Solutions for all
English
Home Language
Grade 12
Learner’s Book
S Bolton
C Foden
Solutions for all English Home Language Grade 12 Learner’s Book
© S Bolton, C Foden, 2013
© Illustrations and design Macmillan South Africa (Pty) Ltd, 2013
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First published 2013
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Published by
Macmillan South Africa (Pty) Ltd
Private Bag X19
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Typeset by Resolution
Cover image from AfriPics
Cover design by Deevine Design
Illustrations by Matthew Ackermann, Aptara, Linda Klintworth and Daniella Levin
Photographs by:
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Africa Media Online: page 82, 198
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e-ISBN: 9781431024148
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Photograph of the Gugulethu Tenors (page 3) courtesy of Five Seasons Entertainment; ‘Old Folks Laugh’ by Maya Angelou
(page 30) reproduced by permission of Virago Press (an imprint of the Little, Brown Book Group); Extract from ‘The recent
past’ (page 31) reproduced by permission of Penguin Books (South Africa) (Pty) Ltd © Barry Ronge, More Spit ‘n More
Polish, Penguin Books (SA) (Pty) Ltd, 2007; Photograph of Milisuthando Bongela (page 38) courtesy of Brett Rubin;
Photographs (page 66 and page 107) courtesy of The Mercury; Photograph of REAP graduates (page 133) courtesy of REAP;
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Thami Mnyele (page 178) courtesy of the African Studies Centre, Boston University; Photograph of ‘Ndlovunkulu (The Big
Elephant) – Shaka Zulu’ (page 179) courtesy of Tienie Pritchard; Fuel images (page 229 and page 231) courtesy of Cinema
Libre Studios; Madam and Eve (page 221) courtesy of Rapid Phase; Cartoon (page 235) courtesy of Joel Pett.
The publishers have made every effort to trace the copyright holders. If they have inadvertently overlooked any, they will be
pleased to make the necessary arrangements at the first opportunity.
Contents
Dear Learner ...................................................................................................... iv
Theme 1
Footprints .................................................................................... 1
Theme 2
Where r u @? ............................................................................ 17
Theme 3
Plugged in ................................................................................ 35
Theme 4
Dare to be different.................................................................... 49
Theme 5
The Midas touch ........................................................................ 64
Theme 6
Unity in diversity ........................................................................ 77
Theme 7
News and views ........................................................................ 92
Theme 8
On borrowed time .................................................................. 107
Theme 9
Going global............................................................................ 118
Theme 10
Take action .............................................................................. 131
Theme 11
The mark of a champion .......................................................... 145
Theme 12
Word on the street .................................................................. 155
Theme 13
Palette, paint, picture .............................................................. 167
Theme 14
Food for thought: revision........................................................ 182
Theme 15
Practice makes perfect: revision................................................ 198
Mid-year tests ................................................................................................ 214
Trial tests ........................................................................................................ 228
Assessment rubrics ........................................................................................ 243
Index.............................................................................................................. 253
Dear Learner
Welcome to the final year of English Home Language where you will have the opportunity to practise
and improve your skills in language, listening, speaking, reading and writing in preparation for your
final Grade 12 examinations.
This Learner’s Book has been written to provide you with dynamic themes, varied and interesting texts
and many examples with which you will be able to prepare yourself for your final examinations.
In Grade 12 you will still be studying the following three topics, integrated with familiar language
skills: Listening and speaking, Reading and viewing, and Writing and presenting.
Topic
Key question
Term
1. Listening and speaking
Listening
Listening process
Different kinds of listening
Speaking
The speaking process
Features and conventions of oral communication texts
1–4
2. Reading and viewing
Interpretation of visual texts
Vocabulary development and language use
Sentence structures and the organisation of texts
Features of literary texts
Reading process
1–4
3. Writing and presenting
Process writing
Language structures and conventions during the writing
process
Features of texts produced
1–4
Language: Language structures and conventions integrated within all three topics (Term 1–4)
The Curriculum and Assessment Policy Statement (CAPS) requires assessment in English to be based
on knowledge and skills and the application of skills within a variety of written and visual texts, as well
as visual and audio media. For this reason you will find that this book offers you:
• content knowledge previously learnt
• explanations and examples of language concepts
• a variety of extracts and exercises with new and challenging literary texts
• a variety of current and interesting visual and written sources presented in 15 exciting themes
• classroom and homework activities, formal assessment tasks, as well as extra practice activities that
will give you sufficient practice to apply both your knowledge and skills in speaking, reading and
writing English, using appropriate language skills
• two revision themes that contain extracts from past NSC examination papers to assist you in your
preparation for your final examinations.
Good luck!
iv
T
1
e
he m
Footprints
Weeks 1–2
What you will learn about in this theme
•
•
•
•
Listening and speaking:
o Listening for comprehension
Reading and viewing:
o Key features of a text: Drama
o Literature study: Drama
Writing and presenting:
o Friendly, formal letter
o The writing process: planning and drafting, revising,
editing, proofreading and presenting
Language structures and conventions
o Register, style
o Word choice
o Sentence construction
o Spelling patterns
Let’s talk about this theme
•
•
•
•
Why is it important to inspire others?
How can one motivate others to improve their circumstances or to make a difference?
Who inspires or motivates you? Give a reason for your answer.
What does it mean to leave a legacy?
Footprints •
1
Listening and speaking
Listening for comprehension
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I know that listening carefully when others are sharing information with me is vital. The
following checklist revises the process I need to put into practice in order to ensure my
success.
1. I know that I need to listen carefully to the teacher reading the passage aloud.
2. Taking meaningful notes is an effective way to recall what I need to know to answer
questions accurately.
3. Writing down key words or phrases is a useful way of summarising the relevant
information.
4. Numbering the key words or phrases helps me to recall the information in the
correct sequence.
5. The main idea is the key concept that I need to know.
6. The supporting ideas provide details such as how, what, when, where, why and how
much or how many.
7. Identifying the main idea and the supporting details helps me to understand the
information.
Word bank
debut
diverse
genre
vocalist
a person’s first public performance
varied
a category of writing based on style and content
singer
What you know already
Listening comprehension
Listening accurately and carefully is essential for coping in the classroom. An integral part of
learning is paying attention in the lesson and making meaningful notes of key ideas and concepts.
This will enable you to prepare more successfully for tests and exams in most of your subjects. You
will have spent many hours listening to your teachers explain concepts in your various subjects and
writing down the most important information. You will also have listened to your English teacher
reading comprehension passages aloud while you make brief relevant notes and answer questions.
When taking notes you would have focused on the purpose of the text – the writer’s message. You
would then have briefly recorded the main idea of each paragraph as the teacher read the passage
aloud – this is the topic sentence.
You need to do more than simply listen to your teacher reading a comprehension passage aloud. It
is important to understand what is being read to you.
Make meaningful notes of the following when listening:
• What are the main facts or ideas?
• What is the writer’s intention?
• What attitude towards the topic is conveyed in the passage?
• How is this attitude conveyed? (Hint: Note the tone, diction and register.)
2
• Theme 1
Weeks 1–2
Classroom activity 1
[Possible School Based Assessment Task 1] [15 marks]
In this task you will listen for specific
information, make meaningful notes and answer
questions on the passage read aloud in class by
your teacher:
• Listen to the first reading of the passage to
check your understanding of the speaker’s
purpose and message.
• Your teacher will also read the questions
aloud. Take careful note of what the
questions are asking you to do, and the
mark allocation of each question.
• On the second reading of the passage make
meaningful notes identifying the main and
supporting ideas.
• You will be given time to write down
The Gugulethu Tenors
answers to the questions after the second reading of the passage.
• Your teacher will give you a worksheet with the questions and space to fill in the answers.
Key features of a text
Drama
I know that a play consists of the following key elements:
The plot or structure of the play refers to the actions that take place and that build on
one another to reach an end.
• The sub-plot is attached to the main plot, but is a secondary course of events and the
characters are supporting the main characters.
• A play is divided into sections called acts and scenes.
• The script is mostly written in the form of a dialogue. A dialogue refers to the words
spoken by the characters on stage.
• Characters’ names are written on the left-hand side of the page followed by a colon.
• Characters’ spoken words follow after the colon.
• The action in the play is described through the characters’ words.
• Stage directions for the characters to follow are written in italics in the script.
• The playwright is the person who writes the play.
• An aside is a comment made by a character on the stage, usually to the audience,
which the other characters on the stage cannot hear.
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Word bank
make amends for; do something good to show that you are sorry about doing
something bad
descendant a person descended from an ancestor
fatal flaw
when a tragic hero has a character failing
orchestrating devising or arranging a plan
atone
Footprints •
3
What you know already
Drama
Our focus in this theme will be on the key features of a Shakespearean drama. Each of
Shakespeare’s plays consists of five acts. Each act has a varying number of scenes.
An act is one of the main sections of the play. For example, Shakespeare divides his plays into five
acts, each with a specific function: introduction, rising action, climax, falling action and conclusion.
A scene is a section of an act, in which an event takes place at a specific time or place.
Stage directions instruct the actor how to speak; how to act; how to move; what facial expressions
and natural gestures to use to convey an idea, impression, or feeling; what
tone of voice to use on stage.
The purpose of each act is described below:
Act One: (Exposition)
• Gives the setting of time and place
• Tells the background of the action
• Introduces the main characters
• Anticipates the nature of the action
• Suggests the atmosphere of the play
Act Two: (Rising action)
Develops the events that lead to the climax
Introduces secondary characters
Sometimes introduces a secondary plot
•
•
•
Act Three: (Climax)
• Provides the climax
• Anticipates the conclusion
Act Four: (Falling action)
• The events that follow the climax and lead to the resolution
• Brings an end to the secondary plot
Act Five: (Resolution)
• The conflict is resolved and the natural order is restored.
When you read a Shakespearean play in class with your teacher, record the function of each of the
acts by making detailed notes as shown in the following example:
4
• Theme 1
Weeks 1–2
Rising action: Act 2
• Principal characters are
now on the island of
Cyprus.
• They have been removed
from the orderly world of
Venice. This allows Iago to
prey on Othello,
orchestrating his downfall.
• Secondary characters are
introduced: Montano and
Emilia.
Climax: Act 3
• Othello begins to doubt Desdemona’s fidelity.
• The act anticipates the conclusion: Iago’s
manipulations drive Othello towards destruction.
Exposition: Act 1
Introduces the main characters: Othello,
Iago, Roderigo, Cassio and Desdemona.
• Establishes the nature of the action: an
atmosphere of secrecy, distrust and
deceit.
• Gives the setting of time and place:
Venice – a powerful commercial city,
orderly, law-abiding, formal. It is
between the hours of midnight and
1 a.m. – a time suitable for dark, secret
intentions.
