grade 8 essay topics south africa

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30 Essay Writing Topics for Grade 8 | 9 | 10 | 11 and 12

Here is a good list of essay topics you can write about for all grades, starting from Grade 8, 9, 10, 11 and 12. Whether you are writing a descriptive, narrative, argumentative essay, these topics are good for all areas.

Essay Writing Topics for Grade 8 | 9 | 10 | 11 and 12

You can simply learn how to write an essay by using some of examples here.

Descriptive Essay Topics

A descriptive essay presents a detailed picture of a person, place, object, or event. It uses specific details to make the subject come alive for the reader. The goal is to create a vivid image in the reader's mind.

This type of essay focuses on the sensory details like sight, sound, smell, taste, and touch. It often uses adjectives and adverbs to describe the subject.

1.           Your favorite place to relax.

2.          A day in the life of your pet.

3.          The best birthday party you’ve ever had.

4.          What your dream school would look like.

5.          Describe your favorite meal and why you love it.

6.          Your most cherished holiday memory.

7.          The view from your bedroom window.

8.          A profile of your best friend – what makes them special?

9.          Your favorite hobby and what it involves.

10.         A memorable trip with your family.

You may also look: 5 Good AI Essay Writers for Students

Narrative Essay Topics

A narrative essay tells a story from the writer's perspective. It has a clear beginning, middle, and end, like a story. The essay includes characters, a setting, and a plot. It often has a lesson or moral at the end . The writer uses descriptive details to make the story interesting and engaging for the reader.

• The day you learned how to ride a bike.
• A time when you helped someone and felt proud of it.
• Your first day at a new school.
• An adventure in the park.
• The best gift you’ve ever received.
• A scary moment that turned out to be funny.
• The day you lost something important and found it.
• A fun family tradition.
• Your first experience with snow (or another weather event).
• How you solved a problem you had with a friend.

You may also read:   How to Write an Essay

Argumentative Essay Topics

An argumentative essay presents a clear position on a topic and supports it with evidence and reasoning. It aims to persuade the reader to agree with the writer's point of view.

The essay includes an introduction with a thesis statement, body paragraphs with arguments and evidence, and a conclusion . The writer must consider and refute counterarguments. The language is formal and logical.

1.           Should homework be banned?

2.          Are school uniforms a good or bad idea?

3.          Should kids have cell phones?

4.          The importance of sports in school.

5.          Can video games be educational?

6.          Should there be pets in school?

7.          The best school lunch food.

8.          Is summer vacation too long?

9.          Should there be more field trips in school?

10.         Reading books vs. watching movies: Which is better for learning?

Understanding the differences between descriptive, argumentative, and narrative essays is crucial for effective writing. Each type serves a distinct purpose: descriptive essays paint a detailed picture, argumentative essays present and support a viewpoint, and narrative essays tell a story with a lesson. By mastering these essay types, writers can communicate their ideas more clearly and engage their readers more effectively.

• essay topics
• argumentative essay
• narrative essay
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• essay topics for grade 12
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IXL's grade 8 skills will be aligned to the National Curriculum Statement soon! Until then, you can view a complete list of grade 8 objectives below.

Objectives are in black and IXL English skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

Show alignments for:

• National Curriculum Statement: Language Structures and Conventions National Curriculum Statement: Language Structures and Conventions
• National Curriculum Statement: Writing and Presenting National Curriculum Statement: Writing and Presenting
• Print curriculum

WP Writing and Presenting

Wp.wp writing process and strategies, wp.wp.1 planning/ pre-writing, wp.wp.1.1 analyse the structure, language features and register of the text type that has been selected.

• Which sentence is more formal? ( 7-C.2 )
• Interpret figures of speech ( 7-F.3 )
• Which sentence is more formal? ( 8-C.2 )
• Interpret figures of speech ( 8-F.3 )
• Which text is most formal? ( 9-B.1 )
• Compare passages for tone ( 9-B.4 )
• Interpret the meaning of an allusion from its source ( 9-C.2 )
• Interpret figures of speech ( 9-C.4 )
• Classify figures of speech: euphemism, hyperbole, oxymoron, paradox ( 9-C.5 )
• Classify figures of speech: review ( 9-C.6 )
• Identify appeals to ethos, pathos and logos in advertisements ( 9-I.1 )
• Use appeals to ethos, pathos and logos in persuasive writing ( 9-I.2 )

WP.WP.1.2 Decide on the purpose and audience of a text to be written and/or designed

• Identify audience and purpose ( 9-B.2 )

WP.WP.1.3 Determine the requirements of format, style, point of view

• Identify the narrative point of view ( 9-C.1 )
• Order topics from broadest to narrowest ( 9-F.1 )
• Organise information by topic ( 9-F.2 )
• Choose the topic sentence that best captures the main idea ( 9-G.1 )

WP.WP.1.4 Brainstorm ideas using, for example mind maps, spider web lists, flow charts or lists

Wp.wp.1.5 consult relevant sources, select relevant information.

• Choose the best evidence to support a claim ( 9-H.3 )
• Identify supporting evidence in a text ( 9-H.4 )
• Choose the analysis that logically connects the evidence to the claim ( 9-H.6 )

WP.WP.2 Drafting

Wp.wp.2.1 use main and supporting ideas effectively from the planning process, wp.wp.2.2 produce a first draft which takes into account purpose, audience, topic and genre, wp.wp.2.3 determine word choice by using appropriate, descriptive and evocative words, phrases and expressions to make the writing clear and vivid.

• Transitions with conjunctive adverbs ( 7-K.3 )
• Use personification ( 7-M.1 )
• Choose the synonym ( 7-R.1 )
• Describe the difference between related words ( 7-T.1 )
• Positive and negative connotation ( 7-T.2 )
• Use thesaurus entries ( 7-X.5 )
• Transitions with conjunctive adverbs ( 8-K.3 )
• Use personification ( 8-M.1 )
• Rewrite the sentence in active voice ( 8-N.2 )
• Choose the synonym ( 8-S.1 )
• Describe the difference between related words ( 8-T.1 )
• Positive and negative connotation ( 8-T.2 )
• Use thesaurus entries ( 8-Y.5 )
• Use personification ( 9-J.1 )
• Transitions with conjunctive adverbs ( 9-K.1 )
• Rewrite the sentence in active voice ( 9-L.2 )
• Choose the word whose connotation and denotation best match the sentence ( 9-S.1 )
• Use words accurately and precisely ( 9-S.2 )
• Replace words using a thesaurus ( 9-S.3 )
• Use thesaurus entries ( 9-V.4 )

WP.WP.2.4 Show own point of view by explaining values, beliefs and experiences

Wp.wp.2.5 establish an identifiable voice and style by adapting language and tone to suit the audience and purpose for writing, wp.wp.2.6 read drafts critically and get feedback from others (classmates);.

• Identify plagiarism ( 9-N.1 )

WP.WP.2.7 Include specific details of the required text (use of quotations, substantiating and motivating the argument)

• Distinguish facts from opinions ( 9-H.1 )

WP.WP.3 Revising, editing, proofreading and presenting

Wp.wp.3.1 use set criteria for overall evaluation of own work and others' writing for improvement, wp.wp.3.2 refine word choice, sentence and paragraph structure (insert additional information, use appropriate transition words).

• Use dictionary entries to determine correct usage ( 9-V.3 )

WP.WP.3.3 Work on the sequencing and linking of paragraphs

Wp.wp.3.4 eliminate ambiguity, verbosity, redundancy, slang and offensive language.

• Use parallel structure ( 7-N.1 )
• Remove redundant words or phrases ( 7-N.2 )
• Identify vague pronoun references ( 7-BB.3 )
• Identify all of the possible antecedents ( 7-BB.4 )
• Identify and correct inappropriate shifts in verb tense ( 7-FF.3 )
• Misplaced modifiers with pictures ( 7-KK.1 )
• Select the misplaced or dangling modifier ( 7-KK.2 )
• Are the modifiers used correctly? ( 7-KK.3 )
• Use parallel structure ( 8-O.1 )
• Remove redundant words or phrases ( 8-O.2 )
• Identify vague pronoun references ( 8-CC.4 )
• Identify all of the possible antecedents ( 8-CC.5 )
• Misplaced modifiers with pictures ( 8-LL.1 )
• Select the misplaced or dangling modifier ( 8-LL.2 )
• Are the modifiers used correctly? ( 8-LL.3 )
• Avoid double, illogical and unclear comparisons ( 9-K.2 )
• Identify sentences with parallel structure ( 9-K.3 )
• Use parallel structure ( 9-K.4 )
• Remove redundant words or phrases ( 9-K.5 )
• Identify vague pronoun references ( 9-Z.7 )
• Identify all of the possible antecedents ( 9-Z.8 )
• Use the correct pair of correlative conjunctions ( 9-EE.1 )
• Misplaced modifiers with pictures ( 9-FF.1 )
• Select the misplaced or dangling modifier ( 9-FF.2 )
• Are the modifiers used correctly? ( 9-FF.3 )

WP.WP.3.5 Evaluate content, style and register

Wp.wp.3.6 use punctuation marks, spelling and grammar correctly and appropriately.

