GRADE 12 REVISION: ENGLISH HOME LANGUAGE
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Transcript of GRADE 12 REVISION: ENGLISH HOME LANGUAGE
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GRADE 12 REVISION: ENGLISH HOME LANGUAGE
SESSION ONE: Conquering Textual Editing
VERBS REVISION Finite verbs
- Three-way test for a finite verb: it must have o A subject o A tense o Be singular or plural
Non-finite verbs
- Auxiliary - Participle (present and past) - Infinitive - Gerund/gerundive
Phrase: a group of words without a finite verb Clause: a group of words with a finite verb Conjunctions:
- Coordinating conjunctions (FANBOYS) - Subordinating conjunctions (All the rest)
Sentence Types:
- Simple sentence - Compound sentence - Complex sentence
POSSIBLE ERRORS TO AVOID
ADJECTIVES AND ADVERBS Adjectives
- Degrees of Comparison. - Do not use the comparative with “any” but with “any other”. - The comparative vs. the superlative. - Place “only” and “even” before the words they qualify.
Ambiguity
- Unintentional double meaning. Adverbs
- An adverb, not an adjective, modifies the verb. - When “rather” modifies an adjective, it is placed immediately before it.
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GRAMMAR RULES
- Because/That/Why o “The reason…” is always followed by “that” or “why”, never by because”.
- Never/Not
o Remember that “never” means “not ever”. o Do not say “never” unless you really mean it.
- Double Negatives
o Two negative words cancel each other out, creating a positive.
- Think/Remember o Do not use “think” instead of “remember”.
- “Busy Doing”
o The expression “busy doing” should not be used in English. o The present continuous tense conveys the meaning adequately.
- No sooner…than / Hardly…when
- Due to / Owing to / Because of
o In the expression “due to”, “due” is an adjective and must therefore qualify a noun. o In most cases the prepositional phrases “owing to” or “because of” should be used.
- Like / As / As if
o “Like” is a preposition, not a conjunction, and cannot be used to introduce a clause. o Use “like” if it is followed by a noun or pronoun but use the conjunction “as” or “as
if” to introduce a clause.
- No Finite Verb o A sentence must contain a finite verb.
- No main clause
o A sentence must contain a main clause (remember that a main clause does not begin with a conjunction).
- Linking Adverbs o Adverbs such as however, therefore, nevertheless, then, moreover cannot be used
as conjunctions to join sentences. o They link ideas, not clauses.
- Malapropism
o An incorrect word is used that has some similarity in sound to the intended one.
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NOUNS
- Countable and Uncountable Nouns: Many/Much and Less/Fewer o Countable nouns refer to individual, countable items. o For example: cats, pears, books. o Uncountable nouns refer to an undifferentiated amount or idea. For example: music,
rice, happiness.
- Gender o In English, nouns referring to people are masculine and feminine according to their
meaning and are used with “he / she / who”
- The gerund and the possessive o Gerunds (“-ing words”) used as nouns must have the possessive form of a noun or
pronoun in front of them
PRONOUNS
- I/Me o In order to decide whether to use I or me, leave out the ‘other person’, and read it as
if you are alone in the sentence
- Myself/me o ‘myself’ is a reflexive or emphatic pronoun.
This means it can be used only with the pronoun ‘I’
- Who/whom o ‘who’ is used when referring to the subject of the verb o ‘whom’ is used when referring to the object of the verb o ‘whom’ is also used after a preposition o Use the he/him method to decide whether who or whom is correct
- Pronoun concord
o Don’t mix pronouns in a sentence o ‘everyone’ and ‘no one’ are singular and should be followed by the singular personal
pronoun (‘he’ or ‘she’), not ‘they
- Each other / one another o ‘each other’ refers to two people o ‘one another’ refers to three or more people
- Either or Neither
o “either” shows a choice o “neither” excludes both
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PREPOSITIONS
- Between / Among o Use “between” for two people and “among” for three or more people
- In / into o Use “into” to convey motion and “in” for a static position
- On to o In standard English there is no such word as “onto” “on to” must be written as two
separate words - With
o “with” is a preposition and must always be followed by a noun or a pronoun - From / than / to
o Remember the following: § Different from § Other than § Similar to
PUNCTUATION
- The Apostrophe: Omission - The Apostrophe: Possession - The Apostrophe: Plurals - The Apostrophe: Possessive Pronouns - The Apostrophe: Its / It’s - The Apostrophe: His / He is - The Apostrophe: Your / You’re - The Apostrophe: Whose / Who’s - The Apostrophe: Could’ve /Would’ve / Should’ve - The Comma Splice
o This error is when two clauses are joined by a comma when a full stop, a semicolon, or a conjunction should have been used.
VERBS
- Subject/Verb Concord o “Concord” means “agreement” and the rule of concord states that a verb must agree with
its subject § Two singular nouns joined by “and” form a double subject which is plural § Sometimes a noun is accompanied by a phrase, often introduced by prepositions such
as “with” or “of” § Collective nouns are normally singular § When “each”, “either”, “neither”, “none” and “every” are used as pronouns, they are
singular § Certain nouns are plural in form but singular in meaning § Subjects indicating quantity or amount take a single verb § The “rule of proximity” (nearness) applies when using “either…or” and “neither…
nor”
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- Misrelated Participles - A misrelated participle describes the wrong noun
o Participles act as adjectives and they will qualify the nouns closest to them o Take care to construct your sentences in such a way that the participle qualifies
the correct noun
- Ellipsis o A sentence in which words are left out, sometimes creating ambiguity
- May / Can
o Can = Ability o May = Permission
- Split Infinitive
o We get a split infinitive by sticking an adverb between “to” and the bare infinitive of the verb.
