKH ORZHVW DFKLHYHPHQW ,QDGHTXDWHFROXPQ WRWKHKLJKHVWDFKLHYHPHQW ([FHSWLRQDO column). 7KHWDEOHDOVRGHVFULEHVWKHVNLOOVWKHH[DPLQHUORRNVIRUZKHQPDUNLQJ )RU H[DPSOH ZKHQ PDUNLQJ WKH WH[W WKH H[DPLQHU ZLOO DVVHVV KRZ ZHOO the ideas relate to the topic, whether they are well planned, and that the IRUPDWXVHGLVFRUUHFWIRUWKHWH[WW\SH The rubric is a useful guide for you to use when practicing your shorter WUDQVDFWLRQDOWH[WZULWLQJEHFDXVHLWUHPLQGV\RXRIWKHVNLOOVWKHH[DPLQHU will be assessing when marking your work. Remember that practice makes perfect! To succeed in your exams, use the rubric to remind you of the skills you need to improve on as you keep practising. © Department of Basic Education 2015 160 SHORTER TRANSACTIONAL TEXTS Mind the Gap English First Additional Language: Paper 3 Writing

ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXTS FIRST ADDITIONAL LANGUAGE [20 MARKS] CRITERIA Exceptional Skilful Moderate Elementary Inadequate CONTENT & PLANNING 9-12 marks 7-8 marks 5-6 marks 3-4 marks 0-2 marks t Response and ideas t Outstanding response t Very good response t "EFRVBUFSFTQPOTF t Basic response t 3FTQPOTFSFWFBMTOP t 0SHBOJTBUJPOPGJEFBT CFZPOEOPSNBM EFNPOTUSBUJOHHPPE EFNPOTUSBUJOHLOPXMFEHF EFNPOTUSBUJOHTPNF LOPXMFEHFPGGFBUVSFTPGUIF t 'FBUVSFTDPOWFOUJPOT expectations LOPXMFEHFPGGFBUVSFTPGUIF PGGFBUVSFTPGUIFUZQFPG LOPXMFEHFPGGFBUVSFTPGUIF UZQFPGUFYU and context t *OUFMMJHFOUBOENBUVSF UZQFPGUFYU text UZQFPGUFYU t .FBOJOHJTPCTDVSFXJUINBKPS © Department of Basic Education 2015 ideas t .BJOUBJOTGPDVToOP t /PUDPNQMFUFMZGPDVTFEo t 4PNFGPDVTCVUXSJUJOH digressions 12 MARKS digressions TPNFEJHSFTTJPOT digresses t &YUFOTJWFLOPXMFEHFPG t /PUDPIFSFOUJODPOUFOUBOE GFBUVSFTPGUZQFPGUFYU t $PIFSFOUJODPOUFOUBOE t 3FBTPOBCMZDPIFSFOUJO t /PUBMXBZTDPIFSFOUJO ideas t 8SJUJOHNBJOUBJOTGPDVT JEFBT WFSZXFMMFMBCPSBUFE content and ideas content and ideas t 7FSZGFXEFUBJMTTVQQPSUUIF t $PIFSFODFJODPOUFOUBOE and details support topic t 4PNFEFUBJMTTVQQPSUUIF t 'FXEFUBJMTTVQQPSUUIFUPQJD topic ideas t "QQSPQSJBUFGPSNBUXJUI topic t /FDFTTBSZSVMFTPGGPSNBU t )BTOPUBQQMJFEUIFOFDFTTBSZ t )JHIMZFMBCPSBUFEBOEBMM NJOPSJOBDDVSBDJFT t Generally appropriate WBHVFMZBQQMJFEoTPNF SVMFTPGGPSNBU details support the topic GPSNBUCVUXJUITPNF DSJUJDBMPWFSTJHIUT t Appropriate and accurate inaccuracies GPSNBU Mind the Gap English First Additional Language: Paper 3 Writing LANGUAGE, STYLE & 7-8 marks 5-6 marks 4 marks 3 marks 0-2 marks EDITING t 5POF SFHJTUFS TUZMF t 5POF SFHJTUFS TUZMF t 5POF SFHJTUFS TUZMF t 5POF SFHJTUFS TUZMF t 5POF SFHJTUFS TUZMF t 5POF SFHJTUFS TUZMF WPDBCVMBSZIJHIMZ WPDBCVMBSZWFSZBQQSPQSJBUF WPDBCVMBSZBQQSPQSJBUF WPDBCVMBSZMFTTBQQSPQSJBUF WPDBCVMBSZEPOPUDPSSFTQPOE WPDBCVMBSZBQQSPQSJBUF BQQSPQSJBUFUPQVSQPTF UPQVSQPTF BVEJFODFBOE UPQVSQPTF BVEJFODFBOE UPQVSQPTF BVEJFODFBOE UPQVSQPTF BVEJFODFBOE to purpose and context audience and context context context context context t Language used and t (SBNNBUJDBMMZBDDVSBUF t (FOFSBMMZHSBNNBUJDBMMZ t 4PNFHSBNNBUJDBMFSSPST t *OBDDVSBUFHSBNNBSXJUI t &SSPSSJEEFOBOEDPOGVTFE DPOWFOUJPOT BOEXFMMDPOTUSVDUFE BDDVSBUFBOEXFMM OVNFSPVTFSSPST t "EFRVBUFWPDBCVMBSZ t 7PDBCVMBSZOPUTVJUBCMFGPS t 8PSEDIPJDF t 7JSUVBMMZFSSPSGSFF constructed t -JNJUFEWPDBCVMBSZ purpose t &SSPSTEPOPUJNQFEF t Punctuation and spelling t 7FSZHPPEWPDBCVMBSZ NFBOJOH t .FBOJOHPCTDVSFE t .FBOJOHTFSJPVTMZJNQBJSFE t .PTUMZGSFFPGFSSPST 8 MARKS Total marks: 20 Range: 16-20 Range: 13-15 Range: 9-12 Range: 6-7 Range: 0-5 SHORTER TRANSACTIONAL TEXTS 161 Section C

The Mind the Gap study guide series assists you to make the leap by studying hard to achieve success in the Grade 12 exam. This publication is not for sale. © Copyright Department of Basic Education www.education.gov.za This publication has a Creative Commons Attribution NonCommercial Sharealike license. Call Centre 0800 202 933 basic education Department: Basic Education REPUBLIC OF SOUTH AFRICA

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