Western Cape Education Department

Directorate: Curriculum FET

English First Additional Language

REVISION BOOKLET
2024 TERM 2

Grade 10

This revision program is designed to assist you in revising the critical content
and skills envisaged/ planned to be covered during the 2nd term. 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 NCS examination.
The revision program covers the following topics:

TABLE OF CONTENTS PAGE

1 Studying Literature 3-12

2 Comprehension 12-19

3 Summary Writing 20-21

4 Visual Literacy 22-27

5 Creative Writing 27-32

Term 2 Literature

EXAM TERM MEANING

Identify the tone of… How is the person feeling?

Why is this tone appropriate? Explain what has happened to make the
person feel this way.
Discuss the suitability of the title of the novel. How does the title fit in with the themes of
the novel?
Consider… Think about…
Explain how the theme of love is illustratedin… Explain how the theme of love is shown in
this extract.
Discuss… Talk about all the points relating to…
Identify… Name…
Explain why this figure of speech is Explain how the figure of speech works.
appropriate.
Consecutive One after the other / in a row
State… Explain…
…in the context of the story as a whole. Think about examples from other parts (not
just in the extract) in the story that support
the question.
Short Story: Nostalgia
GENRE: Short Story

TITLE: NOSTALGIA

AUTHOR: Sindiwe Magona

PLOT SUMMARY
Ella returns to Cape Town to visit her mother. She left ten years ago, and her mother is
still angry with her for leaving. They sit in the lounge and talk. Ella wants to know why her
mother ignored all her letters. They argue. Ella goes to the window and looks down at the
square. She remembers her father working there, making leather handbags and belts. Her
mother is angry with her because Ella did not come home for his funeral. Her mother goes
to the kitchen to make tea. While she is there, she thinks nostalgically about how she misses
the way things were when she was younger. When she comes back into the lounge, Ella asks
her why she never protected her from her father. He used to drink and sexually abuse her.
Her mother pretends that she did not originally know about the abuse. She lies and says that
she only found out about it when Ella was old enough to protect herself. Ella is upset that
her mother still will not take responsibility for what happened to her when she was a little
girl. She decides to leave. She invites her mother to call her while she in Cape Town, but it
does not seem like she really believes that her mother will.

SETTING
The story is set in Cape Town. Ella visits her mother in her childhood flat on a noisy,
crowded and dirty square off Church Street. Most of the story takes place in the lounge.
Ella returns to Cape Town to visit her [1] . She left ten years
ago, and her mother is still angry with her for leaving. They sit in the lounge
and talk. Ella wants to know why her mother ignored all her [2]
. They argue. Ella goes to the [3] and looks down at the

didn’t come home for his funeral. Her mother goes to the kitchen to make
[6] .

While she is there, she thinks nostalgically about how she misses the way

[8]

herself. Ella is upset that her mother still will not take responsibility for what
.
She invites her mother to call her while she in Cape Town, but it does not seem
MARKING MEMORANDUM
1 Instruct the learners to compare their answers, to see if they can correct their
own mistakes.
2 Discuss the correct answers with the whole class.
1 mother / mom
2 letters
3 window
4 father / dad
5 belts
6 tea
7 younger / a young woman
8 lounge
9 drink / get drunk
10 leave / go

CONCEPTUAL VOCABULARY

WORD BASIC DEFINITION

nostalgia (n.) A wish to return to the happiness of the past. Ella’s mother is nostalgic about
the past, when she was young and beautiful. Ella does not think nostalgically
about the past, because she was so unhappy living with her abusive father.
to infer (v.) To infer something is to work it out, even though it is not said directly. We can
infer that Ella’s father used to sexually abuse her, even though we are not
told that directly. We make an inference.