•
Shakespearean
play, e.g.
Othello
Falling action: Act 4
• Othello and Iago plot
the destruction of
Desdemona and Cassio.
Resolution: Act 5
Conflict is resolved:
• Iago is revealed as the villain
and imprisoned.
• Othello kills himself to atone for
the crime of killing Desdemona,
thus reaffirming his honour.
• Cassio becomes Lord Governor
of Cyprus.
• Order is restored.
A brief look at the concept of a tragic hero using the character Othello as an example:
A tragedy consists of the following elements:
• A character of noble birth and important position, for example, Othello, is a Moor, descendant
of a royal line of kings and a worthy General
• The character has a fatal flaw, namely, Othello’s too trusting nature, his naivety
• Due to the fatal flaw, the tragic hero commits an unwise act; in this case, Othello begins to
doubt Desdemona’s fidelity and plans to kill her
• As a result, a series of unfortunate events unfold, which lead to the suffering of the hero:
Othello realises that Desdemona is innocent and that he had no reason to kill her
• Through suffering, the hero regains his honour: Othello kills himself to atone for the crime of
killing Desdemona.
Footprints •
5
Classroom activity 2
1
2
In this activity write down the functions of each of the acts with specific reference to the
text of the play that you are studying in class with your teacher. This will form a helpful
summary of the plot (a sequence of events). Refer to the previous diagram based on Othello
to guide you. This is a continuous task which will need to be added to after each act has
been read and discussed with your teacher. This could also be set as part of your
homework to consolidate subject
matter discussed in the lesson.
Critically discuss and make notes
of the characteristics of the hero in
the play you are studying. With
reference to the information on
Shakespeare’s tragedies given on
the previous page, and to the text
of the play you are studying now,
determine whether the main
character is a tragic hero. You
will be given an opportunity in
class to share your ideas and
thoughts. This task is continuous
and will only be completed once
you have finished reading the
Othello and Iago
play.
Language structures and conventions
What you know already
Register and style
Before compiling the first draft in a writing project, consider these questions. What are you writing
about? Who are you writing it for? What will be the best way to say it? Using another term, what
will be the most appropriate language style to use? It is important to first consider the situation
before drafting the response. How are you going to write about it? This will guide you in choosing
words and constructing sentences. Do you want to sound casual or more formal?
Consider the following brief extract from a news report on pop legend Whitney Houston.
In an informal classroom discussion, critically discuss the writer’s use of register, tone and diction in
the article.
6
• Theme 1
Weeks 1–2
Whitney Houston
1
2
3
Whitney Houston soared to stardom in the 1980s
and ruled as pop music’s queen until her majestic
voice and regal image were ravaged by drug use,
erratic behaviour and a tumultuous marriage to
singer Bobby Brown. She died on 11 February
2012 at the age of 48.
The police said her body was found in her
room at the Beverly Hills Hilton. At her peak,
Ms Houston was the golden girl of the music
industry.
From the middle 1980s to the late 1990s, she
was one of the world’s best-selling artists. She
wowed audiences with effortless, powerful, and
peerless vocals that were rooted in the black
church, but made palatable to the masses with a
pop sheen.
(Source: Adapted from ‘Whitney Houston’. New York Times.
http://topics.nytimes.com/topics/reference/timestopic/
people/h/whitney_houston/index.html. 24 February 2012.)
Style and register
style – This is defined as the distinctive and unique manner in which a writer arranges words to
achieve particular effects. Style combines the idea to be expressed with the individuality of the
author – style will reveal much about the author’s personality and voice. These arrangements include
individual word choices as well as length and structure of sentences, tone and use of irony.
(Source: Adapted from Department of Basic Education. Curriculum and Assessment Policy Statement: English HL: Grade 10–12. 2011.
p 92.)
Register is used to describe the language of different contexts or situations, for example, the
characteristic language of a casual conversation, of a meeting agenda or of an academic essay.
We define it in this way:
register – the use of different words, grammar and tone of voice for different contexts or situations;
such language options change with the level of formality, so official documents are written in a
formal register and friendly letters are usually written in an informal register.
(Source: Adapted from Department of Basic Education. Curriculum and Assessment Policy Statement: English HL: Grade 10–12. 2011.
p 91.)
The register of a text varies according to the type of situation, the person or persons addressed, and
the topic discussed.
Every writer has his or her own style. Can you identify your style when you write an essay for
school?
A writer’s style is formed by the words and language he or she chooses to use. The style may be
simple or rambling; literal or figurative; formal or informal; detailed or to the point.
Footprints •
7
A writer’s style will depend on the following:
• Purpose: Why is the task being written? For example, the style you would use when reporting
an injury on the sports field for the newspaper differs to the style you would use if you wrote a
letter to your friend telling him or her about the injury that happened at the school’s sports day.
• Audience: Who is the writing task for? In the example above, the report will possibly be for the
attention of the sports teacher or principal and will, therefore, be written in a formal, detailed
way, but the letter to your friend will be written informally using colloquial language.
What you know already
Word choice
Choosing your words when embarking on a writing task relates to our previous discussion on register.
Tip:
• Avoid using the same words too often in a single
writing task. A thesaurus is useful as it will
provide you with alternative words that, in some
cases, will suit the situation better. For example:
‘John was hurt at soccer practice’ could rather be
written as ‘John was critically injured at soccer
practice’.
•
Choose words that are suitable for the type of
text that you are writing. It is not appropriate to
use informal, colloquial language in a formal
business letter, but it is acceptable when
writing to a friend.
Example: Dear Sir
It would be great if I could pop in to chat about the job.
Rather say: Dear Sir
I would appreciate the opportunity to meet with you to discuss my application for employment.
Sentence construction
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Using different types of sentences in your writing adds colour and creativity to your
composition. Ask yourself the following questions when editing your first written draft:
1. Are my sentences interesting and effective?
2. Have I avoided common sentence construction errors such as the comma splice?
3. Have I made use of full sentences?
4. Have I made use of a variety of sentence types?
Word bank
balanced sentence
loose sentence
periodic sentence
8
• Theme 1
two or more main clauses, which are of equal importance and generally
equal in length, are found in this type of sentence
the main clause is found at the beginning of this type of sentence
the main clause is found at the end of this type of sentence
Weeks 1–2
What you know already
To improve your writing style and make your writing interesting, use simple, complex and
compound sentences. Vary the use of short and long sentences. In addition, you can rearrange your
complex sentences. In some, begin with the main clause, followed by one or more subordinate
clauses; this may be called a loose sentence. A complex sentence ending with the main clause may
be called a periodic sentence. This technique may hold the reader in suspense until the end of the
sentence, creating excitement or tension in your writing.
Spelling
What you know already
Spelling rules
Learn the following simple spelling rules to improve your writing skills.
1. Double the last consonant when the word has a short vowel sound.
For example: Mary plans to host an extravagant birthday party on Saturday evening.
Mary is planning to host an extravagant birthday party on Saturday evening.
2. Double the final l after a short single vowel sound.
For example: final – finally.
3. Change y to i unless a vowel comes before the y.
For example: baby – babies.
4. Delete the e if you add a suffix that begins with a vowel, e.g. -ing.
For example: game – gaming.
5. Use ck, tch and dge with short vowel sounds: exceptions are words of one syllable that end in ick:
lick, tick.
For example: track, match, fridge.
6. Use k, ch and ge with long vowel sounds: exceptions are words like much, which, bachelor.
For example: bake, teach, ranger.
7. When adding a suffix do not drop the last e if the last consonant is a soft c or g sound.
For example: advantage[ous].
Writing and presenting
Friendly and formal letters
Match the statements in Column B with the correct stage in the writing process in Column A. More
than one statement from Column B will apply to each of the stages in Column A.
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Column A: stage in writing process
Column B: statement
1. planning (pre-writing)
a) Use set criteria to evaluate your work and
others’ writing for improvement.
b) Determine word choice: to make writing
clear and interesting.
c) Be careful to punctuate and spell correctly
and to use appropriate grammar.
2. drafting
d) Determine your main and supporting ideas.
Footprints •
9
e) Understand the purpose of the text and
know your audience.
f)
3. revising
Eliminate long-winded sentences,
repetition, slang and offensive language.
g) Brainstorm ideas using a mind map, spider
diagram, list or flow chart.
h) Present the text.
4. editing
5. proofreading
i)
Read drafts critically and get feedback from
your classmates or teacher.
j)
Consult relevant sources and select
information that is relevant to your topic.
k) Prepare the final draft.
l)
6. presenting
Establish an acceptable register, style and
language to suit the audience and purpose.
m) Evaluate content, style and register.
n) Produce a first draft which takes into
account purpose, audience, topic and genre.
(Source: Adapted from Department of Basic Education. Curriculum and Assessment Policy Statement: English HL: Grade 10–12.
2011.)
Word bank
accusation
sarcasm
succinctly
unsubstantiated
a charge that someone has committed a fault or crime
the use of words that mean the opposite of what you really want to say
especially in order to insult someone or to show irritation
put into few words; briefly
not proven
What you know already
Friendly and formal letters
You know the difference between a friendly letter and a formal letter, in format, language, and
register.
A ‘friendly letter’ is informal or semi-formal correspondence. A letter to your parents will be semiformal while a letter to a friend may be informal.
The following is an example of a letter to a friend describing the writer’s experience at the Annual
Sportsman of the Year Awards where he or she met Hashim Amla. The purpose of this type of letter
is to share an experience, news or ideas in an informal way with a friend or someone you know
well. The format of a friendly letter is simple and informal; however, you may elaborate on a point
to make your letter more exciting to read. It is important that you use paragraphs, correct spelling,
punctuation and grammar.
10
• Theme 1
Weeks 1–2
Although a friendly letter is informal, it is still necessary (for the
purposes of this exercise) to avoid using:
• slang and unfamiliar colloquial language
• abbreviations and acronyms
• language and spelling used in SMS and Mxit texts.
Hashim Amla
Example: a friendly letter
Your address
and the date
leave a line
Dear Josh
leave a line
21 Protea Avenue
Bergville
3002
21 February 2012
Use Dear
What a night! I attended the Annual Sportsman of the Year Awards and was so lucky
to meet Hashim Amla. My friend’s dad knows him quite well and promised to get his
autograph for me. Well, it got so much better than that! He strolled over to our small,
star-struck group, shook our hands and chatted briefly to us about his most
memorable cricket match. He then signed my shirt, which I have vowed never to
wash again!
leave a line
Look at my Facebook page to see the photographs. I will be travelling up to
Johannesburg in March to visit my Aunt. I hope we will be able to get together during
my visit.
leave a line
Use Your friend; Best wishes, etc.
