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LANGUAGES EXAMINATION
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REVISION GUIDELINE
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2020
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Mathews

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 GRADE 12

EASY TO SCORE MARKS

ENGLISH

TABLE OF CONTENTS

2
CONTENT PAGE
NUMBER
How to use guideline 3-5
Paper 1 – Section A Comprehension 6-14
Comprehension Activity 15-21
Section B – Summary Skills 21-23
Summary Activity 24-26
Section C - Visual literacy Skills - Advertisements 27-29
Advertisement activity 30-32
Cartoon skills 33-35
Cartoon Activity 36-37
Language in context 38-42
Paper 2 – Literature (glossary of terms) 43-47
Paper 3 – Essay Writing skills 48-53
Longer Transactional Writing Skills 53-57
Shorter Transactional Writing Skills 57-59
Notes to Remember 60

How to use this GUIDELINE

3
 This guideline will help you to prepare for the three exams in EFAL:

Paper 1: Language in Context;

Paper 2: Literature;

Paper 3: Writing.

 This guideline focuses on the skills and knowledge you will need to prepare for:

Paper 1: Language in context

SECTION A: Question 1 - Comprehension

• Comprehension skills

• Answering techniques

• Practice activity

SECTION B: Question 2 - Summary

• Summarising skills

• Practice activities

SECTION C: Language structures and conventions

Question 3 - Advertisement

• Notes on advertising techniques

• Practice activities on how to analyse an advertisement

Question 4 – Cartoons
• Notes on how to analyse cartoons
• Practice activities
• Test yourself activities

Question 5 - Editing and language in context

• Practice activities with tips

Paper 2: Literature

4
This document provides an outline of the Literature paper. Titles for novels, drama, short
stories and poetry have been included:

• NOTE: USE existing Mind the Gap Study Guides (MTG) for Literature.

• You need to choose any TWO works you have studied at school.

Paper 3: Creative Writing Examination

SECTION A: Question 1 - Essay writing

• Steps to follow when responding to essay questions in the exam: planning, drafting, proof
reading, etc.

• Examples of a good introduction.

• Hints on choosing a topic.

• Examples of well-written and poorly written essays.

SECTION B: Question 2 - Longer transactional text

• Notes on how to write a friendly letter and a formal letter.

• Hints for writing longer transactional texts.

SECTION C: Question 3 - Shorter transactional text

• Hints for writing a shorter transactional text

Use the links provided to access MTG study guides and previous examination papers.

5
 ENGLISH PAPER 1

In the English FAL Examinations, Paper 1 – Language in Context – counts 80 of the final
250 marks. This is the paper that will test your reading, understanding and language skills.

The question paper consists of three sections:

Section A – Comprehension; [30]

Section B – Summary; [10]

Section C – Language structures and conventions. [40]

SECTION A - COMPREHENSION

Comprehension is the interpretation and understanding of spoken, written and visual texts.
Comprehension skills are not needed only for exam purposes - they are life skills that need to
be developed.

Guidelines to assist you in reading for meaning: (Do this step by step)

1. Read through the passage quickly:

• Get an outline or a general idea of what the passage is about.

• Try to picture what you are reading. This helps you to focus and read for meaning.

2. Take note:

• The title may offer a clue to the contents and purpose of the passage.

The author may help you to identify the time, style and (often) the subject.

The introduction often creates the atmosphere and provides the setting for what is to follow.

• The conclusion usually ties up the intention of the author.

3. You should ask yourself these questions:

6
 • Who - is the writer? Who are the characters?

• What - is the main idea of the passage?

• Where - does it take place? (Setting)

• When - does it take place? (Setting – time, date, era)

• Why - has this passage been written? What is the writer’s intention?

• How - does the writer express himself? What language devices are used?

4. Read through the comprehension questions.

When you do this, keep the passage in mind. This will give you clues that lead to the answers
in the passage. Read the questions before reading the passage.

5. Read the passage again.

This time you should be aware of what has been asked. Highlight the main idea in each
paragraph – each paragraph presents a new idea.

The first sentence is often the key sentence.

Words and ideas that were at first confusing or difficult may now become clearer in context.

The more familiar you are with the passage, the easier it should become to interpret and
understand what you are reading.

Practical Advice

• Each question usually contains a question word – underline this. For example, words like
explain, list, discuss.

• Each question usually contains a key word or key idea – circle this.

