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it e r a t u r e, L, :, 3, r, e, p, a, P, l Language, a, n, io, it, d, d, A, st, E n g li s h F ir, , Writing, , Study Guide, , Grade, , 12
Page 2 : © Department of Basic Education 2015, , This content may not be sold or used for commercial purposes., Curriculum and Assessment Policy Statement (CAPS) Mind the Gap study guide for, Grade 12 English First Additional Paper 3: Writing, ISBN 978-1-4315-1938-5, This publication has a Creative Commons Attribution NonCommercial Sharealike, license. You can use, modify, upload, download, and share content, but you must, acknowledge the Department of Basic Education, the authors and contributors. If you, make any changes to the content you must send the changes to the Department of, Basic Education. This content may not be sold or used for commercial purposes. For, more information about the terms of the license please see:, http://creativecommons.org/licenses/by-nc-sa/3.0/., Copyright © Department of Basic Education 2015, 222 Struben Street, Pretoria, South Africa, Contact person: Dr Patricia Watson, Email:
[email protected], Tel: (012) 357 4502, http://www.education.gov.za, Call Centre: 0800202933, , and Life Sciences; the second edition, published in 2014, aligned these titles to the, Curriculum and Assessment Policy Statement (CAPS) and added more titles to the, Mind, the Gap study guide for Paper 3:Writing ISBN 978-1-4315-1938-5, Mind the Gap team, Series managing editor: Dr Patricia Watson, Production co-ordinators for CAPS edition:, Authors:, , Expert readers:, Editor:, Proofreader: Pat Tucker, Designers:, Illustrators:, Series cover illustration: Alastair Findlay, Onsite writers’ workshop support: Wayne Cussons
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© Department of Basic Education 2015, , Ministerial foreword, The Department of Basic Education (DBE) has pleasure in releasing the second, edition of the Mind the Gap, guides continue the innovative and committed attempt by the DBE to improve the, , began in 2012, has shown that the Mind the Gap series has, without doubt, had, a positive impact on grades. It is my fervent wish that the Mind the Gap study, guides take us all closer to ensuring that no learner is left behind, especially as, we celebrate 20 years of democracy., The second edition of Mind the Gap is aligned to the 2014 Curriculum and, Assessment Policy Statement (CAPS). This means that the writers have considered, , 2014., The Mind the Gap, Mind the Gap, , Department’s website – www.education.gov.za., , in both English and Afrikaans. There are also nine English First Additional Language, , works included in Paper 2. These are Short Stories, Poetry, To Kill a Mockingbird,, A Grain of Wheat, Lord of the Flies, Nothing but the Truth and Romeo and Juliet., Please remember when preparing for Paper 2 that you need only study the set, works you did in your EFAL class at school., The study guides have been designed to assist those learners who have been, curriculum and aim to mind-the-gap between failing and passing, by bridging, the gap in learners’ understanding of commonly tested concepts, thus helping, candidates to pass., , _________________________________, , 2015, , Minister of Basic Education
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© Department of Basic Education 2015, , Table of contents, Dear Grade 12 learner ....................................................................................................... ix, How to use this study guide ................................................................................................x, Top 7 study tips ................................................................................................................... xi, On the exam day ................................................................................................................ xii, Overview of the English First Additional Language Paper 3: Writing Exam ............ xiii, Question words ..................................................................................................................xiv, Words to know: Vocabulary ..............................................................................................xvi, Words to know: Spellings ...............................................................................................xviii, Section A: Essays .............................................................................................. 1, 1. All about essays ............................................................................................................2, 1.1 The structure of an essay .....................................................................................2, 1.2, ...............................................................2, ......................................................................................................9, 2.1, .................................................................................................9, ..................... 10, Activity: Writing a narrative essay ................................................................... 13, 2.2 Descriptive essays ........................................................................................... 14, .................. 15, Activity: Writing a descriptive essay ................................................................ 18, 2.3, ............................................................................................. 19, ..................... 20, ................................................................... 23, 2.4 Discursive essays ............................................................................................ 24, ................... 25, Activity: Writing a discursive essay .................................................................. 28, 2.5 Argumentative essays ..................................................................................... 29, ......... 30, Activity: Writing an argumentative essay ........................................................ 33, 2.6 Writing an essay from a picture ...................................................................... 34, .......... 35, Activity: Writing an essay from a picture ........................................................ 38, 2.7 Essay checklist ................................................................................................. 39, 3. What is expected from you in the exam? .............................................................. 40, Section B: Longer transactional texts .......................................................... 43, 1. Steps to writing longer transactional texts ........................................................... 44, 2. Category A ................................................................................................................... 50, 2.1 Writing a formal letter ...................................................................................... 50, .......................... 51, Activity: Writing a formal letter ........................................................................ 54, 2.2 Writing an informal letter ................................................................................ 55, ..................... 56, Activity: Writing an informal letter ................................................................... 59, 2.3 Writing a letter to the press ............................................................................ 60, ................. 60, Activity: Writing a letter to the press ............................................................... 64, 2.7 Category A checklist ......................................................................................... 65, 3. Category B ................................................................................................................... 66, 3.1, ...................................................................................................... 66, .......................................... 67, ........................................................................................ 70, 3.2, ....................................................................................................... 70
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© Department of Basic Education 2015, , 3.3 Writing an obituary .......................................................................................... 71, ............................... 72, Activity: Writing an obituary ............................................................................. 75, 3.2 Obituary checklist ............................................................................................. 75, 4. Category C ....................................................................................................................76, 4.1 Writing a review ............................................................................................... 76, .................................... 77, Activity: Writing a review .................................................................................. 80, 4.2, ............................................................................................... 80, 4.3 Writing a newspaper article ............................................................................ 81, ................ 82, Activity: Writing a newspaper article ............................................................... 85, 4.4, ............................................................................. 85, 4.5 Writing a magazine article .............................................................................. 86, ................... 87, Activity: Writing a magazine article ................................................................. 90, 4.6, ............................................................................... 90, 4.7 Writing an agenda and minutes of a meeting ............................................... 91, using the four steps ......................................................................................... 92, Activity: Writing an agenda and minutes of a meeting .................................. 95, 4.8 Agenda and minutes of a meeting checklist .................................................. 95, 4.9 Writing a formal report ................................................................................... 96, ........................ 97, Activity: Writing a formal report .................................................................... 100, 4.10 Formal report checklist ................................................................................ 100, 5. Category D ................................................................................................................ 101, 5.1 Writing a dialogue .......................................................................................... 101, .............................. 102, Activity: Writing a dialogue ............................................................................ 105, 5.2 Dialogue checklist .......................................................................................... 105, 5.3 Writing an interview ....................................................................................... 106, ........................... 107, Activity: Writing an interview .......................................................................... 110, 5.4 Interview checklist .......................................................................................... 110, 5.5 Writing a speech ............................................................................................ 111, ................................112, Activity: Writing a speech ............................................................................... 115, 5.6 Speech checklist ............................................................................................ 115, 6. What is expected from you in the exam? ............................................................ 116, Section C: Shorter transactional texts ....................................................... 118, 1. Steps to writing longer shorter texts .................................................................... 119, 2. Category A .................................................................................................................125, 2.1 Writing an advertisement ...............................................................................125, ..................126, Activity: Writing an advertisement ................................................................128, 2.2 Advertisement checklist .................................................................................129, 2.3 Writing an invitation card ...............................................................................130, ...................130, Activity: Writing an invitation card .................................................................133, 2.4 Invitation card checklist .................................................................................133, 2.5, ..................................................................................................134, ......................................135, .................................................................................... 137, 2.6 Flyer checklist .................................................................................................138
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© Department of Basic Education 2015, , 2.7 Writing a poster ..............................................................................................139, .................................. 140, Activity: Writing a poster ................................................................................ 143, 2.8 Poster checklist .............................................................................................. 143, 3. Category B .................................................................................................................144, 3.1 Writing a diary entry ......................................................................................144, ........................... 145, Activity: Writing a diary entry ......................................................................... 147, 3.2 Diary entry checklist ....................................................................................... 147, 3.3 Writing a postcard ......................................................................................... 148, .............................. 148, Activity: Writing a postcard ............................................................................150, 3.4 Postcard checklist .......................................................................................... 151, 4. Category C ...................................................................................................................152, 4.1 Writing instructions .......................................................................................152, ............................152, Activity: Writing instructions ..........................................................................154, 4.2 Instructions checklist .....................................................................................155, 4.3 Writing directions ...........................................................................................156, ...............................156, Activity: Writing directions .............................................................................158, 4.4 Directions checklist ........................................................................................159, 5. What is expected from you in the exam? ............................................................. 160
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© Department of Basic Education 2015, , Dear Grade 12 learner, This Mind the Gap study guide helps you to prepare for the end-of-year, First Additional Language (EFAL) Writing, Literature; and Paper 3: Writing., There are nine great EFAL Mind the Gap study guides which cover Papers, 1, 2 and 3., Paper 2: Literature includes the study of novels, drama, short stories and, poetry. A Mind the Gap study guide is available for each of the prescribed, literature titles. Choose the study guide for the set works you studied in, your EFAL class at school., , Use, this study guide as a, workbook. Make notes,, draw pictures and, highlight important, concepts., , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , INTRODUCTION ix
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© Department of Basic Education 2015, , How to use this study guide, This study guide looks at the three sections of the Paper 3: Writing, curriculum:, Section A: Essays, , In each section:, Important facts about types of writing in each of the three sections, are provided;, Step-by-step information is provided on choosing your topic; planning;, show you the correct process to follow in producing your own work;, practice; and, Checklists are provided so that you can make sure you are familiar, , Look out for, these icons in the, study guide., , ills and, , PAY, PAYSPECIAL, SPECIALATTENTION, ATTENTION, , NB, NB, , Pay, special, PAY SPECIAL, ATTENTION, attention, , NB, , HINT!, Step-by-step, instructions, , hint, , e.g., , EG - worked examples, , hintNB, hint, , e.g., e.g., , NB, NB, , HINT!, HINT!, remember, a concept, or guide you in solving, problems, , for you to answer, , EG- worked, - workedexamples, examples, EG, , exams, exams, , exams, , activity, activity, ACTIVITIESboy, boy, ACTIVITIES, andgirl-left, girl-leftand, and, and, rightofofpage, page, right, , activity, activity, , activity, ACTIVITIES boy, and girl-left and, right of page, , activity, , Step by step, , Stepbybystep, step, Step, , comment, , comment, comment, , comment, comment, , comment, , © Department of Basic Education 2015, , x INTRODUCTION, , Mind the Gap English First Additional Language: Paper 3 Writing
