WRITING
GRADE 9 2022
CONTENTS
Narrative Writing 2
Descriptive Writing 3
Argumentative Writing 4
Examples of creative writing 6
Interviews 9
Agenda and Minutes 10
Reviews 12
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CREATIVE WRITING
Narrative Writing
What is narrative writing?
● A narrative essay tells a story.
● This could be the story of something that happened to you, in which case you would use first
person narration.
● Alternatively, it could be a completely fictional story, written about something that happened to
someone else, in which case you would use third person narration.
Hints that will help you to write a good story
Your opening paragraph is the most important part of your story. You need to work and re-work this so
that it will make your potential reader want to continue reading.
Your essay length is limited to 300 words in Grade 9. (In grade 12 the essay has to be between 400
and 450 words in length.) That is not very long, so do not introduce too many characters. You should
try to limit yourself to two characters – three, if you absolutely have to.
A novelist (who is also a narrator) has time in which to build the storyline. The short story writer, which
is what you are at school level, does not have the luxury of time or space. You should exclude
descriptive passages that are not essential to your story. Your content should include only that which
is absolutely essential to the story line.
A good story would have an original / unusual / humorous plot. Plan this very carefully before you
start writing. Unplanned stories tend to turn into long, rambling (BORING!) tomes. Keep the writing
taut and controlled.
Provide a time frame and setting early in your essay. These do not have to be stated explicitly. You
can feed these into the story quite subtly by providing details that speak for you.
Your plot should build up to a climax, after which you should conclude almost immediately. (What
single event happens to the main character to change the direction of her life on that day?)
Your concluding paragraph should have definite links with the opening paragraph and it should be
effective and memorable.
Remember that each paragraph should develop one idea only. In other words, each paragraph
should have ONE clear topic sentence. (Consult your notes on sentence and paragraph structure.)
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WINDING UP NARRATIVE WRITING
● Your story, if it is going to make an impact on your reader, must have energy,
movement, pizzazz! It needs to be memorable and an enjoyable read.
● Beware of the love story. It can so easily be cheesy or predictable. The whole idea of
falling in love is real, but ordinary – it happens to everyone. So if you are going to use a
love situation as your story, you must think of a way to introduce something slightly
different.
● Don’t make the mistake of dishing up the story of some movie that has been on circuit
recently or in the past. This is a form of plagiarism.
● You will be turning 15 or 16 in the course of your Grade 9 year. You are almost old
enough to be viewed as an adult in the eyes of the law. Your marker knows that and
expects you to be able to put some thought and wisdom into your writing. Keep up to
date with what is happening in your country and further afield. Read magazines (and
books, of course); watch different kinds of TV programmes – soapies, news bulletins,
magazine programmes, reality shows – so that you have knowledge of how your world
works. Facebook and Instagram won’t get you too far. The wider your own world view,
the more interesting your writing is likely to be.
Descriptive Writing
What is descriptive writing?
"You see, but you do not observe. The distinction is clear." (Sherlock Holmes in "A
Scandal in Bohemia" by Arthur Conan Doyle). A descriptive essay is one in which
you describe something which you have observed closely. It paints a picture in
words. It can be something concrete, like an object or a place, or something abstract,
like an emotion or a memory. It could even be a description of an event you attended:
a wedding, your grandparents’ anniversary function, a very tense hockey match or a
hike. The purpose is to make the reader see what you see, or feel what you feel.
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Hints on how to do good descriptive work
1. Your first paragraph should be interesting enough to capture the reader’s attention. Describing
things effectively is an important way to involve your readers – the more convincing your
descriptions, the more likely you are to draw your readers into your writing.
2. Try something new with words or images, if you can, but guard against the over-use (the
abuse) of adjectives. LESS IS MORE! Make your descriptions as clear as possible, by
focusing on specific details.
3. Include, where appropriate, descriptions that relate to the five senses – seeing, hearing,
smelling, tasting and feeling (textures, not only emotions).
4. Choose your words carefully. It’s usually better to present your description in a dynamic way
through an effective choice of verbs and adverbs, rather than too many adjectives and similes.
Read examples of good descriptive writing to see how experienced writers do it.
5. Remain aware of the mood or atmosphere you are trying to create and choose words that will
help you to enhance this.
6. In order to produce good descriptive work that does not ramble all over the place, you need to
know about topic sentences. If you work with clear topic sentences, you will be able to control
your description and you will retain your focus.
Argumentative Writing
What is an argumentative essay?
● In an argumentative essay the writer expresses a specific opinion or viewpoint on an issue and
argues to defend or motivate his or her position.
● The opening paragraph should give the writer’s opinion in an interesting way.
● The writer should then give a range of arguments (four at most for a school essay) to support
and substantiate his/her opinion.
