Section B: Longer transactional texts

A transactional text is a written exchange of information, or a written record of communication between people. This type of writing has a specific purpose and format, such as conducting business, or sharing news.
In this section, you will learn the features of each type of longer transactional text that will earn you marks in the final Grade 12 exam.
There are four categories of longer transactional text.

1. Steps for writing longer transactional texts

There are four main steps for writing a longer transactional text in an exam:

Step 1: Choose your text type
Step 2: Plan your topic
Step 3: Write a draft of your text and edit it
Step 4: Write your final text

Step 1: Choose your text type and topic
There are four categories of longer transactional texts. The exam has one question for each of these four categories. You only have to answer ONE of the questions. Choose the text type format you know best.

Longer transactional texts

Category A

  1. Formal letter
  2. Informal letter
  3. Letter to the press

Category B

4. CV and covering letter
5.Obituary

Category C

6. Review
7.Newspaper article
8.Magazine article.
9.Agenda and minutes of a meeting.
10.Formal and informal report

Category D

11. Dialogue
12.Written interview
13.Written formal and informal speech.

Hint:
Choosing a longer transactional text in the exam

  • Read carefully through all the questions in Section B of the exam paper.
  • Read through the questions a second time. Cross out those that do not interest you.
  • Choose the text type of which you know the format and about which you have the most to write about.
  • Focus your attention on the topic you have chosen. Remind yourself of the format of the text type you have chosen. Start planning your text based on you chosen topic. 

Step 2: Plan your topic
Remind yourself of the correct format for the text type you have chosen.
Plan your text by writing down your ideas for the content. Remember that your ideas must be relevant to the topic, and the text type you have chosen.
There are many different ways to plan your text. For example, you could use a mind map. Use the planning method that works best for you. There are examples of planning tools on page 46.
Once you have written down a few ideas, you can organise them by numbering them in a logical order. This is the order in which you will structure your ideas in paragraphs in your text.
Logical order - Arranging information so that the points follow each other in an order that makes sense.

Hint:
Content, planning and format

  • The content of your text needs to be relevant to the topic you choose. Avoid repeating the same ideas. In text types such as letters, articles and interviews, put each new idea into a new paragraph.
  • You need to show evidence that you have planned your text. The examiner will want to see your crossed-out planning notes or mind map in your exam answer book.
  • Make sure you know the correct format of the text type you have chosen. This will help focus your ideas and your planning. 

Ways to plan a longer transactional text

A plan helps you think about what ideas you want to include in your text. It also helps you put your ideas into a clear structure. You will earn marks for showing your planning.
You can use a mind map or an ideas list to plan your text.

1. Mind maps
These are diagrams of ideas. The title is in the centre with branches coming from it showing thoughts and ideas. Below is an example of a mind map.
mind map longer transactional2. Idea lists
These help you to quickly write down ideas for each paragraph. Your idea list can be a random or a numbered list. Below are examples of these two different idea lists.
lt listStep 3: Write and edit your draft text
Write a draft of your text, using the ideas from your plan.
Check that the format is right for the text type you have chosen.
Read through each sentence carefully to proofread it. Look for any spelling, punctuation or other language mistakes. Edit your draft by correcting these mistakes and making any other changes you think are needed. This will improve your final text.
Count the number of words in your text and make any changes to meet the word limit. For example, you may need to add some words or use fewer words.
Note - The content of a longer transaction text is between 120-150 words long. In a letter do not add the address and greetings as part of the word count.

Hint:
Language, style and editing.

  • Check that your grammar, spelling and punctuation are correct. Check  that you have chosen a variety of words that are appropriate for your topic
  • It is important to show the marker that you have edited your draft.
  • Think about the purpose and audience of the text type you have chosen. This will guide the register you use in your text. 

Step 4: Write your final text
Write your final text by rewriting your draft. Make sure that you make all the changes you marked in your draft so that your final text has no mistakes and clearly expresses all your best ideas. Check again that the text is in the correct format for the text type.
When you have finished your final text, cross out your planning and draft text. If you do not do this, the examiner may mark your draft and not your final text.

Hint:
Final text

  • Rewrite your draft so that it shows all the corrections and improvements you have made. Keep looking back at your drafts as you write your final text so that you copy it correctly.
  • Your writing must be clear ad neat so that it is  easy for the marker to read. Do your best not to make new mistakes as you write your final text.
  • The text must be no shorter than 120 words and no longer than 150 words.

Important differences between formal and informal writing

Formal writing

Informal writing

  • Register: Formal 
    Expression is formal and polite
  • For example: You are invited to attend a celebration in honor of …
    It is a great pleasure to meet you …
  • Register: Informal
    Expression is informal, chatty and conversational.
  • For example: Please come to a party for …
    Pleased to meet  you.....
  • Words: Written in full; no contractions; no abbreviations
    For example: Write cannot instead of can't.
    Write holidays instead of hols.
  • Words:  Contractions are acceptable
  • For example: can's. it's, don't.
  • Sentences: Written in full; grammatically correct; no slang
  • For example: Joshua is a pleasant man.
  • Sentences: May use informal of colloquial language.
  • For example: Joshua is a great guy.
  • Use of third person:
  • For example: The Grade 12s are concerned about their examinations
  • Use of first person:
  • For example: We are worried about the exams
  • Passive voice:
  • For example: A complaint has been made by  the parents.
  • Active voice:
  • For example: The parents have made a complaint.