Your friend
Sam
Your name
A formal letter is formal correspondence to someone you do not know. It may be in the form of a
job application, a letter of complaint or to make a formal request. When writing a formal letter use a
polite, respectful tone and formal language. As with all your writing tasks, punctuation, spelling
and grammar are important and must be correct and appropriate. A formal letter is to the point so
that the reader will be in no doubt as to what you are saying. The message must be clear and
succinctly written. An example topic: Write a formal letter of application to SuperSport in response
to the advertisement for a sports reporter job.
Footprints • 11
When writing a formal letter avoid the following:
• Slang and colloquial language
• Contractions, abbreviations and acronyms
• Unsubstantiated accusations, threats that cannot be carried out, emotional language, sarcasm,
clichés, etc.
(Source: Department of Basic Education. Guidelines for teaching and writing essays and transactional texts: English Grades 10–12.
Modified August 2010.)
Example: a formal letter
27 Lechwe Street
Fauna
9301
21 February 2012
leave a line
The Human Resources Manager
SuperSport
15 Action Street
Bloemfontein
9300
Addressee’s title, name
and address
leave a line
Dear Sir/Madam
Use Dear Sir/Madam or the
person’s name: Mr Jack
Your
address
and the
date
leave a line
Application for employment as a sports reporter
Reason for letter
leave a line
Kindly receive, herewith, my application for the post of sports reporter as
advertised in The Star of 18 February 2012.
Introduction
leave a line
I qualified from Rhodes University in 2011 with a Bachelor of Arts degree in
Journalism specialising in Sports Journalism. I am a passionate and dedicated
sportsman playing rugby at provincial level, and am a keen club cricketer. I
have, for many years, been an avid follower of the SuperSport television channel
and have wished for the opportunity to be a part of the SuperSport team.
I received a distinction for English in my matriculation examination and have
maintained this high standard throughout my studies at university. Writing and
research has always been an interest of mine starting at school where I received
awards in various essay writing competitions. While completing my degree, I
also wrote the sports column for the university’s monthly magazine.
leave a line
12
• Theme 1
Body
Weeks 1–2
I have an extensive knowledge of the many sports that SuperSport broadcasts
and am confident that I will make an effective contribution as a sports journalist.
leave a line
I enclose my curriculum vitae for your perusal and look forward to receiving
your reply.
leave a line
Yours faithfully
A. Singh
Ashwal Singh
Say what
you
enclose,
and that
you will be
pleased to
receive a
reply
End with Yours faithfully or Yours sincerely,
followed by your signature and then print your
name underneath
Classroom activity 3
[Possible School Based Assessment Task 3] [25 marks]
Choose one of the given topics and write a letter using the correct format. The body of your letter
should contain 180–200 words. Your teacher will use the transactional text rubric at the back of
this Learner’s Book to mark your letter.
You may use a mind map, spray diagram, list or table to brainstorm your ideas. Remember to
think carefully about the purpose of the letter and to
whom you are writing the letter.
Topics:
1. Write a formal letter to the agent of a famous
sports star to extend your congratulations on
his/her success, and to invite him/her to be
the guest speaker at the South African Annual
Sports Awards. You will need to research your
sports star as part of your allocated
homework time. You also need to choose a
sports star who has inspired you to strive for
excellence.
2. Write a letter to your friend describing your
experience of watching your favourite sports
Natalie du Toit
star in his/her most memorable match/event.
• Give yourself sufficient time to plan your letter before writing your first draft.
• Once you have written your first draft, edit your work, paying particular attention to
correct language, grammar and spelling as well as paragraphing.
• Ask a classmate to edit your work and to make recommendations on changes to be made
to ensure that your writing is meaningful and appropriate for the purpose. You could do
the same for his or her work.
• Before writing your final draft, proofread your letter. Refer to the examples provided.
Footprints • 13
Homework activity for Theme 1
Task 1:
Research a sports star or a sports star’s most memorable match/game, to complete the
formal/friendly letter writing task.
Task 2:
Classroom activity 2 involves the drama you are studying. This is a continuous task which will
need to be added to after each act in the drama has been read and discussed with your teacher.
This will consolidate subject matter discussed in the lesson about the structure of a
Shakespearean play and the aspects of a tragic hero.
Task 3:
Read the following article ‘The Gugulethu Tenors’ written by Jordan Scott, and answer the
questions set.
The Gugulethu Tenors
2
By Jordan Scott
1
As we wait eagerly, getting our drinks and
chatting, we can hear them getting ready,
we already want more. The audience takes
their seats and gets ready for the Tenors.
They step onto stage suited up to the nines
and already I know it’s going to be
everything I had hoped for. The most
amazing thing is that they are not
incredibly big men, but wow, they have
incredibly big voices. From the first note
you’re glued to the stage and sitting at the
very edge of your seat. There is no way to
escape the beauty in each one of their
voices. It is what I like to call ‘goose bump’
music; it takes hold of you somewhere
deep within and has your heart racing
from the word go.
3
4
Even when there were microphone
problems they still held themselves well
and carried on and inevitably it worked out
well because the audience got to hear what
their voices sounded like naturally.
They even got a little funky and sang
Pata Pata, which showed their fun side;
they got down and boogied and everyone
in the audience couldn’t help but tap their
feet along.
They sang in Italian, Spanish, Xhosa,
Afrikaans and English and they had many
old favourites in their repertoire. Their selftitled CD is available on sale and is
definitely worth the buy. If you’re not too
sure, you can see their music video on
YouTube.
(Source: Adapted from Scott, J. ‘The Gugulethu Tenors’.
http://www.topbilling.com/lifestyle/blog-thegugulethu-tenors-.html?blog=43.)
Contextual questions
Use the notes on register and style in this theme to help you answer the following questions.
1
With reference to tone, diction and language, discuss the effectiveness of the writer’s style.
2
In what type of publication are you most likely to find this type of article? Justify your
response with particular reference to the text.
Do you think that after reading this article you would consider going to watch the
Gugulethu Tenors live in concert? Give an appropriate reason for your answer.
Find an article in the sports section of your local newspaper that reports on the outcome of
a recent cricket/rugby/hockey/soccer game. Compare the register, style and tone of this
article with Jordan Scott’s article. Account for the similarities and differences.
3
4
This task will be discussed in class with your teacher to assess your understanding of register,
style and tone when analysing comprehension texts.
14
• Theme 1
Weeks 1–2
Extra practice activity for Theme 1
Task 1:
Work in groups of three. Choose
a member of the group who is a
capable reader to read the
passage aloud: ‘Tshabalala: Still
more potential for us’. Your
teacher will give a copy of the
passage to you. Then read the
questions below. During the
second reading of the passage,
write down meaningful notes.
Then answer the given
questions, using your notes to
help you.
Working orally in your groups,
mark the answers by referring
to the passage and to the
memorandum provided by your
teacher.
The aim of this task is to practise
listening comprehension skills.
Questions
1
Discuss the writer’s intention in this article.
(2)
2
How is Siphiwe’s soccer success an inspiration to younger soccer players?
(2)
3
Do you think that the description of Siphiwe Tshabalala as a ‘relative veteran’
when he is only 27 years of age is valid? Explain your answer.
Give your own synonym for the word ‘milestone’.
(2)
(1)
4
5
6
7
Contrast the writer’s view and Siphiwe’s view of Bafana Bafana’s chances of
reaching the FIFA World Cup in Brazil.
Discuss the effectiveness of the introductory paragraph.
Do you agree with Siphiwe’s view that Bafana Bafana is a ‘team of potential’?
Explain your viewpoint based on what you have heard.
(2)
(3)
(3)
[15]
Task 2:
Read the extract on the inspirational story of Lawrence Anthony. The passage has some
deliberate errors to correct, and answer the questions set. This is an editing task to revise
basic language structures and conventions.
Footprints • 15
Renowned conservationist
dies: Lawrence Anthony
was a friend to rhino and
elephants
By Tanya Waterworth
1 As founder of The Earth Organisation,
Anthony, who has been dubbed ‘the real life
Indiana Jones of conservation’ is known for
his bold conservation initiatives, with
perhaps his most famous being his rescue of
animals in the Baghdad Zoo during the
coalition invasion of Iraq.
2 He was decorated with the US Army 3rd
Infantry Division ‘regimental medal’ for his
bravery during the unorthodox rescue which
captured the world’s attention and recieved
international acclaim. His expeditions into
the jungles of southern Sudan and the
Democratic Republic of Congo (DRC) to save
the remaining Northern White Rhino from
extinction, together with his work in Iraq,
saw him being awarded an honorary
doctorate from the University of KwaZuluNatal.
3 Anthony’s lengthy list of conservation
awards includes those from prestigious
organisations such as the United Nations
and the Global Nature Fund.
4 Although he is known for his
humanitarian work, his primary focus was
his conservation work with remote African
communities, especially in Zululand, where
he grew up and was responsible for the
creation of two new African game reserves.
5 On his private game sanctuary ‘Thula
Thula’, just outside Empangeni, scenes of
wild elephants coming to greet him
encapsulated the essence of his passion for
conservation.
(Source: Adapted from Waterworth, T. ‘Renowned conservationist dies’. The Independent on Saturday.
3 March 2012. p 3.)
Questions
2
Rewrite the following sentence in the passive form:
Lawrence Anthony rescued the animals in the Baghdad Zoo.
Explain the different functions of the comma in paragraph 1.
(1)
(2)
3
Identify and correct the spelling mistake in paragraph 2.
(1)
4
Refer to paragraph 2. Is ‘DRC’ an abbreviation or an acronym?
Give a reason for your answer.
(1)
Refer to paragraph 3. Identify the type of sentence used and give a reason for
your answer.
(2)
Refer to the extract. Discuss the journalist’s attitude towards Lawrence
Antony’s ‘bold conservation initiatives’ by referring to her tone and diction.
(3)
1
5
6
[10]
(Source: Questions adapted from various DOE past exam papers.)
16
• Theme 1
T
2
e
he m
Where r u @?
Weeks 3–4
What you will learn about in this theme
•
•
•
•
Listening and speaking:
o Discussions/conversations
o Features and conventions
o Planning, researching, organising and presenting
Reading and viewing:
o Reading for comprehension
o Strategies using written texts
o Literature study: Poetry and Drama
Writing and presenting:
o Essay: narrative writing and descriptive essay
o The writing process: planning and drafting, revising,
editing, proofreading and presenting
Language structures and conventions:
o Clauses and sentences: complex, with subordinate
clause(s); relative clause, noun clause
o Conjunctions and transitional words: descriptive
paragraph/concluding paragraph
o Direct and indirect speech
o Adjectives and adverbs
o Punctuation: colon, semicolon and quotation marks
o Spelling patterns
Let’s talk about this theme
•
•
•
•
•
•
Where are you at?