● Argumentative writing is subjective and strong opinions should be expressed. The language
should, however, never be rude or offensive. The writer should use persuasive tactics that are
aimed at convincing the reader that these opinions are correct.
● The conclusion should be a strong, clear and convincing statement of the writer’s opinion.
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The following is a useful strategy for tackling this type of essay:
TOPIC: All teenagers should get part-time jobs while at school.
STEP ONE: Find four good arguments. These are topic sentences for the four paragraphs that will
make up the body of your essay.
1. A job teaches 2. They can earn their 3. Teenagers can 4. Teenagers can get
teenagers own pocket money improve their valuable work
responsibility and and learn how to interpersonal skills experience
commitment manage it.
STEP TWO: For each topic sentence, write down TWO supporting facts as suggested below.
Topic sentence 1 Topic sentence 2 Topic sentence 3 Topic sentence 4
Teens They will Teenager They will They They Teenager It will look
will be learn to s will not learn the would be would s could good on
responsi be have to value of exposed learn to get work their
ble for committe rely on money and to many interact experien curriculu
being d which their how to different with ce that m vitaes.
there on will help parents manage kinds of others in benefits
time, them in for their own people. a their
consiste their work pocket money professio future
ntly lives money nal career
manner.
STEP THREE: CONCLUSION OF YOUR ARGUMENT
Your conclusion should refer to your introduction. Make it clear and strong.
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Examples of creative writing
Shattered Silence
Narrative Essay written by Julie Ziegenhardt
They have been fighting again. They always seem to be fighting these days. At least they have had
the decency to close the door this time, although I know it will soon be opened when one of them
goes to sleep on the couch. It’s normally my mother, because she likes to fall asleep with Robbie
Williams’ concert DVD playing softly in the background. In the early hours of the morning when I
awake I can still hear it humming along. Maybe she finds his voice comforting, or maybe it’s an
escape from my father’s loud, shouting voice spitting out harsh words.
I think this is the reason I’ve started to read so much. It’s much better to solve mysteries with Nancy,
explore wardrobes with Lucy or even hide in caves from Smaug with Bilbo and his crew than face the
real work with meddling teachers and parents that sleep in separate beds.
The front door slams. Ah, that must be father home from work. I pray that last night was just a dream,
that the shouting, screaming and sharp noises that sounded suspiciously like slaps were all a
nightmare, and I make my way to dinner.
“How was school?”
My mother’s question is a thunderstorm on a bright, sunny day, disrupting the stony cold silence in
which we dine.
“Uh, it was okay -”
“Julie, we have something important to talk to you about,” my father interrupts, making me jump.
I look up at my parents. The days of laughter, hand-holding and smiles are long gone and have been
replaced with trying to walk on eggshell around each other without a single one breaking. I know what
they are about to say. I’ve heard my mother talking to the estate agent on the phone and have
watched my dad slowly pack away his possessions over the past few days.
I’m nine years old and everything I know and love is about to be torn apart. I am terrified.
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The Sounds of my City
Descriptive essay written by Daniella Attfield
Sometimes, when the nights are hot and the sheets stick to my skin, I find myself lying awake. When
counting sheep and attempts at reading the dictionary have failed, I think about summer days in my
city.
Usually, the first thing I think about is the station in the city centre. I hear the train whistling as it nears
the station. The brakes scream in protest at the force applied to them. As the train slows, people run
towards it. Their shoe soles slap the concrete like raindrops falling from lead clouds. Outside, the taxi
drivers call out loudly. The station makes me think about rainy days. Thunderous voices and flashing
colours fill my mind.
Of course, loud noises never help anyone fall asleep. I think about the museum. The falling footsteps
still remind me of water. Whispers echo through the cavernous halls. Teachers’ voices guide their
students. Somehow the quietness still seems loud to me. I think about a cave with its dripping water
and echoing sounds from the past. My thoughts drift like the wind.
I’m sitting in a pizzeria. The staff in the kitchen are rolling dough and singing while they work. Their
voices blend with the soft rock music playing through the speakers. The coffee machine hisses like an
angry cat. The waiters talk loudly to each other, a group of students burst out laughing. A couple sits
in the corner. They gaze at each other and their whispers fill the air. The words, hissing and music
combine to form some kind of strange song. I could play it on repeat.
What do most do when they can’t sleep? A lot of people have told me that they imagine themselves
on the beach. I can do that.
The first thing I hear is the seagulls. Then I hear the children. Even though they are screaming, they
sound happy. Playful screams. The children run away from the waves with their ever-evolving,
clashing jaws. The ocean is the best kind of monster. Its waves sweep inside my head. My eyes feel
heavy, the water pulls me under. I understand why people like thinking of the sea. It’s very effective.
