English: Navigation Pack

Aligned to DBE
Revised ATPs
English First Additional Language
Navigation pack
FET PHASE
GRADE 10
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Platinum English Grade 10 Navigation Pack

Print ISBN: 9781485720430
Print GUID: 22BE606B-0D7B-4B2C-80A9-71DEB992690B
EPDF ISBN: 9781485720485
EPDF GUID: 52A881FC-A9E1-4124-88BA-B335C59FCCE6
Cover design by Pearson Media Hub
Typesetting by TextWrap
Acknowledgements
Images: page 68 Igor Zakowski/Shutterstock
Contents
Dear Teacher ............................................................................... 5
COVID-19 safety guidelines for teachers and learners ........... 6
How to use this Navigation Pack ............................................... 8
Navigation Guide ......................................................................... 9
Term 1 .................................................................................................... 10
Term 2 .................................................................................................... 16
Term 3 .................................................................................................... 22
Term 4 .................................................................................................... 30
Targeted Worksheets and Answers ......................................... 34
Topic 1 Term 2 ..................................................................................... 36
Topic 2 Term 3 ..................................................................................... 39
Topic 3 Term 4 ..................................................................................... 43
Exemplar Assessment and Answers ........................................ 47
Task 4: Oral: Prepared speech ......................................................... 48
Task 5: Literature Assignment.......................................................... 51
Task 6: Controlled Test 2 ................................................................... 54
Task 7: Oral: Unprepared speech ................................................... 57
Task 8: Longer transactional text .................................................... 60
End-of-Year Exam Paper 1 ................................................................ 62
sR
Dear Teacher
The National State of Disaster due to the COVID-19 pandemic has resulted in the disruption
of Education in South Africa and the loss of valuable teaching time and disruption of the
school calendar.
As a result of this, the DBE has created and released revised Annual Teaching Plans (ATPs)
to assist schools and teachers in ensuring the 2021 school year is completed. The 2021
ATPs are based on the revised ATPs that were developed in 2020. It is important to note
that fundamental and core topics are retained in the 2021 ATPs. Some of the strategies that
have been used in the process of developing the 2021 DBE ATPs are:
• reduction of content covered in certain topics

• merging of topics
• deleting topics
• revising the assessment guidelines
• reduction in teaching time for certain topics
• resequencing of topics/concepts.
At Pearson South Africa, we believe that education is the key to every individuals’ success.
To ensure that despite the challenges, teachers and learners can meet all the necessary
learning outcomes for the year, we have created the Navigation Guide, a free resource to
support teachers and learners during this challenging time.
The Navigation Pack aims to summarise and highlight the changes in the 2021 DBE ATP
and provide teachers and learners with worksheets that focus on impacted topics in the
curriculum.
Due to resequencing of topics, the order of topics in the textbook that is currently used in
the classroom may not be aligned to the new sequence of topics in the ATP. The Navigation
Pack has a set of assessments based on the Section 4 changes and the revised assessment
guidelines.
Introduction 5
COVID-19 safety guidelines for teachers and
learners
Gatherings at school
Where schools are open for learning, it is up to management to take decisive action to
ensure sites are not simultaneously used for other functions such as shelters or treatment
units in order to reduce the risk.
Implement social distancing practices that may include:
• a staggered timetable, where teachers and learners do not arrive/leave at the same
time for the beginning and end of the school day
• cancelling any community meetings/events such as assemblies, cake sales, market day,
tuckshop, after-care classes, matric dance, Eisteddfod and other events
• cancelling any extra-mural activities such as ballet classes, swimming lessons, sport
games, music class and other events that create a crowd gathering
• teaching and modeling creating space and avoiding unnecessary touching.
• limiting movement and interaction between classes
schools with an established feeding scheme plan are to ensure that hygiene and social
distancing is always implemented. Teachers and staff members assisting with food
distribution are to wear masks, sanitise prior to issuing food items and learners are to stand
1,5 m apart in the queue.
Wear a mask at all times.
1. Restrooms/toilets
Handwashing
Washing hands with soap and water or using alcohol-based

hand sanitisers is one of the most important ways to help
everybody stay healthy at school. Critical to this is preparing and
maintaining handwashing stations with soap and water at the toilet
and in each classroom.
Teachers and learners should always wash their hands after:
• eating
• entering the classroom
• using the toilet
• blowing your nose or coughing
• touching tears, mucous, saliva, blood or sweat.
6 Pearson Navigation Pack

2. Premises and classroom setting
When schools open, classroom settings should be altered in order to promote hygiene,
safety and social distancing.
Changed classroom settings may include:
• cleaning and disinfecting school buildings, classrooms and especially sanitation of

facilities at least once a day, particularly surfaces that are touched by many people
(railings, lunch tables, sports equipment, door and window handles, toys, teaching and
learning tools etc.)
• ensuring the proper ventilation and fresh flow of air through classrooms
• providing learners with vital information about how to protect themselves by
incorporating the importance of hygiene, handwashing and other measures of
protecting themselves, into the lessons
• promoting best handwashing and hygiene practices and providing hygiene supplies.
• Prepare and maintain • Ensure teachers

handwashing stations and learners wear a
with soap and water mask at all times.
and, if possible, place
alcohol-based hand
sanitisers in each
classroom, at entrances
and exits, and near
lunchrooms and toilets.
Social distancing
• Space the learners out • Learners should

in the classroom (or not share cups,
outdoors) – try to keep eating utensils or
learners separated by a food.
minimum of 1,5 m.
• Do not let learners
• Create space for eat items that fall on
the floor, or chew
learners’ desks to be at
least 1,5 m apart. on pencils or other
objects.
• Learners are not to • Avoid close contact,

exceed 30 per class or like shaking hands,
50% of original class hugging or kissing.
size.
Introduction 7
3. Social behaviour
It is extremely vital during a pandemic that focus is not only directed towards optimal
physical health and hygiene, but also to finding ways to facilitate mental health support.
• Treat everybody with respect and empathy – no teasing about COVID-19.

• Encourage kindness towards one another and avoid any stereotyping when talking about
the virus.
• Stay home if you have a temperature or are ill.
• Do not touch people who are ill, but be empathetic.
Wear a mask at all times.
How to use this Navigation Pack
Navigation Plan: Links to additional

Revised DBE Teaching Plan: Comprehensive summary of the resources in the Pearson Navigation
CAPS topics according to the revised ATPs Pack
REVISED DBE ANNUAL TEACHING PLAN NAVIGATION PLAN
Themes Topic Unit Time Links to Pearson Navigation Pack Page reference
The nature of electromagnetic

WAVES, SOUND Electromagnetic radiation 2 hrs
radiation
AND LIGHT [9 h] *10
The electromagnetic spectrum 3 hrs
The electromagnetic radiation as

4 hrs Navigation Pack: Targeted Worksheet 1 Page 15
particle – Photon
Consolidation and revision

16 hrs
[16 h]
HYDROSPHERE *11
ASSESSMENT End of year exam Navigation Pack: Paper 1 Physics Page 45
End of year exam Navigation Pack: Paper 2 Chemistry Page 56
TOTAL HOURS = 25
*10 This topic has been moved from term 1 to term 4. This topic is on pages 84–90
in the Platinum LB, and pages 46–48 in the Platinum teacher’s guide book.
*11 The whole topic has been removed.

Link to a targeted worksheet in
the Navigation Pack, that focus on
Assessments for the term as per
impacted or challenging topics in the
the revised ATPs and the Section 4
curriculum
amendments
Link to an exemplar assessment

Footnotes that provide any in the Navigation Pack, which
additional information was created with Section 4 and
curriculum changes in mind
8 Pearson Navigation Pack

Navigation
Guide
10
Theme/Topic Topic/Unit Unit/Content specific concepts Time Links to Platinum series and Page
Pearson Navigation Guide reference Term 1
Consolidation of Grade 9 Peer assessment of baseline test
work Discussion of baseline test
FRIENDSHIP Listening and Speaking 1. Listening and Speaking: 1 hour • Platinum LB Pages 2–3
(Weeks 1 and 2) Listen for information: Introduce • Platinum TG Page 3
learners to the class using the
information provided.
OR
SENIOR PHASE
View a documentary.
Discuss the features of literary texts/
English First Additional Language Grade 10

newspaper or magazine articles.
Reading and Viewing 2. Reading and Viewing: 4 hours • Platinum LB Pages 3–7
Intensive reading: Informative text • Platinum TG Pages 4–6
Simple summary of important facts
Fact and opinion
Extended reading project introduced
Produce a simple summary of important

facts and opinion.
Discuss cover page/ title page/ title/
background of poet or author (set text):
Introduction
Writing and Presenting 3. Writing and Presenting: 3 hours • Platinum LB Pages 12–14
Write an informative paragraph. Focus on • Platinum TG Pages 8–9
sentence construction and clarity.
Write a friendly letter giving information.

Focus on:
Process writing: Planning, drafting,
revising, editing, proofreading and
presenting, text structure and language
features
English First Additional Language
Pearson Navigation Guide reference
Language Structures and 4. Language Structures and 1 hour • Platinum LB Pages 7–9
Conventions Conventions: • Platinum TG Page 6
Statements, sentence structure (Subject Pages 11–12
– verb – object)
Use the simple present tense.
Vocabulary: Technical terms related to
reading text(s)
LOVE AND Listening and Speaking 1. Listening and Speaking: 1 hour • Platinum LB Pages 18–19
FRIENDSHIP Listen for opinion. Pages
(Weeks 3 and 4) Give opinion in whole class (on literary 116–118
text). • Platinum TG Page 12
Group discussion on visual texts such as Pages 68–69
cartoons.
Literary text 1: • Platinum TG Page 16
Introduction to issues
Focus on one identifying feature. Discuss
its effectiveness.
Literary text 2:
Intensive reading:
Identify and discuss plot in a drama/
novel/ short story; imagery in a poem
and how these relate to issues.
Write an imaginative paragraph/ essay in • Platinum TG Pages 18–19
response to the issues explored in the
literary text, e.g. a poem, diary or letter.
Focus on:
features
Term 1

11
12
Term 1
Language Structures and 4. Language Structures and 1 hour • Platinum LB Page 23

Conventions Conventions: Pages 26–28
Expressing emotions: adverbs and • Platinum TG Pages 15–16
adjectives (revision) Pages 17–18
Remedial grammar from learners’ writing
Vocabulary: Forming adverbs (e.g. quick –
he ran quickly) and adjectives (e.g. amaze
– the boy was amazed)
Comparison of adjectives
PERSUASION Listening and Speaking 1. Listening and Speaking: 1 hour • Platinum LB Page 34

(Weeks 5 and 6) Giving opinions. In groups each learner • Platinum TG Page 21
gives an opinion of a photograph or
picture that includes an unusual detail,
e.g. a fashion photograph with a tattoo.
Intensive reading: • Platinum TG Pages 21–23
Text giving opinion/ attitude, e.g. from
magazine or newspaper article.
Identify and explain writer’s attitude.
Explain and justify own attitude/opinion.
This text can be related to the theme of
the photograph used for listening or not.

Fill in a form for a competition. • Platinum TG Pages 24–26
Write a letter.
OR
Write a dialogue.
Focus on:
features
Conventions Conventions: • Platinum TG Pages 23–25
Emotive language, generalising,
stereotyping
Reported speech
Punctuation conventions of reported
speech and dialogue
Vocabulary: related to reading text
FAMILY Listening and Speaking 1. Listening and Speaking: 1 hour • Platinum LB Pages 48–49
(Weeks 7 and 8) Reading comprehension of a character- • Platinum TG Page 28
driven conversation, dialogue or drama
for listening comprehension.
Listen to song/words of song. Discuss.
Storytelling: Extended reading project
Intensive reading: Pages
Visual text relating to music, e.g. a graph, 267–268
diagram, photograph • Platinum TG Pages 29–31
Literary text 3:
Create character in a novel/ short story/
drama/ rhetorical device in a poem.
Literary text 4:
Evaluate the message.
Intensive reading:
Newspaper/magazine article related to
music for point form summary.
Extended reading of longer setwork

during holiday.
Term 1

13
14
Term 1
Write a narrative essay based on a • Platinum TG Page 32
personal encounter.
Focus on:
features
Conventions Conventions: Page 56

Direct and indirect speech to create • Platinum TG Pages 30–31
character Page 32
Punctuation of direct and indirect speech
(revision)
Vocabulary: Research meaning of words
in reading –dictionary
MUSIC Listening and Speaking 1. Listening and Speaking: 1 hour • Platinum LB Page 62
(Weeks 9 and 10) Revision • Platinum TG Page 35
Revision • Platinum TG Page 41
Write a review of a song or music video. • Platinum TG Page 41
Create a poster/ brochure/flyer for a
musical event.
Focus on:
features
Verbs revision integrated with reading • Platinum TG Pages 38–39
and writing – explain meaning of verbs Page 40
in use.
Vocabulary: Related to music/media as
they appear in reading text
ASSESSMENTS Formal Assessment Task 1: Oral: Listening for 1 hour
comprehension (10)
Task 2: Essay (Narrative/ Descriptive/ 3 hours
Discursive of 150–200 words) (50)
Task 3: Controlled Test 1: 2 hours
Comprehension (20); Summary (10);
Language in context (10) (Total: 40)
TOTAL HOURS = 52
Term 1

15
16
Themes/Topic Topic/Unit Unit/Content specific concepts Time Links to Platinum series and Page
Term 2
CHOOSING A CAREER Listening and Speaking 1. Listening and Speaking: 1 hour • Platinum LB Pages 62–63
(Weeks 1 and 2) Listen to a song/ words of a song. • Platinum TG Pages 35–36
Discuss directions: How to get to a
specific location
Literary text 5: • Platinum TG Page 39–40
Intensive reading: Discussion of issues Page 50
Focus on one identifying literary feature.
Literary text 6:

Evaluate the message.
Visual text related to music, e.g. a graph,
diagram, photograph
Writing and Presenting 3. Writing and Presenting: 3 hours • Platinum LB Pages

Visual text related to music, e.g. a graph, 164–165
diagram, photograph • Platinum TG Page 99
Write directions to a place of public
interest.
Focus on:

features
Prepositions (revision) • Platinum TG Pages 17–18
Adjectives/ Comparison of adjectives Pages 48–49
Vocabulary relating to reading texts
Words indicating direction, distance,
proportion etc.
STORIES FROM THE Listening and Speaking 1. Listening and Speaking: 1 hour • Platinum LB Pages 92–93
ANCESTORS Prepared speech (SBA Task 4) • Platinum TG Pages 54–55
(Weeks 3 and 4) Provide notes on prepared speech. • Navigation Guide: Targeted Page 48
Worksheet
Intensive reading: • Platinum TG Pages 58–59
Informative text, e.g. newspaper on • Navigation Guide: Targeted Page 51
a community issue, such as water Worksheet
shortages, rubbish removal
Encourage reading and viewing of
newscasts, newspapers.
Introduce the Literature Assignment (SBA
Task 5).
Intensive reading:
Explore themes and characters further.
Compare and contrast.

