Western Cape Education Department

Directorate: Curriculum FET

ENGLISH FAL
REVISION BOOKLET
2024 TERMS 3 & 4

Grade 10

This revision program is designed to assist you in revising the critical content and
skills that you have covered during the 3rd and 4th terms. The purpose is to
prepare you to understand the key concepts and to provide you with an
opportunity to establish the required standard and the application of the
knowledge necessary to succeed in the examination.
The revision program covers the following topics:
TABLE OF CONTENTS PAGE
1 Studying Literature 3-11
2 Comprehension 12-19
3 Summary Writing 20-21
4 Visual Literacy 22-27
7 Creative Writing 27-32

1
Term 3
Literature
Novel
The Novel
A Literary Novel consist of 5 basic elements: Characters, time, background (setting) the narrator
and actions.
Time
When you talk about time in a literary context you usually refer to the sequence of happenings as
it happens in the story.
Chronology: This story starts at the beginning and end at the ending of the story.
A-chronology: This storyline jumps around, either into the past or into the future.
Anti- chronology: This story will start at the end and work it way around to the end again. (In a
circle)
Intrigue
This is the sequence in which the action takes place. This doesn’t necessarily happens in
chronological order, but it gives a specific structure to the novel. The pattern in which this happens
is called intrigue.
This is the organization of the rising action and cause and effect plays an important role. This
conflict builds up and it creates tension and anticipation until the climax and resolution takes place
in the novel.
(Remember that in a novel you can have more than one storyline and therefore more than one
climax and resolution)
This also relates to how the plot is put together:
▪ Linear structure – The story begins at the beginning, follows a chronological
order of events.

▪ Circular structure – Begins at or near the end, goes back to the beginning and
then moves to the end again.

▪ Flashback – Begins at a point in the story and flashes back to recount

previous events.

Setting
Setting is not important in all literary work but in some the setting and background plays a very
important role. Its shape the characters and have a direct influence on their decisions and
reactions. The setting can also contribute to the tension created in the book (think of horror films in
which the background is part of the story e.g. graveyards, haunted houses, dark woods etc.)
2
The author can use the character to describe the setting/background. The author provides the
information for the readers to see, feel and smell the surroundings.

Action
The action in the novel can be divided into two groups: internal action such as feelings e.g. scared,
longing, love, hate etc. Then you have and general action/doing of the characters that result in
specific events taking place.
Characters and characterization
The author creates the characters and the plot and storyline, without both the author would not
have a story.
The characters and their actions reveal the storyline and plot as the story develops.
When the reader looks at the characters the following questions can be answered.
▪ With whom is this happening?

▪ Does the main character have a name or nickname that can cast this character as a type?

▪ What type is this character and how do we know this? (It can be an external narrator, in his
thoughts, his actions)

▪ Does the main character establish relationships and with whom?

▪ What types of relationship exists between the characters and how does this influence the
development of the storyline?

▪ Does the character grow through the novel or do they stay the same?

Round character:
▪ Developed

▪ Show many aspects of the character

▪ They are complex characters

▪ Flat characters

▪ They remain the same

▪ Have limited characterization

▪ Express one idea/belief

▪ Very often reflect or act as a foil for the

main character

3
 SHORT STORIES
A short story:
• It is short
• Focus on only one incident (one theme)
• Has a single plot
• a Single setting
• a Small number of characters that is introduced by using detail and unique
features
• Covers a short period of time

Longer forms of fiction tend to contain core elements of dramatic structure:

✓ Exposition (the introduction of setting and situation and main characters)

✓ Complication (the event that introduces the conflict)

✓ Rising action crisis (the decisive moment for the protagonist – bad guy- and his
commitment to a course or action

✓ Climax (the point of highest interest in terms of the conflict and the most action)

✓ Resolution (the point when the conflict is resolved)

✓ And moral

Components of the short story.