• Use the correct frequently confused word ( 7-N.3 )
• Correct errors with frequently confused words ( 7-N.4 )
• Use the correct homophone ( 7-S.1 )
• Is the sentence declarative, interrogative, imperative or exclamatory? ( 7-Y.1 )
• Is it a complete sentence or a fragment? ( 7-Y.5 )
• Is it a complete sentence or a run-on? ( 7-Y.6 )
• Is it a complete sentence, a fragment or a run-on? ( 7-Y.7 )
• Combine sentences using relative clauses ( 7-Z.5 )
• Identify and correct errors with plural and possessive nouns ( 7-AA.5 )
• Use the pronoun that agrees with the antecedent ( 7-BB.2 )
• Choose between subject and object pronouns ( 7-CC.1 )
• Compound subjects and objects with 'I' and 'me' ( 7-CC.2 )
• Compound subjects and objects with pronouns ( 7-CC.3 )
• Choose between personal and reflexive pronouns ( 7-CC.4 )
• Use reflexive pronouns ( 7-CC.5 )
• Use relative pronouns: who and whom ( 7-CC.7 )
• Use relative pronouns: who, whom, whose, which and that ( 7-CC.8 )
• Correct errors with subject-verb agreement ( 7-EE.1 )
• Correct errors with indefinite pronoun-verb agreement ( 7-EE.2 )
• Use the correct verb – with compound subjects ( 7-EE.3 )
• Order adjectives ( 7-GG.2 )
• Choose between adjectives and adverbs ( 7-GG.4 )
• Use the correct pair of correlative conjunctions ( 7-JJ.1 )
• Commas with non-restrictive elements ( 7-LL.1 )
• Commas with compound and complex sentences ( 7-MM.1 )
• Commas with direct addresses, introductory words, interjections and interrupters ( 7-MM.2 )
• Commas with coordinate adjectives ( 7-MM.3 )
• Use semicolons and commas to separate clauses ( 7-NN.1 )
• Use semicolons, colons and commas with lists ( 7-NN.2 )
• Use dashes ( 7-OO.1 )
• Use hyphens in compound adjectives ( 7-OO.2 )
• Decide whether ellipses are used appropriately ( 7-OO.3 )
• Correct capitalisation errors ( 7-PP.1 )
• Capitalising titles ( 7-PP.2 )
• Formatting titles ( 7-QQ.1 )
• Formatting and capitalising titles: review ( 7-QQ.2 )
• Use the correct frequently confused word ( 8-O.3 )
• Correct errors with frequently confused words ( 8-O.4 )
• Use the correct homophone ( 8-U.1 )
• Is the sentence declarative, interrogative, imperative or exclamatory? ( 8-Z.1 )
• Is it a complete sentence or a fragment? ( 8-Z.5 )
• Is it a complete sentence or a run-on? ( 8-Z.6 )
• Is it a complete sentence, a fragment or a run-on? ( 8-Z.7 )
• Combine sentences using relative clauses ( 8-AA.5 )
• Identify and correct errors with plural and possessive nouns ( 8-BB.5 )
• Identify and correct errors with compound and joint possession ( 8-BB.6 )
• Use the pronoun that agrees with the antecedent ( 8-CC.2 )
• Choose between subject and object pronouns ( 8-DD.1 )
• Compound subjects and objects with 'I' and 'me' ( 8-DD.2 )
• Compound subjects and objects with pronouns ( 8-DD.3 )
• Choose between personal and reflexive pronouns ( 8-DD.4 )
• Use reflexive pronouns ( 8-DD.5 )
• Use relative pronouns: who and whom ( 8-DD.7 )
• Use relative pronouns: who, whom, whose, which and that ( 8-DD.8 )
• Correct errors with subject-verb agreement ( 8-FF.1 )
• Correct errors with indefinite pronoun-verb agreement ( 8-FF.2 )
• Use the correct verb – with compound subjects ( 8-FF.3 )
• Identify and correct inappropriate shifts in verb tense ( 8-GG.3 )
• Order adjectives ( 8-HH.2 )
• Choose between adjectives and adverbs ( 8-HH.4 )
• Use the correct pair of correlative conjunctions ( 8-KK.1 )
• Commas with non-restrictive elements ( 8-MM.1 )
• Commas with compound and complex sentences ( 8-NN.1 )
• Commas with direct addresses, introductory words, interjections and interrupters ( 8-NN.2 )
• Commas with coordinate adjectives ( 8-NN.3 )
• Use semicolons and commas to separate clauses ( 8-OO.1 )
• Use semicolons, colons and commas with lists ( 8-OO.2 )
• Use dashes ( 8-PP.1 )
• Use hyphens in compound adjectives ( 8-PP.2 )
• Decide whether ellipses are used appropriately ( 8-PP.3 )
• Correct capitalisation errors ( 8-QQ.1 )
• Capitalising titles ( 8-QQ.2 )
• Formatting titles ( 8-RR.1 )
• Formatting and capitalising titles: review ( 8-RR.2 )
• Use the correct frequently confused word ( 9-M.1 )
• Identify and correct errors with frequently confused words ( 9-M.2 )
• Identify and correct errors with frequently confused pronouns and contractions ( 9-M.3 )
• Correct errors with commonly misspelled words ( 9-M.4 )
• Correct errors in everyday use ( 9-M.5 )
• Use the correct homophone ( 9-Q.1 )
• Identify and correct errors with homophones ( 9-Q.2 )
• Is the sentence declarative, interrogative, imperative or exclamatory? ( 9-W.1 )
• Identify sentence fragments ( 9-W.2 )
• Identify run-on sentences ( 9-W.3 )
• Choose punctuation to avoid fragments and run-ons ( 9-W.4 )
• Combine sentences using relative clauses ( 9-X.6 )
• Identify and correct errors with subject and object pronouns ( 9-Z.1 )
• Subject and object pronouns review ( 9-Z.2 )
• Pronouns after 'than' and 'as' ( 9-Z.3 )
• Identify and correct pronoun errors with 'who' ( 9-Z.4 )
• Use relative pronouns: who and whom ( 9-Z.5 )
• Use relative pronouns: who, whom, whose, which and that ( 9-Z.6 )
• Identify and correct errors with subject-verb agreement ( 9-BB.1 )
• Identify and correct errors with indefinite pronoun-verb agreement ( 9-BB.2 )
• Identify and correct verb agreement with compound subjects ( 9-BB.3 )
• Identify and correct inappropriate shifts in verb tense ( 9-CC.3 )
• Commas with non-restrictive elements ( 9-GG.1 )
• Commas with direct addresses, introductory words, interjections, interrupters and antithetical phrases ( 9-HH.1 )
• Commas with compound and complex sentences ( 9-HH.2 )
• Commas with coordinate adjectives ( 9-HH.3 )
• Use semicolons and commas to separate clauses ( 9-II.1 )
• Use semicolons, colons and commas with lists ( 9-II.2 )
• Semicolons, colons and commas: review ( 9-II.3 )
• Use dashes ( 9-JJ.1 )
• Use hyphens in compound adjectives ( 9-JJ.2 )
• Decide whether ellipses are used appropriately ( 9-JJ.3 )
• Identify and correct errors with plural and possessive nouns ( 9-KK.1 )
• Identify and correct errors with compound and joint possession ( 9-KK.2 )
• Correct capitalisation errors ( 9-LL.1 )
• Capitalising titles ( 9-MM.1 )
• Formatting titles ( 9-MM.2 )
• Formatting and capitalising titles: review ( 9-MM.3 )

WP.WP.3.7 Prepare the final draft including layout, for example, headings and fonts

Wp.wp.3.8 present the text, wp.lsc language structures and conventions during the writing, wp.lsc.1 language conventions (spelling and punctuation), wp.lsc.1.1 use of spacing, capital letters, commas, quotation marks, colons, underlining, italics, bolding, semi colons, apostrophe, hyphens, dashes, parentheses, wp.lsc.1.1 use knowledge of spelling patterns and rules to spell words correctly:, wp.lsc.1.1.a knowledge of word patterns and families.

• Form and use plurals: review ( 7-AA.1 )
• Form and use plurals of compound nouns ( 7-AA.2 )
• Form and use plurals: review ( 8-BB.1 )
• Form and use plurals of compound nouns ( 8-BB.2 )
• Word pattern analogies ( 9-O.1 )
• Word pattern sentences ( 9-O.2 )
• Form and use plurals: review ( 9-Y.1 )
• Form and use plurals of compound nouns ( 9-Y.2 )

WP.LSC.1.1.b Knowledge of roots, prefixes and suffixes

• Words with pre- ( 7-P.1 )
• Words with re- ( 7-P.2 )
• Words with sub- ( 7-P.3 )
• Words with mis- ( 7-P.4 )
• Words with un-, dis-, in-, im- and non- ( 7-P.5 )
• Words with -ful ( 7-P.6 )
• Words with -less ( 7-P.7 )
• Words with -able and -ible ( 7-P.8 )
• Use Greek and Latin roots as clues to the meanings of words ( 7-Q.1 )
• Use words as clues to the meanings of Greek and Latin roots ( 7-Q.2 )
• Determine the meanings of Greek and Latin roots ( 7-Q.3 )
• Determine the meanings of words with Greek and Latin roots ( 7-Q.4 )
• Words with pre- ( 8-Q.1 )
• Words with re- ( 8-Q.2 )
• Words with sub- ( 8-Q.3 )
• Words with mis- ( 8-Q.4 )
• Words with un-, dis-, in-, im- and non- ( 8-Q.5 )
• Words with -ful ( 8-Q.6 )
• Words with -less ( 8-Q.7 )
• Words with -able and -ible ( 8-Q.8 )
• Use Greek and Latin roots as clues to the meanings of words ( 8-R.1 )
• Use words as clues to the meanings of Greek and Latin roots ( 8-R.2 )
• Determine the meanings of Greek and Latin roots ( 8-R.3 )
• Determine the meanings of words with Greek and Latin roots ( 8-R.4 )
• Words with pre- ( 9-O.3 )
• Words with re- ( 9-O.4 )
• Words with sub- ( 9-O.5 )
• Words with mis- ( 9-O.6 )
• Words with un-, dis-, in-, im- and non- ( 9-O.7 )
• Words with -ful ( 9-O.8 )
• Words with -less ( 9-O.9 )
• Words with -able and -ible ( 9-O.10 )
• Sort words by shared Greek or Latin roots ( 9-P.1 )
• Use Greek and Latin roots as clues to the meanings of words ( 9-P.2 )
• Use words as clues to the meanings of Greek and Latin roots ( 9-P.3 )
• Determine the meanings of Greek and Latin roots ( 9-P.4 )
• Determine the meanings of words with Greek and Latin roots ( 9-P.5 )

WP.LSC.1.1.c Knowledge of syllabication

Wp.lsc.1.2 use dictionaries and spell checkers.

• Alphabetical order ( 7-X.1 )
• Use guide words ( 7-X.2 )
• Use dictionary entries ( 7-X.3 )
• Use dictionary definitions ( 7-X.4 )
• Alphabetical order ( 8-Y.1 )
• Use guide words ( 8-Y.2 )
• Use dictionary entries ( 8-Y.3 )
• Use dictionary definitions ( 8-Y.4 )
• Use dictionary entries ( 9-V.1 )
• Use dictionary definitions ( 9-V.2 )

WP.LSC.1.3 Use abbreviation forms appropriate to different media and audiences

• Pronoun-verb contractions ( 6-HH.1 )
• Contractions with 'not' ( 6-HH.2 )

WP.LSC.2 Word choice

Wp.lsc.2.1 use a variety of action verbs, adjectives and adverbs to give a specific impression and details and vivid description when writing, for example, a narrative essay, descriptive essay.

• Identify adjectives ( 7-GG.1 )
• Identify adverbs ( 7-GG.3 )
• Form and use comparative and superlative adjectives ( 7-GG.6 )
• Good, better, best, bad, worse and worst ( 7-GG.7 )
• Form and use comparative and superlative adverbs ( 7-GG.8 )
• Well, better, best, badly, worse and worst ( 7-GG.9 )
• Identify active and passive voice ( 8-N.1 )
• Identify adjectives ( 8-HH.1 )
• Identify adverbs ( 8-HH.3 )
• Form and use comparative and superlative adjectives ( 8-HH.6 )
• Good, better, best, bad, worse and worst ( 8-HH.7 )
• Form and use comparative and superlative adverbs ( 8-HH.8 )
• Well, better, best, badly, worse and worst ( 8-HH.9 )
• Identify active and passive voice ( 9-L.1 )
• Form and use comparative and superlative adjectives ( 9-DD.1 )
• Good, better, best, bad, worse and worst ( 9-DD.2 )
• Form and use comparative and superlative adverbs ( 9-DD.3 )
• Well, better, best, badly, worse and worst ( 9-DD.4 )

WP.LSC.2.2 Use appropriate synonyms, antonyms, homophones, homonyms, one word for a phrase to express concepts

• Choose the antonym ( 7-R.2 )
• Determine the meaning of words using synonyms in context ( 7-V.2 )
• Determine the meaning of words using antonyms in context ( 7-V.3 )
• Choose the antonym ( 8-S.2 )
• Determine the meaning of words using synonyms in context ( 8-W.2 )
• Determine the meaning of words using antonyms in context ( 8-W.3 )
• Determine the meaning of words using synonyms in context ( 9-U.1 )
• Determine the meaning of words using antonyms in context ( 9-U.2 )

WP.LSC.2.3 Use formal and informal language (slang/colloquialism, jargon) appropriately

Wp.lsc.2.4 use borrowed and inherited words appropriately.

• Use etymologies to determine the meanings of words ( 9-R.1 )
• Use context as a clue to the meanings of foreign expressions ( 9-R.2 )
• Use the correct foreign expression ( 9-R.3 )

WP.LSC.2.5 Give facts and express opinions

Wp.lsc.2.6 express denotative, connotative, implied/contextual meaning.