Who do you think you are?
John Lennon believed that everyone in their own way is a superstar.
o What type of person is a superstar?
o To what extent do you believe that you have the characteristics of a superstar?
Why is it important to have a sense of identity or belonging? Or is it about being your
own individual person with initiative?
Why is it important to study one’s history and cultural heritage?
Why do we still need to have an understanding of different cultures in today’s world
with technology creating a global village of homogeneous people?
Where r u @? • 17
Listening and speaking
Conversations
k
Chec lf
myse
Do you practise the following conversational skills listed when having a conversation
with your friends or family? How important is each of the following statements?
I know that to be a good conversationalist I need to:
1. initiate and sustain conversations with people I know and with those I don’t know
2. be a good listener and be able to follow the topic, contributing to the conversation at
appropriate moments with knowledge, personal experiences and my own ideas
3. determine whether the conversation will be informal or formal and use the
appropriate language, vocabulary, register and style to suit the situation
4. express myself clearly to be understood
5. encourage the other speakers by nodding my head or interjecting with supporting
statements such as ‘that is my role model too’
6. interact with others no matter their gender, age, status or culture
7. be respectful of others’ ideas and points of view.
Word bank
assertive
inferential
initiative
rapport
having or showing a confident and self-assured personality
when a conclusion is reached through reasoning and looking through the evidence
that is given
the motivation or resourcefulness to plan, take action and lead
a good relationship based on similar feelings and ideas
What you know already
Conversations
Actively listening to another person speaking is a vital life skill that needs to be practised whenever
possible.
The following tips will help you to become a good
conversationalist:
• To build rapport, show that you are listening by
making eye contact and leaning towards the
person who is speaking. This will show the
speaker that you are interested in what he or she
is saying. This will build the other person’s
confidence while developing your ability to
hear what is being said and respond
accordingly.
• Acknowledge what the speaker is saying by
also nodding and murmuring words of
agreement.
• In active listening, ask questions to find out
more about what the other person is saying
and to clarify the ideas or story.
18
• Theme 2
Weeks 3–4
•
•
•
Remember to always be sincere and honest in your communication.
Take note of non-verbal clues such as hand gestures and facial expressions when having a
conversation. This may show that someone else wants to speak, or that you may have spoken
too long and are losing your audience.
When you have the opportunity to speak in the group, speak in a simple, straightforward
manner that the other members of the group can understand.
Classroom activity 1
In this activity you will have the opportunity to hold a conversation with your peers to practise
listening actively and speaking assertively. Divide into groups of four. Read the following
statement and discuss whether it is valid in today’s world. This task should take 20–30 minutes.
Your teacher will give each group an opportunity for feedback to the rest of the class.
The African-American educator, Booker T. Washington said, ‘I have learned that success is to be
measured not so much by the position that one has reached in life as by the obstacles overcome
while trying to succeed.’
Reading and viewing
Reading for comprehension
k
Chec lf
myse
In dealing with an unfamiliar text, can I explain the differences between these reading
skills: skimming, scanning and intensive reading?
Step 1
Read the title, sub-title and source of the text, and the writer’s name, to help you to
determine the genre and the subject matter of the text.
Step 2
Skim the text; this is to read (something) quickly so as to note only the important points.
Step 3
Read the text intensively to understand the writer’s intention, who his or her intended
audience is and how the message is being conveyed.
Step 4
Read the comprehension questions while highlighting key words such as explain, describe
and critically discuss. This will enable you to determine whether the question is factual or
inferential.
Step 5
Finally, scan the text looking for the answers to the questions.
Where r u @? • 19
Word bank
make meaning of the text clear, read the passage again (identify the topic
sentence and the supporting details)
fact
something known to be universally true
opinion
a personal belief or point of view
predict, make inferences, determine an outcome based on evidence in the text and your own
draw conclusions
reasoning
clarify, reread
What you know already
Reading for comprehension
Post-reading skills enable you to respond to the text as a whole. Answering comprehension
questions could involve one or more of the following skills:
The skill of evaluating the text could involve you in drawing a conclusion based on the text and on
your own experience. You could also be asked to comment critically on the writer’s tone, style and
attitude towards the subject matter. Has the writer achieved his or her purpose in writing the text?
The skill of comparing people, places or things requires you to discuss their similarities and
differences. However, the skill of contrasting people, things or places requires you to discuss their
differences only.
The skill of synthesis requires you to integrate pieces of information gathered from the text to create
a new concept or idea. You could be asked to relate information from several
sources to answer a question.
Classroom activity 2
[Possible School Based Assessment Task 5] [35 marks]
Your teacher will photocopy the worksheet with the
comprehension and language task for you to complete in the
allocated time of 50 minutes. This activity is to be done
individually, or as a class activity. Remember the following when
completing a comprehension task or test:
• Always answer in full sentences unless the question
specifically asks you to give a one-word answer.
• Use the mark allocation as a guide. The rule of thumb is
one fact for one mark unless otherwise specified.
• Use simple, concise language.
• Use inverted commas when quoting from the text.
• Always explain a word or phrase as it is used in context, in
other words, as it is used in the passage.
• When answering an antonym or synonym question in a
comprehension, remember to use the same part of speech as
the original word.
• Always check your grammar and spelling to avoid losing
marks unnecessarily.
Too much pressure to succeed?
20
• Theme 2
Weeks 3–4
Literature study
Poetry
k
Chec lf
myse
Is it really necessary to ask the following questions when you analyse a poem? Answer
yes or no to each question and then give a valid reason for your response.
1. What is the poem about?
2. How has the poet conveyed his or her meaning?
Studying a poem helps us to:
• better understand the poet’s intentions
• understand that poets write about issues that are relevant to the world today
• consider the issue and think about how we may bring about positive change.
Read the two stanzas of the poem ‘On the move’ by Thom Gunn (to be found in Classroom activity 3).
Word bank
connotation emotional or cultural associations of a word, beyond the literal or primary meaning
denotation the primary or normal dictionary meaning of a word; what we understand when
the word is commonly used; literal meaning
exemplify
to be a very good example of (something); to show it very clearly
substantiate (a formal term) provide evidence to support or prove the truth
What you know already
Poetry
Diction
Diction is the choice of words to convey the poet’s message. Specific words are used by the poet to
establish mood and context. In order to understand the poet’s intention, we need to analyse the words
the poet chooses to use in the poem. The connotations of words reveal the feelings and attitude of the
poet and how he or she wants the reader to respond to the issue addressed in the poem.
For example: ‘Until the distance throws them forth’ (from ‘On the move’ by Thom Gunn)
The denotation, or literal meaning, of the word ‘throws’ is to move an object with the arm and hand,
with power or speed. The context of the poem creates surprising further connotations. What is
thrown? People are thrown, riding motorcycles in a group. And what throws them? The poem tells
us ‘the distance throws them forth’ and they approach noisily. People ahead see and hear them
coming. The use of the word ‘throws’ in the context of this poem therefore adds connotations; it
suggests the force and menace of the gang of bikers. There is a sense of the power of the machine and
man as they thunder into towns ‘up the road’, appearing to the residents to be threatening and
violent.
The poet deliberately selects the word ‘throws’ to have an effect on how he wants us, the readers, to
perceive the bikers. Find other examples of words in the poem having interesting connotations
beyond their literal meanings. You will then be able to discuss such complex diction of the poem
with your teacher, and in class groups.
Where r u @? • 21
Imagery
Imagery refers to words that create pictures, enabling the poet to convey a specific idea about the
subject matter of the poem. Analysing an image makes it possible for us, the readers, to come to a
better understanding of the poet’s attitude to the central idea of the poem.
For example: ‘their hum / Bulges to thunder held by calf and thigh.’ (From ‘On the move’ by Thom
Gunn)
The metaphor describes the deafening roar of the motorbikes of the 1950s with their rounded petrol
tanks ‘held by calf and thigh’. ‘Their hum bulges to thunder’ emphasises how the ‘hum’ (like a quiet
purr) of the machine becomes ‘thunder’ (enormously loud) as they get closer. Just as the noise of
thunder in a storm can invoke a sense of fear so too do the motorbike gang when they move on
thunderously in whatever direction the ‘tires press’.
Classroom activity 3
With the assistance and guidance of your teacher and the notes
provided, analyse these two stanzas of the poem, and answer the
questions set. The mark allocation for this task is 10 marks.
Extract from ‘On the move’
Thom Gunn
Stanza two
On motorcycles, up the road, they come:
Small, black, as flies hanging in heat, the Boys,
Until the distance throws them forth, their hum
Bulges to thunder held by calf and thigh.
In goggles, donned impersonality,
In gleaming jackets trophied with the dust,
They strap in doubt–by hiding it, robust–
And almost hear a meaning in their noise.
Stanza three
Exact conclusion of their hardiness
Has no shape yet, but from known whereabouts
They ride, direction where the tires press.
They scare a flight of birds across the field:
Much that is natural, to the will must yield.
Men manufacture both machine and soul,
And use what they imperfectly control
To dare a future from the taken routes.
5
10
15
(Source: Extracts from Gunn, T. ‘On the move’. Taken from Worldscapes: A collection of verse. Compiled by Robin
Malan. Cape Town: Oxford University Press. pp 120–121.)
22
• Theme 2
Weeks 3–4
Contextual questions
1
2
3
4
‘On motorcycles, up the road, they come:
Small, black, as flies hanging in heat, the Boys’ (lines 1–2)
How does the image of flies affect your understanding of the bikers?
Comment on what the poet is suggesting about the bikers by using the phrase ‘donned
impersonality’ (line 5).
Do you agree with the view that ‘Men manufacture both machine and soul’ (line 14)?
Substantiate your response.
With reference to stanza 3, discuss critically the suitability of the title, ‘On the move’.
(3)
(2)
(3)
(2)
[10]
(Source: Questions adapted from various DOE past exam papers.)
Literature study
Drama
k
Chec lf
myse
Is it important to analyse the following aspects of character when studying a play?
Answer true or false and give a valid reason for your response.
1. The character’s actions exemplify the character’s state of mind, emotions and
personality.
2. The character’s soliloquies, asides and dialogue are significant to the development
of the plot and his or her relationships with other characters.
3. It is essential to determine the character’s tone of voice, posture, delivery of lines
and position on stage when the character is speaking.