MAJOR CHARACTERS

NAME ELLA

IMPORTANT 1 Ella goes home to visit her mother after ten years.
ACTIONS 2 They talk and argue.
3 She shows her mother that she is upset with her for not taking her away
from her father when she was a child because he sexually abused her.
MAJOR CHARACTERS

RELATIONSHIPS Ella has a bad relationship with her mother. She left South Africa ten years
ago to get away from her father. She wrote to her mother and invited her to
visit, but her mother ignored her. We do not meet her husband, but we know
they have an honest relationship because she has told him about her father’s
abuse.
PERSONALITY Ella is angry and sad that her father used to sexually abuse her, and her
TRAITS mother did not protect her. She tries to be calm, but she finds it difficult to
talk to her mother.
PHYSICAL She is 35 years old. She has streaked brown hair and elegant fingers. She is
DESCRIPTION wearing a wide blue cotton skirt and silk blouse.
CHANGES When the story starts, Ella is very nervous about seeing her mother. She
wants the conversation to go well. When she leaves, she realises that nothing
has changed. She invites her mother to contact her while she is in Cape
Town, but it does not seem likely that she will. She does not find peace.

NAME ELLA’S MOTHER

IMPORTANT 1 When Ella comes to visit, she is rude to her.

ACTIONS 2 We learn that when Ella left ten years ago, she was so angry that she did
not say goodbye. She has ignored all of Ella’s letters since then.
3 We find out that she did not protect her daughter from her husband’s
sexual abuse when she was a child. She still pretends that she did not
know about the sexual abuse until it was too late, even though she could
actually hear it through the walls.
RELATIONSHIPS She fights with all her neighbours and has not talked to her daughter in ten
years.
PERSONALITY She is a very grumpy and bad-tempered old woman. She is nostalgic about
TRAITS the past and wishes things were the way they used to be. She feels sorry for
herself that she is alone.
PHYSICAL She is very short and thin. Her back is still straight. She has the smell of an
DESCRIPTION old person. She puts a lot of effort into how she looks and always dresses
smartly and wears makeup. She is wearing a green cardigan, matching floral
skirt and blouse, a brown necklace and red lipstick.
CHANGES She does not learn anything or grow in the story. She remains angry, bitter,
and self-pitying (feeling sorry for herself). She continues to pretend that she
did nothing wrong.
 THEMES AND EVIDENCE OF THEMES IN TEXT

THEME 1

COMPLICATED FAMILY RELATIONSHIPS

Family relationships can be complicated and difficult. We cannot change who our family
members are. Sometimes, when bad things happen with someone we love, it is hard to walk
away and end our relationship with them.
EVIDENCE OF THEME IN TEXT
This story shows how complicated and difficult family relationships can be. Ella wants to
forgive her mother and have a better relationship with her. However, her mother still refuses
to admit she did anything wrong. This hurts Ella’s feelings and she has to leave. Even though
Ella’s mother treats her badly, she does not just end her relationship with her. She tells her
she can contact her while she is still in Cape Town. Even though Ella’s mother is unkind and
has allowed horrible things to happen to Ella, Ella is hesitant (not sure if she really wants to)
just to end her relationship with her altogether.

THEME 2

NOSTALGIA

Nostalgia is the feeling of looking back on the past with fond memories, and longing
for things to be the same as they were back then. When we feel nostalgic, we generally
remember only the good things about the past and we forget about the difficulties. Often
people feel nostalgia for their childhoods.

EVIDENCE OF THEME IN TEXT

Ella’s mother looks back at her life remembering how happy she was when she was younger
and had beautiful clothes and things. Ella, sadly, can’t be nostalgic about her childhood
because she suffered abuse from her father.

THEME 3

TAKING RESPONSIBILITY

Everyone makes mistakes in life. When we take responsibility for those mistakes, we are
able to heal the relationships we have damaged. If we will not take responsibility, it is
difficult to do that.

