ENGLISH HOME LANGUAGE – REVISION KIT

The English Home Language exam consists of 3 papers:

o Paper 1: Comprehension, Summary and Language Structures and Conventions – 70

marks
o Paper 2: Literature – 80 marks
o Paper 3: Writing- 100 marks
o TOTAL MARKS- 250
o To obtain a minimum of 45% you need to score 113/250 marks

PAPER 1: COMPREHENSION, SUMMARY AND LANGUAGE STRUCTURES AND

CONVENTIONS

GENERALTIPS:

• You have 2 hours to answer this question paper

• Time management is important as you need to answer all the questions. Do not
spend more than 50 minutes on the comprehension. Use your 10-minute reading
time provided at the beginning of the exam session.
• You can complete the summary in approximately 20 – 25 minutes.
• Spend 15 minutes on Question 3 and 15 minutes on Question 4.
• You will have 10 minutes on Question 5
• Then go back to questions that you have left unanswered.
• Remember that the question paper belongs to you. You are advised to make notes
and highlight key words/phrases on the question paper.

SECTION A: COMPREHENSION

1. Read through the passage quickly. Ask yourself what is the passage about?
o The TITLE of the passage will give you a clue as to what is the passage about.
o The introduction often creates the atmosphere and provides the setting for what is
to follow.
2. Read through the comprehension questions: When you do this, keep the main ideas
of the passage in mind.
3. Read the passage again
o Highlight/underline the main idea in each paragraph – each paragraph presents
a new idea.
o The first sentence is often the key sentence.
o Words and ideas that were at first confusing or difficult, may now become clearer
in context (the meaning of words and phrases as used in a sentence).
4 Practical Advice
o Each question usually contains a question word – underline this.
 o Each question usually contains a key word or key idea – circle this.
o Put your eyes into ‘Search Mode’ to find the sentence containing the key word or
key idea.
o Do not copy from the text. Use your own words. Rewrite the information in another
way that means the same.
Answering Techniques:

It is important to interpret and follow the instructions exactly as they are given:

o Does the answer need a full sentence, a word or a phrase?

o Avoid starting sentences with conjunctions such as because, and, but and so.
o The first few questions are generally easier. You must attempt these questions.
Look at the mark scheme. You need to score at least 12/30 in the
comprehension question.
• The mark allocation is usually a suggestion of the number of points needed. Mark
allocation. A 2-mark question means that you are required to write down 1 idea
with detail while 3 marks means 2 ideas with some detail for one of these ideas.
• COMPARISON BETWEEN TEXT A AND TEXT B question:
• COMPARISON BETWEEN TEXT A (COMPREHENSION PASSAGE) AND TEXT
B (VISUAL e.g., picture/cartoon etc.) question. The final 4-mark compare/contrast
question is being omitted because of panic over time.
• The final 4-mark compare/contrast question MUST be attempted: it is a simple
summary question with a comparison/contrast angle. Do not panic over time as
this is not a difficult question to answer. Here is a simple technique:
• COMPARISON BETWEEN TEXT A AND TEXT B question:
➢ Refer to the SPECIFIC PARAGRAPH in TEXT A
➢ Summarise the main idea/s in the paragraph indicated in the question (TEXT
A)
➢ Summarise the gist of TEXT B keeping in mind the overall main idea of the
passage
➢ Then look for similarities/link between the 2 texts. In most cases there will
be similarities between the selected paragraph in text A and the visual
(text B).
➢ Explain how they are similar. Identify the LINK between the 2 texts.
➢ If there are no similarities indicate it
➢ Provide a comment if there are no similarities

• When answering comprehension questions, respond by starting with the KEY words
in the question.
➢ Read your answer carefully. Ask: Does my answer make sense?
➢ Hint: A question worth 3 marks probably requires the following:
➢ Make your point / explain your point / give evidence / link back to text (PEEL method).

• VOCABULARY – questions testing word/phrase meanings (synonyms, antonyms,

etc.). e.g., Is the writer justified in using the expression ‘permanent limbo’?

• LANGUAGE USAGE QUESTIONS

 ➢ Includes vocabulary, grammar, punctuation and figurative language
➢ Answers need to be given in the context of the passage.

➢ You must understand the difference between literal and figurative meanings.

• TECHNICAL – (How?) questions testing the method and style of the text/passage
presentation. e.g.
➢ Account for the use of the rhetorical questions in lines … .
➢ Why has the writer included statistics…?
➢ Discuss the writer’s intention in quoting ‘We don’t know…’.

• QUESTIONS on STYLE

You must be able to identify the style and register in which text is written.
Is it narrative, descriptive, formal, informal, simple, lofty, factual, humorous, satirical?
You may be asked to comment on the style / to justify the appropriateness or
effectiveness of the style as related to the content.
Be aware of the variety of sentences used, the diction and language devices.

• QUESTIONS on TONE

Tone conveys the emotions, underlying feelings and attitude of the writer.
What would the words sound like if read out loud?
Can be identified through diction, sentence length and type, punctuation, etc.
Tone may be angry, apologetic, gloomy, humorous, motivational, inspirational, personal,
impersonal, mocking, persuasive, sarcastic, etc.
Tone is expressed in adjectival form.
SECTION B: SUMMARY - QUICK WIN!!!

AN APPROACH TO ANSWERING THE SUMMARY QUESTION:

• Read the passage and identify the central idea/subject of the passage.
• Identify 7 points linked to the topic. Underline the topic on your question paper.
This is provided in the instruction.
• Underline the key words that relate to the topic. Do not be afraid to make notes
on your question paper. Use highlighters to identify key words/phrases. The
question paper belongs to you.
• Even If you copy 7 points verbatim (word for word) from the passage, you can still
score 7 marks for 7 points. It will be indicated as being ‘lifted’ from the passage
and will therefore not score any marks for language. So, you see how easy it is
for you to obtain 7 marks out of 10!!!
• Avoid the repetition of points. Rather be safe and provide 8 or 9 points.
• Remember that it is not necessary in an examination to rephrase the entire
passage into your own words which often leads to misinterpretation of the original
text.
• All you need to do is to make slight alterations to the passage to score a
minimum of 7/10.
• You can obtain more marks if you do the following:
o Substitute just a single word with a synonym
 o Remove a word from the original sentence or you can add a word as well
o Just changing a punctuation mark as long as it does not alter the meaning
of a sentence
o Changing the tense of the sentence
o Change the order of the sentence.

SECTION C: LANGUAGE STRUCTURES AND CONVENTIONS

QUESTION 3: ADVERTISEMENT

• Refer to the advertisement and identify the product or service that is being
advertised
• You need to understand what the words in the advertisement mean; and
understand what is shown in the advertisement (drawings or pictures) in order to
identify the advertiser’s MESSAGE.
• Ask yourself what attracts you to the advertisement? Why? Use of font (types of
lettering), bold print, eye-catching images, catchy slogans and phrases, pictures,
photos, celebrities, etc.
• Identify the logo and slogan used in the advertisement. LOGO – the BRAND
name as an image/symbol It is a visual design, sometimes including letters,
words or symbols that is the official sign of the company or organisation (like the
Nike tick).
• SLOGAN – Words are linked to a product and that are easy to remember e.g.,
“finger –licking good” or “Just do it!”
• Now look at the techniques used by the advertiser to keep the reader interested
in reading further.
• Visual Techniques – visual effects (it refers to what you see that attracts your
attention) such as cartoons, graphs, colourful, attractive photographs, outline
diagrams, unusual layouts.
• Linguistic Techniques – language devices. Look for examples of figurative
language such as puns, ambiguity,
• Pay attention to how PUNCTUATION has been used (commonly used
punctuation marks include exclamation marks, question marks and ellipsis).
• You must refer to both the text and the illustration if it is required
• When answering the questions, break down the questions into the different
aspects/parts that must be answered. Underline or highlight key words or
phrases.
• In addition, there are 2 marks allocated for language questions. Apply your
understanding of language taught in class to answer all the questions.

QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA

CARTOONS

• Identify the Setting: Where is the scene taking place? Look at the Location/
specific place based on the clues in the cartoon e.g. hospital, restaurant etc. You
must specify.
 • Figure out the Purpose of the cartoon: Is this meant to make you laugh or to
think seriously about something, or to do both?
• FACIAL EXPRESSIONS:
o When answering questions on a cartoon, do not just write ‘facial expression’
when asked for evidence of emotion.
o Instead, you need to DESCRIBE the facial expressions you see. Remember
there are more emotions than just happy, sad or angry. You need to describe
facial features and be specific.
• In addition, there are 2 marks allocated for language questions. Apply your
understanding of language taught in class to answer all the questions.

• BODY LANGUAGE:

In terms of Body Language focus on the following

o Body movement and posture

o Gestures (signals, signs, hand movements)

QUESTION 5: USING LANGUAGE CORRECTLY

• Read the text and make sense of what you read

• There may be deliberate errors (spelling, punctuation etc.) in the passage.
Highlight or underline these errors.
• Apply your understanding of language taught in class to answer all the questions.
• You are tested on a wide range of skills and content. Typical items that you would
need to revise include:
o Punctuation - Use of the apostrophe, semi-colon, ellipsis and hyphen/dash,
parenthesis
o Spelling errors
o Active and passive
o Concord
o Misrelated participle
o Abbreviation, acronym and contractions
o Malapropism
• Complete Question 5 from the past 5 years question papers to revise for this
section.

ASPECTS FOR REVISION :

Guidelines on teaching and understanding language and editing skills
1. Malapropism
➢ The mistaken use of a word in place of a similar sounding one, often with an
amusing effect (e.g., ‘dance a flamingo ’ instead of flamenco ).
2. Neologism
➢ a newly coined word or expression.
 3. Tautology
➢ Saying of the same thing twice over in different words, generally considered to be
a fault of style (e.g., they arrived one after the other in succession ).
4. Error in concord
Concord is the relationship between the subject (Who or what the sentence is
about) and the verb in a sentence. ... The relationship between the subject and
verb is therefore faulty because we have a Singular Subject-Plural Verb situation.
To correct a concord error, one must always change the verb, not the subject.
Subject :One Auxiliary
group
verb
singular

The group of clever students are hoping to earn distinctions in all their examinations.
In the above sentence, the subject is “Group” and it is in the singular. (Do not get
confused by the word, “Students, “ which is in the plural). The sentence is about a group;
students are mentioned only as a way of specifying what the group is made up of.
The verb in this sentence is, “Are hoping.” The word, “Hoping,” is the main
verb describing the action being done and the verb, “Are,” is the auxiliary verb helping us
to quantify how many people are doing the action of hoping. “Are,” refers to many people
and therefore makes the verb plural.
Answer : The group of clever students is hoping to earn distinctions in all their
examinations.
5.Active voice : When the subject of a sentence performs the verb’s action, we say that
the sentence is in the active voice. Sentences in the active voice have a strong, direct,
and clear tone. Here are some short and straightforward examples of active voice.
Active voice examples
o Monkeys adore bananas.
o The cashier counted the money.
o The dog chased the squirrel.

o All three sentences have a basic active voice construction: subject, verb, and
object.

o The subject monkey performs the action described by adore.

o The subject the cashier performs the action described by counted. The
subject the dog performs the action described by chased.

o The subjects are doing, doing, doing—they take action in their sentences. The
active voice reminds us of the popular Nike slogan, “Just Do It.”
6.Passive voice
A sentence is in the passive voice, on the other hand, when the subject is acted on by
the verb. The passive voice is always constructed with a conjugated form of to be plus
the verb’s past participle. Doing this usually generates a preposition as well. That
sounds much more complicated than it is—passive voice is actually quite easy to detect.
For these examples of passive voice, we will transform the three active sentences above
to illustrate the difference.
Passive voice examples
o Bananas are adored by monkeys.
o The money was counted by the cashier.
o The squirrel was chased by the dog.

o Let’s take a closer look at the first pair of sentences, “Monkeys adore bananas”
and “Bananas are adored by monkeys.”
o The active sentence consists of monkeys (subject) + adore (verb)
+ bananas (object).
o The passive sentence consists of bananas (object) + are adored (a form of to
be plus the past participle adored) + by (preposition) + monkeys (subject).
o Making the sentence passive flipped the structure and necessitated the
preposition by. In fact, all three of the transformed sentences above required the
addition of by.
Punctuation Name of a movie, novel, song capital letters, italics, inverted commas,
underline.
E.g. Hamlet , Hamlet, Hamlet, “ Hamlet”
➢ Use of hyphen
Generally, hyphens are used to join two words or parts of words together while avoiding
confusion.
o It’s recommended you don’t take down any load-bearing walls when renovating.
o This rock-hard cake is absolutely impossible to eat.
o We’re looking for a dog-friendly hotel.

➢ Commas
o A comma indicates a smaller break. Some writers think of a comma as a soft
pause—a punctuation mark that separates words, clauses, or ideas within a
sentence.
o Navigating through snow, sleet, wind, and darkness is a miserable way to travel.
➢ Apostrophe
o a punctuation mark (') used to indicate either possession (e.g., Harry ' s
book ; boys ' coats )
o or the omission of letters or numbers (e.g., can ' t ; he ' s ; 1 Jan. ' 99 ). In the
contraction of words, letters are omitted and replaced by an apostrophe.
Cannot – Can’t
➢ Brackets
o Brackets (parentheses) are punctuation marks used within a sentence to include
information that is not essential to the main point.
 o Information within parentheses is usually supplementary; were it removed, the
meaning of the sentence would remain unchanged.
o The lady (in the red dress) is exceptionally talented.

➢ The use of dash

o To set off material for emphasis. Use a dash to show a pause or break in
meaning in the middle of a sentence: My brothers—Richard and John—are
visiting Hanoi.
8.Direct/indirect speech
o When we want to describe what someone said, one option is to use direct
speech. We use direct speech when we simply repeat what someone says,
putting the phrase between speech marks:
o Paul came in and said, “I’m really hungry”.
o It is very common to see direct speech used in books or in a newspaper article.
For example:
o The local MP said, “We plan to make this city a safer place for everyone”.
o As you can see, with direct speech it is common to use the verb ‘to say’ (‘said’ in
the past). But you can also find other verbs used to indicate direct speech such
as ‘ask’, ‘reply’, and ‘shout’. For example:
o When Mrs Diaz opened the door, I asked, “Have you seen Lee?”
She replied, “No, I haven’t seen him since lunchtime.”
The boss was angry and shouted, “Why isn’t he here? He hasn’t finished that
report yet!”

9. Indirect Speech
o When we want to report what someone said without speech marks and without
necessarily using exactly the same words, we can use indirect speech (also
called reported speech). For example:
o Direct speech: “We’re quite cold in here.”
o Indirect speech: They said that they’re cold in there
o When we report what someone says in the present simple, as in the above
sentence, we normally don’t change the tense, we simply change the subject.
o However, when we report things in the past, we usually change the tense by
moving it one step back.
o For example, in the following sentence the present simple becomes the past
simple in indirect speech:
o Direct speech: The boy said, “I have a new car”.
o Indirect speech: He said that he has a new car.

Adverbs
o Adverbials are words that we use to give more information about a verb.
 o They can be one word (angrily, here) or phrases (at home, in a few hours) and
often say how, where, when or how often something happens or is done, though
they can also have other uses.
o We make many adverbs by adding -ly to an adjective, for example: quick
(adjective) > quickly (adverb) careful (adjective) > carefully (adverb) beautiful
(adjective) > beautifully (adverb)
Nouns
How to use suffixes to create nouns from adjectives and verbs
1. Add –ness to form nouns from adjectives. ...
2. Add –ity to form nouns from adjectives. ...
3. Add –ance or –ence to form nouns from adjectives or verbs. ...
4. Add –ment to form nouns from adjectives or verbs. ...
5. Add –tion or –sion to form nouns from verbs. ...
6. Use –ship or –hood to form nouns from other nouns.

Phrases and clauses

o A clause is a group of words containing a subject and verb. e.g., The boy is
playing.
o A phrase is a group of words without a subject-verb component, used as a single
part of speech.
• Noun Phrase: Friday became a cool, wet afternoon.
• Verb Phrase: Mary might have been waiting outside for you.
• Gerund Phrase: Eating ice cream on a hot day can be a good way to cool off.
• Infinitive Phrase: She helped to build the roof.
• Prepositional Phrase: In the kitchen, you will find my mom.