Paragraphs on setwork, folktale or myth 103–104
e.g. describe a character and justify, • Platinum TG Pages 60–61
describe the setting and its effect,
identify theme and effect.
Focus on:
features
Conjunctions: Logical connectors that Pages
signal cause (e.g. because, so, therefore) 160–161
and time (e.g. then, next, after) Pages
206–207
Prepositions: Paragraph structure – topic • Platinum TG Pages 48–49
sentence and supporting details Page 51
Past tense, numbered, formal, concise Page 96
Term 2

language Page 128
17
18
Term 2
JOKES AND HUMOUR Listening and Speaking 1. Listening and Speaking: 1 hour • Platinum LB Pages
(Weeks 5 and 6) Tell, listen and respond to jokes. 108–110
Read written account to class/group. • Platinum TG Pages 64–65
Extension: View advertisement that uses

humour as a device.
Reading and Viewing 2. Reading and Viewing: 4 hours • Platinum LB Pages

Read for critical awareness. 110–116
Text that gives view point/ attitude/ Pages
assumption e.g. political cartoon, advert, 125–129

emotive reporting. • Platinum TG Pages 65–68
Multimodal advert, from magazine/ Pages 75–76
newspaper/ TV
Intensive reading: Humorous text
Examine devices used in humour
Intensive reading.
Literary text 7:
Revision/ summary/ concluding lesson/
enrichment text
Diary entry: Describe an amusing Pages
incident. 131–132
Register, style and voice • Platinum TG Page 24
Focus on: Page 78
presenting
Transactional Text: Dialogue
Create an advertisement. Include
persuasive techniques, e.g. expert
recommendation, implication,
generalisation etc.
Focus on:
presenting
Figurative language and rhetorical Pages
devices e.g. simile, alliteration 191–192
Remedial grammar from learners’ writing Pages
Meta-language of meeting procedures, 198–200
e.g. agenda, chair, minutes, matters Page 98
arising Pages
Concord in context: Examples from 125–128
listening practice or literary texts Page 16
• Platinum TG
Vocabulary related to reading texts
Page 50
Meta-language of advertising
Page 120
Page 124
Pages 57–58
Pages 75–76
CELL PHONES Listening and Speaking 1. Listening and Speaking: 1 hour

Weeks 7 and 8 Class discussion: Literature setwork

Visual text that illustrates viewpoint/ • Platinum TG Pages 75–76
attitude/ assumption

Create an advertisement include 131–132
persuasive techniques, e.g. expert Pages
recommendation, implication, 198–200
generalisation etc. Page 208
Focus on: • Platinum TG Page 78
Process writing: Planning, drafting, Page 124
revising, editing, proofreading and Pages
presenting 129–130
Agenda of a community meeting in
response to the reading text
Focus on:
Term 2

presenting
19
20
Term 2
Figurative language and rhetorical Pages
devices used to catch attention and 191–192
persuade e.g. simile, alliteration, Pages 83–84
repetition Pages
Reason, cause and effect, logical 125–128
connectors and conjunctions • Platinum TG Page 16
Meta-language of advertising Page 50
Vocabulary related to reading text(s) Page 120

Pages 48–49
Pages 75–76
REVISION AND Listening and Speaking 1. Listening and Speaking: 1 hour

ASSESSMENT Class discussion: Literature setwork
Weeks 9, 10 and 11
Revision
Reading and Viewing 2. Reading and Viewing: 4 hours

Read for critical awareness. Visual text
that illustrates viewpoint/ attitude/
assumption
Revision

Write the minutes of the meeting. 208–210
Focus on: • Platinum TG Pages
Process writing: Planning, drafting, 129–130
presenting
Revision
Language Structures and 4. Language Structures and 2 hours • Platinum LB Pages 24–25
Figurative language and rhetorical Page 144
devices used to catch attention and Pages
persuade e.g. simile, alliteration, 191–192
repetition Pages 83–84
Reason, cause and effect logical Pages
connectors and conjunctions 125–128
Meta-language of advertising • Platinum TG Page 16
Vocabulary related to reading text(s) Page 50
Page 87
Revision Page 120
Pages 49–50
Page 75
ASSESSMENTS Formal Assessment Task 4: Oral: Prepared Speech (20) 2 hours • Navigation Guide: Targeted Page 48
Worksheet
Task 5: Literature Assignment: 3 hours • Navigation Guide: Targeted Page 61

Short transactional text (80–100 words Worksheet
and based on the literature text) (20) and
Contextual questions (15) (Total: 35)
Task 6: Controlled Test 2: literature 1.5 hours • Navigation Guide: Targeted Page 54
(1½ hours) (35) Worksheet
TOTAL HOURS = 52
Term 2

21
22
Term 3
WOMEN ON THE Listening and Speaking 1. Listening and Speaking: 1 hour • Platinum LB Page 92
MARCH Listen to radio drama/ recorded speech/ Page 140
(Weeks 1 and 2) role play/ play reading • Platinum TG Pages 54–55
Page 84
Preparation for unprepared speech • Navigation Guide: Targeted Page 57
(SBA Task 7) Worksheet
Listen for viewpoints; list them.
Reading and Viewing 2. Reading and Viewing: 4 hours • Platinum LB Page 161
Read for summary: Page 191

Assess the purpose of including or • Platinum TG Page 97
excluding information. Page 120
Discursive text that balances argument/
discussion for and against
Literary text 8:
Introduction to issues:
Focus on one identifying feature. Discuss
its effectiveness.
Literary text 9:
Identify and discuss plot in drama/ novel/

short story; imagery in a poem and how
these relate to issues
Writing and Presenting 3. Writing and Presenting: 3 hours • Platinum LB Page 147
Write an argument: Paragraph/s with Pages 28–30
supporting detail/ evidence of viewpoint • Platinum TG Pages 88–89
Creative descriptive writing Pages 18–19
Focus on:
presenting
Language Structures and 4. Language Structures and 1 hour • Platinum LB Pages

Conventions Conventions: 160–161
Paragraph structure Page 67
Verb tenses Page 155
Vocabulary related to reading text • Platinum TG Page 96
Meta-language of debate procedure Page 38
(rebut, motion, proposal Pages 93–94
A SPORTING NATION Listening and Speaking 1. Listening and Speaking: 1 hour • Navigation Guide: Targeted Page 57
(Weeks 3 and 4) Preparation for unprepared speech Worksheet
(SBA Task 7)
Listen for viewpoints; list them.
Giving opinions in groups – each learner

gives an opinion on a photograph or
picture that includes an unusual detail,
e.g. a fashion photograph with a tattoo.

Text that gives viewpoint/ attitude/ • Platinum TG Page 97
assumptions from literary or media
source.
Visual text that illustrates viewpoint, e.g.
photograph, film, cartoon, illustration,
advertisement etc.
Literary text 10:

Intensive reading: Discussion of issues
Focus on one identifying literary feature.
Discuss its effectiveness.
Term 3

23
24
Term 3

Create an advertisement: 131–132
Include visual elements. Pages
Simple persuasion techniques 163–164
Focus on: • Platinum TG Page 78
Process writing: Planning, drafting, Pages 98–99
features

Write an argument:
List of points for/against a proposal/
motion
Focus on:
features

Conditional sentences integrated with Pages
writing 116–118
Vocabulary: Meta-language related to 125–129
cartoons etc. e.g. frame, speech bubble • Platinum TG Page 67
Vocabulary related to reading text(s) Pages 68–70
Pages 75–76
Figurative language and rhetorical
devices used to catch attention and
persuade, e.g. simile, alliteration,
repetition
Vocabulary: Meta-language above; meta-
language of advertising, e.g. copy, AIDA
formula, layout
Vocabulary related to reading text(s)
ELECTRONIC Listening and Speaking 1. Listening and Speaking: 1 hour • Platinum LB Pages
COMMUNICATION Giving opinions in groups – each learner 148–150
(Weeks 5 and 6) gives an opinion on some aspects of the • Platinum TG Page 89
longer transactional writing text. • Navigation Guide: Targeted Page 60
(Preparing for SBA Task 8) Worksheet
Intensive reading on a specific topic Pages
Compare register, style and voice with 141–144
similar forms, e.g. letters • Platinum TG Page 152
Pages 85–87
Literary text 11:
Intensive reading:
Explore themes further.
Compare or contrast characters.
Read for summary: Simple argument

for or against an issue
Assess the purpose of including or
excluding information.
Literary text 12:

Intensive reading:
Identify and discuss plot, character, etc.
in drama/ novel/ short story; and how
these relate to issues.
Imagery in a poem and how these relate
to issues.
Term 3

25
26
Term 3
Write a descriptive: Paragraph/s with Page 180
supporting detail/ evidence of viewpoint. Pages
148–150
Business letter: Complaint with reasons • Platinum TG Pages 18–19
to support the complaint Page 111
Focus on: Page 89

features
Write an email.
Focus on:
features
Revise logical connectors and Pages
conjunctions. 220–222
Generalisation and stereotype Pages 39–41
and performance in creative writing texts 160–161
Paragraph structure: Topic sentences Pages 67–71
and supporting details Pages 26–27
Verb tenses • Platinum TG Page 23
Pages 48–49
Adjectives and adverbs
Page 51
Meta-language of descriptions
Pages
Vocabulary related to reading text(s)
138–139
Page 23
Page 96
Page 38
Page 17
Page 15
HUMAN RIGHTS Listening and Speaking 1. Listening and Speaking: 1 hour • Platinum LB Pages
(Weeks 7 and 8) Giving opinions in groups – each learner 148–150
gives an opinion on some aspects • Platinum TG Page 89
the longer transactional writing text. • Navigation Guide: Targeted Page 60
(preparing for SBA Task 8) Worksheet
Giving opinions in groups – each

learner gives an opinion on the longer
transactional writing text, e.g. relevance,
currency (reflection on SBA Task 8)

Read for summary: Simple argument for 141–144
or against an issue • Platinum TG Pages 85–86
Assess the purpose of including or
excluding information.
Literary text 13:

Intensive reading:
Rhetorical devices in a poem
Intensive reading on a specific topic

(comprehension)
Evaluate the message of a
comprehension text.
Inference; evaluation; appreciation
Literary text 14:

Creating character in a novel, short story
or drama; rhetorical devices in a poem
Intensive reading:
Evaluate the message of a literary text.
Term 3

27
28
Term 3
Write a friendly letter. Page 181
Focus on register, style and voice. • Platinum TG Page 9
Focus on: Page 111
features
Write an invitation (formal or informal).