EVIDENCE OF THEME IN TEXT

Ella’s mother refuses to take responsibility for her actions. She makes lots of excuses for her
husband’s behaviour. She says that he worked hard and sacrificed his happiness to support
his daughter. She also makes excuses for not leaving him when she found out about the
abuse. She lies and says that she did not know about the abuse until Ella was old enough
to protect herself. She also says that they had nowhere else to go and could not support
themselves. It is this refusal to take responsibility that makes Ella so sad.
When Ella realises that her mother will not take responsibility, she leaves. There is nothing
left for her to say.

STYLE AND STRUCTURE

1 NARRATIVE VOICE:
The story is told in a third person omniscient voice. This means that the narrator is all-
knowing and tells the story from the perspectives of the different characters. We get insight
into what both Ella and her mother are thinking and feeling.

2 MEMORIES:
Although the story happens when Ella is an adult, we learn about her past from her
memories. For example, she remembers her father working down in the square and how
much she hated the noise and the dirt of the square. We get a different picture of the past
from her mother’s memories. She remembers how much she enjoyed the company of her
neighbours, and how she loved dressing up. These memories show us that Ella and her
mother had very different experiences in their pasts.

3 INFERENCE:
The narrator does not tell us directly that Ella’s father sexually abused her. However, we are
given clues throughout the story. These enable us to infer it, or work it out for ourselves.
These are some of the clues:
• When Ella remembers how badly her father was treated by the Apartheid police, she
thinks, ‘Perhaps that was why’ (pg. 200). We are not told directly what she means, but it
is a clue that something bad happened. We later infer that she is thinking that perhaps
he abused her because he was so angry about the way he was treated and did not know
what to do with his anger.
• Later we are told that when she tried to book a flight to fly home for his funeral, she
could not because, ‘...her hand froze on the receiver’ (pg. 201). We are not directly told
why, but it is a clue that she was too emotional to even come to his funeral. We can infer
that something terrible happened in her past involving her father.
• When Ella asks her mother, ‘Why?’ (pg. 202), we are not told directly what she means.
NOSTALGIA

We infer that she is asking why her mother did not take her away when she discovered
that her father was abusing her. When Ella is leaving she tells her mother that she can
call her. She says that her husband knows everything. She does not explain what he
knows everything about. This is a clue. We infer that he knows about the sexual abuse.
SAMPLE EXAM QUESTIONS

Read the following extract from ‘Nostalgia’ and then answer the questions which
follow it:

“Why what? I must explain myself to you? You had food and clothes and

to, so you wouldn’t need to. But now, like everyone your age, you turn
around and blame your parents for whatever’s wrong. He had his reasons
for being that way.’
‘Yes, that’s what they say; everyone has their reasons. I’ve had many years
to think about it. Too many. And you know what I believe? I think that
sometimes there is no higher logic and no complexities. Sometimes there

blaming anyone else. Sometimes, all we can rely on is what we see and
feel. And all we can trust is the truth. What he did was wrong,’ Ella said,

opposite direction again. ‘But you don’t see it, do you? We are two utterly
1 Refer to ‘But you don’t see it, do you?’ (line 16). Choose the correct answer to
complete the following sentence. Write only the letter (A–D) next to the question
number 1 in your answer. [1]
When Ella asks her mother ‘But you don’t see, it do you?’ she is feeling…
A embarrassed
B sensitive
C frustrated
D cheerful

C frustrated (✓)
2 Refer to ‘I must explain myself to you?’ (line 2). Choose the correct answer to
complete the following sentence. Write only the letter (A–D) next to the question
number 2 in your answer. [1]
When Ella’s mother asks, ‘I must explain myself to you?’, she means…
A I do not need to explain myself to you.
B You must explain yourself to me.
C I can’t explain myself to you.
D I want to explain myself to you.

