TABLE OF CONTENTS PAGE
1 Introduction 4
2 Writing and presenting 5
3 Essays 7
3.1 Narrative essay 9
3.2 Descriptive essay 11
3.3 Reflective essay 17
3.4 Discursive essay 19
3.5 Argumentative essay 21
3.6 Interpretation of Visual Stimuli Texts (Pictures 24
4 Longer Transactional Texts 28
4.1. Informal letter 32
4.2 Formal letter 34
4.2.1 Letter of Request 35
4.2.2 Letter of Complaint 42
4.2.3 Letter to the editor (Format 1) 46
Letter to the editor (Format 2 47
4.2.4 Letter of Application 49
4.3. Curriculum Vitae (CV) and Covering letter 51
4.4 Magazine and Newspaper Article 55
4.5 Agenda and minutes of the meeting 57
4.6 Report (Formal and Informal) 61
4.7 Speech 65
4.8 Dialogue/ Interview 69
4.9 Review 71
4.10 Obituary 76
5 Shorter Transactional Texts (FAL & SAL ONLY)
5.1 Advertisement, Flyer and Poster
5.2 Invitation
5.3 Diary entries
5.4 Postcard
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5.5 Directions
5.6 Instructions
5.7 Writing an email 79
5.8 Filling in a form
6 Annexures
A: Self-assessment sheets
B: Rubrics for WRITING AND PRESENTING
Tasks:
HL
FAL
SAL
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1. INTRODUCTION
The purpose of this guideline is to briefly guide learners and teachers on the aspects
of writing and presenting. Also, the guideline aims to produce competent, versatile
writers who use their skills to develop and present appropriate written, visual and multi-
media texts for a variety of purposes.
WRITING AND PRESENTING allows learners to construct and communicate thoughts
and ideas coherently. Frequent writing practice across a variety of contexts, tasks and
subject fields enables learners to communicate functionally and creatively. Knowledge
of language structures and conventions will enable learners to produce coherent and
cohesive texts. Language structures should be taught for constructing texts in their
context of use. The application of language structures should not be restricted to the
analysis of isolated sentences. It should explain the way in which sentences are
structured to construct whole texts such as stories, essays, letters and reports which
learners learn to read and write in school.
The above skills, writing and presenting, should be integrated. In integrating these
skills, the focus on one skill can lead to practice in another. For example, a learner
involved in a debate will read an argumentative/discursive essay and then produce his
own written argumentative/discursive essay using language structures.
This guideline may be used by teachers and learners of English Home (HL), First
(FAL) and Second Additional Languages (SAL). Teachers and learners should be
guided by the relevant CAPS document for each language level as this document
covers a range of writing texts.
The writing and presenting skill combines three elements:
• using the writing process;
• learning and applying knowledge of the structure and features of different text
types;
• learning and applying knowledge of paragraph and sentence structure and
punctuation.
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