• Try to remember if you read this key word or idea near the beginning, middle or end of the
passage.

• Put your eyes into ‘search mode’ and look down the middle of the paragraph to find the
sentence containing the key word or key idea.

• Read the whole sentence in order to get a complete meaning of the word/idea or the context
in which the word/idea is used.

• Do not copy directly from the text, unless you are instructed to do so, but refer to it in order
to avoid careless factual or spelling mistakes. (This applies particularly to names, places,
dates or other relevant information.)

• If you are asked to supply a synonym or an antonym:

7
Replace it with the same part of speech, e.g. a noun with a noun, an adverb with an adverb.

Take the word that you have chosen back to the passage. Replace the original word with the
synonym you have chosen and check if it is appropriate.

Answering Techniques:

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

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

• Avoid starting sentences with conjunctions such as because, and, but and so.

• The mark allocation is usually a suggestion of the number of points that you must provide.

• Your numbering must correspond to the numbering of the questions – if the number is 1.1.1
you must not number your answer 1 or A.

• If you are asked to describe in three sentences what the character looks like, and you give
four or more, only the first three will be marked. Any fact beyond three will be ignored, even
if it is correct. Therefore, do not write two or four sentences.

• Do not give one word answers if you are asked for a sentence.

• Each answer must be written on a new line.

• When quoting from the text, enclose the quote in “inverted commas”.

• When asked to describe the tone of any text, use one adjective, e.g. angry, happy. (Refer to
the list of tone words at Skill 5 below.)

• Edit your work to check that you have answered correctly. (Spelling and language errors
result in an unnecessary loss of marks.)

• Write clearly and neatly to avoid possible discrepancies.

Five skills that will improve your reading skills:

1. Finding the main idea.

2. Making inferences.

3. Understanding vocabulary in context.

4. Determining the writer’s purpose.

5. Determining the tone used by the writer.

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 SKILL 1: Finding the main idea

This amounts to a brief, but complete summary of the text. It covers everything the paragraph
talks about, but nothing in particular.

SKILL 2: Making inferences

An inference is an assumption made based on specific evidence. The meaning is not stated
directly.

We make inferences all the time in real life. WE SAY SOMETHING THAT MIGHT
IMPLY ANOTHER DEPENDING ON THE TONE WE SAY IT IN.

In life, it’s pretty easy to infer the implied meaning – the meaning not stated directly –
because you can use contextual clues (like body language, tone and gestures) to help you
determine the real meaning.

All sorts of people make inferences all the time in both their daily and professional lives.

When you make an inference, you’re reading between the lines or just looking carefully at the
facts and coming to conclusions. It is the reasoning involved in drawing a conclusion or
making a logical judgment on the basis of circumstantial evidence and prior conclusions
rather than on the basis of direct observation

The writers of reading comprehension tests love to ask inference questions. You will need to
practice your inferencing skills to answer a comprehension question like the following:

• “According to this article, why do …”

• “With reference to the passage as a whole, explain ...”

• “Which of the following statements is best supported by the passage?”

• “Suggest a reason why …”

These questions require that you come to a conclusion based on the evidence or support
presented in the passage.

SKILL 3: Understanding vocabulary in context

Most reading passages will include vocabulary that you’ve never heard before.

You can understand vocabulary words based on the context of the passage

- The words, clauses and phrases around the unknown vocabulary word.

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 These words and phrases are called “contextual clues”.

You don’t have to memorize all the vocabulary words in the dictionary!

SKILL 4: Determining the writer’s intention

In most reading comprehension sections, you will be required to answer questions about
the author’s intention to write the text.

Author’s intention Main idea Main idea

• The reason he/she chose to act in a particular way, • The point you are supposed to get or
whether understand
that’s writing the passage, selecting a phrase, using a
word,
etc.
• The why behind the author picking up a pen or
selecting those
words in the first place.
• Determine what the author was trying to accomplish
(achieve)
by looking at the language he or she used when
writing.