A I do not need to explain myself to you (✓)

3 What is Ella referring to when she says, ‘What he did was wrong.’ (line 14) [1]
Her father’s abuse/ sexually abusing her (✓).
4 Refer to “‘And all we can trust is the truth. What he did was wrong,’ Ella said, her
face flushed as she spun at the end of the room and walked in the opposite direction
again”. (line 14)
a What does it mean that Ella’s face is ‘flushed’? [1]

It is pink/ red/ full of colour (✓).

b What does this tell us about how she feels? [1]
She is angry/ frustrated/ full of emotion (✓).
5 What theme is being explored in this passage? Explain your answer. [2]
Taking responsibility (for your actions) (✓). Ella is saying that her mother should stop
making excuses / admit that what her father did was wrong / admit that she should
have protected her / that it does not matter what was happening in their lives, her father
should not have abused her. (✓)
6 In this short story, we can infer (guess) that Ella has been sexually abused. Identify
and explain two clues from the story that allows us to make this inference. [2]
Ella didn’t come home for her father’s funeral. In the story it says she froze when she
tried to book a ticket home. This shows us something bad happened to her (✓). Also,
she asks her mother ‘Why?’ This shows us that something bad happened, and she is
angry with her mother for not doing anything to stop the abuse (✓).
7 Choose the correct answer to complete the following sentence. Write only the letter
(A–D) next to the question number 7 in your answer. [1]
The relationship between Ella and her mother can best be described as…
A amicable
B tense
C warm
D abusive

B tense (✓)
NOSTALGIA

8 In your opinion, how is the fact that Ella’s mother is a self-centred woman conveyed
to the reader? [3]
Ella’s mother is angry at Ella for leaving Cape Town ten years earlier (✓). She should
be understanding that Ella left because of the abuse she faced. However, Ella’s mother
can only think about herself (✓). In addition, Ella’s mother thinks about the past and
thinks about how wonderful the past was. She wishes for the past even though the past
was horrible for her daughter (✓). Again, we see that Ella’s mother can only think about
her own wants and needs – she doesn’t seem to care about anyone else, even her own
daughter (✓).

NOTE: Accept any THREE of these points, or any other reasonable answers.
9 Refer to ‘We are two utterly different people.’ (lines 16–17):
a Who says this? [1]

Ella (✓)
b To whom are these words directed? [1]
Ella says this to her mother. (✓)
c Give evidence from the story which shows these words to be true. [2]
• Ella’s mother has positive memories about the past and about Ella’s
father. Ella’smemories about her father are negative (✓).
• Ella wants to have an honest conversation with her mother. Her mother
refusesto be honest about the past (✓).

TOTAL: 16 MARKS
COMPREHENSION
Comprehension answering skills
Comprehension text

TITLE

• Read the title carefully – paying close attention to each word and noting any
interesting techniques
used to attract the reader’s attention.
• What does the title of the passage reveal about the content?
• Are you able to predict content based on the title?
ing close attention to each wo

PASSAGE

• COMPREHENSION – to comprehend means to understand.

• The purpose is to determine your understanding of a passage. Do you read with
understanding?
• Read each paragraph carefully – does each paragraph have a topic sentence?
• Summarise each paragraph in one sentence – what is the main idea of each
paragraph?
• The passage may contain unfamiliar words/phrases – DO NOT PANIC!
• Focus on what you DO understand and make informed deductions based on
the context and content.

ANSWERING QUESTIONS

• Highlight or underline the instruction words to be certain of what you are

being asked to do, for example: identify, name, state, list.
• Highlight or underline the question words, which tell you what information to
look for in the text, for example: who, where, what, why, when, how
• Use your own words if the question asks for them. Do not quote from the text if
you are asked to answer in your own words.
• When answering open-ended questions, make sure you write ‘yes’ or ‘no’ before you
give reasons.
 Remember that the ‘yes’/’no’ answer is not awarded the mark. Marks are awarded for
the reasons
you provide.
• Do not answer a ‘true or false’ question with ‘yes’ or ‘no’ – you may only write ‘true’ or
‘false’.
• When you are asked to quote evidence from the passage, make sure you use the
exact words – if you copy incorrectly, or insert spelling errors, your answer will be
wrong.
• And lastly, read through your answer to ensure it makes sense.