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© Department of Basic Education 2015, , Top 7 study tips, 1., 2., , Break your learning up into manageable sections. This will help, your brain to focus. Take short breaks between studying one, , Try these, study tips to, make learning, easier., , section – pencils, pens, highlighters, paper, glass of water, etc., , 3., , Be positive. It helps your brain hold on to the information., , 4., , Your brain learns well with colours and pictures. Try to use them, whenever you can., , 5., 6., , Teach what you are learning to anyone who will listen. It is, , 7., , Sleeping for at least eight hours every night, eating healthy food, and drinking plenty of water are all important things you need to, be prepared physically as well as mentally., , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , INTRODUCTION xi
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© Department of Basic Education 2015, , On the exam day, 1., , 2., 3., 4., page, , 5., , of this study guide., , is the easiest. Check how many marks are allocated to each, answer., , 6., , GOOD, LUCK!, , 7., , linked with something you have covered. If you feel stuck, move, on and come back if time allows. Do try and answer as many, , easily., , © Department of Basic Education 2015, , xii INTRODUCTION, , Mind the Gap English First Additional Language: Paper 3 Writing
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© Department of Basic Education 2015, , Question words, Question type, , What you need to do, , Literal:, Name characters/places/things ..., State the facts/reasons/ideas …, Give two reasons for/why …, Identify the reasons …, Describe the place/character/, what happens when …, , places, etc., Write down the information without any, discussion or comments., Write two reasons (this means the same, as ‘state’)., Write down the reasons., Write the main characteristics of, place look/feel/smell like? Is a particular, character kind/rude/aggressive …, Write what happened., , What happened when …, Why did this happen …, Who did …, , Write down who is responsible for the, action., To whom, Write the name of the relevant character/, person., Reorganisation: Questions that need you to bring together different pieces of, information in an organised way., Summarise the main points/ideas Write the main points, without a lot of, …, detail., Group the common elements …, Join the same things together., Give an outline of ….., Write the main points, without a lot of, detail., Inference: Questions that need you to interpret, using information that may not be clearly stated. This process involves thinking, , Explain how this idea links …, Compare the attitudes/actions of, , Identify the links., Point out the similarities and differences., , What do the words … suggest/, reveal about /what does this, situation tell you about …, How, Describe how something affected, …, State how, What, , State what you think the meaning is,, , Write down the character's/person's, reaction or what the character/person did, or felt., , those particular words., Is the following statement true or, false?, , number. You must give a reason for your, answer., , © Department of Basic Education 2015, , xiv INTRODUCTION, , Mind the Gap English First Additional Language: Paper 3 Writing
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© Department of Basic Education 2015, , Choose the correct answer to, complete the following sentence, , A list of answers is given, labelled A–D., , Complete the following sentence, Quote, prove your answer., , same words and punctuation you see, , Evaluation, Discuss your view/a character’s, Consider all the information and reach a, feelings/a theme ..., conclusion., Do you think that …, There is no ‘right’ or ‘wrong’ answer, Do you agree with …, a reason for your opinion based on, In your opinion, what …, Give your views on …, Appreciation Questions that ask about your emotional response to what, How would you feel if you were, when …, Discuss your response to …, Do you feel sorry for …, Discuss the use of the writer’s, language, dialogue …, , There is no ‘right’ or ‘wrong’ answer, a reason for your opinion based on, , yourself: Does the style help me to feel/, imagine what is happening or how, reason for your answer., , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , INTRODUCTION xv
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© Department of Basic Education 2015, , words to know, These are words about writing and text types that you should learn., abbreviations, active voice, advertisement, agenda, argumentative essay, article, audience, characters, climax, colloquial, contractions, , words which are shortened, e. g. prof (professor). Do not use contractions in, formal writing., a notice or announcement in a public medium such as newspapers, radio or, television, which promotes a product, service, or event, a list of items to be discussed at a meeting, an essay which strongly supports one side of an argument, a piece of writing published in a newspaper or magazine, the people who play a part/feature in an essay, story or play, informal, everyday language e.g. okay, guys, apostrophe must be placed where a letter/letters have been left out., Contractions should not be used in formal writing., , covering letter, curriculum vitae (CV), descriptive essay, dialogue, diary, directions, discursive essay, draft, edit, eulogy, , format, genre, graphics, , a conversation between two or more people, , an essay which considers an argument from many points of view, , a speech given at a funeral in praise of someone, , to add detail and life to writing., I, me, we ,us, an advertisement on a piece of paper which can be given to people, the way a piece of writing is set out on a page e.g. a letter has a format, (address/es, date etc), type of writing e.g. play, poem, narrative essay, something e.g. most printed advertisements have written information, as, well as graphics, , instructions, interview, , or to assemble a computer, a situation in which one person (the interviewer) asks another person, , invitation card, giving, or party, irony, , © Department of Basic Education 2015, , xvi INTRODUCTION, , Mind the Gap English First Additional Language: Paper 3 Writing
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© Department of Basic Education 2015, , key words, language, minutes, narrative essay, narrator, obituary, objective, passive voice, perspective, plot, point of view, postcard, , the most important words in a piece of writing. You may be asked to, underline key words to improve your understanding of a passage., the way in which something is written. It includes grammar, such as, punctuation, correct use of verbs, etc., the written record of a meeting, an essay which tells a story, the person who tells a story, recently died, a neutral, unbiased attitude, team., a particular way of thinking. People look at life from different perspectives., the main points of a story, a particular attitude or way of looking at a matter, a card for sending a message by post without an envelope. Only a small, , poster, , a large printed written notice, or picture used to advertise or to decorate., Posters may display only writing, only a picture, or a combination of pictures, , practice/practise, , practice (noun) e.g. there will be a soccer practice this evening; practise, (verb) e.g. I practise writing essays every week., , register, , report, review, rubric, setting, structure, style, subjective, text, third person, tone, transactional writing, , topic, the use of different language styles to suit different speakers and audiences., Language can be formal (e.g. how do you do?) or informal (e.g. hi/howzit), depending on who is speaking and who is being addressed., a factual account of an event such as an accident which has taken place,, often after an investigation., a piece of writing which considers the good and bad points of e.g. a book,, play or restaurant, the place where events take place in a piece of writing, the way in which a piece of writing is put together. There should be an, introduction, body and conclusion., The way in which something is written e.g. formal, informative, from a particular point of view; often emotional and one-sided, a piece of writing. This could be e.g. a novel, an article in a newspaper, a, he, she, it, they, and critical., writing intended for a particular function, such as to inform or persuade, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , INTRODUCTION xvii
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© Department of Basic Education 2015, , words to know, If you, aren't sure of the, meaning of a word,, look it up in, dictionary., , Here are the correct spellings of useful words. Learn to, spell these words correctly before you take the exam., accommodate/accommodation, achieve, , advertisement, advise – verb – e.g. I asked my father to advise me., argument, beautiful, beginning, business, calendar, commitment, committed, committee, conscience, conscious, dairy, deceive, , diary, disappear, the word disappoint, embarrass/embarrassment, environment, , favourite, foreign, friend, glamorous, government, grammar, guarantee, humorous, immediately, independent, , © Department of Basic Education 2015, , xviii INTRODUCTION, , Mind the Gap English First Additional Language: Paper 3 Writing
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© Department of Basic Education 2015, , interrupt, laboratory, licence – noun e.g. I have a driver’s licence., license – verb e.g. I must remember to license my car., mischievous, necessary, noticeable, obedience, occasion, occurrence, original/originally, peace, piece, practically, , privilege, probably, proceed, publicly, receive, recommend, referred/referring, scared, scarred, separate, sincerely, successful, thorough, through, tomorrow, truly, to the word - unnecessary, until, the word = unusual, usual, weight, wherever, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , INTRODUCTION xix
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Section A, Essays, your ideas and write a draft. Once you have edited and corrected your, writing., , 1. All about essays, The structure of an essay, , Descriptive essays, Discursive essays, Argumentative essays, Writing an essay from a picture, Essay checklist, , I love, writing essays!, It feels good, to express, myself., , Yes,, you can be, creative, but you, must make sure you, stick to your, topic., , vocab, A topicNFBOTUIFFYBN, RVFTUJPO, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , ESSAYS 1
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Section A, , ways to plan an essay, A plan helps you think about what ideas you want to include in your essay. It also helps you put your, ideas into a clear structure. You will earn marks for showing your planning., You can use a mind map or an ideas list to plan your essay., , 1. Mind maps, These are diagrams of ideas. The title is in the centre with branches coming from it showing thoughts, and ideas. Below is an example of a mind map., , details of idea, details of idea, details of idea, , Idea for, introduction, , details of idea, , Idea, , details of idea, , Essay topic, Idea for, conclusion, , details of idea, , Idea, , details of idea, details of idea, , Idea, , details of idea, details of idea, details of idea, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , ESSAYS 5
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A Essays, , 2. Idea lists, These help you to quickly write down ideas for each paragraph. Write down, your ideas as they come to you and then organise them in a logical order., Below is an example., Random idea list, , Numbered idea list, , Essay topic, , Essay topic, , Idea for conclusion, , Idea for introduction, , details of idea, , Idea, , details of idea, details of idea, , Idea, , details of idea, details of idea, details of idea, , Idea, , details of idea, , 1. Idea, , details of idea, details of idea, details of idea, , 2. Idea, , details of idea, details of idea, , 3. Idea, , details of idea, details of idea, details of idea, , Idea for conclusion, , details of idea, , Idea for introduction, When, you are planning, your essay, remember, the features of the type, of essay you have chosen., See pages 9 to 38 for, information on each, essay type., , © Department of Basic Education 2015, , 6 ESSAYS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section A, , Step 3: Write and edit your draft essay, Write a draft of your essay, using the ideas from your plan., punctuation or other language mistakes. Edit your draft by correcting these, mistakes and making any other changes you think are needed., , "OFYBNFTTBZNVTUCF, CFUXFFOBOE, XPSETMPOH, , Count the number, of words in your essay and make any changes to meet, PAY SPECIAL ATTENTION, , NB, , NB, , words., , HINT!, , hint Essay proofreading and editing, t$IFDLUIBUZPVSHSBNNBS TQFMMJOHBOEQVODUVBUJPOBSFDPSSFDU, , e.g., , t$IFDLUIBUZPVIBWFDIPTFOBWBSJFUZPGXPSETUIBUBSFBQQSPQSJBUFGPS, EG - worked examples, ZPVSUPQJD, t*UJTJNQPSUBOUUPTIPXUIFNBSLFSUIBUZPVIBWFFEJUFEZPVSESBGU, , exams, , activity, , Think, about your audience to help, you choose the right register for, your essay. Register can be formal, (for example, if your audience is a, teacher) or informal (for example,, if your audience is your, friend)., , The, ACTIVITIES boy, way you write your essayand girl-left and, right of page, creates a style of writing., The words you choose and the, length of your sentences are, two examples of how a, writing style is, created., , activity, , Step by step, , comment, , The, tone of the essay, is the feeling the writer gives, the writing. For example, the, tone could be playful, or serious., , comment, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , ESSAYS 7
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A Essays, , HINT!, , hint, , A learner’s example of a, narrative essay using the, four steps, , e.g., , EG - worked examples, , exams, , Step 1: Choose the topic and type of essay, 8SJUFBOBSSBUJWFFTTBZ, JGUIFXPSEistorywJTJOUIF, RVFTUJPO, "MXBZTHJWFZPVSFTTBZ, BUJUMF, , This learner chose this essay topic, type:, activity, , narrative essay, , ACTIVITIES boy, , girl-left and, I am an old desk in a andclassroom, and this is my, right of page, story…, , activity, , Step 2: Plan the essay, The learner used a mind map to plan her essay., comment, Step by step, comment, Might be old but special (how, old?) legends have sat on me, list: Mark Shuttleworth,, famous people, unknown, people (close relationship,, shared emotions), , Hello! My name is Pine, Desk in a science, classroom, Nobody sits on, me anymore, , Paragraph 2, , Introduction:, Paragraph 1, , Bits and pieces, scattered..., , I am an old, desk in a, classroom and, this is my, story…, , Conclusion:, Paragraph 5, , Engravings,, marks each, person has, made, , Paragraph 3, , Tell my, story, , Generations grow, Do I know what love is?, , Paragraph 4, , double desk, , Show my pain ..., love, , Know about science, But ... LOVE??, © Department of Basic Education 2015, , 10 ESSAYS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section A, , Step 3: Write and edit the draft essay, Editing means checking your draft and correcting any grammar,, punctuation and spelling errors.You can also change your word choice to, make your writing stronger., , See in, this example, below how the, learner edited her, draft., , I am an old desk in a classroom and this is my, story..., broken, , Hello there! My name is Pine. I am an old, brocken-down, desk, situated at the back of a science classroom. Nobody, , 5IFMFBSOFSDPSSFDUT, her spelling: broken, , sits on me anymore. because my My bits and pieces are, scattered around the whole school., You may think that I am kind of silly-looking and old. In, , 4IFNBLFTBMPOH, TFOUFODFJOUPUXP, shorter sentences, GPSFGGFDU, , fact, I am very special; legends have sat on me. You don’t, know them all but one may stand out in particular – Mark, heart, , Shuttleworth! He makes my wooden hart beat stronger, , She adds, punctuation dash: –, , of with pride and he makes me forget about back pain…, , She corrects her, spelling: heart, , caused by those rotten, rusted nails!, , She corrects, preposition: with, , The other legends you won’t know, but they stayed special, to me. I felt their pain when they failed a test. My agelines grinned and smiled and rejoiced with them when they, excelled! I know they made it far and move forests today,, but me as for me …, 4IFDPSSFDUTXPSE, order, , I am still here …, head, , The engravings on my top show my life’s story. The story of, loneliness. Frustration. Excitement. Pain. (Notice the word, , 4IFVTFTBCFUUFS, XPSEhead, , “pain” is very similar to my name). And of course, love…, Did I mention that I am a double desk? A desk for two?, I have seen all kinds of love: childish love, forbidden love, and great love. I know everything there is to know about, science because I have learned it over and over again. But, I, don’t understand love., Love is mystical. Love is kind. Love is blind …, I see the new generations grow older. They go grow bolder., They will always wonder be stronger. And my heart grows, fonder … Maybe I really know what love is., , 4IFVTFTCFUUFS, XPSETbe stronger, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , ESSAYS 11