4. The main character grows or deteriorates from his or her experiences.
5. The characters are victims of their circumstances or masters of their own fate.
Word bank
the opponent to the main character or hero in a literary work
a comment by a character on the stage, usually to the audience, which the other
characters on the stage cannot hear
dramatic irony the audience is aware of something that the character on stage is unaware of
irony
a character is unaware there is a hidden meaning behind what is said; or the
opposite of what a person thinks or says actually happens
protagonist
the main or leading character or the hero in a literary work
tone
the attitude of the writer to the content and the audience
antagonist
aside
What you know already
Drama
The diagram on page 24 is an example of a character summary. It is by no means comprehensive,
and merely gives a few examples of Othello’s character as portrayed in Act 1 of the play. You may
find it useful in preparing your own character summaries of a text you are reading in class.
Where r u @? • 23
Behaviour and attitude Act 1
• Dignified
• Trusting
• Calm
What the character says Act 1
• Keep up your bright swords, for the
dew will rust them. He shows
authority and reason when he
refuses to engage in a brawl.
Othello
Relationships Act 1
Highly respected by the
Venetian senate
• Deeply loved by Desdemona
•
What other characters say about this one
Act 1
• Brabantio is racist in referring to Othello
as the sooty bosom 1/2/70
• Iago is contemptuous of Othello, likening
him to an ass 1/3/381
Iago, Desdemona and Othello
Classroom activity 4
Read the following extract from Shakespeare’s Othello (Act 2, Scene 1, lines 170–207).
IAGO (aside): He takes her by the palm. Ay, well said –
whisper. With as little a web as this will I ensnare
as great a fly as Cassio. Ay, smile upon her, do. I will
gyve thee in thine own courtship. You say true, ‘tis so
indeed. If such tricks as these strip you out of your
lieutenantry, it had been better you had not kissed
your three fingers so oft, which now again you are
most apt to play the sir in. Very good, well kissed, an
24
• Theme 2
170
175
Weeks 3–4
excellent curtsy, ‘tis so indeed; yet again your fingers
to your lips? Would they were clyster-pipes for your sake!
Trumpets within
(Aloud) The Moor! – I know his trumpet.
CASSIO: ‘Tis truly so.
DESDEMONA: Let’s meet him and receive him.
CASSIO: Lo, where he comes!
Enter Othello and attendants
OTHELLO: (to Desdemona) O my fair warrior!
DESDEMONA: My dear Othello.
OTHELLO: It gives me wonder great as my content
To see you here before me. O my soul’s joy,
If after every tempest come such calms,
May the winds blow till they have wakened death,
And let the labouring barque climb hills of seas
Olympus-high, and duck again as low
As hell’s from heaven. If it were now to die
‘Twere now to be most happy, for I fear
My soul hath her content so absolute
That not another comfort like to this
Succeeds in unknown fate.
DESDEMONA: The heavens forbid
But that our loves and comforts should increase
Even as our days do grow.
OTHELLO: Amen to that, sweet powers!
I cannot speak enough of this content.
It stops me here, it is too much of joy.
And this, (they kiss) and this, the greatest discords be
That e’er our hearts shall make.
IAGO (aside): O, you are well tuned now
But I’ll set down the pegs that make this music,
As honest as I am.
180
185
190
195
200
205
(Source: Shakespeare, W. Othello. Edited by André Lemmer & Louise Green. Johannesburg: Macmillan. pp 57–59.)
Contextual questions
1
2
3
4
5
Critically discuss what Iago’s attitude to Cassio (lines 170–179) reveals about his character
and intentions.
What does Othello’s greeting of Desdemona (‘O, my fair warrior!’) reveal about their
relationship?
With specific reference to imagery in lines 187–192, comment on Othello’s feelings
towards Desdemona.
Comment on the effectiveness of the metaphor: ‘O, you are well tuned now!
But I’ll set down the pegs that make this music’.
Explain the irony in Iago’s comment: ‘As honest as I am’ (line 207).
(4)
(3)
(3)
(3)
(2)
[15]
(Source: Questions adapted from various DOE past exam papers.)
Where r u @? • 25
Language structures
and conventions
Writing in paragraphs is a skill that
you have practised throughout
your school career.
In this theme you will focus on
writing coherently using
conjunctions, transitional words
and connectives. Writers use
different types of sentences to
make their writing more
interesting and creative. You will revise writing complex
sentences with relative clauses and noun clauses.
A complex sentence consists of a main clause and one or more subordinate clauses. A subordinate
clause is a dependent clause that adds some extra information to the main clause. It is important to
remember that it is dependent on the main clause and cannot stand on its own.
A clause is a group of words which form a grammatical unit and which contain a subject and a
finite verb.
A main clause:
• typically begins with the subject, or an implied subject
• contains the main idea of the sentence
• is able to stand alone and make sense.
A relative clause:
• is introduced by a relative pronoun: who, whom, whose, that, which or ‘zero’
• contains a finite verb but is dependent on the main clause for its meaning.
A noun clause:
• performs the function of a noun in the sentence and can be found as the subject or object of the
sentence: What he did was cruel. I don’t know what it is.
• may be introduced by what or that: I told him that it stinks.
• some prepositions need a noun clause (or a noun) to complete the sentence: We talked about what
to do. This noun clause is a complement. (We talked about athletics.)
Cohesion:
Cohesion is also known as ‘connecting’ or ‘linking’. To create cohesion in your essay it is important
to link ideas in sentences or paragraphs by using logical connectors such as conjunctions, pronouns
or repetition.
(Source: Adapted from Department of Basic Education. Curriculum and Assessment Policy Statement: English HL: Grade 10–12.
2011. p 86.)
Punctuation:
Punctuation such as semicolons and colons can also make links in your text, adding cohesion to
your essay and improving the fluency of your writing.
26
• Theme 2
Weeks 3–4
Semicolons:
• separate two simple closely related sentences without a conjunction
• separate a series of clauses or phrases which already contain commas
• may separate antithetical statements (groups of words that express contrasting ideas).
Colons:
• may introduce a list, explanation or idea
• may be used to introduce direct speech.
A descriptive paragraph adds specific detail and creativity to your essay writing. The use of
adjectives and adverbs are a colourful, vivid way to improve your writing. Examples of descriptive
words you could use in your essay include: above, below, beside, near, north/east/south/west,
size, colours, shapes, purpose, length, mass/weight, speed.
A concluding paragraph should leave your readers with an idea or a thought that will stay with
them after the rest of the essay has been forgotten.
(Source: Adapted from Department of Basic Education. Curriculum and Assessment Policy Statement: English HL: Grade 10–12.
2011. p. 32.)
You may also want to use direct speech in your essay to create an effect such as tension or
excitement between characters. But be careful not to write the entire essay in direct speech as this
will not meet the requirements of a narrative essay as given. When you are writing direct speech, it
is important to use the appropriate punctuation.
Note the following rules when writing direct speech:
• Use inverted commas before and after the words that are spoken: ‘Yes,’ she said.
• Note that in the above example, the separating comma comes before the closing quotation mark.
• Punctuation relating to the words spoken, such as a question mark, exclamation mark or full
stop, comes before the inverted commas are closed: ‘Why not?’ he asked.
• Note the placing of the separating comma and other punctuation in this dialogue:
Siphokazi asked, ‘Who was it?’
Simon looked puzzled when he replied: ‘I can’t remember her name.’
Indicate
a new speaker by using a new line.
•
The
first
word of the actual words spoken begins with a capital letter.
•
• Note the placing of commas when the spoken part is divided: ‘I’m happy,’ she said, ‘because I
got an A.’
Spelling rules to revise this week are the plural forms of nouns:
• For most regular nouns simply add s in the plural: hats, clocks, gadgets.
• For nouns ending in y preceded by a vowel, add s: boys, bays, trays, donkeys.
• For nouns ending in y preceded by a consonant, drop the y and add ies: baby, babies; puppy,
puppies.
• Nouns that end in an o preceded by a vowel add s: radios.
• Some nouns that end in o preceded by a consonant also add s: pianos, photos.
• Other nouns that end in o preceded by a consonant add es: mosquitoes, dominoes.
• For nouns that end in s, x, z, ch or sh, add es in the plural forms: witches, glasses, dishes, foxes.
• Nouns that end in f or fe add s: cliffs.
• Some nouns that end in f change this to v and add es: leaf, leaves; half, halves.
Complete Extra Practice Task 1 at the end of this theme to consolidate your understanding of these
language concepts.
Where r u @? • 27
Writing and presenting
Narrative versus descriptive essay
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Can you check your understanding by explaining each of the following statements
about writing an effective narrative or descriptive essay?
1. You must develop a clear statement of your topic or main idea.
2. The body of the essay should provide the reader with the details of the information
or idea that the writer wants to share.
3. Each paragraph should include a topic sentence; the other sentences in the
paragraph provide more detail about the topic sentence.
4. Develop paragraphs that are cohesive: link the sentences in a paragraph and
adjoining paragraphs; there may be links to other paragraphs as well. Linking can
be with conjunctions that are joining words (therefore, but, nevertheless), or with
transitional words or phrases (this is important because, we now have conflicting
evidence). Conjunctions and transitional words help to link a main idea with a
supporting (or contrasting) idea.
5. You must develop a concluding paragraph where you sum up your ideas,
experience or story, and leave your reader with a message, idea or a thought that
will remain in the mind.
6. It is often a good idea to develop the first part last. Once you understand what you
are writing about, you are ready to draft an effective introduction to it; this should
capture your reader’s attention for what is to follow.
Word bank
main idea
the most significant or central idea
supporting ideas details that elaborate or expand on the main idea (a contradictory idea does
nevertheless support the development of the discussion)
topic sentence
the sentence that contains the central idea of the paragraph; it is usually found
at the beginning of the paragraph
Narrative writing
When writing your story, remember the following tips:
• Use a story line that is convincing and original.
• Use the past tense, but the present tense can also be used to create a sense of immediacy and
directness.
• Use some direct speech if you want immediacy or to empower a character; indirect speech
where you want your reader to be distanced from the speaker.
• Use descriptive elements where the reader is likely to be interested.
Descriptive essay
When writing a descriptive essay, remember the following tips:
• Describe someone or something to allow the reader to experience the topic vividly.
• Create a picture in words.
• Choose words and expressions carefully to achieve the desired effect.
• Use images of sight, sound, hearing, taste and touch.
• Use figures of speech.
(Source: Adapted from Department of Basic Education. Guidelines for teaching and writing essays and transactional texts: English
Grades 10–12. Modified August 2010.)
28
• Theme 2
Weeks 3–4
Remember this checklist of features when writing your essay:
• Plan effectively with a mind map or flow chart.
• Write the first draft; try to avoid too much revision at this stage.
• Your style can be subjective, therefore expressing strong emotions, or objective and matter of
fact, but the register should be formal or semi-formal; avoid very colloquial expression.