- The Subjunctive o This is a verb form that is only used in a few instances. The plural form of the verb is
used instead of the singular. § After words such as: “if”, “wish”, “as though”, when expressing something
impossible or hypothetical § In certain expressions
REDUNDANCY
- Tautology o The saying of the same thing twice in different words
- Pleonasm
o The use of more words than are necessary to convey meaning
- Verbosity o The characteristic of using more words than needed
VERBS
may be
FINITE
Consis ts of: (a Pig)Must have
1. Subject 1@exiian verbs2. Number Concord 2.(Pa&rticipie Present (ing)3. Tense which act ?Past (ed)
as adjectives3Orinitives ? ? t d in front of verb
4.Gbrunds ? (ing) act asnouns
5 G e r u n d W S ~> v a r b s a c e i n g
a s o f c o k e s
F in i t e v e r b s s e r v e F U N C T I O N S :
1. A c t i o n s
2. S ta te o f be ing
F in i te v e r b s c a n be:
1. T r a n s i t i v e
2. I n t rans i t i ve
1_ S U B J E C TAsk who or what BEFORE the verb
H e l e a r n s - w h o o r w h a t l e a r n s ?
He = subject
1. AUXILIARY VERB - Acts as a helperto form a finite verb| am running
we are running -
2. NUMBER resent(ingSingular or plural form 2. PARTICIPL laughing | acts! run/ she runs/ they run , as an
oo . adject ive3. TENSE p a s t (ed) -Present, past future etc. cooked
w e r u n / w e ran A u x i l i a r y + par t ic ip le = F i n i t eV e r b .S.INFINITIVE ?to? swim
EUNCTIONS ?tdw a l k1. ACTIONS - | walk 4. GERUND: Endsi in (ing). Does t h e.2. STATE OF BEING -! am work of a NOUN
(verb to be) | like walking
; TRANSITIVE
"Trans" means "across" - the verbcarries the action across from the
subject to the object i f i t i s a transitive ?
f i n i te verb
There is NO?object after theverb.
e.g. | eat quickly
I f thev e r b | is followed by anobject it is
TRANSITIVEAsk who or what AFTER the verb
Verbs o f state (verbs to be) do not takeobjects. Instead they take aCOMPLEMENT. The comp lemen tis the
name given to that which ?completes?the verb to be.
A complement can be a noun or anadjectiveHe felt nervous
Cape Town is the motherc i ty .
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?There are different kinds of pronouns:4. P e r s o n a l P r o n o u n s
| | you me he she it we us they them him her it_2, Reflexive Pronouns of
. They reflect back to the subject of the verb - e,?9. |
| washed myself? | | |
~ y o u- yourselfs h e- herse l f:h e- h im s e l f «|
| ?it-itself3. Emphatic Pronouns | |
?These also end in se l f . but have a differentfunction. They show emphasis ?
She did her shoelaces herself (big deal!)4. Possessive Pronouns a |
' M i n e yours ?his hers © our? ?theirs:5. Demonstrative Pronouns a
| This ?_ that t h e s e those6. lnterrogative Pronouns : :
Who whom who s e _ which wh a t7, Definite Pronouns ae
| Numbers . | .8. Indefinite Pronouns -
? m u c h . a n y .9. Relative Pronouns. _ r e. . W h o whom? whose ? wh i ch ~~ that ?
ENGLISH HOME L A N G U A G E
INTENTION, STYLE AND TONE IN WRITING
In your own writing you must always keep the following points in mind when planning
what you are going to say. Remember, the effectiveness of your writing depends on
h o w carefu l ly you h a v e t h o u g h t abou t these points :
The p u r p o s e / i n t e n t i o n with which you write
The reader /aud ience you want to reach or write for
The s ty le you will use ? it must be appropriate to your intention and audience
The tone you adopt in your writing ? the tone is closely linked with your
op in ions .
You should, in your reading and study of literature, become aware of and recognise
the above qualities which contribute to a good piece of writing and to your
appreciation of It.
Below are some words to help you describe each of these important facets of writing.
WORDS A B O U T INTENTION:
To:
adver t i se , adv i se , a d v o c a t e , a i r a view, a la rm, amuse , appea l , a rgue , a t tach, b l ame ,
c o m m e n t on, conv ince , cr i t ic ise, de fend, descr ibe , educa te , e x p r e s s d issa t i s fac t i on ,
honour , in fo rm, instruct , p e r s u a d e , p lay on emot ions , praise, pro tes t , sat i r ise, urge,
nul l i fy, w a r n o r s a r c a s m u s e d to e x p o s e and d isc red i t v i ce o r fo l l y
WORDS A B O U T STYLE:
clichéd, colloquial, conversat ional, emotive, factual, formal, humorous, idiomatic,
ironic, matter o f fact, sensational, slanted, subjective, succinct, terse, technical (use
o f jargon), verbose or a trite phrase or expression
WORDS ABOUT TONE:
amused, angry, apologetic, authoritative, benevolent, bitter, caustic, critical, cynical,
dismayed, eager, earnest, facetious, grim, harsh, impartial, impersonal, ironic, light-
hearted, nostalgic, objective, sympathet ic, tolerant, vindictive, vulgar, wistful, witty
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GRADE 12 REVISION
TEXTUAL EDITING EXERCISES
Correct the following errors:
1. That lemon was more sour than any I have tasted.
2. The police only recovered half of the computers that were stolen.
3. He even invited his mother-in-law to his party.
4. Bake the cake like I showed you.
5. Running down the road to the park.
6. To run down the road to the park.
7. There were (fewer/less) students at school today.
8. Michael’s dad gave him (fewer/less) pocket money than Michael expected.
9. When you brainstorm provide as (many/much) new ideas as possible.
10. Take as (many/much) time as you need.
11. Everyone enjoyed themselves at the party.
12. No one thinks that they will be the victim of a crime.
13. My mother was angry at my sisters and (I/me) for making a mess.
14. Jane reported Thando and (me/myself) to the teacher for eating in class.
15. (Who/Whom) wrote that letter?
