STUDY GUIDE FOR WRITING ESSAYS AND TRANSACTIONAL TEXTS

English Grades 10 - 12

Home Language

CONTENTS
 PAGE
1 Introduction 3
2 WRITING AND PRESENTING 3
3 Essays 5
3.1 Narrative essay 8
3.2 Descriptive essay 9
3.3 Reflective essay 10
3.4 Argumentative essay 11
3.5 Discursive essay 12

4 Transactional Texts 16

4.1. Informal letter 19

4.2 Formal letter 20
4.2.1 Letter of application 21
4.2.2 Letter to the editor (Format 1) 22
Letter to the editor (Format 2 23
4.3. Curriculum Vitae (CV) and Covering letter 24
4.4 Magazine and Newspaper Article 26
4.5 Agenda and minutes of the meeting 27
4.6 Report (Formal and Informal) 29
4.7 Speech 30
4.8 Dialogue/ Interview 31
4.9 Review 32
4.10 Obituary 33
A: Self-assessment sheets 35
B: Rubrics for WRITING AND PRESENTING Tasks 37

1. INTRODUCTION
The purpose of this guideline is to briefly guide teachers and learners on the aspects
of writing and presenting. Also, the guideline aims to produce competent, versatile
writers who use their skills to develop and present appropriate written, visual and
multi-media texts for a variety of purposes.

WRITING AND PRESENTING allows learners to construct and communicate

thoughts and ideas coherently. Frequent writing practice across a variety of contexts,
tasks and subject fields enables learners to communicate functionally and creatively.
Knowledge of language structures and conventions will enable learners to produce
coherent and cohesive texts. Language structures should be taught for constructing
texts in their context of use. The application of language structures should not be
restricted to the analysis of isolated sentences. It should explain the way in which
sentences are structured to construct whole texts such as stories, essays, letters and
reports which learners learn to read and write in school.

The above skills, writing and presenting, should be integrated. In integrating these
skills, the focus on one skill can lead to practice in another. For example, a learner
involved in a debate will read an argumentative/discursive essay and then produce
his own written argumentative/discursive essay using language structures.

This guideline may be used by teachers and learners of English Home (HL).
Teachers and learners should be guided by the relevant CAPS document.

2. WRITING AND PRESENTING

Writing and presenting combines three elements:

● using the writing process;

● learning and applying knowledge of the structure and features of different

text types;

● learning and applying knowledge of paragraph and sentence structure and

punctuation.

Process writing
A writing instruction usually involves producing a text through the writing process.
However, not every step of the process will be fully required on every occasion. For
example, if learners are writing a familiar text type, they will not need to analyse its
structure and language features in so much detail. Writing and designing texts is a
process and learners need the opportunity to put this process into practice. The
process may unfold as stated below:

A learner should:
● decide on the purpose and audience of a text to be written and/or designed;
● brainstorm ideas using, for example mind maps, flow charts or lists;
● organise ideas;
● read draft critically and edit. At this stage, the following must be kept in mind:
o avoid fancy characters and capital letters in the middle of sentences
o sms language is not allowed (u vs you)
o identify careless errors (they’re vs their/ its vs it’s)
● produce a well-designed final version.

Note
● Learners should often be given the opportunity to write freely without an
assessment requirement. In this regard, teachers may focus on a particular
skill or sub-skill being dealt with during that particular stage of the process,
without fully assessing the produced text.
● Teachers should ensure that learners are familiar with the rubrics for
assessment, as well as how descriptors are used to assess the texts.
Learners may be given a copy of each rubric so that they may use such in
self and/or peer assessment.
● Peers should also learn to edit one another’s work as this interaction is an
important part of the process of writing which improves one's own and
other’s awareness of the process.
● Teachers should provide learners with positive feedback to ensure improved
writing skills.
ESSAY WRITING
3. ESSAYS
An essay is an extended piece of writing, in which a writer expresses his/ her point
of view on the topic given. It should have an introduction, body and conclusion. A
brief explanation of each follows:

Essay

Introduction
The introduction
should catch the
reader’s
attention. It must Body
be striking and
entice the reader The body
to continue comprises the full
reading. content of the
essay. The body
must be divided
into paragraphs,
each of which
must have a main
idea with Conclusion
supporting details. The conclusion
rounds-off of
the essay. This
should
effectively tie
up all that was
presented by
the writer.
Planning your essay:
The length of texts ranges from:
Language level Grade 10 Grade 11 Grade 12
English HL 300 – 350 350 – 400 400 – 450 words
words words

