SESSION 1

Reading for Understanding

Section A – Comprehension
30 MARKS

What is comprehension?

Comprehension is the decoding and understanding of spoken, written and

visual texts.

Tip to remember:
Comprehension skills are not only for the classroom but are life skills that need to be
developed. You first learn to read; later you read to learn.

Comprehension Strategy: 3R²S

R - READ the TITLE OR HEADINGS – think about them, understand them.
What is this article about? The TITLE helps you make sense of the article. What
makes this title interesting? THE TITLE SUMS UP THE ARTICLE!
R - READ the FIRST paragraph carefully.
The first paragraph sets the tone of the article and provides us with a basic sense of
what it is about. The major themes (markers) are introduced and developed.
S - SKIM the PASSAGE.
This provides an overall idea or outline of the article.
R - READ the LAST paragraph carefully.
The last paragraph usually sums up the article. It encourages a response from the
reader and links to the introduction.
R - READ the PASSAGE using a pencil.
Carefully reading, identifying and underlining the main ideas of each paragraph
forces you to focus on the important aspects of the article.
S - SKIM QUESTIONS.
Underline the instruction words and key words in the QUESTIONS in pencil.
R - RESPOND by starting with the KEY words in question.
R - READ your ANSWER carefully.
Read the question again and respond to the question with your answer. Does your
answer make sense?
S - SCRUTINISE the question again. This time FOCUS on the mark allocation.
Hint: A question worth 3 marks probably requires the following:
PEELS METHOD
(Point, Evidence, Explain / Link / Substantiate

TYPES OF QUESTIONS:

1. CONTEXTUAL/FACTUAL QUESTIONS (who, what, where, when)

 These test the story line.

The answers are always in the passage.

2. INTERPRETIVE/INFERENTIAL QUESTIONS
These test your ability to understand beyond the written word.

• You will have to delve deeper into the content and decide what is being
inferred without being openly stated.
• The writer’s attitude, style and tone often provide clues.
• You should draw conclusions based on the text and your own experience.

3. LANGUAGE USAGE QUESTIONS (how?)

These include vocabulary, grammar, punctuation and figurative language.

• These questions are usually asked in context.

4. STYLE QUESTIONS (how)

Is the style narrative, descriptive, formal, informal, simple, elevated, scientific

or humorous?

• Is the passage written in the first, second or third person?

5. TONE QUESTIONS (how)

Does the passage convey the writer’s feelings, moods and attitudes?

• Tone may be angry, apologetic, arrogant, condescending, gloomy, humorous,

neutral.
• Are these emotions directly stated or implied?

6. QUESTIONS ABOUT THE WRITER’S OBJECTIVE OR INTENTION

(why)

You should first define what the objective is and then decide whether he/she
has achieved it.

• The purpose might be to amuse, condemn, criticise, educate, entertain,

explain, inform, persuade or ridicule.

7. YOU MAY BE ASKED TO OFFER AN OPINION

Here you are asked to give your response to what you have read.

• You may have to assess a character or a given situation.

• You will also be asked to comment on the writer’s style, intention, thoughts
and feelings.
 • You must be able to substantiate your opinion.

ANSWERING TECHNIQUES:

PRACTICAL ADVICE:

• Each question usually contains a Question Word – underline this.

• Each question usually contains a Key Word or Key Idea – underline this.

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.
• Formulate your answers clearly to prevent confusion, for example, ‘The literal
meaning is ... and the figurative meaning is ...’
• Write only one answer for multiple choice questions.
• When asked to explain irony, use but or yet in your answer.
• When asked to explain a pun, identify the word that causes confusion and
then explain both meanings of the word.
• When asked to explain a simile or metaphor, state what is compared and then
discuss the similarities.
• Discuss both words in your answer when answering questions such as
‘Explain
why the writer has used the word “stuff” instead of “things”.’
• When questions require a Yes/No/Appropriate/Inappropriate/Effective or
similar response, you must respond as instructed even though the examiner
might not
award a mark for the Yes or No, etc.
• Do not copy directly from the text 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:
a. Replace it with the same part of speech e.g. a noun with a noun,
an adverb with an adverb.

b. Take the word that you have chosen back to the passage. Replace the
original word with this synonym and see if it is appropriate.
• When formulating your answers, take the mark allocation into account.
Challenging questions are allocated more marks. Answers to these questions
need to be substantiated by referring to the text.
• Your numbering must correspond with the numbering of the questions – if the
number is (a) you must not write (1)
• If you are asked to describe in three sentences what the character looks like,
do not give two or four sentences.
• Do not give one-word answers if you are asked for sentences.
 • 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.
• Write clearly and neatly to avoid possible discrepancies.
INSTRUCTION WORDS COMMONLY USED IN EXAMS

INSTRUCTION MEANING
WORD

ACCOUNT FOR offer an explanation as to why...

ANALYSE talk in detail about the topic; to separate into parts or

elements and to describe or examine in detail; consider--------
---- in terms of its components and show how they interrelate.

COMMENT to give a more opinion but related to the event or content of

the subject matter.

COMPARE discuss-------- and -------- in terms of their similarities and

differences; to point out or show both similarities and
differences or examine the differences between ideas, facts,
viewpoints, and so forth.

CONTRAST discuss------- and-------- in terms of their similarities and

differences; point out the differences between certain sets of
objects or their characteristics.

CRITICISE point out the good and the bad characteristics of the
phenomenon you are reading and give your opinion after
taking all the facts, arguments, or assumptions into account.

DEFINE give a short and concise description of the subject or topic;

explain what is meant by...

DESCRIBE give an account of ...; name the characteristics of a topic.

This should be done in a logical and well-structured manner.