Plot
• Plot is the action that takes place in the story.
• It is a series of connected happenings with a result.
• There must be an initial event or conflict that drives the actions of the characters
Stages of the plot.
o Introduction of the characters

o The situation – initial conflict

o The generating circumstances, which create a rising action – heighten anticipation

for the reader.

o Climax – highest point of anticipation (make or break)

o Falling action and conclusion

SETTING:
• The background against which the incidents of the story takes place.
• BUT: setting is the overall picture e.g. a farm but the background is the house, the
barns the fields etc..
 • This includes where this takes place, the time and the social conditions of the
story
• Atmosphere include the tone and feeling of the story e.g. cheery, creepy, gloomy

CHARACTERS
The character in the story must seem real. The reader must be able to connect with
some of the characters for the story to be successful.
Presenting of the characters:
Actions or thoughts

Conversations the characters have

Conversations of other characters about a third character

Author’s own opinion – this could be implied or stated directly

PRESENTATION
✓ Author omniscient (all knowing, all seeing) This is the third person point of view
and it can be thought of as a camera that moves around from character to
character. A Third person narrator can give us information from different points of
view and can balance them. He sees what he wants to see in privacy and in
public. (but not all third person narrators are omniscient).

✓ Author participant (first person) has a limited point of view. The reader has access
only to the thoughts and feelings of the “I” who tells the story

✓ Author as an observer (third person)’

✓ Multiple story tellers (third person)

THEME
The total meaning of the story. It does not have to be tied up in a moral. Without a theme,
a story lack meaning and purpose.
Most of the time the theme is implied.
Difference between the narrator and author.
The author is the living person writing the story. The narrator is the character or figure in
the story who is telling the story.
 DRAMA
Play- acting is an opportunity to involve many learners in a fun way. Drama study allows
learners to participate freely. It presents many opportunities for the teacher to teach
important aspects of literature in a fun way. Ideally a play script should be acted out.
You’ll be amazed at how shy learners act out their roles with enthusiasm!
This genre refers to plays of all kinds. Plays are meant to be acted out and should always
be imagined as being performed on stage.
Factors such as lighting, costumes, music and sound effects will have an impact on the
interpretation of the drama.
Play format
The example below gives in indication of the dialogue (or conversation) in verse and
prose drama. Stage direction are written in italics, and enclosed in brackets, and they do
the following things:
▪ They indicate how the stage should be set
▪ It shows changes in the lighting
▪ They give clues
▪ They give instructions to the actors, showing them how the writer conceived of the
action of the play.
▪
Boesman : How was it? Swartkops after Redhouse?

Len: Yes!
Boesman: And there we went to ....
Len: Korsten!
(Boesman shakes his head with another laugh.)
It’s no good Boesman. I know what you’re trying.
You’re not going to do it this time. Go laugh at yourself.
(She goes back to her work, but there is an edge of something new in her
voice as she repeats the sequence with exaggerated emphasis.)

An aside is another kind of stage direction, as is indicated in a play as follows:

Macbeth: [Aside] If chance will have me king, why, chance may crown me
without a stir.

The audience is able to ‘hear’ what Macbeth is thinking, and pretends that none of the
other characters on the stage can hear Macbeth’s words.
Dramatic Structure
Like the plot of a story, the plot of a play involves characters who face a problem or conflict.

Performance of a Play
When you read a play, remember that it is meant to be performed for an audience.

Stage Directions

Playwright describes setting and characters’ actions and manner.

[Wyona is sitting on the couch. She sees Paul and jumps to her feet.]
Wyona. [Angrily.] What do you want?

Performance

⚫ Theater artists bring the playwright’s vision to life on the stage.

⚫ The audience responds to the play and shares the experience.

• Props (short for properties) are items that the characters carry or handle onstage.

• The person in charge of props must make sure that the right props are available to the
actors at the right moments.

The Characters Speech

Dialogue: conversations of characters onstage Monologue: long speech given by one

character to others
Soliloquy: speech by a character alone onstage to himself or herself or to the audience
Asides: remarks made to the audience or to one character; the other characters onstage do not hear
an aside
Comprehension

COMPREHENSION ANALYSING SKILLS

COMPREHENSION IS THE DECODING AND UNDERSTANDING OF SPOKEN,

WRITTEN AND VISUAL TEXTS

HOW TO ATTEMPT A COMPREHENSION PASSAGE

TIME AND MARK ALLOCATIONS:

• Question 1 in your English First Additional Language Paper 1 will take the form of
a Comprehension Test worth 40 marks.
• The length of each answer must be determined by the mark allocated to each
question.
• Generally the rule of “one fact / point = 1 mark” would apply. Therefore, if a
question is worth only 2 marks, do not write a whole paragraph. An answer to a
question that is worth 2 marks should be no longer than two to three lines.
• Do not spend more than 1 hour on this question.