Adapted from: https://www.x-kit.co.za/study-help/7-winning-tips-english-

comprehension

• Use the instruction part of the question in the first part of your answer, as a guide,
to ensure that you are in fact answering WHAT THE QUESTION IS ASKING.
• Note any paragraph references in the question and limit yourself to this in your
answer – however remember the context of the passage is important as well.
• Check the mark allocation in order to determine the number of points required for your
answer.

INSTRUCTION WORDS
Ensure that you understand what is required when the following instruction words
appear in a question:

Analyse Discuss the main ideas and their relative importance

Comment on Discuss, criticise and explain in detail
Compare Show similarities and differences
Define Distinguish accurately between what is and what is
not
Describe Give a detailed account of the topic
Discuss This calls for arguments in favour of and against the
statement
Evaluate Discuss the worth, truth and importance of the
statement
Explain Interpret and clarify, with reasons
Illustrate Give concrete examples and comparisons
Interpret Use your own ideas and give example
Relate Argue how two or more aspects are related to each
other
Mention Briefly name what is required
Outline Give the main points arranged in the correct order
State Give a description of the most important aspects of
the topic
Tabulate Draw up a table and fill in particulars needed
ACTIVITY:
SECTION A: COMPREHENSION
QUESTION 1
Read the passage below and answer the set questions.
Text A - CANCER SURVIVOR BEATS ODDS TO BECOME DOCTOR
1. A young Port Elizabeth woman who almost died of leukaemia as a child has
beaten the odds to realise her dream of becoming a medical doctor. It has
been a long, hard road for Nosiphiwo Ntenge, 23, of Motherwell, whose father
is a security guard and mother sold roosterkoek to supplement the family’s
meagre income.
2. 5
But sheer grit and determination have pulled her through and, on January 1,
she will proudly don her white coat and stethoscope for the first time as a
qualified medical doctor. The youngest of six children, Ntenge was diagnosed
in 1990 with acute lymphoblastic leukaemia, when she was just eight months
3. old.
10
After three months of chemotherapy at the Red Cross Hospital in Cape Town,
she went into remission and returned home to continue her three-year
treatment at the Paediatric Oncology Clinic at Livingstone Hospital. Her final
bone marrow result in 1993 was clear. Although her cancer was in remission,
Ntenge had to visit her doctor, Abe Daniels, regularly for check-ups until she
4. 15 was 18, and this is where her dream of one day becoming a physician was 15
born.

“I think I was six years old when I first decided I wanted to be a doctor, and I
used to put on Dr Daniels’ stethoscope during my visits and pretend to be
him,” she said. “It was just a childhood dream at that point. But in Grade 8, I 20
started working seriously towards the dream, with his help. I never doubted
5. that I would be a doctor – I knew that if I worked hard enough, I would get the
money to study. There are always bursaries.”

The petite Ntenge, who will be working at the Port Elizabeth Hospital
Complex from next year, slogged tirelessly to make sure she was accepted
6. into medical school at the University of Cape Town. “I knew I had to get good 25
marks and so I worked hard every day towards that – and it paid off. I got
accepted on my trial results.”

The motivated woman saw how her parents, Mbuyiseli and Nokhangelekile,
battled to educate her sister and four brothers, yet all of them have gone on 30
30 to study further, and she worked even harder to achieve her dream. “I also
7. had good role models who inspired me. Dr Daniels, who made me want to
become a doctor, and my older brother, Siyanda, who was one of those
pupils at our school, Douglas Mbopha, who was always among the top
achievers,” Ntenge said.
35
Daniels said Ntenge was one of a kind. “I am very proud of her. Once she
made the decision to be a doctor, she did everything in her power to make
sure she got her dream. “From when she was in Grade 8, she used to bring
 me her report card and we would go through it and I would tell her where to
improve – she constantly did well. She did not fail one subject at university. 40
She worked over holidays and weekends, without gadgets like laptops. She
should be an inspiration to many.” He said Ntenge qualifying as doctor was
the best thing that had happened to him. “It proves what perseverance,
dedication and commitment can do. Yes, I am thrilled to bits ... I salute her.”
[The Herald, 24 December 2013]

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 Refer to paragraph 1.