DISCUSS offer whatever insights you can into the topic; to examine or
investigate by argument various sides of and points to a
subject; make an analytical examination of a statement or
statements; discuss a topic by examining its various aspects.
A critical approach should be followed.
DISTINGUISH or note the differences that distinguish two topics from one
DIFFERENTIATE another; to point out the peculiarities which show the
differences clearly between two or more aspects or things.

EVALUATE to give an informed opinion, as measured against certain

standards, on a topic; to make an appraisal or express an
opinion concerning the value in terms of known criteria-
includes analysis, testing in terms of criteria, etc.

EXAMINE examine and critically discuss a topic in terms of definite

criteria or guidelines; to investigate and discuss initially in
terms of known criteria or directives.

EXPLAIN explain and clarify to ensure that the reader clearly

understands your arguments. Make use of illustrations,
descriptions or simple but logical explanations.

GIVE AN to present the data in a brief, logical and systematic manner;

OUTLINE to present the information in a concise, systematic, and
sequential manner.

IDENTIFY give the essential characteristics of...; name the most

important characteristics of a topic.

ILLUSTRATE give examples or draw a diagram to elucidate a particular

topic or a subject.

INDICATE select or specify for discussion.

INTERPRET explain or give the meaning of something in terms of a more

common concept. Your explanation should be as practical as
possible.

LIST give a list of names, facts, items, and so on, in a specific

order or according to a specific category.

NAME give names, characteristics, items, or facts.

POINT OUT/ present a premise logically by means of thorough reasoning.

PRESENT

PROVE demonstrate or show by logical argument.

REFLECT think deeply or carefully about something; bring about a good

or bad impression of …; seriously consider…
ACTIVITY:
PAPER 1.1
SECTION A: COMPREHENSION
QUESTION 1: READING FOR MEANING AND UNDERSTANDING
Read both TEXT A and TEXT B below and answer the set questions.
TEXT A
THE DISRUPTIVE POWER OF 3D PRINTING

Advocates of 3D printing say that small, in-home machines will

allow tinkerers and makers to unleash a wave of creative energy,
constructing whatever they can imagine, whether replacement
shower curtain rings, works of art or even cars.

1 While the possibilities of 3D printing may seem almost limitless, a note of 1

caution is important as the risks also continue to evolve. All parties –
designer, maker and user – need to be prepared to minimise their
exposure to the risks of 3D printing. They will have to make sure that their
3D-printed products and components meet the same rigorous testing 5
requirements as traditionally manufactured products.
2
The technology’s potential to revolutionise manufacturing has been well
documented, but the risks are not as well defined. In some cases, 3D
printing, also known as additive manufacturing, brings uncharted risks.
“The technology has not yet evolved to replace full manufacturing 10
processes, but in its current, emerging form it does cut down on
prototyping1, waste and transportation emissions – opening the door for
more sustainable business practices across a range of industries,” writes
Chat Reynders of Reynders, McVeigh Capital Management for the
3 Guardian's website.
15
Greg Beato (editor of Reason magazine) says the focus on the myriad
uses of the technology, from the artistic to the mundane, ignores the
larger picture: 3D printing has the potential to be a disruptive, possibly
revolutionary invention. “What will happen,” he writes, “once millions of
people are able to make, copy, swap, barter, buy and sell all the everyday 20
stuff with which they furnish their lives?” It's the end of big-box stores like
4 Bed, Bath & Beyond or Walmart, for example. But more than that, it could
also strike a blow to the heart of government.

He explains his reasoning: “Once the retail and manufacturing carnage

starts to scale, the government carnage will soon follow. How can it not, 25
when only old people pay sales tax, fewer citizens obtain their incomes
5 from traditional easy-to-tax jobs, and large corporate taxpayers start
folding like daily newspapers? Without big business, big government
can't function.”

Beato contends that recent history shows that government will fight back. 30
Just ask the online car-for-hire company Uber, which has struggled with
6 taxi unions and local government approval in cities like Dallas and
Seattle. Over the past decade or so, newer technologies and fewer
opportunities for traditional employment have prompted more people to
act in entrepreneurially innovative ways.

7 The government has responded in the same way: consumers must be 35

protected against strawberry balsamic jam made in home kitchens;
tourists must be protected against immaculately maintained carriage
houses that can be rented daily for below-hotel rates; travelers must be
protected from cheap rides from the airport.
8
There's a "dark side" to 3D printing, writes Lyndsey Gilpen of Tech 40
Republic. "3D printers are still potentially hazardous, wasteful machines,
and their societal, political, economic, and environmental impacts have
not yet been studied extensively," she says.

9 There's a reason government has stepped in to regulate factories, after

all. Unfettered manufacturing could have harmful consequences. 45
Weapons can be 3D printed. So can safety equipment such as helmets,
wheels for bikes and toys for small children. Of course, there is the issue
of intellectual property and trademark, but the larger issue involves
responsibility.
50
If a person shoots a gun and harms or kills someone, who is to be held
accountable? What if someone stabs another person with a 3D printed
10 knife? Will the manufacturer of the 3D printer be dragged before the court
if a little girl breaks her neck while riding on a bike with a 3D printed
helmet as protection? We love to point fingers and apportion spheres of
responsibility to people, but what will we do in the case of 3D printed 55
objects? Do we take the owner of the printer, the manufacturer of the
printer or the irresponsible person who thought it was a good idea to
produce and use an untested product to task?

11 There are also other risks. A recent study detailing the health hazards of
3D printing in enclosed spaces show that typical desktop 3D printers emit 60
particles and compounds during printing that federal agencies say could
cause cancer or other ailments. “A good chunk of printers and filaments
 that are out there, we really should be worried about,” says Brent
Stephens, a lung specialist. “I think the way people are introducing these
into schools and libraries, that's what should drive some of the concern.”