Question words Purpose of author

• Compare • Author wants to show similarities
between ideas.
• Author wants to show differences
• Contrast between ideas.
• Author wants to give a negative
opinion of an idea.
• Criticise • Author wants to paint a picture of an idea.
• Author wants to break down an idea into simpler
• Describe/Illustrate terms.
• Author wants to tell the reader about an idea or
• Explain series of ideas.
• Author wants to expand and go deeper into an
• Identify/List idea
• Author wants to propose an idea.
• Intensify

• Suggest

SKILL 5: Determining the author’s tone

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It’s helpful to know what the author’s tone is in a newspaper article, a blog, an email, and
even on a Face book status, as a message can be misinterpreted and things can go wrong if
you don’t understand the basics of tone. Here are some quick, easy details about author’s
tone.

• The author’s tone refers to the author’s attitude to a written subject. It’s very different from
the author’s purpose! It is the quality or timbre of the voice that conveys the emotional
message of a text. In a written text, it is achieved through words.

Vocabulary for tone:

Positive tone/attitude words

Word Possible synonyms

friendly Amiable, good-humoured, genial
calming Consoling; soothing/comforting; reassuring/pacifying
funny amusing; comical; witty
humorous hilarious; entertaining; funny
happy contented; pleasing; joyful
surprised amazed shocked astonished
lively energetic bouncy robust
enthusiastic passionate excited fervent
kind caring sympathetic compassionate
encouraging hopeful inspiring reassuring
kind gentle benevolent humane
tender caring loving warm

Negative tone/attitude words

Word Possible synonyms

accusing Reproachful; condemning; accusatory
arrogant Superior; over-confident; condescending
apathetic Indifferent; listless; uninterested
boring Tedious; monotonous; repetitive
bitter Hostile; nasty; unpleasant
childish Juvenile; immature ;foolish
cold Emotionless; impersonal; indifferent
hateful Repulsive; disgusting; revolting
irritating Annoying; infuriating; exasperating
angry Furious; enraged; infuriated
quarrelsome Irritable; querulous; argumentative
shameful Shocking; appalling; disgusting
hurtful Cruel; insensitive; tactless

Sorrow/fear/worry tone/attitude words

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apprehensive Frightened; concerned ;uneasy
nervous Disturbing; tense; distressing
embarrassing awkward uneasy humiliating
depressing gloomy sad miserable
confusing puzzling bewildering perplexing
hopeless Despairing; pessimistic; desolate
apologetic Remorseful; contrite; repentant
unhappy Sorrowful; morose; troubled
sad Melancholic; miserable; mournful

ACTIVITY 1

COMPREHENSION

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Memorandum

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 TOPIC TWO: SUMMARY

Summarising is a skill we use to reduce large sections of text to their bare essentials, i.e.: the
gist, the key ideas, and the main points of the text.

A summary is a condensed account of a longer reading text.

Remember: writing summaries is the most important skill to study for all subjects.

PAY ATTENTION TO THE FOLLOWING WHEN SUMMARISING:

Focus on the topic:

• Read all the instructions given.

• Identify what you are required to summarise.

• Write the topic in LARGE BOLD letters at the top of your planning page.

• Read the topic before you read the passage to ensure you remain focused. How do we do it?

• We strip away the extra words and examples.

• We focus on the heart of the matter - the main facts.

• We find the key words and phrases that still manage to capture the gist of what we’ve read.

• We capture the main ideas and the crucial details necessary for supporting them.

You will lose marks when you:

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• write down everything.

• write incomplete sentences.

• don’t write enough.

Copy word for word from the original text.

What you SHOULD do!

• Pull out main ideas.

• Focus on key details.

• Use key words and phrases.

• Break down the larger ideas.

• Write only enough to convey the message.

• Write succinct but complete sentences

Steps to follow to write a good summary:

STEP 1

• Eliminate the less important, unrelated or repeated ideas from the passage.

STEP 2

• Highlight the important details using keywords.

STEP 3

 List keywords in the order they appear in the passage and trim them to topic
sentences.

STEP 4

• Write a short summary in your own words.

A final word of warning...

AVOID THE FOLLOWING

1. Avoid lifting phrases/sentences from the text by writing the summary in your own words.

2. Avoid the use of figurative language, reported speech, redundancy, repetition, examples
and illustrations.

3. Avoid being dishonest by misstating the number of words used.

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Summary Activity

21
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 TOPIC THREE: VISUAL LITERACY – ADVERTISING

Advertising is a message designed to promote a product/service/idea. These messages are

shown/aired to the public via the media, for example newspapers, magazines, radio,
television, billboards, and flyers.

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Advertisements make use of emotive and persuasive means to manipulate the target audience,
e.g. the youth could be targeted by companies that sell sneakers.