3.1 Narrative essay

A narrative essay tells a story or tells of a past event. It does not have to be a true
story, or based on your life/experience. It can be written from any perspective.
Hereunder are possible topics:
● The last time I saw them.
● #Hashtag
● Hidden away at the back of a drawer

Consider the following when writing a narrative essay:

● The story must have a strong story line and be convincing even if it is fiction.
● A narrative essay is usually written in the past tense.
● The introductory paragraph should capture the reader’s attention.
● an unusually interesting ending gives a story the final touch.
● the reader’s interest must be maintained until the end. The style, rhetorical
devices and action must ensure sustained interest.
● A successful narrative vividly highlights sensory details such as sight,
sound, taste, smell and tactile sensations.
● A narrative essay often has a strong descriptive element.

Below follows an example of how a narrative story may be introduced:

Suddenly there was absolute silence…

It was a cold stormy night. The thunder was screaming in a gruesome voice. The
rain was pouring like a waterfall onto the window sill. As usual I was alone –
scared.
3.2 Descriptive essay
In a descriptive essay, the writer describes a person, memory, situation, place,
experience or any object. In contrast to other types of essays, the descriptive essay
allows the writer to use many figures of speech and descriptors like adjectives and
adverbs, thus enabling him to create a powerful image of what he is describing.
The writer presents the text in a manner that leads the reader into the writer’s
perspective of the subject the writer is describing.
Hereunder are possible topics:
● Beauty
● An explosion of colours
● The season that brings out the best in me

Consider the following when writing a descriptive essay:

● the writer should create a picture in words using adjectives and adverbs
● it is usually written in the present or past tense
● words and expressions are chosen carefully to achieve the desired effect
● images of sight, sound, hearing, taste and touch can be used to make the
description vivid
● figures of speech are used in original ways
● Learners should ideally have experience of the topic. It is very difficult to
describe something without having first-hand knowledge.

Hereunder follows an example of an introductory paragraph for a descriptive

essay.

The Karoo
A vast expanse of scorched sand, small bushes, trees covered by dust. A dome of
rich blue, governed by the fierce ball of fire, then dipping slowly downwards to meet
the sand on the horizon. Lifeless, you would think. Think again? The Karoo has a
life of its own.
3.3 Reflective essay

In a reflective essay the writer contemplates an idea and gives his or her emotional
reactions and feelings. The writer could, for example, reflect on dreams or
aspirations. It presents a set of thoughts and ideas about a topic, with no particular
attempt to argue for or against anything.

See a graphic presentation of a definition and guide on how to write a reflective

essay below.

https://www.slideshare.net/b.nicolls/how-to-write-a-reflective-essay

Hereunder follows possible topics:

● Today I am wiser than before.
● The challenges of life today
● The joy of helping others

Consider the following when writing a reflective essay:

● A reflective essay is subjective.
● feelings and emotions play a major role.
● a substantial part of the essay may be descriptive. These descriptions
should be vivid and aim to recreate the recollections or feelings of the writer
in the reader.

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● the ideas, thoughts or feelings expressed should reveal sincerity and
personal involvement.
Below follows an example of an introductory paragraph for a reflective essay.

The moment of truth.

Everyone has that one moment which changes one’s life. A moment that
one wishes had never happened. A moment that one cannot avoid or
escape. The moment of truth.

3.4 Argumentative essay

In an argumentative essay, the writer has a specific opinion or viewpoint and
argues to defend or motivate his or her position. The opinion of the writer should be
clear throughout. This is a subjective essay in which the writer tries to convince the
reader to share his or her point of view.

Below are possible topics:

● Teenagers are not really rebellious, they are just misunderstood.
● Young people are influenced more by their friends than by their parents.
● The future of South Africa depends on foreign investment.

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Consider the following when writing an argumentative essay:
● The essay should start with the writer’s view of the topic in an original and
striking way.
● the writer should give a range of arguments to support and substantiate his
or her view.
● the writer focuses on points for OR against a statement.
● An argumentative essay is subjective and strong opinions are expressed. A
variety of rhetorical devices and persuasive techniques should be used.
● The language used is emotive and can be emotional but should not be rude.
● The conclusion should be a strong, clear and convincing statement of the
writer’s opinion.

3.5 Discursive essay

A discursive essay is objective and aims to give a balanced view of both sides of
an argument. The writer considers various aspects of the topic under discussion
and presents opposing views impartially. The writer may come to a particular
conclusion at the end of the essay but the arguments for and against must be well
balanced and clearly analysed in the course of the essay.

Hereunder follow possible topics:

● Giving children pocket money as a reward for hard work builds character.
● Your future is not created by others, but by yourself.
● Freedom of choice has both advantages and disadvantages.