3D printing is clearly one of the Next Big Things and it could revolutionize
the way we look at manufacturing everyday objects. But should politicians
and CEOs be worried?
[Adapted from: www.bbc.com]

Glossary:
1 prototype – to make a first or preliminary version of something from which other
forms are developed

AND
TEXT B

[Source:www.ponoko.com]
QUESTIONS: TEXT A

1.1 Drawing on the passage (Text A) as a whole, briefly explain, in your own
words, what Beato’s opinion on 3D printing is. (2)

1.2 Refer to the sub-heading: ‘Advocate of 3D…or even cars.’

What does this sentence suggest about the advantages of 3D printing? (2)

1.3 Refer to paragraph 3.

State, in your own words, what Beato’s big concern is. (2)

1.4 Refer to lines 21 – 22: ‘Once the retail…will soon follow.’

Explain how the diction in this sentence conveys the speaker’s attitude
toward 3D printing. (3)

1.5 Refer to paragraphs 5 and 6.

Critically discuss the stance that the government will adopt toward 3D (3)
printing.
1.6 Discuss why the ‘issues of intellectual property and trademark’ (line 42)
are relevant to 3D printing at home. (3)

1.7 Considering the content of this article, critically discuss why the title can
be considered biased. (3)

1.8 Comment on the effectiveness of the rhetorical questions in paragraph 9. (3)

QUESTIONS: TEXT B

1.9 Account for Dilbert’s (the seated character) lack of change in demeanor
to his colleague’s request. (2)
 1.10 What does this cartoon imply about 3D printers and their use in the near (3)
future?

QUESTIONS: TEXT A and TEXT B

1.11 Refer to TEXT A and TEXT B.

In your view, does Text B reinforce the writer of Text A’s attitude? Justify
your response by making reference to both texts. (4)

TOTAL SECTION A: [30]

ACTIVITY:

PAPER 1.2

SECTION A: COMPREHENSION

QUESTION 1: READING FOR MEANING AND UNDERSTANDING

READ TEXTS AAND B BELOW AND ANSWER THE SET QUESTIONS.

TEXT A

We are on the highway to 2019 - MondliMakhanya

1. It was a privilege to be an insomniac on Wednesday morning. If you were
one of us at 4am that day, you would have witnessed Barack Obama
delivering his final address to the American nation.
2. And what a speech! It was Obama at his most magical.
3. By the time he came to the end of his hour-long address, you just wished he
could go on, so inspiring and eloquent it was.
4. Tens of millions who had tuned in from around the world were as inspired as
many of the American people he was directly addressing. Social media was
abuzz with world citizens saying in unison: “We will miss this man.”
5. Obama came into office in 2008 following an electric campaign that was
premised on the promise of change.
6. He galvanised diverse constituencies with the message “Yes, we can” to bring
about change in society. He delivered on some crucial issues, but fell short on
some others.
7. A hostile, Republican Party-dominated Congress made sure his tenure was
hell. Gridlock was the name of the game as they frustrated his every initiative,
mostly just for the sake of it.
8. Republican legislators were unrelenting in their hatred of the man and US
citizens became victims of the campaign to frustrate and punish Obama.
9. There were many things he couldn’t change. On his watch, the issue of race
continued to be stubborn, Americans continued to regard guns as extra limbs,
 the sport of bombing Arab lands remained popular and the suffering of
Palestinians continued unabated.
10. But as he, Michelle and their daughters wave goodbye from the steps of the
presidential helicopter on Thursday, he should be content in the knowledge
that he leaves behind a sound legacy.
11. In the US and around the world it will always be acknowledged that he didn’t
just warm the Oval Office; he did his best to use it to effect some positive
change in his country.
12. Beneath the smile will be regret that the person following him into the White
House (Donald Trump) is the most deranged president that Americans have
had in the history of their country.
13. Obama will know that when Americans voted for him in 2008 and 2012, they
were voting for hope. He knows that in November last year, they voted for the
destruction of hope and for a warped future.
14. He will be aware that the colossal mistake that the US made will take a lot of
hard work to undo. South Africans learnt the hard way about the folly of
gambling with a nation’s future.
15. Daily they are given rude reminders about the expensive experiment they
made by giving power to an individual with a moral deficit.
16. After the steady hands of the first two presidents and the brief custodianship
of the third, we decided that we wanted a bit of chaos in our lives. All of us –
not only the next president and his government – have our work cut out in
righting the wrong.
17. In correcting this mistake, South Africans should not just be bandying about
names of possible contenders. We should look at what sort of person we want
to lead the repairing of the damage we inflicted on ourselves.
18. There needs to be a thorough discussion about what we want the next person
to do. Do we just want a seat warmer who won’t rock the boat, or do we want
an activist and a bold visionary?
19. Do we want a gentle uncle/auntie or do we want a forward-looking person
who will be impatient with our walking pace?
20. Do we want a careful person in immaculate white attire or do we want
someone with scars to prove that he or she is a battler who will risk injury
fighting for us?
21. Do we care about the morality and the intellectual weight of such a person?
22. There should also be discussions about the process leading up to the choice
of this person. We should approach the 2017 political season with the
awareness that we are now on the highway to 2019.
(Source: adapted opinion piece from City Press 15/01/17)
TEXT B

Nando's USA gives Trump a Grilling

(Source: Google
Advertisements)

Text in body copy:

Text beneath each headline:
Immigrant
(Whether Latino, Middle Eastern, Asian…)
Gay
(Straight, Bi, Trans…)
Muslim
(Christian, Jewish, Atheist…)
Equal
(Gender, age, ability…)
Multi
(Africa, Portugal…)

On January 20, 2017, Nando’swill be what it always has been:

A place for everyone to get the world’s best mouth-watering, flame-grilled PERI-
PERI chicken. Because while we believe that all men and women are created
equal, not all chicken is.
QUESTIONS: TEXT A
1.1 Explain in your own words why the writer says it was a “privilege to be an
insomniac” (paragraph 1) that particular Wednesday morning. (2)