A successful advertisement will make use of one or more of the following techniques:

Target Market/Audience

This is the group of people that an advertisement is trying to reach. It may be divided into
age, gender, social status and activities. Advertisers use the fact that buyers can be classified,
in order to create adverts that appeal to the classified groups. Possible classifications include
teens, computer geeks, stay-at-home mothers, jetsetters, corporates, etc.

In the examination, the examiner may ask you to identify the target audience of a particular
advertisement. To answer this question, you have to look at what is being advertised and who
would be interested in the product or service.

Attention

It is vital that the advertiser grabs the attention of the consumer. Attention can be attracted
by:

• Eye catching image

• Clever use of language
• Catchy headline
• Font type
• Layout
• Asking a question

Interest

Once the consumer’s attention has been attracted, the advert must sustain his/her interest.
Then the consumer must feel compelled to read on.

Desire

Advertisers also appeal to basic human desires or needs and hint that the desire/need will be
met if the product is purchased.

Action

Not only must advertisers get the attention of the consumer - they also need to ensure that the
consumer acts in response to the advert.

Emotive Language

This is an appeal to emotions, rather than to intellect. It is persuasive. Advertisers make use
of fact and opinion, propaganda, sensationalism and bias.

25
 Informative Language

This informs the viewer about the product/service using language that aids in selling the
product.

Logo

This is a picture/graphic used as an identifying symbol. It acts as a signature for a brand.

Slogan

This is a short, memorable phrase that is immediately associated with a brand.

Catch Phrase

This is a clever, witty phrase designed to attract the public, but it does not necessarily appear
in every advert for that product.

Clever Wording

Alliteration, a rhetorical question a simile, or other figures of speech can be used to keep the
reader interested.

Celebrity Endorsement

A well-known person can be used to sell a product.

Product Awareness

Sometimes you may see/hear an advertisement that is not advertising a product or service
directly, but is designed to make the target audience aware of an issue or a particular brand.

26
Activity

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TOPIC FOUR: VISUAL LITERACY – CARTOONS

29
A cartoon is generally a sketch or drawing that comments on topical issues in an interesting,
original or sly way. It may be humorous, cynical or critical.

Method of Kinds of Purpose Types Technique

communication cartoons
graphics political comment irreverent wit
symbols historical in a very anti-authority humour
stereotypes domestic subjective, mocking self-ridicule
personal and arrogance
social persuasive pretence
manner, and
provide a
forceful view
point

When studying cartoons/comic strips, take the following into consideration:

Setting:

Where and when is the scene taking place?

Characters:

The characters in a cartoon can be a caricature or a stereotype. In some cartoons, animals are
used as characters and they have the ability to speak.

Caricatures make use of exaggerated or enlarged features to identify individuals. In political

cartoons, distinguishing features such as hair style, nose, chin or any other distinctive
individual trait is highlighted.

Stereotypes are set ideas that people have about someone or something, which are often not
based on factual information, and they are often wrong. In cartoons, stereotypes are often
seen in terms of gender, nationality or careers.

Facial expression:

When answering questions on a cartoon, do not just write facial expression when asked for
evidence of emotion. Describe the facial expressions you see. Remember there are more
emotions than just happy, sad or angry. Use your dictionary and look up words that describe
facial features.

Body language:

Body language in cartoons is indicated using symbols that show various gestures and
emotions expressed in different situations. Across the world, people derive the same implicit
meaning from our body language and facial expressions.

30
 Movement lines:

Symbols or lines are used to indicate movement/emotion. Movement is indicated by vertical,

curved and diagonal lines. Speedy action is indicated by streaky lines or the action leaving
the frame

Font size and punctuation:

Fonts are changed for emphasis. Important words are written in bold. When a character is
shouting, the words are printed in bold lettering with exaggerated exclamation marks (!!).

Language:

Language in a cartoon can be formal or informal.

Bubbles

Speech bubbles are used for words spoken aloud. Thought bubbles are used for words that are
not spoken aloud. Shouting or emotional reactions can also be captured in jagged-edge
speech bubbles. A dotted line bubble: if there are two or more characters, it is called a
whisper bubble; but if there is only one character, it shows focus or concentration.

Loud noises are also enclosed in ‘bubbles’.