• Make use of a variety of sentence types, for example, simple, compound and complex; loose,
periodic and balanced.
• Logical connectors (for cohesion) help your reader follow the story, then ask a peer to edit your
work.
• Write a second draft, carefully editing your work. How can you respond to your editor’s input?
Reconsider each of the features in this checklist.
Classroom activity 5
[Possible School Based Assessment Task 2] [50 marks]
Write a descriptive or narrative essay of 400–450 words on one of the following topics:
1
‘For every difficulty that supposedly stops a person from succeeding, there are thousands
who have had it a lot worse and have succeeded anyway. So can you.’
– Brian Tracy
2
My life is my message.
3
The Challenge!
4
Barefoot in the dawn ...
5
Coming home
6
Letters to ...
Your teacher will use the rubric for essay writing to mark your essay.
Homework activity for Theme 2
Complete the following tasks during your timetabled English homework time.
Task 1:
Work on the writing process for the essay, which will be written in class. This will include:
planning and drafting, also the proofreading. Your teacher will give you the opportunity to
have your essay edited by one of your peers. Then you will rewrite the final copy for
presentation.
Task 2:
Analyse the poem ‘Old folks laugh’ written by Maya Angelou and answer the questions that
follow.
Where r u @? • 29
Old folks laugh
Maya Angelou
They have spent their
content of simpering,
holding their lips this
and that way, winding
the lines between
5
their brows. Old folks
allow their bellies to jiggle like slow
tambourines.
The hollers
rise up and spill
10
over any way they want.
When old folks laugh, they free the world.
They turn slowly, slyly knowing
the best and the worst
of remembering.
15
Saliva glistens in
the corners of their mouths,
their heads wobble
on brittle necks, but
their laps
20
are filled with memories.
When old folks laugh, they consider the promise
of dear painless death, and generously
forgive life for happening
to them.
25
(Source: Angelou, M. ‘Old folks laugh’. Taken from Worldscapes: A collection of verse. Compiled by Robin Malan.
Cape Town: Oxford University Press. pp 115–116.)
Contextual questions
1
What are the poet’s feelings towards old folks? Justify your answer.
2
Comment on the effectiveness of the image: ‘Old folks allow their bellies to jiggle
like slow tambourines.’
(3)
Do you agree with the poet’s view that ‘When old folks laugh they free the world’?
Substantiate your response.
(3)
Discuss the effectiveness of the writer’s use of colloquialisms.
(2)
[10]
3
4
(2)
(Source: Questions adapted from various DOE past exam papers.)
30
• Theme 2
Weeks 3–4
Extra practice activity for Theme 2
Task 1:
Comprehension and editing task
Read the following text and answer the questions that follow.
Text A
Generation @
By Barry Ronge
1
I love the way language reacts to the world around us and I was delighted to discover Generation
@, a term that is defined thus by the American website Businessweek.com: They live online. They
buy online. They play online. Their power is growing ... They are the first cohorts to grow up fully
wired and technologically fluent. Todays teens are flocking to websites as a way to establish their
social identities. Its where they get a fast pass to the hip music scene, which carries a hefty
amount of social currency offline. Its where you go when you need a friend to nurse you through
a breakup; a mentor to tutor you on your calculus homework; or an address for the party
everyone is going to.
2
My discovery of this new term sent me back to the dictionaries, where I found a whole bunch
of terms that have said exactly the same thing about exactly the same group of people over six
generations. The only thing that is different is the technology.
Heres the evolutionary cycle. The word teenager only goes back as far as the 1920s when it was
coined to reflect social reforms that prevented child labour and mandated education through high
school. Before that kids usually started work when they were thirteen. Only the privileged went
on to higher education. The new laws effectively lengthened the period of the pre-adult years.
Youth now lasted until age eighteen or so.
3
As a result, any age ending in teen now related to a new youth experience, childhood
freedom combined with adult physical maturity. The word teenager was devised to reflect it and
in 1941 Readers Digest used the word teenager, giving it a seal of approval. Once they had a
name, teenagers remade their world and broke it into two unequal halves, old and young, which
came to be known as the Generation Gap, a term that persisted through the rock-and-roll 1950s,
the Hippie 1960s and the psychedelic 1970s. But then a new label Generation X emerged which
referred to the youths born in the 1960s and 1970s, who would become apathetic and materialistic
adults by the end of the 20th century.
4
It feels oddly secure, as if there is no discernible difference between the 1950s teenagers and
their jukebox and the Generation @ kids with their iPods. One generation saw movies at a new
invention called the drive-in, while their modern equivalents aspire to see movies on their cell
phones. The movie hasnt changed; the desire to see it hasnt changed, its just the location of the
image thats different so whats new?
(Source: Adapted from Ronge, B. ‘The recent past’. More Spit ’n More Polish. Johannesburg: Penguin Books. pp 29–32.)
Where r u @? • 31
Text B:
Questions: Text A and Text B
1
Refer to paragraph 1. Explain what you understand by the term ‘Generation @’.
(3)
2
Why, according to the writer, did the word ‘teenager’ evolve?
(3)
3
Discuss the writer’s attitude to Generation X.
Do you agree with the writer’s conclusion that: ‘there is no discernible difference
between the 1950s teenagers and their jukeboxes and the ‘Generation @’ kids with
their iPods’? Substantiate your response.
Refer to paragraph 4. Comment on the tone used in: ‘... – so what’s new?’
Do you think that the cartoonist’s observation supports the idea of the ‘Generation Gap’
as defined in text A? Give a justified reason for your answer.
‘It’s where you go when you need a friend to nurse you through a breakup; a mentor to
tutor you on your calculus homework; or an address for the party everyone is going to.’
Explain the function of the semicolon in this sentence.
‘Generation X referred to the youths born in the 1960s and 1970s, who would become
apathetic and materialistic adults by the end of the 20th century.’
Consider the above form of the sentence from the passage. Is the subordinate clause in
this sentence a noun clause or a relative clause? Give a reason for your answer.
(2)
4
5
6
7
8
32
• Theme 2
(4)
(2)
(2)
(1)
(1)
Weeks 3–4
9
10
Write the plural form of the following nouns:
a) Currency
b) Jukebox
What is the noun form of the word ‘materialistic’?
(1)
(1)
Use the notes in the previous ‘Language structures and conventions’ to assist you with answering
these language questions.
11
Identify and explain the function of the underlined punctuation marks: ‘Generation @’.
(paragraph 1)
(1)
12
Explain the function of the colon (underlined) in this sentence:
‘American website Businessweek.com: “They live online.”’ (paragraph 1)
(1)
Explain the different functions of the apostrophe in these examples:
a) today’s (paragraph 1)
b) here’s (paragraph 3)
(1)
(1)
Give the singular form of the word in these examples:
a) identities (paragraph 1)
b) halves (paragraph 4)
(1)
(1)
13
14
15
Refer to paragraph 2:
‘My discovery of this new term sent me back to the dictionaries, where I found a whole
bunch of terms that have said exactly the same thing about exactly the same group
of people over six generations.’
a) Write down the main clause in this sentence.
b) Identify an adjectival clause.
c) Identify the type of sentence.
16
Why is the following written in italics: Reader’s Digest (paragraph 4)?
(1)
(1)
(1)
(1)
[30]
Where r u @? • 33
Task 2:
Read the following extract from Shakespeare’s Othello (Act 1, Scene 3, lines 375–396).
IAGO: Thus do I ever make my fool my purse –
For I mine own gained knowledge should profane
If I would time expend with such a snipe
But for my sport and profit. I hate the Moor,
And it is thought abroad that ‘twixt my sheets
He has done my office. I know not if’t be true,
But I, for mere suspicion in that kind,
Will do as if for surety. He holds me well:
The better shall my purpose work on him.
Cassio’s a proper man. Let me see now,
To get his place, and to plume up my will
In double knavery – how? how? Let’s see.
After some time, to abuse Othello’s ears
That he is too familiar with his wife;
He hath a person and a smooth dispose
To be suspected, framed to make women false.
The Moor is of a free and open nature,
That thinks men honest that but seem to be so,
And will as tenderly be led by th’ nose
As asses are.
I ha’t. It is ingendered. Hell and night
Must bring this monstrous birth to the world’s light.
Exit
375
380
385
390
395
(Source: Shakespeare, W. Othello. Edited by André Lemmer & Louise Green. Johannesburg: Macmillan. p 43.)
Questions
1
‘I hate the Moor’ (line 378)
What evidence is there in this extract to suggest that Iago will use the good qualities of
Cassio and Othello to bring his plan of revenge to success?
2
‘The Moor is of a free and open nature/That thinks men honest that but seem so.’
(lines 391–392)
a) As a play, Othello, abounds in examples of dramatic irony. Explain the irony in
these lines.
b) Iago describes Othello as being ‘of a free and open nature’. Using your knowledge of
the play thus far, is this a fair assessment of Othello’s character?
3
34
(4)
What insight into Iago’s character does this soliloquy give us? Quote to support
your answer.
• Theme 2
(2)
(4)
(5)
[15]
T
3
e
he m
Plugged in
Weeks 5–6
What you will learn about in this theme
•
•
•
•
Listening and speaking:
o Listening comprehension
o Being informative, evaluative and appreciative, and
interactive
Reading and viewing:
o Reading for comprehension
o Vocabulary development and language use
o Sentence structures
o Literature study: Poetry and Drama
Writing and presenting:
o Newspaper and magazine articles
o The writing process: planning and drafting, revising,
editing, proofreading and presenting
Language structures and conventions:
o Concord
o Negation
o Active and passive voice
o Fact and opinion
Let’s talk about this theme
•
•
•
•
•
What does it mean to be plugged in?
Why do we feel this constant need to be in touch?
How do we keep connected?
Who are Generation Y?
How are the millennials making a difference?
Plugged in • 35
Listening and speaking
Listening comprehension
When listening to your teacher reading a comprehension aloud you should:
identify the main ideas
establish the writer’s intention
• take note of the style and tone of the article to assist in determining the attitude of
the writer
• determine the writer’s attitude towards the topic area.
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Word bank
intention
tone
purpose or objective
quality and timbre of the voice that conveys the emotional message of a spoken
text; in written text, it is achieved through words that convey the attitude of the
writer (CAPS glossary page 92)
What you know already
Listening comprehension
It is important to consider the connotations of words used in the
passage read aloud by your teacher; this will help you determine
the tone of the article and the writer’s intention.
For example: ‘The mood on Monday after the weekend’s sporting
triumphs was decidedly upbeat. At the national level there was
pride in the achievements of the Proteas.’
