grade 12 creative writing notes

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2022 DBE Self-study Guides Gr. 12 English: Writing Essays and Transactional Texts

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CreativeWriting12 Q1 Mod1 Fundamentals-Of-Creative-Writing v5

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Creative Writing 12

View the Learning Outcomes here: Creative Writing 12

Online (4 credits)

For many hundreds of years, literature has been one of the most important human art forms. It allows us to give voice to our emotions, create imaginary worlds, express ideas, and escape the confines of material reality. Through creative writing, we can come to better understand ourselves and our world. This course can provide you with a solid grounding in the writing process, from finding inspiration to building a basic story. Then, when you are ready to go beyond the basics, learn more complicated literary techniques to create strange hybrid forms of poetry and prose. By the end of this course, you can better discover your creative thoughts and turn those ideas into fully realized pieces of creative writing.

Creative Writing 12 is a rewarding elective! The course is designed to build your creative writing skills in both fiction and non fiction. Be prepared to write, write, write. Evaluation will be based on assignments, labs, quizzes, a major project, a midterm and a final exam. These are all graded using the six-point scale.  

UNIT ONE: Pre-writing Strategies

Learn and practise various strategies to brainstorm and begin writing.  

UNIT TWO: Building a Story

In this unit, you will learn about the most important features of a story: its characters, plot, setting, and point of view. You will learn how to develop these aspects individually and how to use them together to create and engaging and expressive narrative.  

UNIT THREE: Constructing a Poem

Learn how to begin interpreting poetry and how to use your interpretations to begin writing your own poems. We’ll discuss imagery, personification, simile, and metaphor in depth, and by the end of the unit you should feel comfortable using all of these techniques.  

UNIT FOUR: Blurring the Boundaries

Learn how to use sound in both prose and poetry to convey emotions and ideas, and how to interpret the sounds of both forms of writing for the poet’s intentions. You’ll also learn about the hybrid forms of writing, poetic prose and narrative poetry, as well as how to compose pieces of writing in both of these forms.

UNIT FIVE: Understanding Your Audience

Learn to take the reader’s expectations into account in your writing. We’ll look at different types of writing and the different reader expectations that go along with them, and consider the question of whether or not to confound readers’ expectations. We’ll look at who writers address in their writing, who they exclude, and whether or not this is appropriate. We’ll then begin to look at how to find your own unique voice.  

UNIT SIX: Finding Your Voice

Learn how to examine writing for characteristics of style, how to use the imitation of other writers in order to inform and inspire the development of your own style, how to identify your own strengths as a writer, and how to transcend imitation to develop your own unique and highly recognizable individual voice.  

UNIT SEVEN: Editing

Learn about the various types of editing, including content editing, line editing, copy editing, and proofreading. You’ll learn how to critically examine the work of other writers in order to learn to apply these same techniques to your own work.  

• First Assignment (Unit 1 done) – 10%
• Units 2 through 8 Assignments/Labs/Unit 8 Major Project – 70%
• Units 1 through 7 Quizzes – 10%
• Midterm & Final Exam – 10%

Resources: All materials, quizzes and tests are online.

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• 18 Creative Writing

Start-Up Activity

Write the words "Think Outside the Box" on the board. Then lead a discussion:

• What does this expression describe? (creative thinking)
• What does the box represent? (the boundaries of conventional thinking)
• Why do we use a cliche to describe something that is the opposite of a cliche? (we shouldn't)

Challenge students to replace the cliche "Think Outside the Box" with a new, non-cliche expression for creative thinking. Have students brainstorm ideas. Write down each suggestion.

Afterward, tell students that they need to choose the best expression for creative thinking. Have them establish criteria for success, such as "The expression should be original and evocative but should also suggest creativity even to those who had never heard it before." After students have voted on their favorite expression, share with them versions selected by other classes.

Once you complete this warm-up, students will be ready to create stories and poems.

Think About It

“A poem begins as a lump in the throat, a sense of wrong, a homesickness, a lovesickness.”