Focus on register, style and voice
Focus on:
features

Verb tenses Page 71
Vocabulary related to reading text Page 130
Meta-language of expressing opinion Page 146
Abbreviations, texting symbols, e.g. Page 189

layout, font, script, decorative elements Page 173
as visual communication, e.g. in formal • Platinum TG Page 7
invitation Page 38
Page 40
Page 77
Page 88
Page 118
Page 105
LIFE STORIES Listening and Speaking 1. Listening and Speaking: 1 hour • Platinum LB Page xx
(Weeks 9, 10 and 11) Revision • Platinum TG Page xx

Revision 200–203
Pages
211–212
• Platinum TG Pages
124–126
Pages
130–131
Revision Pages
253–254
• Platinum TG Page 161
Page 154

Revision • Platinum TG Pages
159–161
ASSESSMENTS Formal Assessment Task 7: Unprepared speech (20) 2 hour • Navigation Guide: Targeted Page 57
Worksheet
Task 8: Writing (longer transactional text 2 hours • Navigation Guide: Targeted Page 60
– (120–150 words) (30) Worksheet
TOTAL HOURS = 49
Term 3

29
30
Term 4
BULLYING Listening and Speaking 1. Listening and Speaking: 1 hour • Platinum LB Page 214
(Weeks 1 and 2) Critical listening of recorded or read text • Platinum TG Page 134
for bias and prejudice
Listening: note-taking practice. Listening

for main points, examples, anecdotes etc.
Reading for Critical Language Awareness • Platinum TG Page 135
e.g. biased reporting
Critical reading issues: Who gains from

this text? Who loses? How?
Literary text 15:

Intensive reading:
Rhetorical devices in a poem – imagery in
a poem and how these relate to issues
Write a letter to the press. Pages
Focus on: 234–235

Process writing: Planning, drafting, Pages
revising, editing, proofreading and 238–240
presenting, text structure and language • Platinum TG Page 143
features Pages
144–145
Write notes into full sentences. Page 147
Summary writing; Revision, e.g. full
sentences, using synonyms and own
words
Focus on:
features
Conventions Conventions: Pages
Active and passive voice 219–220
Denotation and connotation. Pages
Vocabulary related to reading text 235–236
Active and passive voice revision Pages
Direct and indirect speech 129–130
Remedial grammar from learners’ writing Pages 42–43
Page 56
• Platinum TG Page 119
Page 137
Page 145
Pages 76–77
Page 25
Page 32
PRECIOUS WATER Listening and Speaking 1. Listening and Speaking: 1 hour

(Weeks 3 and 4) Revision: Informal class and group
discussion during examination
preparation
Intensive reading on a specific topic: • Platinum TG Page 152
Comprehension test
Compare register, style and voice.
Evaluate the message of a

comprehension text.
Inference; evaluation and appreciation
Literary text 16:

Intensive reading:
Term 4

Rhetorical devices in a poem – imagery in
a poem and how these relate to issues.
31
32
Term 4

Write notes into full sentences. • 234–235
Summary writing: Revision, e.g. full • Platinum TG Pages
sentences, using synonyms and own 250–252
words Pages
Focus on: 144–145
Process writing: Planning, drafting, Page 154
features

Letter of appreciation/ thanks/
expressing enjoyment
Revision of any forms for end-of-year
examination
Text structure and language features
Conventions Conventions: • Page 250
Vocabulary related to reading text • Platinum TG Pages
Polite forms and stock phrases of thanks 152–153
Culturally appropriate forms of address
Register
BELONGING Listening and Speaking 1. Listening and Speaking: 1 hour • Platinum LB Page 244
Examinations

Revision 245–250
Examinations • Platinum TG Pages
151–153

Revision 250–252
Examinations • Platinum TG Page 154
Revision • Platinum TG Pages
Examinations 152–154
TERRIFIC TEENAGERS Listening and Speaking 1. Listening and Speaking: 1 hour • Platinum LB Page 256
Examinations
2. Reading and Viewing: 4 hours • Platinum LB Pages

Reading and Viewing
Revision 256–260
Pages
156–160

Revision 264–266
4. Language Structures and 1 hour • Platinum LB Pages

Language Structures and Conventions: 260–261
Conventions Revision Page 263
Examinations • Platinum TG Pages
159–161
ASSESSMENTS Formal Assessment Task 9: Final examinations 7 hours • Paper 1: Comprehension, Page xx
Summary and Language – 2 h
(80)
• Paper 2: Literature – 2½ h (70)
• Paper 3: Writing – 2½ h (100)
• Paper 4: (Oral: Listening
comprehension (10) + Prepared
Speech (20) + Unprepared
speech (20) (Total: 50)
TOTAL HOURS = 36
Term 4

33
Targeted
Worksheets
Targeted Worksheets
Targeted Worksheet Topic in CAPS
1 Listening and Speaking: Words indicating direction and distance

(Term 2 Weeks 5–6)
2 Reading and Viewing: Creating a character

3 Rhetorical devices in a poem (Term 4 Weeks 1–2)
English First Additional Language Grade 10 Targeted Worksheets 35

Targeted Worksheet 1
Topic 1: Listening and Speaking: Words indicating direction and

distance (Term 2 Weeks 5–6)
Content summary
Giving and asking for directions is part of our daily lives, and learners need to be able to do this
fluently and confidently. In the exams, learners may be asked to write directions to a certain place
in Section C: Shorter texts of Paper 3 (Writing).
This worksheet will help learners to revise prepositions indicating place and direction (to, on,
into, over, from, down, etc.) as well as the expressions commonly used when giving and asking for
directions (Can you please tell me how ...; Would you be so kind as to ...; On your right you will see ...;
Continue along Canna Street ...)
To introduce this topic, ask why it is important to give good directions and discuss the
consequences of giving incomplete or wrong directions. Also point out that it is important to ask
questions when you are not sure that you understand directions you’ve received.
Read and discuss the information on direction and distance vocabulary.
Tell learners to work in pairs. First, they must draw a simple map to provide directions from their
home or their favourite landmark to your school. They should study both of the maps, with a
view to asking and giving directions. Do some revision of direction words, for example, by asking
a learner to come forward and follow directions given by a classmate. Tell learners to ask for and
give directions using the maps that they drew. They can also choose different routes to discuss.
Support
Pair learners with mixed abilities so that they can help each other with the activity. Guide learners
through the activity for the first two directions then observe them while they independently
complete giving directions. If possible, learners complete the activity independently.
Extension
Learners can write a short text of 80–100 words in which they give directions to someone, for
example from the school to their homes.
36 English First Additional Language Grade 10 Targeted Worksheets

Time: 20 minutes

Name: Surname:
Instructions
Read the following instructions carefully before answering the questions.
1. Answer ALL the questions.
2. Write in full sentences unless asked to do otherwise.
3. Use correct spelling, punctuation and grammar.
4. Write neatly and legibly.
Question
Work with a partner. Draw a simple map to provide directions from your home or your favourite
landmark to your school. Take turns asking for and giving directions using your maps.
1. Check that you can work out the names of the roads and landmarks on the map.
2. Use the Direction Vocabulary Words, body language and gestures to help communicate
directions. For example, use your hands to show go straight or turn left.
3. Choose one of the routes and give your partner directions:
a) from school to your favourite landmark
b) from a local landmark to school
c) from a taxi rank or bus stop to school.
Total: [20]

Targeted Worksheet 1 answers

Time: 20 minutes

Accept any sensible set of directions that follow the criteria below:
• Short phrases are used.

• Key information is provided.
• Street names and places are pronounced accurately.
• Speech is audible.
• The learner referred to landmarks.
• Approximate distances are mentioned.
Assessment:
Use the rubric below to assess the task.
Peer assessment rubric
My name is: ______________________________________________________
I am assessing: ______________________________________________________
Name of project: ______________________________________________________

Date: ______________________________________________________
Excellent Good Poor

Assessment of work/content 7–10 4–6 0–4
My partner used short phrases.
My partner provided key information (street names, landmarks, distances).
My partner pronounced street names correctly.
My partner made a lot of suggestions.
My partner’s speech was audible.
Collaboration 7–10 4–6 0–4
My partner contributed well to the task/project.
My partner was open to suggestions.
We worked well together.
I was able to complete my tasks effectively as a result of working with my
partner.
We were an effective team.
Total /20
Total: [20]

Topic 2: Reading and Viewing, Creating a character

Content summary
• Read the information on how to develop a character.
• As you read each point, ask learners for examples from a TV series or book to validate the
point.
• Talk about the answers to the questions in the Before reading section.
• Help the class to recognise the character development in the texts, using a mind map.
• Read the text aloud to the class. Learners independently underline the words or phrases that
refer to the main character.
• Draw the mind map on the board. Ask learners to identify and add any examples from the
text.
• The learners should complete the After reading questions as an individual activity in their
exercise books.

Time: 30 minutes

Name: Surname:
Instructions
1. Only answer ONE of the two questions in this worksheet.
How to develop a character

You are going to read a summary on character development.
Before reading
When you write a descriptive paragraph or a narration or any text that includes a character, there
are steps you should follow to create a character that stands out.
Scan the text.
While reading
Read the text aloud in a group of three. Think about your favourite characters from a TV series,
movie or book.
Step 1: Determine the character’s motivations and goals. This is pivotal to the story development
and action. Think of the main goal of a disadvantaged child or a national hero. Great characters
are driven by motivation and a goal they need to reach.
Step 2: Choose a narrator. Who will be telling the story? First person point-of-view allows a
character, usually the main character, to narrate the story using the pronouns I and me. Third
person point-of-view is a voice that is outside of the action. The perspective of the narrator will
determine how a character’s information is revealed throughout the story.
Step 3: Use adjectives. Describe your character’s physical appearance: hair colour, eyes, stature.
What are their mannerisms? What is their body language like? Describe them to help readers
envision a more realistic image of your character.
Step 4: Provide history. A character’s history will help you understand the reason behind their
motives and will be the source of their decisions in the story. For example, a business tycoon
who works tirelessly to help the poor will be better understood knowing that he was previously a
beggar.

Step 5: Create conflict. Usually, the main character is an opposing force against another character.
There are different kinds of conflicts that will impact your character’s decisions. For example,
inner conflict where the character battles their weaknesses. Or external conflict is where a bad
guy goes up against a good character. The theme is often good versus evil. Conflict creates
tension and is used to move a story forward by forcing characters to make decisions.
Question 1: Mind map

1.1 Draw a mind map with five key points for character development. (6)
1.2 Read an extract from a short story in the Platinum English Grade 10 Learner’s
Book and add examples from the short story to the mind map. (14)
1.3 Discuss your answers in class.
Total: [20]
OR
Question 2: Character development

Read the extract from Chris van Wyk’s autobiography on page 201 of the Learner’s Book. Then
copy and complete the table below.
Character development
Chris van Wyk (narrator) Grace
Motivation and 1. 1.
goals 2. 2.
Description 1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
History 1. 1.
Conflict 1. Inner conflict: 1. Inner conflict:
2. Outer conflict: 2. Outer conflict:
Total: [20]


Time: 30 minutes

Question 1: Mind map

Determine the character’s
motivations and goals ✓
Create conflict. ✓ • To disprove Santa Clause ✓
• Inner conflict against his
Choose a narrator. ✓
beliefs ✓
• Third person ✓
• External conflict ✓ with the
community ✓
Charater
development ✓✓✓✓
Provide history. ✓ Use adjectives ✓

• Lost his parents ✓ • Boy ✓ full of flaws ✓
when he was young ✓ • Untidy ✓
Total: [20]
OR
Question 2: Character development

Character development
Chris van Wyk (narrator) Grace
Motivation and goals 1. Spend time with his mother. ✓ 1. Take good care of Chris. ✓
2. Eat sweets/attend a party. ✓ 2. Be a good housekeeper. ✓
Description Young enough to still be receiving A black woman
vaccines Works as a housekeeper and childminder
Likes sweets/parties for the Van Wyks
Trusts Grace Wears a doek/scarf on her head
Prefers to be with his mum Hardworking
Innocent/trusting Caring/Motherly
✓✓✓✓ (Any four) Friendly
Responsible
✓✓✓✓ (Any four)
History Mum works in a factory, ✓ so she has Has been working for the Van Wyks as
hired Grace to take care of him and keep housekeeper and child minder/babysitter.
house. ✓ ✓ She assumes role of mother to Chris. ✓
Conflict 1. Inner conflict: Feels he still needs his 1. Inner conflict: Has to get Chris to the
mum/ wishes she did not have to clinic without raising his suspicions ✓
work ✓ 2. Outer conflict: Has to deal with Chris’s
2. Outer conflict: Feels betrayed and feelings of pain, humiliation and
humiliated by Grace ✓ betrayal ✓
Total: [20]
Topic 3: Rhetorical devices in a poem (Term 4 Weeks 1–2)
Content summary
Working with rhetorical devices will help learners attain a deeper meaning and understanding
of poetry.
Teaching this skill supports self-agency so learners can independently decipher the meaning of
poetry. The following strategies will help learners to incorporate rhetorical devices into their own
poetry.
Learners will work independently to match examples with the rhetorical devices.
In pairs or independently, learners then write a poem that includes rhetorical devices and present
to the class for positive appraisal.
Support
Pair learners with mixed abilities so that they can help each other with the activity. Guide learners
through the activity for the first two words or phrases then observe the learners while they
independently complete the next two words or phrases. If possible, learners complete the activity
independently.
Extension
Learners can jot down the rhetorical devices that each learner used when they present their
poem.