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Consider the following when writing a discursive essay:
● the writer should understand and be able to reflect both sides of the
argument in an impartial and well-informed way.
● the writing must be lucid, rational and objective. Calm, well-reasoned and
well supported statements should be made.
● the tone should be unemotional and convincing without being
condescending.
● the writer may give an indication of his or her opinion at the end of the essay
but this should only be done in conclusion.

Below follows an example of an introductory paragraph for a discursive essay.

Technology has improved our lives

Some people believe that technology is bad, whilst others believe that it is
fantastic. However, everyone must agree that now it is difficult to imagine the
world without it. Technology cannot be blamed for what goes wrong in the
world. We should rather blame the people who use it badly.

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Planning an argumentative or a discursive essay

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Note:
While the various essay types seem independent of one another, a learner’s
response may be a combination of different types of essays. It should also be noted
that one topic may lend itself to a variety of essay types.

Below, see an illustration of how the same topic can be interpreted either as a
descriptive essay or reflective essay.

Descriptive vs Reflective

Topic (Past experience) Descriptive Reflective

My first day at high school The physical environment How he felt at the time,
where he was (the what he learned from
school, the classrooms, the experience or that
the teachers, the day, what he discovered
children, the sounds), to he did not do, what
whom he talked, what he perceptions he had
did or what he was told about high school, were
to do. these conceptions
confirmed, skills he had
to develop or acquire to
fit in to his new
environment.
https://www.slideshare.net/b.nicolls/how-to-write-a-reflective-essay

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 TRANSACTIONAL WRITING

4. TRANSACTIONAL TEXTS
Transactional writing texts are either a response or an initiation of a response. As
implied, these texts are a transaction. For example, a letter of appreciation will
possibly yield a response, as much as a speech will get the audience won over or
yelling in disagreement.

The length of texts ranges from:

Level Grade 10 Grade 11 Grade 12
HL 180 – 200 words 180 – 200 words 180 – 200 words

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The table below illustrates the differences between Informal and Formal
letters.
Informal Formal
● writing to a friend or a member ● writing to a person you
Audienc
e of your family. may not know personally or
who you know in a more
● language and tone will be
formal way.
informal with a friendly
approach. ● language and tone is
formal.
● may have a chatty tone but
slang is not allowed. ● always be polite.

● to keep in touch with someone ● to apply for a job.

Purpose you know or are related to.
● to give your views on an
● to give information and issue of concern to you.
enquire about things that are
● to complain.
of mutual interest e.g. family
matters, gossip or sharing ● to request information.
news, congratulate or
sympathise.
● include your address and the ● include your address and
Format
date. the date.
● salutation will be formal with ● include the address of the
use of the first or familiar recipient.
name e.g. ‘Dear Gran’, ‘Dear
● salutation is more formal,
Andy’.
‘Dear Mr Monyaki’ or ‘Dear
● ending/closing will be informal, Sir/Madam’ .
such as ‘Your best friend/
● include topic line.
Yours sincerely/Your favourite
niece’. ● ending/closing will be
formal such as ‘Yours
faithfully.’ (If letter was
started with the name of
the person ‘Dear Mr
Monyaki’, then the letter
may end with ‘Yours
sincerely’.

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 ● signature and name of
sender.
● topic/question will tell you what ● topic/question will tell you
Content
the content should be. what the content should
be.
● plan opening paragraph,
central points and organise ● plan opening paragraph,
what you want to say. central points and organise
what you want to say.
● arguing or putting across
your points logically is
important and strengthens
your case.
● be concise and to the
point.

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4.1 Informal letter
Example of an informal letter
Instruction
Your uncle sent you money to pay for your matric farewell outfit. Write a letter to
thank him for his contribution.
8 Serengeti Street
Triangle
Smallville
2037
12 February 2018

Dear Uncle Bully

It was great…………………………………………………………………………………
………………………………………………………………………………………………

I am planning to ……………………………………………………………………………….
…………………………………………………………………………………………………...
…………………………………………………………………………………………………...

My mother ……………………………………………………………………………………...
…………………………………………………………………………………………………..
…………………………………………………………………………………………………...

I want to thank ……………………………………………………………………………….

……………………………………………………………………………………………….

Yours sincerely
Bongani

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4.2 Formal letter
4.2.1 Letter of application
8 Serengeti Street
Name of company/firm. Give a Triangle
fictitious name and address IF it
Smallville
is not given in the paper
2037
12 February 2018

The Manager The post you have to apply for as

given in the paper.
Name of firm
Address

Your name and surname. If

Dear Sir/Madam CV is provided in question
paper, use the name on CV.