—Robert Frost

State Standards Covered in This Chapter

• CCSS.ELA-LITERACY.RL.11-12.1
• CCSS.ELA-LITERACY.RL.11-12.2
• CCSS.ELA-LITERACY.RL.11-12.3
• CCSS.ELA-LITERACY.RL.11-12.4
• CCSS.ELA-LITERACY.RL.11-12.5
• CCSS.ELA-LITERACY.RL.11-12.6
• CCSS.ELA-LITERACY.W.11-12.3
• CCSS.ELA-LITERACY.W.11-12.3.A
• CCSS.ELA-LITERACY.W.11-12.3.B
• CCSS.ELA-LITERACY.W.11-12.3.C
• CCSS.ELA-LITERACY.W.11-12.3.D
• CCSS.ELA-LITERACY.W.11-12.3.E
• CCSS.ELA-LITERACY.W.11-12.4
• CCSS.ELA-LITERACY.W.11-12.5
• CCSS.ELA-LITERACY.RL.11-12.7
• CCSS.ELA-LITERACY.RL.11-12.10
• CCSS.ELA-LITERACY.L.11-12.3
• CCSS.ELA-LITERACY.L.11-12.3.A
• CCSS.ELA-LITERACY.L.11-12.5
• CCSS.ELA-LITERACY.L.11-12.5.A
• CCSS.ELA-LITERACY.L.11-12.5.B
• CCSS.ELA-LITERACY.L.11-12.6
• CCSS.ELA-LITERACY.W.11-12.10

LAFS Covered in This Chapter

Lafs.1112.rl.1.1, lafs.1112.rl.1.2, lafs.1112.rl.1.3, lafs.1112.rl.2.4, lafs.1112.rl.2.5, lafs.1112.rl.2.6, lafs.1112.w.1.3, lafs.1112.w.2.4, lafs.1112.w.2.5, lafs.1112.rl.3.7, lafs.1112.rl.4.10, lafs.1112.l.2.3, lafs.1112.l.3.5, lafs.1112.l.3.6, lafs.1112.w.4.10, teks covered in this chapter, 110.38.c.4.g, 110.39.c.4.g, 110.38.c.4.f, 110.38.c.5.d, 110.38.c.6.a, 110.39.c.4.f, 110.39.c.5.d, 110.39.c.6.a, 110.38.c.6.b, 110.38.c.6.c, 110.38.c.6.d, 110.39.c.6.b, 110.39.c.6.c, 110.39.c.6.d, 110.38.c.8.f, 110.39.c.8.f, 110.38.c.7.c, 110.38.c.8.b, 110.39.c.7.c, 110.39.c.8.b, 110.38.c.8.e, 110.39.c.8.e, 110.38.c.10.a, 110.39.c.10.a, 110.38.c.9.a, 110.38.c.9.c, 110.38.c.9.d, 110.39.c.9.a, 110.39.c.9.c, 110.39.c.9.d, 110.38.c.7.a, 110.38.c.7.b, 110.39.c.7.a, 110.39.c.7.b, 110.38.c.1.a, 110.39.c.1.a, 110.38.c.8.d, 110.39.c.8.d, 110.38.c.10, 110.39.c.10, page 238 from write for college, the plot line.

You can introduce the plot line by drawing a graph on the board:

• Write the title "Great Experiences" above the graph.
• To the left, draw a vertical y -axis and label it "Excitement," with "Awesome!" at the top of the line and "Blah . . ." at the bottom.
• Underneath, draw a horizontal x -axis and label it "Beginning . . . Middle . . . Ending".
• Have volunteers come up to the board, name a great experience they had, and graph their level of excitement at beginning, middle, and ending.
• After three or more students graph great experiences, have one or two students graph bad experiences.

Note how great experiences follow the plot line and bad experiences do not. That's why storytellers use the plot line. They want readers to have great experiences in their stories and novels.

Lead your student through the plot line. Read about each part, and have a volunteer read the example and lead a discussion about it. You can also provide them the Plot Line Sheet to use as they plot out their own stories.

Understanding the Plot Line

Understand the plot line.

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Page 239 from Write for College

The plot line (cont.).

As volunteers read through the parts of the sample story, point out that the problem (conflict) relates to what the main character wants. At first, Sam just wants to "get by" in an easy class, but then he wants to create a beard balm. At first, the problem is how to create it. Later, the problem shifts to how to sell the beard balm. Students will create their own characters who want different things, so the conflict will be different, and the rising action will be shaped by the conflict.

The climactic moment is the most interesting because that's when the problem is most intense and the character succeeds or fails.

Page 240 from Write for College

Guidelines: writing a story.

Tell students that they are going to write their own stories. As the introduction on this page points out, they can take inspiration from a character, a setting, a conflict, or an event. From that starting point, they need to develop the other components of a story. Help them understand that readers care most about characters. If they like a character, they will keep reading to find out what happens to the person.

Have students read the sample story on pages 241–243 before they write their own stories.