1.1.1 What disease did Nosiphiwo suffer from? (1)

1.1.2 State what Nosiphiwo’s ambition was as a child. (1)
1.1.3 What did Nosiphiwo’s father do for a living? (1)
1.1.4 In your OWN words explain what is meant by, ‘to (2)
supplement the
family’s meagre income’.

1.2 Refer to paragraph 2.

1.2.1 Quote a word that means, ‘courage’. (1)

1.2.2 What is meant by, ‘she will proudly don her white coat’? (1)

1.3 Refer to paragraph 3.

1.3.1 State the name of the treatment that Ntenge received at (1)
the Red
1.3.2 Cross Hospital. (1)
The word ‘remission’ means ...
A. to be completely cured.
B. to cancel an appointment.
C. to shorten your visit to the doctor.
D. a lessening of the severity of an illness.
(2)
1.3.3 Why was Ntenge referred, specifically, to the Paediatric
Oncology Clinic at the Livingstone Hospital?
(1)
Who inspired Nosiphiwo to become a doctor?
1.3.4

1.4 Refer to paragraph 4.

 1.4.1 State whether the following statement is TRUE or FALSE and quote
a SENTENCE to prove your answer.
Ntenge worked earnestly throughout her school career towards her (1)
ambition.
(2)
1.4.2 Why was it necessary for Ntenge to work very hard at school?

1.5 Provide a reason why Siyanda is Nosiphiwo’s role model. (1)

1.6 At which university did Ntenge study medicine? (1)

1.7 Quote SIX consecutive words that suggest that Nosiphiwo also (1)
attended school at Douglas Mbopha.

1.8 Refer to the title of the passage. (2)

Discuss the writer’s effective use of the words ‘beats odds’ in
relation to the text.

1.9 Explain how Dr Daniels can be seen as a father figure to (2)

Nosiphiwo.
Mention TWO facts.
(2)
1.10 State TWO character traits that Ntenge possesses.
/24/
Text B
The Sunflower Fund National Bandana Day and help save the lives of suffering with
life-threatening blood disorders like leukaemia.

NOTE: When answering the questions, use your own words as far as possible,
unless
you are asked for a quotation.
1.11 Mention TWO outlets where you can purchase your bandana. (2)

1.12 Comment on the writer’s use of the words ‘giving someone a future’. (2)

1.13 Has the advertiser’s message been conveyed successfully? Briefly (2)
discuss.
/6/
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 1.1.1 She had leukaemia/cancer/blood cancer. √ (1)
1.1.2 She wanted to be a medical doctor. √ (1)
1.1.3 He was a security guard. √ (1)
1.1.4 It means that the mother had to work to add √ to
the father’s small income. √
NOTE: In the answer the learner must show an
understanding of the word supplement and (2)
meagre.
1.2 1.2.1
“grit” √
NOTE: The word must be spelt correctly. Do not (1)
penalise if inverted commas are omitted.
1.2.2 (1)
It means she will put on/wear her white coat (with
1.3 1.3.1 pride). √ (1)

1.3.2 She received chemotherapy. √ (1)

1.3.3 D / a lessening in the severity of an illness. √

(2)
She was a child √ suffering from cancer,√ so she
1.3.4. had to be in this unit of the hospital. (1)
1.4 1.4.1
Dr Abe Daniels √
False. “But in Grade 8, I started working seriously
towards the dream, with his help.” √ (1)
 NOTE: No mark should be awarded for
1.4.2 TRUE/FALSE. The reason is what should be (2)
considered.