• Use context to identify the meaning of a word ( 7-V.4 )
• Use context to identify the meaning of a word ( 8-W.4 )
• Use context to identify the meaning of a word ( 9-U.3 )

WP.LSC.2.7 Position themselves as authors through implicit and explicit messages

Wp.lsc.2.8 express themselves on values, attitudes, bias, stereotypes, emotive language, persuasive and manipulative language e.g. in persuasive texts such as argumentative essays, newspaper articles, wp.lsc.2.9 show respect by using certain words when writing texts such as dialogue, interviews, wp.lsc.2.10 use resources and reference materials such as dictionaries and thesauruses to select effective and precise vocabulary., wp.lsc.3 register, style and voice, wp.lsc.3.1 use appropriate register: formal, informal e.g. using informal/conversational style and first person in a friendly letter, formal language in an official letter, wp.lsc.3.2 use figurative language (figures of speech, idioms, proverbs), tone, mood or humour, appropriately.

• Interpret the meaning of an allusion from its source ( 7-F.1 )
• Recall the source of an allusion ( 7-F.2 )
• Classify figures of speech ( 7-F.4 )
• Interpret the meaning of an allusion from its source ( 8-F.1 )
• Recall the source of an allusion ( 8-F.2 )
• Classify figures of speech ( 8-F.4 )
• Recall the source of an allusion ( 9-C.3 )

WP.LSC.3.3 Speak directly to the reader

Wp.lsc.3.4 show passion towards message, wp.lsc.3.5 use different points of view/perspective, wp.lsc.4 sentence construction, wp.lsc.4.1 write a variety of sentences and sentences of various lengths.

• Identify dependent and independent clauses ( 7-Z.3 )
• Is the sentence simple, compound, complex or compound-complex? ( 7-Z.4 )
• Identify dependent and independent clauses ( 8-AA.3 )
• Is the sentence simple, compound, complex or compound-complex? ( 8-AA.4 )
• Identify dependent and independent clauses ( 9-X.4 )
• Is the sentence simple, compound, complex or compound-complex? ( 9-X.5 )

WP.LSC.4.2 Use parts of speech appropriately

• Identify appositives and appositive phrases ( 7-Z.2 )
• Identify plurals, singular possessives and plural possessives ( 7-AA.3 )
• Form the singular or plural possessive ( 7-AA.4 )
• Identify pronouns and their antecedents ( 7-BB.1 )
• Is the pronoun reflexive or intensive? ( 7-CC.6 )
• Identify transitive and intransitive verbs ( 7-DD.1 )
• Identify linking verbs, predicate adjectives and predicate nouns ( 7-DD.2 )
• Irregular past tense: review ( 7-FF.1 )
• Simple past, present and future tense: review ( 7-FF.2 )
• Form the progressive verb tenses ( 7-FF.4 )
• Form the perfect verb tenses ( 7-FF.5 )
• Is the word an adjective or adverb? ( 7-GG.5 )
• Identify prepositional phrases ( 7-HH.1 )
• Is it a direct object or an indirect object? ( 7-II.1 )
• Identify appositives and appositive phrases ( 8-AA.2 )
• Identify plurals, singular possessives and plural possessives ( 8-BB.3 )
• Form the singular or plural possessive ( 8-BB.4 )
• Identify pronouns and their antecedents ( 8-CC.1 )
• Is the pronoun reflexive or intensive? ( 8-DD.6 )
• Identify transitive and intransitive verbs ( 8-EE.1 )
• Identify linking verbs, predicate adjectives and predicate nouns ( 8-EE.2 )
• Irregular past tense: review ( 8-GG.1 )
• Simple past, present and future tense: review ( 8-GG.2 )
• Form the progressive verb tenses ( 8-GG.4 )
• Form the perfect verb tenses ( 8-GG.5 )
• Identify participles and what they modify ( 8-GG.6 )
• Identify gerunds and their functions ( 8-GG.7 )
• Identify infinitives and infinitive phrases ( 8-GG.8 )
• Is the word an adjective or adverb? ( 8-HH.5 )
• Identify prepositional phrases ( 8-II.1 )
• Is it a direct object or an indirect object? ( 8-JJ.1 )
• Identify prepositional phrases ( 9-X.2 )
• Identify appositives and appositive phrases ( 9-X.3 )
• Identify transitive and intransitive verbs ( 9-AA.1 )
• Identify linking verbs, predicate adjectives and predicate nouns ( 9-AA.2 )
• Identify participles and what they modify ( 9-AA.3 )
• Identify gerunds and their functions ( 9-AA.4 )
• Identify infinitives and infinitive phrases ( 9-AA.5 )
• Form the progressive verb tenses ( 9-CC.1 )
• Form the perfect verb tenses ( 9-CC.2 )

WP.LSC.4.3 Use subject, verb, object, tenses, moods, affirmatives, negations, modal verbs, active or passive voice, direct and indirect speech

• Identify the complete subject or complete predicate of a sentence ( 7-Y.2 )
• Identify the simple subject or simple predicate of a sentence ( 7-Y.3 )
• Identify the compound subject or compound predicate of a sentence ( 7-Y.4 )
• Identify the complete subject or complete predicate of a sentence ( 8-Z.2 )
• Identify the simple subject or simple predicate of a sentence ( 8-Z.3 )
• Identify the compound subject or compound predicate of a sentence ( 8-Z.4 )

WP.LSC.4.4 Use interrogatives (why, when, how, what)

Wp.lsc.4.5 use different types of sentences, e.g. statements, questions, simple, compound, complex, compound-complex sentences.

• Is it a phrase or a clause? ( 7-Z.1 )
• Is it a phrase or a clause? ( 8-AA.1 )
• Is it a phrase or a clause? ( 9-X.1 )

WP.LSC.4.6 Use conjunctions, pronouns, adverbs and transitional words to create cohesive sentences