Give students time to come up with story ideas. When they are ready to draft their stories, lead them through the instruction for beginning, middle, and ending parts. Refer them back to pages 238–239 for the plot line. You can also direct them to the minilessons for starting stories.

Provide students the Checklist for Revising and Editing Stories . Have students revise until they can check off all traits in that section, and then ask a peer reviewer to use the checklist to provide feedback. After integrating reviewer suggestions, the student should edit using the checklist.

Starting Stories: 5 Great Beginning Strategies

Practice five strategies for starting a story.

Starting Stories with Suspense

Inspire storytelling with original story starters. 

Page 241 from Write for College

Ask students to read the story "Reepicheep" silently to themselves. Afterward, use the side notes to lead a discussion about the features of the story.

Note how the writer introduces the setting, main character, and conflict very early. Then the writer combines description, action, and dialogue to keep the story moving.

Page 242 from Write for College

Story (cont.).

On this page, show students how the writer controls time, sometimes zeroing in on a specific event, and at other times allowing days or weeks to pass with only a sentence or two. Encourage students to do the same, focusing on the key events but not narrating every moment.

Page 243 from Write for College

Discuss with students the climax of the story. Why is the disappearance of Reepicheep climactic? (Because the central problem is Rachel's attempt to raise the squirrel. His disappearance might mean she is successful in teaching him independence or that she has failed because he has died.)

Also show how this story is "about" raising a squirrel, but the theme is broader, about life in general. At the same time that Rachel is helping Reepicheep mature, she is helping herself mature. She is growing along with him. The theme of the story is about outgrowing a stage of dependency. In becoming Reepicheep's caregiver, Rachel has entered a new stage of independence.

Page 244 from Write for College

Story patterns.

Before covering this page, let students know that they should not feel constrained to write a story that fits a specific pattern. This page can help students see the similarities between many novels, plays, and TV episodes, but students should feel free to explore ideas on their own. If they are struggling to come up with a story idea, students may find inspiration in one of these patterns.

As you present each pattern, ask students to volunteer other stories they know that fit the pattern. (For example, "Reepicheep" is a rite-of-passage story, as is The Godfather , though the two could not be more different.)

Page 245 from Write for College

Evaluating stories.

When students finish writing, revising, and editing their stories, provide them the Assessment Rubric for Stories and have them evaluate their work. You also can use the rubric to provide a final grade for each story.

Page 246 from Write for College

What is poetry.

Let students know that they will be writing poems of their own after they review a number of example student poems.

Poetry speaks to the senses.

Help students understand that poetry centers around strong imagery (visual and other sensory details). Have a student read aloud "Jeffrey, the Tan Man Van," and ask how many students know of a vehicle like the one described. Have students search the poem for sights, sounds, textures, and so on. Note how "Eyes" and "Idle Time" focus on visual imagery, while "Room 101" combines strong sounds and sights.

Poetry speaks to the heart.

Poetry also connects to emotion. Have a student read aloud "Pictures Are Good." Ask the class what they think has happened and how it makes them feel. Have them search the poem for words and phrases that evoke emotion.

Page 247 from Write for College

Poetry sounds different..

Most people think of rhyme as the sound of poetry, but free-verse poetry uses many other techniques.

• Onomatopoeia refers to words that make the sound they describe. The poem "Home Work" includes many examples: skirl, mumble, creak, crackles, shout, laughing, and sigh .
• Consonance refers to the repetition of consonant sounds. In the poem "Conversation," the words clicker, clicked, and crackled repeat c, ck, cl, and ckl sounds.
• Assonance refers to the repetition of vowel sounds. In the poem "Ought or Not?" the ough sound of thorough and borough is contrasted to the ough sound in cough and trough, and nought and thought , as well as the ough sound in tough, enough, and rough .
• Eye rhyme refers to words that look the same but sound different, like cough and hiccough or thorough and through . "Ought or Not" is based on eye rhyme.

You'll find many more ways to shape sound on pages 252–254.

Poetry looks different.

Traditional poems often have short lines stacked in even stanzas, with a capital letter at the beginning of each line. Modern poetic forms can take whatever shape best suits the ideas. "Iknowwhythebabycries" experiments with lack of space and tight lines to evoke riding in a crammed airplane. "With Friends Like These" simulates the nonlinear layout of messages written by many hands on a cast.

Page 248 from Write for College

Guidelines: writing a poem.

Use this page to help students write their own poems. First, though, share with them the sample student poem on page 249.