Pronoun Error
o Example
One must take care of your books x
One must take care of one’s books 

Exercise 3 : USING LANGUAGE CORRECTLY

Read the TEXT, which contains some deliberate errors, and answer the questions set.

Millennials “adjust” rules

1. Millennials are equipped with an acute sense of knowing how to ''adjust'' rules to make 1
life easier. We are told often that social media and the use of the cell phone on school nights is strictly
forbidden. We nod egregiously yet remove our 'last seen' on WhatsApp or block our parents temporarily
so that our online footsteps can’t be traced.

2. My teacher asked us to write a book critique for an oral presentation. Although she 5
emphasised it should be on a book that we have read, the majority chose not to adhere to the finer
stipulations. A Google search on books that were made into movies, was done. We watched the movie,
wrote the critique, impressed the teacher and saved ourselves a lot of painful reading. Does that explain
why so many critiques were based on The Fault in our stars?

3. The more brazen option for them was to just Google a critique, change the language in places and 10
pass it off as your own. Good luck with that though, teachers have a sixth sense about lifting work off the
internet.
4. We are so good at fabricating a believable narrative to stealthily get out of trouble. If teachers are
checking homework, simply identify the one person in the class that is
absent and present the excuse that he/she borrowed your book. It would be a gross distortion and 15
warping of reality if we are called deceitful or criminal because as millennials, we prefer the terms skilful
and innovative.
http://www.millennialmarketing.com/

5.1 Explain the use of inverted commas in line 1. (1)

5.2 Give one example of a neologism in paragraph 1. (1)

5.3 Correct the concord error in paragraph 1. Rewrite the sentence. (1)

5.4 Refer to paragraph 2. Rewrite the sentence below in the passive voice.

My teacher asked us to write a book critique for an oral presentation. (1)

5.5 Give the adjectival form of 'adhere' (line 6) (1)

5.6 Provide an alternative punctuation for the movie The Fault in our stars.

5.7 Correct the grammatical error in paragraph 3. (1)

5.8 Identify and correct the split infinitive in paragraph 4. (1)

5.9 Correct the error in tautology in paragraph 4. (1)

5.10 If teachers are checking homework, simply identify the one person in the class that is absent
and present the excuse that he/she borrowed your book.

Explain how the meaning would change if the comma is moved to after the word ‘simply’ (1)
[10]
 PAPER 2: LITERATURE
• Are you familiar with the format of the exam paper and what is expected of you when
answering the literature paper?
• The question paper consists of 3 sections:
o SECTION A: POETRY (30)
o SECTION B: NOVEL (25)
o SECTION C: DRAMA (25)
• Do not attempt to read the entire question paper as there are novels and drama that
you did not study. Read ONLY the questions on the novel and drama that you have
studied. Ignore the rest, otherwise you will be wasting valuable time.

SECTION A: POETRY

• In this section you are given a choice of 4 questions (3 contextual questions and 1
essay).
• Read through all the questions and then decide on which 2 poems you will be
answering questions.
• You may answer 2 contextual questions or 1 contextual question and 1 essay
question.
• You must study all 12 poems. Do not spot. Do not leave any poems out.
➢ When you study poetry, for each poem, ensure that you are studying the following:
▪ The subject matter of the poem i.e., the content
➢ The structure of the poem – how can you determine the structure of the poem? What
impact does the structure of the poem have on the meaning/message of the poem?
➢ Are there stanzas?
➢ Are they equal in length?
➢ Line length – is it short? Is it long? Is it mixed?
➢ Are there indentations in the poem? If so, why has the poet written in that
way?
➢ What impact does this have on your understanding of the poem?
➢ Themes/Messages in the poem
• The speaker – her/his position in relation to the poem. Is the poem written in
the first person ‘I’? Is the poet/speaker speaking of some other event
• Literal and figurative meanings in the poems.
▪ Literary devices such as:
o figures of speech
o imagery
o Diction - word choice
o Tone
o Mood
 o Atmosphere
o Rhetorical devices
o Rhythm and Rhyme
o Punctuation – use of and lack of punctuation. How this enhances meaning or impacts
meaning.
o How this reinforces the speaker’s message.
o Refrain – a phrase, line or group of lines repeated at intervals throughout the poem,
generally at the end of a stanza.
o Repetition – repetition of words, phrases, syllables or even sounds in the poem as a
whole.
o Sound devices: alliteration, consonance and assonance
o Enjambement or run-on lines.
o Feelings: the reader’s and or the speaker’s.

POETRY ESSAY – QUICK WIN!!

• Read through the question and highlight the key words that you need to explain in
your essay. It is important to read the question/statement carefully and ensure that
the essay is addressing the key words in the question or statement.
• Make notes on your question paper. Use highlighters to identify key words/phrases.
• To write the poetry essay, you must focus on the following:
• DICTION – specific words/phrases must be quoted and discussed in the context of
the poem and the question
• IMAGERY – relevant figures of speech from the poem should be referred to and
explained in relation to the question
• TONE – appropriate words to describe the tone and explained in context of the
poem.
• Your essay should be written in paragraphs – introduction, body and conclusion
• Do not paraphrase and ‘lift’ (copy word for word) from the poem. You must analyse
the poem.
• When studying, ensure that you have a full understanding of all prescribed poems.
This includes:
o Significance of the title of the poem
o An overview of the poem (What is the poem about?)
o Themes (main ideas)
o Poet’s message (What did you learn from the poem?)
o Diction – meaning of words/phrases as used in the poem
o Tone/Mood
o Figures of speech and its effectiveness
o Imagery
EXAMPLE:

QUESTION 1: POETRY – ESSAY QUESTION

Read the poem below and then answer the question that follow.
AT A FUNERAL – Dennis Brutus

(for Valencia Majombozi, who died shortly after qualifying as a doctor)

1 Black, green and gold at sunset: pageantry

2 And stubbled graves Expectant, of eternity,
3 In bride’s-white, nun’s-white veils the nurses gush their bounty
4 Of red-wine cloaks, frothing the bugled dirging slopes
5 Salute! Then ponder all this hollow panoply
6 For one whose gifts the mud devours, with our hopes.

7 Oh all you frustrate ones, powers tombed in dirt,

8 Aborted, not by Death but carrion books of birth
9 Arise! The brassy shout of freedom stirs our earth;
10 Not death but death’s-head tyranny scythes our ground
11 And plots our narrow cells of pain defeat and dearth:
12 Better that we should die, than that we should lie down.

In ‘AT A FUNERAL’, Dennis Brutus presents the senselessness of death if that death robs
an individual of his/her potential. However, he also uses the concept of death as an
encouragement to fight against that oppression that causes it.

With close reference to the TONE, MOOD, DICTION and IMAGERY used in this poem,
discuss the validity of this statement.

Your response should take the form of a well-constructed essay of 250–300 words (about
ONE page). [10]

POSSIBLE ANSWER:

Use the following points, among others, as a guideline to marking this question. Responses
might differ, depending on the candidate's sensitivity to and understanding of the poem.

The speaker addresses the concept of death in general and the waste of life if a life is
cut short, before a person reaches full potential. He also uses the second stanza as a
“call to arms” of sorts. He states that it is better to die than to submit to the powers of
oppression.

• The word ‘A’ in the title alludes to any funeral; an impersonal tone is created.
However, enclosed in parenthesis is the speaker’s tribute to a young lady,
Valencia Majombozi, who dead shortly after earning her medical degree and
serving her internship.

• She was killed by apartheid forces during the Sharpeville massacre while
protesting against the oppressive Pass Laws. Her contribution to her
 community as a young doctor will never be realised and this is an indictment
to the oppressive apartheid government of the time.

• The first stanza describes the funeral. The ‘black, green and gold’ represents
the flag of the resistance movement making the reader aware that the funeral is
both personal and political.

• The funeral ceremony is dignified with an elaborate display of colour – ‘red-

wine’ and ‘white’ (‘pageantry’), of a fallen hero. This bears testimony to the
speaker’s respect for the deceased who symbolises the powerful resilient spirit
of young people in opposition to oppressive laws during the apartheid regime.

