LEARNING OUTCOME 3: WRITING & PRESENTING

• narrating
• entertaining
• persuading
• arguing
• explaining
• informing
• analysing
• describing
• manipulating (to understand it better)

• locating, accessing, selecting, organising and integrating data from from a variety of sources;
• converting information from one form to another;
• creating and using mind maps;
• creating and using flow charts; and
• selecting and using visual and design elements.

• planning;
• using main and supporting ideas;
• experimenting with formats and style;
• using a variety of sentence constructions;
• applying paragraph conventions; and
• ensuring cohesion.

Editing:

• using set criteria for editing;
• checking whether the viewpoint being advanced was successfully sustained;
• refining word choice and sentence structures;
• checking for cohesion between paragraphs;
• demonstrating sensitivity to gender, race, disability, age, status, poverty, lifestyle, ethnic origin, globalisation, HIV / AIDS and other diseases; and
• proofreading.

• text style;
• graphics and illustration;
• printing;
• binding; and
• the cover.

• use subject, object and predicate correctly;
• are simple and clear;
• effectively compound sentences;
• utilise a main clause and one or more subordinate clauses;
• use active and passive voice;
• use direct and indirect speech correctly;
• use correct word order;
• use punctuation correctly to show:

• grammatical relationships;
• emphasis;

• use rhetorical and stylistic effect; and
• use figurative language such as idioms and proverbs.

Writing and designing texts is a process and learners need the opportunity to put this process into practice. They should:

• decide on the purpose and audience of a text to be written and/or designed;

• brainstorm ideas using, for example mind maps, flow charts or lists;
• consult relevant sources, select relevant information and organise ideas;
• produce a first draft which takes into account purpose, audience, topic and genre;
• read drafts critically and get feedback from others (classmates);
• edit and proofread the draft;
• produce a well-designed final version.

● Learners should write every day. Learners should often be given the opportunity to write freely without an assessment requirement.

● In more formal writing, teachers are advised to assess a particular skill or sub-skill being dealt with during that particular stage of the process. For example, all language skills need not be addressed during each step of the process.

● Peers should also learn to edit one another's work as this interaction is an important part of the process of writing and improves own and other's awareness of the process.

● An important aspect of this Learning Outcome is the presentation of written work. It can be shared with peers, teachers, the school as a whole, parents or a wider range of stakeholders. The learner should take pride in a rounded, complete product.

● Learners should be informed about the characteristics and requirements of different kinds of creative texts. A short description of the kinds of essays that learners are required to write is provided below.

Kinds of essays:

A narrative essay tells a story or tells of a past event. It can be written from any perspective.

● We were having a wonderful time. There was good food, good music and good company. Suddenly there was an earth-shaking crash. Write about the incident.

● The best story my grandfather told me.

● The story must have a strong story line and be convincing even if it is fiction.

● A narrative essay is usually written in the past tense.

● The introductory paragraph should capture the reader's attention.

● A good story often has a point to make.

● An unusually interesting ending gives a story the final touch.

● The reader's interest must be maintained until the end. The style, rhetorical devices and action must ensure sustained interest.

● A successful narrative vividly highlights sensory details such as sight, sound, taste, smell and tactile sensations.

● A narrative essay often has a strong descriptive element.

In a descriptive essay, the writer describes something to allow the reader to experience the topic being described as vividly as possible. Someone or something can be described.

● The dentist's waiting room. Describe your feelings and impressions.

● Describe a stormy night.

● The writer should create a picture in words.

● Words and expressions are chosen carefully to achieve the desired effect.

● Images of sight, sound, hearing, taste and touch can be used to make the description vivid.

● Figures of speech are used in original ways.

● Learners should ideally have experience of the topic. It is very difficult to describe something without having firsthand knowledge.

Expository writing communicates ideas or information in a logical way. This is a factual essay in which the writer explains ideas or gives facts in a systematic way. An expository essay is well researched and ideas are supported by facts and figures.

● More than a thousand people are killed in road accidents during the December holiday. How can this carnage on our roads be stopped?

● Discuss how you would go about collecting funds for the matric farewell party.

Consider the following when writing an expository essay:

● A thorough understanding of the topic is required.

● Good research is vital as statements have to be supported by facts.

● As the reader may not have a specialised understanding of the topic, the writer should clarify any concepts which may be unfamiliar.

● Ideas must be organised logically and take the reader from the known to the unknown.

● An expository essay is generally written in the present tense.

In an argumentative essay the writer has a specific opinion or viewpoint and argues to defend or motivate his or her position. The opinion of the writer should be clear throughout. This is a subjective essay in which the writer tries to convince the reader to share his or her point of view.

● Television kills creativity. Do you agree?

● The future of South Africa depends on foreign investment. Give your views.

● The essay should start with the writer's view of the topic in an original and striking way.

● The writer should give a range of arguments to support and substantiate his or her view.

● The writer focuses on points for OR against a statement.

● An argumentative essay can be subjective and strong opinions are expressed. A variety of rhetorical devices and persuasive techniques should be used.

● The language used is emotive and can be emotional but should not be rude.

● The conclusion should be a strong, clear and convincing statement of the writer's opinion.

A discursive essay is objective and aims to give a balanced view of both sides of an argument. The writer considers various aspects of the topic under discussion and presents opposing views impartially. The writer may come to a particular conclusion at the end of the essay but the arguments for and against must be well balanced and clearly analysed in the course of the essay.

● Write an essay in which you give arguments for and against abortion.

● Learners should be able to choose their own prescribed books for literature. Discuss this statement looking at both sides of the argument.

● The writer should understand and be able to reflect both sides of the argument in an impartial and well informed way.

● The writing must be lucid, rational and objective. Calm, well-reasoned and well-supported statements should be made.

● The tone should be unemotional and convincing without being condescending.

● The writer may give an indication of his or her opinion at the end of the essay but this should only be done in conclusion.

(f) Reflective essay (Home and First Additional Language)

In a reflective essay the writer contemplates an idea and gives his or her emotional reactions and feelings. The writer could, for example, reflect on dreams or aspirations.

● This is how I remember the best teacher I ever had.

● Give your views on life and how it should be lived.

● A reflective essay is subjective.

● Feelings and emotions play a major role.

● A substantial part of the essay may be descriptive. These descriptions should be vivid and aim to recreate recollections or feelings of the writer in the reader.

● The ideas, thoughts or feelings expressed should reveal sincerity and personal involvement.