When students are ready to begin writing their own poems, have them answer the PAST questions:

• What is their P urpose in writing a poem?
• Who is the A udience they hope to reach?
• What S ubject do they wish to write about?
• What T ype of poem would they like to write? (These guidelines focus on free-verse poetry, but students can find more forms on pages 250–251.)

Students should brainstorm possible subjects, images, sensory details, words, rhymes, rhythms, and lines. Encourage students to freely experiment with ideas, creating a sensory chart or cluster. Also, point students to pages 252–254, which provide helpful poetic terms and techniques.

Once students have gathered enough material to start drafting their poems, lead them through the suggestions under "Writing." Then give them time to work.

Provide students the Checklist for Revising and Editing Poetry to guide their revisions. Also make sure to have students read and respond to each others' work throughout the revising and editing process.

Writing a Tumble-Down Poem

Help students write a free-verse poem.

Writing a List Poem

Learn how to write a list poem.  

Page 249 from Write for College

Free-verse poem.

Have volunteers read aloud each stanza of the free-verse poem on this page. After finishing the poem, ask students what it is about and how it makes them feel. Have them suggest favorite lines or images and indicate what they like about them. Ask students if they ever took a long road trip. How was it similar to and different from the one in this poem?

After students have had plenty of time to reflect on the poem holistically, return to the side notes to lead a discussion about the parts. Help students explore the choices the poet made, and encourage them to similarly structure their lines for effect.

Page 250 from Write for College

Traditional poems.

This page and the one that follows provides explanations and examples of traditional poetic forms. Encourage interested students to experiment with these forms, which use regular rhythm and rhyme, and specific structures for lines and stanzas.

Page 251 from Write for College

Traditional poems (cont.).

Students will perhaps be most familiar with haiku and limericks. Challenge interested students to create scenes of natural serenity with haiku or scenes of unnatural hilarity with limericks. Also, of course, allow them to experiment with elegies and lyric poetry.

Page 252 from Write for College

Poetic terms and techniques.

This page and the next two help students gain the vocabulary of poetry writing (and reading) and experiment with poetic effects.

Page 253 from Write for College

Poetic terms and techniques (cont.).

Direct students to these definitions and examples as they read and write poetry.

Page 254 from Write for College

Poetry terms and techniques (cont.).

Use this page to deepen discussions of poetry that students read or write.

Page 255 from Write for College

Evaluating poetry.

Provide students with the Assessment Rubric for Poetry to guide their revising and editing. (You could even provide this rubric up front so that students understand their writing goal.)

• 01 One Writer's Process
• 02 Traits of Writing
• 03 Prewriting
• 05 Revising
• 07 Publishing
• 08 Improving Sentences
• 09 Building Paragraphs
• 10 Mastering Essays
• 11 Writing with Style
• 12 Writing Terms and Techniques
• 13 Personal Writing
• 14 Narrative Writing
• 15 Explanatory Writing
• 16 Argument Writing
• 17 Literary Response Writing
• 19 Conducting Research
• 20 Summaries, Paraphrases, and Abstracts
• 21 Report Writing
• 22 Writing the Research Paper
• 23 MLA Research Paper
• 24 APA Research Paper
• 25 Writing in Science
• 26 Writing in Social Studies
• 27 Writing in Math
• 28 Writing in the Workplace
• 29 Reading Nonfiction
• 30 Reading Literature
• 31 Reading Graphics
• 32 Listening and Note Taking
• 33 Speaking Effectively
• 34 Building Vocabulary
• 35 Writing on Demand
• 36 Answering Document-Based Questions
• 37 Taking Exit and Entrance Exams
• 38 Taking Advanced Placement* Exams
• 39 Marking Punctuation
• 40 Checking Mechanics
• 41 Understanding Idioms
• 42 Using the Right Word
• 43 Parts of Speech
• 44 Using the Language
• 45 Student Almanac

LONGER TRANSACTIONAL TEXTS GRADE 12 NOTES - LITERATURE STUDY GUIDE

• Steps to writing longer transactional texts in the exams
• Formal letter
• Informal or friendly letter
• Formal and informal letter to the press
• Curriculum vitae (CV) and covering letter
• Newspaper article
• Magazine article
• Agenda and minutes of a meeting
• Formal and informal report
• Written interview
• Written formal and informal speech
• What is expected from you in the exam?

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.

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.

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.

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.

Important differences between formal and informal writing

2. category a.

Category A in the exam paper covers the following:

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.

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.

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

• 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.
• 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.

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.

Activity: Writing an informal letter

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

• 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.
• 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.

 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.