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A Essays, , Step 4: Write the final essay, By including, her edits from her draft, essay, the learner greatly, essay., , I am an old desk in a classroom and this is, my story…, Hello there! My name is Pine. I am an old, broken-down, desk, situated at the back of a science classroom. Nobody, sits on me anymore. My bits and pieces are scattered around, the whole school., You may think that I am kind of silly-looking and old. In, fact, I am very special; legends have sat on me. You don’t, know them all but one may stand out in particular – Mark, Shuttleworth! He makes my wooden heart beat stronger, with pride and he makes me forget about back pain…, caused by those rotten, rusted nails!, The other legends you won’t know, but they stayed special, to me. I felt their pain when they failed a test. My agelines grinned and smiled and rejoiced with them when they, excelled! I know they made it far and move forests today,, but as for me …, I am still here …, The engravings on my head show my life’s story. The story, of loneliness. Frustration. Excitement. Pain. (Notice the word, “pain” is very similar to my name). And of course, love…, Did I mention that I am a double desk? A desk for two?, I have seen all kinds of love: childish love, forbidden love, and great love. I know everything there is to know about, science because I have learned it over and over again. But,, I don’t understand love., Love is mystical. Love is kind. Love is blind …, I see the new generations grow older. They grow bolder., They will always be stronger. And my heart grows fonder …, Maybe I really know what love is., , word count: 262, © Department of Basic Education 2015, , 12 ESSAYS, , Mind the Gap English First Additional Language: Paper 3 Writing
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hint, , e.g., exams, , HINT!, , Section A, , A learner’s example of a, descriptive essay using the, four steps, EG - worked examples, , The, word “scene”, in the topic suggests, that a descriptive essay, is appropriate for this, topic., , Step 1: Choose the topic and type of essay, This learner chose this essay topic, type:, , descriptive essay, , activity, , The scene in the waitingACTIVITIES, areaboyof a clinic OR a doctor’s, and girl-left and, right of page, surgery., , activity, Step 2: Plan the essay, The learner used a mind map to plan his essay., Step by step, , comment, , comment, , 3, 1, People who go to the, clinic:, A child with a sports injury, , Introduction, , Healthy-looking people, , 2, , The scene in, the waiting area, of a clinic, , Would expect, friendliness,, but silence, , 4, Bored – read decorating, magazine contrast with, surroundings, green and grey, Magazine gets interesting –, interrupted by call to, appointment, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , ESSAYS 15
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A Essays, See how, the learner edited, his draft essay in the, example below., , Step 3: Write and edit the draft essay, Editing means checking your draft and correcting any grammar,, punctuation and spelling errors. You can also change your word choice to, make your writing stronger., , The scene in the waiting area of a clinic, A clinic waiting area is possibly one of the most awkward, places to be. You come in through the door, go to reception, to tell the friendly lady that you are here for an, appointment with the doctor and as soon as you want to, 5IFMFBSOFSTIPSUFOT, the sentence and cuts, PVUVOOFDFTTBSZXPSET, , take a seat, you as you go to take a seat, you politely nod to, all the other people., With all this friendliness you would think that some people, would be talking to each other, but for some unknown, reason there is a silence among the adults. The only voices, , )FDPSSFDUTIJT, spelling: hear, )FSFQMBDFT, iGSFRVFOUMZBTLJOHw, XJUIiOBHHJOHwB, CFUUFSDIPJDFPGXPSE, , hear, , you heare are the receptionists talking on the phone and, nagging, , the little kid who is frequently asking his mum if he can go, build a puzzle or play with the toys., A few characters will always be found in the waiting area., For example, there will almost always be a kid with a sports, injury accompanied by his worried hysterical mother. And, , )FVTFTCFUUFSXPSE, hysterical, , the middle of the summer. And lastly, there is the person, , are, , who just calmly sits and reads one of the magazines that is, )FDPSSFDUT, concord: are, , three years old, but appear to be in perfect condition., As you sit there in your boredom trying to, , )FDIPPTFTCFUUFS, XPSEunable, , out what could be wrong with the calm and collected man,, you decide to read one of those magazines. ‘Home and, , )FDPSSFDUT, spelling: closest, )FDPSSFDUT, spelling: coloured, , )FDPSSFDUTVTFPG, preposition, , closest, , Décor’ is the magazine closests to you, ironically enough,, coloured, , colored pale, , green and grey, but you decide to read through it anyway., the receptionist calling, “Mr ………, could you follow with me, , © Department of Basic Education 2015, , 16 ESSAYS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section A, , Step 4: Write the final essay, The scene in the waiting area of a clinic, A clinic waiting area is possibly one of the most awkward, places to be. You come in through the door, go to reception, , By including, his edits from his, draft essay, the learner, greatly improved his, , to tell the friendly lady that you are here for an, appointment with the doctor and as you go to take a seat,, you politely nod to all the other people., With all this friendliness you would think that some people, would be talking to each other, but for some unknown, reason there is a silence among the adults. The only voices, you hear are the receptionists talking on the phone and the, little kid who is nagging his mum if he can go build a puzzle, or play with the toys., A few characters will always be found in the waiting area., For example, there will almost always be a kid with a sports, injury accompanied by his hysterical mother. And then, middle of the summer., And lastly, there is the person who just calmly sits and, reads one of the magazines that are three years old, but, appear to be in perfect condition., , could be wrong with the calm and collected man, you decide, to read one of those magazines. ‘Home and Décor’ is the, this magazine in a clinic which is coloured pale green and, grey, but you decide to read through it anyway. And at, receptionist calling, “Mr ………, could you follow me to the, , :PVSFTTBZNVTUCF, CFUXFFOBOE, XPSETMPOH, , word count: 271, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , ESSAYS 17
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HINT!, , hint, , A Essays, , A learner’s example of a, e.g. reflective essay using the, four steps, EG - worked examples, , exams, , Step 1: Choose the topic and type of essay, "SFþFDUJWFFTTBZXJMMCF, BCPVUXIBUZPVUIJOLBOE, GFFMBCPVUBUPQJD*U, TIPXTZPVSFNPUJPOT IPQFT, BOEESFBNT, , This learner chose this essay topic, , type:, , activity, , Things I would like to achieve by the time I am 30., ACTIVITIES boy, and girl-left and, right of page, , Step 2:, Plan the essay, activity, , The learner used a mind map to plan her essay., , Step by step, , Paragraph 3, , comment, , comment, , Things I would like, to achieve by the, time I am 30., , Paragraph 2, , My dream, I will be a, senior auditor, name on the door, , Introduction:, paragraph 1, , Ideas of success, what success is not, What success, means to me, , Example of, ‘Pinki and the, Brain’ – use, the same idea, , Conclusion:, paragraph 4, , Dreamers vs, achievers, , Strive for same, thing: ‘conquer, the world’, , Dreamers have, to become doers, Quote from, Steve Jobs, When, you brainstorm, write, your ideas as they come, to you. Then organise your, ideas by numbering, them., , © Department of Basic Education 2015, , 20 ESSAYS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section A, , Step 3: Write and edit the draft essay, Editing means checking your draft and correcting any grammar,, punctuation and spelling errors. You can also change your word, choice to make your writing stronger., , See, how the learner, edited her draft, essay in the example, below., , Things I would like to achieve by the time I, am 30, There are a number of things success is not. It’s not money, or power, although I have to admit these do have a certain, ring to them. Success is bounding out of the door in the, mornings because you can’t bear to contain the excitement, pretentious, , of going to work (a bit pretenscious, but you get the point)., Success is bringing together people with similar universal, dreams and goals and inspiring the people you work with to, walk the extra mile., , 5IFMFBSOFSDPSSFDUTIFS, spelling: pretentious, She shortens the, TFOUFODFUPNBLFJU, NPSFFGGFDUJWF, , in front, , I want that – I want success. I used to sit infront of the, television watching ‘Pinki and the Brain’ and every single day, , She corrects her, spelling: in front, , Pinki asked Brain, “What are we going to do today?” and, Brain would answer with such determination, “Today we’ll, conquer the world”. I guess it must have brainwashed me, somehow, for now I strive for the same thing., You know how they say that people reach their prime when, they reach 30, “just enough ignorance still to still have, energy and just enough smarts to use the energy wisely”., intend, , At 30, I tend, , suburban, , about the whole subarban living, a white picket fence with, , She corrects, QPTJUJPOPGiTUJMMw, She uses correct, WFSCintend, She corrects her, spelling: suburban, , name for myself on the corporate ladder., This isn’t some futile dream I’ll give up half way through., I’ll reach the top and I know this because dreamers have to, in order, , be doers inorder to be achievers. Recently deceased Steve, Jobs once said, “Those who are crazy enough to think they, , She corrects her, spelling: in order, , can conquer the world are the ones who usually do.”, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , ESSAYS 21
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A Essays, , Step 4: Write the final essay, , -FBWFBMJOFCFUXFFO, FBDIQBSBHSBQIUPNBLF, ZPVSFTTBZFBTZUPSFBE, , Things I would like to achieve by the time I, am 30, There are a number of things success is not. It’s not money, or power, although I have to admit these do have a certain, ring to them. Success is bounding out of the door in the, mornings because you can’t bear to contain the excitement, of going to work (a bit pretentious, but you get the point)., Success is bringing together people with universal dreams, and inspiring the people you work with to walk the extra, mile., I want that – I want success. I used to sit in front of the, television watching ‘Pinki and the Brain’ and every single day, Pinki asked Brain, “What are we going to do today?” and, , Edits, will improve, essay!, , Brain would answer with such determination, “Today we’ll, conquer the world”. I guess it must have brainwashed me, somehow, for now I strive for the same thing., You know how they say that people reach their prime when, they reach 30, “just enough ignorance still to have energy, and just enough smarts to use the energy wisely”. At 30,, marked “Senior Auditor”. Never once have I dreamt about, the whole suburban living, a white picket fence with twofor myself on the corporate ladder., This isn’t some futile dream I’ll give up half way through., I’ll reach the top and I know this because dreamers have to, be doers in order to be achievers. Recently deceased Steve, Jobs once said, “Those who are crazy enough to think they, can conquer the world are the ones who usually do.”, , word count: 260, , © Department of Basic Education 2015, , 22 ESSAYS, , Mind the Gap English First Additional Language: Paper 3 Writing
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HINT!, , hint, , Section A, , A learner’s example of a, e.g., discursive essay using the, four steps, EG - worked examples, , exams, , Step 1: Choose the topic and type of essay, This learner chose this essay topic, type:, , In a discursive, essay you must present, BOTH sides of an issue. For, example, the advantages, AND disadvantages of, a topic., , discursive essay, , activity, , ACTIVITIES boy, Freedom of choice has both, advantages and, and girl-left and, right of page, disadvantages, , Discuss activity, this statement., , Step 2: Plan the essay, step, comment, The learner usedStep, a by, list, to plan his essay., , comment, , TOPIC: Freedom of choice - advantages and, disadvantages, Introduction, - Paragraph 1, , SA is democratic, , ConclusionParagraph 4, , People have rights, , Paragraph 2, , Advantages - we have right to choose, what we want: to eat, wear, sense of, individuality, , Paragraph 3, , People have freedom of choice - this has, advantages and disadvantages, , Rights bring responsibilities, , Disadvantages - bad impact on individuals,, people make wrong choices, , 8IFOZPVCSBJOTUPSN XSJUF, ZPVSJEFBTBTUIFZDPNF, UPZPV5IFOorganise your, JEFBTCZOVNCFSJOHUIFN, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , ESSAYS 25
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A Essays, , Step 3: Write and edit the draft essay, Editing means checking your draft and correcting any grammar,, punctuation and spelling errors. You can also change your word choice to, make your writing stronger., , Freedom of choice has advantages and, disadvantages, South Africa has become one of the most democratic countries, in Africa. We, as South Africans, are privileged to be able, )FDPSSFDUTWFSC, DPODPSEiSJHIUTw, is plural, , enable, , to enjoy many rights that enables us to live freely and, democratically in our country. One of the many rights we, share is the freedom of choice. All citizens are free to choose, whatever they want to eat, wear and listen to, among other, choices. However, freedom of choice has both advantages and, disadvantages., Freedom of choice gives one a sense of individuality. Nothing, , )FDPSSFDUT, spelling: being, , being, , feels as satisfyingly good as been able to make our own, choices without being obliged to satisfy the government or, anybody else. It prevents people from entering into situations, that are uncomfortable for them and instead allows them to, make choices that suit their own needs. Knowing that you are, , However, there are not always advantages to having freedom, of choice. The fact that all citizens have the freedom to make, their own choices can be dangerous. The choices people make, are not always good and tend to violate other people’s rights, as well. Perhaps the most common example would be the, freedom a woman has to choose to terminate a pregnancy. It, )FDPSSFDUT, spelling: baby’s, (apostrophe used, JOQPTTFTTJWFGPSN, , baby’s, , has been argued that by this choice, an unborn babies right to, life is violated, besides the fact that the woman also puts her, own health in danger., There are pros and cons to everything. Nothing is ever, , )FDIPPTFT, CFUUFSXPSET, )FDIPPTFT, CFUUFSXPSET, )FDPSSFDUT, pronoun, , completely and comfortably on the good side positive. As we, can It has become clear that while freedom of choice is, great, we cannot completely say be sure that it has not come, with its own disadvantages. It seems right to conclude that, it is every citizen’s responsibility to exercise their his or her, freedom of choice wisely. After all, every right comes with a, responsibility., , © Department of Basic Education 2015, , 26 ESSAYS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section A, , Step 4: Write the final essay, Freedom of choice has advantages and, disadvantages, South Africa has become one of the most democratic countries, in Africa. We, as South Africans, are privileged to be able, to enjoy many rights that enable us to live freely and, , :PVSFTTBZNVTUCF, CFUXFFOBOE, XPSETMPOH%POPU, include the title in your, XPSEDPVOU, , democratically in our country. One of the many rights we, share is the freedom of choice. All citizens are free to choose, whatever they want to eat, wear and listen to, among other, choices. However, freedom of choice has both advantages and, disadvantages., Freedom of choice gives one a sense of individuality. Nothing, feels as satisfyingly good as being able to make our own, choices without being obliged to satisfy the government or, anybody else. It prevents people from entering into situations, that are uncomfortable for them and instead allows them to, make choices that suit their own needs. Knowing that you are, , However, there are not always advantages to having freedom, of choice. The fact that all citizens have the freedom to make, their own choices can be dangerous. The choices people make, are not always good and tend to violate other people’s rights, as well. Perhaps the most common example would be the, freedom a woman has to choose to terminate a pregnancy. It, has been argued that by this choice, an unborn baby’s right to, life is violated, besides the fact that the woman also puts her, own health in danger., , Edits, will improve, essay!, , There are pros and cons to everything. Nothing is ever, completely and comfortably positive. It has become clear that, while freedom of choice is great, we cannot be sure that it, has not come with its own disadvantages. It seems right to, conclude that it is every citizen’s responsibility to exercise his, or her freedom of choice wisely. After all, every right comes, with a responsibility., , word count: 300, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , ESSAYS 27