1.2 Discuss the effect of the sentence structure that is used in paragraph 2. (3)
1.3 What does “electric” (paragraph 5) suggest about the type of campaign that
Obama ran? (2)
1.4 What is implied by the meaning of “gridlock” (paragraph 7) from the context in
which it is used? (1)
1.5 Refer to the statement, “Americans continued to regard guns as extra limbs”
(paragraph 9):
1.5.1 What is implied by the writer about the way in which Americans regard
guns? (2)
1.5.2 In your opinion, would you say the writer’s viewpoint on this is justified?
Explain. (2)
1.6 The writer makes critical statements about Donald Trump and our own
situation in South Africa in paragraphs 12–16. Compare the USA situation to
the SA situation. (3)
1.7 Refer to paragraphs 17 and 18: What do the personal pronouns suggest
about the role South Africans have played in the past and should play in the
future? (2)
1.8 Is “scars” (paragraph 20) literal or figurative? Explain your answer. (2)
1.9 Refer to paragraphs 18 to 21: Discuss two elements of style that help to
convey the tone of these paragraphs. (3)

Refer to Text B:
1.10 Comment on the pun in the heading: “Nando’s USA gives Trump a
Grilling.” (2)
1.11 What is the advertisement implying about Donald Trump? (2)
1.12 Refer to Text A and B
Compare both texts by referring to the impact and message conveyed in
each. (4)

[30]
 SESSION 2
UNSEEN POETRY
10 MARKS

Analysing an unseen poem can feel challenging at first, but with a clear step-by-step
approach, learners can confidently unpack its meaning. Here's a method they can
follow:

Step-by-Step Guide to Analysing an Unseen Poem

1. Read the poem more than once

• First read: Get a general sense of what it’s about. Don’t worry about
understanding every word.
• Second read: Begin to note tone, mood, and key ideas.
• Third read: Focus on deeper meaning, structure, and techniques.

2. Identify the speaker and audience

• Who is speaking in the poem? (A child, an adult, a specific character?)

• Who are they speaking to? (A person, an object, the reader?)

3. Understand the theme and message

• What is the main idea or message of the poem?

• Look for topics like love, loss, nature, time, identity, conflict, etc.
• What feelings or thoughts does it evoke?

4. Examine the tone and mood

• Tone: The speaker’s attitude (e.g., sad, hopeful, sarcastic).

• Mood: The feeling it creates for the reader (e.g., peaceful, tense, joyful).

5. Analyse the structure and form

• Is it a sonnet, free verse, haiku, etc.?

• How many stanzas? Are they regular or varied?
• Look at line length, rhyme scheme, and punctuation—do they affect the
rhythm or pace?

6. Look at poetic devices and figurative language

• Imagery – Vivid descriptions appealing to senses.

• Metaphor/Simile – Comparisons to create meaning.
• Personification – Giving human qualities to non-human things.
• Alliteration/Assonance – Repetition of sounds for effect.
• Enjambment/Caesura – Does a line run on or pause? Why?
• Highlight examples and explain their effect on the poem’s meaning or mood.
7. Comment on word choice (diction)

• Are words simple or complex? Harsh or soft sounding?

• Why might the poet have chosen a particular word or phrase?

8. Form your own interpretation

• What do you think the poem means?

• Justify your view with evidence from the text.
• Remember, there can be more than one valid interpretation.

Tips for Success

• Always back up your ideas with quotes.

• Use the PEE method: Point, Evidence, Explanation.
• Stay focused on the question or prompt if one is given.
• Write clearly and logically, using paragraphs.

Here’s an example of how to analyse an unseen poem, using a short fictional

poem and applying the step-by-step method. The poem is followed by a model
analysis to guide learners.

Unseen Poem: "The Forgotten Bench"

Beneath the old oak's spreading arms,

A bench stands weathered, grey with time,
Once dressed in laughter, now it waits,
For voices lost in age’s climb.

Leaves whisper secrets overhead,

As shadows stretch with setting light,
A child once carved their name in wood,
Now faded by the silent night.

Step-by-Step Analysis

1. First Impressions

• The poem is nostalgic and reflective.

• It describes an old bench under a tree, once filled with joy, now lonely and
forgotten.

2. Speaker and Audience

• The speaker is unnamed but seems observant and reflective.

• There’s no clear audience, possibly the reader or a general reflection.

3. Theme and Message

• Themes include time, memory, and change.

 • The message may be about how places that once held meaning can fade into
the background as people move on.

4. Tone and Mood

• Tone: Melancholic and gentle.

• Mood: Reflective, slightly sad, but also peaceful.

5. Structure and Form

• 2 stanzas of 4 lines (quatrains).

• Regular rhyme scheme: ABCB in each stanza.
• The structure mirrors the calm and steady pace of time passing.

6. Poetic Devices and Language

• Personification: “The old oak's spreading arms” makes the tree seem
protective or sheltering.
• Imagery: “Leaves whisper secrets” evokes a quiet, mysterious atmosphere.
• Metaphor: “Voices lost in age’s climb” refers to growing older and leaving
memories behind.
• Alliteration: “Beneath the bench,” “whisper...wood,” adds softness to the
rhythm.

7. Word Choice

• Words like “weathered,” “faded,” and “silent” convey decay and the passing of
time.
• “Laughter” and “child” contrast this with earlier joy and liveliness.

8. Personal Interpretation

• The bench is a metaphor for forgotten memories and the passage of life.
• It reminds us how places hold emotional value and how easily they can be
overlooked with time.

Sample Paragraph (using PEEL method)

The poet uses imagery to create a reflective mood. For example, “Leaves whisper
secrets overhead” personifies nature, suggesting the bench holds untold stories.
This creates a sense of mystery and nostalgia. The line “Once dressed in laughter,
now it waits” contrasts past joy with present loneliness, reinforcing the theme of
forgotten places and memories.
ACTIVITY:1
QUESTION 5: UNSEEN POEM – COMPULSORY

CONTEXTUAL QUESTION

Read the poem below and then answer the questions that follow.