Wp.lsc.4.7 use different types of pronouns to show focus, emphasis, the objective case and to eliminate verbosity, wp.lsc.4.8 use correct word order in sentences to demonstrate interest and emphasis, wp.lsc.4.9 use concord accurately, wp.lsc.5 paragraph writing, wp.lsc.5.1 write different parts of a paragraph: topic sentence, supporting and main ideas, an effective introduction, body and conclusion and a closing sentence, wp.lsc.5.1 write different paragraphs and texts using related signal or transition words and phrases such as:, wp.lsc.5.1.a chronological /sequential order: first, second, third, before, after, when, later, until, at last, next, recently, previously, afterwards, wp.lsc.5.1.b explanation/cause and effect: hence, consequently, because, for this reason, since, as a result of, is due to, therefore, thus, consequently, hence, it follows that, if…then, wp.lsc.5.1.c procedure: first, second, third, wp.lsc.5.1.d compare/contrast: similar, different, smaller than, bigger than, however, but, wp.lsc.5.1.e order of importance: always, finally, wp.lsc.5.1.f spatial order: above, below, left, right, etc., wp.lsc.5.1.g generalizations: generally, in conclusion, wp.lsc.5.1.h choice paragraph: in my opinion, belief, idea, understanding, i think that, i consider, i believe, it seems to me, i prefer/ like/dislike/hope/feel, wp.lsc.5.1.i classification paragraph: is a kind of, can be divided into, is a type of, falls under, belongs to, is a part of, fits into, is grouped with, is related to, is associated with, wp.lsc.5.1.j description paragraph: above, below, beside, near, north/east/south/west, size, colour, shape, purpose, length, width, mass/weight, speed, is like, resembles, wp.lsc.5.1.k evaluation paragraph: good/bad, correct/incorrect, moral/immoral, right/wrong, important/trivial, suggest, recommend, advise, argue, wp.lsc.5.1.l definition paragraph: is defined as, is a kind of paragraph that defines an idea objectively., wp.lsc.5.1.m concluding paragraph: to conclude, to sum up, in summary, in short, as you can see, wp.tw types of writing texts, wp.tw.1 essays, wp.tw.1.1 narrative essay, wp.tw.1.1.a narrative writing is largely the presentation of a series of event in some meaningful order. the following are possible features of a narrative essay:, wp.tw.1.1.a.1 write a story /a past event / fiction, wp.tw.1.1.a.2 use a story line that is convincing, wp.tw.1.1.a.3 usually use the past tense, wp.tw.1.1.a.4 use captivating introductory paragraph, wp.tw.1.1.a.5 reflect a point to be made, wp.tw.1.1.a.6 use unusually interesting ending, wp.tw.1.1.a.7 ensure sustained interest with style, rhetorical device and action, wp.tw.1.1.a.8 highlight sensory details, wp.tw.1.1.a.9 use descriptive elements, wp.tw.1.2 descriptive essay, wp.tw.1.2.a description is used often more to create atmosphere and mood: films do this visually, writers do this with words, where the choice of words is more determined by their connotations than by the accuracy of their denotative use., wp.tw.1.2.a.1 describe someone / something to allow the reader to experience the topic vividly, wp.tw.1.2.a.2 create a picture in words, wp.tw.1.2.a.3 choose words and expressions carefully to achieve the desired effect, wp.tw.1.2.a.4 use images of sight, sound, hearing, taste and touch, wp.tw.1.2.a.5 use figures of speech, wp.tw.1.3 argumentative essay, wp.tw.1.3.a argumentative essays present an argument for or against something ('why i believe that women are stronger than men')., wp.tw.1.3.a argumentative essays tend to be subjectively argued; the defence or attack is consistent and as well argued as possible, but it will inevitably be one-sided; the conclusion clearly states where the writer stands and why., wp.tw.1.3.a.1 show a specific opinion or viewpoint and argue to defend or motivate a position, wp.tw.1.3.a.2 sustain view clearly throughout, wp.tw.1.3.a.3 try to convince the reader to share his or her point of view subjectively, wp.tw.1.3.a.4 start with the writer's view of the topic in an original and striking way, wp.tw.1.3.a.5 give a range of arguments to support and substantiate view, wp.tw.1.3.a.6 focus on points for or against a statement, wp.tw.1.3.a.7 express subjective and strong opinions, wp.tw.1.3.a.8 use a variety of rhetorical devices and persuasive techniques, wp.tw.1.3.a.9 use emotive language, wp.tw.1.3.a.10 conclude with a strong, clear and convincing statement reflecting the writer's opinion., wp.tw.1.4 discursive essay, wp.tw.1.4.a discursive essays tend to be more balanced, and present various sides of a particular argument; the structure is careful and clearly planned; the tendency is towards objectivity, but the writer can be personal; while emotive language is possible, the best arguments here are won because they make good, reasonable sense. the conclusion leaves the reader in no doubt where the writer stands., wp.tw.1.4.a.1 aim to give an objective and balanced view of both sides of an argument, wp.tw.1.4.a.2 consider various aspects of the topic under discussion, wp.tw.1.4.a.3 present opposing views impartially, wp.tw.1.4.a.4 balance the arguments for and against, wp.tw.1.4.a.5 writing must be lucid, rational and objective., wp.tw.1.4.a.6 make well-reasoned and well-supported statements, wp.tw.1.4.a.7 use an unemotional and convincing tone without being condescending, wp.tw.1.4.a.8 conclude with an indication of particular opinion, wp.tw.1.5 reflective essay, wp.tw.1.5.a reflective essays present the writer's views, ideas, thoughts and feelings on a particular topic, usually something they feel strongly about. it tends to be personal rather than subjective; it needs a careful structure, but does not have to present a clear conclusion. nor does it have to present a balanced discussion, although it might. it can be witty or serious., wp.tw.1.5.a.1 contemplate an idea, wp.tw.1.5.a.2 give emotional reactions and feelings., wp.tw.1.5.a.3 reflect subjectivity where feelings and emotions play a major role, wp.tw.1.5.a.4 aim to recreate recollections or feelings of the writer in the reader, wp.tw.1.5.a.5 express ideas, thoughts or feelings revealing sincerity and personal involvement, wp.tw.1.6 expository essay (for enrichment), wp.tw.1.6.a communicate ideas or information in a logical way, wp.tw.1.6.b explain ideas or give facts in a systematic way, wp.tw.1.6.c research ideas and support with facts and figures, wp.tw.1.6.d clarify any unfamiliar concepts, wp.tw.1.6.e organise logically and take the reader from the known to the unknown, wp.tw.1.6.f write generally in the present tense, wp.tw.2 transactional texts, wp.tw.2.1 official / formal letter, wp.tw.2.1.a while the writing of friendly/ informal letter has largely been replaced by electronic media, e.g., email, fax, and sms among others, learners must still be taught to write letters. the range of writing should span from ordinary letters to the immediate family and friends to informal letters to the press, among others., wp.tw.2.1.a learners should write genuine formal letters, and, where possible, send them off and await a reply. letters requesting information about products, universities, travel, professions, if sent to appropriate concerns, will almost certainly be replied to. the value of the formal letter will then become obvious., wp.tw.2.1.a.1 practise different kinds of formal letters, e.g. a letter of application, a letter to the editor of a newspaper, a letter of complaint, etc., wp.tw.2.1.a.2 adhere to different requirements of formal letters such as style and structure, wp.tw.2.1.a.3 write in direct and simple language, wp.tw.2.1.a.4 remember that the intended audience should understand what is communicated for the results/ response to be positive, wp.tw.2.1.a.5 writing should be clear and straightforward, concise and logical, wp.tw.2.1.a.6 contain an introduction, a body and a conclusion, wp.tw.2.1.a.7 contain two addresses, the writer's and the recipient's, wp.tw.2.1.a.8 contain a formal salutation following the recipient's address, wp.tw.2.1.a.9 contain a title or subject line following the salutation and be underlined, wp.tw.2.1.a.10 reflect a formal language register, wp.tw.2.1.a.11 reflect a formal conclusion followed by the writer's surname and initials, wp.tw.2.2 friendly / informal letter, wp.tw.2.2.a while the writing of friendly/ informal letter has largely been replaced by electronic media, e.g., email, fax, and sms among others, learners must still be taught to write letters. the range of writing should span from ordinary letters to the immediate family and friends to informal letters to the press, among others., wp.tw.2.2.a.1 write to people who are close, e.g. friends, family, etc., wp.tw.2.2.a.2 write mainly to express an emotion, e.g. congratulate, sympathise, advise, etc., wp.tw.2.2.a.3 use informal to semiformal language register and style, wp.tw.2.2.a.4 write in lively simple language, wp.tw.2.2.a.5 reflect a logical order and pursue an intended point, wp.tw.2.2.a.6 contain an introduction, a body and a conclusion, wp.tw.2.2.a.7 contain only one address, the writer's, with a date in which it was written below it, wp.tw.2.2.a.8 contain an informal/semi-formal salutation following the writer's address, wp.tw.2.2.a.9 the conclusion ranges from informal to semi-formal followed by the writer's first name, wp.tw.2.3 agenda of the meeting, wp.tw.2.3.a writing memoranda, agenda and minutes are only useful if meaningful. the best way for these writing activities to work is to have learners watch a video of, or attend a real meeting and then have them take minutes, deduce the agenda from that, and then compare theirs with the real agenda and minutes of the meeting. otherwise learners need to be introduced to these formats in a very imaginative way. create an agenda for a imaginary committee and have the learners write up what they think the minutes could have been, carefully sticking to your agenda., wp.tw.2.3.a an agenda:, wp.tw.2.3.a.1 gives an outline of what is to be discussed at a meeting, wp.tw.2.3.a.2 is sent beforehand to people/delegates who are invited to a meeting, wp.tw.2.3.a.1 usually drawn up by the chairperson and the secretary, who, among others..., wp.tw.2.3.a.1.a check minutes of the previous meeting for items that were carried over, wp.tw.2.3.a.1.b lists and collects items that the meeting may need to address and,, wp.tw.2.3.a.3 arranges the items according to their importance beforehand, wp.tw.2.3.a.4 determines how much time would be allocated to each item, wp.tw.2.4 minutes, wp.tw.2.4.a record what happened at a meeting, wp.tw.2.4.b adopt the minutes as a true record in the following meeting, wp.tw.2.4.a reflect the following:, wp.tw.2.4.a.1 name of the organisation;, wp.tw.2.4.a.2 the date, the place and the time at which the meeting was held;, wp.tw.2.4.a.3 attendance register;, wp.tw.2.4.c quote resolutions word for word, wp.tw.2.4.d provide a summary of what was proposed and finally agreed upon, wp.tw.2.4.e write in the past tense, wp.tw.2.4.f leave out trivialities like jokes, wp.tw.2.4.g become legal and binding once signed and dated by the chairperson after being read and adopted in the next meeting, remain so until they can be revoked, wp.tw.2.5 speech, wp.tw.2.5.a start and adapt the style to be used, when, where, why (purpose), who (audience) and what, wp.tw.2.5.b use an opener to attract attention, wp.tw.2.5.c develop points well and avoid clichés, wp.tw.2.5.d use contrasting tones (and points) but remain audible, wp.tw.2.5.e use short sentences with simple ideas, using familiar examples, wp.tw.2.5.f balance criticisms with reasonable alternatives, wp.tw.2.5.g consider the closing. leaving the audience with a thought (or two), wp.tw.2.5.h use visual or physical aids but words must come first, wp.tw.2.5.i using notes is optional, and only for reference, wp.tw.2.5.j use language that expresses maturity, values and background, wp.tw.2.6 e-mail / sms, wp.tw.2.6.a to inform and maintain a relationship, wp.tw.2.6.a the recipient's address – which, in most cases, is the recipient's name and the server point, as well as the country in which the server point is based. for example, moloiq (name)@ webmail. (server) za (country). [email protected], wp.tw.2.6.a.1 cc: these may be the recipients whose attention is called to the email., wp.tw.2.6.a.2 subject: this is a summary of the content of the email., wp.tw.2.6.a.3 message, wp.tw.2.6.a.4 sender's name., wp.tw.2.6.b nb: the sender's address reflects automatically when the email is received. the sender may choose to provide other contact details at the end. this is called a signature, wp.tw.2.7 interview, wp.tw.2.7.a written record of an interview:, wp.tw.2.7.a.1 give the names of the speaker on the left side of the page, wp.tw.2.7.a.2 use a colon after the name of the character who is speaking, wp.tw.2.7.a.3 use a new line to indicate each new speaker, wp.tw.2.7.a.4 probe the interviewee by asking questions, wp.tw.2.7.a.5 portray the