REMEMBER:
• Always read all instructions carefully and follow them.
• A comprehension tests your ability to understand what is being said in the TEXT.
• The questions will assess whether you understand what you are reading
• Most of the questions will ask you for answers that you will find in the text itself.
It is, therefore important that you answer questions based on information in the
passage, and not according to your own ideas or what you already know about the
subject.
• Only a few questions might ask you to draw your own conclusions or give your
own
• Opinions. Whenever you are asked to do so, always try to link your answer to the
passage or give a reason for the statement that you have made.
• Answer the questions in full sentences unless you are instructed to do something
else.
• However, keep your answers brief, clear and meaningful.
• Do not copy from the passage unless you are asked to quote.
• Where you are told to quote, make sure that you quote correctly with quotation
marks. There is no excuse for misspelling words that are in the text in front of you!
• Correct spelling, accurate punctuation and correct grammar usage are essential
for
• Comprehension answers that are successful.
• Avoid slang like “cos”, “ain’t”, “cool” and abbreviations like “etc.”.
• DO NOT USE SMS LANGUAGE: “u”, “thanx”, “lol”, etc
• You may know the meanings of words used in the passage, but be aware that the
meanings may change – depending on how the words are used in the passage.
 • A comprehension passage could also be called an “extract” or a “text”.
• Leave a line open after each answer.
• Number your answers correctly

STEPS TO FOLLOW WHEN READING FOR MEANING:

1. Read through the passage quickly.
❖ Get a general overview of the passage.
❖ Visualize what you are reading.
❖ Focus and read for understanding and meaning.

2. Note:
❖ The title usually provides clues to the contents of the passage.
❖ The author may help you to identify the era, style and 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. What are the questions you should ask whilst reading?

❖ 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 the passage been written? What is the writer’s intention?
❖ How does the writer express him/herself? What language devices are used?

4. Read through the comprehension questions.

❖ Reading the passage will give you clues that will lead to the answers to the
questions.
❖ You may even read the questions first before reading the passage.

5. Read the passage again.

❖ Keep the questions in mind when you read the passage again.
❖ Highlight the main idea in each paragraph – each paragraph contains a new idea.
❖ The first sentence is often the key sentence.
❖ Words and ideas that were initially confusing or difficult, may then 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.
➢ Each question usually contains a Key Word or Key idea ► underline this.
➢ Glance down the centre of the paragraph to find the sentence containing the key word
or key idea.
➢ Do not copy directly from the text but refer to it 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:
(a) Replace it with the same part of speech e.g. a noun with a noun or an adverb with
an adverb.
(b) Take the synonym that you have chosen back to the passage. Replace the
original word with this synonym and check if it is appropriate.
ANSWERING TECHNIQUES:
IT IS IMPORTANT TO IMTERPRET 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 an indication of the number of marks needed. Your
numbering must correspond to the numbering of the questions: - if the question is
number (a), you must not number it (1) or (i).
❖ If you are asked to describe something in three sentences, do not give two or four
sentences – only provide the number of sentences that is required.
❖ Do not give one-word answers if you are asked to answer in sentences.
❖ Each answer must be written on a new line.
❖ When quoting from the text, enclose the quote with single inverted commas.
❖ When asked to describe the tone of any text, use one adjective.
❖ 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.
❖ When asked to motivate why a statement is TRUE or FALSE, write the word True or
False in full, then provide a motivation for your answer. Do not answer a ‘true or
false’ question with ‘yes’ or ‘no’ – you may only write ‘true’ or ‘false’.
ACTIVITY:
SECTION A: COMPREHENSION
QUESTION 1
Read the passage below and answer the set questions.
Text A
The teen commandments

1. I was thirteen when “The teen commandments” was written. It consisted of

advice to parents how to behave and not to irritate their children to death.
Mother loved to remind me about the Ten Commandments, she was such an
inspiration.

2. Sadly, before I could profit from its knowledge in later life, I lost it. To jog my
memory and in the faint hope of reducing the fighting at home, I asked my
own children to write a list of do’s and don’ts for parents. Top of the list was:
PARENTS SHOULD NEVER PRY!