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A Essays, , HINT!, , hint, , A learner’s example of an, e.g., argumentative essay using, the four steps, EG - worked examples, , exams, , Step 1: Choose the topic and type of essay, This learner chose this essay topic, essay type:, An, argumentative, essay question may ask, if you agree with a topic, You may agree or disagree, but you must not, do both., , an argumentative, , activity, , than by their parents., , ACTIVITIES boy, and girl-left and, right of page, , Do you activity, agree?, , Step 2: Plan the essay, This learner usedStepabylist, essay., stepto plan her comment, , 8IFOZPVCSBJOTUPSN XSJUF, ZPVSJEFBTBTUIFZDPNF, UPZPV5IFOorganise your, JEFBTCZOVNCFSJOHUIFN, , comment, , Introduction, - Paragraph 1, , Rapid change, old-fashioned traditions,, change in parenthood, , Paragraph 3, , Number of people in world - want, recognition, , Paragraph 4, , Time spent with parents vs time spent, with friends, , ConclusionParagraph 5, , Disadvantages - bad impact on individuals,, people make wrong choices, , Paragraph 2, , Example: children smoking., Number of people in the world: be unique,, be seen, be recognised., You want your voice to be heard; peer, pressure, , © Department of Basic Education 2015, , 30 ESSAYS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section A, , Step 3: Write and edit the draft essay, Editing means checking your draft and correcting, any grammar, punctuation and spelling errors., You can also change your word choice to make your, writing stronger., , See how, the learner edited, her draft essay in, the example, below., , friends than by their parents, Are young people more, their parents? In a modern world, most certainly! Rapid change, , She changes position, PGiNPSFw, , has taken place over the past 10 years in our modern world., Family values and norms has have a question mark behind them., Parenthood is not exactly what it used to be., , She corrects concord, iIBWFw, , How can you explain why a grade seven boy would share a, cigarette with his friends in a portable toilet on the school, premises, , premeses? A number of factors need to be considered to explain, such actions: peer pressure, growing population numbers and, , She corrects spelling:, premises, , time., There are defenitely many factors that contribute to the, , She corrects spelling:, definitely, , One reason is the number of people in the world. With growing, special. This is a big problem for teenagers, because they want, , want to do, youth make their voices heard. Peers: 1 Parents: 0., , spend much more time with their friends. Apart from the time, spent together at school, many afternoons are spent together, watching television. It is thus obvious that much more time is, spent with friends than with family. The more time spent with, you youths. Peers: 2, Parents: 0., , 4IFVTFTCFUUFS, DIPJDFPGXPSE, , by their friends. The facts show that in a modern society, this, movement is inevitable. But it does not excuse any form of, misbehaviour, , misbehavior against parents. It most certainly does not, dismiss excuse parents from doing their job., , She corrects spelling:, misbehaviour, 4IFVTFTCFUUFS, DIPJDFPGXPSE, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , ESSAYS 31
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A Essays, , Step 4: Write the, , 3FNFNCFSUPDMFBSMZ, state your opinion in the, JOUSPEVDUJPO, , friends than by their parents, parents? In a modern world, most certainly! Rapid change, has taken place over the past 10 years in our modern world., Family values and norms have a question mark behind them., Parenthood is not exactly what it used to be., How can you explain why a grade seven boy would share a, cigarette with his friends in a portable toilet on the school, premises? A number of factors need to be considered to, explain such actions: peer pressure, growing population, numbers and time., , youth. One reason is the number of people in the world. With, and special. This is a big problem for teenagers, because they, , friends want to do, youth make their voices heard. Peers: 1, Parents: 0., , spend much more time with their friends. Apart from the time, spent together at school, many afternoons are spent together, watching television. It is thus obvious that much more time, is spent with friends than with family. The more time spent, Edits, will improve, essay!, , Parents: 0., , by their friends. The facts show that in a modern society,, this movement is inevitable. But it does not excuse any form, of misbehaviour against parents. It most certainly does not, excuse parents from doing their job., , word count: 282, , © Department of Basic Education 2015, , 32 ESSAYS, , Mind the Gap English First Additional Language: Paper 3 Writing
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HINT!, , hint, , Section A, , A learner’s example of an, e.g., essay from a picture using, the four steps, EG - worked examples, , exams, , Step 1: Choose the topic and type of essay, This learner chose to write a, watch:, , based on this picture of a, , activity, , ACTIVITIES boy, and girl-left and, right of page, , activity, , Step by step, , comment, , comment, , Step 2: Plan the essay, This learner used a mind map to plan his essay., Time is a gift and a jail, Time - big, obstacle, , Paragraph 3, , Introduction:, Paragraph 1, , Hands pointing to the past, , Topic: Time, , Paragraph 4, , 6 years old, again, hears, the door open, , Title:, Seconds, minutes,, hours ...., , Paragraph 5, Seconds become, minutes, minutes, become hours, A better future so, far away, , Paragraph 2, , Time moves, , Wish time would, grant one more, favour, , Hours, mins, seconds, Freedom... close, , Want - running away, , Don’t want - creeping by, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , ESSAYS 35
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A Essays, Remember, to give your essay, a title., , Step 3: Write and edit the draft essay, Seconds, minutes, hours ..., Time had always been her biggest obstacle. Bigger than the, rocks she had to climb over to get to the river – the only, escape she had from her troubled surroundings. Bigger than, the barrels of water she had to carry on her head, when it, , )FVTFTBCFUUFS, DIPJDFPGXPSE, , felt like the heat of the sun was going to consume her thin, frail body. Bigger than the weight she felt lying on her body, after the sun had gone to bed and her mother laid her head, to rest after the long day., Time was strange and unkind to her in many ways. It always, ran away whenever she enjoyed something, like a midnight, swim in the river or the hours spent learning at school. Yet, it always seemed to linger longer when her deepest wish, from, , was to escape, , >, , )FBEETB, preposition: from, , her current situation., , Time. Some call it a gift. She calls it a jail that keeps her, )FVTFTBCFUUFS, DPOKVODUJWFbut, )FVTFTUIF, DPSSFDUXPSE, , caught up in a routine of wishing it away and but wanting to, hold onto it for just a while longer. The, , hands that, , point out the time, point at her in return. They point out, what happened in the past, constantly reminding her of her, own weakness., Seconds become minutes. Minutes become hours. Her, redemption seems light years away, while the past feels so, close that she can smell the burnt food on the gas burner, mixing with the smell of sweat and her own fear., , )FDPSSFDUTIJT, spelling: passed, , passed, , Although years have past, sometimes she feels six years old, again. She hears the door open just as it did many times in, the past and she wishes that time would grant her one last, favour – to turn the hours into minutes and the minutes, into seconds. Seconds away from freedom is where she still, , )FVTFTBTUSPOHFS, XPSElongs, , would like longs to be., , © Department of Basic Education 2015, , 36 ESSAYS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section A, , Step 4: Write the, Seconds, minutes, hours ..., Time had always been her biggest obstacle. Bigger than the, rocks she had to climb over to get to the river – the only, escape she had from her troubled surroundings. Bigger than, the barrels of water she had to carry on her head, when it, felt like the heat of the sun was going to consume her frail, body. Bigger than the weight she felt lying on her body, after the sun had gone to bed and her mother laid her head, to rest after the long day., Time was strange and unkind to her in many ways. It always, ran away whenever she enjoyed something, like a midnight, swim in the river or the hours spent learning at school. Yet, it always seemed to linger longer when her deepest wish, was to escape from her current situation., Time. Some call it a gift. She calls it a jail that keeps her, caught up in a routine of wishing it away but wanting to, hold onto it for just a while longer. The hands that point, out the time, point at her in return. They point out what, happened in the past, constantly reminding her of her own, weakness., Seconds become minutes. Minutes become hours. Her, redemption seems light years away, while the past feels so, close that she can smell the burnt food on the gas burner, mixing with the smell of sweat and her own fear., , Edits, will improve, essay!, , Although years have passed, sometimes she feels six years, old again. She hears the door open just as it did many times, in the past and she wishes that time would grant her one, last favour – to turn the hours into minutes and the minutes, into seconds. Seconds away from freedom is where she still, longs to be., word count: 297, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , ESSAYS 37
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A Essays, , 3. What is expected from you, in the exam?, more than 300 words long (about 1 to 1 1/2 pages)., The essay is worth 50 marks, , Rubric: A guide that, FYBNJOFSTVTFUPNBSLB, MFBSOFSTFYBNFTTBZ., , Content and planning (30 marks), Language, style and editing (15 marks), Structure (5 marks), The rubric, , how well the ideas relate to the topic, and whether they are well planned, and organised., The rubric is a useful guide for you to use when practising your essay, , Remember, that practice makes, perfect! To succeed in your, exams, use the rubric to remind, you of the skills you need to, improve on as you keep, practising., , © Department of Basic Education 2015, , 40 ESSAYS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section B, Longer, transactional texts, purpose and format, such as conducting business, or sharing news., In this section, you will learn the features of each type of longer transactional, There are four categories of longer transactional text., , Formal letter, Informal or friendly letter, Formal and informal letter to the press, , Obituary, , Agenda and minutes of a meeting, Formal and informal report, , Dialogue, Written interview, Written formal and informal speech, 6. What is expected from you in the exam?, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 43
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B Longer transactional texts, , ways to plan a longer transactional text, A plan helps you think about what ideas you want to include in your text. It also helps you put, your ideas into a clear structure. You will earn marks for showing your planning., You can use a mind map or an ideas list to plan your text., , 1. Mind maps, These are diagrams of ideas. The title is in the centre with branches coming from it showing, thoughts and ideas. Below is an example of a mind map., , details of idea, details of idea, , details of idea, , details of idea, , details of idea, , Idea, , Idea, , details of idea, , Longer, transactional, text topic, , Idea, , details of idea, , Idea, , details of idea, details of idea, , details of idea, , Idea, , details of idea, details of idea, details of idea, , © Department of Basic Education 2015, , 46 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section B, , 2. Idea lists, These help you to quickly write down ideas for each paragraph. Your idea list can be a random or, a numbered list. Below are examples of these two different idea lists., , Random idea list, , Numbered idea list, , Longer transactional, text topic, , Longer transactional, text topic, 1. Idea, , details of idea, , Idea, , details of idea, details of idea, details of idea, , details of idea, details of idea, , Idea, , 3. Idea, , details of idea, , details of idea, details of idea, , details of idea, , 2. Idea, , details of idea, details of idea, details of idea, , details of idea, , Idea, , details of idea, details of idea, , When, you are planning your, text, remember the format, of the text type you have, chosen. See pages 48 to 115, for information on, each text format., , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 47
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HINT!, , hint, , Section B, , A learner’s example of, e.g. a formal letter using the, four steps, EG - worked examples, , exams, , Step 1: Choose the text type and topic, , activity company is offering a limited number of, An international, ACTIVITIES boy for further studies., bursaries to Grade 12 learners, and girl-left and, right of page, , Write a letter to the Manager: Human Resources of this, activity, company,, applying for one of these bursaries. Mention, the career you want to study towards and state clearly, why you deserve this bursary., Step by step, , comment, , PAY SPECIAL ATTENTION, , NB, , comment, , Step 2: Plan the text, Key words, HINT! are the, NBJOQPJOUTJOUIF, FYBNUPQJD.BLF, sure you use these points, XIFOXSJUJOHZPVSUFYU, , key words that would, , hint, , bursaries, career and deserve this bursary., The learner used a mind map to plan her formal letter., , e.g., Background, , B Acc. at Stellenbosch, , Paragraph 1:, Introduction, , Money, , EG - worked examples, , debt, exams, Do anything, to succeed, , Paragraph 2:, , Dedicated, , activity, , Looking forward, to a response, , Application, for 2013, busary, Text type:, Formal letter, , Paragraph 4:, Conclusion, , ACTIVITIES boy, and girl-left and, right of page, , Accounting - passion, activity, As for maths and, accounting, Paragraph 3, , NotStepjust, to pass, by step, but to exel, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 51, , comment
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B Longer transactional texts, See how, the learner edited, her draft letter in the, example below., , Step 3: Write and edit a draft text, correcting any grammar, punctuation, spelling and format errors., , 13 First Street, George, 6530, 26th November 2013, The Manager: Human Resources, Price Waterhouse Cooper, 23 Langeveldt Street, Cape Town, 2103, , *OUIFýOBMMFUUFSPOQBHF, ZPVDBOTFFUIFDPSSFDU, GFBUVSFTGPSUIFGPSNBUPGB, GPSNBMMFUUFS, , Dear Mr Retief, APPLICATION FOR 2013 BURSARY, I was raised in a poor, yet well-educated family. I would, like to get a B Accounting degree and do my honours at, Stellenbosch University., My single mother works hard for our money, yet we still, have a lot of debt. At this moment, I would do anything for, a chance to improve my life and to work towards achieving, success. I see myself as the perfect candidate for this, , 4IFDPSSFDUTWFSC, GPSNmaking, 4IFDPSSFDUTWFSC, GPSNbecoming, , bursary as I am dedicated to make making a success of my, studies and become becoming a Chartered Accountant., Accounting has always been my passion. From grade 9 I have, always known that I want to study to become a Chartered, , She corrects, BCCSFWJBUJPO, She corrects, spelling: academic, , academic, , Acc. Accountant. On the acedemic front I have a 81% average, and achieved A symbols for Maths and Accounting. I do not, aim to pass, I aim to get distinctions., I look forward to your response and decision on the bursary., , Yours faithfully, E. van Wyk, Emily van Wyk, , © Department of Basic Education 2015, , 52 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section B, , Step 4: Write the final text, 13 First Street, George, 6530, 26th November 2013, , $PSSFDUBEESFTT, GPSNBU, /PQVODUVBUJPO, %BUFJTBEEFE, , The Manager: Human Resources, Price Waterhouse Cooper, 23 Langeveldt Street, Cape Town, 2103, , Dear Mr Retief, , $PSSFDUGPSNBUGPS, CVTJOFTTBEESFTT, 5JUMFPGQFSTPOJT, added, /PQVODUVBUJPO, , $PSSFDUHSFFUJOH, , APPLICATION FOR 2013 BURSARY, I was raised in a poor, yet well-educated family. I would, like to get a B Accounting degree and do my honours at, Stellenbosch University., My single mother works hard for our money, yet we still, have a lot of debt. At this moment, I would do anything for, a chance to improve my life and to work towards achieving, , -FBWFCJHHFSTQBDFT, CFUXFFOQBSBHSBQIT, , success. I see myself as the perfect candidate for this, bursary as I am dedicated to making a success of my studies, and becoming a Chartered Accountant., Accounting has always been my passion. From grade 9 I have, always known that I want to study to become a Chartered, Accountant. On the academic front I have a 81% average and, achieved A symbols for Maths and Accounting. I do not aim to, pass, I aim to get distinctions., I look forward to your response and decision on the bursary., Yours faithfully, , $PSSFDUTBMVUBUJPO, , E. van Wyk, , Signature, , Emily van Wyk, , /BNFQSJOUFEVOEFS, signature, , word count: 149, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 53
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B Longer transactional texts, , NB, , Activity:, Writing a formal letter, NB, , PAY SPECIAL ATTENTION, , /PUFUIBUJO, HINT!, question 1 there, BSFUXPUIJOHT, ZPVNVTUEPJOZPVSMFUUFS, 5BMLBCPVUUIFTVDDFTTPG, EG - worked examples, UIFFWFOU"/%UIBOLUIF, DIBJSQFSTPOGPSTQPOTPSJOH, UIFFWFOU, , hint, , successful sports day for your community. A local company, sponsored prizes for the event., , e.g., , You are the chairperson of the organising committee of this, event. Write a letter to the manager of the company, telling him/, her about the success of the event and thanking him/her for the, sponsorship., , exams, , certain store helped you to obtain the item., Write a letter to the manager of that store, giving details about, , activity, For more practice on, writing formal letters,, go to, these past exam, activity, papers:, t /PWFNCFS QBHF , 2VFTUJPO, t /PWFNCFS QBHF , Step by step, 2VFTUJPO, , If names, are not given in the, question, you can make up, the name of the person and, the name of the, company., , ACTIVITIES boy, and girl-left and, right of page, , comment, , comment, , © Department of Basic Education 2015, , 54 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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B Longer transactional texts, , hint, , HINT!, , A learner’s example of an, e.g. informal letter using the, four steps, EG - worked examples, , exams, , Step 1: Choose the text type and topic, , activity, Your friend, has experienced a major disappointment. At, the moment he/she is very, depressed., ACTIVITIES, boy, and girl-left and, right of page, , Write a letter to encourage and support your friend., , activity, , Step 2: Plan the text, 8IFOZPVCSBJOTUPSN XSJUF, ZPVSJEFBTBTUIFZDPNF, UPZPV5IFOorganise your, JEFBTCZOVNCFSJOHUIFN, , key words, comment, you think of the contents, of, the, letter., Step by step, comment, disappointment and depressed and encourage and, support, mind map to plan his friendly letter., , Paragraph 1, , Topic: Letter, to encourage a, depressed friend, Text type: Informal, , Your expectation, everyone agrees - sorry, , Paragraph 3, , Paragraph 2, , Don’t show disappointment;, things will come right - you, deserve it, , Ray of hope vacancy next in line, , © Department of Basic Education 2015, , 56 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section B, , Step 3 - Write and edit a draft text, See how, the learner edited, his draft letter in the, example below., , Edit the draft by correcting any grammar, punctuation,, spelling and format errors., , 46 Maroela Street, Fauna, 9301, 2 November 2013, Dear Moses, I know you were expecting to be made a member of the, , Learners', , Learner’s Representative Council. Everybody I spoke to thought, )FDPSSFDUTBQPTUSPQIF, Learners' QMVSBM , , you would easily be elected. I am so sorry that it didn’t work, out and I want you to know that I stand by you. The only, is that you were absent on the day., But let me give you a ray of hope. Zodwa Chikane is going, leave, , to left school next week because of a family problem and so, )FDPSSFDUTWFSCUFOTF, leave, , there’s going to be a vacancy in the Learners’ Representative, Council. You must be next in line and I’m sure you will be, selected., disappointment, , Please don’t show your disapointment, bra. Things will come, right, just hold on. It’s just a matter of time. In the meantime,, I’m holding thumbs – you really deserve it., , )FDPSSFDUTIJTTQFMMJOH, disappointment, , Your best friend, , Mkhaya, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 57