• It also represents the academic gowns and hoods. These colours also describe
the uniform of the nurses who attended the funeral. The speaker mourns the
loss of a young person who had enormous talent and potential which have
now gone to waste.

• The image of the grave being ‘stubbled’ suggests the unkempt/ poorly tended
area given to the people of colour- showing disrespect for the burial site of the
dead- another indictment to the oppressive regime.

• The word ‘Expectant’ and ‘of eternity’ personifies the graves that eagerly
awaits the interment the body and expects to retain it for eternity. Death
caused by the oppressive regime has acquired a potentially productive
individual.

• Throughout stanza 1, there is a melancholic mood as the poet joins the other
mourners in tribute to the deceased. The tone in stanza 1 is calm and reverent
which is in keeping with the poet’s admiration for the deceased as suggested
by the word ‘Salute’. The onomatopoeic word ‘gush’ suggests this outpouring
of uncontrolled emotions of grief. The words ‘burgled’ and the image ‘dirging
slopes’ further emphasizes the sombre melancholy of the bugle’s notes heard
throughout the graveyard. The entire land mourns for a wasted potential.

• It comes as shock then when the speaker calls all this ‘pageantry’ (line 1) and
‘panoply’ (line 5). This suggests that the funeral is an outward display which is
empty because at the midst is a burial of a young woman whose ‘gifts’ (line 6)
will never be fully used, explored or fulfilled.

• The speaker wants the reader to ‘ponder’ (line 5) the significance of the gifts
and talents that are lost to death. If the person is swallowed by the ‘mud’ the
contributions, they would have made to uplift their community has been taken.
It is not just her body that is buried but ‘our hopes’ (line 6) are too.

• However, in stanza 2, there is a huge shift in tone as the poet makes a strong
political statement and renews his commitment to the fight for freedom in
South Africa. It is a call to action- ‘All you frustrate ones’ (line 7). The
suggestion is that the ‘frustrate one’ are not literally dead but their lives have
been cut short ‘aborted’ (line 8) by the government who regulates their lives by
making them carry ‘carrion books of birth’ (line 8).
• His tone is commanding(‘Arise’), angry (‘enraged’) and contemptuous (‘carrion
books of birth’). i.e. the Pass laws which dictated the lives of black people and
restricted their freedom of movement. The poet stresses that humans were
reduced to dead flesh (‘carrion). From the moment of birth, a black person was
given this Pass Book, so that they would cease to be human beings from the
point of birth. Thus, they would become ‘carrion’ or dead flesh. The oppression
under which they live forces them into a living death.

• ‘Death’ is personified in line 8 but its power to end life is diminished because a
more powerful and terrifying force identified as ‘death’s-head tyranny (line 10)
which is the oppressive apartheid government’s dictatorial rule. By using the
image of a skull-and-crossbones death is ever-present. The image of death as
the Grim Reaper ( line 10) suggests that the oppressive government reaps
people’s souls- living under tyranny is like death.

• However, the final line of the poem “Better that we should die, than we should
lie down” is ominous as the poet is motivated by the deaths of all those who
have sacrificed their lives in the struggle against apartheid. He suggests death
is a better option than succumbing to defeat. This is an adamant call for
resistance against oppression.

PRACTICE ESSAY QUESTION:

• The title of Jonker’s poem suggests that the poem is about a dead child. However,
the contents of the poem contradict the title.

In an essay of 250-300 words, discuss how this is done, paying special attention to
diction, tone and imagery. [10]
POETRY CONTEXTUAL QUESTIONS

• Once you selected the poem/s that you are going to answer, highlight the key words
and question words e.g., ‘Account for…’, Discuss’, Comment on…’ etc. This will
guide you on what answer is required.
• The mark allocation will guide you as to how much you need to write. Be precise.
There is no need for lengthy answers as this is time-consuming and sometimes you
may not be able to complete the paper. Be very conscious of time management.
• UNSEEN POETRY: This is a COMPULSORY question. The skills used to analyse
the prescribed poems are used to the analyse the UNSEEN POEM.

QUESTION 2: POETRY – CONTEXTUAL QUESTION

Read the poem below and then answer the question that follows.
 SONNET 130 – William Shakespeare

1 My mistress' eyes are nothing like the sun,

2 Coral is far more red than her lips' red,

3 If snow be white, why then her breasts are dun,

4 If hairs be wires, black wires grow on her head.

5 I have seen roses damasked, red and white,

6 But no such roses see I in her cheeks,

7 And in some perfumes is there more delight

8 Than in the breath that from my mistress reeks.

9 I love to hear her speak, yet well I know

10 That music hath a far more pleasing sound.

11 I grant I never saw a goddess go:

12 My mistress when she walks, treads on the ground.

13 And yet, by heaven, I think my love as rare

14 As any she belied with false compare.

2.1 What impression of the mistress is created by stating that her eyes are ‘nothing like
the sun’ in line 1 (2)

o [NOTE: The word ‘impression’ refers to a feeling or opinion about something or

someone.
o In other words : How do you feel about the mistress? OR What is your opinion of the
mistress based on the line ‘ My mistress' eyes are nothing like the sun’.]

ANSWER

• By stating that his mistress’s eyes are not as bright /shiny/intense as the sun,
the impression that is created is that the mistress’s beauty is not elevated to
any celestial/ heavenly body. / The impression created is that she is ordinary;
there is nothing extra-ordinary or special about her. She is not captivating or
strikingly beautiful.

[Award 2 marks for ONE well expressed point.]

2.2 Account for the use of the word ‘treads on ground’ in line 12? (2)
 o NOTE: The instruction word ACCOUNT for indicates that you need to give a reason
or explanation for (something).
o In this case, you need to firstly unpack the meaning of the word ‘treads’.
o Then you must provide a REASON or EXPLANATION for the poet’s use of the word
‘treads’.
o What does the word ‘treads’ suggest about the mistress’s character?

ANSWER

• The word ‘tread’ means to walk in a determined/purposeful manner. The

speaker is suggesting that his mistress moves purposefully with
determination.

• She has a solid presence. He also implies that her feet are firmly on the
ground, an expression that means she is down to earth/ realistic/ sensible and
humble.

[ Award 2 marks for two points indicating a reason]

2.3 Refer to line 4: ‘If hairs be wires, black wires grow on her head.’

Comment on the effectiveness of the image in the context of the poem. (3)

o NOTE: The word COMMENT requires you to state your opinion or to make a remark
on your observation or provide a criticism about something. In this case, you are
required to:
o Identify the image (the poet's use of description and vivid language, deepening the
reader's understanding of the work, by appealing to the senses)
o In other words, you must suggest reasons why the speaker compares his
mistresses’ hair to ‘black wires’.
o Now provide a comment on whether you find this comparison complimentary.

ANSWER

• The speaker compares his mistresses’ hair to ‘black wires’ which is not
attractive or complimentary. Elizabethan women took great care in ensuring
that their hair was well groomed – smoothly curled with gold /colourful tread
woven through them.

• By referring to his mistresses’ hair as wires he is suggesting that she is not

like the other women who spends hours on grooming herself to make herself
attractive; she is not obsessed with her outward appearance and therefore is
more appealing/attractive to the speaker.

• Once again like the other images in the poem the speaker reinforces the
natural beauty of his mistress. He dispenses with clichéd expressions to
compare her with as he finds this both superficial and unnecessary.

[Award 3 marks for two ideas linked to the image is well commented on.]
2.4 Refer to the rhyming couplet lines 13 and 14: ‘And yet, by heaven, I think my love as
rare/ As any she belied with false compare.’

Critically discuss how the speaker has used the conventional sonnet form to convey
the central message of this poem. (3)

o NOTE: This is a higher order question which requires much practice. Let us
unpack this question.
o The instruction words ‘CRITICALLY DISCUSS’ indicates that you need to
give a balanced answer that points out of the subject.
o Provide an explanation of the purpose of a ‘conventional sonnet’ (based on or
in accordance with what is generally done or believed).
o Discuss whether this sonnet is typical of a ‘conventional sonnet’. If not, how is
it different?
o Support your opinions with evidence from the poem.
o How is the ‘central message’ (i.e., the theme or main or central idea in the
poem) captured in the rhyming couplet? You must explain the theme that is
highlighted in the rhyming couplet.