3. This involved questions such as: ‘Where are you going? Who with? Will you
be back for supper? Who was that on the telephone? Why were you on the
telephone so long? Was it a good party?’ and worst of all: ‘Did you meet
someone nice?

4. Parents should never automatically turn the volume to a zero, whenever they
enter the room. They must appreciate that homework is only possible if the
cell phone and television are blaring. They must not storm into a room,
howling: ‘I’m not having you glued to that television or computer all day’ and
then spend the rest of the afternoon watching soapies themselves.

5. Parents should not forth on the perils of teenage drinking while clutching a
fourth brandy and Coke themselves. Nor is a half-empty packet of Peter
Stuyvesant in a trouser pocket proof of dagga addiction!

6. Parents should never answer yes to the question, ‘Is there anything I can
do?’ nor make the most submissive child do the most homework. Parents
should not throw tantrums over unnecessary things such as finding wet
towels in the bedroom, topless tomato sauce bottles, empty coffee mugs and
twelve newly-ironed shirts hopelessly creased.

7. Children should not be woken up early on a Saturday to help with the

chores. They might need to sleep later because they use more energy on a
daily basis and they were probably still out 2 hours after the time you
agreed upon for them to be back…

8. PARENTS ARE OFTEN A GREAT DISAPPOINTMENT TO THEIR

CHILDREN.
[Source: Mad Mothers’ Meeting]
PLEASE NOTE:
• Answer all the questions in your OWN WORDS, unless you are asked for a
quotation.
• For one-word answers, write only the question number and the word.
• For multiple-choice questions, write only the question number and the letter (A–D)
of the correct answer.

1.1 What is the title of the teenager’s book? (1)

1.2 Refer to paragraph 1.

1.2.1 Which passage in the Bible is compared to the title? (1)

1.3 Discuss the irony in the title, The teen commandments. (3)

1.4 Refer to paragraph 2.

1.4.1 Do you think the book was ever published? Quote 13 consecutive words (2)
to motivate your answer.

1.4.2 In your own words, explain what is meant by the following statement: (2)
“Parents should never pry”

1.5 List three things parents should never do, according to the text. (3)

1.6 The examples of the teenager’s behaviour in the passage, is proof of a

teenager’s:
A. selfishness
B. arrogance
C. ignorance
D. rebellion (1)

1.7 The text mentions different things that a parent should not do. If you were
a parent, which one thing would you do differently? Motivate your answer. (2)

1.8 Refer to paragraph 7.

1.8.1 Why should children be left to sleep late on weekends? Give two reasons. (2)

1.8.2 Are the reasons acceptable or justifiable to you? (1)

1.9 Other than the title provided, provide a suitable title for this passage. (1)
[20]
Study Text B and answer the set questions.
Text B

NOTE: When answering the questions, use your own words as far as possible,
unless you are asked for a quotation.

1.10. Study the visual clues provided. Which activities do you think does the boy
enjoy doing in his free time? Name three (3) activities. (3)

1.11. After studying this cartoon, why do you think the mother wants her son to look
up the meaning of cleanliness? (2)

1.12. How do we know that the mother is angry or very serious? Look at her body
language and facial expression. (2)

1.13. In your opinion, does the cartoon portray what happens in reality or is it
a fantasy? Substantiate your answer. (3)
[10]

TOTAL SECTION A: [30]

MEMORANDUM
INSTRUCTIONS
1. This memorandum serves as a guide to markers. Some responses may require a
marker’s discretion.
2. Learners’ responses should be assessed as objectively as possible.

Marking the Comprehension

• Because the focus is on understanding, incorrect spelling and language errors in
responses should not be penalised unless such errors change the
meaning/understanding. (Errors must still be indicated.)
• No marks should be awarded for TRUE/FALSE or FACT/OPINION. The
reason/substantiation/motivation is what should be considered.
• For multiple-choice questions, accept BOTH the letter corresponding with the
correct answer AND/OR the answer written out in full.