2. Category A

Category A in the exam paper covers the following:

  • Formal letter
  • Informal or friendly letter
  • Formal and informal letter to the press

Each one of these letters has a different format, serves a different purpose and has a different register. For example, the register of a letter to a place of business is formal, while the register of a letter to a friend is informal.

2.1 Writing a formal letter

A formal letter is a communication used in official or important situations, or with people you do not know well.

Hint;
Formal letter

  • A formal letter can have a range of audiences and purposes. For example, it can be a letter of complaint; a business letter; a letter of application; or a covering letter to accompany your CV.
  • The tone of a formal letter must be polite and business-like. A formal register is always used.
  •  A formal letter has its own format. Make sure you lay out your information correctly, such as the addresses; the greeting; the subject line; and the salutations and signature at the end. 

eg: A learner’s example of a formal letter using the four steps

Step 1: Choose the text type and topic
This learner chose this question on a formal letter:

An international company is offering a limited number of bursaries to Grade 12 learners for further studies.
Write a letter to the Manager: Human Resources of this company, applying for one of these bursaries. Mention the career you want to study towards and state clearly why you deserve this bursary.

Step 2: Plan the text
Read through the question carefully and look for the key words that would help you think about the contents of your letter. Note these key words in the question above: bursaries, career and deserve this bursary.
The learner used a mind map to plan her formal letter.
bursary plan
bursary draft
bursary final

Activity: Writing a formal letter
Here are some formal letter topics to help you to practise your writing skills:

  1. Recently your youth club/religious organisation hosted a successful sports day for your community. A local company sponsored prizes for the event.
    You are the chairperson of the organising committee of this event. Write a letter to the manager of the company, telling him/ her about the success of the event and thanking him/her for the sponsorship.
    Note - in question 1 there are two things you must do in your letter: Talk about the success of the event and thank the chairperson for sponsoring the event.
  2. Recently you needed a certain item which you were unable to obtain from stores in your area. However, a shop assistant at a certain store helped you to obtain the item.
    Write a letter to the manager of that store, giving details about
    how the shop assistant helped you and expressing your gratitude.

2.2 Writing an informal letter

An informal letter also called a friendly letter is usually written to friends or family members.

Hint:
Informal letter

  • Informal letters can serve a range of purposes. They can inform; thank; congratulate; offer sympathy; motivate; sympathise; or give advice.
  • The tone of an informal letter must be friendly and chatty. An informal register is always used.
  • An informal letter has its own format. Pay close attention to where you lay out information such as the address, and the type of greeting and salutation you use. 

eg: A learner’s example of an informal letter using the four steps

Step 1: Choose the text type and topic
This learner chose this question on an informal or friendly letter:

Your friend has experienced a major disappointment. At the moment he/she is very depressed.
Write a letter to encourage and support your friend.

Step 2: Plan the text
Read the question carefully and find the key words in the question to help
you think of the contents of the letter.
Note the words disappointment and depressed and encourage and support in the question above. The learner used these key words in the mind map to plan his friendly letter.
plan friendly letter
draft friendly letter
final friendly
Word count: 146

Activity: Writing an informal letter

Here are some informal letter topics to help you to practise your writing skills:

  1. Your best friend has been selected to represent the province in a certain code of sport.
    Write a letter to congratulate him/her on this achievement and to wish him/her well.
  2. You have won two tickets to a soccer/rugby/cricket match in another province.
    Write a letter inviting a friend to accompany you. Include details such as travel and accommodation arrangements.

2.3 Writing a letter to the press

A letter to the press (such as newspapers) is a formal letter with its own features and format rules.

Hint:
Letter to the press

  • The content of this type of letter usually deals with the writer's view or opinion about a subject currently being debated in a newspaper.  The purpose of it is for the writer to express his or her opinion about something, for publication in the newspaper.
  • The letter is addressed to the editor of the newspaper, but the main audience of the letter is the readers of that newspaper.
  • A letter to the press has its own format. Pay close attention to where you lay out information such as addresses and the subject line, and the type of greeting and salutation you use.

 eg: A learner’s example of a letter to the press using the four steps

Step 1: Choose the text type and topic
The learner chose to write this letter to the press in the exam:

Respond to a letter in your local newspaper. In this letter a reader argues that the death penalty should be re-introduced.
Take a position in which you either support or reject the reader’s views.

Step 2: Plan the text
Find the key words in the question to help you think of the contents of the letter. The key words in this question are death penalty and support or reject.
The learner has used a list to plan her letter.
plan letter to the press
draft letter to the press
final letter to press

Activity: Writing a letter to the press

Here are some letter to the press topics to help you to practise your writing skills:

  1. Write a letter to the press in which you support or disagree with raising the age at which a person can obtain a driver’s licence from 18 to 21.
  2. Write a letter to the press in which you take a stand on the issue of violence against women. Propose a way of dealing with people who abuse women.