Activity

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TOPIC FIVE: LANGUAGE IN CONTEXT

34
In this question, the examiners expect of you to apply all your knowledge of language
conventions and structures.

HOW TO STUDY
1. The best approach is to PRACTISE, PRACTISE and PRACTISE.
2. Answer all questions in this section. You can source more questions from
previous question papers, the internet, and your textbooks and from other
sources.
3. Use MTG guides to find more activities to practise on.
4. Revise language structures and functions.

35
36
37
38
39
 PAPER 2 – LITERATURE

In the English First Additional Language Examinations, Paper 2 – Literature, you have
to answer questions on two set works (different genres) that you studied.

http://www.education.gov.za/Curriculum/

LearningandTeachingSupportMaterials (LTSM)/MindtheGapStudyGuides.aspx

Paper 2

When you receive the question paper, you should note the following instructions:

INSTRUCTIONS AND INFORMATION

Read this page carefully before you begin to answer the questions.
1. Do NOT attempt to read the entire question paper. Consult the TABLE OF
CONTENTS on the next page and mark the numbers of the questions set on
the texts you have studied this year. Read these questions and choose the ones
you wish to answer.
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 questions from TWO sections, as follows:

SECTION A: NOVEL
Answer the question on the novel that you have studied.

SECTION B: DRAMA
Answer the question on the drama that you have studied.

SECTION C: SHORT STORIES

Answer the questions on BOTH extracts.
SECTION D: POETRY
Answer the questions on BOTH poems.
4. Use the checklist to assist you.
5. Follow the instructions at the beginning of each section carefully.
6. Number the answers correctly according to the numbering system used in this
question paper.
7. Write neatly and legibly.
8. Spend approximately 60 minutes on each section.
9. Start EACH section on a NEW page.

GLOSSARY OF LITERARY TERMS

40
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42
43
44
 PAPER 3 – WRITING SKILLS

In the English First Additional Language Examinations, Paper 3 – the Writing Paper – counts
the majority of your marks (100 of the 250 marks). This is the paper where all your
knowledge of the English language is tested, but it is also the paper that allows you to be
yourself. The question paper consists of three sections:

Section A – Essay

ESSAY WRITING

This section is the most creative of the three sections.

The length of your essay should be between 250 to 300 words. You should edit your essay to
ensure that it does not exceed 300 words.

(You can download the notes at: http://www.education.gov.za/Curriculum/

LearningandTeachingSupportMaterials(LTSM)/MindtheGapStudyGuides.

aspx )

Different techniques can be used to start an essay. Consider the following interesting ways to
start an essay:

1. “Ask the reader a question that does not require a response (Rhetorical
question).”
2. Remember: a good essay sets the scene without being too explicit and it will let the
reader work out the moral of the story. You need not force it upon the reader.
3. Once you have written your essay, it is vital that you edit it. Editing means that you
read through your writing and make corrections. Nobody can write a flawless essay
on the first try.

Editing check list

• Take the first paragraph and slowly work through it. Use the checklist:
• Circle all the full stops in the paragraph. Then:
• If there is only one – go back and find splices.
• A sentence may be a maximum 2 lines long.
• Fix long sentences.
• Look at the first word in each sentence.
For example:
• Start with a capital letter.
• -ing words – fix – the subject is missing
• Conjunctions – so, and, because, but – fix
• When – make sure there is a subject and verb.
• Check that I is written with a capital letter.
• Do not use & (ampersand) write the word out - and.

45
 • Check for bad/informal words and habits and replace them with formal/
• Use Standard English words. See the following examples:
Spelling of because (i.e. coz; ‘cause; cose; etc.)
Gonna, wanna, dunno
Whereby, wherefore

Some essay topics may require you to argue a point. These essays are called argumentative
essays. With this type of essay, you need to present your personal opinion on the topic. You
will try to convince your reader to feel the same way as you do about the topic.

ARGUMENTATIVE ESSAY

The argumentative essay presents only one side of the argument, yet you may show an
awareness of the other side of the argument, but be able to counter it.