Time: 2 hours

Name: Surname:
Instructions
1. Read the following extracts and match with the correct rhetorical device.
Example Rhetorical device
1.1 “What happens to a dream deferred? A. Rhyme
Does it dry up
like a raisin in the sun?
Or fester like a sore –
And then run?
(Harlem by Langston Hughes)
1.2 An emotional rollercoaster B. Alliteration
1.3 “Mine is a long and a sad tale!” said the Mouse, turning to Alice, and C. Repetition
sighing.
“It is a long tail, certainly,” said Alice, looking down with wonder at the
Mouse’s tail; “but why do you call it sad?” And she kept on puzzling about
it while the Mouse was speaking....”
(Alice’s Adventures in Wonderland by Lewis Carroll)
1.4 Palms are sweaty… arms are heavy / there’s vomit on his sweater D. Enjambment
already, mom’s spaghetti… calm and ready…
(Lose Yourself by Eminem)
1.5 The stars were twinkling as brightly as fireflies. E. Metaphor
1.6 I balanced all, brought all to mind, F. Simile
The years to come seemed waste of breath,
A waste of breath the years behind
In balance with this life, this death.
(An Irish Airman Foresees His Death by W. B. Yeats)

Example Rhetorical device
1.7 All alligators ask and ask again about anything on ants. G. Pun
1.8 Death walked through the town searching, relentlessly. H. Onomatopoeia
1.9 The bees buzzed as the airplane droned overhead. I. Symbolism
1.10 The white dove flew over the war zone. J. Personification
(10)
2. Define each rhetorical device. (10)
3. Write a poem on bullying, using rhetorical devices. Then present to the class. (5)
Total: [25]


Time: 2 hours

1.1 D. Enjambment
1.2 E. Metaphor
1.3 G. Pun
1.4 A. Rhyme
1.5 F. Simile
1.6 C. Repetition
1.7 B. Alliteration
1.8 J. Personification
1.9 H. Onomatopoeia
1.10 I. Symbolism (10)
2.1 Enjambment: A line in a stanza ends with an unnatural pause. Instead of ending a
thought or sentence at the end of a line, where it is supposed to be, it moves to the
next line or stanza.
2.2 Metaphor: Comparing two things that are not literally related
2.3 Pun: A play on words
2.4 Rhyme: Corresponding sounds between words, especially at the end of lines of poetry
Words can rhyme alternatively, consecutively, or even in the same line.
2.5 Simile: Comparing two things using like or as
2.6 Repetition: Words or phrases are repeated to create tone and mood or highlight an
important theme.
2.7 Alliteration: Repeating a vowel or consonant sound at the beginning of consecutive or
closely connected words
2.8 Personification: Giving objects human qualities
2.9 Onomatopoeia: Sound words
2.10 Symbolism: Using an object to symbolise something more complex (10)
3. Use the following criteria:

• Rhetorical devices are used
• Kept to the topic
• Makes sense and uses words to give meaning to the topic. (5)
Total: [25]

Navigation
Exemplar
Assessments
Guide
Exemplar Assessments
Time: 1 hour
SBA Task 4: Oral: Prepared Speech

Choose ONE of the topics below and write a prepared speech. It should be two to three minutes
in length.
Topics:
1. What is the best job in the world?
2. An interesting ancestor
3. At what age should children get cell phones? Validate your response.
Discuss the criteria in the rubric with the class.
Checklist
• I have researched my topic thoroughly.

• I have used an interesting introduction to the topic.
• I have used chronological order (firstly, secondly, lastly).
• I have supported my topic with facts and figures.
• I have given examples.
• I have used language creatively and appropriately.
• I have spoken clearly and confidently.
• I have spoken with expression that adds meaning.
• I have made creative and effective use of audio/visual aids.
Total: [20]
48 English First Additional Language Grade 10 Exemplar Assessments

SBA Task 4: Oral: Prepared Speech Rubric
Criteria Exceptional 10 - 8 Skillful 7 - 6 Moderate 5 - 4 Elementary 3-2 Inadequate 1- 0
Research skills Convincing evidence that Good evidence that a wide Satisfactory evidence that Some evidence that Limited evidence of partial
Planning and a wide range of interesting range of interesting and relevant sources have relevant sources were use of sources
organisation of and relevant sources have relevant sources have been consulted used Little evidence of research
content been consulted been consulted Presentation is interesting Presentation is adequate owing to lack of new ideas,
A wide range of new Interesting facts and and some new and but without the spark facts or information
and interesting facts examples contribute interesting facts and of new ideas, facts or Evidence of some
and examples make the to a well-structured examples have been given information planning according to task,
presentation impressive presentation Satisfactory planning Adequate planning audience, context and
Thoroughly planned Well planned according according to task, according to task, format
according to task, to task, audience, context audience, context and audience, context and Some evidence of
audience, context and and format format format introduction, but barely
format Good and appropriate Reasonably good Introduction adequate arouses interest
Striking introduction introduction which introduction which still which arouses some Some arguments can be
which immediately grasps arouses interest arouses interest interest followed, but others are
audience attention Good, and sustained Good development of Adequate development inconsistent / can barely
Brilliant development of development of ideas and argument which can be of ideas and argument be followed
ideas and argument argument followed easily but has problems with Content is barely original
Content reflects Content reflects creativity Content fairly original, but cohesion and lacks creativity or
outstanding creativity, originality and some not always creative and Content shows some originality
originality and mature insight insight sometimes lacking originality, but not always Hardly any evidence of a
insight Good conclusion Reasonably good ending, creative and lacks insight conclusion
Skilful ending thoroughly but sometimes lacks Adequate conclusion, but
drawn together cohesion lacks cohesion
English First Additional Language Grade 10 Exemplar Assessments

Exemplar Assessments Memorandum
49
50
Use of language, Natural delivery, a fluent Good presenter, fluent Reasonably fluent Sometimes fluent Lacks fluency, hesitant,
tone, speaking skilled and animated presentation Largely presenter, but sometimes Only relatively audible and lacks expression
and presentation presenter audible articulation shows hesitation articulate Articulation not clear and
skills Clearly audible articulation Notes used effectively Reasonably clear hardly audible Dependent
Use of notes often on notes
Confident delivery with Eye contact, facial articulation and audibility detracts from presentation
very little use of notes expressions, gestures Some dependency on Very little eye contact /
Inadequate eye contact, facial expressions / body
Eye contact, facial and body language largely notes but still good facial expressions,
functional and convincing contact with the audience language
expressions, gestures gestures and body
and body language Appropriate style and Eye contact, facial language, not always Mostly inappropriate
outstanding, functional register expressions, gestures and convincing style and register Limited
and convincing body language reasonably vocabulary and language
Good vocabulary and Style and register rarely use
Appropriate style and creative language use convincing appropriate Adequate
register Style and register mostly vocabulary and language Struggles to manipulate
Good language language in order to evoke
Thorough, mature manipulation in order to appropriate Reasonably use
mature vocabulary and audience response
vocabulary and creative evoke audience response Some language
language use creative language use manipulation in order to Seldom aware of language,
Good awareness of especially on sensitive
Outstanding language language, especially on Reasonable language evoke audience response
manipulation in order to issues
manipulation in order to sensitive issues Some awareness of
evoke audience response evoke audience response language, especially on Use of aids clumsy and not
Good and appropriate

Reasonable awareness of sensitive issues functional (where used)

Exceptional awareness of choice and use of visual language, especially on
language, especially on / other aids successfully Visual / other aids poorly Lack of audience interest
sensitive issues shown
sensitive issues integrated into the speech used, not always totally
to contribute effectively Visual/other aids are appropriate (where used)

Excellent and thoughtful mostly relevant to the
choice and presentation to the success of the Mixed reaction from the
presentation (where used) topic and contribute
of visual/other aids, fully to the success of the audience
integrated into the speech Audience interest presentation (where used)
to contribute effectively sustained.
to the success of the Most members of the
presentation (where used) audience follow with
interest
Audience reaction
overwhelmingly positive
Total: [20]
Time: 2 hour
SBA Task 5: Literature Assignment

Answer BOTH questions.
Question 1: Write a short transactional text

A character in the short story/ novel/ drama you are studying is holding a surprise birthday
party for someone in their family. Write the invitation they would send to the other
characters. (20)
Question 2: Answer contextual questions

2.1 The guests will likely be a mixed group and will probably include older and quite young
people. Explain why it would be inappropriate to use slang and colloquial expressions in
the invitation. (2)
2.2 Explain what would happen if you got the time, date or venue wrong. (2)
2.3 Why is it important to give a rough draft of the invitation to someone else to check? (2)
2.4 Why is it important to ask people to RSVP? (2)
2.5 Choose ONE correct answer. As the party is a surprise, you should ask invitees to RSVP to:
A. you.
B. the person whose party it is.
C. you and the person whose party it is.
D. They don’t have to RSVP. (1)
2.6 Let’s assume that the literature text you are basing your invitation on was written in
the 1800s before modern technology was developed. What is the best way to send
the invitation and receive replies? Give reasons for your answer. (3)
2.7 Let’s assume that the literature text you are basing your invitation on was written after
2010. What is the best way to send the invitation and receive replies? Give reasons
for your answer. (3)
(15)
Total: [35]
English First Additional Language Grade 10 Exemplar Assessments 51

52
Criteria Exceptional 9–12 Skilful 7–8 Moderate 5–6 Elementary 3–4 Inadequate 0–2
CONTENT • Outstanding • Very good response • Adequate response • Basic response • Response reveals
PLANNING response demonstrating good demonstrating demonstrating no knowledge of
AND FORMAT beyond normal knowledge of the knowledge of some knowledge of features and ideas.
Response and expectations. features of the type features and ideas. features and ideas. • Meaning obscure
ideas • Intelligent and of text. • Not completely • Some focused but with major
Organisation mature ideas. • Maintains focus – focused – some writing digresses. digressions.
Time: 45 minutes
of ideas • Extensive no digressions. digressions • Not always coherent • Not coherent in

Features knowledge of the • Coherent in content • Reasonably in content content and ideas.
conventions features of the type and ideas, very well coherent in content • Few ideas support • Very few ideas
and content of text. elaborated and and ideas. the topic. support the topic.
• Writing maintains details support • Some ideas support • Necessary rules • Necessary rules of
12 marks
focus. topic. the topic. of format vaguely format not applied.
• Coherence in • Appropriate • Generally applied.
content and ideas. format with minor appropriate • Some critical
• Highly elaborated inaccuracies. format with some oversights
and all ideas inaccuracies.

support the topic.
• Appropriate and
accurate format.
SBA Task 5: Literature Assignment
7–8 5–6 4 3 0–2
LANGUAGE • Tone, register, style, • Tone, register, • Tone, register, • Tone, register, • Tone, register, style,

STYLE AND vocabulary highly style, vocabulary style, vocabulary style, vocabulary vocabulary do not
Question 1: Write a short transactional text
EDITING appropriate to very appropriate to appropriate to less appropriate to correspond with

Tone, purpose, audience purpose, audience purpose, audience purpose, audience purpose, audience
register, style, and content and content and content. and content. and content.
vocabulary • Grammatically • Generally, • Some grammatical • Inaccurate grammar • Error-ridden and
appropriate to accurate and well grammatically errors with numerous confused.
purpose and structured accurate and • Good vocabulary errors. • Vocabulary not
content • Virtually error free • well structured • Errors do not • Limited vocabulary. suitable for context
Language • Very good impede meaning • Meaning obscured. • Meaning seriously
vocabulary impaired.
use and
• Mostly free of error
conventions
Word choice
Punctuation
and spelling
8 marks
MARK RANGE 16–20 13–15 9–12 6–7 0–5
20 marks
Question 2: Answer contextual questions

2.1 Out of respect for all the guests attending, ✓ you should use formal language ✓
and avoid colloquial expressions. (2)
2.2 It would be a disaster if you got these details wrong. People would arrive at the
wrong time, on the wrong date or at the wrong place. ✓✓ (2)
2.3 It is important to ask someone else to check your grammar and spelling, ✓ as well
as the important details such as the time, date and venue. ✓ (2)
2.4 You will need to know how many people are coming so that you can plan refreshments
accordingly. ✓✓ (2)
2.5 A. you ✓ (1)
2.6 It would have to be a handwritten invitation ✓ and you would need to allow sufficient
time ✓ to have the invitation delivered by hand, particularly to guests living far away.✓ (3)
2.7 You could post the invitations or send them via email. ✓ The RSVPs could be phoned
or emailed, ✓ or sent via SMS or WhatApp. ✓ (3)
(15)
Total: [35]

