HOERSKOOL STAATSPRESIDENT CR SWART

Grade 11 Resource Pack Part 3 of 3

Lockdown assistance material

Ms I Pretorius/ Mrs E Albon

6/30/2020

This pack will be divided up into THREE parts. Part 1: Poetry Part 2: Literature Part 3:

Language/Writing

Grade 11s, we trust that you are safe and healthy. Getting you ready for your final exams regardless of what the pandemic has in store for us is our number one priority. This recourse pack, along with the work you have done in class, contains ALL the information you will need in order to pass your final exams. Please ensure that you work though the pack and study the work in your scripts. NB! THESE ARE NOT JUST STUDY NOTES! While this pack does contain some notes, there is also work included that YOU must complete and ensure you understand. You will need to put in a lot of effort on your side. DO NOT think you can just study the notes and not do any of the work and you will pass, I assure you, you will not. Ms Albon and I will work together and find ways to assist those of you who do not understand certain ideas or concepts.

WRITING There are FOUR types of essays you will need to be able to do for SECTION A:

Narrative

Descriptive

Reflective

Discursive

You all know how to write the first two by now, so we will only focus on the

remaining two.

Reflective essay

A reflective essay is an essay in which the writer examines his or her

experiences in life. The writer then writes about those experiences, exploring

how he or she has changed, developed or grown from those experiences.

KEY FEATURES:

•Reflect on something that happened, or your life

•Meant to reveal deeper meaning.

•Think back and re-evaluate.

•Lessons learned.

•Changes that happened.

•Write in past tense.

•Write ONLY in first person. (I, me, my, mine)

COMMON MISTAKES YOU SHOULD AVOID:

•Write a narrative rather than a reflective.

•Using THIRD person instead of FIRST person.

•Writing in the present tense.

EXAMPLE TOPICS: (go and do a few practice essays)

•The day I became a woman/man.

•A fight that changed me forever.

•Why I act the way I do.

EXAMPLE PARAGRAPH:

Looking back at it all, the answer seems simple. I was put through all of this

torment so that I could come out stronger, happier and healthier. I can truly

say that I don‘t regret one bit of the journey. It made me the person I am

today.

See how this paragraph alone contains almost every key features, use this as

guidance for your own essays.

***

Discursive essay:

A discursive essay is a piece of formal writing which discusses a particular

issue; the writer's opinion may be mentioned, directly or indirectly, in the

introduction and/or conclusion.

(source: https://custom-writing.org/blog/discursive-essay )

KEY FEATURES:

• Provide a reliable and unbiased assessment of an issue.

• Write it using the facts and research reports to present both sides of the

issue.

•Formal

•Avoid personal pronouns, remember, this is not YOUR opinion. You may

ONLY give your personal opinion in either the introduction or conclusion.

Basic Do‘s of a Discursive Essay

•Write in formal, impersonal style.

•Introduce each point in a separate paragraph

•Use topic sentences for each paragraph

•Write well-developed paragraphs

•Give reasons and examples for each point

•Use sequencing

•Use linking words and phrases

•Make references to other sources and make sure that you follow proper

citation style

•Identify used sources

Basic Don‘ts of a Discursive Essay

•Don‘t use short forms, like I‘ll, don‘t, they‘ve

•Don‘t use informal/colloquial language, for example: old as the hills, ain‘t,

gonna, etc.

•Don‘t use very emotional language, since it might make your discursive

article look prejudiced

•Don‘t use over-generalizations. The extending the features of some

elements from a group more than it is reasonable will lead to generous and

inaccurate conclusions.

•Don‘t express your personal opinion too insistently

•Don‘t refer to statistics without proper referencing

•Don‘t use personal examples, leave it for a personal experience essay

EXAMPLE TOPICS: (go and do a few practice essays)

• Zoos are sometimes seen as necessary but not poor alternatives to a natural

environment. Discuss some of the arguments for and/or against keeping

animals in zoos.

• Are actors and professional athletes paid too much?

• Is the death penalty effective?

EXAMPLE PARAGRAPH:

(source: http://englishadvanced2.blogspot.com/2013/10/speakout-advanced-p-25-

examples-of.html )

The future is a mystery to everyone. Some people would argue that the future

is bright because modern technology will soon be able to solve most

problems in our society. Other people think that modern technology will bring

about the destruction of the world. If we consider the recent negative

environmental and social trends in the world today it is impossible to be

optimistic about the future.

***

Those are the four writing pieces you can expect in SECTION A of your paper

3, here are the topics you can expect in SECTION B. I will not be providing

notes on these in the recourse pack as they have been covered in class on

multiple occasions.

TIP: If you do know the structure 100% DON’T DO IT.