interviewee's strong points, talents, weak points, etc., wp.tw.2.8 report (formal and informal), wp.tw.2.8.a reports are very formal documents, and work best when what is examined is very real and important to the learners. there is nothing worse than writing artificial reports, or reports on topics that have no interest to the writer., wp.tw.2.8.a.1 give exact feedback of a situation, e.g. accident, any findings, wp.tw.2.8.a.2 reflect a title, introduction (background, purpose and scope), body (who why where when what how), conclusions, recommendations, references, appendices, wp.tw.2.8.a.3 plan: collect and organise information; write facts, wp.tw.2.8.a.4 use semiformal to formal language register and style, wp.tw.2.8.a.1 use, wp.tw.2.8.a.1.a present tense (except historical reports), wp.tw.2.8.a.1.b general nouns, wp.tw.2.8.a.1.c the third person, wp.tw.2.8.a.1.d factual description, wp.tw.2.8.a.1.e technical words and phrases, wp.tw.2.8.a.1.f formal, impersonal language, wp.tw.2.9 curriculum vitae (cv), wp.tw.2.9.a since most people nowadays make use of templates, it may be worthwhile finding out what makes a good template, and how to adapt and fill them in most usefully. it is useful to note that every cv must address a situation, e.g. a cv for a particular job should speak mainly of the writer's involvement in that particular area., wp.tw.2.9.a.1 present yourself in a document to the world, wp.tw.2.9.a.2 present a strong, first impression, wp.tw.2.9.a.3 present information clearly, objectively and concisely, wp.tw.2.9.a.4 address the post for which the candidate seeks employment., wp.tw.2.9.a.1 provide:, wp.tw.2.9.a.1.a personal details, wp.tw.2.9.a.1.b formal qualifications, wp.tw.2.9.a.1.c work experience (if applicable), wp.tw.2.9.a.1.d referees, wp.tw.2.10 diary entry, wp.tw.2.10.a a diary is a portrayal of daily events, wp.tw.2.10.b present his/her evaluation of the day or event, wp.tw.2.10.c write from the writer's point of view; the first person narration is the most appropriate approach, wp.tw.2.10.d the language choice is simple and to the point, wp.tw.2.10.e the tone will be determined by the nature of the entry, wp.tw.2.11 giving directions, wp.tw.2.11.a use directions when telling someone how to get somewhere., wp.tw.2.11.b use mostly the imperative form (the infinitive without the word 'to'), wp.tw.2.11.c although the subject 'you' is not stated, it always refers to the second person representing an interaction between the speaker and the listener., wp.tw.2.11.a consider the following when giving directions:, wp.tw.2.11.a.1 be concise and clear., wp.tw.2.11.a.2 the directions must be in chronological order, wp.tw.2.11.a.3 indicate the approximate distance, wp.tw.2.11.a.4 give the approximate number of streets to be crossed to reach the destination, wp.tw.2.11.a.5 provide information about landmarks along the way, wp.tw.2.11.a.6 use words indicating position, wp.tw.2.11.a.7 use words indicating direction, wp.tw.2.11.a.8 use words to show appreciation, wp.tw.2.12 giving instructions, wp.tw.2.12.a to explain how to use a tool or an instrument, prepare food, repair faults, etc, wp.tw.2.12.a.1 explain the working or use of any article in operation; preparing dishes, repairing any defaults, etc., wp.tw.2.12.a.1 plan and prepare (see writing features), wp.tw.2.12.a.1.a understand the situation(s) and what the product of giving instructions/demostrations should be or do, wp.tw.2.12.a.1.b reflect clear, correct and logical sequence of instructions, wp.tw.2.12.a.1.c use manuals, instructions and operations, wp.tw.2.12.a.1.d consider vocabulary, grammar, expression, technical language and phrases that might be used, wp.tw.2.12.a.2 presenting., wp.tw.2.13 advertisement, wp.tw.2.13.a catch and keep the attention of the reader – ensuring that the operative words stand out., wp.tw.2.13.b create a desire to own the product or use the service., wp.tw.2.13.c make the reader actually go out and buy/use the product/service, wp.tw.2.13.a consider the following in designing:, wp.tw.2.13.a.1 the target market (for whom the advertisement is intended), wp.tw.2.13.a.2 positioning (where and when the advertisement will appear – in what media, at what time and where in the programme or magazine), wp.tw.2.13.a.3 appeal (to what sense is the advertisement appealing), wp.tw.2.13.a.4 the layout and font size., wp.tw.2.13.a.5 the attitude (sincere or not) and the ratio between fact and opinion, wp.tw.2.13.a.6 the effectiveness of the choice of colour or lack thereof, wp.tw.2.13.a.7 the language used (whether it is clichéd, repetitive, figurative, rhetorical, etc.), wp.tw.2.14 posters / flyers, wp.tw.2.14.a can take a variety of forms, wp.tw.2.14.b make use of slogans and logos, wp.tw.2.14.c usually have a visual design element, wp.tw.2.14.d use advertising techniques, wp.tw.2.14.e use design to make the poster/flyer eye-catching and memorable, wp.tw.2.14.f figurative language and poetic devices used to create impact, wp.tw.2.14.g make the language memorable, e.g. metaphor, simile , alliteration, repetition, rhyme, rhythm, wp.tw.2.15 filling in a form, wp.tw.2.15.a fill in a form for various reasons, e.g. to apply for a job or leave, to enter competitions or contests, etc., wp.tw.2.15.b provide information as required by the institution to which the form is forwarded, wp.tw.2.15.c state what is required, followed by a colon, e.g. surname:, wp.tw.2.15.d fill in accurately, wp.tw.2.16 obituary, wp.tw.2.16.a to commemorate and inform others of someone's death, wp.tw.2.16.a.1 full names; birthplace; where the person lived; date of birth; date of death, key survivors (spouse, children) and their names; time, date, place of funeral, brief information about the deceased, etc., wp.tw.2.16.a.2 some of the following may also be included: cause of death (cultural sensitivity); biographical information; memorial tribute information, wp.tw.2.17 contract, wp.tw.2.17.a a binding agreement entered by two or more parties. the intention of a contract is to create an obligation. contract can also be made orally. (it is recommended that a contract be done orally (verbally) and in a written form to show damages and remedies thereof), wp.tw.2.17.a elements of a contract, wp.tw.2.17.a.1 names (contractor, contractee, witnesses), wp.tw.2.17.a.2 terms and conditions (content of the contract – including service to be rendered, duration and money if there would be monetary implications), wp.tw.2.17.a.3 signatures (all parties involved), wp.tw.2.17.a.4 date and place (when and where the contract is signed), wp.tw.2.18 will / testament, wp.tw.2.18.a a will decides or determines what happens to one's property and possessions after death. a will ensures that the deceased's wishes are fulfilled after death. a will should be kept up to date and in a safe place., wp.tw.2.18.a it should have the following:, wp.tw.2.18.a.1 names of the owner of the will, wp.tw.2.18.a.2 date when the will was made, wp.tw.2.18.a.3 money, properties and possessions, wp.tw.2.18.a.4 beneficiaries, wp.tw.2.18.a.5 executor (friend, member of the family, lawyer), wp.tw.2.19 constitution and policy, wp.tw.2.19.a a set of fundamental principles or rules that governs an organisation, e.g. country, burial society, youth organisation, stokvel, soccer club., wp.tw.2.19.a.1 rules need to be agreed by parties involved, wp.tw.2.19.a.2 rules are binding, wp.tw.2.19.a.3 they can be amended, wp.tw.2.19.a.4 format should include the name of the organisation or institution, membership, terms of references, date of adoption, signature, etc., wp.tw.3 literary and media texts, wp.tw.3.1 personal recount, wp.tw.3.1.a to tell about a personal experience, wp.tw.3.1.a.1 orientation: scene setting or establishing context, e.g. it was in the school holidays..., wp.tw.3.1.a.2 an account of the events that took place, often in chronological order, e.g. i went to tumelo's place … then …, wp.tw.3.1.a.3 some additional detail about each event, e.g. he was surprised to see me., wp.tw.3.1.a.4 reorientation – a closing statement that may include elaboration, e.g. i hope i can spend more time with tumelo. we had fun., wp.tw.3.1.a.5 usually written in the past tense, wp.tw.3.1.a.6 told in first or third person, wp.tw.3.1.a.7 time connectives are used, e.g. first, then, next, afterwards, just before that, at last, meanwhile, wp.tw.3.1.a.8 tends to focus on individual or group participants, wp.tw.3.1.a.9 can be informal in style, wp.tw.3.2 dialogue, wp.tw.3.2.a reflect a conversation between two or more people., wp.tw.3.2.b record exchanges as they occur, directly from the speaker's point of view, wp.tw.3.2.c write the names of the characters on the left side of the page, wp.tw.3.2.d use a colon after the name of the character who is speaking, wp.tw.3.2.e use a new line to indicate each new speaker, wp.tw.3.2.f advise characters (or readers) on how to speak or present the action given in brackets before the words are spoken, wp.tw.3.2.g sketch a scenario before writing, wp.tw.3.3 review, wp.tw.3.3.a reviews seldom follow a set pattern. they do not have to cover any specific aspects of the book, film or cd. generally, reviewers establish what it is they are reviewing and who is involved, but after that anything goes. good reviews attempt to be fair but honest; bad reviews are merely a personal outpouring of subjective views. humour is not uncommon in reviews: for some reviewers it is their trade mark. present reviews from different sources to show learners how varied this writing form can be., wp.tw.3.3.a.1 reflect an individual's response to a work of art, film, book, occasion, etc., wp.tw.3.3.a.2 project his/her 'judgement' to the work presented, wp.tw.3.3.a.3 the reader of the review does not have to agree with the reviewer, wp.tw.3.3.a.4 two reviewers may respond differently to the same text, wp.tw.3.3.a.5 give relevant facts, for example, the name of the author/producer/artist, the title of the book/work, the name of the publisher/production company, as well as the price (where applicable), wp.tw.3.4 poetry text, wp.tw.3.4.a write about observations and experiences, wp.tw.3.4.a.1 human beings, wp.tw.3.4.a.2 nature, wp.tw.3.4.a.3 social issues, wp.tw.3.4.a.4 technology, etc, wp.tw.3.4.b follow a structure, wp.tw.3.4.b.1 title, wp.tw.3.4.b.2 verses, wp.tw.3.4.a use poetic language, wp.tw.3.4.b allow poetic license, e.g. ignore punctuations or language structures, wp.tw.3.5 newspaper article, wp.tw.3.5.a state facts briefly but accurately., wp.tw.3.5.b strive to communicate the essence without losing the reader, wp.tw.3.5.c summarise accurately, without slanting the truth, wp.tw.3.5.d give a succinct title and add a clear sub-title, wp.tw.3.5.e start with the most important facts: the who, what, how, when, where, why and to what degree, wp.tw.3.6 magazine article, wp.tw.3.6.a more often than not, in magazine articles the personal likes and dislikes and the stylistic idiosyncrasies of the writer are foremost, and this should be encouraged in your learners. they need also to write serious magazine articles about anything they take seriously, as well as funny articles in which they can mock, ridicule, make fun of, laugh at, criticise any suitable topic. most of the magazine articles learners read are probably of this kind., wp.tw.3.6.b the internet is full of articles, and while their style and content are not seriously different from their written counterparts, it is worth examining them, particularly as they appear in blogs, which is now a widely acknowledged form of writing. having learners set up their own blogs (on paper, though there are no doubt learners who already have their own blogs) provides a rich writing context, combining careful attention to audience, immediacy of the content, and appropriate tone., wp.tw.3.6.a use the following:, wp.tw.3.6.a.1 the heading must be attractive and interesting, wp.tw.3.6.a.1 the style should be personal, speaking directly to the reader, wp.tw.3.6.a.1.a the style can be descriptive and figurative, appealing to the imagination of the readers, wp.tw.3.6.a.1.b names, places, times, positions and any other necessary details should be included in the article, wp.tw.3.6.a.1.c the article should stimulate interest and, like an advertisement, encourage the reader to use the product or service, wp.tw.3.6.a.1.d paragraphs should not be too long and should encourage the reading of the article, wp.tw.3.6.a.1.e the font should be light and attractive, wp.tw.3.7 documentary, wp.tw.3.7.a detailed investigation of the life of a subject, e.g. hero (sport, education, religious), and a report on the findings thereof., wp.tw.3.7.b this could include the highlights and the challenges the subject encountered before reaching the pinnacle., wp.tw.3.7.c names, places, times, positions and any other necessary details should be included in the documentary., wp.tw.3.7.d start with the most important facts: the who, what, how, when, where, why and to what degree.