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B Longer transactional texts, , Step 4: Write the final text, , $PSSFDUBEESFTT, GPSNBU, /PQVODUVBUJPO, %BUFJTBEEFE, , 46 Maroela Street, Fauna, 9301, 2 November 2013, , $PSSFDUHSFFUJOH, , Dear Moses, I know you were expecting to be made a member of the, Learners’ Representative Council. Everybody I spoke to, thought you would easily be elected. I am so sorry that it, , 6TFPGDPOUSBDUJPOT, JTBMMPXFEdidn't, , didn’t work out and I want you to know that I stand by you., The only reason I can think of why you weren’t chosen in the, , But let me give you a ray of hope. Zodwa Chikane is going to, leave school next week because of a family problem and so, -FBWFCJHHFSTQBDFT, CFUXFFOQBSBHSBQIT, , there’s going to be a vacancy in the Learners’ Representative, Council. You must be next in line and I’m sure you will be, selected., Please don’t show your disappointment, bra. Things will come, right, just hold on. It’s just a matter of time. In the meantime,, I’m holding thumbs – you really deserve it., , $PSSFDUTBMVUBUJPO, , Your best friend, Mkhaya, , word count: 146, , Edits, will improve, you also have the correct, format for a friendly, letter., , © Department of Basic Education 2015, , 58 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section B, , Activity: Writing an informal letter, skills:, 1., , Your best friend has been selected to represent the province in a, certain code of sport., Write a letter to congratulate him/her on this achievement and to, wish him/her well., , 2., , You have won two tickets to a soccer/rugby/cricket match in, another province., Write a letter inviting a friend to accompany you. Include details, such as travel and accommodation arrangements., , For more practice on, writing informal letters,, go to these past exam, papers:, t 'FC.BSDI QBHF , 2VFTUJPO, t 'FC.BSDI QBHF , 2VFTUJPO, , Remember, practice makes perfect!, Practise writing informal, letters to do well in the, exam., , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 59
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Section B, , TOPIC: Letter to the press, Text type: Formal, Paragraph 1, , Refer to writer of letter – give name e.g., F. Solomon – in favour of bringing back, death penalty, , Paragraph 2, , * Death penalty doesn’t stop criminals, * Statistics, 1. No fewer murders and killings, 2. Innocent people killed/put to, death, * Social problems, , Paragraph 3, , * Refer to apartheid: Apartheid regime’s, past history of violence; many freedom, Question – is it freedom if cycle of, violence carries on?, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 61
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B Longer transactional texts, , Step 3: Write and edit a draft text, See how, the learner edited, his draft letter in the, example below., , correcting any grammar, punctuation, spelling and format errors., , The Editor, City Press, Strand Street, Cape Town, 7405, Sir/Madam, RE-INTRODUCTION OF DEATH PENALTY, In the Friday edition of your newspaper Dr F. Solomon argued, strongly for the re-introduction of the death penalty. However,, I do not agree with his views. I believe that the death penalty, can be very dangerous for our society., proved, , )FDPSSFDUT, spelling: proved, , It has been proven that the death penalty does not stop, criminals. Statistics show that there are no fewer murders. In, addition, other statistics show that people have been executed, when they were innocent. Society is then also guilty of, committing, , )FDPSSFDUT, spelling:, committing, , commiting murder., , during apartheid. Many people were hanged because they, cycle, , )FDPSSFDUT, spelling: cycle, )FDPSSFDUT, contraction: cannot, , which the cycel of violence continues? I do not think so. I urge, your readers to reject this call to return to a past in which, cannot, , murder was a legitimate state weapon. This can’t happen!, Yours faithfully, Raymond Dinizulu, R. DINI, 46 Madisane Street, Malunga Park, Guguletu, 7750, 20 June 2013, , © Department of Basic Education 2015, , 62 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section B, , Step 4: Write the final text, The Editor, , $PSSFDUQPTJUJPOBOE, GPSNBUGPSQSFTT, address:, "EESFTTFEUP5IF, Editor, /PQVODUVBUJPO, , City Press, Strand Street, Cape Town, 7405, Sir/Madam, , $PSSFDUHSFFUJOH OP, OBNFBEEFE, , RE-INTRODUCTION OF DEATH PENALTY, , 4VCKFDUMJOFJODMVEFE, , In the Friday edition of your newspaper Dr F. Solomon argued, strongly for the re-introduction of the death penalty. However,, I do not agree with his views. I believe that the death penalty, can be very dangerous for our society., -FBWFCJHHFSTQBDFT, CFUXFFOQBSBHSBQIT, , It has been proven that the death penalty does not stop, criminals. Statistics show that there are no fewer murders. In, addition, other statistics show that people have been executed, when they were innocent. Society is then also guilty of, committing murder., , during apartheid. Many people were hanged because they, which the cycle of violence continues? I do not think so. I urge, your readers to reject this call to return to a past in which, murder was a legitimate state weapon. This cannot happen!, Yours faithfully, , $PSSFDUTBMVUBUJPO, , Raymond, , Signature, , R. DINIZULU, , /BNFQSJOUFEVOEFS, signature, , 46 Madisane Street, Malunga Park, Guguletu, 7750, 20 June 2013, , -FUUFSXSJUFST, address at the, CPUUPNPGUIFMFUUFS, /PQVODUVBUJPO, 1PTUDPEFBEEFE, %BUFBUUIFFOE, , word count: 150 words, © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 63
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B Longer transactional texts, , Activity: Writing a letter to the press, skills:, 1., , Write a letter to the press in which you support or disagree with, raising the age at which a person can obtain a driver’s licence from, 18 to 21., , 2., , Write a letter to the press in which you take a stand on the issue of, violence against women. Propose a way of dealing with people who, abuse women., , A, letter to the, press often requires you to, take a stand and support, your view. You do the same, thing in an argumentative, essay., , © Department of Basic Education 2015, , 64 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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HINT!, , hint, , Section B, , A learner’s example of a, e.g., CV using the four steps, EG - worked examples, , exams, , Step 1: Choose the text type and topic, You are applying for a job at a supermarket. Write the, CV thatactivity, you will submit. It is not necessary to write a, covering letter., ACTIVITIES boy, and girl-left and, right of page, , activity, Step 2:, Plan the text, Look for the key words, apply for a job and supermarket., The learner used a mind map to plan his CV., comment, Step by step, comment, Names, birth date, ID, R Mothata, , Nationality, gender,, marital status, , F van Schalwyk, , Home lang,, other langs,, , 5. References, , 1. Personal details, , High school, , Topic: Job at, supermarket, Text type: CV, 4. Interests, , Grade passed, Subjects, , 2. Education, , Youth group, , Address, contact, details, , Achievements, , 3. Work experience, , Part-time at, clothing store, , Computer experience Word, Excel, Powerpoint, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 67
Page 86 : B Longer transactional texts, See how, the learner edited, her draft CV in the, example below., , Step 3: Write and edit a draft text, Edit the draft by, correcting any grammar, punctuation, spelling and format errors., , Curriculum Vitae of Anushka Chetty, PERSONAL INFORMATION, Surname, , She corrects, spelling: Surname, , Sirname:, , Chetty, , First name:, , Anushka, , Date of birth:, , 31 January 1993, , ID number:, , 9301315051081, , Nationality:, , South African, , Gender:, , Female, , Marital status:, , Single, , Home languages:, , English, Hindi, , Other languages:, , Speak, read and write isiZulu, , Drivers licence:, , Code 10, , Address:, , 5 Turquoise Street, Laudium, 0037, , Contact details:, , Telephone: 011 463 4558 Cell: 072 341 2482, , Driver's, , She corrects, apostrophe:, Driver's, , E-mail:
[email protected], EDUCATION, Secondary:, , Laudium Secondary School (2007 - 2011), , Subjects:, , English (C), Afrikaans (C), Mathematics (A),, Physical Science HG (A), Accounting HG (A),, Computer Applications Technology (A),, Life Orientation (A), director of inter-house play, , WORK EXPERIENCE, She adds, hyphen, Part-time, , Part-time, , Clothing store:, , Parttime sales assistant, January 2008 to, present, , Computer skills:, , Word, Excel, PowerPoint, , INTERESTS, , REFEREES, Mrs R Mothata, , Manager at Bright Clothing Store, Tel: 012 456 2936, , She corrects, spelling:, Secondary, , Mrs J Naidoo, , Secondary, , Teacher at Laudium Secondry School, Tel: 012 678 6541, , © Department of Basic Education 2015, , 68 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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B Longer transactional texts, , HINT!, , hint, , e.g. A learner’s example of an, EG - worked examples, , obituary using the four steps, , exams, , Step 1: Choose the text type and topic, A well-known person in your community has passed, activity, away. This, person was actively involved in charity work., ACTIVITIES boy, and girl-left and, right of page, , Write a suitable obituary, paying tribute to the person., , activity, Step 2: Plan the text, 8IFOZPVCSBJOTUPSN XSJUF, ZPVSJEFBTBTUIFZDPNF, UPZPV5IFOorganise your, JEFBTCZOVNCFSJOHUIFN, , key words that would help you, Step by step, comment, words are well-known, in your community, andcomment, charity work., , This learner has used a mind map to plan her essay., , Paragraph 2, , Oldest resident, of Ravensmead, , Paragraph 3, , His volunteer, work, , Paragraph 1, Details of, Charles’s life, , Paragraph 5, Left a void, You will be, missed, , Topic: Charles, Mandini, Text type:, Obituary, , Paragraph 4, Quote: “You, can never do, enough in your, community”, , © Department of Basic Education 2015, , 72 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section B, , Step 3: Write and edit a draft text, Edit the draft by correcting any grammar, punctuation, spelling, and format errors., , See how, the learner edited, her draft obituary, in the example, below., , Charles Mandini, Charles Mandini was born on 13 July 1932 in Tiervlei, now, known as Ravensmead. He passed away on 24 November, was, , 2012. He is the oldest of nine children., He was also one of the oldest residents in Ravensmead and, , She corrects, WFSCUFOTFwas, , someone who the community always looked up to., He was always on top of the list for volunteers. He always, neighbours, , educated us on how to reach out to our neihbours because, you never know when you might need their help., , She corrects spelling:, neighbours, , His famous words were: “You can never do enough in your, mentor, , community.” He was a menter and pillar of strength in so, many of our lives., , She corrects, spelling: mentor, , not only in our community, but also in our hearts., You will not only be missed by your wife and children, but, entire, , by the entyre community., She corrects, spelling: entire, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 73
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B Longer transactional texts, , Step 4: Write the final text, Charles Mandini, , )FBEJOH, , Charles Mandini was born on 13 July 1932 in Tiervlei, now, known as Ravensmead. He passed away on 24 November, 2012. He was the oldest of nine children., He was also one of the oldest residents in Ravensmead and, someone who the community always looked up to., -FBWFCJHHFSTQBDFT, CFUXFFOQBSBHSBQIT, , He was always on top of the list for volunteers. He always, educated us on how to reach out to our neighbours because, you never know when you might need their help., His famous words were: “You can never do enough in your, community.” He was a mentor and pillar of strength in so, many of our lives., , not only in our community, but also in our hearts., You will not only be missed by your wife and children, but, by the entire community., , word count: 146, , A, good obituary will, have a warm and loving, tone. It will celebrate the, best things about the, person who has, died., , © Department of Basic Education 2015, , 74 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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hint, , HINT!, , Section B, , A learner’s example of a, e.g., review using the four steps, EG - worked examples, , exams, , Step 1: Choose the text type and topic, Write a review of one of your literature setworks., , activity, , girl-left and, Step 2: Plan the textand, right of page, ACTIVITIES boy, , The learner decided to write a review of Nothing But the Truth, and used a, mind mapactivity, to plan his review., , Paragraph 2, , Step by step, , comment, , Topic: Review of, Nothing But the, Truth, , John Kani - his, background, writer,, comment, , Paragraph 1, , Paragraph 4, , 8IFOZPVCSBJOTUPSN XSJUF, ZPVSJEFBTBTUIFZDPNF, UPZPV5IFOorganise your, JEFBTCZOVNCFSJOHUIFN, , Assessment of the play gripping; full of insights for, SA today, , Ray of hope vacancy next in line, , Paragraph 3, Issues raised in the play, - what does freedom, mean? Sibling rivalry;, tradition vs western, culture (funeral), , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 77
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B Longer transactional texts, See how, the learner edited, his draft review in, the example, below., , Step 3: Write and edit a draft text, correcting any grammar, punctuation, spelling and format errors., , Review of Nothing But the Truth, for, , )FDPSSFDUT, preposition: for, , John Kani’s play has been a deserving matric setwork in, , years. Kani tackles family issues, using the post-apartheid, era in South Africa and the disappointment of one man., Kani has been a respected writer, actor and director for, already incredible career., The play centres on a librarian, Sipho Makhaya, who is, hoping that his 33 years as a loyal worker will be rewarded., doubtful, , )FDPSSFDUTIJT, spelling: doubtful, , But he is doutful, , niece, Mandisa, arrives from London with the ashes of his, brother, Themba. Old rivalries and family relationships are, revealed as secrets slowly emerge., Nothing But the Truth is a gripping drama whose climax is, is still relevant today. It offers every South African highly, country's, , )FDPSSFDUT, QPTTFTTJWFOPVO, country's, , important insights into the countries history and one man’s, dilemma., , © Department of Basic Education 2015, , 78 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section B, , Step 4 - Write the final text, Review of Nothing But the Truth, , )FBEJOH, , John Kani’s play has been a deserving matric setwork for, years. Kani tackles family issues, using the post-apartheid, era in South Africa and the disappointment of one man., Kani has been a respected writer, actor and director for, already incredible career., -FBWFCJHHFSTQBDFT, CFUXFFOQBSBHSBQIT, , The play centres on a librarian, Sipho Makhaya, who is, hoping that his 33 years as a loyal worker will be rewarded., niece, Mandisa, arrives from London with the ashes of his, brother, Themba. Old rivalries and family relationships are, revealed as secrets slowly emerge., Nothing But the Truth is a gripping drama whose climax is, is still relevant today. It offers every South African highly, important insights into the country’s history and one man’s, dilemma., word count: 150 words, , The, purpose of this, review is to give readers, information about the play;, and to give an opinion, on it., , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 79