She had to work very hard because she had to

obtain high marks √ so that she could qualify for a
bursary. √
1.5 He was her role model because he excelled at school. √ (1)

1.6 At the University of Cape Town. √ (1)

1.7 “... at our high school, Douglas Mbopha.” √ (1)

1.8 The writer has used these words effectively because in

the text it mentions the challenges / poverty and illness √
that Nosiphiwo had to overcome √ in order to achieve her
dream.
NOTE: The learner’s response must show an (2)
understanding of the words ‘beats’ and ‘odds’.

1.9 When she went for her check-ups he would play with her.
/ He would allow her to pretend she was him/a doctor. √ (2)
He should study her report card and advise her where to
improve. √

1.10 She is motivated. She is courageous. She is determined. (2)

She is dedicated/committed.
NOTE: Accept any TWO of the above.
(2)
TEXT B
1.11 At Pick n Pay, √ and the Round Table. √

1.12 It means that by donating money, you will provide funds (2)
so that these children will be able to receive treatment that
could result in them being cured and so they will be able
to achieve their dreams one day. √√

1.13 Yes. By using children in the advertisement people

become aware of the fact that cancer/leukemia is
prevalent in your children too so this will prompt them to
donate generously so that these children will be able to
receive treatment and be able to live to achieve their
dreams.
OR (2)
No. If you have not encountered someone who is suffering
from cancer you will not be moved by the plight of these
sufferers.
NOTE: Do not award a mark for YES or NO only.
Allow for the learner’s own but relevant interpretation.
TOTAL SECTION A: 30
SECTION B: SUMMARY
QUESTION 2
You have been asked to give a talk to a group of Grade 10’s on how to stay motivated.
Read the passage (TEXT C) below and write a list of SEVEN points for inclusion in your
speech.
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. Indicate the total number of words you have used in brackets at the end of your
summary.

TEXT C
HOW TO STAY MOTIVATED

Motivation is very powerful and studies have shown that motivation is more
important than intelligence and ability in determining success. No one, however,
can motivate you but yourself.

Limit distractions by creating a space that will allow you to concentrate while you
work. It is easy to lose motivation if you are tempted to do other things. Focus on 5
achievement. Can you think back to when you achieved something? How did it
feel? How will you feel if you can achieve again?

It is important to push yourself to succeed. It will make the rewards much

sweeter. Don’t put off till tomorrow what you can do today! The longer you avoid 10
doing something, the harder it will be to get it done. Do the hardest and most
boring things first and get them out of the way.

Find something of interest in your studies. If you start to enjoy what you are
learning about, you will do better at it. Spend at least an hour a day empowering
yourself. This can be achieved by reading good books, listening to inspiring 15
messages and finding inspirational quotes.

A bit of competition can be a great motivator. Start a study contest with your
friends. Dream about your future. What do you need to get there? If you really
want something badly enough, you will have to work hard to get there.

[Adapted from Daily Dispatch Survival Kit, Edition 10, 2014]

TOTAL SECTION B: [10]
SECTION B: SUMMARY
QUESTION 2
The following points form the answer to the question:
FACTS
QUOTATIONS (NOTE: Learners may phrase the
facts differently.)
1. “Limit distractions by creating a space Find a space where you will not be
that will allow you to concentrate while distracted.
you work.”
2. “Focus on achievement.” Concentrate on achieving.
3. It is important to push yourself to Make a vigorous effort to succeed.
succeed.”
4. “Don’t put off till tomorrow what you can Do not procrastinate.
do today!”
5. “Do the hardest and most boring things Do the most difficult and monotonous
first and get them out of the way.” things first.
6. “Find something of interest in your Find something that interests you in
studies.” your studies.
7. “Spend at least an hour a day Spend at least an hour a day on self-
empowering yourself.” development.
8. “Start a study contest with your friends.” Start a study competition with your
friends.
9. “Dream about your future.” Think about your future.
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
DIALOGUE