Time: 1 hour 30 minutes
SBA Task 6: Controlled Test 2

Read the story. Then answer the questions that follow.
How the Rhinoceros got his Skin by Rudyard Kipling
Long ago, on an uninhabited island, there lived a Parsee who had nothing but his hat and his
knife and a cooking-stove. Just as he was going to eat, a rhinoceros, a craggy character with very
few manners, came down to the beach. In those days, the rhinoceros’s skin fitted him quite
tightly. There were no wrinkles in it anywhere.
“How!” the Parsee exclaimed, leaving the cake he was about to eat and scampered quickly to 5
the top of a palm tree. While the Parsee was up the tree, the rhinoceros turned the Parsee’s
oil-stove over with his nose, and adamantly spiked that cake with his nose. He ate it and went
away, waving his tail.
Five weeks later, there was a heat wave. The Parsee took off his hat; but the rhinoceros took off
his skin and carried it over his shoulder as he came down to the beach to bathe. In those days, 10
it buttoned underneath with three buttons and looked waterproof. He waddled straight into the
water and blew bubbles through his nose, leaving his skin on the beach.
The Parsee came by and found the skin, and he smiled one smile that ran all round his face two
times. Then he went to his camp and filled his hat with cake-crumbs. He then filled the skin with
old, dry, stale, tickly cake crumbs and some burned currants. He filled it has full as he possibly 15
could. Then he climbed to the top of his palm-tree and waited for the rhinoceros to come out of
the water and put it on.
And the rhinoceros did. He buttoned it up with the three buttons, and it tickled like cake crumbs
in bed. Then he wanted to scratch, but that made it worse. Then he ran to the palm-tree and he
rubbed so much and so hard that he rubbed his skin into a great fold over his shoulders, and 20
another fold underneath, where the buttons used to be (but he rubbed the buttons off), and he
rubbed some more folds over his legs. From that day to this every rhinoceros has great folds in
his skin and a very bad temper, all on account of the cake crumbs inside.
Question 1
1.1 a) Refer to paragraph 1. Who did the Parsee live with? (1)
b) What word from the text tells us this? (1)
1.2 List the items that the Parsee lived with. Why do you think these are important? (4)
1.3 The author could have begun the story like this: ‘The story is about a Parsee who live
on an uninhabited island …’
a) State which version you think is better. (1)
b) Give reasons to support your answer. (2)
1.4 a) Quote words from the text that tell us that the rhinoceros was ill-behaved. (1)
b) List the things he did that show to show that he was ill-behaved. (3)
1.5 Why did the Parsee climb the tree? (2)
1.6 Which word suggests he got a fright? (1)

1.7 Why do you think the rhinoceros’ skin fitted him tightly? (1)
1.8 Compare the ways in which the Parsee and the rhinoceros dealt with the heat wave. (2)
1.9 What do you think the rhinoceros’ skin was used for? (1)
1.10 Do you think the Parsee got revenge? Give a reason for your answer. (3)
1.11 Why do you think the Parsee included burned currants? (1)
1.12 Because of the itching, he rubbed and rubbed so he got folds of skin in places in
which he did not have them before.
How come the rhinoceros was no longer able to take his skin off? (2)
1.13 Compare the characters of the Parsee and the rhinoceros. Support your answer
with quotes from the text. (2)
1.14 Is the description of the rhinoceros a stereotype? Explain your answer. (3)
1.15 What lesson can we learn from the story? (2)
1.16 Is the title of the story a rhetorical question? Support your answer. (2)
Total: [35]

SBA Task 6: Controlled Test 2

1.1 a) He lived alone. ✓ (1)
b) ‘uninhabited or ‘who had nothing …’ ✓ (1)
1.2 He had a hat, ✓ a knife ✓ and a cooking stove. ✓ They were the things he used
to survive. ✓ (4)
1.3 a) The version the author used is better. ✓ (1)
b) It is more in keeping with how a myth or fable is told. ✓ The alternative is
too direct. ✓ (2)
1.4 a) ‘… a craggy character with very few manners …’ ✓ (1)
b) He turned over the Parsee’s cooking stove, ✓ he spiked his horn through the
cake ✓ and then ate it. ✓ (3)
1.5 He got a fright ✓ and needed to get away from the animal. ✓ (2)
1.6 ‘How!’ ✓ (1)
1.7 To keep him warm ✓ / because he was getting fat ✓ / so he could take it off when
he went swimming ✓ (any one) (1)
1.8 The Parsee possibly took of his hat because he liked to feel the heat. ✓ The rhino
went swimming. ✓ (2)
1.9 They seemed to be used as clothing, which he could take off when he wanted to. ✓ (1)
1.10 Yes, he did. ✓ According to the story, rhinos are now doomed to have an ill-fitting
skin ✓ with rolls of skin / fat. ✓ (3)
1.11 They would make him itch and the black would come off. ✓ (1)
1.12 He had rubbed off the buttons, ✓ so he was unable to take it off. ✓ (2)
1.13 The Parsee is clever and inventive. ✓
The rhino is ill-mannered and bad-tempered. ✓ (2)
1.14 Yes, it is stereotype, ✓ which rhinos seem to live up to. ✓✓ (3)
1.15 We must respect the lives ✓ and ways of other people. ✓ (2)
1.16 It is not a rhetorical question. ✓ Although it contains the word ‘how’, it is not a
question but a statement. ✓ (2)
Total: [35]

Time: 2 lessons
SBA Task 7: Oral: Unprepared Speech

Choose ONE of the topics below and write an unprepared factual speech. It should be two
minutes in length.
Topics:
1. Woman in power and her influence
2. Sports unites and/or divides nations
3. Human rights
Discuss the criteria in the rubric with the class.
Checklist
• I have used an interesting introduction to the topic.

• I have used chronological order (firstly, secondly, lastly).
• I have used language correctly and creatively.
• I have supported my topic with facts and figures.
• I have given examples.
• I have spoken clearly and confidently.
• I have spoken with expression that adds meaning.
Total: [20]

58
Planning and Thoroughly planned Well planned according Satisfactory planning Adequate planning Evidence of some
organisation of according to task, to task, audience, according to task, according to task, planning according to
content audience, context and context and format, audience, context and audience, context and task, audience, context
format, using thorough using good research format, using some format, using little and format, using no
Time: 2 lessons
research from previous from previous study/ research from previous research from previous research from previous
study/experience experience study/experience study/experience study/experience
Striking introduction Good and appropriate Reasonably good Introduction adequate Some evidence of
which immediately introduction which introduction which still which arouses some introduction, but barely
grasps audience arouses interest arouses interest interest arouses interest
attention Good, and sustained Good development of Weak development of Arguments are
Brilliant development development of ideas argument which can be ideas and argument, has inconsistent / can barely
of ideas and argument; and argument followed easily problems with cohesion be followed
outstanding evidence of Content reflects Content fairly original, Content shows some Content is unoriginal
prior knowledge creativity, originality and but not always creative originality, but not and lacks creativity or
Content reflects some insight and insight sometimes always creative and originality
outstanding creativity, Good conclusion lacking lacks insight No evidence of a
originality and mature Reasonably good Hardly considered conclusion
insight
SBA Task 7: Oral: Unprepared Speech
ending, but sometimes a conclusion, lacks

Skilful ending thoroughly lacks cohesion cohesion

drawn together
Tone, speaking Natural delivery, a fluent Good presenter, Reasonably fluent Sometimes fluent, but Hesitant, lacks
and presentation skilled and animated fluent presentation presenter, but presentation lacks expression
skills presenter, appropriate appropriate style and sometimes shows appropriate style and Lacks fluency, mostly
Critical style and register register hesitation, style register inappropriate style and
awareness of Clearly audible Largely audible and register mostly Inadequate audibility register
language usage articulation articulation appropriate and articulation Articulation not clear
Eye contact, facial Eye contact, facial Reasonably clear Infrequent eye contact, and hardly audible
expressions, gestures expressions, gestures articulation and facial expressions, Almost no eye contact /
and body language and body language audibility Eye contact, gestures and body facial expressions / body
outstanding, functional largely functional and facial expressions, language not always language
and convincing convincing gestures and body convincing
language reasonably Lack of audience
Audience reaction Audience interest Mixed reaction from the interest shown
convincing audience
overwhelmingly positive sustained. Notes used Dependent on notes
effectively Most members of the Use of notes often
Confident delivery with audience follow with Very limited vocabulary
very little use of notes Good vocabulary and detracts from and language use
interest presentation
Thorough, mature creative language use Struggles to manipulate
Some dependency Inadequate vocabulary
vocabulary and creative Good language on notes but still language in order
language use manipulation in order and language use to evoke audience
good contact with the
Outstanding language to evoke audience audience Some language response Seldom aware
manipulation in order response manipulation in order of language, especially
Reasonably mature to evoke audience
to evoke audience Good awareness of vocabulary and creative on sensitive issues
response Exceptional language, especially on response
language use
awareness of language, sensitive issues Moderate awareness of
Reasonable language language, especially on
especially on sensitive manipulation in order
issues sensitive issues
to evoke audience
response
Reasonable awareness
of language, especially
on sensitive issues
Total: [20]

59
Time: 2 lessons
SBA Task 8: Longer Transactional Text

Write ONE of the following longer transactional texts.
• The body of your response should be 120–150 words in length.

• Write the heading of the text you have chosen to write.
• Pay careful attention to both format and content.
• Be aware of the audience, register, tone and style, choice of words and language structure.
• Once you have written your text, reread and edit it carefully.
• Hand in your rough work as well as your final text.
1. Friendly Letter
Your close friend and their family have relocated to another province. Write a letter
to this friend to tell them about the latest happenings at school and/or within your
community. (30)
OR
2. Formal Letter
A wealthy businessperson in your area has donated a large amount of money to buy
much-needed books for your school library. You are the secretary of the Representative
Council of Learners at your school. Write a formal letter of thanks to this
businessperson. (30)
OR
3. Review
Write a review of a teen novel you borrowed from your school library and completed
reading recently. The review will be posted in the library. (30)
Total: [30]

Criteria Exceptional Skilful Moderate Elementary Inadequate
CONTENT, PLANNING & 15–18 11–14 8–10 5–7 0–4

FORMAT
• Outstanding • Very good • Adequate response • Basic response • Response reveals
Response and ideas;
response response • demonstrating • demonstrating no
Organisation of ideas
beyond normal • demonstrating knowledge of some knowledge of • knowledge of
for planning; Purpose,
expectations good knowledge of features of the type features of the type features of the type
audience, features/
• Intelligent and features of the type of text of text of text
conventions and context
mature ideas of text • Not completely • Some focus but • Meaning obscure
18 MARKS • Extensive • Maintains focus – focused writing digresses with major
knowledge of no digressions • Some digressions • Not always digressions
features of the type • Coherent in • Reasonably coherent in content • Not coherent in
of text content and coherent in content and ideas content and ideas
• Writing maintains ideas, very well and ideas • Few details support • Very few details
focus elaborated and • Some details the topic support the topic
• Necessary rules • Necessary rules of
• Coherence in details support support the topic

content and ideas topic • Generally of format vaguely format not applied
• Highly elaborated • Appropriate appropriate format applied
and all details format with minor but with some • Some critical
support the topic inaccuracies inaccuracies oversights
• Appropriate and
accurate format
SBA Task 8: Longer Transactional Text
LANGUAGE, STYLE & 10–12 8–9 6–7 4–5 0–3

EDITING
• Tone, register, style • Tone, register, style • Tone, register, style • Tone, register, style • Tone, register, style
Tone, register, style,
and vocabulary and vocabulary and vocabulary and vocabulary and vocabulary do
purpose/effect, audience
highly appropriate very appropriate to appropriate to less appropriate to not correspond to
and context; Language use
to purpose, purpose, audience purpose, audience purpose, audience purpose, audience
and conventions;
audience and and context and context and context and context
Word choice; Punctuation context • Generally • Some grammatical • Inaccurate • Error-ridden and
and spelling • Grammatically grammatically errors grammar with confused
12 MARKS accurate and well- accurate and well- • Adequate numerous errors • Vocabulary not
constructed constructed vocabulary • Limited vocabulary suitable for
• Virtually error-free • Very good • Errors do not • Meaning obscured purpose
vocabulary impede meaning • Meaning seriously
• Mostly free of impaired
errors
Total: [30]

61
Time: 2 hours
End-of-Year Examination Paper 1
Name: Surname:
Instructions and information

Read the following carefully before answering the questions.
1. This question paper consists of THREE sections:
SECTION A: Comprehension (30 marks)
SECTION B: Summary (10 marks)
SECTION C: Language (40 marks)
3. Read all the instructions carefully.
4. Start EACH section on a NEW page.
5. Rule off after each section.
6. Number the answers correctly according to the numbering system used in the question
paper.
7. Leave a line after each answer.
8. For multiple-choice questions, write only the question number and the letter (A–D) of
the correct answer.
9. Pay special attention to spelling and sentence construction.
10. Suggested time allocation:
SECTION A: 50 minutes
SECTION B: 20 minutes
SECTION C: 50 minutes

SECTION A: COMPREHENSION
QUESTION 1
Read BOTH TEXT A and TEXT B and answer the set questions.
TEXT A
REMEMBERING THE PAST
1 Our past often defines how we look at the world today and how we interact with those
around us. If somebody hurt you badly, or an event traumatised you severely in the past,
it is bound to affect you now. Your home may have been burgled, or your phone stolen
out of your bag or pocket. Either event is an invasion of your personal space. We may
think it’s just the loss of material possessions, but it is in fact so much more. 5
2 Having one’s personal space invaded may sound like a foreign concept that millennials
are ‘into’, but one’s personal space is a very real thing. If a stranger gets too close to
you, you can start feeling uncomfortable. If a situation affects you to such a degree that
you are unable to go to certain places or do things you used to do, then your emotional
personal space has been invaded. 10
3 When we encounter situations that invade our personal spaces, they should not be
swept under the carpet. We need to deal with these issues, or they could haunt us
forever. For example, think about visiting the beach. As a child you loved the smell of
seaweed and the sound of the waves, the saltiness on your tongue and the fresh breeze
coming off the ocean. What if you are robbed on the beach and now dread going there? 15
How do you deal with this sort of situation?
4 It’s quite simple. Counselling is the answer. It does not always need to involve a
professional; it could be a good friend or an adult you trust. If we do not work through
our anxiety and the issues correctly, we will never get over them. Our past determines
how we live, and if we respect it, our future can only be brighter. 20
NOTE:
• Answer all questions in your OWN WORDS, unless you are asked for a quotation.
• For one-word answers, write only the question number and the word.
Paragraph 1
1.1 Provide an antonym for the word ‘define’ and use it in a sentence. (2)
1.2 What does it mean to be ‘traumatised’? (2)
1.3 In your own words, explain the first sentence of this text. (2)
1.4 Explain what ‘personal space’ is. (2)
Paragraph 2
1.5 Why is the word ‘into’ written within quotation marks? (2)
1.6 What do you think emotional personal space is referring to? (3)