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B Longer transactional texts, , hint, , HINT!, , A learner’s example of a, e.g., newspaper article using, the four steps, EG - worked examples, , exams, , Step 1: Choose the text type and topic, , activity, There has, been an increase in various types of crime in, ACTIVITIES boy, your area., and girl-left and, right of page, , Write an article for publication in your local newspaper, activity, suggesting ways to avoid becoming a victim of crime., , Step 2: Plan the text, , comment, Step by step, comment, Identify the key words to use in your planning - local newspaper and victim, of crime. Then order your ideas logically. The learner used a list to plan her, newspaper article., , Topic: Stop being a victim of crime, Idea 1, , Paragraph 1, , - We live in a world of increasing crime, When, you brainstorm,, write your ideas as, they come to you., Then organise your, ideas by numbering, them., , - Some tips to help you, , Idea 2, , Paragraph 3, , - Keep doors locked, , Paragraph 2, , Idea 3, - Don’t make it easy for criminals, - Eliminate their opportunities, , Idea 4, , Paragraph 5, , - Also cyber crime / scams, - Insurance people wanting your details, over the phone, , Idea 5, , Paragraph 4, , - Barking dogs, - Good protection, , © Department of Basic Education 2015, , 82 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section B, , Step 3: Write and edit a draft text, Edit the draft by correcting any grammar, punctuation,, spelling and format errors., , See how, the learner edited, her draft newspaper, article in the example, below., , Protect yourself from crime, unfortunate, , The unfortunite reality is that crimes can and will happen., Here are some tips that will help you to avoid becoming a, , She corrects her, spelling: unfortunate, , victim of crime., opportunities, , of any oportunities before criminals recognise them. Be, aware of your surroundings., , She corrects spelling:, opportunities, , At home, the basic rule is to keep your doors locked. Make, sure your locks are safe and sturdy. Install gates or sliding, doors of the slam-lock variety so that you can react quickly, if under threat., Dogs provide protection and give you warning in advance., Even a small dog has a loud bark., Beware of phone and computer scams. Under no, circumstances, , sircumstances, the phone. If you do, insurance companies will not pay you, , She corrects her spelling:, circumstances, , out., Finally, organise a buddy system. Your neighbours can be, your eyes and ears just as you can be theirs., , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 83
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B Longer transactional texts, , Step 4: Write the final text, Protect yourself from crime, , )FBEJOH, , The unfortunate reality is that crimes can and will happen., Here are some tips that will help you to avoid becoming a, victim of crime., , of any opportunities before criminals recognise them. Be, aware of your surroundings., -FBWFCJHHFSTQBDFT, CFUXFFOQBSBHSBQIT, , At home, the basic rule is to keep your doors locked. Make, sure your locks are safe and sturdy. Install gates or sliding, doors of the slam-lock variety so that you can react quickly, if under threat., Dogs provide protection and give you warning in advance., Even a small dog has a loud bark., Beware of phone and computer scams. Under no, the phone. If you do, insurance companies will not pay you, out., Finally, organise a buddy system. Your neighbours can be, your eyes and ears just as you can be theirs., , word count: 150, , Avoid, repeating the, same idea. Introduce a, new idea in each, paragraph., , © Department of Basic Education 2015, , 84 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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HINT!, , hint, , Section B, , A learner’s example of a, e.g., magazine article using the, four steps, EG - worked examples, , exams, , Step 1: Choose the text type and topic, You areactivity, a committee member of your school magazine., ACTIVITIES boy, and girl-left and, right of page, , Write an article covering the sporting highlights of, 2013., , activity, , Step 2: Plan the text, Identify the key words, comment, Step by step, comment, the key words are school magazine and sporting highlights., , 8IFOZPVCSBJOTUPSN XSJUF, ZPVSJEFBTBTUIFZDPNF, UPZPV5IFOorganise your, JEFBTCZOVNCFSJOHUIFN, , The learner used a mind map to plan his magazine article., , Paragraph 4, , Paragraph 1, , Jet-propelled, sprinter, , Topic: Sport, highlights, Text type:, Magazine article, , 2013 a great year for, sport at our school, , Paragraph 3, , Paragraph 5, Paragraph 2, Thanks to, teachers, , Paragraph 6, , Netball - Redi, M captain won, most, , Soccer - won all, our games, Sports cats, magical year, , Mike M captain, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 87
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B Longer transactional texts, See, how the, learner edited, his draft magazine, article in the, example, below., , Step 3: Write and edit a draft text, by correcting any grammar, punctuation, spelling and format errors., , OH, WHAT A SPORTING YEAR!, )FBEETBQPTUSPQIF, UPJOEJDBUFQPTTFTTJWF, school’s, )FDPSSFDUT, spelling: provincial, , Yes, you have it! 2013 has been the greatest sports year in, school's, , the schools history., provincial, , Winning all their games and the provincal championships,, our soccer team did a mighty job. Special congratulations to, Mike Malaudzi for being selected as SA Schools captain., Redi Mtshali, the netball captain, did a super job, leading, her team to win all their games., Talk about jet propelled, we have to say a big congrats to, Jackson Zondo who won every sprint in sight. Doing 10,1 for, metres, , )FDPSSFDUT, spelling: metres, , the 100 meters is not shabby! And in the distance events, everybody just saw Mnqobe Morabi’s dust. So athletics and, cross country also ruled the roost., None of this would have happened without Mr Celiwe and, encouragement, , )FDPSSFDUT, his spelling:, encouragement, , Mrs Mdoda. Their encouragment, coaching and motivation led, us all the way., We say a very big thank you., So, sports cats, enjoy looking back on a magical year!, , © Department of Basic Education 2015, , 88 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section B, , Step 4: Write the final text, OH, WHAT A SPORTING YEAR!, , )FBEJOH, , Yes, you have it! 2013 has been the greatest sports year in, the school’s history., Winning all their games and the provincial championships,, our soccer team did a mighty job. Special congratulations to, Mike Malaudzi for being selected as SA Schools captain., Redi Mtshali, the netball captain, did a super job, leading, her team to win all their games., , -FBWFCJHHFSTQBDFT, CFUXFFOQBSBHSBQIT, , Talk about jet propelled, we have to say a big congrats to, Jackson Zondo who won every sprint in sight. Doing 10,1 for, the 100 metres is not shabby! And in the distance events, everybody just saw Mnqobe Morabi’s dust. So athletics and, cross country also ruled the roost., None of this would have happened without Mr Celiwe and, Mrs Mdoda. Their encouragement, coaching and motivation, led us all the way., We say a very big thank you., So, sports cats, enjoy looking back on a magical year!, word count: 146, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 89
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B Longer transactional texts, , hint, , HINT!, , A learner’s example of an, e.g., agenda and minutes using, the four steps, EG - worked examples, , exams, , Step 1: Choose the text type and topic, You areactivity, the secretary of your school’s Learners’, ACTIVITIES boy, Representative Council. Write, the agenda and minutes, and girl-left and, right of page, of a meeting in which the Council discussed latecomers., , activity, , Step 2: Plan the text, Identify the key words, key words are Learners’ Representative Council,, agenda, minutes and, comment, Step by step, comment, latecomers., The learner used a list to plan her agenda and minutes., , When, you plan your, agenda and minutes,, make sure you organise, your points in the, right order and, number them., , Agenda for meeting, 27 May 2013, , 1. Opening and welcome, 2. Attendance and apologies, 3. Minutes of previous meeting, 4. New matters - latecomers, 5. Date of next meeting, 6. Close, vote of thanks, , Minutes for meeting, 27 May 2013, , 1. Opening and welcome by, James Molefe, chairperson, 2. Names of learners present, 3. Minutes of last meeting, adopted, 4. New matters - latecomers, discussed. More leaders, at gates in the morning., Unreliable taxis. Vote on, staying later, 5. Date of next meeting given, 6. Thanks for coming; meeting, , © Department of Basic Education 2015, , 92 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section B, , Step 3: Write and edit a draft text, , See how, the learner edited, her agenda and minutes, in the example, below., , correcting any grammar, punctuation, spelling and format errors., , Agenda, Meeting 27 May 2013 13:00, Sizwe High School Learners’ Representative Council, 1. Opening and welcome, 2. Attendance and apologies, 3. Minutes of previous meeting, 4. New matters - latecomers, 5. Date of next meeting, 6. Close, vote of thanks, , Minutes, Meeting 27 May 2013 13:00 Sizwe High School, Learners', , Learner’s Representative Council, She corrects, apostrophe: Learners', QMVSBM , , 1. Opening and welcome, James Molefe, chairperson, welcomed the members and, declared the meeting open., Attendance, , 2. Attendence as per register attached; apologies Z Mgobhozi., She corrects spelling:, Attendance, , 3. Minutes of last meeting were adopted., 4. New matters:, The increase in the number of latecomers was discussed., and that the teachers should be more understanding., Mcedisi Ncube and Mbulelo Buthelezi disagreed and stated, that more leaders should be placed at the gates to monitor, council, , latecomers. James Molefe reminded the counsil that taxis, were often unreliable. A vote was taken that latecomers, , She corrects spelling:, council, , This motion was carried., 5. Date of the next meeting is 18 June 2013 at 13:00., , 6. The chairperson thanked the members for attending., concluded, , The meeting conclueded at 16:00., , She corrects spelling:, concluded, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 93
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B Longer transactional texts, , Step 4: Write the final text, )FBEJOH, , Agenda, Meeting 27 May 2013 13:00, Sizwe High School Learners’, Representative Council, 1. Opening and welcome, 2. Attendance and apologies, , -JTUJOOVNCFSFE, GPSN, , 3. Minutes of previous meeting, 4. New matters - latecomers, 5. Date of next meeting, 6. Close, vote of thanks, , )FBEJOH, , Minutes, Meeting 27 May 2013 13:00, Sizwe High School Learners’, Representative Council, , 0QFOJOHPG, NFFUJOH, , 1. Opening and welcome, , "UUFOEBODF, , 2. Attendance as per register attached; apologies Z Mgobhozi., , .JOVUFTPGMBTU, NFFUJOH, /FXNBUUFST, , James Molefe, chairperson, welcomed the members and, declared the meeting open., , 3. Minutes of last meeting were adopted, 4. New matters:, The increase in the number of latecomers was discussed., and that the teachers should be more understanding., Mcedisi Ncube and Mbulelo Buthelezi disagreed and stated, that more leaders should be placed at the gates to monitor, latecomers. James Molefe reminded the council that taxis, were often unreliable. A vote was taken that latecomers, This motion was carried., , %BUFPGOFYU, NFFUJOH, , 5. Date of the next meeting is 18 June 2013 at 13:00., 6. The chairperson thanked the members for attending., The meeting concluded at 16:00., , $MPTJOHPG, NFFUJOH, , word count: 144, © Department of Basic Education 2015, , 94 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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hint, , HINT!, , Section B, , A learner’s example of a, e.g., formal report using the, four steps, EG - worked examples, , exams, , Step 1: Choose the text type and topic, You areactivity, the captain of a popular sporting code at your, ACTIVITIES boy, school. Your team participated, in an interschool event, and girl-left and, right of page, during which one of your team members was seriously, injured.activity, Your school principal has requested a formal, report from you on the incident and the action taken, afterwards., Write the report you will submit., Step by step, , comment, , comment, , Step 2: Plan the text, , 8IFOZPVCSBJOTUPSN , XSJUFZPVSJEFBTBT, UIFZDPNFUPZPV5IFO, organiseZPVSJEFBTCZ, OVNCFSJOHUIFN, , Identify the key words, key words are interschool event, team member injured and action taken, afterwards., The learner has used a mind map to plan his report., , Person, addressed Principal, Mr Philander, , Introduction:, Paragraph 1, , Conclusion:, Paragraph 5, Recommendations principal to meet with, parents; agree on course, of action, , Principal’s request incident that happened, Tom Mboya injured, , Paragraph 2:, Terms of, reference, , Procedure of report interviews; written, reports from team, , Topic: An incident, at an interschool, soccer match, Text type: Report, , Paragraph 3, , Paragraph 4, , Findings of report knee injury; claims, of reckless tackle;, allegations true, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 97
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B Longer transactional texts, See how, the learner edited his, report in the example, below., , Step 3: Write and edit a draft text, correcting any grammar, punctuation, spelling and format errors., , Report on incident at interschool soccer match, Principal, , For attention: Mr R. Philander (Principle), )FDPSSFDUT, spelling: principal, , Terms of reference:, , investigate the incident of 15 May 2013 during the soccer match, at Seshewe High in which Tom Mboya was injured., Procedure:, school's, , schools soccer team wrote a description of the, , )FBEET, apostrophe:, school’s, , incident., , incident, , insident., , )FDPSSFDUT, spelling: incident, drawn., Findings:, , Tom Mboya’s knee was injured in a clash with Modikwe Mapanzi, medical, , of the opposing team. Tom’s family has to bear the medicle costs., , )FDPSSFDUT, spelling: medical, , were supported by everyone’s accounts., Conclusion:, Action must be taken in order to address the situation., Recommendations:, course, , all parties and a corse of action should be agreed on., , )FDPSSFDUT, spelling: course, , Captain: First soccer team, 9 June 2013, , © Department of Basic Education 2015, , 98 LONGER TRA NSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section B, , Step 4: Write the final text, Report on incident at interschool soccer match, , )FBEJOH, , For attention: Mr R. Philander (Principal), , 8IPUIFSFQPSUJTGPS, , Terms of reference:, , 5FSNTPGSFGFSFODF, , investigate the incident of 15 May 2013 during the soccer match, at Seshewe High in which Tom Mboya was injured., Procedure:, , Report procedure, , incident., , drawn., Findings:, , Report findings, , of the opposing team. Tom’s family has to bear the medical costs., , were supported by everyone’s accounts., Conclusion:, , Report conclusion, , Action must be taken in order to address the situation., Recommendations:, , Report, SFDPNNFOEBUJPOT, , all parties and a course of action should be agreed on., , Signed and dated, , Captain: First soccer team, 9 June 2013, , word count: 149, © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 99
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B Longer transactional texts, This, example is for, an informal dialogue., In the exam, you may be, asked to write a formal, dialogue., , hint, , HINT!, , A learner’s example of a, e.g., dialogue using the four steps, EG - worked examples, , exams, , Step 1: Choose the text type and topic, A close friend has upset you in some way. Write out the, dialogueactivity, that takes place between you and your friend,, in which you discuss withACTIVITIES, him/her, what he/she has done, boy, and girl-left and, to upset you., right of page, Note: Use, the dialogue format., activity, , Step 2: Plan the text, comment, Step by step, comment, Identify the key words, key words are close friend, upset and discuss., , The learner used a list to plan her dialogue., , Topic: Argument between friends, Text type: Dialogue, 1. Mpho cross: Maths homework copied; didn’t ask, 2. Andile: Not so bad; I would do it for you, 3. Mpho: No privacy; no permission, 4. Andile: Sorry, please forgive, 5. Mpho: Alright, but ask next time!, 6. Andile: Ok, maybe shouldn’t copy - rather ask you to show, me., , When, you brainstorm, write, your ideas as they, come to you. Then, organise your ideas by, numbering, them., , © Department of Basic Education 2015, , 102 LONGER TRANSACTIONAL TEXT S, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section B, , Step 3: Write and edit a draft text, Edit the draft by correcting any grammar, punctuation,, spelling and format errors., , See how, the learner edited, her draft dialogue in, the example, below., , Argument between two friends: Mpho and Andile, Mpho: Andile, I’m so cross with you. (Determined) You took, my Maths book out of my bag and copied today’s, homework. I wouldn’t have minded but you didn’t ask, me!, Andile: (Anxious) But I didn’t do anything bad. You would, have let me if I’d asked. You know how badly I’m, doing in Maths., that's, , Mpho: (Shakes her head) I hate to tell you this, but thats, She adds apostrophe:, that’s, , got nothing to do with it. Of course, I would have, lent you my book, but you didn’t respect my privacy, permission, , or ask my permision!, properly, , Andile: (Apologetically) I’m so sorry. I wasn’t thinking proply, , She corrects spelling:, permission, She corrects spelling:, properly, , and I took you for granted. (Pleading) Will you, forgive me?, Mpho: (Thinking and then puts her hand on his shoulder), Hey, that’s all right. I just had to get it off my chest., But next time, ask me!, Andile: Ok. And maybe I should be asking for help with my, copying, , homework, not just copieng yours., She corrects spelling:, copying, Expressions, like “hey” and “ok”, give the language, an informal, register., , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 103