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South Africa is Truly an Amazing Country – Speech Examples

This page is dedicated to showcasing some inspiring speech examples that highlight the remarkable aspects of this amazing country called South Africa. From its diverse culture and rich history to its stunning landscapes and unique wildlife, South Africa has something for everyone. We invite you to explore these speeches, and hope they inspire you to learn more about this incredible nation.

Our first speech example delves into the immense cultural diversity found in South Africa, its breathtaking natural beauty, and the nation’s inspiring journey towards democracy.

The second speech focuses on the warmth and resilience of South Africa’s people, its awe-inspiring landscapes, storied history, and the country’s incredible wildlife.

Finally, the third speech emphasizes the vibrant cities, commitment to conservation and sustainable tourism, the world-class wine industry, and the country’s role in the global fight for human rights.

We hope these South Africa is Truly an Amazing Country speech examples provide you with a deeper understanding and appreciation for this remarkable nation. As you explore the speeches, we encourage you to share your own experiences and thoughts about South Africa in the comments section below. Together, let’s celebrate the beauty, resilience, and spirit of this extraordinary country.

Speech Example 1: South Africa is Truly an Amazing Country

Ladies and gentlemen, today I stand before you to share my experiences and appreciation for the beautiful country of South Africa. This nation is not only rich in its diverse cultural heritage, but it is also blessed with breathtaking landscapes and remarkable wildlife.

The first aspect that makes South Africa stand out is its immense cultural diversity. With eleven official languages and numerous ethnic groups, the nation has become a melting pot of unique traditions, customs, and cuisines. This vast diversity fosters a spirit of unity and understanding, as people from all walks of life come together to celebrate their heritage.

Another exceptional feature of South Africa is its stunning natural beauty. From the towering Table Mountain in Cape Town to the lush greenery of the Garden Route, this country offers a visual feast for the eyes. Furthermore, South Africa is home to the world-renowned Kruger National Park, where visitors can witness the Big Five and other incredible wildlife in their natural habitat.

Lastly, let’s not forget South Africa’s inspiring journey towards democracy. This nation has overcome the dark shadows of apartheid to become a beacon of hope and an example of progress. Today, South Africa is a thriving nation, committed to equality and justice for all its citizens.

Speech Example 2: South Africa is Truly an Amazing Country

Dear friends and colleagues, I am delighted to talk about a country that has captured my heart – South Africa. Its vibrant people, picturesque landscapes, and fascinating history make it a truly amazing place to visit and learn from.

Firstly, South Africa’s people are among the warmest and most welcoming you will ever encounter. Despite the challenges they have faced, the people of this nation display unwavering resilience and optimism. Their willingness to share their stories, music, and dance is a testament to their strength and character.

In addition to its remarkable people, South Africa is also home to some of the most awe-inspiring landscapes on earth. The dramatic Drakensberg Mountains, the golden beaches of Durban, and the endless rolling hills of the Eastern Cape are just a few examples of the country’s natural splendor. These landscapes provide a sense of serenity and tranquility, and serve as the perfect backdrop for adventure-seekers and nature-lovers alike.

South Africa’s storied history is yet another factor that makes it such an amazing country. The nation has a rich and complex past, dating back to the ancient San and KhoiKhoi people. This heritage can be explored through the many museums, historical sites, and cultural villages found throughout the country.

Finally, South Africa’s incredible wildlife is something that cannot be overlooked. The country boasts an abundance of flora and fauna, including the iconic African elephant, lion, and rhinoceros. The opportunity to observe these majestic creatures in their natural environment is an experience that will undoubtedly leave you in awe.

Speech Example 3: South Africa is Truly an Amazing Country

Esteemed guests, it is an honor to speak to you about a country that holds a special place in my heart – South Africa. From its vibrant cities to its diverse ecosystems, this nation truly has something for everyone.

One cannot discuss South Africa without mentioning its thriving cities, such as Johannesburg and Cape Town. These urban centers offer a perfect blend of modernity and tradition, showcasing world-class architecture alongside historical landmarks. As cultural hubs, these cities also provide a platform for local artists and musicians to share their talents with the world.

Another aspect of South Africa that deserves recognition is its commitment to conservation and sustainable tourism. The country boasts numerous national parks and reserves, where travelers can experience its unique ecosystems while supporting local communities and environmental initiatives. This dedication to preserving the natural world is commendable and sets an example for other nations to follow.

South Africa’s wine industry is yet another reason to celebrate this amazing country.