SECTION A: COMPREHENSION
NOTE: Incorrect spelling and language errors should not be penalised, because the
focus is on understanding.
QUESTION 1 TEXT A
1.1 The teen commandments (1)

1.2 The ten commandments of the Bible. (1)

1.3 The irony is that teenagers should not be the ones laying down the rules.
√ (3)
Parents should lay down the rules and teenagers should obey the rules
parents lay down and not the other way around. √√

1.4.1 No, “before I could profit from its knowledge in later life, I lost it” √√ (2)

NOTE: Do not award marks for YES/NO. Award TWO marks for the
correct quotation. Do not penalise if quotation marks are omitted.

1.4.2 Parents should not ask unnecessary questions /trying to get information
(2)
/be too curious about someone’s private life √√
PLEASE NOTE:
If the learner only answers “ask too many questions” = 1 mark

1.5 Parents should never pry.

Parents should never automatically turn the volume to a zero.
Parents should never answer yes to the question, ‘Is there anything I can
do? (3)
 The examples of the teenager’s behaviour in the passage, is proof of a
1.6
teenager’s:
A. selfishness
B. arrogance
C. ignorance
D. rebellion (1)

(2)
Any relevant answer, e.g. Learner has to say what he /she will do to be
less of a prying parent √and why. √
1.7
Example: As a parent I would not tell teenagers not to watch too much
television √ if I spend my time watching soapies. √ / I would not warn
them about the dangers of consuming alcohol √ when I also drink
alcohol. √
(2)
They use more energy on a daily basis.
1.8.1 They were probably still out 2 hours after the time the parents agreed
upon for them to be back.
(2)

yes /no
1.8.2 (1)

any suitable title e.g. Teen rules, etc.

1.9 (2)
Text B
Sport; Reading comic; Board games; Reading books; playing games.
1.10 [ANY 3] (3)

She wants him to know clean means spotlessly clean √√ / free from
1.11 unwanted matter on the floor.
(2)

By standing with her hands on her hips

1.12 Raised eyebrows (2)

Reality. √ The general perception exists that teenagers are untidy/ too
1.13 lazy to clean their rooms. √√
(3)
[10]
[TOTAL SECTION A: 30]
.

SUMMARY WRITING SKILLS

SECTION B: SUMMARY
QUESTION 2
Your friend has been battling with low self – esteem and confidence.
Read the passage below and summarise advice that you could give your friend on
how to overcome your insecurities.
INSTRUCTIONS
1. List SEVEN points in full sentences using NO MORE than 70 words.
2. Number your sentences from 1 to 7.
3. Write ONLY ONE point per sentence.
4. Use your OWN words.
5. Indicate the total number of words you have used in brackets at the end of your
summary.

TEXT C

Overcoming your insecurities

1. We all feel inadequate or insecure sometimes, but for some people this feeling is so
strong that it can negatively affect their lives. It may affect self –worth and they may not
want to take on challenges for fear of failure. When this happens, it is time to take action.
2. The first thing to do is to make peace with yourself. There are certain things that you
may be able to change, for example your hair and make-up, but you have to accept your
features which are unique. Then dress according to your body type –wear clothes that
suit and flatter you, rather than those which are in fashion but are unsuitable.
3. Then you can improve what you can, like your fitness levels. You can also follow a
healthy diet. But you will need to remain patient and kind to yourself – you cannot expect
miracles overnight.
4.Try to build your self-confidence by doing what you are good at and find rewarding.
Pursue your hobbies or take part in sport or cultural activities. Remain positive and
believe in yourself. Do not let negative thoughts overcome you. Acknowledge them but
rather say to yourself “I am doing my best.”
5. Stop comparing yourself to others. Not everyone will like you, so develop a thick skin
and accept that it is okay. Everyone faces rejection at some point.
[Adapted from The Teens Mag, July 2020]

[10]
[TOTAL SECTION B: 10]
SECTION B: SUMMARY (MEMO)
QUESTION 2
The following points form the answer to the question: How to overcome your
insecurities.
QUOTATION FACTS
1. The first thing to do is to make 1. Make peace with yourself.
peace with you.
2. There are certain things that you 2. Be content with your distinctive or
may be able to change, for example exceptional features.
your hair and make-up, but you
have to accept your features which
are unique.
3. Then dress according to your body 3. Dress yourself with clothing that
type –wear clothes that suit and flatters and suit you.
flatter you, rather than those which
are in fashion but are unsuitable.
4. Then you can improve what you 4. Enhance your abilities to be fit.
can, like your fitness levels
5. You can also follow a healthy diet. 5. Eat healthy foods.