An argumentative essay consists of the following parts:

This includes a general statement (hook) and a

thesis statement
– You clearly state what position you are taking
about the topic.
Warning: Do not merely state that you agree with
the topic.
State the topic and your position.
For example, do not say:
INTRODUCTION I agree with the topic. It is not fair if you
disagree because you
are not considering the impact on others.
Rather say:
Smoking is dangerous to all people, smokers and
non-smokers.
Scientists have proven that smoking can have a
negative effect on the health of non-smokers.
B 1st point of argument Topic sentence + support to convince your reader
to agree with
O your argument.
2nd point of argument Topic sentence + support to convince your reader
D to agree with
your argument.
Y 3rd point of argument Topic sentence + support to convince your reader
to agree with
your argument.
CONCLUSION This is a summary of your position and ideas.
Summarise the ideas mentioned in the body of
the essay. Provide a final thought.
Warning: Do not introduce a new point of
argument at this point.

46
 Hints for choosing a topic

Read all the topics. Write down a few ideas on each topic. Eliminate the topics that you do
not understand or know very little about. Remember: you have to be able to write the
required number of words on the topic without repeating yourself.

Underline all the keywords in the chosen topic to ensure that you do not miss important
information.

Choose a topic that you fully understand. It is not wise to attempt to write on a topic you do
not understand. You are surely going to lose marks due to misunderstanding or not
addressing what is required of you.

Choose a topic that interests you. If you don’t care about limiting cigarette advertising, don’t
select it as a topic for a persuasive essay. You’ll have more to say, and you’ll write better, on
something you care about. Generally, if you choose a topic that is interesting to you, then
your reader will find it interesting too.

If your essay requires knowledge, choose a topic about which you have sufficient
information. Make sure you select a subject that you can develop with enough details.

After you’ve picked a topic, don’t be afraid to change it if it isn’t working out.

Teachers would rather you write a good essay than sticking to a topic that was a poor choice.

Hints for writing an essay

You should be familiar with the following types of essays:

• Narrative – to entertain or tell a story;

• Descriptive – to describe in a vivid manner;

• Discursive – to present arguments from differing viewpoints and draw a clear conclusion of
your own;

• Argumentative – to argue a case for one side of a point to convince your reader of your
opinion;

• Reflective – to describe an emotional reaction and feeling in a specific manner.

You should be familiar with the conventions of essay writing.

Your introduction is crucial. Avoid setting the scene for half of the essay – you have a limited
number of words you can use to get your reader interested.

Choose a different perspective from which to write your essay. For example:

• When writing about school, write from the principal’s perspective and not your own.

47
• Write as though you are an object, e.g. a chair or table.

• Write from a different perspective in time, e.g. write as though you are living in the future
or the past.

A good conclusion does not introduce any new ideas, but links the information already
written with the topic and introduction.

Use fresh and original images and descriptive words. Avoid too many idioms, as it makes
your writing unoriginal. Avoid using inflated vocabulary – it may seem forced and not fit the
context of the topic.

Marks for the essay will be awarded as follows:

• Content and Planning – organisation of ideas for planning; awareness of purpose audience
and context, response and ideas; including originality, creativity and maturity. (30 marks)

• Language, Style and Editing – tone, register, style, vocabulary appropriate to purpose/effect
and context; word choice; language use and conventions; punctuation, grammar and spelling.
(15 marks)

• Structure – features of text; paragraph development and sentence construction. (5 marks)

• The total mark allocation is 50.

Writing; Section B – Longer Transactional Writing;

LONGER TRANSACTIONAL WRITING

The length of your longer transactional text should be between 120 to 150 words. You should
edit your writing to ensure that it does not exceed 150 words.

(You can download the notes at:

http://www.education.gov.za/Curriculum/

LearningandTeachingSupportMaterials(LTSM)/MindtheGapStudyGuides.aspx

In the examination, you will always be asked to write a letter. This could be either a formal
letter or an informal letter. It is important that you have knowledge on both formats.

The Informal/Friendly Letter

48
What is a friendly/informal letter?

What is a friendly/informal letter?

A friendly/informal letter is something we write to people we know well. We write friendly

letters to:

• Parents
• Grandparents
• Friends
• Classmates
• Teachers
• Neighbours

A friendly/informal letter consists of five main parts.

1. At the top is the heading. This includes the sender’s address and the date at the top
right-hand side of the page.
2. A greeting follows the heading and is usually “Dear …”
3. The body of the letter includes a short introduction, one or two paragraphs and a short
conclusion.
4. After the conclusion, you have to include a closing, such as “Yours sincerely”.
5. The final part of your letter will be your name

Remember that you only use a friendly letter when writing to someone you know;
therefore it is not necessary to use formal tone or formal address (such as title or
surname).