ANSWER

• The conventional sonnet form is used to praise an ideal woman through

elevated language of love. The imagery and diction use is often clichéd and
insincere/ Through the three quatrains and the rhyming couplet, the speaker
pays tribute to love.

• This Shakespearian sonnet parodies the traditional elements of a love poem by

stating all the attributes of his loved one as being ordinary. Conceits and
images that over-praise a woman’s qualities/attributes are inappropriate and
not genuine. He states continuously throughout the poem that she cannot be
compared to celestial elements/bodies.

• The central message is captured in the couplet as it clarifies the reason for the
speaker rejecting the traditional clichéd expressions of love: they do not
present an accurate and realistic portrayal of his loved one. He asserts that
true love exists beyond the superficial aspects of appearance and affirms the
sincerity of his love.

[Award 3 marks for two ideas well discussed OR three ideas.]

[Award 3 marks only if both the message and form is discussed]

[10]

NOW IT’S YOUR TURN TO PRACTICE!!!

QUESTION 3: POETRY – CONTEXTUAL QUESTION

Read the poem below and then answer the question that follows.
 THE CHILD WHO WAS SHOT DEAD BY SOLDIERS IN NYANGA – Ingrid Jonker

1 The child is not dead

2 the child raises his fists against his mother
3 who screams Africa screams the smell
4 of freedom and heather
5 in the locations of the heart under siege

6 The child raises his fists against his father

7 in the march of the generations
8 who scream Africa scream the smell
9 of justice and blood
10 in the streets of his armed pride

11 The child is not dead

12 neither at Langa nor at Nyanga
13 nor at Orlando nor at Sharpeville
14 nor at the police station in Philippi
15 where he lies with a bullet in his head

16 The child is the shadow of the soldiers

17 on guard with guns saracens and batons
18 the child is present at all meetings and legislations
19 the child peeps through the windows of houses and into the hearts of mothers
20 the child who just wanted to play in the sun at Nyanga is everywhere
21 the child who became a man treks through all of Africa
22 the child who became a giant travels through the whole world

23 Without a pass

3.1 What impression of the child is created by the image ‘raises his fists’ in line 2? (2)

3.2 Account for the use of the mention of ‘locations’ in line 5. (2)

3.3 Refer to line 3-5: ‘who screams Africa screams the smell/of freedom and heather/

in the locations of the heart under siege’.

Discuss the effectiveness of the images in the context of the poem. (3)

3.4 Refer to lines 23: ‘Without a pass’.

Critically comment on how the concluding image reinforces the tone and message of
the poem? (3)

[10]
QUESTION 4: POETRY – CONTEXTUAL QUESTION

Read the poem below and then answer the question that follows.

SOLITUDE – Ella Wheeler Wilcox

1 Laugh, and the world laughs with you;

2 Weep, and you weep alone;

3 For the sad old earth must borrow its mirth,

4 But has trouble enough of its own.

5 Sing, and the hills will answer;

6 Sigh, it is lost on the air;

7 The echoes bound to a joyful sound,

8 But shrink from voicing care.

9 Rejoice, and men will seek you;

10 Grieve, and they turn and go;

11 They want full measure of all your pleasure,

12 But they do not need your woe.

13 Be glad, and your friends are many;

14 Be sad, and you lose them all,—

15 There are none to decline your nectared wine,

16 But alone you must drink life’s gall.

17 Feast, and your halls are crowded;

18 Fast, and the world goes by.

19 Succeed and give, and it helps you live,

20 But no man can help you die.

21 There is room in the halls of pleasure

22 For a large and lordly train,

23 But one by one we must all file on

24 Through the narrow aisles of pain.

4.1 What impression of the earth is given in line 3. ‘For the sad old earth must borrow its
mirth’ (2)

4.2 Account for the use of the pronoun ‘you’ throughout the poem? (2)

4.3. Refer to line 15-16: ‘There are none to decline your nectared wine, /But alone you
must drink life’s gall.,’

Critically comment on the significance of the contrasting imagery. (3)

4.4 Refer to the title: ‘Solitude’.

Critically discuss whether the title effectively conveys the central message of

the poem. (3)

[10]

NOVEL AND DRAMA

ESSAY QUESTIONS

• You must answer ONE ESSAY QUESTION and ONE CONTEXTUAL QUESTION. If
you answer the essay question in SECTION B(NOVEL), you must answer the
contextual question in SECTION C(DRAMA) or vice-versa.
• DO NOT ANSWER 2 ESSAY QUESTIONS OR 2 CONTEXTUAL QUESTIONS. You
will lose 25 marks!!!
• Ensure that you have read the text and are not relying only on a film version of the
novel or the drama
• You need to have a full understanding of the terminology used in reference to the novel
and the drama, e.g., setting, plot, themes, irony, dramatic irony etc.
• Before you write an essay based on a novel/drama, pay attention to the following:
• Know all the main characters. Spell their names correctly. This is important! Describe
the characters as if they were real people. What do they do, and why?
• Know when and where the story takes place and be able to list and discuss the themes
of the story.
• You must be able to link plot, characters, setting and themes together as they are all
intrinsic to the story. Now you are ready to write an essay.
• Read the topic carefully.
• Circle the task words. The task words indicate what the examiner wants you to do:
discuss, compare, tabulate, and so on.
• Underline the knowledge words. Highlight what you need to know to be able to answer
the question: the writer's point of view, the theme, character development, etc. - all in
relation to the story under scrutiny.
• Think about how you plan to approach the topic.
• Plan your work, including quotes and evidence from the story to substantiate your
argument.
• Write the draft in the form of mind-mapping/brainstorming/key bullets/mini paragraphs
 • Using the points in the draft, write the final essay.
• Reread the essay, correcting any errors that you find as neatly as possible. This is
the version that you will hand in to the examiner.

➢ Writing a critical literary essay using the “PEEL” method

o Underline the important instructional words in the essay question

o Then, unpack all elements of the question. When you have understood the
topic, you can start planning.
o You need to decide on YOUR STANCE/ARGUMENT/POSITION (whether
you AGREE OR DISAGREE with the statement).
o Now you can commence with the PREPARATION OF A DRAFT ESSAY
o Use of a mind-map to highlight the POINTS OF ARGUMENT around which
each paragraph will centralise.
o Collate EVIDENCE from the text to prove your argument.
o Prepare brief EXPLANATIONS for each point of argument.
o Create a LINK TO THE MAIN IDEA/subsequent paragraph/ the topic.
o Now you can construct a literary essay based on the topic given.

USING THE PEEL METHOD TO CONSTRUCT A LITERARY ESSAY (Drama: Othello)

HINT: Use the example provided and adapt it to the drama that you have studied this
year.

ESSAY 1 : DRAMA

Point • State your point

Evidence • This is shown in…./for example/such as.
• Build an argument using textual evidence—specific parts of the
text that demonstrate your point.
Explanation • As a result of/ this means/ This caused
Link • In conclusion/ This tells us that/ link to the next point/ next
paragraph or the main idea.

• Do not forget to include an effective INTRODUCTION and CONCLUSION.

Topic : Shakespeare’s ‘Othello’ centralises on a character’s transformation from

being honourable to someone who is blinded by jealousy which causes his inevitable
destruction.

STEP 1: WRITING AN INTRODUCTION

• A typical structure for an introduction is, to begin with a general statement about the
text/ theme or character (if the aforesaid is a part of the topic) using this to lead into
your thesis statement.
• You might refer to a commonly held idea about the text and show how your essay will
contradict it or zoom in on a particular device on which you intend to focus.
Paragraph 1 : INTRODUCTION

A GENERAL STATEMENT ABOUT THE TEXT.

The drama Othello is underpinned by jealousy and inner conflict.

A GENERAL STATEMENT ABOUT A CHARACTER/S THAT IS/ARE INCLUDED IN THE

TOPIC.

The protagonist, Othello, is besieged by a weakness that leads to his fated physical
destruction.