Section B

Friendly letter

formal letters (request/complaint/business)

letter to the press

longer email

dialogue

review

report

written interview

agenda and minutes

Section C

Postcard (shorter transactional text)

Diary entry(shorter transactional text)

Explaining direction (shorter transactional text)

Magazine article (longer transactional text)

Obituary (longer transactional text)

Agenda and minutes

Summary

A summary is a shortened passage, which retains the essential information of

the original. It is a fairly brief restatement --- in your own words ---of the

contents of a passage.

Characteristics of a good summary

Can be understood without reference to the original;

Is a faithful reproduction of, or contains only the ideas or information of,

the original;

Is brief without any unnecessary detail;

Is a readable unified whole

RULES OF A SUMMARY

Use your own words

Only main points are required

List the facts

ONE fact per point

Eliminate: repetition, explanation, descriptions and quotation

Write the word count in brackets at the bottom.

It is REPORTED STATEMENT therefore it is written in PAST TENSE and in

REPORTED speech

Techniques in summary writing

Paraphrasing

To paraphrase means to completely and correctly express other people‘s

ideas in one‘s own words.

* UNDERLINE WORDS AND FIND SYNONYMS

Examples

You‘ve cooked us all a hot potato. (Paraphrased)

(a troublesome person or issue) (Original sentence)

Prevention is better than cure. (Paraphrased)

(It is better to prevent something unpleasant from happening than try to put it

right afterwards.) (Original sentence)

LANGUAGE Your Paper 1 (language) will remain the same.

Section A (Comprehension test)

Section B (Summary) (10 marks) (see notes under writing section)

Section C (Visual literacy: Cartoon + Advertisement)

Section D (Language)

Total 80 marks.

I will be focussing on the topics that we have not yet discussed in class,

however I will include a list of language topics that you can expect to find in

the exam. If you study these notes AND the English survival guide posted on

the school‘s website, you will be able to do Paper 1 with your eyes closed.

Orthography –– spelling rules

Here are the 5 most IMPORTANT spelling rules

Spelling Rule 1: I Before E, Except After C

The rule goes like this:

I before E, Except after C, unless it sounds like A, as in neighbour or weigh

There are many exceptions to this rule—maybe it‘s better to think of it as a

guideline—but it can be helpful with words like the ones below.

I before E

Would you like a piece of cake? Jerry will believe anything. They‘re planting

new grass on the football field .

Except before C

Darnell received an A on his spelling test. Jeremy spotted a spider on the

ceiling. I never expected such deceit from you!

Unless it sounds like A

Our neighbours live in a beige house. How much does the kitten weigh?

Here‘s a tip: It‘s a good idea to memorize these common exceptions to the

rule:

seize, either, weird, height, foreign, leisure, conscience, counterfeit, forfeit,

neither, science, species, sufficient

Spelling Rule 2: Adding Suffixes to Words that End in Y

When you add a suffix that starts with E (such as -ed, -er, or -est) to a word

that ends in Y, the Y usually changes to an I.

Cry – cried – crier

Dry – dried – drier

Lay – laid (note the irregular spelling: no E)

Baby – babies

Family – families

Ugly – ugliest

This is the dustiest old house I‘ve ever seen. The best bakers make the flakiest

pie crusts. The soup needs the tiniest pinch of salt, and then it‘s perfect.

Seawater dries out your skin.

The Y doesn‘t change for the suffix -ing.

The baby has been crying for almost an hour. The minute we brought in the

new puppy, our mother began laying down sheets of newspaper. We should

spend some time tidying before the guests arrive.

If the word in question has two consonants before the Y, change the Y to I

before adding the suffix ‑ ly.

Sloppy – sloppily

Happy – happily

Scary – scarily

Funnily enough, I said the same thing just yesterday.

Of course, there are always exceptions:

―Funny,‖ he said dryly.

Spelling Rule 3: The Silent E

Typically, an E after a consonant at the end of a word is silent, but it does

affect the way you pronounce the vowel that comes before the consonant.

The E makes the vowel sound of the word (or syllable) long (like the ‗I‘ sound

in kite) instead of short (like the ‗I‘ sound in kitten). It‘s important to get the

silent E right, because its presence or absence can change the meaning of a

word.

The monkey bit me. Keep your fingers out of the cage: the monkeys bite.

By adding the E to the end of bit, the word is changed from past to present

tense.

Don‘t cut yourself on the sharp knives. The kitten is really cute.

In this case, the silent E creates a completely different word.

When adding a suffix like -ed, -er or -est, the silent E is usually dropped from

the end of the root word.

The dog bared his teeth at the mail carrier. The baby‘s eyes were the bluest

I‘d ever seen.

Spelling Rule 4: Double Consonants

Watch out for double consonants. It can be difficult to hear them when a

word is said aloud—especially if the word has only one syllable. Double

consonants are frequently found in words that have suffixes added to them:

I dropped the heavy bags to the floor. Someone called for you earlier.