APPLICATION FOR POST OF ………

I, name and surname, would like to apply for the post of (name the post) as
advertised in (name magazine/ newspaper). Any fictitious name (make
up your own if not provided
in question paper
Give details of yourself and qualifications.

Age, school attended,

Mention why you consider yourself suitable for the post. subjects.
College/university.
Sport/activities you do.
I am available for an interview at any time convenient to you.

I hope my application will be considered favourably.

Mention here
characteristics/talents/
Yours faithfully special achievements –
anything that makes you
Signature the best/suitable
Initials and surname candidate for this
specific post.

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4.2.2 Letter to the Editor
NOTE: Please note that either of the two formats can be used to write a letter
to the editor:
(Format 1)
Instruction
You have had many electricity and water disruptions in your
area. Write a letter to the editor of your local newspaper
expressing your views and feelings about it.
8 Serengeti Street
NOTE: Any formal letter must be
Smallville
addressed to a specific person –
be guided by the brief in the 2037
question.
12 February 2018

The Editor
The Triangle Tribune
PO Box 123
Smallville
2037

Sir /Madam

State the problem

Electricity and water disruptions

During the past month we have experienced ………………………………………

………………………………………………………………………………………………

The consequences of these disruptions …………………………………………………

Provide more detail
…………………………………………………………………………………………………...

Several requests were made to the municipality to investigate the cause of these
disruptions but to date they have not responded. Going public with our plight is our
last resort…….

Suggest possible 21
solution
 Yours faithfully

B Monyaki

B. Monyaki
(Format 2)
Instruction
You have had many electricity and water disruptions in your
area. Write a letter to the editor of your local newspaper
expressing your views and feelings about it.

The Editor
NOTE: Any formal letter must be
The Triangle Tribune addressed to a specific person –
PO Box 123 be guided by the brief in the
question.
Smallville
2037

Sir /Madam

Electricity and water disruptions State the problem

During the past month we have experienced ………………………………………

………………………………………………………………………………………………

The consequences of these disruptions …………………………………………………

Provide more detail
…………………………………………………………………………………………………...

Several requests were made to the municipality to investigate the cause of these
disruptions but to date they have not responded. Going public with our plight is our
last resort…….

Suggest possible
Yours faithfully solution
Concerned Citizen

B Monyaki
A pseudonym may be
B. Monyaki
used if the writer wishes
to remain anonymous.

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8 Serengeti Street
Smallville
2037
12 February 2018

IMPORTANT NOTE

The letters listed below can take the

format of either the informal or the
formal letter depending on the
question

Type of letter Informal Formal

A letter of thanks to A letter to a

a family member company thanking
that contributed to them for their
your studies. donation.

A letter of request to A letter of request to

your nephew a company
requesting requesting
assistance with a assistance with a
difficult subject. project at school.

A letter of complaint A letter of complaint

to a neighbour to the municipality
regarding the regarding the non-
incessant barking of removal of refuse.
his dogs.

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 4.3 Curriculum Vitae and covering letter
A Curriculum Vitae (CV) is a document through which the writer presents
himself/herself to the world. The document should present a strong first impression
of the candidate. It should present information clearly, objectively and concisely.

Remember, a CV must address the post for which the candidate seeks
employment. For example, a candidate who applies for a sports-related post will
present a CV which speaks more about the candidate’s prowess in sports than in
the academic.

● The following aspects must be addressed:

● Personal details

● Formal Qualifications

● Work experience (if applicable)

● Referees

According to the CAPS and the Examination Guideline 2017, the CV and covering
letter is assessed as a combination. For the format of the covering letter, please
refer to the letter of application at 4.2.1.

A covering letter is a summary of the contents of the CV and is always

accompanied by a detailed CV. The purpose is to introduce the applicant and

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provide information on why the applicant would be the most suitable candidate for
the position.

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 CURRICULUM VITAE OF ______________

PERSONAL DETAILS
Surname and full names :…………………………………….
Date of birth :…………………………………….
Identity number :…………………………………….
Address :…………………………………….
Contact numbers :…………………………………….
Gender :…………………………………….
Marital status :…………………………………….
Dependants :…………………………………….
Religion :…………………………………….
Nationality :…………………………………….
Criminal record :…………………………………….

FORMAL QUALIFICATIONS
Secondary education
Name of institution :…………………………………….
Highest qualification :…………………………………….
obtained
Year of completion :…………………………………….

Tertiary education
Name of institution :…………………………………….
Highest qualification :…………………………………….
obtained
Year of completion :…………………………………….