6. But you will need to remain patient 6. Have patience and kindness with
and kind to yourself – you cannot yourself.
expect miracles overnight
7. Try to build your self-confidence by 7. Do things that are good and
doing what you are good at and find rewarding to you.
rewarding.

8. Pursue your hobbies or take part in 8. Continue to participate in your

sport or cultural activities. hobbies /participate in sporting and
cultural events.
9. Remain positive and believe in 9. Remain confident and have faith in
yourself. you.
10. Do not let negative thoughts 10. Beware of negative thoughts.
overcome you.

11. Not everyone will like you, so 11. Have a thick skin.
develop a thick skin and accept that
it is okay.
12. Stop comparing yourself to others. 12. Stop judging yourself.
Marking the summary
The summary should be marked as follows:
• Mark allocation:
• 7 marks for 7 points (1 mark per main point)
• 3 marks for language
• Total marks: 10
• Distribution of language marks when candidate has not quoted verbatim:
• 1–3 points correct: award 1 mark
• 4–5 points correct: award 2 marks
• 6–7 points correct: award 3 marks
• Distribution of language marks when candidate has quoted verbatim:
• 6–7 quotes: award no language mark
• 4–5 quotes: award 1 language mark
• 2-3 quotes: award 2 language marks
• 1 quote: award 3 language marks
NOTE:
• Format: Even if the summary is presented in the incorrect format, it must be assessed.
• Word count:
• Markers are required to verify the number of words used.
• Do not deduct any marks if the candidate fails to indicate the number of words
used or if the number of words used is indicated incorrectly.
• If the word limit is exceeded, read up to the last sentence above the stipulated
upper limit and ignore the rest of the summary.
TOTAL SECTION B: 10
Visual Literacy
Cartoons

Answering the cartoon

Cartoons can be more than just light-hearted fun; they often reflect social trends or
highlight serious issues. A clever cartoon can have more impact than a whole article on
the same subject as it can succinctly capture the essence of the issue.

A cartoon is a single drawing, or a series of drawings, that comments on current events

or social issues. Its topics are human activities and behaviour, public figures, politics,
fashion, sport, relationships, etc.

TERM EXPLANATION
Comic strip A sequence of drawings telling a humorous or adventurous
story – found in newspapers, etc.
Frame Each separate picture in a comic strip is called a frame.
Punchline The final phrase or sentence of a cartoon, providing the
humour. The different frames usually build up to the punch
line in the last frame.
Font It refers to the size and type of letters used. Larger or bold
letters are used for emphasis.
Movement lines Movement is indicated by means of vertical, curved and
diagonal lines. Speedy action is indicated by streaky lines, or
by the action going out of the frame.
Punctuation Clever use is made of punctuation to create meaning.
Speech bubbles Speech bubbles are used to indicate the words spoken by
the character.

Thought bubbles Thought bubbles show what the character is thinking.

Visual clues Some parts of the drawing which may be used to help the
reader establish what the cartoon is about.
Irony When one thing is said, but something else is meant.
Stereotype An exaggerated preconceived generalisation about the
typical behaviour, attitudes, dress, etc. of various types of
people.
Satire Uses humour to make a serious point. It involves using wit,
irony or sarcasm to highlight human vices or follies.
 Anti-climax this is when tension is created and we expect something
important or exciting to happen, but instead, the ending is
very ordinary or a let-down.

• Body language means the way in which a character is drawn to show what his or her
feelings are.

• Facial expression shows the feelings of the character.

• Caricature: features or actions of a person are exaggerated to help the reader work
out who is being represented or what aspect of the person’s character is being
emphasised.

Visual metaphor: in a metaphor two things are compared. In a visual metaphor, a picture
stands for or represents something else
In this example Nelson Mandela is being compared to Superman.

When studying cartoons look at:

• Body language: the positioning of a person that provide non-verbal clues about
their mood and attitude.

• Caricature: features or actions of a person are exaggerated to help the reader

work out who is being represented. E.g. Nelson Mandela may be drawn in a
Madiba shirt or Prince Charles may be drawn with big ears.

• Intention: what is the cartoonist trying to achieve? Is the cartoon meant to amuse,
make a political statement, or ridicule someone?