2.4. Category A checklist

Features

Details of the feature

Yes

No

Don't know

Exam instructions

I understand the exam instruction for writing a letter

     

Letter topic

I understand the letter topic I have chosen.

     

Letter type

I understand the features of the letter type I have chosen: 

  • Formal letter
  • Informal letter
  • Letter to the press
     

Content, planning and format

Planning

I can show evidence of planning my letter.

     

Content

Each point in  my plan is relevant to the letter topic.
I will use these points in my letter.

     

Purpose/audience

I understand the purpose of the letter type I have chosen
I understand the audience for the letter type I have chosen

     

Letter structure

The first paragraph of my letter introduces the topic. The paragraphs in the body of my letter relate to the topic. The last paragraph concludes the ideas in my letter.      

Sentences

I have not repeated sentences in my paragraphs.
I have used full sentences.

     

Paragraphs

My ideas link and are well-organised in paragraphs. 
Each paragraph contains a new idea. Ideas are not repeated.
The ideas in the paragraphs link to the letter topic.

     

Format

I have used the correct format for the type of letter I have chosen:

  • The address or addresses are in the correct place.
  • The date is in the correct place.
  • The kind of salutation is the correct one.
  • I have included a subject line, if appropriate.
  • I have signed and written my name, as appropriate.
  • I have left lines open between paragraphs.
     

Language, style and editing

       

Choice of words/diction

I have chosen my words carefully to make my letter interesting. My letter has the correct register (formal or informal) for the type of letter i have written.

     

Verb tenses

I have used tenses correctly (past, present or future).

     

Concord

My nouns and verbs are in agreement.

     

Spelling

My spelling is correct.

     

Punctuation

My sentences start with a capital letter and end with a punctuation mark.
I have used apostrophes correctly.

     

3. Category B

Category B in the exam covers the following:

  • Curriculum vitae (CV) and covering letter
  • Obituary

Each of these texts has a different format, serves a different purpose and has a different register.

3.1 Writing a CV

A CV is the document you send to businesses when you are applying for a job. It briefly shows the potential employer important information about you, and why you are suitable for the job. This information includes details about your education, qualifications, and previous work experience.
A covering letter is a letter which you send with your CV when applying for a job. A well-written covering letter will improve your chances of being given the job.

Hint:
CV and covering letter

  •  Use formal language ( do not use contractions or slang) and register.
  • The audience for your CV and covering letter is your potential employer.
  • The tone in the CV and covering letter must be factual and direct.
  • The covering letter is a formal letter and uses a formal and polite register.
  • The letter explains briefly why you are applying for the job.

eg: A learner’s example of a CV using the four steps

Step 1: Choose the text type and topic
This learner chose this question on a CV:

You are applying for a job at a supermarket. Write the CV that you will submit. It is not necessary to write a covering letter.

Step 2: Plan the text
Look for the key words in the question that would help you with the content. In the question above, the key words are apply for a job and supermarket. The learner used a mind map to plan his CV.
cv plan
cv draft
cv final

Activity: Writing a CV

Here are some CV topics to help you to practise for the exam:

  1. You are in your final year of Grade 12. You intend applying for part-time work. Write the CV that will accompany your application.
  2. You have recently completed a Bachelor of Arts degree in journalism. You have applied for a job at a local newspaper as a journalist. Write the CV that will accompany your application.

3.2 CV checklist

Features

Details of the feature

Yes

No

Don't know

Text type

I understand the features of a CV and covering letter.

     

Topic

I understand the topic I have chosen.

     

Content, planning and format

Planning

I can show evidence of planning.

     

Content

Each point in plan is relevant  to my topic.
I will use these points in my text.

     

Purpose / Audience

I understand the purpose of a CV and covering letter.
I understand the audience  for my CV and covering letter.

     

Format

My CV is correctly laid out: 

  • I have written a main heading.
  • My information is organised under the correct sub-headings (personal information; education; employment; interests; and referees).
  • I have listed each piece of information and given it a heading with a colon.

My covering letter uses the correct formal letter features.

     

Language, style and editing

Choice of words / diction

I have chosen my words carefully to make my CV and covering letter informative and clear.
My ideas link to the topic.
My covering letter has the correct formal register.

     

Language

I have checked and corrected my grammar, spelling and punctuation.

     

3.3 Writing an obituary

An obituary is a text about a person who has recently died. It may be published as an article in a newspaper, or read aloud at a funeral.

Hint:
Obituary

  • An obituary gives basic facts of the deceased person's life, such as the person's birth date, the date of death, and where he or she lived. Details of the person's family may also be included.
  • Stories and memories about the person are included.
  • If appropriate, favorite sayings of the person may be quoted.
  • The tone is sad because a person has died, but also uplifting because it is a celebration of that person's life.
  • Personal feelings about the deceased person can be included. 

eg: A learner’s example of an obituary using the four steps 

Step 1: Choose the text type and topic
This learner chose this question on an obituary:

A well-known person in your community has passed away. This person was actively involved in charity work.
Write a suitable obituary, paying tribute to the person.