The words upbeat and triumphs immediately give the reader an
idea that the writer of this article is focusing on the positive
achievements of South Africa’s cricketers, and how optimistic he
and the nation are about their success.
It is also important to identify and write down the topic
sentences which contain the main ideas and take note of any
supporting ideas that may assist in determining the message of
the passage. It is useful to listen to the logical order of the
information presented when your teacher reads it aloud. In the
following extract, the topic sentence is highlighted: it contains the main idea about
taking lessons from the dedication and determination of sports stars to succeed, and applying these
same principles in our own lives to attain our goals. The supporting ideas (underlined) emphasise
that this success is not without sacrifice and hard work.
For example: ‘There are lessons for broader South African society from the achievements of our
sports stars. The warmth and pride taken in their achievements recognises they have made many
personal sacrifices to be at the top of their game. They have studied and trained endlessly, often for
many years, for the chance to represent their country and excel.’
36
• Theme 3
Weeks 5–6
Classroom activity 1
[Possible School Based Assessment Task 1] [15 marks]
In this task you will listen for specific information, make meaningful notes and answer questions
on the passage read aloud in class by your teacher.
• Listen to the first reading of the passage to check your understanding of the speaker’s
purpose and message.
• Your teacher will also read the questions aloud. Take careful note of what the questions are
asking of you and the mark allocation of each question.
• On the second reading of the passage, make meaningful notes identifying the main and
supporting ideas; the writer’s intention; and the writer’s attitude.
• You will be given time to write down answers to the questions after the second reading of the
passage.
• Your teacher will give you a worksheet with the questions and space to fill in the answers.
Reading and viewing
Vocabulary development and language use
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Match the words in Column A with their definitions in Column B.
Column A
Column B
1. root word
a) an expression that does not reflect the literal
meaning
2. idiom
b) basic part of the word
3. suffix
c) letter or group of letters attached to the
beginning of a word that modifies the meaning of
the word
4. proverb
d) letter or group of letters attached to the end of
the word that modifies the meaning of the word
5. prefix
e) specific choice of words to convey meaning
6. diction
f)
a short popular saying that teaches a life lesson
Word bank
accolade
compatriot
millennial
mogul
stereotype
to recognise and praise achievements
a person that is from the same country
a person reaching young adulthood around the year 2000
an important or powerful person
oversimplified and popular belief about social groups or types of individuals
Plugged in
•
37
What you know already
Vocabulary development and language use
Vocabulary is essential in making sense of our world. This week we focus on:
• vocabulary usage in comprehension texts
• what a word or phrase implies or suggests about the writer’s intention, attitude or character.
Classroom activity 2
Young ‘millennial’ go-getter
on CNN show
5
By Shanaaz Prince
Business mogul in the making, writer and
fashionista Milisuthando Bongela is making strides
internationally as one of four ‘millennials’ in the
world represented on a popular CNN business show.
1 Bongela, 26, will, for the next six months, be part
of Richard Quest’s business show Quest Means
Business, which tracks a generation of four
millennials – people born in the 80s – who are
ready to make their mark on the world.
2 ‘I had a wonderful childhood in East London. I
always dreamt of doing big things, I just had no
idea it was all going to come so soon,’ the former
Clarendon Girls’ High School prefect said.
3 ‘I’ve worked hard in various industries including
fashion, music, art and media. I have always been
a dreamer and a doer. I was not an ‘A’ student but
I knew what I wanted. It helps to make lists of
what you want, no matter how silly it seems.
You’d be surprised what comes true if you want it
to.’
4 Bongela, who is a Rhodes University BA
journalism and history graduate, said the
opportunity to be featured on the show came by
chance after she was approached by a friend. ‘My
old school friend works for CNN and e-mailed
me out of the blue to ask if I would be interested
in being featured on a new show CNN is doing ...
they interviewed me about my career and my
attitude towards work and life today. ... It’s all
about how we [millennials] are doing things
differently than our parents, and our general
attitudes towards life in the 21st century. It is a
wonderful opportunity,’ said Bongela.
38
• Theme 3
6
Bongela has an
impressive track
record: she has
worked at
Cosmopolitan
magazine, co-owns
a boutique,
MeMeMe, with
artist Doreen
Southwood, writes
for the Mail &
Guardian,
consults for the
Woolworths
trends and online
department, has a
column in Destiny Magazine, is a
fashion blogger, freelances for Flux Trends, a
social commentary service, and has recently
started a small business called Punch and Judy
selling gourmet hamburgers and vodka cocktails.
The mogul and business-savvy Bongela said her
life is just as she had envisaged it.
‘I don’t go out there representing anything or
anybody other than myself ... But it’s a wonderful
bonus that I am from East London and that my
home town and compatriots are behind me. It’s
always an honour when people are rooting for
you,’ she said. Set on representing Africa by
disproving the notion of a ‘a needy, Aids-ridden
and hungry continent’, Bongela admits that there
is still lots more that she needs to learn on her
journey in life and she hopes to inspire many
others through her own personal experiences.
(Source: Prince, S. ‘Young ‘millennial’ go-getter on CNN
show’. Daily Dispatch.
http://www.dispatch.co.za/. 30 March 2012.)
Weeks 5–6
Comprehension and language questions
1
2
3
4
5
6
7
8
9
10
11
Refer to the title. Discuss the image of a ‘go-getter’ in the context of the passage.
Explain what you understand by the following idioms:
a) ‘making strides’ (sub-heading)
b) ‘rooting for’ (paragraph 6)
(3)
(2)
Give an example of a proverb that uses the word ‘root’.
(1)
Identify and explain the meaning of the suffix in the noun ‘generation’ (paragraph 1).
(1)
Refer to paragraph 4. Comment on the validity of the suggestion that: ‘we [millennials] are
doing things differently than our parents’. Give suitable reasons for your response.
(3)
Refer to paragraph 5. ‘Bongela has an impressive track record’. What do Bongela’s
achievements reveal about her character?
(4)
What do the words ‘mogul’ and ‘business-savvy’ suggest about Bongela’s aptitude for
entrepreneurship? (paragraph 6)
(3)
Identify and explain the meaning of the prefix in the word ‘compatriots’ (paragraph 6). (1)
Do you agree with the view that Bongela is a ‘business mogul in the making’?
Substantiate your response with reference to the text.
(3)
a) Identify the stereotype in paragraph 6 and explain what is suggested by it.
(3)
b) In your opinion is the stereotype of the continent of Africa justified? Substantiate
your response.
(3)
What does the extract reveal about the writer’s attitude to Bongela? Discuss your answer
by close reference to the writer’s use of language in the extract.
(3)
[30]
(Source: Questions adapted from various DOE past exam papers.)
Literature study
Poetry
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I can explain what is meant by the following characteristics of the Shakespearean sonnet:
1. It is a type of lyric poem that consists of 14 lines.
2. The sonnet is written in three quatrains and a rhyming couplet.
3. Each quatrain is made up of four lines with an alternating end rhyme scheme of abab
cdcd efef.
4. The poet develops his argument in the three quatrains and provides a suitable
conclusion in the rhyming couplet.
Plugged in
•
39
Word bank
the physical arrangement of ideas in a poem, which is a critical part of
understanding the meaning and the mood of the poem
iambic pentameter consists of an unrhymed line with five feet or accents, each ‘foot’ containing
an unaccented syllable and an accented syllable
metre
the set arrangement of accented and unaccented syllables in a line of poetry;
every line in the poem keeps to this metrical structure, with variations
rhyme
the repetition of similar sounds
rhythm
the sense of movement that is created by techniques such as emphasis, pace,
rhyme, pause, punctuation, word length and enjambment
form or structure
What you know already
Poetry
Revise the following guidelines for analysing poetry, and write a poetry appreciation with the
assistance of your teacher.
theme or intention
What is the writer’s purpose in writing the poem? What aspects
of human nature are highlighted or emphasised in the poem?
What comment is the poet making about the topic?
diction or imagery
What is the effect of word choice and imagery in the poem?
structure or form
What is the layout of the poem? How does the form, as printed
on the page, enhance the meaning of the poem?
tone or mood
What is the tone of the speaker? How does the tone reveal the
attitude of the speaker to the subject matter?
rhythm and rhyme as sound
devices
How does the rhythm enhance the mood of the poem? What is
the effect of pausing and repetition in the poem?
Use the following checklist to ensure that you structure your poetry appreciation appropriately.
You will need to copy the table into your exercise book.
Criteria to be included in the appreciation
Introduction should include a clear statement of what the poem is about (theme).
Each paragraph should discuss how the details in the poem contribute to the meaning of
the poem (diction, imagery, tone, form).
Only the details relevant to answering the question should be included in the discussion.
In your discussion, make specific reference to the text.
Quotations must be integrated in your discussion.
Write in a formal style.
Conclude with a concise summing up of the discussion.
40
• Theme 3
Check
Weeks 5–6
Classroom activity 3
When I have fears that I may cease to be
John Keats
When I have fears that I may cease to be
Before my pen has glean’d my teeming brain,
Before high-piled books, in charactery,
Hold like rich garners the full-ripen’d grain;
When I behold, upon the night’s starr’d face,
Huge cloudy symbols of a high romance,
And think that I may never live to trace
Their shadows, with the magic hand of chance;
And when I feel, fair creature of an hour,
That I shall never look upon thee more,
Never have relish in the faery power
Of unreflecting love; – then on the shore
Of the wide world I stand alone, and think
Till love and fame to nothingness do sink.
5
10
(Source: Keats, J. ‘When I have fears that I may cease to be’. Taken from Worldscapes: A collection of verse. Compiled by
Robin Malan. Cape Town: Oxford University Press. pp 14–15.)
In an essay of 250–300 words, discuss how the poet conveys a sense of loss, knowing that he
does not have long to live. You will need to refer to form, imagery and tone in your answer.
Your teacher will use the poetry essay rubric to assess your work.
[10]
Literature study
Drama
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Conflict is a vital aspect of analysing the text and character. Check your understanding
of conflict by explaining each of the following statements in your own words (perhaps
by giving an example):
1. When analysing a character in a text it is important to understand the type of
conflict the character is struggling with to understand their consequent actions.
2. There are two types of conflict:
• Internal: a character is engaged in a conflict within him- or herself
• External: a character is engaged in a conflict with an external force
3. Conflict affects the development of a character:
• When you analyse a character you need to focus on whether a character grows
or deteriorates from the experience presented.
• You also need to evaluate whether characters are victims of their circumstances.
Word bank
conflict
the struggle between the opposing forces on which the action in a work of literature
depends. There are five basic forms of conflict: person versus person, person versus
self, person versus nature, person versus society, and person versus God
(Source: Flanagan, M. ‘Conflict’. http://contemporarylit.about.com/cs/literaryterms/g/conflict.htm.)