• Speech bubble: Or a line between the speaker and the words to indicate who is
speaking.

• Thought bubble: look like clouds – indicate unspoken thoughts.

• Caption: title, brief explanation or comment accompanying and illustration.

• Comic strip: sequences of drawings telling a humorous or adventurous story –

found in newspapers, etc.

• Frame: one drawing in a comic strip.

• Movement: indicated by means of vertical, curved and diagonal lines. Speedy

action is indicated by streaky lines, or by the action going out of the frame.

• Punctuation: clever use is made of punctuation to create meaning.

• Stereotypes: An exaggerated preconceived generalisation about the typical

behaviour, attitudes, dress, etc. of various types of people.

• Verbal clues: some parts of the drawing may be used to help the reader establish
what the cartoon is about.
 • Visual metaphor: in a metaphor two things are compared. In a visual metaphor, a
picture stands for or represents something else.

• Irony: When one thing is said, but something else is meant.

• Parody: An imitation of a piece of writing used to ridicule the original or create a

satirical point.

• Satire: Uses humour to make a serious point. It involves using wit, irony or
sarcasm to highlight human vices or follies.

When analysing a cartoon, it is important to look at the following aspects:

• Actions: What is happening in the cartoon? How is the action portrayed?

• Characters: What emotions are communicated through facial expressions?

What actions and emotions are communicated through body language? What
does the body language suggest about the relationships between characters?

• Language: What words have been used? How has punctuation been used to
suggest emotion?
• Setting: Where and when is the cartoon set? What is the particular social
context?

• Stereotypes / Symbols: Has the cartoonist made use of stereotypes? Has the
cartoonist used any symbols to represent something else?
 CREATIVE WRITING SKILLS
CREATIVE WRITING

EMAIL (longer EMAIL for SECTION B [120-150 words] and shorter EMAIL
for SECTION C [80-100 words])
The name ‘email is the acronym for ‘Electronic Mail’.
It is a fast medium of communication to send and receive messages.
An email is a digital message which is sent electronically from one computer to one or
more other computers. It can be considered as a modern-day version of a postcard ora
letter sent via the Post Office.
Emails are flexible and can be used for giving instructions, serving as documentation,
providing confirmation, communicating rules and procedures, making recommendations,
providing a status update, making an inquiry, or making contact with friends.
Depending on the purpose, the messages one sends will differ in their formality,
intended audience (to a friend = informal vs to a business = formal), and desired
outcomes.

Consider the following when writing an email:

Fill in the recipient’s email address: Example: [email protected]

Cc: and Bcc: (‘carbon copy’ and ‘blind carbon copy’)

* Copying individuals on an email is a good way to send your message to the main
recipient, while also sending someone else a copy at the same time. This can be
useful if you want to convey the same message to more than one person.
* Blind copying emails to a group of people can be useful when you do not want
everyone on the list to have one another’s addresses. The only recipient address
that will be visible to all recipients is the one in the To: field.

The subject line is one of the most important parts of an email. It will determine
whether or not the recipient will even open the email. Take the time to select a
meaningful, straightforward subject line that BRIEFLY identifies the reason for the
email. E.g. Assignment:
 Greetings and Sign-offs
* Do not just start with the text, and do not just stop at the end without a polite
signature.
Example of a greeting: ‘Dear Professor Smith’/‘Hello, Mary Jo’.
* Use a polite form of greeting when you do not know the name of the person you are
addressing, or if the email addresses a diverse group:
E.g.: ‘To whom it may concern’/‘Dear members of the Selection Committee’
* Your closing is extremely important because it lets the reader know who is contacting
them.
* Always sign off with your name at the end of your message. If you do not know the
reader well, you might also consider including your title and the organisation you
belong to:
* E.g.: Sally Samuels
Personnel Recruitment
Quest and Company
* For your closing, something brief but friendly, or perhaps just your name, will do for
most correspondence:
Example: ‘Thank you’/‘Best wishes’/‘See you tomorrow’/‘Regards’
* For a very formal message, such as a job application, use the closing that you might
see in a business letter:
E.g.: ‘Yours sincerely’/‘faithfully’

Style and tone

* Briefly state your purpose for writing at the beginning of your message.
* Use paragraphs to separate thoughts.
* State the desired outcome at the end of your message. If you are requesting a
response, let the reader know what type of response you require:
E.g.: an email reply, possible times for a meeting, a letter of recommendation, etc.
* Business (formal) communication should avoid slang or colloquialisms, as well as
contractions.
Example of an EMAIL with a formal style and tone
Email address of recipient(s)
whose attention/action is
required.