Step 2: Plan the text
Read the question carefully and note the key words that would help you brainstorm the content of your answer. In the question above, the key words are well-known in your community and charity work.
This learner has used a mind map to plan her essay.
orbituary plan
Step 3: Write and edit a draft text
Write a draft of the text using the ideas from the plan.
Edit the draft by correcting any grammar, punctuation, spelling and format errors.
orbituary draft

orbituary final

Activity: Writing an obituary

Here are some topics to help to practise writing obituaries:

  1. A well-known member of your church has died. He/she was responsible for looking after the youth, and frequently helped boys and girls who were in trouble. Write the obituary for this person.
  2. A respected and favourite teacher has died. The principal has approached you as a member of the Learners’ Representative Council to write an obituary. Write the obituary for this teacher.

3.4. Obituary checklist

Features

Details of the feature

Yes

No

Don't know

Text type

I understand the features of an obituary.

     

Topic

I understand the topic I have chosen.

     

Content, planning and format

Planning

I can show evidence of planning.

     

Content

Each point in plan is relevant  to my topic.
I will use these points in my text.

     

Purpose / Audience

I understand the purpose of an obituary.
I understand the audience  for an obituary.

     

Format

My obituary. is correctly laid out: 

  • I have written a main heading.
  • I have left a line open between each paragraph.
     

Language, style and editing

Choice of words / diction

I have chosen my words carefully to make my obituary interesting.
My ideas link to the topic.

     

Language

I have checked and corrected my grammar, spelling and punctuation.

     

4. Category C

Category C in the exam covers the following texts:

  • Review
  • Newspaper article
  • Magazine article
  • Agenda and minutes of a meeting
  • Formal report

Each one of these texts has a different format, serves a different purpose and has a different register.

4.1 Writing a review

A review is a written assessment or account of something. Reviews may be assessments of an artwork; a movie; a book; a restaurant; a performance (a play or a concert); a CD or DVD; or a place.

Hint:
A review

  • You need to show some knowledge of what you are reviewing by giving facts about it or describing aspects of it.
  • You should give your opinion about what you are reviewing. Always give the reasons for your opinion.
  • Reviews can include both positive (good) and negative (bad) points about what you are reviewing. The conclusion of your review  should conclude whether your assessment is mostly positive, or mostly negative.
  • Use creative and interesting language to express your opinion.

eg: A learner’s example of a review using the four steps

Step 1: Choose the text type and topic
This learner chose this question on a review:

Write a review of one of your literature setworks.

Step 2: Plan the text
The learner decided to write a review of Nothing But the Truth, and used a mind map to plan his review.
review plan
Step 3: Write and edit a draft text
Write a draft of the text using the ideas from the plan. Edit the draft by correcting any grammar, punctuation, spelling and format errors.
review draft
review final

Activity: Writing a review

Here are some topics to help you to practise writing reviews:

  1. Your high school puts on a play every year. You are a member of the school’s annual magazine committee and have been asked to write a review of this production. Write this review.
  2. Your family often visits a nearby restaurant. A local newspaper is holding a competition for its readers in which they are asked to submit a review. You decide to submit a review of this restaurant.
  3. Write a review of your favourite movie / TV series / radio programme.

4.2 Review checklist

Features

Details of the feature

Yes

No

Don't know

Text type

I understand the features of a review

     

Topic

I understand the topic I have chosen.

     

Content, planning and format

Planning

I can show evidence of planning.

     

Content

Each point in plan is relevant  to my topic.
I will use these points in my text.

     

Purpose / Audience

I understand the purpose of a review.
I understand the audience  for a review.

     

Format

My review is correctly laid out: 

  • I have written a main heading.
  • I have left a line open between each paragraph.
     

Language, style and editing

Choice of words / diction

I have chosen my words carefully to make my review interesting.
My ideas link to the topic.

     

Language

I have checked and corrected my grammar, spelling and punctuation.

     

4.3 Writing a newspaper article

A newspaper article is a piece of writing in a newspaper about a particular subject. Its purpose is to inform or entertain the public.

Hint:
Newspaper article

  • Newspaper are read by people who want information that is easy to read and well presented.
  • There are different kinds of newspaper articles. Some give opinions. Some give advice. Some just present facts.
  • Present the information briefly and logically,.
  • Newspaper articles usually give answers to these questions: who, what, where, when, why, how. Check that your newspaper articles does so.

eg: A learner’s example of a newspaper article using the four steps

Step 1: Choose the text type and topic
This learner chose this question on a newspaper article:

There has been an increase in various types of crime in your area.
Write an article for publication in your local newspaper suggesting ways to avoid becoming a victim of crime.