16. We wondered (who/whom) the book was about.
17. Joey and Rachel bought (one another/ each other) gifts.
18. Our school is taking part in a soccer tournament (between/among) all the schools in
Gauteng.
19. The argument is (between/among) James and Angela.
20. We are going to the Taylor Swift concert. Would you like to come with?
21. His found he’s car keys.
22. Your standing next to you’re car.
23. Whose the person who’s car was stolen?
24. She would of baked a cake if she could of bought ingredients.
25. I would like to consult my doctor, she is an expert.
26. Joshua jumped (in/into) the swimming pool.
27. Kim’s taste in clothing is different (from/than/to) Chloe’s.
28. (He’s/His) a talented dancer and came first in (he’s/his) category.
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29. (Your/You’re) going to have to clean (your/you’re) room.
30. Don’t stress over what could of been. Chances are if it should of been, it would of been.
31. (We’re/Were) going to the theatre. (Whose/Who’s) coming with?
32. Matthew and Lisa got married in winter, they didn’t want a summer wedding.
33. Bacon and eggs (is/are) the ideal breakfast.
34. Miss South Africa, accompanied by the other contestants, (was/were) welcomed by the
president.
35. Five minutes (are/is) enough time for you to take a break.
36. You have to carefully drive down the road.
37. Dad, please can I drink some juice?
38. Being fond of dog pellets, the vet advised us to feed them to Spot.
39. Sarah broke up with Tony, she is dating Darren.
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REVISION EXERCISE: TEXTUAL EDITING
1. Explain the difference in meaning in the following sentences: 1.1 He even addressed the adults. 1.2 He addressed even the adults. 1.3 Only our local pastor speaks on a Sunday. 1.4 Our only local pastor speaks on a Sunday. 1.5 Our local pastor only speaks on a Sunday. 1.6 Our local pastor speaks on Sundays only.
2. Read the following passage and correct the errors:
Dear Dairy Im so thrilled. I had hardly arrived at school today than he came over to greet me. It was the most enthralling moment of my life – more significant than any Ive experienced before. I didn’t want to come across as to desparite so I pretended I was busy reading my history text book. (I do so bad in History so its quiet understandable Id be studing just before the test.) Then the most amazing thing happened, He invited me to the movies. I just stood there. I never knew what to say, but luckily he didn’t seem to notice. He said he’d phone me tonight, so I must go wait by the phone now. I’ll fill you in later. C.
3. Read the following passage and correct the errors: On behalf of the teachers and myself, I wish to thank the students for giving this function tonight. Your group is smaller than usual this year, so you had less students to help with the preperations, but everyone says it is the best farewell function ever. Nobody appreciates you hard work more than us teachers, and we also appreciate you giving each of us a present. We also wish to thank the mothers who we so often forget, for all their hard work with the decoratting…
4. Read the following passage and correct the errors: December has been a successful month for Virgin Records with no less than four of it’s major artists being sold out within weeks of there release. According to Richard Branson, MD of Virgin Records the days when one could of put just any CD onto any shelf have past, today one has to be selective about the artists you choose to support. Virgin Records believes the reason for it’s success is because the company put’s reputation for service delivery ahead of short term gain, this approach sets them apart from the other production companies’ whom deceive the public.
MATRIC REVISION: ENGLISH HOME LANGUAGE
SESSION TWO: PUNCTUATION AND SENTENCE STRUCTURE PUNCTUATION EXERCISES:
1. Jamie, a young man from Joburg, has never liked dogs.
2. Mary, who has two young children, has a part-time job.
3. Even though Mark loves engaging in political debate, he usually loses.
4. I like chocolate ice cream, but my brother hates it.
5. Katlego is going to major in molecular biology, or interpretive dance.
6. I went to the store, but they were closed, so I switched on my radio, backed
out, and then went home.
7. I’m thinking of skipping English class, it’s really boring.
8. At first, studying for exams seems frightening; then, it becomes enlightening;
finally, you’ll find yourself in love with studying.
9. I have read four plays; Hamlet, Macbeth, Equus, and Amadeus.
10. Tumi’s brother is 5 years old.
11. She picked up the dog’s bowl.
12. Charles’s dog is smart.
13. The children’s father was funny.
14. The girls’ mother was angry.
15. Dan was late, we left without him.
16. Although, the woman had misunderstood the question, she still managed to
answer correctly.
17. Parents inability to discipline their children is causing problems in school.
18. Many students make the following mistakes; not studying for exams, not
getting enough sleep and eating unhealthy food.
19. “I don’t agree” she said.
20. Katlego a young man from Pretoria has always loved cats.
21. Nadine loved Joes sisters shoes.
22. “Neo can you pass me the milk?”
P U N C T U A T I O N
(a) Forms compound
nouns adjectives.
(6) Indicates stammering.
eg. However , moreover,
there-fore.
( f ) M a y be used instead o f a
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(a) Indicatesas l i g h t pause
within the sentence. colon to balance parts of a (a) Indicates omitted (c) Used in place of ?to?