Plugged in
•
41
What you know already
Drama
The study of conflict in a text is vital to understanding the
following:
• the development of the character throughout the play
• the relationships between characters in the text, and
• how these aspects of human nature are relevant to us,
and therefore universal.
Our focus this week is to look at the relationship between Othello
and Brabantio. Brabantio is horrified to discover that his daughter has eloped with a Moor. Discuss
the extract in Classroom activity 4 with your teacher, taking careful note of 1) how the conflict
between Othello and Brabantio is developed, and 2) how the human nature revealed is universal.
Classroom activity 4
Read the following extract taken from Shakespeare’s Othello, (Act 1, Scene 2, lines 60–95) and
answer the questions that follow.
OTHELLO: Keep up your bright swords, for the dew will rust ’em.
(To Brabantio) Good signor, you shall more command with years
Than with your weapons.
BRABANTIO: O thou foul thief, where hast thou stowed my daughter?
Damned as thou art, thou hast enchanted her,
For I’ll refer me to all things of sense,
If she in chains of magic were not bound,
Whether a maid so tender, fair, and happy,
So opposite to marriage that she shunned
The wealthy curlèd darlings of our nation,
Would ever have, t’incur a general mock,
Run from her guardage to the sooty bosom
Of such a thing as thou – to fear, not to delight.
Judge me the world if ‘tis not gross in sense
That thou hast practised on her with foul charms,
Abused her delicate youth with drugs or minerals
That weakens motion. I’ll have’t disputed on.
‘Tis probable, and palpable to thinking.
I therefore apprehend and do attach thee
For an abuser of the world, a practiser
Of arts inhibited and out of warrant.
(To officers) Lay hold upon him. If he do resist,
Subdue him at his peril.
OTHELLO: Hold your hands,
Both you of my inclining and the rest.
Were it my cue to fight, I should have known it
Without a prompter. Whither will you that I go
To answer this your charge?
42
• Theme 3
60
65
70
75
80
85
Weeks 5–6
BRABANTIO: To prison, till fit time
Of law and course of direct session
Call thee to answer.
OTHELLO: What if I do obey?
How may the Duke be therewith satisfied,
Whose messengers are here about my side
Upon some present business of the state
To bring me to him?
90
95
(Source: Shakespeare, W. Othello. Edited by André Lemmer & Louise Green. Johannesburg: Macmillan. p 23.)
Contextual questions
1
2
3
4
5
6
Explain what Othello means when he states: ‘Keep up your bright swords, for the
dew will rust ’em.’ (line 60)
How do lines 60–62 and lines 83–87 reveal Othello’s nature and serve as a contrast
to Brabantio’s attitude?
Is Brabantio justified in calling Othello a ‘foul thief’ (line 63)? Substantiate your
response with reference to the text of Act 1 Scene 3.
Refer to lines 68–96: ‘So opposite to marriage that she shunned ... of our nation.’
What do these lines suggest about Desdemona’s character?
Refer to lines 71–72 ‘Run from her guardage ... to fear, not to delight.’
What does this comment reveal about Brabantio’s attitude to Othello?
Do you empathise with Brabantio in this situation? Validate your response with
reference to the text.
(2)
(6)
(4)
(2)
(3)
(3)
[20]
Language
Fact or opinion
It is important to be able to distinguish between a fact and an opinion: as readers we must determine
for ourselves how we are being influenced, and whether we are being manipulated. Writing usually
includes both facts and opinions, but depending on the writer’s intention, there may be more facts or
more opinions. Information may be presented either subjectively, because it is influenced by the
writer’s personal feelings or opinions, or objectively; this may influence the position of the reader,
evoking a particular response towards the subject matter. If you are writing about the hazards of
social media platforms in a magazine article, you will choose information and diction that will
highlight the dangers. If you are writing a newspaper article, reporting on the disappearance of a
teenager as a result of internet dating, your article may be more factual in nature. Facts may be
expressed using such words as these: discovered, confirmed, verified or demonstrated; by contrast,
someone’s opinions are often expressed in these terms: of the view that, suspect that, argue that,
claims that. Take note of these differences when writing your magazine or newspaper article.
Active and passive voice
In your writing it is better to use the active voice when writing a magazine article as it mirrors the
voice of regular everyday speech. Be careful when writing a more objective piece of writing, such as
the newspaper report, to include examples of passive writing. The passive voice is used in writing to
distance the writer from taking responsibility for the reported actions or opinions. The use of the
active or the passive voice in writing can be used to manipulate the reader towards a particular point
of view. However, using the active and passive voice can legitimately add variety to your writing.
Plugged in
•
43
Concord
Common writing errors include concord errors. When editing your writing task in this and other
themes, take note of the following rules of grammatical concord (the agreement between the subject
and the verb):
• A singular subject takes a singular verb.
• A plural subject takes a plural verb.
• Subjects such as everyone, everybody, somebody, someone and none take a singular verb.
• Collective nouns usually take the singular verb form.
• Pronouns are words which stand for a noun, a noun phrase or even several noun phrases. The
pronoun must follow various grammatical rules to show contrasts in person, number, gender
and case (one or two examples will illustrate each contrast):
o Personal pronouns refer to the people involved in the communication: first person I, we;
second person you, your; third person she, they
o Pronoun gender: masculine he or him; feminine she or her; inanimate (or neuter) it or they
o Pronoun case: subjective I or we; objective me or us
o Number concord: singular he or she; plural they or them
Writing and presenting
Newspaper and magazine articles
k
Chec lf
myse
I know that the following criteria should be taken into consideration when writing a
newspaper or magazine article. I can explain each of these statements, giving my own
examples:
• It is important to take note of the audience, purpose and use the correct format
when writing a newspaper or magazine article.
• The style, tone and vocabulary of the article should be appropriate to its purpose.
• The style of a newspaper article is more formal than that of a magazine article.
• Tone reflects the writer's attitude to the content and the audience.
• The vocabulary used in a newspaper article on a motor accident will be different
from that used in a medical report on the injuries sustained; this contrast is referred
to as register.
Word bank
objective presentation intended to be accurate and unbiased
subjective presentation based on personal feelings, tastes or opinions
What you know already
Newspaper articles
Writing a newspaper article is a recording of the facts, thus making it a more objective piece of
writing than a magazine article. However, it is important to note that reporters position readers
with the facts they choose to include or omit.
When you write a newspaper article, consider the following criteria:
• The headline should be to the point and draw the attention of the reader.
• The language of a newspaper report should be factual and formal.
44
• Theme 3
Weeks 5–6
•
•
•
Any subtitles should be clear and concise.
The lead paragraph should begin to give the general idea of the content of the report; the article
will develop by answering such questions as: What happened? Who (was involved)? When?
Where? How? Why? To what degree?
The body of the report may expand on the introductory information, giving detailed facts and
reasons, and quoting comments from eye-witnesses.
Carefully read the newspaper article provided and note the strategies used:
Millennials call for a more connected
approach
By Linda Trim
1 In touch: The mobile Millennial generation take
parallel processing and multitasking to great
extremes.
2
The Millennial generation have grown up very
differently from the rest of us. They have been nurtured
with a unique ‘equality for all’ culture and shaped by the
hyper-connectivity of social media and the internet.
Indeed, they are the internet generation and they
3
expect it to play a part in every aspect of their lives.
This generation embraces the mobility of technology
to keep them in touch with others, deliver services and
access information wherever and whenever they want to.
5
Millennials are constantly in touch with everyone
they know via text messaging, Facebook, Twitter and
Instagram – to name just a few popular social media
platforms.
6
This is a highly talented, mobile generation who
take parallel processing and multitasking to great
extremes. They work best through intense collaboration
and tend to reject strictly disciplined hierarchies and
regimes – so don’t boss them around.
7
When learning, they prefer graphics and short bursts
of information as opposed to thick texts. At work,
Millennials demand instant collaboration with colleagues,
suppliers and customers. Unlike the older generations,
Millennials blend work and life with ease.
8
They are flexible and neither want or need to be
anchored to a desk or stuck in an office. More
importantly, they expect to be able to harness technology
so that they can work from anywhere and at any time.
Laptops, ultrabooks, tablets, smartphones – these devices
are always part of the work equation.
4
(Source: Trim, L. ‘Millennials call for a more connected
approach’. http://www.iol.co.za/)
Writing a magazine article requires you to adopt a more personal style of writing because you are
speaking directly to the reader. The style of the article will be more colloquial and conversational
than that of a newspaper article, as this type of writing is subjective and often promotes a product,
event or service. Names, places, times, positions and any other necessary details should be included
in the article. Keep the article fairly short and to the point, although descriptive and figurative
language may be used to add colour to your text. Captivate your reader’s attention with the use of
an attractive font and a relevant illustration or photograph.
Plugged in
•
45
Classroom activity 5
[Possible School Based Assessment Task 3] [25 marks]
In this activity you will write your own newspaper or magazine article.
Remember to plan. You may use a mind map, spray diagram, list or table to brainstorm your
ideas. Remember to think carefully about what would interest your audience.
Once you have planned your article write the first draft. Your style of writing must be appropriate
to the article and topic you have chosen, and to your intended readership. Once you have written
the article ask a classmate to edit it carefully. You could do the same for his or her work. Refer to
the examples provided to guide you. Your teacher will use the rubric for transactional texts to
assess your article.
Choose one of the following topics:
Write a newspaper article about a millennial that is making a difference in your
community. Refer to the homework task in this unit to prepare for your task.
or
Write a magazine article about a millennial that has achieved success and is a role model
to others. Refer to the homework task in this unit to prepare for your task.
1
2
Remember the following features when you write your article:
Length must be 180–200 words.
Grammar, punctuation and spelling will be assessed.
•
•
Homework activity for Theme 3
Task 1:
Research a member of the Y generation in your community who is making a difference, or
who is achieving success, to complete the newspaper or magazine writing task.
Task 2:
Analyse the poem ‘When I have fears that I may cease to be’ in Classroom activity 3, and then
answer the following extra questions. The mark allocation for this task is 10 marks.
Contextual questions
1
Refer to the title. What issues within the poem does the title reflect?
(2)
2
Refer to lines 1–4: ‘When I have fears … the full-ripen’d grain’.
Explain what makes the poet feel intense sadness.
(3)
3
How does the structure and arrangement of the poem help to enhance its meaning? (2)
4
Refer to the rhyming couplet in the last three lines: ‘then on the shore … to
nothingness do sink’.
Comment on how the tone of these lines supports the main point of the sonnet.
(3)
[10]
(Source: Questions adapted from various DOE past exam papers.)
46
• Theme 3