Step 2: Plan the text
Identify the key words to use in your planning - local newspaper and victim of crime. Then order your ideas logically. The learner used a list to plan her newspaper article.

draft news article
news article draft
news article final

Activity: Writing a newspaper article

Here are some topics to help you to practise writing newspaper articles:

  1. The local newspaper has approached you as a learner in Grade 12 at the local high school. The newspaper would like you to write an article on the pressure of final examinations. Write this article.
  2. An intersection near your house is very dangerous and a number of accidents have occurred there. Your local newspaper has asked you to write an article for the newspaper about this problem.
  3. Write a newspaper article using this headline: Bullying on the increase in local school.

4.4 Newspaper article checklist

Features

Details of the feature

Yes

No

Don't know

Text type

I understand the features of a newspaper article.

     

Topic

I understand the topic I have chosen.

     

Content, planning and format

Planning

I can show evidence of planning.

     

Content

Each point in plan is relevant  to my topic.
I will use these points in my text.

     

Purpose / Audience

I understand the purpose of a newspaper article.
I understand the audience  for a newspaper article.

     

Format

My newspaper article is correctly laid out: 

  • I have written a main heading.
  • I have left a line open between each paragraph.
     

Language, style and editing

Choice of words / diction

I have chosen my words carefully to make my newspaper article interesting.
My ideas link to the topic.

     

Language

I have checked and corrected my grammar, spelling and punctuation.

     

4.5 Writing a magazine article

A magazine article is a piece of writing in a magazine about a particular subject. Like a newspaper article, it aims to entertain and inform the reader.
There are different kinds of magazine articles. Some give opinions. Some give advice. Some just present facts. Read the question carefully to make sure you write the right kind of article.

Hint:
Magazine article

  • Your article should include facts as well as insights.
  • Entertain your audience by writing in an interesting and engaging way.
  • Use descriptions and creative language that readers will enjoy reading.
  • Include quotes of other people's words to make your article more interesting.
  • Give your article a catchy and creative title.
  • The register for a magazine article can be formal or more informal, depending on the purpose and audience of the article. Read the wuestion closely to make sure you chose the correct register for the topic you are answering. 

eg: A learner’s example of a magazine article using the four steps

Step 1: Choose the text type and topic
This learner chose this question on a magazine article:
You are a committee member of your school magazine.
Write an article covering the sporting highlights of 2013.

Step 2: Plan the text
Identify the key words to use in your planning. In the question above,
the key words are school magazine and sporting highlights. The learner used a mind map to plan his magazine article.
maga article plan

Step 3: Write and edit a draft text
Write a draft of the text using the ideas from the plan. Edit the draft
by correcting any grammar, punctuation, spelling and format errors.
mag article draft
mag article final

Activity: Writing a magazine article

Here are some topics to help you to practise writing magazine articles:

  1. You have been approached by the editor of a teenage magazine to write an article on peer pressure. Your focus should be on its effects and how to deal with it. Write this article.
  2. You work on a part-time basis for a small teenage magazine. Your next assignment is to write on changing teenage fashion trends. Write this article.
  3. Many young people overcome difficult circumstances. Write a magazine article about one such person, either real or imaginary.

4.6 Magazine article checklist

Features

Details of the feature

Yes

No

Don't know

Text type

I understand the features of a magazine article.

     

Topic

I understand the topic I have chosen.

     

Content, planning and format

Planning

I can show evidence of planning.

     

Content

Each point in plan is relevant  to my topic.
I will use these points in my text.

     

Purpose / Audience

I understand the purpose of a magazine article.
I understand the audience  for a magazine article.

     

Format

My magazine article is correctly laid out: 

  • I have written a main heading.
  • I have left a line open between each paragraph.
     

Language, style and editing

Choice of words / diction

I have chosen my words carefully to make my magazine article interesting.
My ideas link to the topic.

     

Language

I have checked and corrected my grammar, spelling and punctuation.

     

4.7 Writing an agenda and minutes of a meeting

An agenda is a list of the subjects that will be discussed, as well as the procedure that will be followed, at a meeting. The agenda is prepared before the meeting.
Minutes are a written record of what was discussed and decided at a meeting. Minutes are recorded as a meeting is happening.

Hint: 
Agenda and minutes of a meeting.

  •  The items in an agenda are numbered in the sequence they will be discussed in the meeting.
  • When writing minutes, list the facts in point form. Number them in the order they were discussed. Use the past tense.
  • The register of the minutes is formal. They are a record of facts, and you should not give your opinion.
  • Make sure the details of the venue, date and time of the meeting are recorded on the top of both the agenda and the minutes.

eg: A learner’s example of an agenda and minutes using the four steps

Step 1: Choose the text type and topic
This learner chose this question on an agenda and minutes:

You are the secretary of your school’s Learners’ Representative Council. Write the agenda and minutes of a meeting in which the Council discussed latecomers.

Step 2: Plan the text
Identify the key words to use in your planning. In the question above, the key words are Learners’ Representative Council, agenda, minutes and latecomers.
The learner used a list to plan her agenda and minutes.
agenda plan

Step 3: Write and edit a draft text
Write a draft of the text using the ideas from the plan. Edit the draft by correcting any grammar, punctuation, spelling and format errors.
plan draft
agenda final

Activity: Writing an agenda and minutes

Here are some topics to help you to practise writing an agenda and minutes:

  1. As the chairperson of the Matric Committee, it is your task to organise the farewell assembly for the Grade 12s. You call a meeting of all the matrics and discuss this matter, taking various decisions. Write the agenda and minutes of this meeting
  2. You belong to a soccer / netball / athletics club. The next meeting of the committee is due to take place. Two issues are on the agenda: an increase in subscription fees, and the need to expand the clubhouse. Write the agenda and minutes of this meeting.