WORK EXPERIENCE
Name and address of :…………………………………….
employer
Date of employment :…………………………………….
Position :…………………………………….

HOBBIES :…………………………………….
:…………………………………….
:…………………………………….
INTERESTS :…………………………………….
:…………………………………….
:…………………………………….
REFEREES
Name Relationship Contact number
1. …………………….. ………………………… …………………….
2. …………………….. ………………………… …………………….
3. …………………….. ………………………… …………………….

4.4 Magazine and Newspaper Article

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A magazine or newspaper article is written to inform, persuade and entertain. The
style and tone of an article is determined by purpose, audience and the issue being
addressed. For example, an article written for a school magazine will differ from an
article written for a local newspaper or magazine.

Consider the following when writing an article:

● the heading must be attractive and interesting.

● the style should be lively, neutral or informal, speaking directly to the reader. It

can be descriptive and figurative, appealing to the imagination of the readers.

● names, places, times, positions and any other necessary details should be

included in the article.

● divide your ideas into clear paragraphs.

● the article should stimulate interest and keep the reader absorbed.

Instruction:
You have been asked to write a magazine article on the happiest days of your
life. This article will be published in a teen magazine.
Below is an example of a possible HL response.
The happiest days of your life?
by Mpho Dlamini

School days should be a happy time in a young person’s life. What can
make people’s lives a misery during this time, then? In my opinion, there is
one word which answers this question - bullying.

Bullying is quite common in schools. It can affect learners of any age and
gender. Cyber bullying has become a modern hazard to many teenagers.
A friend of mine had a very negative experience last year when nasty
messages were posted about him on Facebook. His school work
deteriorated and some days, he did not want to come to school at all.

What can we do to stop this problem? Personally, I think teachers need to

be aware that bullying may be happening in their classes and be very
strict when they are aware of it. As for learners, if they find out a
classmate is being bullied; they should support them as much as possible.

Bullying can be a nightmare but there are things we can do to prevent it.
Hopefully, one day all learners will be able to go to school without fear of
being bullied. School days will then be the happiest days of your life.
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4.5 Agenda and minutes of the meeting
An agenda gives an outline of what is to be discussed at a meeting.

The following items must be included in an agenda.

Name of organisation
Date, time and venue of meeting (heading of the meeting).

Agenda items:
1. Opening and Welcome
2. Apologies
3. Attendance
4.. Reading and adoption of minutes of previous meeting
5. Matters arising
6 New matters
6.1 ……………………………………
6.2. ……………………………………
7. General
8. Date of next meeting
9. Closure

The minutes of a meeting are a record of what happened at a meeting and

decisions that were taken.
The minutes must:

● reflect the name of the organisation

● show the date, the place and the time at which the meeting was held

● state the name of the people who attended the meeting – can be added as an

annexure, attendance register

● provide a summary of what was proposed and finally agreed upon

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● be written in the past tense

● leave out trivialities like jokes

● only become legal and binding once signed and dated by the chairperson after

being read and adopted in the next meeting

● indicate time meeting ended

Hereunder is an example of minutes of a meeting:

Name of
organisation
Smallville Public Library
Minutes of meeting held on 12 February 2018 in the Smallville Public Library
boardroom at 9h00. Heading of the
Agenda items: meeting
1. Opening and Welcome
The chairperson, Mr Blue, opened the meeting and welcomed all
members present.
2. Apologies
Mr Grey was on leave.
3. Attendance
Refer to attached attendance register
4.. Reading and adoption of minutes of previous meeting
Minutes of previous meeting were read and adopted by Mrs Black and
seconded by Mr Green.
5. Matters arising from the minutes
5.1 Mrs Yellow reported on the progress of the farewell function
arrangements for Mr Orange; who was retiring at the end of March.
6 New matters
6.1 Dwindling numbers of library users
It was noted with concern that the number of secondary school learners
visiting the library had dwindled. It was decided that Ms Violet and Ms
Indigo would embark on a campaign to recruit learners from the local
secondary schools by visiting the schools.

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 6.2. Unreturned books ……
……………………………………………………………………………….
7. General
The staff was reminded of the black and red theme for Valentine’s Day.
8. Date of next meeting
12 March 2018 at 9h00.
9. Closure
The meeting closed at 10h00.

4.6 Report (formal and informal)

Reports are factual accounts or summaries written in a formal, concise manner.