TO ….. [email protected]; [email protected]

CC ….. [email protected]; [email protected];

BCC … Email address of recipient who
should be aware of the email
SUBJECT: Overdue reports but is not required to respond.

Dear Mr Green
Thank you for taking the time to review my portfolio so favourably. I would be
delighted to engage with you in the near future.
Your innovative concepts for the graphic design department of the company
sound exciting and should be explored. I believe that my expertise in design and
copyright are best suited to your requirements.
Please feel free to contact me at your convenience on my cell at 063 456 7890.
You can also reach me via email. I look forward to your reply.
With gratitude
Name of the Note:
Jack Johnson sender of the The sender’s email
email automatically reflects
on the email.
 Example of an EMAIL with an informal style and tone:
Hello, Jessie!
Thanks so much for helping me with my literature assignment. The time you set aside
for our discussions really paid off, because I scored the highest mark ever!
You didn’t do the work for me, but showed me how to analyse a literary text. Now I
will be able to help myself in future.
I definitely owe you some coffee. I'd love to treat you to one of those Mocha Frappuccinos
you love and then I will be able to have a slice of my favourite cheesecake!
Talk soon
Lizzy
Number of words: 92

SHORT TEXT MESSAGE / SMS (shorter transactional for

SECTION C [80-100 words])

Short text messaging (SMS)

❖ SMS is an abbreviation for Short Message Service.
❖ It is a service that enables the transmission of typed text messages from one
mobile phone to another.
❖ It is an effective tool mostly used by mobile users, commonly used on social
media platforms.
❖ It is the fastest way of communication.
❖ It is word/space-limited and uses the least amount of words
❖ Often consists of abbreviations and acronyms.
❖ The words are shortened through the representation or sounds,
❖ Most SMS words consist of numbers and consonant letters of the alphabet.

SMS LANGUAGE:
❖ SMS language is very INFORMAL.
❖ It is an independent register that does not follow the conventions of the written
language.
❖ It is used in a very free way, just like conversation between very close friends.
NOTE: The use of inappropriate/foul language or abbreviations of this
nature are UNACCEPTABLE for formal school tasks and examination
purposes.

The following abbreviations/acronyms may be accepted, among

others:
1. The acronyms and initials to convey the message in a brief manner.
“LOL” is used for “Laugh out loud”
“BTW” is used for “by the way”
“OMG” is used for “oh my God”

2. Homophones are regularly used to save space and provide an expected

message.
“C” is used for “see”
“U” is used for “you”
“d” is used for “the”

3. The omission of middle letters.

“aft” is used for “after”
“mgmt” is used for “management”
“nxt” is used for “next”
“tx” is used for “thanks”

4. The use of words that are shortened by means of symbols to represent the
word.
“2morrow” is used for “tomorrow”
“4U” is used for “for you”
“2U” is used for “to you”
“b4” is used for “before”

5. The use of non-conventional spellings.

“nite” is used for “night”
“guday” is used for “good day”
“pliz” is used for “please”
Hai, how R U?
Wel n gud Thank U
Rn’t U wel?

6. Other forms of non-conventional spellings which are pronounced in different

way.
“klass” is used for “class”
“klub” is used for “club”
“kam” is used for “come”

EXAMPLE OF A SHORT TEXT MESSAGE (SMS):

TOPIC: Your cousin helped you to prepare for one of your
examination papers. Write a short message text (SMS0 to
your cousin in which you share your experience during ths
examination paper with him/her.

Guday Paul.
I hope u r gud. BTW I just finished my History P1. I was super nervous
throughout the exam today, but ur words have kept me calm bcos I cud
still remember how u explained everything 2 me just yesterday. The many
hours of exam preparation as well as the question paper u told me 2
download were all vital and very helpful. I studied everything u told me.
I’ve never felt so relieved aft an exam. Tx so much cousin.
I’m extremely blessed to have 2 have some1 like u in my life.
[96 words]