(b) Indicates words in sentence, or separate words in extracts or between places, dates,
apposition. antithetical clauses. . quotations. times.
(c) Used before or after a (b) Mark interruptions. (d) Helps to avoid
participial phrase. (c) Indicated words ambiguity.(d) Marks o f fa person understood.
addressed or spoken toIt introduces:
(a) A quotation10 B R A C K E T S
* (Nominative ofaddress). (b) A-speech or summary ( ) o fF
(e) Separatesal i s t o f (c) A l i s t o f series o f ideas (zg) Emphasizes what (a) Indicates parenthesis
items or series o f (d) An explanation or precedes or follows. (additional
definition
(e) At i t l e or reference.
(h) Provides a dramatic information).
pause.
words or phrases
(replaces ?and?).
() Used after ?yes? or ?no? | (f) It may also placea (i) Interrupts abruptly. 11 I N V E R T E D
when they begin a semi-colon to balance @) Sets apart an C O M M A S ( orsentence in answer to a two parts ofa sentence afterthought or. Q U O T A T I O N
question. in contrast (antithetical reflection. M A R K S )
(g) Separates expressions clauses) (k) Indicates hesitant > o r ?
or exciamations. speech.
(h) Introduces direct ( ) Hints at an ?a) quotations
; speech. _ . (a) Marks the end ofa unexpressed thought in (b) announcements@ Indicates an ellipsis complete sentence. an incomplete (c) titles (titles of books
(Omitted word). (b) Used after initials and sentence, should be underlined(@) May be used to certain abbreviations, (m) Indicates omitted (d) direct speech.
indicate parenthesis. in which the last letter words or letters. ??
(k) Marks o f f a non- o f the abbreviation is (n) Indicates parenthesis 12 A P O S T R O P H E
defining relative not the last letter o f the more decisively than ,
clause. ful l word. commas or brackets.
(a) Indicatespossession
5 Q U E S T I O N (ownership).9 (b) Marks missing letters
2 S E M I C O L O N : M A R K (0) Divides a word to: in contracted words or: phrases.
(a) Separates one part o f a Used at the end of a direct 1, Carry on anincomp lete (c) Used before plural ?s?
sentence from another, question to: word to the nextl ine inabbreviation
whena longer pause (a) Indicate a query. 2 . Clarify pronunciation numbers or leters
than that ofacommais | (0) Express doubt. 3 . IndicatePrecise ,
required. meaning.
(conjunction, adverb) M A R K ! C A P I T A L L E T T E R
between clauses. ginnin,(c) Does the work o f a Ends: ° ° eA a m e z o
comma when there are (a) a sentence. direct htoo many commas in a (b) an interjection. . - a o e i
sentence, (c) a.command. - aline of verse (optional). - abooktitle
(d) Separates cl i n t i a l Indicates tone in: + First letter inwhich on is e iptic . (a) strong emotion. - proper nouns
(e) Precedes certain (b) determination - proper adjectives
- titles people
e Used at the beginning o f- initials
- some abbreviations
- pronoun ?]?
connect ives wi th in a
sentence.
(c) ?astonishment
(@ irony.
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GRADE 12 REVISION: ENGLISH HOME LANGUAGE
SESSION 3: SUMMARY WRITING SKILLS
I went canoeing recently and I learned just how badly I have trust issues. For starters, I’m not terribly great on water or in it, especially if it’s deeper than visible or touchable distance, because I am afraid of drowning, but more specifically, not being in control. I see water and see my inability to control the situation if I were to be unable to keep swimming or get out of the water, and that terrifies me.
INFORMATIONAL/NARRATIVE?
Canoeing is an activity which involves paddling a canoe with a single-bladed paddle. Common meanings of the term are limited to when the canoeing is the central purpose of the activity. Broader meanings include when it is combined with other activities such as canoe camping, or where canoeing is merely a transportation method used to accomplish other activities. In some parts of Europe canoeing refers to both canoeing and kayaking, with a canoe being called an open canoe.
INFORMATIONAL/NARRATIVE?
SUMMARISE BY REMOVAL v Repetition v Imagery v Minor detail v Comment v Quotation v Explanation v Introduction v Conclusion
OR
SUMMARISE BY SELECTION
v Key points v Points in a text that answer a specific question v You are not asked to summarise the whole passage
Summarise the following paragraph: A plump-looking man in his thirties beckons me with ‘transport, boss, transport.’ When he reckons that I am not interested in it, he switches over to the next item on the menu. ‘Maybe you want massage, good massage, boss.’ I send a smile to him and gesture with my hand to signal my polite refusal. The man is not disheartened as yet as he follows me to convince me that he won’t charge more than the metered taxis do. I get into his car after a quick bargain on the price.
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Possible solution: The car driver is persistent in his attempts at coaxing the tourist to make use of his services. He introduces his multiple business ventures, including transport and massage, to secure a deal with the tourist. His chase of the disinterested tourist finally pays off.