4.8 Agenda and minutes of a meeting checklist

Features

Details of the feature

Yes

No

Don't know

Text type

I understand the features of an agenda and minutes.

     

Topic

I understand the topic I have chosen.

     

Content, planning and format

Planning

I can show evidence of planning.

     

Content

Each point in plan is relevant  to my topic.
I will use these points in my text.

     

Purpose / Audience

I understand the purpose of an agenda and minutes.
I understand the audience  for an agenda and minutes.

     

Format

My agenda and minutes are correctly laid out: 

  • The agenda is written as a list with each new point numbered.
  • The minutes have the correct  sub-headings (opening of meeting; attendance; minutes of last meeting; new matters; date; closing of meeting).
     

Language, style and editing

Choice of words / diction

I have chosen my words carefully to make my agenda and minutes accurate and informative.
My ideas link to the topic.

     

Language

I have checked and corrected my grammar, spelling and punctuation.

     

4.9 Writing a formal report

A formal report is a written description of a situation or event after an investigation. Formal reports contain information and ideas that can help to resolve difficult situations.

Hint:
Formal report

  • A report must be objective. It must state the facts about the situation that was investigated without giving personal opinions.
  • The report must explain the procedure and findings of the investigation. It must conclude with recommendations for future action.
  • The register must be formal. Use the past tense and the passive voice (It is decided....). 

eg: A learner’s example of a formal report using the four steps

Step 1: Choose the text type and topic
This learner chose this question on a formal report:

You are the captain of a popular sporting code at your school. Your team participated in an interschool event during which one of your team members was seriously injured. Your school principal has requested a formal report from you on the incident and the action taken afterwards.
Write the report you will submit.

Step 2: Plan the text
Identify the key words to use in your planning. In the question above, the key words are interschool event, team member injured and action taken afterwards.
The learner has used a mind map to plan his report.
DRAFT REPORT

Step 3: Write and edit a draft text
Write a draft of the text using the ideas from the plan. Edit the draft by correcting any grammar, punctuation, spelling and format errors.
DRAFT REPORT ACTUAL
FINAL REPORT

Activity: Writing a formal report

Here are some topics to help you to practise writing formal reports:

  1. There have been complaints at school that the prices charged by the tuckshop for food and cold drinks are too high.
    The Deputy Principal has asked you to investigate this situation. Write the report that you will submit.
  2. You belong to a community club for the youth. Recently attendance at club events has dropped considerably.
    The youth leader, Mr N. Sithole, has asked you to investigate reasons for this situation. Write the report that you will submit.
4.10 Formal report checklist

Features

Details of the feature

Yes

No

Don't know

Text type

I understand the features of a formal report.

     

Topic

I understand the topic I have chosen.

     

Content, planning and format

Planning

I can show evidence of planning.

     

Content

Each point in plan is relevant  to my topic.
I will use these points in my text.

     

Purpose / Audience

I understand the purpose of a formal report.
I understand the audience  for a formal report.

     

Format

My formal report is correctly laid out: 

  • I have given my report a heading.
  • The report has the correct sub-headings (who it is addressed to; terms of reference; procedure; findings; conclusion; recommendations; signed and dated).
     

Language, style and editing

Choice of words / diction

I have chosen my words carefully to make my newspaper article interesting.report accurate and informative.

     

Language

I have checked and corrected my grammar, spelling and punctuation.

     

5. Category D

Category D in the exam paper covers the following:

  • Dialogue
  • Written interview
  • Written formal and informal speech

Each one of these texts has a different format, serves a different purpose and has a different register.

5.1 Writing a dialogue

A dialogue is a conversation between two or more people. The people speak about a specific topic.

Hint:
Dialogue

  • A dialogue can be either formal or informal. If it is formal, the language must be polite, and no contractions should be used ( for example, write cannot instead of can't).
  •  It is informal, the register is friendly, and contractions can be used. Use language that makes your dialogue sound like everyday speech between people.
  • Written dialogue looks similar to the text of a play. It can even include directions for the tone of voice and body language, just like a play. Remember to put the speaker's name with a colon in front of it at the beginning of each new piece of dialogue.
  • Put any directions about movement or feelings in brackets.
  • Make sure the content of the dialogue keeps to the topic.

eg: A learner’s example of a dialogue using the four steps

Step 1: Choose the text type and topic
This learner chose this question on a dialogue:

A close friend has upset you in some way. Write out the dialogue that takes place between you and your friend, in which you discuss with him/her what he/she has done to upset you.
Note: Use the dialogue format.

Step 2: Plan the text
Identify the key words to use in your planning. In the question above, the key words are close friend, upset and discuss.
The learner used a list to plan her dialogue.