WRITE A STATEMENT ABOUT THE CHARACTER, THAT SPECIFICALLY ADDRESSES

A PART/PARTS OF THE TOPIC.

Othello enjoys unheralded success in the combat zone, which gives him the reputation as
Venice's most competent generals; however, his dramatic flaw of jealousy leads to his tragic
downfall.

THE AIM/INTENTION OF THE ESSAY

In my essay, I will prove the thesis statement that the destruction of Othello is as a result of
uncontrollable and insatiable jealousy.

STEP 2 : BODY

Identify 2/3 well-substantiated arguments and follow the PEEL method to structure your
argument.

Paragraph 2

POINT OF ARGUMENT: The divide between Othello's and Desdemona's status results in
his insecurity. Evidence from the text: When Othello is asked to go to Cyprus to fight the
Turks, he insists that "fit disposition", be arranged for Desdemona as levels with her
breeding. Othello's insecurity is galvanised by his admission that he lacks the "soft parts of
conversation".

EXPLANATION/ANALYSIS: He feels that he lacks a sophistication of other Venetians and

is undeserving of his wife.

LINK TO THE TOPIC of jealousy and transformation: Iago exploits Othello's insecurity and
turns it into crippling jealousy.

Paragraph 3 (Second line of argument)

POINT: Iago ignites the latent jealousy in Othello.

EVIDENCE/ TEXTUAL EVIDENCE Having married a woman of unparalleled beauty and

nobility, Othello feels unworthy. Iago manages to take advantage of his credulity and
brainwash him gradually into believing that Desdemona has had recent affairs with Cassio.
Eventually, his jealousy brews into a fiery rage. His rampaging later takes such an emotional
toll on him, that he goes into an involuntary trance, and even his wife says, USE A
QUOTATION TO STRENGTHEN YOUR ARGUMENT. IT MUST FORM A PART OF A
SENTENCE, AND IT MUST BE RELEVANT TO THE TOPIC AND YOUR ARGUMENT. "I
understand a fury in your words, but not your (Othello’s) words".

EXPLANATION/ANALYSIS OF TEXTUAL EVIDENCE

Iago treacherously plants Desdemona's handkerchief, a marriage gift from Othello, in

Cassio's lodgings. The handkerchief in Cassio's possession is used as ocular evidence of an
extramarital affair. In reality, both Cassio and Desdemona are innocent and loyal to their
moral position.

LINK: Othello's jealousy causes him to plan the murder of his loving wife and his dutiful
officer, Cassio.

Paragraph 4 (Third line of argument)

POINT: Iago's jealousy chiefly results in Othello's destruction.

EVIDENCE: Iago is jealous of Othello's stature and the fact that Othello appoints Cassio as
his lieutenant. Iago claims that Cassio has never set foot on the battlefield and that in
promoting Cassio, Othello has chosen by "letter and affection" and not by "old gradation".
He claims that the "lusty Moor Hath leap'd into my (his) seat," suggesting that Othello has
engaged in sexual relations with his wife, Emilia.

EXPLANATION/ANALYSIS: This fills Iago with rage and jealousy. He is therefore on a

quest to avenge what he believes is unfairness meted out to him.

LINK: This proves that the catalyst in Iago's plan of revenge is jealousy. The jealousy is
caused partly by Othello denying him the promotion to lieutenant. His unrelenting pursuit of
revenge results in Othello being convinced that Desdemona cuckolded him, which sets
Othello on a path to destruction.

STEP 3: Paragraph 5 Conclusion

GENERAL STATEMENT ROUNDING OFF YOUR ARGUMENT

Jealousy is inherently unreasonable; however, it is this flaw in Othello's character that

rendered him susceptible to the evil grips of the “green-eyed monster”.

STATE HOW YOU HAVE PROVEN THE THESIS STATEMENT/TOPIC In my essay, I have
explored how jealousy, either innate, as in Iago’s jealousy or incited as in that of Othello’s
inadvertently leads to Othello's destruction.

PRACTICE DRAMA ESSAY QUESTION: HAMLET

The play ‘Hamlet’ reflects universal predicaments that have always confronted mankind: the
desire to take revenge, rejected love and parent /child conflicts. Hamlet more than any other
character in the play feels these predicaments more painfully.

Critically comment on the validity of the above statement.

Your response should take the form of a well-constructed and substantiated essay of 400–450
words (2–2½ pages). [25]
USING THE PEEL METHOD TO CONSTRUCT A LITERARY ESSAY (Novel: Life of Pi)

HINT: Use the example provided and adapt it to the novel that you have studied this
year.

ESSAY 2 : NOVEL

TOPIC

“Pi Patel’s life in Pondicherry gives him a solid foundation for coping with the
hardships he faces as castaway”.

Discuss the validity of this statement in an essay of about 400-450 words. (25)

Step 1 :

Paragraph 1

Introduction

A GENERAL STATEMENT ABOUT THE TEXT.

The novel Life of Pi is underpinned by themes of religion and human faith in God.

A GENERAL STATEMENT ABOUT A CHARACTER/S THAT IS/ARE INCLUDED IN THE

TOPIC.

The protagonist, Pi Patel, is a devout follower of three very different religions.

WRITE A STATEMENT ABOUT THE CHARACTER/S THAT SPECIFICALLY

ADDRESSES A PART/S OF THE TOPIC.

The human capacity for reason is contrasted to religious faith repeatedly, and
most poignantly when Pi adrift on the Pacific Ocean, where his faith together with the
knowledge he has accrued enables him to survive.

THE AIM/INTENTION OF THE ESSAY

My essay analyses factors that contributed to Pi being able to survive seemingly
insurmountable odds, proving that Pi's early childhood days enabled him to survive in the
face of adversity.

Step 2: Identify 2/3 well-substantiated arguments and follow the PEEL method to structure
your argument.

Paragraph 2

POINT OF ARGUMENT:
Pi’s childhood memories at the Pondicherry Zoo are not mere nostalgic moments, it taught
him about the nature of animals.
EVIDENCE: His father once fed a live goat to a caged tiger to teach Pi and his brother, Ravi,
about the danger posed by wild animals. Piscine learnt at that tender age about the distance
at which an animal will tolerate a potential threat.

EXPLANATION: This knowledge was galvanised when he was forced to share a boat with a
Bengal tiger.

LINK :His childhood experiences therefore paved the way for his later understanding of
territoriality, whereby animals are fiercely defensive of their particular area. Whilst on the
boat with the Bengal Tiger he never invaded his space, nor did he antagonise him.

Paragraph 3 (Second line of argument)

POINT: Religion proves to be the foundation from which he draws strength and desire to
survive his ordeal.

EVIDENCE: Pi wakes up in the middle of the night and he is overwhelmed with feelings of
insignificance, He remembers a Hindu story of a character named Markandeya.

EXPLANATION: Pi says “ I was alone and orphaned in the middle of the Pacific hanging
onto an oar, an adult tiger in front of me, sharks beneath me, a storm raging about me”, Pi’s
refusal to consider his predicament “in the light of reason” opens up space for his faith in
God to flourish, and this faith sustains him even through the darkest, most fearful moments.

LINK: He is strengthened to keep on fighting for his life, where his faith, not his reason,
enables Pi to survive

Paragraph 4 (Third line of argument)

POINT: Mr. Kumar’s devotion to the power of scientific inquiry and explanation inspires Pi to
study.

EVIDENCE: Pi was able to use his knowledge of animals, especially in regard to the concept
of "alpha males" and territorialism through his studies of Zoology. As soon as Pi realizes that
he was alone on a life raft with a starving tiger, he knew that he had to establish himself as
the alpha male.

EXPLANATION: Pi also uses his knowledge of science in gathering water for drinking and in
providing food for himself and Richard Parker. His scientific knowledge is firmly rooted in
animal behaviour. He might be able to explain a bit of chemistry or genetics here and there,
but his useful scientific knowledge is from animal behaviour.

LINK: Pi uses this knowledge to a great extent on the lifeboat so that he can co-exist with
Richard Parker. Pi makes sure that Richard Parker never sees Pi as possible prey.