Some words can be pronounced as either one or two syllables, but the

spelling remains the same:

Blessed are the meek for they shall inherit the Earth.

In this sentence, which is a fixed expression, blessed is pronounced as two

syllables: bless-ed.

The father blessed his son before the wedding.

In this sentence, blessed is pronounced as one syllable: blest.

Be particularly careful with words where a double consonant can change

the pronunciation and the meaning of the word.

Cacti are native to the desert. Would you like ice cream for dessert?

Spelling Rule 5: Plural Suffixes

When do you add ‑ s and when do you add ‑es to make a plural? It‘s not

quite as arbitrary as it may seem. The rule is this: if a word ends in ‑ s, ‑ sh, ‑ch,

‑ x, or ‑ z, you add ‑es.

I only had to take one bus; you had to take two buses. I only get one wish;

you get two wishes. I have a splotch on my shirt; you have two splotches. I‘m

carrying one box; you‘re carrying two boxes. Would you like a spritz of

perfume? Two spritzes, please.

For all other endings, add ‑ s.

I have one cat; you have two cats. I have one cup; you have two cups. I

have one shoe; you have two shoes. Where is my other shoe? I have one ski;

you have two skis. How am I supposed to ski? I have one toque; you have

two toques.

Be careful of words that don‘t change when they‘re pluralized (e.g., fish,

sheep, and moose). If you‘re unsure, check the dictionary.

Be sure to also check out this list of commonly confused words to help you

choose the right spelling of words with similar meanings and pronunciations.

(Source: https://www.grammarly.com/blog/spelling/)

Punctuations (survival guide on school website)

Capitalization (survival guide on school website)

Morphology

This refers to how words are formed/ created. All words come from a ROOT

word to which something has been added (prefix or suffix) or taken away

(certain letters) and in most cases this is a mixture of those.

Examples

Root – Believe

Now you add a prefix and/or a suffix – unbelievable

Notice how we have taken away the ―e‖ at the end of believe when we

added our suffix, these are rules you need to apply when adding a prefix or a

suffix. See your survival guide for these rules.

Now the recipe we have used to create this new word (prefix + root + suffix) is

morphology.

Inflections

Inflection refers to a process of word formation in which items are added to

the base form of a word to express grammatical meanings.

Part of

Speech

Grammatical Category Inflection Examples

Noun Number -s, -es Flower → Flowers

Glass → Glasses

Noun,

Pronoun

Case (Genitive) -'s, -', -s Paul → Paul's

Francis → Francis'

It → Its

Pronoun Case (Reflexive) -self, -

selves

Him → Himself

Them →

Themselves

Verb Aspect (Progressive) -ing Run → Running

Verb Aspect (Perfect) -en, -ed Fall → (Has) fallen

Finish → (Has)

finished

Verb Tense (Past) -ed Open → Opened

Verb Tense (Present) -s Open → Opens

Adjective Degree of Comparison

(Comparative)

-er Smart → Smarter

Adjective Degree of Comparison

(Superlative)

-est Smart → Smartest

(source: https://www.thoughtco.com/inflection-grammar-term-1691168 )

Prefixes and suffixes (survival guide on school website)

Pluralisation

Like the name suggest, this is when you change a word into the plural form,

i.e. dog – dogs. Here are some rules that can help you:

1.Add -s to regular plurals:

Adding an s is all you need to form a regular plural: file - files, centre - centres,

girl - girls, book - books, computer - computers, ambition - ambitions...

2. Add es to words ending in -ch, -s, -sh, -x, -z:

wash - washes, box - boxes, match - matches, glass - glasses, bus - buses,

business - businesses...

*There's one exception to this rule. If the -ch ending is pronounced with a 'k'

then add -s (stomach - stomachs)

3. Change to ves or add s.

Some words ending in f or fe change to ves: knife - knives, life - lives, wife -

wives, shelf - shelves

Exceptions: add s: roof - roofs, proof - proofs, chief - chiefs

Words ending in ff add s: cliffs, sniffs, scoffs, toffs stiffs, tiffs...

These words can be either ves or s: scarf - scarves or scarfs, dwarf - dwarves

or dwarfs

4. Change y to ies or s

a. If the word ends in a vowel (a,e,i,o,u) + y then just add s:

boy - boys, journey - journeys, key - keys, tray - trays

b. If the word ends in a consonant + y change y to ies:

country - countries, baby - babies, body - bodies, memory – memories

5. Adding s or es to words ending in O:

a. If a word ends in a vowel (a,e,i,o,u) + 'o' then we sometimes add s.

radio - radios, stereo - stereos, video - videos

b. If a words ends in a consonant + 'o', we sometimes add s, sometimes es.