Shopping and Bargaining in Bali
Bali has been described as a tourist’s paradise. This small island on the Indonesian archipelago offers not just lovely beaches but a traditional Hindu culture with its unique customs and ceremonies. Apart from all these, there is something that you can’t avoid here- the very friendly street vendors who may steal your heart sometimes and who can also be persistent in their own humble ways. Business starts as soon as you get out of the airport. A plump-looking man in his thirties beckons me with ‘transport, boss, transport’. When he reckons that I am not interested in it, he switches over to the next item on the menu. ‘May be you want massage, good massage, boss.’ I send a smile to him and gesture with my hand to signal my polite refusal. The man is not disheartened as yet as he follows me to convince me that he won’t charge more than the metered taxis do. I get into his car after a quick bargain on the price. Bargaining is more interesting at the famous Kuta and Legian beaches where the East meets the West in many fashions. There are the beach boys who offer surf boards and surfing training, small warungs (food outlets) where they sell fast food and drinks, ladies who sell sandals and souvenir items, middle-aged and old ladies who massage you for as cheap as 3 dollars. They can also do manicure and pedicure for you. I need a pair of slippers to use on the hot sands and I bump into this lady who is wearing a farmer’s hat made of hay. Foreign tourists are considered a big source of wealth here and they smell fresh currencies when you step on to their thresholds. The lady starts with a ‘good morning price’ of 20 dollars. She says that will be her first sale of the day so she is ready to offer me a discounted price. I take it with a pinch of salt and walk away and soon she calls me back saying she is ready to come down on that. That’s how bargaining works in Bali. I managed a very fruitful conversation with her and got my sandals on their original price which is 5 dollars. The vendors are basically good at heart and these are trivial tricks to effect some respectable business. That is the reason I am happy to stay away from hard bargaining as long as I can get things on their original prices. I get my sunbathing chair on the beach and am quickly surrounded by three ladies. One of them holds out her collection of colourful sarongs while the other presses my feet and laments, ‘it’s too weak, mister, you’re tired. Let me massage you.’ The third one is a bit shy and she simply shows me bangles, bracelets and chains made of seashells and pebbles. While I was being massaged another woman appears from nowhere and much to my surprise she cleans the sandy dirt on my toenails without asking for it. She says it’s too dirty and she will clean it for free. Euphemistically, it’s pedicure that she means to do. Amused, I hand out a tip and she is obviously happy. The sarong lady looks a bit jealous of the other two as I didn’t entertain her much. The shy vendor does not seem to care much about it. Many of them, especially the beach boys, can tell you where you come from. They are so used to dealing with people from all over the world that they seldom go wrong in their calculations. Kudos to their ability that they can manage basic conversations in many European languages apart from English.
Summarise: The vendors’ methods of making business with the customer.
Summary Writing Process 1. Skim reading Read (new) passage for gist of time, place, genre and topic, identifying unknown words to be worked out using one of the 4 methods: syllabic break down; recognition of similarity to another English word; recognition of similarity to a word in another language; guessing from context. 2. Scan reading After reading summary question and underlining key words in the instruction, return to passage and highlight (possibly in two colours for two different aspects) the relevant material. Identify and highlight only the key word or phrase. Examples, repetitions, direct speech, figurative language and trivial details should be excluded. 3. Transfer to plan Transfer the highlighted material to a list, changing the words and phrases into own words at the same time. Some technical words cannot be changed and some individual words from the passage can be used, but long phrases should not be lifted. All the relevant points should be used. 4. Structuring the plan The points in the plan should be grouped logically and reordered - to make it possible to combine more than one point per sentence - using brackets and arrows. The summary should be divided into two separate parts. 5. Writing the summary The summary should be written in informative style, in complex sentences (avoiding and), and using the same tense and person as the question (third person). Check afterwards for lack of clarity and concision, and repetition, all of which affect the writing mark. It must not be longer than one page in total. The summary must be purely objective and without narrative, comment, introduction or conclusion.
GRADE 12 REVISION: ENGLISH HOME LANGUAGE
SESSION FOUR: WRITING SKILLS
DESCRIPTIVE AND NARRATIVE ESSAY (BRAINSTORMING PROCESS)
Now that you have selected ONE of the topics on the topic sheet, using the questions below to guide you, focus on that one, specific moment in time which you have identified and begin to elicit all the information required below.
Remember that with this type of essay, ‘the quality of the questions you ask yourself will determine the quality of the essay’. In other words, the more specific you get, the more effectively you will be able to convey your experience to the reader.
I want you to picture yourself as a ‘best-selling author’ whilst planning and writing this essay! As the reader, I want to be hungry for the next word/sentence/paragraph – a proverbial ‘page-turner’.
Here we go:
Step 1: Close your eyes and focus on that specific moment which you have selected.
Step 2: When you open your eyes, begin to answer the following questions in the sections outlined below. If you are not sure of the details, keep closing your eyes to go back to the memory to clarify the images.
Step 3: Your teacher will ask you the following questions. Listen carefully and try to write down as much information as possible.
SECTION ONE (SIGHT)
• Describe, in only one sentence, what it is that you see in your mind’s eye. Where are you? What time of day is it? What time of year (season) is it?
• Is it in colour? If so, list all the colours you see and circle the dominant colour • If it is in black and white, specify which parts of the picture are darker or lighter • Is the picture like a photograph (still image) or a film (moving image)? • If there is movement, is the movement natural, slower or faster? Specify if some
parts are moving and others aren’t. Also, specify if some parts of the picture are slower or faster
SECTION TWO (HEARING)
• What is it that you are hearing? • Are there voices speaking? If so, to whom do the voices belong? • What are the other sounds that you hear? • What are you saying to yourself (out loud or in your head)? • What is the tone? • Are some voices/sounds louder or softer than others? What are the reasons for
this?
SECTION THREE (TOUCH)
• What are you feeling (tactile)? • What is the temperature? • Is there movement to what you are feeling – like wind? • How does it make you feel physically (skin tingling, perspiration etc.)?