They are usually assigned or requested.
Formal Informal
Format Format
● A recipient ● A recipient

● A sender ● A sender

● A topic ● A topic

● Introduction ● Introduction
o Briefly explain background o Briefly explain background
and purpose of report and purpose of report
Body Body
● Investigation ● Should be factual account of
o Procedure followed to gather incident/accident/ situation
information ● Who? Why? Where? When? What?
● Findings How?
o Based on investigation

Conclusion Conclusion
● Briefly draw together findings and ● Summarise findings
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 recommendations
Recommendations
● Based on findings

● Sign and date report ● Sign and date report

● Formal language to be used ● Informal format but formal language

to be used
● No slang or colloquial language

4.7 Speech
A speech is a written account of an oral address with a specific purpose in mind. The
purpose will be determined by the topic.

● The sign of a good speech is capturing and holding the attention of the audience.

● Must be in paragraph form

● The tone might be formal/informal, depending on the audience

● Opening/ greeting -keep it brief and simple

● Outline the subject of the speech

● Highlight three or four key ideas and discuss each in a paragraph.

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● Conclusion - logical and appropriate closure to the speech

Below is an example of a speech

Instruction: You, as a former learner of your school, were asked to deliver a
motivational speech to the current matric class. Write the speech you will deliver.
Dreaming Big
Good morning matrics.

I have an important question for you, – which way of thinking is better, dreaming big or being
satisfied with small things?

My whole life I thought I was going to be huge. I constantly scored at the top of the class.
Over time, however, my motivation turned into something unhealthy. I started to believe that
I was entitled to success. The first ominous sign came when I didn’t get a perfect score at
the university entrance exams.

I started to feel like a failure. Now you are probably wondering, “What does it have to do with
dreaming big?” Here’s my answer: I always dreamed big, and this made me overlook tiny
successes. Dreaming big is good, as it helps a person set far-reaching goals and do bold
things. But it can only work if a person has a healthy relationship with failure and takes tiny
steps. Remember, a journey of a thousand miles starts with one step!

As I conclude, my wish for you is that you will always dream big despite enormous setbacks
on your road to success.

4.8 Dialogue/Interview

● A dialogue is a conversation between two people. It is a record of the exchanges

as they occur, directly from the speaker’s point of view.

● An interview is similar to a dialogue. The major difference is that, in an interview

the one speaker probes the other by asking questions whereas in a dialogue the
speakers engage in a conversation.

When writing a dialogue/interview:

● write the names of the characters on the left side of the page;

● use a colon after the name of the character who is speaking;

● use a new line to indicate each new speaker;

● avoid using long greetings and introductions – respond to the brief in the question
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● stage directions must be given in brackets before the words are spoken;

● sketch a scenario before you start writing.

Below is an example of a scenario

Kendall and Sashtra have just realised that they share a passion for popcorn.

Kendall : ………………………………………………………………………………

Sashtra : ………………………………………………………………………………

Kendall : (excited) …………………………………………………………………….

Sashtra : (clapping) …………………………………………………………………..

4.9 Review
A review is an individual’s response to a work of art, film, book, TV programme.

Reviews might appear in a magazine or newspaper.

● When writing a review the following must be included:

o the title of the movie/book

o the author/ director/producer

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● A review must contain a brief discussion of:

o the setting
o characterisation
o stylistic effects
o style of writing
o a judgement and recommendation

● Format:

o Introduction:
providing brief background, .e.g. ‘This is the third book/film in …’

o Body
brief discussion of key incidents without giving away the plot

o Conclusion
opinion/ recommendation

● Style and tone

o formal tone
o subjective

Born a Crime: Stories from a South African Childhood

By Trevor Noah

I am generally a pretty critical reader, but I can say without reservation that this book
is a treasure.

Trevor Noah is a superb storyteller, and this memoir is his eloquent and touching
account of growing up as the mixed race child of a single mother, living in poverty in
deeply racist and sexist South Africa. He provides an inside look at a life very
34
different from what almost anyone has experienced. The book reads like a novel,
but it is so much more touching because it is true.

It is a superbly written story of a perceptive and resilient child thriving in very difficult
circumstances, and it beautifully captures these circumstances seen through the
eyes of a child.

As I turned the last page, I smiled at the ending, but I also felt sad that the story
ended. I want to know what happened next. I hope he writes a sequel.