Conclusion
Paragraph 5

GENERAL STATEMENT ROUNDING OFF YOUR ARGUMENT

Piscine Patel chronicled his struggle not only to survive against starvation and thirst but also
his struggle to avoid being eaten by a Bengal Tiger, aboard a boat, in the middle of the
Pacific Ocean.

STATE HOW YOU HAVE PROVEN THE THESIS STATEMENT/TOPIC

In my essay I have proven that an amalgamation of childhood memories, lessons he drew

from relationships, scientific knowledge and religious faith, enabled this protagonist to
conquer this colossal fete.

PRACTICE ESSAY QUESTION: DORIAN GRAY

The novel, DORIAN GRAY, cautions against a life of self-indulgence and narcissism (self-love
and selfishness). Living a life without boundaries can have dire consequences.

Critically discuss the extent to which you agree with the above statement.

Your response should take the form of a well-constructed essay of 400-450 words

(2 - 2½ pages). [25]
• CONTEXTUAL QUESTIONS:
• Either 1 or TWO extracts will be set on the novel/drama.
• The extract must not be looked at as a comprehension text, as the answers to the
questions are not in the extract/s.
• Read through the extract once.
• When you read the extract, you must be able to place it in its position in the
novel/drama. The chapter or Act and Scene will be provided at the bottom of the
extract. This should help you contextualise the extract i.e., help you to understand
where in the novel/drama the events in the extract occur.
• Questions will be asked on each extract. Use the extract as a springboard to answer
your questions.
• Highlight the key instructional words in each question to see what is required from
you in your answer.
• Know what is meant by account for, explain, discuss, comment, discuss critically,
justify
• Know what is meant by ‘place in context’ questions. These are easy 3-mark quick
wins.
• The length of your answers should be determined by the marks allocated.
• When asked to explain or discuss, ensure that you give a well-developed
explanation/discussion.
• When asked to critically discuss, ensure that your answer has a critical point.
• When asked to comment, make sure that you make a comment in relation to the
question provided.
• Do not rush through the answering of these questions. Use a highlighter and work on
the question paper first before writing your answers in your answer book.
• Make sure that you read through your answers and see if you are indeed answering
the question.
• Highlight the key words and question words e.g. ‘Account for…’, Discuss’, Comment
on…’ etc. This will guide you on what answer is required.
• Read the extract once more. Now you are ready to answer the questions.
• Read and decode the questions carefully by breaking them into meaningful parts.
Respond to the specifics of the question; vague and generalised answers will not
achieve maximum marks.
• Lengthy answers must be discouraged. It is not about how much you know but how
well you can use what you know to answer a specific question!
• Please be guided by the line reference provided in the question. Use the line/s given
as a springboard into a broader discussion that shows a detailed and thorough
knowledge of the entire text. These questions are NOT comprehension questions.

• TYPICAL QUESTIONS:
• ‘Place this extract in context’ – explain what leads up to this point, not what happens
in the extract or after the extract.
• ‘Account for’ – provide a reason why
• ‘In context’ – explain what is meant in the extract, but this must be underpinned by a
broader understanding of the text.
• ‘Using your knowledge of the novel/play as a whole’ – provide specific references taken
from elsewhere in the text.
• When asked to ‘account for/explain the change in …’ – explain what it was like before
this point, what it is now and what has caused the change.
• When asked to ‘explain/comment on the significance of …’ – refer to the
connotations/ideas associated with the character/object under discussion.
 PAPER 3: WRITING

This paper consists of 2 sections:

• SECTION A: Essay (50)

• SECTION B: Transactional texts (2 x 25) (50)
• You must answer ONE question from SECTION A and TWO questions from
SECTION B
• You must plan (e.g., using a mind map/ a diagram/ a flow chart/ key words), edit and
proof-read your work. The plan must appear before the answer.
• Adhere to time management as you are required to answer 3 questions. You are
advised to spend your time as follows:
• SECTION A: approximately 100 minutes
• SECTION B: approximately 80 (2 x 40) minutes

SECTION A: ESSAY

The essay topics are like options on a menu.

o What will you enjoy?

o What are you familiar with?
o Do you have the necessary knowledge to address the topic?
o For what purpose are you writing?

WHAT DO YOU DO WHEN YOU ARE WRITING AN ESSAY?

Step 1: Choose a topic.

• Decide what you want your essay to be about.

• Look at your list of topics and choose a topic that appeals to you.
• Decide on a point of view you hold, that you feel passionately about.
• Remember that even though you are writing a creative essay, you still have to make
a point and have a purpose for writing.

Step 2: Figure out an interesting way to narrate your story or to present your point of
view.

• Writing about your personal experiences is much easier, however, it should not stop
you from creating your own story.

Step 3: Plan your essay using any form of planning.

• Develop an outline that gives you a structure. This can take the form of a mind map.
 • Begin your writing process with a mind-map / spider diagram or paragraph plan. This
should capture the essence of your ideas on your chosen topic and the structure of
your essay (How will your story unfold?).
• Thereafter, use your planning to write the first draft of your essay. Check the
grammar, spelling, structure (paragraphs), etc. of the first draft. You could use a
pencil or a different pen colour to indicate your changes on this draft. You must have
a first draft before you write your neat work.
• Remember to CLEARLY INDICATE your FIRST DRAFT and FINAL EFFORT. You
should strike through the first draft so that the marker / teacher will mark the correct
effort.
• Step 4: Write your essay with your audience in mind.
• The introduction should begin with an opening sentence that reels in the reader and
makes him/her want to know more.

Step 5: Finish your essay with a good conclusion.

• Remember that after you have shown the reader the reasoning behind your point of
view through your story, you should sum up your perspective in some way.

Step 6: Edit your writing thoroughly multiple times.

• Make sure to check for both spelling and grammatical errors.

• Run through the plot line in your head. Does it make sense? Is it relatively easy to
follow?
• In addition, check the following:
o There is a suitable introduction
o The content adheres to the task instructions
o Sentences vary in length and type (such as questions, complex, compound
sentences
o Each paragraph explores an idea
o The paragraphs are linked
o Correct punctuation is used
o Appropriate style and register are used
o Language is effectively used
o Spelling has been checked for correctness
o The last paragraph rounds off the writing task
• The following tips may assist you in improving your writing:
o If you want to IMPROVE your marks, you can try using different methods to
introduce your essay. For example, start with a flashback, or a short sentence
in reported/direct speech, or a slogan, etc. Be original. This would function as
a HOOK – to grab the reader’s/marker’s attention.
o Try to give it a SA flavour as it is familiar to us. Many learners write as if they
are characters in American films or rap videos. This detracts/takes away the
authenticity of your writing.
o Use power words – strong verbs and adjectives. Try to avoid words such as
like/a lot/nice/also.
o For example:
 o Avoid using phrases such as: I kindda like her. I like shopping. I like really
want to see him.
o Better phrases would be: I think that I have feelings for her. I enjoy shopping.
I am desperately waiting to see him.
o He cried like it was his last day. If you can replace ‘like’ with ‘as if’ and it
makes sense, you should use ‘as if’. He cried as if it was his last day.
o The word ‘like’ usually implies a comparison – ‘he sings like an angel’.

o Examples of power words:

o resilient, flexible, aggressive, threatening, cascade, cascading, appreciative,
compassionate, straightforward, questioning, wonderful, abrupt, detached,
frustrated, harsh, gloomy, despondent, ecstatic, jubilant, dignified, noble,
impressive, courteous, meticulous. These could also be used as TONE
WORDS.
o Choose 5 of these words and learn the meanings so that you could use them
in your writing.
o Better words = better marks.

PRACTICE TOPICS:

SECTION A: ESSAY

QUESTION 1

Write an essay of 400–450 words (2–2½ pages) on ONE of the following topics.

Write down the NUMBER and TITLE/HEADING of your essay.

1.1 The story of my street [50]

1.2 In the face of adversity, it is easier to do nothing. [50]

1.3 'I am the master of my fate,

I am the captain of my soul.' – WE Henley [50]

1.4 It was not the way he pulled his hoodie up as he walked through the gate; it

was the clenched fist and the wrinkled forehead that let me in on that terrible

secret. [50]

1.5 'A lie will fly around the world while the truth is still getting its boots on.'

– Unknown [50]

QUICK WIN!!!