Paragraph 3
1.7 How has the narrator used imagery in the example in paragraph 3? Explain fully. (4)
Paragraph 4
1.8 What is the answer to dealing with past negative events in your life, according to the
author? (2)
1.9 Use the word ‘anxiety’ in your own sentence to show its meaning. (2)
1.10 How does the last sentence in this extract sum up the theme? (3)
1.11 Do you agree with the conclusion? Validate your answer. (2)
[26]
PRINCESS
PARKING
ONLY
ALL OTHERS
WILL BE
TOAD
1.12 What is the literary device being used in the sign on the left? Explain the meaning of this. (2)
1.13 What lesson is the sign on the right trying to teach you? (2)
[4]
TOTAL SECTION A: 30

SECTION B: SUMMARY
QUESTION 2
Read TEXT C below on wildlife. Then summarise the text by listing SEVEN points on wildlife.
Instructions
1. Your summary must be written in point form.
2. List the SEVEN points in full sentences, using no more than 70 words.
3. Number your sentences from 1 to 7.
4. Write only ONE point per sentence.
5. Use your OWN words as far as possible.
6. Indicate the total number of words you have used in brackets at the end of your
summary.
TEXT C
WILDLIFE
Africa has a large variety of wonderful creatures, big and small. We have game farms and wildlife parks where we
are able to view many majestic beasts in their natural habitats. This being said, our wildlife is diminishing, bit by bit.
Poaching has become a massive issue in our country. Our northern white rhino has been poached to near
extinction. In 2018 the death of the last male northern white rhino, a subspecies of the white rhino, received a lot
of public interest. Today there are only two non-breeding females left in Kenya. However, one positive has resulted
due to the public interest in the white rhino; our southern white rhino has seen a slow increase in the number alive
in the wild. There are approximately 5 000 black rhinos left, their numbers having increased from the 2 300 alive in
1993.
Then there is the plight of the gorillas who are on their way to extinction too. These animals are hunted for
medicinal purposes as well as for trophies. Very rich hunters also collect these animals to keep as pets. This is a
problem as many of the wild animals we find in Africa cannot survive in captivity.
What can we do?
We need to arm ourselves with knowledge. We need to know the worth of our animals and what it means to have
them around for generations to come. Other things that we can do is to get involved with anti-poaching or anti-
extinction groups in our countries. If we all stand together to stop the scourge of poachers, then the situation can
be remedied. Getting involved is the first step to changing the future of our wildlife.
TOTAL SECTION B: 10

SECTION C: LANGUAGE
QUESTION 3: ANALYSING AN ADVERTISEMENT
NOTE:
• Answer all questions in your OWN WORDS, unless you are asked for a quotation.
Study the advertisement (TEXT D) that follows and answer the set questions.
TEXT D
3.1 Who is the target audience in this advertisement? (1)

3.2 Explain the message in the headline. (2)
3.3 How do the visuals above the headline support the message in this
advertisement? (2)
3.4 How does the advertiser support the message of the advert? (1)
3.5 In your opinion, why does the advertiser use the image of sushi and not another
type of food? (2)
3.6 Does this advertisement succeed in convincing the reader to recycle?
Support your answer. (2)
[10]

QUESTION 4: ANALYSING A CARTOON

Read the cartoon (TEXT E) below and answer the set questions.
NOTE:
• For multiple-choice questions, write only the question number and the letter (A–D) of the
correct answer.
TEXT E
4.1 Refer to Frame 1. What do you think this cartoon is about? (1)
4.2 Refer to Frame 2.
4.2.1 Provide a single word to replace ‘food’. (1)
4.2.2 What does this frame suggest about the black duck? Mention TWO points. (2)
4.3 Explain what the black duck’s facial expression is showing in Frame 6. (2)
4.4 Do you consider Frame 6 to be funny? Discuss your view. (2)
4.5 Refer to the whole cartoon. What message do you think the cartoonist wishes to
convey to readers? (2)
[10]
QUESTION 5: LANGUAGE AND EDITING SKILLS

NOTE:
5.1 Read the passage (TEXT F) below, which has some deliberate errors, and answer the set
questions.

TEXT F
Correct the SINGLE error in EACH sentence. Write ONLY the question numbers and the
words you have corrected.
(5.1.1) jennifer felt tired (5.1.2) She had been training all day (5.1.3) as/so she wanted to
attempt a record that her idol (5.1.4) Kimberley (5.1.5) lesch, had set in (5.1.6) highschool.
Beating that record would (5.1.7) insure/ensure that (5.1.8. pronoun) would always be
remembered at her school. She would be a (5.1.9) legendary. The only problem was, she
(5.1.10) wasnt working hard enough – according to her coach.
5.1.1 _____________________________ 5.1.6 _______________________________

5.1.2 _____________________________ 5.1.7 _______________________________
5.1.3 _____________________________ 5.1.8 _______________________________
5.1.4 _____________________________ 5.1.9 _______________________________
5.1.5 _____________________________ 5.1.10 ______________________________
[10]
5.2 Study the text (TEXT G) below and answer the questions that follow.
TEXT G
5.2.1 Write a headline for this image. (2)

5.2.2 Study the following phrase:
World Food Day.
State the part of speech of EACH underlined word as used in the context of this
sentence. (2)
5.2.3 Give the singular form of the underlined word in the following sentence:
There are many people in disadvantaged communities. (2)
5.2.4 Give the correct degree of comparison in the following sentence:
The children in poor countries are (hungry) than most children. (2)
5.2.5 Explain the following idiom:
Lend a helping hand. (2)
[10]
TOTAL SECTION C: 40
GRAND TOTAL: 80

SECTION A: COMPREHENSION
QUESTION 1
TEXT A
1.1 distorts / misinterprets ✓ Any sentence that shows that the meaning of the antonym
is understood. ✓ (2)
1.2 to be deeply affected ✓ in a negative way ✓ (2)
1.3 Learners use their own words to explain that whatever situations we encounter
or issues we face, ✓ they will affect how we view future situations, issues and
relationships. ✓ (2)
1.4 It can be the area of physical space around us that we are sensitive about sharing
with others. ✓ It can also be the issues, topics and emotions that we are sensitive
about sharing with others. ✓ (2)
1.5 It is an informal way ✓ of saying ‘interested in’. ✓ (2)
1.6 It refers to the personal feelings, ✓ thoughts and experiences ✓ that we share with
others. ✓ (3)
1.7 The narrator refers to the sights, sounds, tastes and feel ✓ of the beach that many
can easily recall and relate to. ✓ The positive associations with the beach ✓ are then
overlaid with a negative event. ✓ (4)
1.8 counselling ✓✓ (2)
1.9 Any appropriate sentence that shows a clear understanding of the word ✓✓ (2)
1.10 We can only move forward ✓ with our lives in a positive way ✓ once we have dealt
appropriately with issues and events of the past. ✓ (3)
1.11 Learners use their own words to provide and validate their opinion. ✓✓ (2)
[26]
TEXT B
1.12 The homonym is ‘toad’ ✓ and the pun plays on this word; ✓ if you park incorrectly
you will turn into a toad and be towed. (2)
1.13 The lesson in the second sign is that we should rather cycle ✓ as it saves the
environment. ✓ (2)
[4]
TOTAL SECTION A: 30

SECTION B: SUMMARY
QUESTION 2
TEXT C
1. Africa’s wildlife is diminishing day by day.
2. Poaching is a big problem in South Africa.
3. The northern white rhino has been poached to near extinction.
4. There are gorillas that will soon be extinct due to poaching.
5. We need to educate ourselves.
6. We can get involved with different anti-poaching groups.
7. We can assist with anti-poaching issues.
(55 words)
TOTAL SECTION B: 10
SECTION C: LANGUAGE
QUESTION 3: ANALYSING AN ADVERTISEMENT
TEXT D
3.1 Teenagers and adults ✓ (1)
3.2 The message states that if you throw rubbish in the ocean, ✓ you will end up eating it as
the fish eat it. ✓ (2)
3.3 The sushi is made of plastic and rubbish ✓ that was thrown into the ocean. ✓ (2)
3.4 The advertiser supports the message of the advert by stating research results. ✓ (1)
3.5 Sushi usually uses fish ✓ and represents food from the ocean. ✓ (2)
3.6 Yes, ✓ it does as it makes people aware of the dangers of littering. ✓ (2)
[10]
QUESTION 4: ANALYSING A CARTOON

TEXT E
4.1 Healthy eating. ✓ (1)
4.2.1 diet ✓ (1)
4.2.2 She like to eat healthily. ✓ She believes in living a healthy lifestyle. ✓ (2)
4.3 Fear/Anger. ✓ Black duck is poultry and does not want to be eaten. ✓ (2)
4.4 Open-ended. Accept a well-substantiated, relevant response. ✓✓ (2)
4.5 Accept a relevant response, e.g. The cartoonist wants us to eat well and live a healthy
lifestyle ✓✓ (2)
[10]

QUESTION 5: LANGUAGE AND EDITING SKILLS

5.1 TEXT F
5.1.1 Jennifer
5.1.2 full stop
5.1.3 as
5.1.4 comma
5.1.5 Lesch
5.1.6 high school
5.1.7 ensure
5.1.8 she
5.1.9 legend
5.1.10 wasn’t
[10]
5.2 TEXT G
5.2.1 Any appropriate headline that shows a clear understanding of structure of
headlines and the message ✓✓ (2)
5.2.2 World – adjective ✓
Day - noun ✓ (2)
5.2.3 people ✓✓ (2)
5.2.4 hungrier ✓✓ (2)
5.2.5 It means to help others out who are not as fortunate. ✓✓ (2)
[10]
TOTAL SECTION C: 40
GRAND TOTAL: 80

Time: 2 hours

Name: Surname:

1. Do NOT attempt to read the entire question paper.
2. This question paper consists of FOUR sections:
SECTION A: Novel (35)
SECTION B: Drama (35)
SECTION C: Short stories (35)
SECTION D: Poetry (35)
3. Answer TWO questions in total, ONE question each from ANY TWO sections.
SECTION A: NOVEL
Answer the question on the novel you have studied.
SECTION B: DRAMA
Answer the question on the drama you have studied.
SECTION C: SHORT STORIES
Answer the questions set on BOTH short stories.
SECTION D: POETRY
Answer the questions set on BOTH poems.
4. Follow the instructions at the beginning of each section carefully.
5. Number the answers correctly according to the numbering system used in this question
paper.
7. Spend approximately 60 minutes on each section.

SECTION A: NOVEL
QUESTION 1: THE TALE OF A FIELD HOSPITAL
Read the extract from the novel below and answer the questions. The number of marks allocated
to each question serves as a guide to the expected length of your answer.
EXTRACT A
THE TALE OF A FIELD HOSPITAL by Frederick Treves
The Field Hospital, of which some account is given in these pages, was known as “No. 4 Stationary Field
Hospital”. The term “stationary” is hardly appropriate, since the Hospital moved with the column, and, until at
least the relief of Ladysmith, it followed the Headquarters’ camp. The term, however, serves to distinguish “No.
4” from the smaller field hospitals which were attached to the various brigades, and which were much more
mobile and more restless. 5
The Hospital was well equipped, and the supplies were ample. We carried with us a large number of iron
bedsteads complete with mattresses, blankets, and sheets.
It was from Frere Camp that the army under General Buller started for the Tugela River, and the Hospital
pitched its tents in that camp on the evening of Monday, December 11th, 1899. We went up from
Pietermaritzburg by train. The contents were soon emptied out on the line, some little way outside Frere 10
Station, and close to the railway the Hospital was put up. That night we all slept under canvas--many for the
first time--and all were well pleased that we had at last arrived at the front.
Prominent among the personnel of the Hospital should be placed “Durban,” the Hospital dog. He was a
brindled bull terrier of exceptional physique and intelligence, and the story about him was that he was a
refugee dog who had attached himself to “No. 4” at Durban, and that for want of a better name he had been 15
called after that pleasant town.
He had a great love of adventure, and fell into the life of a moving camp with gusto. The orderlies were
devoted to him and he to them, and I have no doubt that, pampered and humoured in every canine whim, he
is with the Hospital still.
“Durban” had had a special collar made for him on which was emblazoned the red cross and the name of 20
his company. Just before starting for Chieveley his particular master made him a pair of putties, in which his
fore legs were enveloped. He was uncommonly pleased with these embarrassing articles of clothing, and was
never tired of going round the camp to show them to his many admirers. At Spearman’s he was provided with
a travelling kit, consisting of a waterproof cape with two-minute panniers on either side, marked with the red
cross, and furnished with unappreciated surgical dressings. This exquisite outfit was with difficulty secured in 25
position, and in the early stages of a march was sure to be found dangling beneath “Durban’s” ample chest.
His passion for bathing was only equalled by his passion for catching flies, and when we reached the Lesser
Tugela he would join party after party on their way to the river, and would bathe as long and as often as he
found anyone to bathe with.
He was useful, too, as a watch-dog, and performed no mean services in connection with the commissariat 30
department. The sheep, when wanted for the kitchen, could not be caught, and could not be shot, and so
“Durban” was appealed to in the difficulty. Accompanied by the cook, on certain mornings “Durban” made his
way to the little flock out on the veldt, and never failed to pull down a sheep. He followed the cook and the
sheep back to the camp with the air of one who deserved well of his country.