RIDING IN THE NEW YORK SUBWAY – Mbuyiseni Oswald Mtshali

walked down the stairs

leading to a gloomy labyrinth of a subway,
where I boarded one of the rattling caskets
that slithered like a metal snake in the dark,
its exterior painted with grotesque 5
figures of zombies and gargoyles,
the interior was the canvas for graffiti artists

I sat with wooden-faced commuters

who uttered no word

and flashed not even a flicker of a smile; 10

only their bodies spoke –

the silent language of tombstones
in a crowded city cemetery.

5.1. Refer to lines 1 – 2: ‘I walked down … of a subway’.

What impression of the subway is created in these lines? (2)
5.2. How do the words, ‘zombies and gargoyles’ (line 6) contribute to the
mood of stanza1? (2)
5.3. Is the reference to ‘graffiti artists’ (line 7) in keeping with the rest of
the poem?
Justify your response. (3)

5.4. Critically discuss how the words, ‘caskets’ (line 3), ‘tombstones’ (line 12)
and ‘cemetery’ (line 13) contributes to the central idea of the poem. (3)
[10]
ACTIVITY 2
UNSEEN POETRY (COMPULSORY)
QUESTION 5: CONTEXTUAL QUESTION
Read the poem below and then answer the questions that follow.

DEATH IS NOTHING AT ALL - Henry Scott Holland

1 Death is nothing at all.

2 I have only slipped away to the next room.
3 I am I and you are you.
4 Whatever we were to each other,
5 That, we still are.

6 Call me by my old familiar name.

7 Speak to me in the easy way
8 which you always used.
9 Put no difference into your tone.
10 Wear no forced air of solemnity or sorrow.

11 Laugh as we always laughed

12 at the little jokes we enjoyed together.
13 Play, smile, think of me. Pray for me.
14 Let my name be ever the household word
15 that it always was.
16 Let it be spoken without effect.
17 Without the trace of a shadow on it.

18 Life means all that it ever meant.

19 It is the same that it ever was.
20 There is absolute unbroken continuity.
21 Why should I be out of mind
22 because I am out of sight?

23 I am but waiting for you.

24 For an interval.
25 Somewhere. Very near.
26 Just around the corner.

27 All is well.
5.1 Account for the repetition of the word 'nothing' in the title and line 1 of
the poem. (2)

5.2 Refer to line 2: ‘I have only slipped away to the next room.’

5.2.1 Identify the figure of speech in this line. (1)

5.2.2 Comment on how this image adds meaning to the poem. (2)

5.3 Refer to lines 6–10: 'Call me by … solemnity or sorrow.'

Identify and explain the tone conveyed in these lines. (2)

5.4 Refer to lines 23–27: 'I am but … All is well.'

Critically discuss how the diction in these lines contributes to the central idea
of the poem. Your response should include TWO examples of diction. (3)

[10]
ACTIVITY 3:
UNSEEN POETRY (COMPULSORY)

QUESTION 5: CONTEXTUAL QUESTION

MIRROR - SYLVIA PLATH

1. I am silver and exact. I have no preconceptions.

2. Whatever I see I swallow immediately
3. Just as it is, unmisted by love or dislike.
4. I am not cruel, only truthful‚
5. The eye of a little god, four-cornered.
6. Most of the time I meditate on the opposite wall.
7. It is pink, with speckles. I have looked at it so long
8. I think it is part of my heart. But it flickers.
9. Faces and darkness separate us over and over.

10. Now I am a lake. A woman bends over me,

11. Searching my reaches for what she really is.
12. Then she turns to those liars, the candles or the moon.
13. I see her back and reflect it faithfully.
14. She rewards me with tears and an agitation of hands.
15. I am important to her. She comes and goes.
16. Each morning it is her face that replaces the darkness.
 17. In me she has drowned a young girl, and in me an old woman
18. Rises toward her day after day, like a terrible fish.

5.1 What characteristics of the mirror are shown in the first 5 lines of the poem:
I ‘am silver and exact./ I have no preconception Whatever I see I swallow
immediately/
Just as it is, unmisted by love or dislike./ I am not cruel, only truthful’ (2)
5.2 Explain why the mirror is described as ‘The eye of a little god, four-cornered.’
(Line 5). (2)
5.3.1 Identify the figure of speech in line 18 of the poem: ‘Rises toward her day
after day, like a terrible fish.’ (1)
5.3.2 Comment on the effectiveness of the comparison. (2)
5.4 Argue whether the title of the poem effectively conveys the poem’s theme. (3)

[10]
 SESSION 3
TRANSACTIONAL WRITING
25 marks

An email (short for electronic mail) is a digital message sent from one person to
another over the internet. It’s one of the most common ways people communicate in
school, business, and everyday life.

Key Features of an Email:

• To: The address of the person receiving the email (e.g.,

[email protected])
• Subject: A short line that tells the reader what the email is about
• Greeting: A polite opening (e.g., Dear Sir, Hi Zanele)
• Body: The main message or information you want to share
• Closing: A polite way to end (e.g., Kind regards, Thanks)
• Signature: Your name and sometimes your contact details

Why Do We Use Emails?

• To send formal messages (e.g., to a teacher, university, employer)

• To apply for jobs or bursaries
• To ask for information or make a request
• To communicate with friends or family in an informal way

• What makes an email stand out?

• Why do people ignore some emails?

Discuss:
Highlight the importance of:

• A compelling subject lines

• Professional tone
• Clear, purposeful communication

Recap: Formal Email Format (5 mins)

Quick revision:

To: [Recipient Email]

Subject: [Clear and relevant]

Dear [Title and Surname / Sir or Madam],

[Introductory paragraph – state purpose]

[Main body – details, questions, explanation]
[Concluding paragraph – gratitude or action request]

Kind regards,
[Your Full Name]
[Grade 12 Learner, School Name]

Tip: Highflyers should never write “plz”, “u”, or use emojis in formal emails.