SECTIONS FOUR AND FIVE (TASTE AND SMELL)
• These two senses work together because one is reliant on the other • Not all memories include these two senses overtly so you can elicit information
on these two senses, if necessary, during your planning phase at home
SECTION SIX
• What are you feeling emotionally? List all the emotions you are feeling and, as you did with the colours, circle the dominant emotion
• Does the feeling have a shape? • Does it have a temperature? • Does the feeling move through your body or is it isolated in one place? Specify if
it starts in one place and then ends up somewhere else in your body • Describe all the emotions you are feeling as thoroughly as possible
Step 4: Start recording and prioritising the information in the form of a flow diagram.
Step 5: The most important decision that you need to make is where to begin writing about the experience, what you might go on to next and how you will conclude.
Step 6: Write the introduction first and directly after that, write the conclusion (ensure that they link and that there is a circular movement in your essay).
Step 7: Please note that even though the information has been collected ‘randomly’, there must still be a logical progression in your essay. It must not sound like you are answering a whole lot of questions.
Step 8: Your aim is to grab the attention of the reader, sustain that attention and to elicit an emotional response from the reader.
Step 9: Try to develop a ‘golden thread’ in the description of the event which links everything together and becomes an extended metaphor which can be used allegorically.
Step 10: Finally, you need to provide a title for the essay. Try to make it ambiguous so that it also grabs your attention.
Mrs Peverett
Narrative opening options 1. Starting in the middle This is called the in medias res device, when the narrative starts in the middle of either a sequence of actions, e.g. ‘The pursuers were catching up on him’ or in the middle of a dialogue, e.g. ‘‘I can’t believe you just said that,’ said Mary’. In both cases the reader is forced to try to imagine what has gone before and to quickly get involved in what is happening or being said now. 2. Shocking or intriguing statement A shocking statement provokes the reader e.g. ‘I had always hated my mother and was glad that she was dead’. An intriguing one arouses curiosity e.g. ‘The clocks were striking thirteen.’ Both narrative openings make the reader want to read on because they are surprised. 3. Flashback or flashforward Instead of starting in chronological sequence, a narrative can begin with a reference to a relevant previous event or jump to the future outcome of the story about to be told. 4. Framing the story A narrative can have a ‘book ends’ framework of a story within a story, so that the beginning tells of someone who, for instance, finds a diary or hidden document and reads and quotes it, or who travels back to a place where something significant once happened to them and relives the experience. 5. Setting the scene The conventional way of starting a narrative is to provide the context by referring to the country, place, season, weather, time of day, and to introduce the main character by giving some detail about his/her name, age, job and problem. For example: It was pouring with rain, which was unusual for summer in Cyprus. Costas, a middle-aged bank clerk, was trying to make his way on foot through the flooded streets of the city to get home to his sick mother when ...
Descriptive Writing Structure 1. Setting If you are describing a place, it is appropriate to set the general scene of location, surroundings, atmosphere, time of day, week, month, season, weather, temperature. Either time or distance can be used as the framework for a descriptive composition. Descriptive compositions must have some kind of framework to give them a shape and structure and logical progression to involve the reader. 2. Positioning The observe takes up a position with regard to the object or place being described e.g. they are standing outside a room. This should be at a distance so that interest is aroused as to what will be revealed on closer inspection e.g. when the gate into the secret garden is opened or the chest in the attic is opened. The senses of sight and sound will be explored in this section and used to draw the reader in. If time is the framework then this must be established, e.g. daylight is beginning to fade at dusk. 3. Approaching The observer moves towards the object or place being described. New details can be revealed because of the closer proximity e.g. as the beach becomes clearer to view. At this stage the sense of smell can be added to sight and sound. Alternatively, time has moved on e.g. darkness is creeping into the sky and natural appearances are changing. 4. Arriving The observer is now part of the scene, e.g. in the heart of the street market, or in contact with the object e.g. going through the items in a chest. Minute details of vision and noise can be used here, and also the sense of touch can be explored, and taste implied e.g. people in the scene are eating, the sea is salty. Alternatively, time has reached its climax, e.g. it is now night and the new sky and atmosphere can be described. 5. Farewell The observer leaves the scene, with or without a backward glance. They may have replaced anything they disturbed in a room and now close the door so that things are again as they were at the beginning; alternatively it may be going home time for the people on the beach or at the market, so that the scene empties and becomes the opposite of how it was at the beginning. Reference to either time or distance is used as closure.
THE ARGUMENTATIVE ESSAY
?The A R G U M E N T A T I V E essay and the DISCURSIVE essay are very similar. In theargumentat ive essay, the w r i t e r must deal w i th both the pro?s and con?s o f an argument
whi ls t at the same t ime t r y i ng to assert more strongly the aspect wh ich is favoured (by?the wr i te r ) .
W h a t is essen t i a lin good argumenta t i ve w r i t i n g ?_A good argumentative essay must be clearly presented, to the point (without digression) and
logical.
Plan as follows:
Restate the proposition in your own words, i.e. formulate an introductory paragraph as a
clear indication to the assessor that you understand the title. To do this, you must be
sure that you understand all! the vocabu la ryin the title., Discuss the PRO?S and CON?S u s i n g appropriate illustrations and supporting evidence.?It is important to remember that all statements should be well substantiated. This isusually done with reference to relevant research findings, statistics and the opinions heldby reputable authorities on the subject that is being discussed.
I f you, the writer, possess strong convictions o f your own, you should be able to supportyour own subjective thoughts by making explicit reference to specific experiences,relevant texts, and supporting facts from reliable or reputable sources.Conclude with a summing up o f the points and a clear statement o f your f inal
conviction.