No rules for this - you just have to learn the common words, or use a

dictionary.

kilo - kilos, zero - zeros, piano - pianos, photo - photos

but hero - heroes, potato - potatoes, volcano - volcanoes, tomato -

tomatoes.

6. Irregular plurals:

woman - women, man - men, child - children, person - people, tooth - teeth,

foot - feet, mouse - mice, penny - pence

7. No change between plural and singular:

There are some words that are the same in the plural as in the singular: sheep,

series, fish*, cod, salmon, aircraft, cattle, scissors, deer, trousers

fish or fishes? The plural form fish is more common. Fishes is used when talking

about different types of fish. (Oxford Dictionary)

(source: https://howtospell.co.uk/pluralrules.php )

Parts of speech (survival guide on school website)

Phrases and Clauses

A phrase is a collection of words that may have nouns or verbs, but it does

not have a subject linked to a verb. The following are examples of phrases.

◦Leaving behind the dog

◦smashing into a fence

◦before the first test after the devastation

◦between ignorance and intelligence

A clause is a collection of words that has a subject that is actively doing a

verb. Which is not the case with phrases. The following are examples of

clauses:

◦Since she laughs at diffident men

◦I despise individuals of low character

◦when the saints go marching in

◦Obadiah Simpson is uglier than Siphokazi Sangwayo

If the clause could stand by itself, and form a complete sentence with

punctuation, we call the clause an independent clause. The following are

independent clauses:

◦I despise individuals of low character.

◦Obediah Simpson is uglier than a rabid racoon.

Dependent clauses have a subject doing a verb, but they have a

subordinate conjunction placed in front of the clause

That subordinate conjunction means that the clause can't stand

independently by itself and become a complete sentence.

Instead, the dependent clause is dependent upon another clause--it can't

make a complete sentence by itself, even though it has a subject doing a

verb.

Here are some examples of dependent clauses:

◦since she laughs at diffident men

◦when the saints go marching in

◦because she smiled at him

These clauses simply do not form complete thoughts or sentences by

themselves. Those subordinate conjunctions--since, when, and because--

cause the listener to expect some extra material.

If you walked up to a friend in the dorms and said, "since she laughs at

diffident men," and then walked away without adding an independent

clause, the friend would be completely baffled.

Syntax/ Sentences

These are the rules to creating proper sentences. Syntax is the way a

sentence is constructed.

Key elements of a sentence:

• A new sentence starts with a Capital letter.

• Your sentence must be ended with the correct punctuations:

• Question-?

• Exclamation-!

• Statement- .

• Each sentence contains a subject, a verb or verb phrase and/or an

object.

• It follows the recipe S-V-O

• A proper sentence must have an idea that can stand alone

i.e. independent clause.

Parts of a sentence:

Subject

• Who or what we are talking about.

• The person or thing performing the action.

Predicate

It is the rest of the sentence

Verb

The action that is being done.

Object

Direct object: tells us who or what (after the verb).

- The dog brought the ball to his master.

Indirect object: tells us to whom/what or for whom/what (after the direct

object).

- Matric opens doors for the future.

Types of sentences:

Statements:

Statements supply information, or can be considered and ―normal‖

sentences that end with a (.)

E.g. Shaun is going to school.

Questions:

Questions ask for information and always end with a question mark.

E.g. Where is Shaun?

Exclamations:

Exclamations express emotions.

E.g. It‘s a ghost!

Commands:

A command is used to give orders or instructions. They can sometimes end

with an exclamation.

E.g. Do not enter through that door.

E.g. Leave me alone!

How structure types of sentences:

Simple sentence:

• Follows the recipe S V and/or O

• Contains only one independent clause.

• Subject

• Verb

• object

She read.

She completed her literature review.

He organised his sources by theme.

They studied mathematic rules for many hours.

Compound sentence:

• Contains at least 2 independent clauses.

• They can be combined using a comma, coordinating conjunctions or

a semicolon.

• Independent clause 1

• Independent clause 2

Using conjunction:

She completed her literary review and she created a reference list.

Using a semicolon:

He organised his sources according to theme; then, he updated his

reference list.

Using a comma:

They studied mathematic rules for many hours, but they realised there was still

much to learn.

Complex sentence:

• Contains at least one independent clause and one dependent clause.

• If a sentence begins with a dependent clause, note the comma that

follows.

• If a sentence starts with an independent clause there is no comma

separating the two clauses.

Independent clause

Dependent clause

Although she completed her literature reviews, she still needed to work on her

methods section.

They studied mathematic rules for many hours as they were so interesting.

Antonyms, synonyms, homonyms, etc. (survival guide on school website)

Figurative language (survival guide on school website)

Figure of speech (survival guide on school website)

***

Please see the survival guide on the schools website for the notes on

comprehension and visual literacy. For those who do not have access to the

website will need to provide us with a working email address so we can

forward the documents to you.