With a wine-making history that dates back over 350 years, the country’s fertile valleys and ideal climate have produced some of the finest wines in the world. Wine enthusiasts can explore the picturesque Cape Winelands, home to renowned estates like Stellenbosch and Franschhoek, and enjoy the exquisite flavors and aromas that South African wines have to offer.

Lastly, South Africa’s role in the global fight for human rights is truly inspiring. The country’s struggle against apartheid, led by visionaries like Nelson Mandela and Archbishop Desmond Tutu, has left an indelible mark on history. This journey towards freedom and equality has made South Africa a symbol of hope and perseverance, and serves as a reminder that change is possible when people come together for a common cause.

South Africa is truly an amazing country with its diverse culture, breathtaking landscapes, fascinating history, and commendable commitment to both conservation and human rights. These speech examples only scratch the surface of what this incredible nation has to offer, and I encourage everyone to experience the beauty and resilience of South Africa firsthand.

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Assessment Bank Items Grade 8 Home Language Book 1 Grade 8 Radio Advertisement Grade 8 Listening to a short talk Grade 8 Comprehension - Albert Einstein Grade 8 Listening Comprehension - reselling Grade 8 Listening Comprehension - Praise poem Grade 8 Listening Comprehension - song Grade 8 Listening Skills - "King of the Underground Drum " Grade 8 Listening Skils and conversation - "Oh my word..." Grade 8 Listening Comprehension - a horror story Grade 8 Aural text - "King M" - setting, plot, character Grade 8 Film analysis - "Witness" Grade 8 Film - "Dancing in the Barn " Grade 8 Listening comprehension - "The Lowdown on High Heels " Grade 8 Listening skills, speaking, discussion, bias and prejudice Grade 8 Comprehension test - "Mention of Bus Rapid Transit" Grade 8 Identifying register in texts Grade 8 Identifying register - "Brother Ali " Grade 8 Song Analysis and context - "Where Have All the Flowers Gone? " Grade 8 Listening and discussion Grade 8 Listening and speaking: discussion and viewpoints - "Mention of Bus Rapid Transit" Grade 8 Reading, comprehension on Xenophobia Grade 8 Reading and discussion of "The Hero" Grade 8 Reading comprehension, creative writing - "Jason's Big Test" Grade 8 Listening skills and sequence texts Grade 8 Listening comprehension of radio advertisement Grade 8 Listening comprehension of radio advert - "Hyenas Laughing" Grade 8 Listening comprehension of radio advert "Service is more..." Grade 8 Speaking: Planning a discussion Grade 8 Debate on Animal Rights Grade 8 Conducting a survey on food preferences Grade 8 Class discussion on junk food Grade 8 Hold a debate and consider communication of ideas and a range of interaction skills. Grade 8 Preparing a short speech Grade 8 Making an impromptu speech Grade 8 Delivery of an impromptu speech Grade 8 Delivery and content of an impromptu speech Grade 8 The unprepared speech - techniques Grade 8 Reading aloud from a book of your choice Grade 8 Prepared reading of an abstract to your class Grade 8 Read an extract from a novel to your class Grade 8 Reading a text from a novel to your class - focus on meaning and effeciency Grade 8 Reading a text to your class - focus on the feedback of others Grade 8 Class discussion on "the best computer games" Grade 8 Describing an activity you also have to demonstrate Grade 8 Making a humerous speech for entertainment purposes Grade 8 Formulating instruction which others must follow/do Grade 8 Verbally explain to others how to do an experiment Grade 8 Interview and recording of answers Grade 8 Develop a questionnaire and interview your neighbour Grade 8 Discuss what Human Rights are Grade 8 Discussing a contentious topic Grade 8 Have a debate on a contentious issue Grade 8 Preparing a pursuasive speech Grade 8 Have a debate on transport issues - "Bus Rapid Tranport" Grade 8 Deliver a pursuasive speech, focus on the language used Grade 8 Prepare a speech on the topic - "Opposites Attract " Grade 8 Home Language Book 2  Grade 8 Developing, writing and presenting a role play Grade 8 Newspaper letter analysis Grade 8 Newspaper article analysis - ''Pathetic'' Grade 8 Poetry analysis - ''The Sea'' Grade 8 Reading comprehension on "Bleak House" by Charles Dickens Grade 8 Song comprehension - "He ain't heavy he's my brother " Grade 8 Information about - ''He ain't heavy, he's my brother" Grade 8 Letter writing, formal elements Grade 8 Narrative poetry - "Lord Randall Grade 8 Narrative poetry - "The Highwayman " Grade 8 Writing an own poem Grade 8 Analysis of information text Grade 8 Text analysis - Figures of Speech Grade 8 Reading and response to text - "buyers beware of prescription drugs " Grade 8 Response to text - "Anne Frank's unstilled voice is still audible " Grade 8 Critical response to text - ''Feeling Stressed" Grade 8 Writing a summary on "Why child stars drown in drug riddled hole " Grade 8 Determine cultural and emotional value in visual text Grade 8 Comprehending visual text - "TJ" Grade 8 Reading and response to a letter Grade 8 Read an advert and apply the AIDA prenciples (Attention, Interest, Desire, Action) Grade 8 Reading comprehension - "Idyllic sports prepare for surfers invasion" Grade 8 Visual literacy - "Mama Taxi " Grade 8 Language structure - sentence construction Grade 8 Making a mindmap for essay writing Grade 8 Reading texts and allocating headings Grade 8 Creative writing using aural and visual prompts Grade 8 Writing a descriptive essay using auditory and tactile imagery Grade 8 Writing a letter describing an event you attended Grade 8 Writing a diary entry Grade 8 Strategies for better spelling Grade 8 Using a dictionary Grade 8 Determining word meaning Grade 8 Using common abbreviations Grade 8 Grammar - fill in the correct word Grade 8 Grammar - meaning of certain prefixes and suffixes Grade 8 Word meaning, roots and current meaning Grade 8 Grammar in context: parts of speech, prepositions Grade 8 Sentence construction: conjunctions and relative pronouns Grade 8 Sentence types: command, statement, question, instruction and exhaustion Grade 8 Components of sentences: subject, predicate, object, main clauses, subordinate clauses etc Grade 8 Main clauses - subordinate clauses Grade 8 Punctuation exercise Grade 8 Paragraph writing: consider only one main idea Grade 8 Critical language awareness - abusive tricks through language Grade 8 Style - sentence construction, sentence length, sentence type Grade 8 Formal and informal language Grade 8 Idiomatic expressions - game, trade or custom, meaning in context Grade 8 Implied meaning in sentences Grade 8 Manipulative language use Grade 8 Bias in language usage Grade 8 Reading comprehension - "Dicing students lead cops on a merry chase" Grade 8 Reading and summarising a printed article Grade 8 Visual literacy - composition of a photograph Grade 8 Punctuation exercise in context Grade 8 Reading comprehension and punctuation Grade 8 Reading comprehension - figures of speech Grade 8 Reading exercise to determine tone and key features of a text Grade 8 Reading an advertisement-  "Seniors at Total Fitness Health club" Grade 8 Reading comprehension -"Facing up to a new life" Grade 8 Doing a project - "a local sight of interest" Grade 8 Developing a questionnaire for learners on crime Grade 8 Making a survey - designing of instruments and date analysis plus writing the report Grade 8 Preparing a drama / role play   Grade 8 First Additional Language Grade 8 Listening comprehension - "Cupid's Arrow" Grade 8 Poetry - "Boy on a Swing" Grade 8 Radio Drama - listening comprehension: "Tommy - Whose Mother Couldn't Love Him" Grade 8 Listening and retelling a factual text Grade 8 Listening comprehension and summarising of text Grade 8 Discussion on "Old Age" Grade 8 Telling a story in the Home Language and ask someone to translate this Grade 8 Preparing a role-play on inviting and refusing the invitation Grade 8 Prepare a short role-play, report on an incident and use appropriate language Grade 8 Prepare a short role-play and using specified sentences, phrases, words Grade 8 A panel discussion on -"Should foreigners be allowed to work in South Africa?" Grade 8 Reading comprehension - "Happiness" Grade 8 Debate on - "Female athletes are to be paid the same as male athletes" Grade 8 Reading comprehension - "Stop that noise" Grade 8 Language structure: verbs ending on -ing Grade 8 Exercise on reported speech Grade 8 Reading and dictionary work - "The Elephant's child" Grade 8 Reading comprehension on a text Grade 8 Reading comprehension -"Albert Einstein " Grade 8 Reading comprehension on "Love, David" by Dianne Case Grade 8 Reading a text and determining setting and character Grade 8 Reading and understanding poetry - "A Newly Born Calf" by Oswald Mbuyiseni Mtshali  Grade 8 Reading a letter and answering questions Grade 8 The notice - read and comprehend Grade 8 Reading a diagram/chart Grade 8 Reading comprehension on school bullying Grade 8 Analysis of an advert on "Educational Charity" Grade 8 Elements of a book review Grade 8 Referencing skills in a magazine and encyclopaedia Grade 8 Dictionary skills Grade 8 The meaning of words Grade 8 In a paragraph explain your favorite sport Grade 8 Write a personal letter Grade 8 Write a diary entry Grade 8 Writing of a narrative (creative writing) Grade 8 Writing a news report Grade 8 Structure of a good writing piece: introduction and conclusion Grade 8 Second Additional Language Grade 8 Answering questions to "Do you like dancing" Grade 8 Listening comprehension - a conversation Grade 8 Comprehension: listening Grade 8 Responding to questions and preparing a short speech Grade 8 Developing a short conversation Grade 8 Reading comprehension on "The longest moment in my life" Grade 8 Reading comprehension - "Soap operas" Grade 8 Reading comprehension - "Feeling like a failure " Grade 8 Reading an advert and answering questions Grade 8 Reading skills and vocabulary exercise Grade 8 Writing a letter on any problem teens are facing Grade 8 Writing a personal letter Grade 8 Write a dialogue on a social happening Grade 8 Write a story -  "The longest moment of my life" Grade 8 Grammar exercise : give the correct form of words Grade 8 Complete the sentences by using "a", "an" or "the" Grade 8 Complete the sentences by filling in the correct prepositions Grade 8 Complete the sentences by filling in the correct form of the verb Grade 8 Give the correct form of the verb Ignite Your Grade 8 Academic Adventure with Testpapers" Embark on your Grade 8 academic adventure with Testpapers, your trusted source for Grade 8 Past Exam Papers. Uncover a vast collection of [Subject] Grade 8 Study Guides, Updated 2023 Exam Papers, and [Subject] Exam Preparation Material. Access our Free Grade 8 Exam Resources and capitalize on [Subject] Academic Success Resources. Dive into a Community-Driven Exam Preparation experience with Interactive [Subject] Learning Resources. Delve into our Comprehensive Grade 8 Study Material and become an active member of our [Subject] Exam Community. With Testpapers, achieving academic excellence in Grade 8 is a journey full of discovery and success. Largest library of grade 8 CAPS exam papers for South African students, available in both English & Afrikaans. Over 500+ exam papers & memos for 10 subjects. All our exam papers are 100% free to access.  NEW Subject added: English FAL NEW Exam papers: As per request we have added 20+ papers in Afrikaans for multiple subjects Grade 8 Summary bundles  The Complete Guide to Grade 8 Past Exam Papers and How They are Disrupting Students' Learning Introduction: What is a Grade 8 Past Exam Paper and How Does it Actually Work? keywords: grade 8 past exam papers, past exam papers, grade 8 paper How Grade 8 Past Exam Papers can Help with 5 Amazing Use Cases keywords: grade 8 past exam papers use cases, past exam papers free download, how to find past exams Grade 8 Past Exam Papers, a Student's Best Friend to Save Time & Money keywords: grade 8 paper free download, grade 8 paper download What are the Best Grade 8 Past Exam Papers And Websites in the Market? keywords: best site for downloading old tests, free online test downloads How to Choose Which Grade 8 Paper Fits Your Learning Needs? keywords: best website for downloading old tests, test downloads ADVANTAGES AND DISADVANTAGES OF HOME SCHOOLING Home schooling is an option that is becoming more attractive to parents as time goes on. Schools have become increasingly unstable over the past couple of decades. Children roam the hallways unchecked, textbooks are outdated, violence is prevalent, children are bullied mercilessly, and the quality of education on the whole has greatly diminished. What options do parents have to combat this downward spiral? Initially, private school was thought to be the answer. As enrollment in private schools soared many parents failed to see a difference between public and private schools. The problems were still the same. The option of home schooling has been around for a long time; however, until recently it had not been so popular. The idea of home schooling seems like a cure-all to many parents due to the advantages this type of education provides over traditional schools. Children who are home schooled can avoid many of the problems schools have become known for. For one, the environment is less threatening. Children can learn without fearing other students, aggressive or nasty teachers, and be under the constant supervision of parents. In addition, home schooling allows parents to dictate the academic course of their children. Home schooling also allows students to proceed at their own speed. If a child is weak at multiplication and division, a parent can focus lessons on those skills in favor of another skill that the child might grasp rather easily. Home schooling is also advantageous because it keeps children away from other students that may be corruptive forces. There are many students in school who do not value learning. This is not any fault of the schools; however, it is still a painful reality. These students can lead to the destruction of a stable learning environment. Home schooling keeps children focused on learning and not on avoiding social pressures. It may sound like the perfect option, but there are many disadvantages of home schooling. First of all, home schooled children are usually less socialized. While schools can sometimes be the breeding ground for poor social behaviors, school is also a place where students learn to interact with others and build social skills. It seems a bit like a catch 22. In addition, another drawback to home schooling could be implementation of an educational plan. Many parents are not qualified as teachers and may not understand what is necessary to ensure a child has access to the proper curriculum. Finally, another disadvantage to home schooling is the necessity for parents to take full responsibility for their child’s education. If you choose to home school your child there is no one for you to blame if your child does poorly. The responsibility falls completely on the parent. There are many advantages and disadvantages to homeschooling. Before you begin a home schooling plan make sure you have evaluated your ability to properly instruct your child and provide a quality learning experience. If you do not think you can handle it, you might as well send your child to school but become more involved with his or her education. Grade 8 past exam papers Grade 8 2022 past exam papers, gr 8 exam papers, gr 8 2023 exam papers, grade 8 2023 exam papers, grade 8 test papers, grade 8 exam papers and memos, grade 8 past exam papers and memos, accessing afrikaans papers. Grade 8 All Subjects: Grade 8 Afrikaans Past Exam Papers Find all Grade 8 Afrikaans Past Papers. These Grade 8 Afrikaans Past Exam Papers and Memos from 2010 to 2023 Term 1, Term 2, Term 3, Term 4 from June and November Past Exams. Download all these Exam Papers and Memos (Questions and Answers) PDFs for Free. 2023 June Exam & November Exam Paper and Memo 2022 March Exam, June Exam, September Exam & November Exam Paper and Memo Part 1 – Part 2 – Part 1 – Part 2 – 2016 November Exam Paper and Memo 2015 november exam paper and memo. Gauteng, Kwa-Zulu-Natal, Eastern Cape, NSC Past Papers Included. Find More Grade 8 Past Exam Papers & Memos South Africa’s Largest Educational Resources Website.  