Topic: Argument between friends
Text type: Dialogue

  1. Mpho cross: Maths homework copied; didn’t ask
  2. Andile: Not so bad; I would do it for you
  3. Mpho: No privacy; no permission
  4. Andile: Sorry, please forgive
  5. Mpho: Alright, but ask next time!
  6. Andile: Ok, maybe shouldn’t copy - rather ask you to show me.

Step 3: Write and edit a draft text
Write a draft of the text using the ideas from the plan. Edit the draft by correcting any grammar, punctuation, spelling and format errors.
dialogue draft
dialogue final

Activity: Writing a dialogue

Here are some topics to help you to practise writing dialogues:

  1. Eleni and Precious are good friends. However, Precious is going to “bunk” a Science class because she does not understand the subject and also believes the teacher cannot explain anything. Eleni is trying to persuade her not to do this.
    Write the dialogue that takes place between the two friends.
  2. You and your brother share a room. His untidiness is proving to be a problem and you feel you need to tell him about your unhappiness. Write the dialogue that takes place between the two brothers.
5.2 Dialogue checklist

Features

Details of the feature

Yes

No

Don't know

Text type

I understand the features of a dialogue.

     

Topic

I understand the topic I have chosen.

     

Content, planning and format

Planning

I can show evidence of planning.

     

Content

Each point in plan is relevant  to my topic.
I will use these points in my text.

     

Purpose / Audience

I understand the purpose of a dialogue.
I understand the audience  for a dialogue.

     

Format

My dialogue is correctly laid out: 

  • I have given my dialogue a heading.
  • I have written the name of the speaker with a colon after his or her name.
  • I have included speech and action directions in brackets.
     

Language, style and editing

Choice of words / diction

I have chosen my words carefully to make my dialogue interesting and life-like.
My ideas link to the topic.

     

Language

I have checked and corrected my grammar, spelling and punctuation.

     

5.3 Writing an interview

An interview is a formal meeting at which someone is asked questions, such as a job interview. It may also be a TV or radio interview.

Hint:
Interview

  • A written interview in the exam usually uses formal language. Avoid using slang and contractions (for example, write do not instead of don't).
  • It is written in the format of a dialogue as a record of the actual words said by the people in the interview. Remember to put the speaker's name with a colon in front of it at the beginning of each new piece of dialogue.
  • The purpose of an interview is to record exactly what each person said as accurately as possible. 

eg: A learner’s example of an interview using the four steps

Step 1: Choose the text type and topic
This learner chose this question on an interview:

Your local municipality needs male and female administrative assistants. You have applied for one of these positions. The municipal manager has invited you to an interview. Write out the interview that takes place between the two of you.
NOTE: Use the dialogue format.

Step 2: Plan the text
Read the question carefully. Identify the key words to use in your planning. In this topic, the key words are administrative assistant, municipal manager, interview.
This learner used a mind map to plan his interview.
interview plan

Step 3: Write and edit a draft text
Write a draft of the text using the ideas from the plan. Edit the draft by correcting any grammar, punctuation, spelling and format errors.
intervieew draft
interview final

Activity: Writing an interview

Here are some topics to help you to practise writing interviews:

  1. You have applied for a bursary from a government department to study at a tertiary institution. The director of this department has called you for an interview.
    Write down the interview that takes place between you and the director.
    NOTE: Use the dialogue format.
  2. You work for a local newspaper and your editor asks you to interview a well-known TV actor who lives near you. Write down the interview that takes place between you and the actor.
    NOTE: Use the dialogue format.
5.4 Interview checklist

Features

Details of the feature

Yes

No

Don't know

Text type

I understand the features of an interview.

     

Topic

I understand the topic I have chosen.

     

Content, planning and format

Planning

I can show evidence of planning.

     

Content

Each point in plan is relevant  to my topic.
I will use these points in my text.

     

Purpose / Audience

I understand the purpose of an interview.
I understand the audience  for an interview.

     

Format

My interview is correctly laid out: 

  • I have given my interview a heading.
  • I have written the name of the speaker with a colon after his or her name.
     

Language, style and editing

Choice of words / diction

I have chosen my words carefully to make interview interesting and life-like.
My ideas link to the topic.

     

Language

I have checked and corrected my grammar, spelling and punctuation.

     

5.5 Writing a speech

A speech is a formal talk given to a group of people about a particular subject.

Hint:
Speech

  • A speech uses formal language. The register of the language is formal but friendly.
  • The tone of a speech should be polite and sincere.
  • In the introduction, the speech should acknowledge individuals or groups of people in the audience. The body of the speech should keep to the topic. The conclusion should thank the audience for their attention.
  • Make your speech come alive by using interesting and creative language. You should aim to inform and entertain your audience.

eg: A learner’s example of a speech using the four steps

Step 1: Choose the text type
This learner chose this question on a speech:

You have been selected to deliver a farewell speech on behalf  of the Grade 12 learners at your final school assembly.
Write out your speech.