Activity: Writing a letter to the press

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

• 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.
• 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

3. category b.

Category B in the exam covers the following:

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.

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.

Activity: Writing a CV

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

• You are in your final year of Grade 12. You intend applying for part-time work. Write the CV that will accompany your application.
• 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

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.

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.

Activity: Writing an obituary

Here are some topics to help to practise writing obituaries:

• 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.
• 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

4. category c.

Category C in the exam covers the following texts:

• 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.

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.

Activity: Writing a review

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

• 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.
• 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.
• Write a review of your favourite movie / TV series / radio programme.

4.2 Review checklist

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.

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.

Activity: Writing a newspaper article

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

• 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.
• 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.
• Write a newspaper article using this headline: Bullying on the increase in local school.

4.4 Newspaper article checklist

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.

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.

Activity: Writing a magazine article

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

• 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.
• 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.
• Many young people overcome difficult circumstances. Write a magazine article about one such person, either real or imaginary.

4.6 Magazine article checklist

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.

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.

Activity: Writing an agenda and minutes

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

• 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
• 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

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.

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.

Activity: Writing a formal report

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

• 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.
• 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

5. category d.

Category D in the exam paper covers the following:

5.1 Writing a dialogue

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

Activity: Writing a dialogue

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

• 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.
• 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

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.

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.

Activity: Writing an interview

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

• 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.
• 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

5.5 writing a speech.

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

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.

Activity: Writing a speech

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

•  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.
• 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.
• 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

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]

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Creative Writing 12

Prerequisite.

Creative Writing 12 is a grade 12-level academic elective for which you need a strong foundation in English writing skills. We recommend that you successfully complete English 11 before enrolling in Creative Writing 12.

Please note that students must complete English Studies 12 or English Studies 12 First Peoples in order to graduate. Creative Writing 12 is an elective course and cannot be used instead of ENST 12.

Description

Big ideas for creative writing 12.

• Creative writers take risks and persevere
• Creative writers are observant of the world
• Language shapes ideas and influences others

Curricular Competencies

There are two broad sets of curricular competencies for this course.

Comprehend and Connect - these are the competencies connected to reading, viewing, and listening. It is in the close observation of others' writing that we refine our own craft. Expect to read widely using the "Reading as a Writer" practice and expect to apply what you learn in your own writing.

Create and Communicate - these are the competencies connected to crafting, revising, and polishing original texts. Expect to get out of your comfort zone here. You will be experimenting with a variety of genres, structures, and forms, and I'll be pushing you to take risks, deepen your writing practice, and become ever more precise and intentional in your use of language.

Student-paced. Students are expected to submit work regularly and to complete this course within one calendar year.

In Creative Writing 12 students will read and write contemporary poetry, short fiction and creative nonfiction. For students with a particular interest in another genre (such as screenwriting or documentary writing), we offer the option of completing an independent study instead of Unit Five.

We will emphasize creative writing exercises to help students generate fresh language and ideas, and will guide students to compose creative pieces which are personally meaningful and worthy of publication.

• Poetry: the basics
• Short Fiction
• Poetry: sound and image
• Midterm Portfolio
• Creative Nonfiction
• Independent Study or Poetry
• Final Portfolio
• "formative" submissions on which I will only give you feedback and no grade.
• polished submissions for each unit
• self-assessments on your process and growth as a writer
• quizzes focusing on your "Reading like a Writer" practices
• conversations about your writing and learning during the midterm and final portfolio interviews

I will base your final mark on your body of work as a whole, taking into consideration your growth as a writer through the course, and recognizing that your writing will evolve and improve throughout Creative Writing 12.

BC Performance Standards

Students are supported by the online teacher for the course, and can receive assistance by email, phone or Zoom.

None required

Requirements

Basic technical skills

Click here to view the Learning Standards within theRedesigned BC Curriculum for this course.

Self Study Guides  for Grade 10 - 12 (2010) Accounting Computer Applications Technology Life Sciences Laguages Self Study Guides for Grade 10 - 12 (2010) Afrikaans:    Creative and Transactional Writing English:       Creative and Transactional Writing isiXhosa:      Creative and Transactional Writing IsiZulu:         Creative and Transactional Writing Sepedi:        Creative and Transactional Writing Sesotho:      Creative and Transactional Writing Setswana:    Creative and Transactional Writing Tshivenda:    Creative and Transactional Writing Xitsonga:      Creative and Transactional Writing IsiSwati:       Creative and Transactional Writing IsiNdebele:    Creative and Transactional Writing