Activity 1 – Email Error Hunt (10 minutes)

Instructions: Provide learners with a poorly written email (e.g., too informal, lacks
punctuation, bad subject line).

To: [email protected]
Subject: heyy

hi
i want to study medcine can you send me the stuff pls
thx
[Name]

Task: In pairs, rewrite it correctly using the proper structure and tone.

Learners must justify each change: Why is “heyy” not appropriate? Why is
punctuation important?

Activity 2 – Purpose-Driven Writing Task (20 minutes)

Choose one of the following tasks (or offer choice):

Option A – Formal
Write an email to a company requesting to job shadow for a day. Include:

• Who you are?

• Why you’re interested
• What you hope to learn

Option B – Semi-formal
Write to your grade head asking for help with your Matric farewell arrangements.

Option C – Informal
Write an email to a friend who has moved away, updating them on your matric year.

Take note of the following:

• Use paragraphs strategically

• Vary sentence structure
• Add a CC line or a professional subject line
Activity 3:

Write an email to your university of choice requesting application deadlines and entry
requirements for your desired programme.

Quick Reminders for learners:

• Subject line = purpose (avoid "Hi" or "Urgent")

• Avoid long, dense paragraphs
• Never assume familiarity (no slang or jokes in formal emails)
• Proofread always – spelling and tone matter
• Include your details – full name, grade, school, contact

Email Exam Topics (Choose ONE)

Topic 1: Formal Email – University Enquiry

You are a top-performing Grade 12 learner hoping to study actuarial science at the
University of Cape Town (UCT). Write an email to the head of the Admissions
Department asking for detailed information about entry requirements, bursaries, and
the application process.

Topic 2: Formal Email – Internship Request

You recently attended a youth career expo and are interested in interning at a local
tech company, Innovate SA. Write an email to the Human Resources Manager
expressing your interest in a winter holiday internship and explain why you would be
a valuable candidate.

Topic 3: Semi-Formal Email – Request for Matric Farewell Sponsorship

As a Grade 12 representative, you have been asked to write to a local business

requesting a sponsorship for your school’s matric farewell. Include the purpose of the
event, why you’re reaching out, and how the business will be acknowledged.
 SESSION 4
CREATIVE WRITING
VISUAL STIMULUS ESSAY
50 MARKS

What is a Visual Stimuli Creative Writing Essay?

In Paper 3 of the Grade 12 English exam, one of the essay options is based on a
visual stimulus. This simply means you are given a picture, photograph, or
illustration to spark your imagination. You must then write a creative essay
inspired by that visual.

Key Points:

• Visual Stimulus = A picture that gives you an idea for a story.

• Creative Writing Essay = You create your own original story, description, or
reflection based on what you see and imagine.
• You don’t just describe the picture — you create a full essay that uses the
picture as inspiration.

Types of Essays you can write:

1. Narrative Essay (Story)

➔ You make up a story inspired by the picture.
2. Descriptive Essay
➔ You describe a scene, person, or moment in detail using the picture as a
starting point.
3. Reflective Essay
➔ You reflect on a personal experience or lesson linked to the picture’s
theme.

Emphasis:

• Originality and Creativity — your own ideas!

• Structure — clear introduction, body, and conclusion.
• Language Usage — vivid vocabulary, correct grammar, figurative language.
• Relevance — your essay must link to the visual stimulus in some way.

In Simple Terms:

"A visual stimuli creative writing essay is where you look at a picture, let it spark your
imagination, and write an original essay inspired by it. You can tell a story, describe
something in detail, or reflect on a life lesson — but the picture is your starting point."

How to Answer a Visual Stimulus in Creative Writing

1. Understand the Visual Stimulus

• Look closely: Observe every detail in the picture — setting, objects, people,
colours, mood.
• Ask questions: What is happening? Who is involved? What could have
happened before or after this moment?
• Interpret, don't describe: Avoid merely describing the picture. Use it as a
springboard for an original story.

2. Brainstorm Ideas

• Choose a genre: Narrative (story), descriptive, or reflective piece. Decide

quickly.
• Plot spark: Think of a conflict, twist, or emotional hook inspired by the picture.
• Mind-map possible characters, settings, and emotions linked to the visual.

3. Craft a Strong Introduction

• Hook the reader: Start with an engaging sentence — action, dialogue, or

intriguing description.
• Set the tone: Decide if it will be mysterious, emotional, adventurous, etc.
• Introduce context: Let the visual stimulus inspire the first scene, but build
your own story around it.

4. Develop Your Story

• Character depth: Give your characters personality, desires, and struggles.

• Show don't tell: Use sensory details and figurative language (similes,
metaphors, personification) to paint vivid scenes.
• Link back to the visual: Subtly refer to elements from the picture to keep
relevance, but don't be obvious.

5. End with Purpose

• Satisfying conclusion: Resolve the conflict or leave an open-ended twist.

• Emotional impact: Leave the reader with a lasting impression or something
to think about.
• Tie back to the stimulus: Ensure your ending feels like it completes the
journey started by the picture.

6. Language and Structure

• Use varied sentence structures for effect.

• Check punctuation and spelling (vital for content and language marks).
• Paragraphing: Ensure each paragraph serves a purpose (intro, build-up,
climax, resolution).

7. Revise

• Reread to check flow, coherence, and creativity.

 • Edit for clichés — examiners want original expressions.
• Make sure you stuck to the topic and that your response clearly relates to
the visual stimulus.