Step 2: Plan the text
Read the question carefully. Note the key words in this topic are farewell speech and final school assembly.
This learner used a mind map to plan her speech.
speech plan

Step 3: Write and edit a draft text
Write a draft of the text using the ideas from the plan. Edit the draft by correcting any grammar, punctuation, spelling and format errors.
speech draft
speech final

Activity: Writing a speech

Here are some topics to help you to practise writing speeches:

  1.  A well-liked and respected Grade 12 teacher is leaving in the middle of the year. Your principal has asked you to deliver a farewell speech at the end-of-term assembly. Write this speech.
  2. You are the captain of a school sports team. The team has done well, thanks to a good coach. A function has been organised to celebrate the achievements of the team, and you have been asked to give a speech. Write this speech.
  3. A famous person is due to visit your school to deliver a motivational speech. Write the speech that will introduce this person to the school.

5.6 Speech checklist

Features

Details of the feature

Yes

No

Don't know

Text type

I understand the features of a speech.

     

Topic

I understand the topic I have chosen.

     

Content, planning and format

Planning

I can show evidence of planning.

     

Content

Each point in plan is relevant  to my topic.
I will use these points in my text.

     

Purpose / Audience

I understand the purpose of a speech.
I understand the audience  for a speech.

     

Format

My speech is correctly laid out: 

  • I have given my speech a heading.
  • I have left a line open between each paragraph.
     

Language, style and editing

Choice of words / diction

I have chosen my words carefully to make my speech interesting.
The register of my speech is appropriate to the topic.
My ideas link to the topic.

     

Language

I have checked and corrected my grammar, spelling and punctuation.

     

6. What is expected from you in the exam?

In the exam, you must write one longer transactional text that is no less than 120 words long and no more than 150 words long.
The longer transactional text question is worth 30 marks out of 100 marks in the exam. Examiners will give marks for your longer transactional text based on:

  • Content, planning and format (18 marks)
  • Language, style and editing (12 marks)

The exam is 2 1/2 hours long and your should spend about 40 minutes on the longer transactional text question.
The rubric on the next page is a table the examiners use to mark your longer transactional text. It shows the five levels of achievement that the examiners can award a longer transactional text, from the lowest achievement (Inadequate column) to the highest achievement (Exceptional column).
The table also describes the skills the examiner looks for when marking. For example, when marking the text, the examiner will assess how well the ideas relate to the topic, whether they are well planned, and that the format used is correct for the text type.
The rubric is a useful guide for you to use when practising your longer transactional text writing because it reminds you of the skills the examiner will be assessing
when marking your work.

ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [30 MARKS]

Criteria  Exceptional  Skillful  Moderate  Elementary  Inadequate 
CONTENT, PLANNING & FORMAT
Response and ideas;
Organisation of ideas for planning;
Purpose, audience, features/conventions and context
18MARKS 
 15-18 11-14 8-10 5-7 0-4
  • Outstanding response beyond normal expectations
  • Intelligent and mature ideas
  • xtensive knowledge of features of the type of text
  • Writing maintains focus
  • Coherence in content and ideas
  • Highly elaborated and all details support the topic
  • Appropriate and accurate format
  • Very good response demonstrating good knowledge of features of the type of text
  • Maintains focus – no digressions
  • Coherent in content and ideas, very well elaborated and details support topic
  • Appropriate format with minor inaccuracies 
  • Adequate response demonstrating knowledge of features of the type of text
  • Not completely focused – some digressions
  • Reasonably coherent in content and ideas
  • Some details support the topic
  • Generally appropriate format but with some inaccuracies
  • Basic response demonstrating some knowledge of features of the type of text
  • Some focus but writing digresses
  • Not always coherent in content and ideas Few details support the topic
  • Has vaguely applied necessary rules of format
  • Some critical oversights 
  • Response reveals no knowledge of features of the type of text
  • Meaning is obscure with major digressions
  • Not coherent in content and ideas
  • Very few details support the topic
  • Has not applied necessary rules of format
LANGUAGE, STYLE & EDITING
Tone, register, style, purpose/effect, audience and context;
Language use and conventions;
Word choice;
Punctuation and spelling
12 MARKS  
10-12 8-9 6-7 4-5  0–3
  • Tone, register, style and vocabulary highly appropriate to purpose, audience and context
  • Grammatically accurate and well-constructed
  • Virtually error-free 
  • Tone, register, style and vocabulary very appropriate to purpose, audience and context
  • Generally grammatically accurate and well-constructed
  • Very good vocabulary
  • Mostly free of errors
  • Tone, register, style and vocabulary appropriate to purpose, audience and context
  • Some grammatical errors
  • Adequate vocabulary
  • Errors do not impede meaning
  • Tone, register, style and vocabulary less appropriate to purpose, audience and context
  • Inaccurate grammar with numerous errors
  • Limited vocabulary
  • Meaning obscured
  • Tone, register, style and vocabulary do not correspond to purpose, audience and context
  • Error-ridden and confused
    • Vocabulary not suitable for purpose
  • Meaning seriously impaired
MARK RANGE 25-30 19-23 14-17 9-12 0-7
Last modified on Wednesday, 08 September 2021 12:19