The Formal Letter

A formal letter must be written in direct, simple English. The writer must keep in mind that
the intended audience should understand what is communicated in order for the response to
be positive.

The letter should be clear and straightforward: the recipient must not be left wondering what
you are trying to say.

All letters should have an introduction, a body and a conclusion.

Take note of the following:

• There must be two addresses: the writer’s and the recipient’s.

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• A formal salutation – Dear Sir, Dear Mrs Bukov, etc. - follows the recipient’s address.

• A title or subject line follows the salutation. This is a one-line summary of the letter and it
should be underlined. The language register must be formal.

• The conclusion must also be formal – Yours faithfully / Yours sincerely – followed by the
writer’s surname and initials.

Avoid:

• slang and colloquial language; contractions, abbreviations and acronyms;

• unsubstantiated accusations; threats that cannot be carried out; emotional language;
• Sarcasm; clichés; etc.

Hints for writing a Longer Transactional piece

You should be familiar WITH:

• Friendly/formal letters (request/complaint/application/business)

• Formal and informal letters to the press

• Curriculum vitae and covering letter

• Obituary

• Agenda and minutes of meeting

• Report

• Review

• Newspaper article

• Magazine article

• Brochure

• Speech

• Dialogue

• Interview

You should be familiar with the required format for each of these. Each transactional writing
task requires a specific tone and register to suit the intended audience. Be familiar with the
requirements of each type of text,

E.g. in a letter to the editor, you should only voice your own concerns and feelings and NOT
request assistance or action from the editor.

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Do not merely copy the information from the topic: elaborate and give specific details,

E.g. your youth group wants a donation – include the name of the youth group, what you
want to do with the funds, how much money you need, how the company can pay over the
funds, and any advertising opportunity for the company, etc.

Marks for the longer transactional writing piece will be awarded as follows:

• Content, Planning and Format – responses and ideas; organisation of ideas for planning;
purpose, audience, features / conventions and context. (18marks)

• Language, Style and Editing – tone, register, style, purpose / effect, audience and context;
language use and conventions; word choice; punctuation and spelling. (12 marks)

• The total mark allocation is 30.

Section C – Shorter Transactional Writing.

SHORTER TRANSACTIONAL WRITING

The length of your shorter transactional text should be 80 – 100 words.

(You can download the notes at

http://www.education.gov.za/Curriculum/

LearningandTeachingSupportMaterials(LTSM)/MindtheGapStudyGuides.aspx

In the examination, you might have to produce one of the following:

• Advertisement
• Invitation card
• Flyer
• Poster

The main reason why candidates do poorly in these questions is that they do not write in full
sentences, use less that 80 words and fill the page with pictures and illustrations.

Hints for writing a Shorter Transactional piece

You should be familiar with all the types of shorter transactional texts prescribed in the
policy documents, i.e.:

• Advertisement

• Diary entry

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• Postcard

• Invitation card

• Filling in forms

• Direction

• Instructions

• Flyer

• Poster

• Email

You should be familiar with the required format for completion each type of text.

Each transactional writing task requires a specific tone and register to be adopted that is
suitable for the intended audience.

Make sure you are familiar with the requirements of each type of text, e.g. with a diary entry,
you should include a date / day, keep it personal, and express emotions and thoughts. If two
diary entries are required, the total number of words for both (combined) should be 80 - 100
words, and each entry should have a date.

Do not merely copy the information from the instruction. Elaborate and give specific details,
e.g. with a poster for an event, include the name of the event, the relevant information
(including venue, date, dress, time and contact person), some detail about the event (such as
guest speakers, entertainment, surprise guests), etc. The word count must still add up to 80 -
100 words.

Marks for the shorter transactional writing will be awarded as follows:

• Content, Planning and Format – responses and ideas; organisation of ideas, features /
conventions and context (12 marks)

• Language, Style and Editing – tone, register, style, vocabulary appropriate to purpose and
context; language use and conventions; word choice; punctuation and spelling (8 marks)

• The total mark allocation is 20.

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 Remember:

 To use other previous question papers to supplement the activities in this booklet.
 The marking memorandum should help you check the accuracy of your answers.
 Revise the notes in this booklet to check where you may have gone wrong.
 Continue with this process until you can answer every question correctly.
 Use other province past question papers, answer similar questions and check the
memoranda to ensure that you can answer them correctly.

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