1.1.1 Who is the audience of the novel? (1)

1.1.2 Describe the climate of the area. Validate your answer. (2)
1.1.3 Explain the meaning behind the name of the hospital. (2)
1.1.4 What items accompanied the hospital as it moved from place to place? (3)
1.1.5 Why do you think the hospital was not ‘attached to the various brigades’? (2)
1.1.6 Explain the symbolism of The Red Cross. (2)
1.1.7 Why is the following statement TRUE?
A dog boosts the morale of soldiers in hospital. (2)
1.1.8 What does the author mean when he says Durban was ‘a refugee dog’ (line 15)? (2)
1.1.9 State three actions from the extract to show the camp activity. (3)
1.1.10 What does this extract reveal about Durban’s character? Support your answer. (2)
1.1.11 Refer to the second paragraph (‘The orderlies were devoted to him and he to them’).
Explain how and why Durban was ‘devoted to them’. (2)
1.1.12 How does his character suit camp life? (3)
1.1.13 Describe the attitude of the soldiers towards Durban. Validate your answer. (3)
1.1.14 Explain the irony of the paniers that Durban carried. (2)
1.1.15 Explain the irony of the kitchen not being able to shoot the sheep for a meal. (2)
1.1.16 State a synonym for ‘veldt’. Use the synonym in a sentence that depicts its
meaning. (2)
TOTAL SECTION A: 35
SECTION B: DRAMA
QUESTION 2: THE TIE
Read a copy of the play The Tie and answer the questions. The number of marks allocated to each
question serves as a guide to the expected length of your answer.
EXTRACT B
THE TIE by Performing Arts Department of The Shipley School. Your teacher can find a copy of
The Tie on the Theater Words website http://theaterwords.com/the-tie.html.
2.1.1 Which people are they referring to in the line? ‘Are they gone?’ (1)
2.1.2 What call did Paul have to make? (1)
2.1.3 Why does Paul not answer the question about his mom? (2)
2.1.4 Why does Mike assume that Paul needs ‘to go over there now’? (1)
2.1.5 Explain ‘Plans have a way of breaking up’. (2)

2.1.6 Use the table below to compare the two fathers. Validate your answers by using quotes
from the drama.
Mike’s father Validation Paul’s father Validation

Allows him to … Won’t let him …
Conclusion: Conclusion:
(16)
2.1.7 What is the reason for Paul wearing the tie? (1)
2.1.8 Explain the symbolism of the tie in the drama. (2)
2.1.9 Why does Paul want a father like Mike’s father? (1)
2.1.10 What negative impact did Mike’s father have on his son? (2)
2.1.11 What reason does Mike give for Paul’s words? (1)
2.1.12 Explain what the last line ‘More than me’ means. (2)
2.1.13 What feeling does the last line ‘More than me’ give to the drama? Validate
your answer. (1)
2.1.14 In your opinion, what happened to Paul’s father? (2)
TOTAL SECTION B: 35

QUESTION 3 THE DANCE FOR WATER OR RABBIT’S TRIUMPH
Read the short story ‘The Dance for Water or Rabbit’s Triumph’ and answer the questions. Your
teacher can find a copy of the short story online. The number of marks allocated to each question
serves as a guide to the expected length of your answer.
EXTRACT C
THE DANCE FOR WATER OR RABBIT’S TRIUMPH by James A. Honey
The teacher can find a copy online https://www.sacred-texts.com/afr/saft/sft20.htm

3.1.1 What is the significance of the animals listed in line 5? (1)
3.1.2 Explain how water can be ‘tread out’ (line 9). (2)
3.1.3 What is the symbolism of ‘dance’ within the context? (2)
3.1.4 What did Rabbit choose to do and why? (2)
3.1.5 Why was Rabbit not allowed to drink the water? (2)
3.1.6 Do you agree with this action? Validate your answer. (2)
3.1.7 Describe Rabbit’s character. Use quotes from the short story. (3)
3.1.8 In your opinion, why is Rabbit behaving in this manner? (2)
3.1.9 Why do you think Rabbit defies the other animals and acts as he wants? (1)
3.1.10 Describe the solution to catch Rabbit. (2)

3.1.11 What did Rabbit think of the new ‘stone’? Why? (2)
3.1.12 What does the Rabbit think of the other animals? Is he justified in his thinking?
Explain. (3)
3.1.13 What is the irony of Rabbit treading on Tortoise? (2)
3.1.14 What is the moral of the story? (2)
3.1.15 In your opinion, how would you have punished Rabbit? Validate your answer. (2)
3.1.16 Complete the table below by providing synonyms for the words. (5)
Word Synonym
No avail
Leisurely
Unison
Pitch
Insolence
TOTAL SECTION C: 35
SECTION D: POETRY
In this section, questions are set on the following poems:
The Veldt by Perceval Gibbon
The Cattle Thief by W. C. Scully
QUESTION 4
4.1 EXTRACT D
Read the poem carefully and answer the questions that follow. The number of marks
allocated to each question serves as a guide to the expected length of your answer.
THE VELDT by Perceval Gibbon
Cast the window wider, sonny,
Let me see the veldt,
Rolling grandly to the sunset,
Where the mountains melt,
With the sharp horizon round it, 5
Like a silver belt.
Years and years I’ve trekked across it,

Ridden back and fore,
Till the silence and the glamour
Ruled me to the core; 10
No man ever knew it better,
None could love it more.

There’s a balm for crippled spirits

In the open view,
Running from your very footsteps 15
Out into the blue;
Like a wagon-track to heaven,
Straight ‘twixt God and you.
There’s a spot I know of, sonny,

Yonder by the stream; 20
Bushes handy for the fire,
Water for the team.
By the old home outspan, sonny,
Let me lie and dream. 24
4.1.1 Who is the narrator of the poem? Describe the character of the narrator. (2)
4.1.2 Refer to line 4.
a) Identify the figure of speech. (1)
b) Explain why this figure of speech is relevant in this poem. (2)
4.1.4 What is the narrator’s opinion of nature? Validate your answer. (2)
4.1.5 How did the ‘silence and glamour’ affect the narrator? (2)
4.1.6 Refer to lines 17 and 18.
a) What is the theme of this poem? (1)
b) Validate your answer. (2)
4.1.7 Who is the narrator addressing? (1)
4.1.8 What advice does he give? (2)
[18]

4.2 EXTRACT E
THE CATTLE THIEF by W. C. Scully
I rise from my bed

When the moon is dead,
And hidden is every star;
When the white man sleeps,
And the tired hound 5
No vigil keeps,
But, in slumber sound,
Follows the chase afar.
I swiftly glide
Down the dark hillside, 10
And creep to the farmer’s kraal,
Where the sleek-limbed kine,
With breath so sweet,
That will soon be mine,
In my bush retreat, 15
Wake at my soft, low call.
We quickly pass
O’er the dew-wet grass,
For my whistle they tamely follow;
Over hill and dale
20
We hurry apace,
For the morning pale
Will bring the chase
On our track down the bushy hollow.
No rest we know, 25
For we hurrying go
To our forest sanctuary,
Through thickets dense
Where the bush-buck lies,
Beneath krantzes whence 30
The leopard’s eyes
Look down for his morning quarry.
My home is far,
And the morning star
Rose twice on our hither track; 35
Where the wide Bashee
From Baziya’s side
Rolls toward the sea,
My kinsmen bide,
And they watch for my coming back. 40

For I wooed a maid,

But her father said,
Ere his daughter I might marry,
Five heifers fair,
And oxen five, 45
I must homeward bear;
So, for love I strive,
For I could no longer tarry.
Of all the maids

That hoe in our glades, 50
Noniese is the trimmest one;
She’s lithe as a snake,
As a partridge brown;
And I crouch in the brake
Ere the sun goes down, 55
Till she pass when her work is done.
In three days more,

To her father’s door—
If I ‘scape the keen pursuit—
I’ll come with the spoil, 60
And I’ll tell my dear
Of the danger and toil,
And she’ll tremblingly hear,
Whilst her eyes shine comfort mute. 64
4.2.1 State the rhyme pattern of the poem. (1)

4.2.2 Who is the narrator of the poem? Describe the character of the narrator. (2)
What is ironic about the dog who ‘follows the chase afar’? (2)
4.2.5 Why do the cattle follow the narrator? (1)
4.2.6 Describe the journey that the narrator takes. (2)
4.2.7 How does the narrator mark the time passing? (1)
4.2.8 How does the poet contrast the two main characters: the white man and the
cattle thief? (3)
4.2.9 Why did the narrator steal the cattle? (1)
4.2.10 Do you agree with his actions? Validate your answer. (1)
[17]
TOTAL SECTION D: 35
GRAND TOTAL: 70

SECTION A: NOVEL
QUESTION 1: THE TALE OF A FIELD HOSPITAL
1.1.1 Adults ✓ who are interested in war or South African history ✓. (1)
1.1.2 Hot and dry ✓ as there is dust on the soldiers’ uniforms ✓ (2)
1.1.3 “No. 4 Stationary Field Hospital”:✓✓ The term “stationary” means that the hospital
is not as mobile as the other hospitals; “No. 4” is different from the smaller field
hospitals as they were not attached to the various brigades. ✓ (2)
1.1.4 A large number of iron bedsteads ✓ complete with mattresses, blankets, and
sheets, ✓ soldiers ✓ (3)
1.1.5 Suggested answer: A more stationary hospital was needed ✓ for soldiers who were
severely wounded and could not travel with the troops.✓ (2)
1.1.6 The Red Cross is a medical organisation ✓ and is protected from the fighting as it
is not part of the war. ✓ (2)
1.1.7 Any valid answer. This can be seen by the interactions the soldiers have
with Durban. ✓✓ (2)
1.1.8 Durban was ‘a refugee dog’ because he did not have a permanent place to stay ✓
or an owner. ✓ (2)
1.1.9 The soldiers would bathe in the river, ✓ travel to war sites, ✓ assist the wounded, ✓
set up camp. ✓ (any three) (3)
1.1.10 Durban is adventurous, positive, outgoing, intelligent. Learners need to substantiate
their answer. ✓✓ (2)
1.1.11 Durban was ‘devoted to them’ because they looked after him; ✓ he was rewarded
for his loyalty.✓ (2)
1.1.12 His character boosts the morale of the soldiers; ✓ he is able to find a solution to
help them ✓ and is loyal. ✓ (3)
1.1.13 The soldiers have an affection towards Durban because they create an outfit to
protect him, ✓ feed him ✓ and enjoy spending time with him. ✓ (3)
1.1.14 He appreciated also wearing a uniform like the soldiers and feeling part of the
troops, ✓ however the dressings went unappreciated. ✓ (2)
1.1.15 There were so many soldiers who could easily shoot a sheep but they were
unable to ✓ and needed Durban to take one down. ✓ (2)
1.1.16 Grassland. ✓ Any valid sentence that includes and provides meaning for veldt. ✓ (2)
TOTAL SECTION A: 35

SECTION B: DRAMA
QUESTION 2: THE TIE
2.1.1 Funeral organisers, family, friends ✓ (1)
2.1.2 To the funeral director or church to arrange the funeral ✓ (1)
2.1.3 He is grieving ✓ and unable to think outside his situation. ✓ (2)
2.1.4 Paul is wearing a tie and is formally dressed, which is appropriate for a funeral
parlour. ✓ (1)
2.1.5 Paul is being flexible with the plans that he has made, ✓ since he does not have
a choice. ✓ (2)
2.1.6 Suggested answers: (16)
Mike’s father Validation Paul’s father Validation
Allows him to drink He gives you beer. Won’t let him drink Why couldn’t he have
shared a beer?
Allows him to smoke Here’s a lighter. Won’t let him smoke Why couldn’t he give
me a smoke?
Allows him to leave the What’s the tie got to do Won’t let him leave the Because I’m not
house in any style of with anything? house in any style of allowed out of the
clothing clothing house on a date
unless I have a tie on
and either a jacket or
sweater.
Conclusion: According You have someone who Conclusion: According All I have is this tie.
to Paul he is a great treats you like a man. to Paul, he is an absent What will I have
father as he is around father who left him. tomorrow?
and supports his son’s
phase in life
2.1.7 He was going on a date. ✓ (1)