NOTE:The argumentative essay can be an excellent choice i f you are:
a L O G I C A L thinker
able to see both sides o f an argument
determined to solve a problemconcerned and reasonably knowledgeable about the issues which need to be addressed
by the topican avid reader o f newspapers and magazines
a member of a debating societyprepared to keep an open mind so that you are able to see?both sides of any proposition.
Creative wri t ing should always be inspired by some form o f stimulus, be it written text, non-
verbal text such as a picture or video or music or even verbal interaction.
DISCURSIVE WRIT ING
| . tudiscursive wri t ing, the writer passes from one subject to another b y reasoning orargument. It is suggested that discursive writing is synonymous with ?argumentative
: writing? or ?controversial writing?. I f any distinction is-to be made between ?discursive
wr i t ing? and ?argumentative writing?, it must be made in terms o f the TONE and
F A C T U A L CONTENT. The discursive essay is more OBJECTIVE and should strive to see
both sides o f an argument calmly and rationally.
Ve l i n i t i on :A discursive composit ion is one in which the writer arrives at a conclusion by reasoning.He/She considers in turn various aspects o f his subject matter and then proceeds to make a
?6lalement o f his own carefully thought out views about that subject.
. W h a t is essent ia l in d i scu rs i ve w r i t i n g ?
The writer should reflect a genuine interest in the subject under discussion and have an
{| gdequate fundo f information about that subject.?The writer must see both sides o f an argument and present opposing views impartially.
?The writer should be aware o f objections to a particular view whilst striving to advance a
| censidered opinion.The writer should move steadily through conflicting views (arguments) and present a clear
conclusion at the end.?There must be a conclusion, i.e. your own opinion o f where the balance lies,
?The examiner is looking for a calm, reasoned statement of your opinion based on facts as
you have presented them.
Plann ing the discursive essayI n t r o d u c t i o nB r i e l l e a d - i n t o s u b j e c t , p e r h a p s r e f e r r i n g to its h i s t o r y and s t a t i n g i ts impor tance i ti n t e r m s o f
' how il is impacting on us as individuals or on society at large.
a ?Gody
| Paragraphs that deal equally with aspects for and against the subject.C o n c h i s i o n
T h a wr i ter gives h is /her care fu l l y considered opin ion, i.e. a clear statement o f h is /her f ina l
? c o w v i e l i o n .
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ARGUMENTATIVEESSAYWRITING
Example Essay Topic
Corporal punishment is still widely practiced in South African schools. Write an essay in which you discuss the role of corporal punishment and present a well-reasoned argument for wither its retention or abolition.
Once you know what you have to do, you need to think about the topic and then decide whether you agree or disagree. Then you might draw up a plan or mind map that looks something like this:
Drafting
At this stage:
• Keep plans flexible, so they can be changed and adapted • Focus on the topic as you write, and do not worry about ordering of points, introductions or
conclusions • Get all your ideas out and on paper without worrying how they sound • At various stages look back and see what ideas are emerging
Disagree with
corporal punishment
against the law
other punishments
more effective
creates atmosphere of
fear and tension in the school
can have negative effect
on learners' academeic
performance
too much violence in
society - schools should be safe
havens
open to absue
shows lack of respect
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STRUCTURINGTHEESSAY
Introduction
This is a very important paragraph as it affects the attitude of the reader to your essay. A good introduction creates a positive attitude on the part of the person marking your essay. The introductory paragraph should:
• Immediately focus on the topic • Attract the reader’s interest • Present the thesis statement (i.e. state your position on the issue) • Indicate a plan of development – what you want to do, for example, analyse, define,
explain, argue, prove, and an overview of how you will treat the topic
For example:
Corporal punishment is defined as the violation of the human body by beating. It is the physical abuse of one human being by another human being supposedly for the purposes of imposing and maintaining discipline, and is used primarily in schools. In the following essay, it will be argued that *corporal punishment should be abolished in schools as it has a negative effective firstly, on the learners, secondly, on teachers and lastly, on society as a whole.
*Thesis statement
Writing Effective Paragraphs (Body)
Each paragraph should be structured as follows:
1. The main idea or topic sentence
The sentence containing the main point in the paragraph is known as the topic sentence. It is usually, but not always, the first sentence in the paragraph. Everything else in the paragraph should then develop and support the single point in the first sentence.
A topic sentence is made up of two parts:
• The subject • The focus (the writer’s idea about the subject)
2. Sub-ideas and supporting ideas
Sub-ideas give you more information about the main idea. Supporting ideas are used to further clarify main ideas and sub-ideas and make them more convincing and interesting for the reader. Often a writer will use illustration or an example to as supporting material.
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Example of a paragraph:
Main idea: Corporal punishment should be abolished in schools as it has a negative effective on the learners
Sub-idea 1: Corporal punishment decreases academic performance
Supporting idea: A study conducted by Joe Brown on children in South Africa concluded that regular beatings resulted in a loss of interest in studies and thus a drop in academic performance
Sub-idea 2: Corporal punishment is also associated with increased aggressive and destructive behaviour in learners
Supporting idea: Jane Smith, a psychologist, suggests that physical punishment is linked to increased aggression in children because their parents, who beat them, may be providing an example of how to respond when frustrated
Conclude paragraph: It is due to negative effects such as these that corporal punishment should be abolished in schools
Note: In the above paragraph, the writer moves from the general idea (corporal punishment should be abolished in schools as it has a negative effect on the learners) to specific information about the idea (corporal punishment decreases academic performance) and then specific examples about decreased academic performance (a study). In many texts you read, you will find a constant movement from general ideas (main points) to specific information (supporting information).