We Provide Past Exam Papers, Test Papers and Memos, Study Guides & Many Other Education Resources to Help Students. If you have some problem with this post or PDF Files, you can add a comment in the comment section below. We will do our best to solve your problem. Grade 7 Afrikaans Past Exam Papers Grade 8 creative arts past exam papers, related articles. Grade 8 Geography Past Exam Papers Grade 8 Technology Past Exam Papers Grade 8 English HL Past Exam Papers Grade 8 Life Orientation Past Exam Papers Leave a reply cancel reply. Your email address will not be published. Required fields are marked * Save my name, email, and website in this browser for the next time I comment. Society and Politics Art and Culture Biographies Publications Grade 8 - Topic 2 - The Mineral Revolution in South Africa Background and Focus of Grade 8- Term 2: The Mineral Revolution in South Africa The Mineral Revolution in South Africa started with the discovery of diamonds in Kimberley in 1867, and intensified with the discovery of deep-level gold on the Witwatersrand in 1886. By the time that gold was discovered, African kingdoms had lost their independence. During the gold-mining revolution, patterns of land and labour were established and continued into the 20th century. This lesson focuses on the changing balance of power in South Africa brought about by gold mining, and the foundations of racial segregation by exploring Britain, diamond mining and increasing labour control and land expansionism as well as Deep-level gold mining on the Witwatersrand 1886 onwards. Annexation : the act of taking control of a country, region, etc, especially by force Compound : an area surrounded by a fence or wall in which a factory or other group of buildings stands Frontier : a line that separates two countries, etc.; the land near this line Independence:  freedom from political control by other countries Merino Sheep : a breed of sheep with long fine wool Mineral : a substance that is naturally present in the earth and is not formed from animal or vegetable matter, for example gold and salt. Mining Magnate : a person who is rich, powerful and successful, especially in mining Pastoral Farming : a farming practice relating to the farming of animals Peasant : a farmer who owns or rents a small piece of land Protectorate : a country that is controlled and protected by a more powerful country Source : http://www.oxfordlearnersdictionaries.com CAPS Requirements for Term 2 : One term/15 hours. This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 : The Mineral Revolution in South Africa started with the discovery of diamonds in Kimberley in 1867, and intensified with the discovery of deep-level gold on the Witwatersrand in 1886. By the time that gold was discovered, African kingdoms had lost their independence. During the gold-mining revolution, patterns of land and labour were established and continued into the 20th century. : Changing balance of power in South Africa brought about by gold mining, and the foundations of racial segregation. : ”¢ Britain, diamond mining and increasing labour control and land expansionism - Increasing control over black workers: closed compounds and migrant labour - Further land dispossession and defeat of African kingdoms: Xhosa 1878 and Pedi and Zulu 1879 ”¢ Deep-level gold mining on the Witwatersrand 1886 onwards - Why gold is valuable - The discovery and mining of deep level gold on the Witwatersrand o How gold is mined o Conditions underground o The Randlords and the formation of the Chamber of Mines o Migrant workers (more systematic control and borrowing of compound system from Kimberley) o Increasing burden on women in the reserves, erosion of families o Skilled and unskilled white workers o Anti-Indian legislation o Forms of labour resistance o The city of Johannesburg - The Mineral Revolution as a turning point in South African history o The shifting balance of power: defeat of the Boer Republics 1902; African Political Organisation (APO) 1902; Transvaal Indian Congress (TIC) 1903; Bambatha Rebellion 1906; Union 1910; formation of South African Native National Congress (SANNC) 1912 (later renamed ANC); Satyagraha Campaign of 1913 – 1914; Land Act 1913 o Map of Southern Africa in 1913 compared with 1860 Resource Links Topic 1 : Britian, Diamond mining and increasing labour control and land expansion South African History Online, (2011), “Mineral Revolution” from South African History Online [online] Available at http://www.sahistory.org.za/mineral-revolution [Accessed: 18 February 2015]. Luscombe, S., (2009), “Diamonds and Migrant labour in South Africa, 1969- 1910” from The British Empire [online] Available at http://www.britishempire.co.uk/maproom/southafrica/southafricamigrantlabour.htm [Accessed: 18 February 2015]. Jones, J., (2014), “South Africa in the 19 th Century” from West Chester University [Online] Available at http://courses.wcupa.edu/jones/his312/lectures/southafr.htm [Accessed: 18 February 2015]. Vicat- Turrell, R., (1987), “ Capital and labour on the Kimberley Diamond Fields 1871- 1890’s ” (Press Syndicate). Worger, W.H. & Byrnes, R.M., (1998), “History of South Africa” from Nations Online [online] Available at http://www.nationsonline.org/oneworld/History/South-Africa-history.htm [Accessed: 18 February 2015]. South African Labour History Project, (2001), “Overview of South African Labour History” from South African Labour History Project [Online] Available at http://www.lrs.org.za/salhap/history.htm [Accessed: 18 February 2015]. Infrastructure of South Africa, (2008), “Mineral Revolution in South Africa” from Infrastructure of South Africa [online] Available at http://southafricainfras.blogspot.com/2008/02/mineral-revolution-in-south-africa.html [Accessed: 23 February 2015]. Zeleza, T., (1997), “ A Modern Economic History of South Africa: The Nineteenth Century” (East African Educational Publishers) O’Malley, P., (2007), “The Mining Industry, Migrant labour and hostels” from Nelson Mandela Center of Hope [online] Available at https://www.nelsonmandela.org/omalley/index.php/site/q/03lv02167/04lv02264/05lv02303/06lv02317/07lv02318/08lv02323.htm [Accessed: 23 February 2015]. South African Government, (2013), “South African History” from South African Government [online] Available at http://www.gov.za/about-sa/history [Accessed: 23 February 2015]. Topic 2 : Deep level Gold Mining on the Witwatersrand South African History Online, (2011), “The Socio- economic Impact of the Mineral Revolution on South African Society” from South African History Online [online] Available at http://www.sahistory.org.za/archive/chapter-3-socio-economic-impact-mineral-revolution-south-african-society [Accessed: 18 February 2015]. South African History Online, (2011), “The Glitter of Gold” from South African History Online [online] Available at http://www.sahistory.org.za/archive/glitter-gold [Accessed: 18 February 2015]. Mining Artifacts, (2015), “South African Mines” from Mining Artifacts [online] Available at http://www.miningartifacts.org/South-African-Mines.html [Accessed: 18 February 2015]. Rand Refinery, (2013), “Discovery of Gold in South Africa” from Rand Refinery [online] Available at http://www.randrefinery.com/brochures/Rand%20Refinery%20-%20The%20Story%20of%20Gold.pdf [Accessed: 18 February 2015]. Africa Mining IQ, (2012), “Mining in South Africa” from Africa Mining IQ [online] Available at http://www.projectsiq.co.za/mining-in-south-africa.htm [Accessed: 18 February 2015]. South African History Online, (2011), “The Compound System” from South African History Online [online] Available at http://v1.sahistory.org.za/pages/library-resources/onlinebooks/Luli/Gold-and-workers/part%202/unit11.htm [Accessed: 18 February 2015]. New History, (2010), “Diamonds and After Origins of the Migrant Labour System” from New History [online] Available at http://newhistory.co.za/Part-2-Chapter-5-Diamonds-and-after-Origins-of-the-migrant-labour-system/ [Accessed: 18 February 2015]. Nakhoda, Z., (2011), “Indians in South Africa wage Satyagraha for their rights, 1906-1914” from Global Nonviolent Action Database [online] Available at http://nvdatabase.swarthmore.edu/content/indians-south-africa-wage-satyagraha-their-rights-1906-1914 [Accessed: 18 February 2015]. Electoral Institute for Sustainable Democracy in Africa, (2011), “White Domination and Black Resistance, 1881- 1948” from Electoral Institute for Sustainable Democracy in Africa [online] Available at http://www.content.eisa.org.za/old-page/south-africa-white-domination-and-black-resistance-1881-1948 [Accessed: 18 February 2015]. South African History Online, (2011), “First Mines are proclaimed in Johannesburg” from South African History Online [online] Available at http://www.sahistory.org.za/dated-event/first-mines-are-proclaimed-johannesburg [Accessed: 18 February 2015]. South African History Online, (2011), “African People’s Organisation (APO)” from South African History Online [online] Available at http://www.sahistory.org.za/organisations/african-peoples-organisation-apo [Accessed: 18 February 2015]. Eyes on Africa, (2002), “History of South Africa” from Eyes on Africa [online] Available at http://www.eyesonafrica.net/south-african-safari/south-africa-info.htm [Accessed: 18 February 2015]. ZAR, (2007), “SA History in a Nutshell” from ZAR [online] Available at http://zar.co.za/nutshell.htm [Accessed: 18 February 2015]. Stratford, S., (2002), “British Military and Criminal History- 1900- 1999” from Stephen Stratford [online] Available at http://www.stephen-stratford.co.uk/boer_war.htm [Accessed: 23 February 2015] Marks, S.E., (2014), “Southern Africa: Political Organisations and Trade Unions” from Encyclopaedia Britannica [online] Available at http://www.britannica.com/EBchecked/topic/556618/Southern-Africa/43822/Political-organizations-and-trade-unions#ref479828 [Accessed: 23 February 2015]. South African History Online, (2007), “Transvaal Indian Congress (TIC)” from South African History Online [online] Available at http://www.sahistory.org.za/organisations/transvaal-indian-congress-tic [Accessed: 23 February 2015]. Mare, L.J., (1976), “History of the Bhambatha Rebellion” from Greytown [online] Available at http://www.greytown.co.za/bambathastment.htm [Accessed: 23 February 2015]. Boddy- Evans, A., (2013), “Union of South Africa- 31 May 1910” from African History [online] Available at http://africanhistory.about.com/od/southafrica/a/UnionSA.htm [Accessed: 23 February 2015]. South African History Online, (2008), “The Formation of the South African National Native Congress” from South African History Online [online] Available at http://www.sahistory.org.za/dated-event/formation-south-african-native-national-congress [Accessed: 23 February 2015]. MKGhandi, (1999), “The Satyagraha Campaign, 1913- 1914” from MKGhandi [online] Available at http://www.mkgandhi.org/social_reform/chap06.htm [Accessed: 23 February 2015]. Mahlangeni, B.M., (2013), “Reflections On the Impact of the Natives’ Land Act, 1913, on Local Government in South Africa” from Parliament of the Republic of South Africa [online] Available at http://www.parliament.gov.za/content/Land%20Act%20-%20Paper%203%20-%20Langa%20-%20Final.pdf [Accessed: 23 February 2015]. Van Der Linden, M. & Rojahn, J., (1990), “The Formation of Labour Movements, 1870- 1914: An International Perspective” (E.J. Brill). Rowlatt, J., (2013), “Why do we value Gold?” from BBC News Magazine [online] Available at http://www.bbc.com/news/magazine-25255957 [Accessed: 24 February 2015]. Mining in SA, (2013), “History of Mining in South Africa” from Mining in SA [online] Available at http://www.mininginsa.co.za/ [Accessed: 24 February 2015]. New History, (2010), “The Story of Gold: The Rise of Mining Corporation Prospectors, Mining Corporations and Randlords” from New History [online] Available at http://newhistory.co.za/part-3-chapter-8-the-story-of-gold-the-rise-of-mining-corporations-prospectors-mining-corporations-and-randlords/ [Accessed: 24 February 2015]. Map of 1860 This is a map of South Africa before European colonization occurred. Source: http://s13.zetaboards.com/Res_Dura/search/6/?c=3&mid=259603&month=3&year=2013 Map of 1913 Map of Southern Africa in 1913. Source: http://www.politicsweb.co.za/politicsweb/view/politicsweb/en/page71619?oid=431010&sn=Detail&pid=71616 Collections in the Archives Know something about this topic. Towards a people's history Afrikaans Grade 8 Controlled Tests, Exam Papers and Memos, Worksheets, Lessons and Teaching Plans for CAPS Afrikaans Grade 8 Question Papers, Notes, and Study Guides: 2023, 2022, 2021, 2020: Hello, Afrikaans Grade 8 Learner. On this section you will find Afrikaans Grade 8 Revision Notes and Past Exam Papers, Controlled Test, Assessments, Examination Scope for Learners, Workbooks and Worksheets, Marking Guidelines for Teachers, Exemplars and Preparatory Exam papers, Preliminary (Prelim) papers for different years, Youtube lessons for the specific lessons, Notes and more. Revision Notes Materials: We have gathered plenty of study notes for CAPS and IEB curriculums for: Term 1, Term 2, Term 3, and Term 4. Previous Exam Question Papers: Past Exam Papers include February/March, June, September, and November the following years: 2022, 2021, 2020, 2019, 2018, 2017, and 2016. Memorandum Question Papers (English and Afrikaans) Memos (English and Afrikaans). You will also find exemplars of preparatory exam papers for: Gauteng, Limpopo, Western Cape, Eastern Cape, Northern Cape, Kwazulu Natal, Mpumalanga, Free State, and North West Province. Study Guides and Textbooks: We have a collection of textbooks and study guides for learners who wish to pass their exams. Some a free and some you have to purchase. Teaching Resources: There are plenty of resources for Teachers such as CAPS Document,  Annual Teaching Plans , and Teacher Guides Search for: Latest Afrikaans Grade 8 Controlled Tests, Exam Papers and Memos, Worksheets, Lessons and Teaching Plans for CAPS Afrikaans first additional language grade 8 exam papers memo pdf download, grade 8 afrikaans exam papers and memos. South African Worker and Student Portal Afrikaans Past Exam Papers And Memos Grade 8 Mar 04, 2024 Afrikaans Past Exam Papers and Memos for Grade 8 Introduction Afrikaans is one of the official languages of South Africa and is spoken by approximately 13.5 million people in the country. It is an important subject in the South African education system, and Grade 8 learners are required to study Afrikaans as part of their curriculum. Past exam papers and memos are valuable resources for learners to prepare for their exams and improve their understanding of the subject. Benefits of Using Past Exam Papers and Memos Familiarization with exam format: Past exam papers provide learners with an understanding of the structure and format of the actual exam. This helps them to manage their time effectively and allocate their resources appropriately. Identification of key concepts: By reviewing past exam papers, learners can identify the key concepts and topics that are frequently tested. This allows them to focus their studies on the most important areas. Practice and revision: Past exam papers provide learners with an opportunity to practice answering exam-style questions. This helps them to develop their problem-solving skills and identify areas where they need additional support. Assessment of progress: Memos for past exam papers allow learners to assess their understanding of the subject and identify areas where they need to improve. This feedback helps them to target their revision efforts and make necessary adjustments to their study plan. Accessing Past Exam Papers and Memos Past exam papers and memos for Afrikaans Grade 8 can be accessed from various sources, including: Department of Basic Education (DBE): The DBE website provides access to past exam papers and memos for all subjects, including Afrikaans. Provincial Education Departments: Provincial education departments may also have their own websites where past exam papers and memos are available. Schools: Schools often keep a collection of past exam papers and memos for their learners to use. Exam Papers Plus Past Papers Study Guides and Notes Tips for Using Past Exam Papers and Memos Start early: Begin practicing with past exam papers well in advance of the actual exam. This will give you ample time to identify areas where you need additional support. Review the syllabus: Before attempting past exam papers, make sure you have a thorough understanding of the syllabus. This will help you to focus your studies on the most relevant topics. Time yourself: When practicing with past exam papers, time yourself to ensure that you can complete the paper within the allocated time. Use the memos: After completing a past exam paper, carefully review the memo to identify your strengths and weaknesses. Use this feedback to improve your understanding of the subject and target your revision efforts. Seek help when needed: If you encounter any difficulties while practicing with past exam papers, do not hesitate to seek help from your teacher, tutor, or classmates. Facts about South Africa In addition to providing information about Afrikaans past exam papers and memos, this document also includes some interesting facts about South Africa: South Africa is the southernmost country in Africa. It is bordered by Namibia, Botswana, Zimbabwe, Mozambique, Swaziland, and Lesotho. South Africa has a population of over 60 million people. The official languages of South Africa are Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sesotho, Setswana, siSwati, Tshivenda, and Xitsonga. South Africa is a member of the Commonwealth of Nations. The currency of South Africa is the rand. The capital of South Africa is Pretoria. The largest city in South Africa is Johannesburg. South Africa is home to some of the world’s most famous landmarks, including Table Mountain, Robben Island, and the Kruger National Park. South Africa is a country with a rich history and culture. 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Grade 8 Beginning of the Industrial Revolution in South Africa . The discovery of minerals in the late nineteenth century--diamonds in 1867 and gold in 1886- dramatically changed the economic and political structure of southern Africa. South Africa had an extremely valuable resource that attracted foreign capital and large-scale immigration. History Classroom Grade Eight Grade 8 - Term 2: The Mineral Revolution in South Africa. Grade 8 - Term 3: The Scramble for Africa: late 19th century. Grade 8 - Term 4: World War I (1914 - 1918) Grade 8 - Term 1: The Industrial Revolution in Britain and Southern Africa from 1860. Contact Us Donate to SAHO. Grade 8 The Scramble for Africa took place during the New Imperialism between 1881 and 1914. The focus of this lesson will be on the causes and results of European colonisation of the African continent, with special focus on the Ashanti kingdom (colonised by the British as the Gold Coast, and today the independent African country of Ghana). 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We Provide Past Exam Papers, Test Papers and Memos, Study Guides & Many Other Education Resources to Help ... Grade 8 Find past exam papers and study guides for Grade 8 subjects, including Afrikaans, Mathematics, Natural Sciences and more. PDF TRANSACTIONAL WRITING NOTES first or familiar nam. /Your favourite niece' include your address and the date • include the address of the recipient. • salutation is more formal, 'Dear Mr Monyaki' or 'Dear Sir/Madam' • include topic line • ending/closing will be formal such as 'Yours faithfully.' (If letter was started with the name of the person ... Grade 8 Afrikaans Past Exam Papers These Grade 8 Afrikaans Past Exam Papers and Memos from 2010 to 2023 Term 1, Term 2, Term 3, Term 4 from June and November Past Exams. ... Find More Grade 8 Past Exam Papers & Memos. South Africa's Largest Educational Resources Website. We Provide Past Exam Papers, Test Papers and Memos, Study Guides & Many Other Education Resources to Help ... Grade 8 Background and Focus of Grade 8- Term 2: The Mineral Revolution in South Africa. The Mineral Revolution in South Africa started with the discovery of diamonds in Kimberley in 1867, and intensified with the discovery of deep-level gold on the Witwatersrand in 1886. By the time that gold was discovered, African kingdoms had lost their independence. English CAPS Document Writing an essay is an essential skill as students progress through school, so getting constructive feedback on their work is really important. This assessment rubric will help when telling them where they can improve for next time and how they can improve their skills. Find more useful Grade 7 English resources on our category page. Afrikaans Grade 8 Controlled Tests, Exam Papers and Memos, Worksheets Afrikaans Grade 8 Question Papers, Notes, and Study Guides: 2023, 2022, 2021, 2020: Hello, Afrikaans Grade 8 Learner. On this section you will find Afrikaans Grade 8 Revision Notes and Past Exam Papers, Controlled Test, Assessments, Examination Scope for Learners, Workbooks and Worksheets, Marking Guidelines for Teachers, Exemplars and Preparatory Exam papers, Preliminary (Prelim) papers for ... Afrikaans Past Exam Papers And Memos Grade 8 Afrikaans Past Exam Papers And Memos Grade 8. joub. Mar 04, 2024. Afrikaans Past Exam Papers and Memos for Grade 8. Introduction. Afrikaans is one of the official languages of South Africa and is spoken by approximately 13.5 million people in the country. It is an important subject in the South African education system, and Grade 8 learners are ... assignment essay homework paper phd report resume review speech thesis