Pro Tip for Highflyers

Use the "What if" strategy:

“What if this picture is the last thing someone saw before everything changed?”
This mindset will make your essay unique and creative, standing out from generic
answers

EXAMPLE:

Title: "The Last Voyage of Hope"

The rain had been falling for hours, soft at first, then relentless, as if the heavens
themselves were tired of holding back. On the cracked asphalt road, a small paper
boat drifted aimlessly in a shallow puddle, bravely defying the downpour that
threatened to drown it. Its fragile sails stood tall, though the creases in its paper skin
revealed its weary journey.

From the edge of the puddle, tiny yellow rain boots stood watch. Their owner, a little
girl named Amira, remained still, her breath misting in the cold air. In her hands, she
clutched a second boat — slightly larger, made from the last page of her father’s old
notebook.
He had promised to come back.

When the war sirens wailed and the trucks rolled through their village, her father had
knelt beside her, folding the first paper boat with slow, careful fingers.

“This will carry my promise back to you, no matter what,” he said.

But promises were fragile things.

Weeks had passed. The world around her had turned grey, mirroring the news that
trickled in — whispers of battles, of losses, of names that vanished into lists. Yet
every afternoon, after the rain, Amira came to this puddle. She watched as her boat
floated, holding on to the fantasy that maybe, just maybe, the water would carry her
hope back to him.

Today felt different.

Today, as the raindrops painted ripples across the water, Amira let go of the second
boat. It wobbled as it joined its smaller twin, their paths crossing, twirling in the
currents like long-lost friends reunited. For a moment, the puddle seemed like an
ocean, vast and full of possibilities.

And then, through the soft patter of rain, came a sound she had almost forgotten —
the whistle of a tune her father always hummed.

Heart racing, she turned.

At the far end of the road, a figure emerged, drenched but standing tall, clutching a
sodden notebook to his chest. His eyes found hers, and in that instant, the storm no
longer mattered.

The paper boats had kept their promise.

SECTION A: ESSAY
QUESTION 1
Write an essay of 350 – 400 words (2 – 2½ pages) on ONE of the following topics.
Write down the NUMBER and TITLE/HEADING of your essay
1.6 The pictures reproduced may evoke a reaction or feeling in you or stir your
imagination.

Select ONE picture and write an essay in response. Write the question
number (1.6.1, 1.6.2 or 1.6.3) of your choice and give your essay a title.
 NOTE: There must be a clear link between your essay and the picture you
have chosen.

1.6.1

1.6.2
1.6.3
 SESSION 5
COMPREHENSION AND LANGUAGE
70 MARKS

Section A – Comprehension
QUESTION 1: Reading for meaning and understanding
Read TEXT A and TEXT B and answer the questions which follow.
Text A HAPPINESS IS A CHOICE

1. It is a common misconception that happiness is the result of achievements

or purchases. In truth happiness is the result of making the choice to be
happy.
2. As the editor of The Happiness Magazine, you would be forgiven for
thinking that I leap out of bed each morning after a restful sleep, with a grin
on my face, full of good intentions for the day ahead. Not so! Indeed, for the
main part, happiness is not my natural state of being – it requires
conscious, moment by moment, choices.
3. Like the population at large, I am not happy all the time. Authentic
happiness does not signify the lack of negative feelings such as sadness
and pain, but an ability to experience a wide spectrum of emotions while
managing to appreciate – and stay focused on – the positive aspects of my
life.
4. Psychologist, Sonja Lubromsky, talks about our happiness set point. The
point at which one chooses to react favourably (and be happy) even when
circumstances expect us to be otherwise. Human beings are wired to react
negatively to difficult circumstances so choosing to be happy requires
constant effort, it is not something intrinsic to human nature. You actually
have to train yourself to think happy.
5. Happiness fuels success, not vice versa. Most people meander through life
thinking that they will be happy once they have achieved certain goals or
once something good has happened to them, for example, getting a pay
rise or a promotion or perhaps getting 100 new likes on their latest
Instagram post. Sadly, millions of people go through life’s motions waiting
for joy to pop up and slap them in the face!
6. Research indicates that this type of instant gratification does not make us
happy – not in the long term anyway. There is no magic trick to finding
happiness, it simply requires work. Work? You may ask. Yes, work at
making a consistent effort to choose happiness.
7. It is reported that human beings make about 35 000 conscious decisions
every single day. From the inconsequential like what to wear, to the bigger
things like how to spend their money and then the really big things like
whether to quit the jobs that they hate. These choices – no matter how big
or how small – all have one thing in common: they are all based on the
deep desire to be happy.
8. While we cannot always choose the circumstances in which we find
ourselves, we can focus on making good choices when confronted with
them. Upheavals will always present themselves. Learning to approach
 challenges positively will raise your happiness set point and boost your
natural happiness which is the root of long-term happiness.
9. To boost your happiness set point, start by finding things to be grateful for –
this increases optimism and reduces anxiety. Introduce yourself to more
positive thinking - replace every negative thought with a positive one. Turn
your frown upside down! Yes! Smiling helps to lower you heart rate during
stressful times. Try smiling at strangers too. As well as being a choice,
happiness is also contagious.
10. Ex US president, Theodore Roosevelt, once said, “Comparison is the thief
of joy.” This rings true in today’s insta-ready society. In a social media
crazed world, flaunting your money, travels and other supposed successes
is all too common. However, if happiness is a choice, then comparing
yourself to others will only result in unhappiness. Choose to be satisfied
with what you have!
11. In the words of Abraham Lincoln: Most people are as happy as they make
their minds up to be.
Adapted from an article in The Happiness Magazine by Calvin Holbrook.