Interpretation of pictures. You will be provided with 3 pictures and asked to select ONE
picture and write an essay in response

• You may interpret a picture in any way.

 • You may choose to write ANY type of essay.
• There must be a clear link between your essay and the picture you have chosen.
• You should give the essay a suitable title. This means that based on the visual you
have selected, you can choose your own title and write your essay based on your
OWN TITLE. This can be of great advantage to you and help you to score a much
better mark.
• You may write in any appropriate tense.
• In order to score a minimum of 60% (30/50) in this question, you need to practice
writing essays based on the visuals.
• Refer to at least the previous 3 years NSC question papers
• Once you have written your essay, proof-read and edit it.
• Ask your teacher to correct your effort and provide feedback
• Rewrite your essay, correcting all errors and make the necessary changes based on
your teacher’s recommendations.
• Practice writing the same essay under strict time conditions
• Choose another visual from another question paper and prepare an essay.
• Constant practice will ensure that your writing skills will improve.

FOR PRACTICE:

The pictures reproduced below may evoke a reaction or feeling in you or stir your
imagination.

Select ONE picture and write an essay in response. Write the question number of your
choice and give your essay a title.

NOTE: There must be a clear link between your essay and the picture you have chosen

1.6.1
1.6.3

(50)
 SECTION B: TRANSACTIONAL TEXTS

• In the exam you will be presented with 6 topics. You are required to respond to 2
topics.
• Pay careful attention to the length of each task. The body of your answers should be
180-200 words (20-25 lines) in length.
• Some tasks that you could be asked to write include:
o Formal letter/Letter to the Editor
o Speech – formal and informal
o Interview/dialogues
o Newspaper Article/Magazine Article
o E-mail
o Review
o Formal Report etc.
• These are some of the examples of transactional texts. Remember that there are
other topics that you could be tested on.
• You are advised to study the formats of the different tasks and practice your writing
skills
• Students use the STARTS method of preparation to analyse the topics in learner
activity.
• S -STRUCTURE/FORMAT
• Identify the format required.
• T - TOPIC/ PURPOSE
• Determine the purpose and topic features required.
• A - AUDIENCE
• Determine who is the recipient of the writing.
• R - REGISTER
• Determine if formal/informal
• T - TONE
• Determine the tone/s appropriate for purpose
• S - STYLE
• Determine the writing style best suited for effective communication.

SIGNIFICANT FEATURES OF SOME TRANSACTIONAL PIECES

Transactional Piece Aspects of Tone Stylistic features MUST-KNOWS

Informal/Friendly Letter Flamboyant, lively Avoid slang and SMS Do not deviate from the
Example topic: Personal language, but do use instruction. In the
Write an informal letter to Tone must be lively, colloquial example topic, you
your friend at one of the appropriate to the expressions. need to show concern
universities in light of the topic given and to the Paragraphs are essential. for your friend’s safety.
student unrests, expressing recipient of the letter. You must have an This must be your
your concern for his/her appropriate introduction focus.
safety. and conclusion. Format/Layout must be
The salutation must be correct. – 25% of your
correct. See Format mark.
above. NB. sincerely √ - spell
correctly.
Formal Letter and Letter to Formal, direct, simple Clear and straight- Do not deviate from the
the Press language forward. topic. In the example
Example topics: Avoid a threatening, topic, you are
Formal Letter sarcastic tone – even if instructed to ask for
As the captain of a you are writing a Letter Note that the Formal specific funding and
provincial sports club, you of Complaint. Letter has 2 addresses. should not digress from
have received a complaint Be polite, sincere and See Format above. this.
from the manager of a factual. NO CONTRACTIONS, The salutation must be
stadium about the poor SLANG OR SMS correct – Yours
behaviour of your players LANGUAGE WILL BE faithfully.
at a recent tournament. ACCEPTED.
Write a formal letter to the No abbreviations
manager, in which you Note that the format of
address this complaint. the email is different to
Letter to the Press/Editor the formal letter or
A competition that letter to the
promotes innovative ideas press/editor.
was advertised in a national
newspaper. However, this
competition has not met
your expectations. Write a
letter to the press in which
you express your
dissatisfaction about the
event and suggest how it
could be improved.
Email
You are a local
artist/performer who has
been offered a position to
study at an international
institution. You are unable
to accept this opportunity
due to a lack of funds.
Write an e-mail to
[email protected],
in which you appeal for
financial assistance
Obituary Sincere, Formal, Surname and name of An OBITUARY is not the
Example topic: elements of factuality the person must be same as a EULOGY. A
There have been a number to suit a written piece included. eulogy is a speech given
of protests in your area. The – this is important! Date of birth and death. at a funeral / memorial
chairperson of the SRC at Avoid a sentimental Use paragraphs and – a Personal account of
your university lost his/her tone. include some your shared
life during one of these Do not write anything biographical details. time/experiences with
uprisings. negative. Use euphemisms – your loved one. The
Write an obituary Be factual and include passed away obituary is a tribute
honouring him/her. biographical details. Be guided by the context given to someone.
Euphemistic
Speech Tone is dependent on Write depending on the Greet your audience.
Example topic: the nature of the topic audience/topic. Good evening…
The Senior Citizens' Group and your audience. Use paragraphs. Hook the audience by
is critical of the youth in the Passionate, sincere, Avoid clichés. using an engaging
community, as the enthusiastic Use familiar introduction – use a
members claim that the Convincing analogies/examples that
youth have forgotten their your audience can relate quote, or a short,
culture and are being to. Use rhetorical quest. captivating sentence.
duped by modern values.
As a young person in the
community, you have been
invited by the chairperson
of the Senior Citizens'
Group to speak to its
members about this issue.
Write the speech which you
will present.
Review Engaging Avoid slang and Genre, setting,
Example topic: Less formal for a contractions. characters, plot,
You recently read a younger target Use interesting conclusion and
remarkable novel that audience. colloquial expressions. suitability.
challenged your views on a Formality depends on Layout – Name of Offer a brief
wide array of issues. the nature of what is author/ producer/artist recommendation at the
Write a review of this book being reviewed and must be included; Date end.
who you are reviewing of production; Book, film You may include the
it for. or play title; Your name. rating and availability as
Subjective tone – your Use paragraphs. well.
opinion based on
evidence.
Magazine Article Factual, objective Directed to the reader of Focus on the
Example topic: Opinions given must be the article. instruction/topic.
A group of ex-convicts and based on evidence – Descriptive and Names, places, times,
former gang leaders started quotes, reference to figurative language may positions and other
a youth development incidents, statistics, be used. details must be
programme in your research. Use short, succinct included – WHO?
community. The success of paragraphs. WHERE? WHAT? WHY?
this programme deserves Include a captivating WHEN? HOW?
praise. headline and a by-line. Be clear about the
Write an article, to be Gangster Project gets aim/intention of writing
published in a magazine, in the Green-light your article. This should
which you highlight the The city applauds a new come across after
successes of the project and project to combat youth reading your piece.
convince the readers that a gangsterism in Gauteng. What is it that you want
similar project to be By Virgil van Dijk to achieve?
initiated Write an engaging
Newspaper Article hook/introduction.
The number of homeless
people in your community
has increased over the past
two years.
Write a newspaper article
for publication in a local
newspaper, titled
HOMELESSNESS … A
SOCIETAL CRISIS.
 41

FINAL WORDS OF ADVICE

• You are urged to devote sufficient time to the study of English Home Language.
• If you do not obtain 40% in the exam, then you will not pass the final NSC exam.
• Use the Mind the Gap literature study guides to improve your results in the literature
paper.
• Read all your literature set works in preparation for your exams.
• There are weekly live YouTube lessons which caters for prelim and final exam
revision. Get the links from your teachers and watch it at a convenient time.
• Use the Paper 3 Creative Writing Self-Study Guide to help you prepare for the
writing of Paper 3.
• Study your grammar rules in preparation for paper 1.
• With thorough preparation, you will be able to obtain good marks. Hard work is
necessary.

Best wishes on your studies in 2023.

Strini Naicker

Deputy Chief Education Specialist – Gauteng Department of Education

Quick Wins English Home Language Strini Naicker 2023