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B Longer transactional texts, , Step 4: Write the final text, )FBEJOH, , Argument between two friends: Mpho and Andile, , 'PSNBUXJUIDPMPO, BGUFSOBNF .QIP, , Mpho: Andile, I’m so cross with you. (Determined) You took, my Maths book out of my bag and copied today’s, homework. I wouldn’t have minded but you didn’t ask, me!, , 5POFBOEEJSFDUJPOT, QVUJOCSBDLFUT, "OYJPVT, , Andile: (Anxious) But I didn’t do anything bad. You would, have let me if I’d asked. You know how badly I’m, doing in Maths., Mpho: (Shakes her head) I hate to tell you this, but that’s, got nothing to do with it. Of course, I would have, lent you my book, but you didn’t respect my privacy, , -FBWFCJHHFSTQBDFT, CFUXFFOQBSBHSBQIT, , or ask my permission!, Andile: (Apologetically) I’m so sorry. I wasn’t thinking, properly and I took you for granted. (Pleading) Will, you forgive me?, Mpho: (Thinking and then puts her hand on his shoulder), Hey, that’s all right. I just had to get it off my chest., But next time, ask me!, Andile: Ok. And maybe I should be asking for help with my, homework, not just copying yours., word count: 150, Longer, transactional, texts must be between, 120 and 150, words., , © Department of Basic Education 2015, , 104 LONGER TRANSACTIONAL TEXT S, , Mind the Gap English First Additional Language: Paper 3 Writing
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hint, , HINT!, , Section B, , A learner’s example of an, e.g., interview using the four steps, EG - worked examples, , exams, , Step 1: Choose the text type and topic, Your local municipality needs male and female, administrative, assistants. You have applied for one of, activity, these positions. The municipal, manager has invited you, ACTIVITIES boy, and, girl-left, and, to an interview. Write out, the interview that takes place, right of page, between the two of you., , activity, , NOTE: Use the dialogue format., , Step 2: Plan, the text, Step by step, , comment, key words to use in your planning., In this topic, the key words are administrative assistant, municipal, manager, interview., comment, , 8IFOZPVCSBJOTUPSN XSJUF, ZPVSJEFBTBTUIFZDPNF, UPZPV5IFOorganise your, JEFBTCZOVNCFSJOHUIFN, , This learner used a mind map to plan his interview., , 1: Intro and, welcome by, manager - thank, you for coming, , 6: Manager: Thank you, successful of job, interview, Reply: Thank you, , 5: Manager:, Working hours?, Reply, , Topic: Job interview, with municipal, manager, Text type:, Interview, , 4: Manager:, Work experience?, Reply, , 2: Manager:, Courses? Reply, , 3: Manager:, Best qualities?, Reply, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 107
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B Longer transactional texts, See how, the learner edited, his draft interview in, the example, below., , Step 3: Write and edit a draft text, correcting any grammar, punctuation, spelling and format errors., , Interview with municipal manager, Manager:, , Welcome, Mr Guevara. Thank you for coming to, the job interview., opportunity, , )FDPSSFDUT, spelling:, opportunity, , Mr Guevara: Thank you for the opportunaty., , this job., at, , )FDPSSFDUT, preposition: at, , Mr Guevara: I studied for a business diploma for Grantly, College., , Mr Guevara: Yes, I completed a computer course in, , Manager:, , What would you say are your best qualities?, , Mr Guevara: I’m a very passionate and hard-working person., I’m reliable, trustworthy and always keen to, learn., Manager:, , Do you have any work experience?, , Mr Guevara: Yes, I did a six-month internship in, administration, , administraition at a local business., , )FDPSSFDUT, spelling:, administration, , Mr Guevara: Yes., Manager:, , Thank you for your time. We will contact you, next week and let you know whether your, application, , applicaition has been successful., )FDPSSFDUT, spelling:, application, , Mr Guevara: Thank you, sir., , © Department of Basic Education 2015, , 108 LONGER TRANSACTIONAL TEXT S, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section B, , Step 4: Write the final text, Interview with municipal manager, Manager:, , )FBEJOH, , Welcome, Mr Guevara. Thank you for coming to, the job interview., , Mr Guevara: Thank you for the opportunity., , 'PSNBUXJUIDPMPO, BGUFSOBNF .S, (VFWBSB, , this job., Mr Guevara: I studied for a business diploma at Grantly, , %JGGFSFOUTQFBLFS, TUBSUTPOOFXMJOF, , College., , Mr Guevara: Yes, I completed a computer course in, , Manager:, , What would you say are your best qualities?, , -FBWFCJHHFSTQBDFT, CFUXFFOQBSBHSBQIT, , Mr Guevara: I’m a very passionate and hard-working person., I’m reliable, trustworthy and always keen to, learn., Manager:, , Do you have any work experience?, , Mr Guevara: Yes, I did a six-month internship in, administration at a local business., , Mr Guevara: Yes., Manager:, , Thank you for your time. We will contact you, next week and let you know whether your, application has been successful., , Mr Guevara: Thank you, sir., , word count: 125, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 109
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HINT!, , hint, , B Longer transactional texts, , A learner’s example of a, e.g., speech using the four steps, EG - worked examples, , exams, , Step 1: Choose the text type, You have been selected to deliver a farewell speech on, , activity, , assembly., , Write out your speech., , ACTIVITIES boy, and girl-left and, right of page, , activity, , Step 2: Plan the text, 8IFOZPVCSBJOTUPSN XSJUF, ZPVSJEFBTBTUIFZDPNF, UPZPV5IFOorganise your, JEFBTCZOVNCFSJOHUIFN, , speech and, , Step by step, , key words in this topic are farewell, . comment comment, , This learner used a mind map to plan her speech., , Paragraph 5, Piece of advice –, shoot for the moon, and land among stars, , Introduction:, Paragraph 1, Greet Principal, guests, teachers,, parents, Grade 12s, , Topic: School, farewell speech, Text type: Speech, , Thanks and, good luck to, all, , Paragraph 2, , Paragraph 4, Paragraph 3, , Congrats to Grade 12s, Achieved goal – many, years ago began, End of journey, , Conclusion:, Paragraph 6, , School - our home, for 5 years, Huge compliment to us, , Thank everyone –, Principal and Gr 12, teachers, Gr 12 teachers, Also thank parents and, fellow matrics, Shared pain and successes, , © Department of Basic Education 2015, , 112 LONGER TRANSACTIONAL TEXT S, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section B, , Step 3: Write and edit a draft text, the plan. Edit the draft by correcting any, grammar, punctuation, spelling and format errors., , See how, the learner edited, her draft speech in, the example, below., , School farewell speech, honoured, , The Principal, Mr Duminy, honored guests, teachers, parents, She corrects spelling:, honoured, , and, most importantly, the Grade 12s of 2013., to, , Huge congratulations for the class of 2013. After a journey, She corrects, preposition: to, , of so many years, we have achieved our stunning goal., , I was talking to Mr Duminy earlier and he said that this, matric group is one of the best classes in years. We are a, credit to ourselves and our families., With gratitude in my heart I sincerely thank the Principal, and the Grade 12 teachers. I also thank all our parents, and my fellow students. We shared one another’s pain and, , successes, , sucesses., advice, , Here is one piece of advise. Shoot for the stars. There, your, dreams will take you to a very special place where you can, , She corrects spelling:, successes, She corrects spelling:, advice, , be the person you want to be., Thank you and good luck to everyone., , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , LONGER TRANSACTIONAL TEXTS 113
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B Longer transactional texts, , Step 4: Write the final text, , )FBEJOH, , School farewell speech, , *OUSPEVDUJPO, , The Principal, Mr Duminy, honoured guests, teachers, parents, and, most importantly, the Grade 12s of 2013., Huge congratulations to the class of 2013. After a journey, of so many years, we have achieved our stunning goal., , -FBWFCJHHFSTQBDFT, CFUXFFOQBSBHSBQIT, , I was talking to Mr Duminy earlier and he said that this, matric group is one of the best classes in years. We are a, credit to ourselves and our families., With gratitude in my heart I sincerely thank the Principal, and the Grade 12 teachers. I also thank all our parents, and my fellow students. We shared one another’s pain and, successes., Here is one piece of advice. Shoot for the stars. There, your, dreams will take you to a very special place where you can, be the person you want to be., , $PODMVTJPO, , Thank you and good luck to everyone., , word count: 147, , A, speech is often an, opportunity to thank or, inspire people. Show this, in your choice of, language., , © Department of Basic Education 2015, , 114 LONGER TRANSACTIONAL TEXT S, , Mind the Gap English First Additional Language: Paper 3 Writing
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B Longer transactional texts, , 6. What is expected from you, in the exam?, one, than 120 words long and no more than 150 words long., 30 marks out of 100 marks, based on:, Content, planning and format (18 marks), Language, style and editing (12 marks), 40 minutes on, Rubric: A guide that, FYBNJOFSTVTFUPNBSLB, MFBSOFSTFYBNFTTBZ, , The rubric, , column)., , the ideas relate to the topic, whether they are well planned, and that the, , © Department of Basic Education 2015, , 116 LONGER TRANSACTIONAL TEXT S, , Mind the Gap English First Additional Language: Paper 3 Writing
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C Section, Shorter, transactional texts, purpose and format, such as conducting business, or sharing news., In this section, you will learn the features of each type of shorter, , The, exam will contain one, question from each of the, three categories listed here., You will only have to, answer ONE of the, questions., , Advertisement, Invitation card, Flyer, Poster, , Diary entry, Postcard, , Instructions, Directions, , © Department of Basic Education 2015, , 118 SHORTER TRANSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section C, , ways to plan shorter transactional text, A plan helps you think about what ideas you want to include in your text. It also, helps you put your ideas into a clear structure. You will earn marks for showing your, planning., You can use a mind map or an ideas list to plan your text., , 1. Mind maps, These are diagrams of ideas. The title is in the centre with branches coming from it, showing thoughts and ideas. Below is an example of a mind map., , details of idea, , Idea, , details of idea, , Shorter, transactional, text topic, Idea, , Idea, , details of idea, , When, you are planning your, text, remember the format, of the text type you have, chosen. See pages 125 to, 161 for information on, each text, format., , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , SHORTER TRANSACTIONAL TEXTS 121
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C Shorter transactional texts, , 2. Idea lists, These help you to quickly write down ideas for each paragraph. Write down, your ideas as they come to you and then organise them ideas in a logical order., Below is an example., Random idea list, , Numbered idea list, , Shorter transactional, text topic, , Shorter transactional, text topic, , details of idea, , Idea, , details of idea, details of idea, , Idea, , details of idea, details of idea, details of idea, , 2. Idea, , details of idea, , details of idea, details of idea, , details of idea, , 3. Idea, , details of idea, , Idea, , 1. Idea, , details of idea, , details of idea, details of idea, details of idea, , details of idea, , © Department of Basic Education 2015, , 122 SHORTER TRANSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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C Shorter transactional texts, , hint, , HINT!, , A learner’s example of an, e.g., advertisement using the, four steps, EG - worked examples, , exams, , Step 1: Choose the text type, , activity, Your family, runs a home business making products, ACTIVITIES boy, such as toys, ethnic jewellery, and clothing. Write out, and girl-left and, right of page, the advertisement to promote the sale of ONE of the, products, to tourists., activity, When, you brainstorm, write, your ideas as they come, to you. Then organise your, points by numbering, them., , You should include the following in your advertisement:, a brand name, a slogan, details of the product and, Step by step, , comment, , comment, , Note: Do not include illustrations., , Step 2: Plan the text, In this topic, the key words are business, toys, tourists, brand name, slogan, and details of product., This learner used a mind map to plan his advertisement:, , 1., Name of brand:, Toys for Africa, Slogan:, “Dream delight:, Dream Africa”, , Topic: Wooden toys, Text type:, Advertisement, , 2., Kinds of toys:, African wild animals, African theme, puzzles, , 3., Toys:, Made of wood, Hand-painted, Lovingly crafted, , 5., Sold at craft, market, Contact details, , 4., Aimed at ages 3-6, Treasured, possession, , © Department of Basic Education 2015, , 126 SHORTER TRANSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section C, , Step 3: Write and edit the draft text, correcting any grammar, punctuation, spelling and format errors., , TOYS FOR AFRICA, Take home a piece of Africa for your little one!, , Giraffe, , Hippo, , Carts, , Lion, Blocks, , Rhino, , Baboon, , Buck, , Mobiles, , Warthog, , Puzzles, , colourfully, , Lovingly crafted, handmade, colorfully painted, , She corrects spelling:, colourfully, , easy-to-hold wooden toys., Each animal has its own individual personality and has, moving parts to make it more fun to play with., These toys will delight any child and become, possession, , a treasured possesion., She corrects spelling:, possession, , Visit us at the African Market in Cape Town, Or call James at 072 123 3214, , Dream Delight; Dream Africa, , Use, persuasive, language in your, advertisment., , This, will make people, want to buy your, product., , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , SHORTER TRANSACTIONAL TEXTS 127
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C Shorter transactional texts, , Step 4: Write the final text, , TOYS FOR AFRICA, , )FBEJOH, 1FSTVBTJWFTFOUFODF, , Take home a piece of Africa for your little one!, , Giraffe, , Hippo, , Carts, *OGPSNBUJPOBCPVU, product, , Lion, , Rhino, , Blocks, , Baboon, , Buck, , Mobiles, , Warthog, , Puzzles, , Lovingly crafted, handmade, colourfully painted, easy-to-hold wooden toys., Each animal has its own individual personality and has, moving parts to make it more fun to play with., These toys will delight any child and become, a treasured possession., Visit us at the African Market in Cape Town, , $POUBDUEFUBJMT, , Or call James at 072 123 3214, , Dream Delight; Dream Africa, , Slogan, , word count: 80, , Activity: Writing an advertisement, 1., For more practice on, writing advertisements,, go to these past exam, papers:, t 'FC.BSDI QBHF , 2VFTUJPO, t 'FC.BSDI QBHF , 2VFTUJPO, , Your neighbour is a businessman who has developed a new hair, , Write this advertisement., , 2., , You help your family run a small family business, but sales, have recently decreased. Your father has asked you to write an, advertisement that will promote the business., , © Department of Basic Education 2015, , 128 SHORTER TRANSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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C Shorter transactional texts, , 2.3 Writing an invitation card, PAY SPECIAL ATTENTION, , NB, , NB, , occasion., , HINT!, PAY SPECIAL ATTENTION, , NB Features of an invitation cardNB, hint, t6TFGPSNBMMBOHVBHF, , e.g., , t5IFJOWJUBUJPONVTUCSJFþZQSPWJEFUIFJOGPSNBUJPOUIFHVFTUTOFFEUP, EG - worked examples, HINT!, LOPXBCPVUUIFFWFOUUPXIJDIZPVBSFJOWJUJOHUIFN, , exams, , A learner’s example of an, invitation card using the, four steps, , hint, , e.g., exams, , EG - worked examples, , activity, ACTIVITIES boy, , girl-left and, Step 1: Choose theand, text, right, of page type and topic, , activity, activity, You have, been asked to invite guests to your school’s, ACTIVITIES boy, prize-giving function. A former, principal of the school, and girl-left and, right of page, will be the guest speaker., , comment, , activity, Write out the invitation card you will send to the, Step by step, , comment, , guests., Note: Do not include illustrations or drawings., Step by step, , comment, , comment, , Step 2: Plan the text, key words to use in your planning., In this topic, the key words are school’s prize-giving function, former, principal, guest speaker and invitation card to guests., This learner used a list to plan her invitation card., , © Department of Basic Education 2015, , 130 SHORTER TRANSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
Page 149 : Section C, , Topic: School prize-giving function, Text type: Invitation card, Name of school at the top – Leap, Introductory sentence - Let's celebrate hard work of learners, Info and headings:, Date, , 10 December, , Time, , 1700 to 1900, , Venue, , Mupine Arena, , Dress code, , Formal, , RSVP Jenny, , Secretary, , Contacts, , Email and fax, , Can bring partners, , Step 3: Write and edit the draft text, by correcting any grammar, punctuation, spelling and format errors., , LEAP SCHOOL PRIZE-GIVING, , See, how the learner, edited his invitation, card in the example, below., , Dear parents, Let us celebrate the hard work that has been put in by, learners for the year. You are invited to attend the 2013, prize-giving. The school’s choir and dance group will be, adding their talents to make the celebration even more, enjoyable., principal, , Guest speaker:, Date:, Time:, Venue:, , Dr J. Reinders (former principle), 10 December 2013, 17:00 – 21:00, Mupine House, 59 Forest Drive, Pinelands, 8171, , Dress code:, RSVP:, , Formil clothing, Jennifer (school secretary), Tel: (021) 357 8139, Fax: (021) 377 8137, email:
[email protected], , )FDPSSFDUTTQFMMJOH, principal, , Formal, , )FDPSSFDUTTQFMMJOH, Formal, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , SHORTER TRANSACTIONAL TEXTS 131
Page 150 : C Shorter transactional texts, , Step 4: Write the final text, , LEAP SCHOOL PRIZE-GIVING, , )FBEJOH, Greeting, , Dear parents, Let us celebrate the hard work that has been put in by, learners for the year. You are invited to attend the 2013, prize-giving. The school’s choir and dance group will be, adding their talents to make the celebration even more, enjoyable., , *OGPSNBUJPO, presented in a list, GPSNBUXJUIDPMPO, , Guest speaker:, Date:, Time:, Venue:, , Dr J. Reinders (former principal), 10 December 2013, 17:00 – 21:00, Mupine House, 59 Forest Drive, Pinelands, 8171, , Dress code:, RSVP:, , Formal, Jennifer (school secretary), Tel: (021) 357 8139, Fax: (021) 377 8137, email:
[email protected], , word count: 68, , © Department of Basic Education 2015, , 132 SHORTER TRANSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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hint, , HINT!, , Section C, , A learner’s example of a, e.g., flyer using the four steps, EG - worked examples, , exams, , Step 1: Choose the text type and topic, You employed a painter, Isaac Khumalo, to paint your, house. His, work was of a high standard. He now wishes, activity, to promote his business and, has asked you to write a, ACTIVITIES boy, and girl-left and, right of page, , activity, Note: Do not include illustrations or drawings., , Step 2: Plan, text, Step bythe, step, , comment, , comment, , key words to use in your planning., In this topic, the key words are painter, high standard, promote and, ., The learner has used a mind map to plan her, , 1 - heading, Do you need a, painter?, , ., , Topic: Advertise, painter, Text type: Flyer, , 2, Isaac Khumalo, can help, expertise/, experience, , 4, contact details, bait: free quote, , 3, expertise/experience, customers/, references, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , SHORTER TRANSACTIONAL TEXTS 135
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C Shorter transactional texts, See how, the learner edited, example below., , Step 3: Write and edit the draft text, by correcting any grammar, punctuation, spelling and format errors., , Do YOU need a PAINTER?, Isaac Khumalo can help you., Why?, expertise, , He has the expertese and the experience!, She corrects spelling:, expertise, , Isaac has 22 years of experience in the trade and has, that looks great and will last – and no mess to clean up, afterwards!, Works in the Waterfall, Hedges and Plains areas., References, , Referinces shown on request., She corrects spelling:, References, , Call 071 456 8749 for a FREE quotation., (AND IF THERE ARE ANY OTHER JOBS AROUND THE HOUSE, HE CAN DO THEM AS WELL!), , © Department of Basic Education 2015, , 136 SHORTER TRANSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section C, , Step 4: Write the final text, , Do YOU need a PAINTER?, , )FBEJOH, , Isaac Khumalo can help you., Why?, He has the expertise and the experience!, *OGPSNBUJPOBCPVU, TFSWJDF, , Isaac has 22 years of experience in the trade and has, that looks great and will last – and no mess to clean up, afterwards!, Works in the Waterfall, Hedges and Plains areas., References shown on request., , $POUBDUEFUBJMT, , Call 071 456 8749 for a FREE quotation., (AND IF THERE ARE ANY OTHER JOBS AROUND THE HOUSE, HE CAN DO THEM AS WELL!), , word count: 86, , Activity: Writing a flyer, , which you advertise your services., , promote his business., , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , SHORTER TRANSACTIONAL TEXTS 137
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Section C, , 2.7 Writing a poster, PAY SPECIAL, ATTENTION, A poster is a large, printed, notice in a public place. It is a simple form, of NB, advertising that uses bold lettering and NB, an interesting layout to catch, people’s attention., , HINT!, , hint Features of a poster, , e.g., , t#SJFþZTUBUFJOTJNQMFMBOHVBHFUIFNPTUJNQPSUBOUJOGPSNBUJPOUIF, SFBEFSTOFFEUPLOPXBCPVUUIFQSPEVDUTFSWJDFFWFOU, EG - worked examples, , t6TFMBSHFMFUUFSJOHGPSUIFIFBEMJOFUPDBUDIUIFSFBEFSTBUUFOUJPO, , exams, , activity, ACTIVITIES boy, and girl-left and, right of page, , Although, posters use pictures to, catch people’s attention,, don’t use drawings in, your poster in an, exam., , activity, , Step by step, , comment, , comment, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , SHORTER TRANSACTIONAL TEXTS 139
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C Shorter transactional texts, , HINT!, , hint, , A learner’s example of a, e.g., poster using the four steps, EG - worked examples, , exams, , Step 1: Choose the text type and topic, Your friends have formed a band and have been, offeredactivity, the opportunity to play at a local restaurant., ACTIVITIES boy, Write the poster that promotes, and girl-left and their appearance at this, right of page, venue., , Note: Noactivity, drawings or illustrations are required., , Step 2: Plan the text, comment, key words, to use in your planning., In this topic, the key words are band, local restaurant and poster., Step by step, , comment, , The learner has used a mind map to plan his poster., , 2, Background to the, group, , 1 - heading, The Home Boys, LIVE, , Topic: The Home, Boys, play live!, Text type: Poster, , 4, Parking, dress, code and, cover charge, , 3, Where and, when they will, play, , © Department of Basic Education 2015, , 140 SHORTER TRANSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section C, , Step 3: Write and edit the draft text, See how, the learner edited, his poster in the, example below., , correcting any grammar, punctuation, spelling and format errors., , LIVE!, , The Home Boys, After playing in clubs in Port Elizabeth for the last three, London! The Home Boys' sound is a whole new mix of jazz, and kwaito that will keep you dancing all night! Featuring, the amazing bass guitarist Banjo X, , )FDPSSFDUTQVODUVBUJPO, adds apostophe to, Home Boys’, , One night only!, Where:, , Restaurant, , The Chisa Nyama Restarant, 68 Gleason Avenue, , )FDPSSFDUTTQFMMJOH, Restaurant, , Ferndale, When:, 16 November 2013, , 18:00 to 23:00, , )FDPSSFDUTQVODUVBUJPO, adds colon, , Cover charge: R20 per head, Secure parking at the restaurant, Casual dress code, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , SHORTER TRANSACTIONAL TEXTS 141
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C Shorter transactional texts, , Step 4: Write the final text, , LIVE!, , The Home Boys, After playing in clubs in Port Elizabeth for the last three, London! The Home Boys' sound is a whole new mix of jazz, and kwaito that will keep you dancing all night! Featuring, the amazing bass guitarist Banjo X, , One night only!, Where:, The Chisa Nyama Restaurant, 68 Gleason Avenue, Ferndale, When:, 16 November 2013, , 18:00 to 23:00, , Cover charge: R20 per head, Secure parking at the restaurant, Casual dress code, , word count: 83, , © Department of Basic Education 2015, , 142 SHORTER TRANSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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HINT!, , hint, , Section C, , A learner’s example of, e.g., a diary entry using the, four steps, , Remember, the total number of, words should be no less, than 80 and no more, than 100., , EG - worked examples, , exams, , Step 1: Choose the text type and topic, You areactivity, in Grade 12 and you have been experiencing, ACTIVITIES boy, and girl-left and, right of page, , Write down your diary entries for the following TWO, activity, days:, , Step by step, , comment, , comment, , Step 2: Plan the text, key words to use in your planning., In this topic, the key words are, before, last day of the examination and diary entries., The learner has used a mind map to plan her diary entries., , Feeling stressed, Can’t change, anything now, , Worked hard;, a bit nervous, Also excited;, the end in sight, , Diary entry, 1 before, exam, , Topic: Exams, Text type:, Diary entry, , Glad exam over;, but a bit sad school is over!, , Diary entry, 2 after, exam, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , SHORTER TRANSACTIONAL TEXTS 145
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C Shorter transactional texts, See how, the learner edited, her diary entry in the, example below., , Step 3: Write and edit the draft text, correcting any grammar, punctuation, spelling and format errors., , Monday, 6 October 2013, excited, , She corrects spelling:, excited, , I feel stressed but ecxited as this is the beginning of the, don’t know what to expect. Did I study enough? My whole, school career is almost over!, , Wednesday, 27 November 2013, burden, , She corrects spelling:, burden, , birden has lifted, off me. I am so happy. I gave it my best shot. All I can do, is wait for the results now. I feel a bit sad, too – school is, over forever!, , Step 4: Write the final text, First date, , Monday, 6 October 2013, I feel stressed but excited as this is the beginning of the, don’t know what to expect. Did I study enough? My whole, school career is almost over!, , Second date, , Wednesday, 27 November 2013, off me. I am so happy. I gave it my best shot. All I can do, is wait for the results now. I feel a bit sad, too – school is, over forever!, word count: 87, , © Department of Basic Education 2015, , 146 SHORTER TRANSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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C Shorter transactional texts, , 3.3 Writing a postcard, PAY SPECIAL ATTENTION, , NB, , NB, , news and lets them know you are thinking of them., , HINT!, , hint Features of a postcard, t5IFMBOHVBHFJTJOGPSNBMBOEUIFUPOFJTDIBUUZBOEGSJFOEMZ6TF, PAY SPECIAL ATTENTION, JOUFSFTUJOHMBOHVBHFUPEFTDSJCFIPXBOEXIFSFZPVBSF, , NB, , e.g., , NB, , EG - worked examples, , t"MXBZTQVUUIFEBUFBOEQMBDFBUUIFUPQPGUIFQPTUDBSE*GZPVBSF, XSJUJOHJUUPTPNFPOFDMPTFUPZPV VTFBOBGGFDUJPOBUFTBMVUBUJPOBUUIF, FOE i-PUTPGMPWFyw , , exams, , hint, , e.g., , HINT!, , A learner’s example of a, postcard using the four steps, EG - worked examples, , activity, , ACTIVITIES boy, and girl-left and, right of page, , exams, , Step activity, 1: Choose the text type and topic, You are far away from home at a beautiful holiday, resort. activity, comment, Step by step, comment, ACTIVITIES boy, , Write the text (words) of, a postcard, that you would, and girl-left, and, right of page, send to a family member describing your experiences., , activity, , Note: Do not include illustrations., , Step 2: Plan, the text, Step by step, , comment, key words to use in your planning., In this topic, the key words are postcard, far away from home, beautiful, holiday resort, family member and your experiences., comment, , The learner has used a mind map to plan his postcard., , © Department of Basic Education 2015, , 148 SHORTER TRANSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section C, , 1, Countryside, beautiful, , 5, Having a, wonderful time, but miss you, , 2, Game reserve amazing, , Topic:, Message to Mom, Text type:, Postcard, , 3, Wild animals scary,, especially lions, 4, Campsite, comfortable;, everyone friendly, , Step 3: Write and edit the draft text, correcting any grammar, punctuation, spelling and format errors., , 9 December 2013 – KwaZulu Chalets, Dear Ma, The scenery is simply great. We’ve seen so much –, awe-inspiring mountains and green-forested valleys. Silver, distance, , rivers wind their way in the distence., The game reserve is amazing. When you see them close up,, , )FDPSSFDUTTQFMMJOH, distance, , lions are so big and scary! We saw an impala being hunted, by a pack of wild dogs. It was so cruel I couldn’t watch. Our, friendly, , camp is basic, but comfortable. Everyone is so frendly and, helpful. I’m having a super time but missing you a lot., , )FDPSSFDUTTQFMMJOH, friendly, , Lots of love, Promise, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , SHORTER TRANSACTIONAL TEXTS 149
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C Shorter transactional texts, , Step 4: Write the final text, %BUFBOEQMBDF, , 9 December 2013 – KwaZulu Chalets, , Greeting, , Dear Ma, The scenery is simply great. We’ve seen so much –, awe-inspiring mountains and green-forested valleys. Silver, rivers wind their way in the distance., The game reserve is amazing. When you see them close up,, , -FBWFCJHHFSTQBDFT, CFUXFFOQBSBHSBQIT, , lions are so big and scary! We saw an impala being hunted, by a pack of wild dogs. It was so cruel I couldn’t watch. Our, camp is basic, but comfortable. Everyone is so friendly and, helpful. I’m having a super time but missing you a lot., Lots of love, , *OGPSNBMTBMVUBUJPO, , Promise, , word count: 90, , Activity: Writing a postcard, , For more practice on, writing postcards, go to, this past exam paper:, t /PWFNCFS QBHF , 2VFTUJPO, , Write a postcard to your family indicating that all is well and that, they need not worry about your fellow matriculants misbehaving., 2., , You are on holiday in a resort in South Africa. At the last moment, you decide to stay on longer and then travel elsewhere. Your family,, , 3., , You have been sponsored to stay on a farm and learn another, language., Write a postcard to your sponsor telling him or her of your progress, , © Department of Basic Education 2015, , 150 SHORTER TRANSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section C, , Step 2: Plan the text, key words to use in your planning., In this topic, the key words are emergency situation; mouth-to-mouth, and set of instructions., The learner has used a list to plan her instructions., , Text type: Instructions, 1. Person must face up; tilt head back; chin pointing up, 2. Make sure no food in mouth, 3. Pull jaw down; pinch nostrils, 4. Blow into person’s mouth - chest rise - listen for air, coming out, See how, the learner edited, her instructions in, the example, below., , 5. Blow about 12 times per minute., , Step 3: Write and edit the draft text, correcting any grammar, punctuation, spelling and format errors., , respiration, his or her, , their chin, , points upward., , She corrects pronoun, GPSN his or her, , mouth., tongue, , tonge from the air, , passage and pinch the nostrils., , She corrects spelling:, tongue, , Listen for air rushing out, indicating air being exchanged., Repeat blowing., breaths, , breathes a minute. For children, blow, 20 breaths a minute., , She corrects spelling:, breaths, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , SHORTER TRANSACTIONAL TEXTS 153
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C Shorter transactional texts, , Step 4: Write the final text, )FBEJOH, , respiration, 1PJOUGPSN, 6TFPGJNQFSBUJWF, WPJDF, , chin points upward., , mouth., , passage and pinch the nostrils., , Listen for air rushing out, indicating air being exchanged., Repeat blowing., , breaths a minute., word count: 82, , Activity: Writing instructions, , For more practice on, writing instructions, go to, these past exam papers:, t /PWFNCFS QBHF , 2VFTUJPO, t 'FC.BSDI QBHF , 2VFTUJPO, , 1., , You have been asked to do a short oral presentation for a Life, Orientation lesson on how to lead a healthy, balanced life. Write, down a list of 6–7 tips you would give your classmates in your, presentation., , 2., , Your younger brother has asked you to help him cover his school, to carry out this task., , 3., , Your school wishes to start a recycling programme. Your principal, Council, for assistance. Write out a set of instructions that will be, posted on the wall of every classroom., , © Department of Basic Education 2015, , 154 SHORTER TRANSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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Section C, , Step 2: Plan the text, key words to use in your planning., In this topic, the key words are your friends, directions, from the school to, your house, distances, turns and landmarks., The learner has used a list to plan his directions., , Topic: Directions from school to home, Text type: Directions, , ., See, how the learner, edited his directions, in the example, below., , Step 3: Write and edit the draft text, correcting any grammar, punctuation, spelling and format errors., , Directions from school to my house, , straight, , strate down the road for 500 metres and cross, )FDPSSFDUTTQFMMJOH, straight, , the bridge., , Fairview Street., , Street., roof, , road. The house has a blue front door, a red roove and, green gates., , )FDPSSFDUTTQFMMJOH, roof, , © Department of Basic Education 2015, , Mind the Gap English First Additional Language: Paper 3 Writing, , SHORTER TRANSACTIONAL TEXTS 157
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C Shorter transactional texts, , Step 4: Write the final text, Directions from school to my house, , )FBEJOH, , 1PJOUGPSN, 6TFPGJNQFSBUJWF, WPJDF, , the bridge., , Fairview Street., , Street., , road. The house has a blue front door, a red roof and, green gates., word count: 90, , Activity: Writing directions, , 1., For more practice on, writing directions, go to, these past exam papers:, t 'FC.BSDI QBHF , 2VFTUJPO, t /PWFNCFS QBHF , 2VFTUJPO, , A friend from another province will be in your town and would like, to visit you at your home., Write the directions from a nearby bus stop to your house. You, must include at least three turns and two landmarks (e.g. a school,, , 2., , Study the map on page 159. You are shopping at Lucky’s, Supermarket (point X on the map) when a customer asks you for, Write out the directions you will give to the customer. In your, response you must refer to the streets and landmarks on the, route you choose., , © Department of Basic Education 2015, , 158 SHORTER TRANSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
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C Shorter transactional texts, , 5. What is expected from you, in the exam?, than 80 words long and no more than 100 words long., 20 marks out of 100 marks, based on:, Content, planning and format (12 marks), Language, style and editing (8 marks), 30 minutes on, Rubric: A guide that, FYBNJOFSTVTFUPNBSLB, MFBSOFSTFYBNFTTBZ, , The rubric, , column)., , the ideas relate to the topic, whether they are well planned, and that the, The rubric is a useful guide for you to use when practicing your shorter, will be assessing when marking your work., , Remember, that practice makes perfect!, To succeed in your exams, use, the rubric to remind you of, the skills you need to improve, on as you keep, practising., , © Department of Basic Education 2015, , 160 SHORTER TRANSACTIONAL TEXTS, , Mind the Gap English First Additional Language: Paper 3 Writing