Text B

Questions: Text A
Refer to Paragraph 1
1.1 Outline the misconception mentioned in this paragraph. (2)
Refer to Paragraph 2
1.2 What does the final statement in this paragraph reveal about the writer? (2)
Refer to Paragraph 3
1.3 Comment on the writer’s specific reference to authentic happiness. (3)

Refer to Paragraph 4
1.4 Explain in your OWN words your understanding of the happiness set point. (3)
Refer to Paragraph 5
1.5 Discuss how the writer uses diction in this paragraph to get the attention of both
the older and younger generations. (3)

1.6 What does the word sadly in the last line of this paragraph reveal about the
writer’s attitude to the world’s perception of what happiness is? (2)

Refer to Paragraph 6
1.7 Explain the term instant gratification. (2)

Refer to Paragraph 8
1.8 Summarise the writer’s point in this paragraph with reference to the title of the
passage. (2)
Refer to Paragraph 10
1.9 Evaluate the writer’s observations in this paragraph. (2)

Refer to Paragraph 11
1.10 In your opinion, are Abraham Lincoln’s words an effective conclusion to the
writer’s argument? (2)

Questions: Text B
1.11 What is represented by the items in the gift box?

1.12 Comment on the facial expressions of the characters in the cartoon. (2)

Questions Text A and B

1.13 To what extent does Text B reinforce the content of Text A. Motivate your
response. (3)

Total Section A: 30 Marks

Section B – Summary
QUESTION 2: Summarising in your OWN words (Text C)
• Your summary should include SEVEN points and not exceed 90 Words
• You MUST write a fluent PARAGRAPH
• You are not required to give a title for the summary
• Indicate your WORD COUNT at the end of your summary
Text C

Why Strive to Be Happy?

Oxford’s English Dictionary defines happiness as feeling or showing contentment

or pleasure.
Happiness is an emotion and not a personality trait, so it is important to the true
meaning of happiness without the presence of material items. Happiness is at the
core of feeling fulfilled.
Happy people are more likely to present positively in job interviews and therefore
get better jobs. They are also evaluated more favourably by their superiors and
display better productivity so are more often selected for promotions.
Happy people have better social support and more friends because they tend to be
more generous and less aggressive. They are also more willing to compromise.
Happiness is the exact opposite of stress, so it is difficult to be happy and stressed
at the same time. Happy people are more likely to find creative outlets to relieve
stress.
Being happy has a positive impact on one’s health and therefore happy people are
reported to live longer. They are also less likely to engage in substance abuse.
Happy people are more open to new experiences, and they are more willing to
explore solutions to a variety of problems.
Happy people tend to be more resilient and therefore are able to recover quickly
from traumatic experiences.
People need to be happy for more reasons than just to feel good occasionally.
Happiness improves our quality of life; it helps us to be better people and it equips
us to be kind and supportive towards our families and our communities.
Adapted from an article by Steve Scott – The Happiness Magazine - November
2020

Total Section B: 10 Marks

Section C – Language in Context
QUESTION 3: Analysing Advertising (10 Marks)
Study the advertisement in Text D and answer the questions which follow
Text D
3.1 How does the advertiser use the adage: Money can’t buy happiness to
advertise the product? (2)
3.2 Discuss the suitability of the visuals in conveying the message of the
advertiser. (3)
3.3 How has the advertiser used the written text to persuade the reader? (3)
3.4 Identify ONE example of Americanism used in the text. (1)

3.5 Provide a synonym for the word tough in this context. (1)
[10]
QUESTION 4: Understanding Other Aspects of the Media
Study the cartoon in Text E and answer the questions which follow.
Text E
Frame 1 Frame 2 Frame 3 Frame
4

4.1 Account for the change in the boy’s facial expression in Frame 1 and
Frame 4. (2)
4.2 Discuss the irony in this cartoon with reference to the boy selling happiness. (2)
4.3 Explain the visual technique that the cartoonist uses to outline the tiger’s dismay
and the boy’s outrage in Frame 4. (3)

4.4 Rewrite the boy’s statement in Frame 2 in more formal English. (2)

4.5 Write the tiger’s question in Frame 2 in Direct Speech. (1)

[10]

QUESTION 5: Using Language Correctly

Read Text F which contains DELIBERATE errors and answer the questions which
follow’.
Text F A Healthy Mind is a Happy Mind

1. In a stress filled world, it is essential to take care of ourselves. This care

begins with the mind. The mind discovers new things and creates new
ideas and is therefore fundamentaly the part of you which needs the
greatest care.
2. Your mental wellbeing is just as significant as your physical wellbeing. It is
easy to forget this because the mind is not tangible like the body is. Yet, it is
for this very reason that the mind requires the most care. This is when the
 “out of sight, out of mind” philosophy needs to vanish because your mental
health will determine your happiness and ultimately your livelihood.
3. If you are unhappy, every cell in your body will feel it and the consequences
will be harmful to your overall health – consciously or subconsciously.
4. In order to insure your all-important mental wellbeing you will need to shift
your perspective inwards to your inner being and focus on how you choose
to respond to everyday situations – both good and bad.
5. Appreciate life’s pleasures: whether it be the tantalising smell when you
bake your famous banana bread, the warmth of the sun on your skin when
you spend time outdoors, the bliss of reading a book without any
distractions or the joy of spending quality time with family member’s. These
are the things that will keep your mind healthy and happy.

5.1 Identify and correct the spelling error in Paragraph 1. (1)

5.2 Explain the use of the comma after the word yet in Paragraph 2. (1)
5.3 What type of sentence is sentence 2 in Paragraph 2? (1)
5.4 Give the meaning of the expression: out of sight, out of mind. Paragraph 2 (1)
5.5 Add a suffix to the word determine in Paragraph 2 to change it from a verb
into a noun. (1)

5.6 Give the meaning of the prefix sub in the word subconsciously in Paragraph 3.(1)
5.7 Identify and correct the malapropism in Paragraph 4. (1)

5.8 Outline the use of the hyphen in Line 1 of Paragraph 4 (1)

5.9 Remove the redundancy in Paragraph 4. (1)

5.10 Identify and correct the punctuation error in Paragraph 5. (1)

[10]

Total Section C: 30 Marks

Grand Total: 70 Marks