2.1.8 The tie symbolises the lessons ✓ that Paul’s father taught him. ✓ (2)
2.1.9 He wants to be treated like a man and experience life. ✓ (1)
2.1.10 Mike’s father is an alcoholic who allows him to do as he pleases, ✓ there is little
parenting or boundaries. ✓ (2)
2.1.11 Paul is hurting from his father’s death. ✓ (1)
2.1.12 Mike stated that Paul’s father left him with more than his father ever could: ✓
positive life lessons. ✓ (2)
2.1.13 Ominous feeling as the reader is unsure of Paul’s actions and the effect of his
father’s death. ✓ (1)
2.1.14 He committed suicide. ✓✓ (2)
TOTAL SECTION B: 35


QUESTION 3 THE DANCE FOR WATER OR RABBIT’S TRIUMPH
3.1.1 They are seen as the leaders of the animals, they are stronger. ✓ (1)
3.1.2 If one walks on an area of ground enough, ✓ the underground water will come up
by pressure. ✓ (2)
3.1.3 Dance is done in celebration, ✓ and the animals are celebrating the pre-emptive
victory. ✓ (2)
3.1.4 Rabbit chose not to dance ✓ as he did not think it would work. ✓ (2)
3.1.5 He was not allowed water ✓ as he did not help the other animals. ✓ (2)
3.1.6 Suggested answer. Yes, ✓ it is justice. ✓ (2)
3.1.7 Rabbit is defiant as he does not listen to the other animals. ✓ He is solitary as he
acts by himself. ✓ He is arrogant as he thinks he knows better. ✓ (3)
3.1.8 He prefers to be alone, ✓ guiding his own path. ✓ (2)
3.1.9 He does not think that they are right.✓ (1)
3.1.10 The animals paint pitch on Tortoise’s back. ✓ He will pretend to be a rock that
Rabbit will get stuck on.✓ (2)
3.1.11 He thought the new stone was just for him ✓ as he is arrogant. ✓ (2)
3.1.12 He thinks that they are decent and kind ✓ as he would have acted more cruelly ✓
if he had to mete out punishment. ✓ (3)
3.1.13 Rabbit would not tread the ground for water ✓ but ends up treading on the Tortoise
as a punishment. ✓ (2)
3.1.14 Suggested answer. Be humble, ✓ work as a team ✓ (2)
3.1.15 Accept answers that are validated and make sense.✓✓ (2)
3.1.16 Complete the table below by providing synonyms for the words. (5)
Word Synonym
No avail No use
Leisurely casually
Unison Together
Pitch Tar
Insolence Rudeness
TOTAL SECTION C: 35

SECTION D: POETRY
QUESTION 4.1
4.1.1 The narrator is an old man ✓ who is remembering the past. ✓ (2)
4.1.2 a) Personification ✓ (1)
b) It helps to bring life ✓ to nature. ✓ (2)
4.1.3 a) Simile ✓ (1)
b) It brings familiarity ✓ to nature. ✓ (2)
4.1.4 Nature is ‘a balm for crippled spirits’, ✓ it gives peace. ✓ (2)
4.1.5 It changed ✓ and became his personality. ✓ (2)
4.1.6 a) Death ✓ (1)
b) The narrator is dying ✓ and living out his dying wish. ✓ (2)
4.1.7 The younger boy who is with him ✓ (1)
4.1.8 To experience nature ✓ and make use of it for survival ✓ (2)
[18]
4.2.1 AABCDCDB ✓ (1)
4.2.2 The cattle thief ✓ who is sly ✓ (2)
4.2.3 a) Personification ✓ (1)
b) It highlights the sleeping form of the white man, ✓ the punishment for the cattle
thief and the illegal act. ✓ (2)
4.2.4 The hound was not awake to protect the cattle ✓ but was chasing them in
his dream. ✓ (2)
4.2.5 He knows how to call them. ✓ (1)
4.2.6 The cattle thief goes over hills and dales, ✓ through a forest and bush. ✓ (2)
4.2.7 By the stars and moonlight ✓ (1)
4.2.8 He contrasts them though his use of verbs. ✓ The white man is described as
sleeping ✓ while the cattle thief is active. ✓ (3)
4.2.9 To pay for lobola ✓ (1)
4.2.10 Learners provide a valid answer. ✓ (1)
[17]
TOTAL SECTION D: 35
GRAND TOTAL: 70

Time: 2 hours 30 minutes

Name: Surname:

1. This question paper consists of TWO sections:
SECTION A: Essay (50)
SECTION B: Transactional Texts (2 × 25) (50)
2. Answer ONE question in EACH section.
3. Write in the language in which you are being assessed.
5. You must plan (e.g. using a mind map/ diagram/ flow chart/ key words), edit and
proofread your work. The plan must appear BEFORE each text.
6. All planning must be clearly indicated as such. It is advisable to draw a line through all
planning.
7. Suggested time allocation:
80 minutes for SECTION A
70 minutes for SECTION B (2 × 35 minutes)
8. Number the answers correctly according to the numbering system used in the question
paper.
9. Write down the title/heading of each response. Give your own title/ heading if one has
not been provided.
10. The title/heading must NOT be included when doing a word count.

SECTION A: ESSAY
QUESTION 1
NOTE:
• Write an essay of between 200-250 words in length on ONE of the following topics.
• Write the number of the topic and title/heading of the essay you have chosen, for example:
1.1 Water is a source of life.
• Spend approximately 80 minutes on this section.
1.1 Water is a source of life. (50)

1.2 Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly. (Langston Hughes) (50)
1.3 Breaking the cycle of bullying (50)
TOTAL SECTION A: 50
SECTION B: TRANSACTIONAL TEXTS

QUESTION 2
• Respond to TWO of the following topics.
• The body of each of your answers should be between 120 - 150 words in length.
• Write the number and the heading of the text you have chosen, for example
2.1 LETTER TO THE EDITOR.
• Pay particular attention to format, language, register and audience.
• Spend approximately 70 minutes on this section.
2.1 Letter to the Editor

Many South African schools are teaching online due to restrictions and lockdown. Write
a letter to the editor of a national newspaper in which you express your views on the
situation and the pros and cons of learning online. (25)
2.2 Music video review
Write a review of a CD you have listened to.
• Clearly state the name of the song or CD and the artist.
• Give a balanced opinion. Tell the reader about the strengths and weaknesses of the
song or CD.

• Make a comparison with a previous song or CD by the same artist to show whether or
not there is an improvement in quality and style.
• Be brief and use simple but interesting words. (25)
2.3 Interview
You have been invited as a guest on a television talk show to discuss the issue of children’s
rights in school, at home and in their community. Write the interview that takes place
between the presenter and yourself. (25)
2.4 Magazine article
Write an article titled ‘How to Belong Where You Are’, to be included in the magazine,
Youth TODAY. (25)
TOTAL SECTION B: 50
GRAND TOTAL: 100

CONTENT & 28–30 22–24 16–18 10–12 4-6

PLANNING
• Outstanding/ • Very well-crafted • Satisfactory • Inconsistently • Totally irrelevant
Striking response response response coherent response response
(Response
beyond normal • Fully relevant and • Ideas are • Unclear ideas and • Confused and
and ideas)
QUESTION 1
expectations interesting ideas reasonably unoriginal unfocused ideas
Organisation
• Intelligent, with evidence of coherent and • Little evidence of • Vague and
of ideas for
thought-provoking maturity convincing organisation and repetitive
planning;
and mature ideas • Very well organised • Reasonably coherence • Unorganised and
Awareness
• Exceptionally and coherent organised and incoherent
SECTION A: ESSAY
of purpose,
Upper level
well organised (connected), coherent, including
audience and
and coherent including introduction, body
context
(connected), • introduction, body and conclusion/
30 MARKS
including and conclusion/ ending
introduction, body ending
and conclusion/
ending
25–27 19–21 13–15 7–9 0–3
• Excellent response • Well-crafted • Satisfactory • Largely irrelevant • No attempt to

but lacks the response response but response respond to the
exceptionally • Relevant and some • Ideas tend to be topic
striking qualities interesting ideas • lapses in clarity disconnected and • Completely
of the outstanding • Well organised • Ideas are fairly confusing irrelevant and
essay and coherent coherent and • Hardly any inappropriate
• Mature and (connected), convincing evidence of • Unfocused and
intelligent ideas including • Some degree organisation and muddled
Lower level
• Skilfully organised introduction, body of organisation coherence
and coherent and conclusion and coherence,
(connected), including
including introduction, body
introduction, body and conclusion
and conclusion/
ending

87
88
LANGUAGE, 14–15 11–12 8–9 5–6 0–3

STYLE & EDITING
• Tone, register, style • Tone, register, style • Tone, register, style • Tone, register, style • Language
and vocabulary and vocabulary and vocabulary and vocabulary incomprehensible
Tone, register,
highly appropriate very appropriate to appropriate to less appropriate to • Tone, register, style
style, vocabulary
to purpose, purpose, audience purpose, audience purpose, audience and vocabulary
appropriate to
audience and and context and context and context not appropriate to
purpose/effect
context • Language is • Appropriate use of • Very basic use of purpose, audience
and context; • Language effective and language to convey language and context
Word choice; confident, a consistently meaning • Tone and diction • Vocabulary
Language use exceptionally appropriate tone • Tone is are inappropriate limitations
and conventions, impressive is used appropriate • Very limited so extreme
Upper level
punctuation, • Compelling • Largely error-free • Rhetorical devices vocabulary as to make
grammar, spelling and rhetorically in grammar and used to enhance comprehension
15 MARKS effective in tone spelling content impossible
• Virtually error-free • Very well crafted
in grammar and
spelling
• Very skilfully
crafted
13 10 7 4

• Language excellent • Language engaging • Adequate use • Inadequate use of

and rhetorically and generally of language language
effective in tone effective with some • Little or no variety
• Virtually error-free • Appropriate and inconsistencies in sentence

in grammar and effective tone • Tone generally • Exceptionally
Lower level
spelling • Few errors in appropriate and limited vocabulary
• Skilfully crafted grammar and limited use of
spelling rhetorical devices
• Well crafted
STRUCTURE 5 4 3 2 0–1
Features of
• Excellent • Logical • Relevant details • Some valid points • Necessary points
text; Paragraph
development of development of developed • Sentences and lacking
development
topic details • Sentences, paragraphs faulty • Sentences and
and sentence
• Exceptional detail • Coherent paragraphs well- • Essay still makes paragraphs faulty
construction
• Sentences, • Sentences, constructed some sense • Essay does not
5 MARKS
paragraphs paragraphs logical, • Essay still makes sense
exceptionally well- varied sense
constructed
TOTAL SECTION A: 50
CONTENT, 10–13 7–9 5–6 3–4 0–2
PLANNING & • Outstanding • Very good • Adequate • Basic response, • Response reveals
FORMAT response response response, demonstrating no knowledge of
• beyond normal • demonstrating demonstrating some knowledge features of the
Response and expectations good knowledge knowledge of of features of the type of text
ideas; Organisation • Intelligent and of features of the features of the type of text • Meaning obscure
QUESTION 2
of ideas; Features/ mature ideas type of text type of text • Some focus but with major
conventions and • Extensive • Maintains focus – • Not completely writing digresses digressions
context knowledge of no digressions focused • Not always • Not coherent in
12 MARKS features of the • Coherent in • Some digressions coherent in content and ideas
type of text content and • Reasonably content and ideas • Very few details
• Writing maintains ideas, very well coherent in • Few details support the topic
focus elaborated and content and ideas support the topic • Necessary rules of
• Coherence in details support • Some details • Necessary rules format not applied
content and ideas topic support the topic of format vaguely
• Highly elaborated • Appropriate • Generally applied
and all details format with minor appropriate format • Some critical
support the topic inaccuracies but with some oversights
• Appropriate and inaccuracies
accurate format
SECTION B: TRANSACTIONAL TEXTS
LANGUAGE, STYLE 10–12 7–9 5–6 3–4 0–2

& EDITING • Tone, register, style • Tone, register, style • Tone, register, style • Tone, register, style • Tone, register, style
and vocabulary and vocabulary and vocabulary and vocabulary and vocabulary do
Tone, register, highly appropriate very appropriate to appropriate to less appropriate to not correspond to
style, vocabulary to purpose, purpose, audience purpose, audience purpose, audience purpose, audience
appropriate audience and and context and context and context and context
to purpose context • Generally • Some grammatical • Inaccurate • Error-ridden and
and context; • Grammatically grammatically errors grammar with confused
Language use and accurate and well- accurate and well- • Adequate numerous errors • Vocabulary not
conventions; constructed constructed vocabulary • Limited vocabulary suitable for
Word choice; • Virtually error-free • Very good • Errors do not • Meaning obscured purpose
Punctuation and vocabulary impede meaning • Meaning seriously
spelling • Mostly free of impaired
8 MARKS errors
MARK RANGE 19–25 13–18 10–12 5–9 0–4
GRAND TOTAL: 100

TOTAL SECTION B: 50

89
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