Adapted from https://www.amazon.com/gp/customer-reviews/

4.10 Obituary
An obituary is a notice of the passing on of someone known by the audience.
Over and above ‘formally’ announcing the death, it also sketches the cause of death
as well as the funeral arrangements.
The aspects below must be included:

● full name of the deceased

● date of birth, date of death

● where person was living at time of death

NOTE: be guided by the
● birthplace brief in the question
paper as to a tribute
that must be paid.
● key survivors and their names

● time date place of funeral

● a tribute

Some of the following may be included:

● cause of death

● biographical information

Style and tone

● formal tone

35
 ● concise

● euphemisms may be used, e.g. passed away instead of died

Basic Obituary Template

Year of birth and

death must correlate Full name and
with age of person, surname must
e.g. a grandmother be given
will be different than
a learner at school

Heading: name and surname of deceased

Year of birth and year of death

Name and surname of deceased ...... , age ….., passed away on ……..(date) at
…..(place). Cause of death ….. .

Born in …(town/city), he was the son/daughter of …… (parents). He/she attended…

(school) / graduated at … ( University/College). He/she was employed at …
(place of work) and worked as …. (job title).

He/she (name) was a member of (church /organisations/ groups/ committees/RCL).

Tribute is where you say
positive things about
He /she enjoyed .... (hobbies/activities, etc.) deceased. Refer to the
requirements in the paper,
e.g. ‘sports’, then you mention
Pay tribute (depending on what is asked in question paper) sport achievements or ‘person
helped poor’ – give examples.

He/she is survived by wife/husband, children, grandchildren, etc. (be very careful

to determine this. If it is a child, then it will be parents and siblings. If a
grandmother/grandfather then there must be grandchildren).

The funeral service will be held on .... (date) at ....(time) at ....(place and address).

He/she (name) will be remembered for his/her ... (personality traits/things)

36
Annexure A – Self- Assessment
Self-Assessment Tool
Transactional Writing
Criteria
☺ 😐 ☹
1. The correct format is used.
2. There is a suitable introduction.
3. The content adheres to the task instructions.
4. Sentences vary in length and type (such as
questions, complex, compound sentences).
5. Correct punctuation is used.
6. Appropriate style and register are used.
7. Spelling has been checked for correctness.
8. The last paragraph rounds off the writing
task.

What I would score myself:

Criteria Exceptional Skilful Moderate Elementary Inadequat

e
Content,
Planning &
Format
Language,
Style &
Editing
Improvements I have to make:

37
 Self-Assessment Tool
Essay Writing
Criteria
☺ 😐 ☹
1. There is a suitable introduction.
2. The content adheres to the task
instructions.
3. Sentences vary in length and type (such as
questions, complex, compound sentences).
4. Each paragraph explores a main idea.
5. The paragraphs are linked.
6. Correct punctuation is used.
7. Appropriate style and register are used.
8. Language is effectively used.
9.. Spelling has been checked for correctness.
10. The last paragraph rounds off the writing
task.
What I would score myself:

Criteria Exceptional Skilful Moderate Elementary Inadequat

e
Content,
Planning
Language,
Style &
Editing
Structure

Improvements I have to make:

38
39
ASSESSMENT RUBRIC FOR ESSAY – ENGLISH HOME LANGUAGE [50 MARKS
Criteria Exceptional Skilful Moderate Elementary Inadequate
CONTENT & Upp 28–30 22–24 16–18 10–12 4–6
PLANNING er -Outstanding/Striking response -Very well-crafted response -Satisfactory response -Inconsistently coherent response -Totally irrelevant response
level beyond normal expectations -Fully relevant and interesting ideas with -Ideas are reasonably coherent and -Unclear ideas and unoriginal -Confused and unfocused ideas
(Response and ideas) -Intelligent, thought-provoking and evidence of maturity convincing -Little evidence of organisation and -Vague and repetitive
Organisation of ideas for mature ideas -Very well organised and coherent -Reasonably organised and coherent, coherence -Unorganised and incoherent
planning; -Exceptionally well organised and (connected), including introduction, body including introduction, body and
coherent (connected), including and conclusion/ ending conclusion/ending
Awareness of purpose,
introduction, body and
audience and context conclusion/ending
Low 25–27 19–21 13–15 7–9 0–3
30 MARKS
er -Excellent response but lacks the -Well-crafted response -Satisfactory response but some lapses -Largely irrelevant response -No attempt to respond to the topic
exceptionally striking qualities of the -Relevant and interesting ideas in clarity -Ideas tend to be disconnected and -Completely irrelevant and
level outstanding essay -Well organised and coherent -Ideas are fairly coherent and convincing confusing inappropriate
-Mature and intelligent ideas (connected), including introduction, body -Some degree of organisation and -Hardly any evidence of organisation -Unfocused and muddled
-Skilfully organised and coherent and conclusion coherence, including introduction, body and coherence
(connected), including introduction, and conclusion
body and conclusion/ending
Criteria Exceptional Skilful Moderate Elementary Inadequate
LANGUAGE, STYLE U 14–15 11–12 8–9 5–6 0-3
AND EDITING -Tone, register, style and -Tone, register, style and vocabulary -Tone, register, style and vocabulary -Tone, register, style and vocabulary -Language incomprehensible
p
vocabulary highly appropriate to very appropriate to purpose, appropriate to purpose, audience and less appropriate to purpose, -Tone, register, style and
Tone, register, style, pe purpose, audience and context audience and context context audience and context vocabulary not appropriate to
vocabulary appropriate r -Exceptionally impressive use of -Language is effective and a -Appropriate use of language to -Very basic use of language purpose, audience and context
to purpose/effect and language consistently appropriate tone is used convey meaning -Tone and diction are inappropriate -Vocabulary limitations so
context; le -Compelling and rhetorically -Largely error-free in grammar and -Tone is appropriate extreme as to make
-Very limited vocabulary
Word choice; ve effective in tone spelling -Rhetorical devices used to enhance comprehension impossible
Language use and
conventions,
l -Virtually error-free in grammar -Very well crafted content
and spelling
punctuation, grammar, -Very skilfully crafted
spelling
Lo 13 10 7 4
15 MARKS w -Language excellent and -Language engaging and generally -Adequate use of language with some -Inadequate use of language
rhetorically effective in tone effective inconsistencies -Little or no variety in sentences
er -Virtually error-free in grammar -Appropriate and effective tone -Tone generally appropriate and -Exceptionally limited vocabulary
le and spelling -Few errors in grammar and spelling limited use of rhetorical devices
-Skilfully crafted -Well crafted
ve
l
STRUCTURE 5 4 3 2 0–1
 -Excellent development -Logical development of -Relevant details developed -Some valid points -Necessary points lacking
Features of text; of topic details -Sentences, paragraphs well- -Sentences and paragraphs -Sentences and paragraphs
Paragraph development -Exceptional detail -Coherent constructed faulty faulty
and sentence
-Sentences, paragraphs -Sentences, paragraphs logical, -Essay still makes sense -Essay still makes some sense -Essay lacks sense
construction
5 MARKS exceptionally well- varied
constructed
 ASSESSMENT RUBRIC FOR TRANSACTIONAL TEXT – ENGLISH HOME LANGUAGE [25 MARKS]
Criteria Exceptional Skilful Moderate Elementary Inadequate
CONTENT, PLANNING 13–15 10–12 7–9 4–6 0–3
& FORMAT -Outstanding response -Very good response -Adequate response -Basic response -Response reveals no
beyond normal demonstrating good demonstrating knowledge demonstrating some knowledge of features of
Response and ideas; expectations knowledge of features of of features of the type of knowledge of features of the type of text
Organisation of ideas for -Intelligent and mature the type of text text the type of text -Meaning is obscure with
planning; ideas -Maintains focus – no -Not completely focused -Some focus but writing major digressions
Purpose, audience, -Extensive knowledge of digressions – some digressions digresses -Not coherent in content
features/conventions and features of the type of -Coherent in content and -Reasonably coherent in -Not always coherent in and ideas
context text ideas, very well content and ideas content and ideas -Very few details support
-Writing maintains focus elaborated and details -Some details support -Few details support the topic
15 MARKS -Coherence in content support topic the topic the topic -Has not applied
and ideas -Appropriate format with -Generally appropriate -Has vaguely applied necessary rules of format
-Highly elaborated and all minor inaccuracies format but with some necessary rules of format
details support the topic inaccuracies -Some critical oversights
-Appropriate and
accurate format
LANGUAGE, STYLE & 9–10 7–8 5–6 3–4 0–2
EDITING -Tone, register, style and -Tone, register, style and -Tone, register, style and -Tone, register, style and -Tone, register, style and
vocabulary highly vocabulary very vocabulary appropriate to vocabulary less vocabulary do not
Tone, register, style, appropriate to purpose, appropriate to purpose, purpose, audience and appropriate to purpose, correspond to purpose,
purpose/effect, audience audience and context audience and context context audience and context audience and context
and context; -Grammatically accurate -Generally grammatically -Some grammatical -Inaccurate grammar with -Error-ridden and
Language use and and well-constructed accurate and well- errors numerous errors confused
conventions; -Virtually error-free constructed -Adequate vocabulary -Limited vocabulary -Vocabulary not suitable
Word choice; -Very good vocabulary -Errors do not impede -Meaning obscured for purpose
Punctuation and spelling -Mostly free of errors meaning -Meaning seriously
impaired
10 MARKS