In relation to your introduction your paragraphs, if you were to write this essay, would be organised as follows:
Main Idea 1: Negative effects on learners
Main Idea 2: Negative effects on teachers
Main idea 3: Negative effects on society as a whole
Each paragraph would follow the same structure as given in the above example
Concluding Paragraph
You cannot simply stop abruptly after your last point. You need to round off your essay and signal to the reader that you have completed what you set out to do. Your concluding paragraph need not be long. In this paragraph you can:
• Summarise your argument briefly, linking various parts of the text so that the reader can recap the connections you have made
• Restate your thesis statement (in different words) • Refute or confirm the proposition as this concludes the argument for the reader • Make a recommendation • Propose a solution to the problem discussed in the essay • Note: No new information should be provided in the conclusion. All information should be in
the body of the essay
Three main ideas for the body of your essay
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When the essay is complete the structure should look like this:
THESIS STATEMENT (Introduction)
Paragraph 1
MAIN IDEA 1
SUB-IDEA 1 Supporting material
SUB-IDEA 2 Supporting material
SUB-IDEA 3 Supporting material
MAIN IDEA 2
SUB-IDEA 1 Supporting material
SUB-IDEA 2 Supporting material
SUB-IDEA 3 Supporting material
Paragraph 2
Paragraph 3
MAIN IDEA 3
SUB-IDEA 1 Supporting material
SUB-IDEA 2 Supporting material
SUB-IDEA 3 Supporting material
Paragraph 4
CONCLUSION
Paragraph 5
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COMMONERRORSINARGUMENTATIVEESSAYS
• The viewpoint you have decided to argue ‘for’ or ‘against’ needs to be clear.
• Sentences need to be shorter. If you cannot say your sentence out aloud in one breath, without going blue in the face, it is too long! Sentences that are succinct (to the point) will make your essay easier to read and your argument will be clearer.
• Do not make use of contractions in formal writing.
o won’t = would not o don’t = do not o shouldn’t = should not
• Do not use abbreviations.
o e.g. – for example
• Avoid using ‘etc.’ at the end of a list. It gives the reader the impression that you do not
know anything further than what you have listed.
• Do not begin a sentence with the words ‘but’ or ‘because’ (unless the phrase/clause containing ‘because’ is followed by another main/independent clause.
• Why did you forget to put a question mark at the end of your question? • Paying attention to your word count is important! • Proper Nouns begin with CAPITAL LETTERS
o Bill gates = Bill Gates o america = America
• The title of a book or film is written in either of these three ways:
o ‘The Great Gatsby’ o The Great Gatsby o The Great Gatsby (when typing)
• D E F I N I T E L Y
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• Learn the differences between these words:
o ‘there’, ‘their’ and ‘they’re’ o ‘your’ and ‘you’re’
• Do not use the personal pronouns I/we/us in your essay.
• Your argument needs to be SUBSTANTIATED,
using RELIABLE sources! Vague, superficial generalisations are unacceptable. You must reference correctly.
• The word ‘app’ is a colloquial term. Use the word ‘application’. • In English essays you need to write numbers out (but only up to two digits).
o 22 = twenty-two
• “One has to earn money if you want to buy nice things.” = WRONG
“One has to earn money if one wants to buy nice things.” = CORRECT (Pronoun concord)
• Throwing a bunch of quotes into your essay does not constitute as research. Remember to use the ‘PEEL (point, evidence, explain & link) rule throughout the essay.
• If you do use a quote spell it correctly and make sure it is accurate.
• Know the difference between ‘its’ and ‘it’s’ • This is Ginas book = WRONG
This is Gina’s book = CORRECT
• Do not be verbose in an argumentative essay. An argumentative essay is not the place in which to write stories. Verbosity best suits a creative essay. Don’t lapse into unnecessary narrative.
• Someone’s Twitter handle does not constitute as a reference! • Do not start a paragraph with:
o “Now on to the next point...” o “Now we will look at...”
• Do not write as if you are speaking.
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• Use appropriate diction and register. You need to make use of formal, Standard English in an argumentative essay.
• Write in the present tense, but use the past tense if you are retelling an event or referring to a study that someone has already conducted.
News Report Structure Headline 1. News Event (What? When? Where? Who?) 2. Background (Why? previous history, lead-up to this event, causes) 3. Report of actual news event (detailed account of what happened and what is still happening) Sub-Heading (short phrase, quotation; optional) 4. Quotations (participants, witnesses, police, hospital etc) 5. Future (consequences, investigations, predictions)
Magazine Article Structure 1. Topic Introduce the issue, which may be something topical and in the news or research recently published, or proposal which has been put forward by a government or other agency, or the description of the person that the article will concern. Unlike a news report, which is informative, and a speech, which is argumentative, a magazine article is discursive writing. 2. Background The article is likely to fill in the past history of the person or event which the article concerns, so that readers are fully aware of the necessary facts and reason why the article has been written and what has led to the current state of affairs. 3. Discussion The article is likely to return to the present-day situation at this point, discussing and giving different viewpoints of the person or event, with details and examples and quotations, and making comparisons with the past or with similar topics. Though the writer’s own viewpoint may be inferred, alternative views must be given equal weight and other voices heard. 4. Prediction At this point the article may deal with the future developments or predicted outcome of the present situation, e.g. that a person will go on to become even more famous and successful, or that a current predicament will become worse if nothing is done about it, or which side will win the political debate. 5. Conclusion The article needs a neat conclusion, which may be an ironic reference or humorous comment, or an evaluation of the different viewpoints, or a reference back to the beginning of the article, or a quotation.