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All Rustenburg learners should play at least one sport through to grade 12
Discursive essay written by Nokukhanya Zondi
It is very important that all Rustenburg learners play at least one sport through to grade 12.
Playing sport releases and reduces stress. Studies and tests have proven that when one’s stress
levels are low, one is able to learn, function and study better and it also improves one’s memory.
Stress is released by any regular exercise. One is able to lead a healthier lifestyle. “Feel-good”
hormones are stimulated and, therefore, those who keep moving and exercising are at less risk of
being depressed.
By playing sport, one learns commitment, and one’s time-management skills are improved. Learning
how to balance the different spheres of school life, including one’s academic work, sport, music,
cultural and social involvement, prepares one to maintain a good balance in one’s life as one gets
older. Playing a sport also teaches one to be responsible, for example, being on time for matches and
practices, and fulfilling one’s duties. Furthermore, important skills such as accountability for one’s
actions and behaviour, and tolerance of others, are fostered.
As one progresses from grade to grade, each grade becomes more stressful and busy. Through
having very little time to be able to socialise out of school, one is able to socialise through sport and
develop new friendships. Playing sport is also a distraction from the heavy work-load, and so one is
able to take a break and relax, which also benefits one’s health.
To sum up, playing at least one sport is good for one in many ways. One learns valuable lessons and
the healthy life-style encouraged by regular exercise, makes an enormous difference. It is an
excellent way to make new friends and serves as a good diversion from the everyday busyness of our
lives.
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TRANSACTIONAL WRITING
1. Interviews – what is different from a dialogue?
As with a dialogue, an interview is written as a play-script. No inverted commas are used. When a
new speaker speaks, start on a new line. Leave a line open between speakers. A colon is used to
indicate that the character is about to say something. UNLIKE a dialogue, no stage directions are
given. In a good interview the questions and answers flow. Don’t let it become very stilted –
question/answer question/answer question/answer and so on.
Example of an interview (with a neighbour for a baby-sitting job):
Jess: Good afternoon, Ms Green. I’m Jess. I saw your leaflet at the reception regarding
your need for a babysitter.
Ms Green: Oh! Come in, come in. Have a seat.
Jess: Thank you.
Ms Green: So, do you live in this apartment building?
Jess: Yes, I do. So if I do get this job, I will always be on time!
Ms Green: That’s very good. Tell me about yourself.
Jess: Well… I’m 15 years old and I have a 10-year-old sister, so I’m experienced with
children. I’m also very patient with kids and I think I’m generally liked by kids. I can
also help with their homework, Ms Green. I do well at school, especially at Maths,
and I always help my sister.
Ms Green: What school does your sister go to?
Jess: Grove Primary School.
Ms Green: They go to the same school! Maybe she can come over to play sometime.
Jess: Yes, I’m sure she would like that. By the way, I can also do basic first aid/
Ms Green: You’re hired!
Jess: (laughs)
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2. Agenda and Minutes of a Meeting
The Agenda gives the people who will be attending a meeting an indication of what is going to be
discussed at the meeting and is usually sent to everyone who is expected to be in attendance before
the meeting, so that they are prepared to participate fully in the discussions that are going to be
made. The people responsible for drawing up an agenda are usually the Chairperson and Secretary.
They work together and draw up the agenda by:
● Checking the minutes of the previous meeting to pick up on items which have been carried
over
● Listing and collecting items that need to be addressed
● Inviting the people who are going to be at the meeting to forward items that they want to see
included in the agenda.
The list for discussion is arranged from the most important to the least important issue. There is often
a heading “General”, which covers items that are important but that have not been listed.
There are a number of headings that are fairly standard in an agenda; these are the headings that are
numbered 1-4 in the agenda given below. Learn these headings so that you can use them in an
examination. Also note the format of the heading, which indicates the name of the
organisation/club/society that is having the meeting, as well as details of the date, time and place.
Agenda example
Habitat for Humanity Talent Show; Juniper High School
Notice is hereby given of a committee meeting to be held in Ms Nel’s classroom (Room 34) at second
break on Monday 24 February 2020.
Agenda
1. Opening and welcome
2. Apologies
3. Reading and adoption of the minutes of previous meeting
4. Matters arising out of the minutes
5. New matters to receive urgent attention
5.1. Final decision on the venue for the talent show
5.2. The Master of Ceremonies
5.3. Plans to approach parents for sponsorship
6. General
6.1. Date of the next meeting
6.2. Closure
7. Any other business
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The minutes of the meeting should be an accurate reflection of the business that was discussed at
the meeting. The minutes should reflect:
● The name of the organisation
● The date, time and venue at which the meeting was held
● The names of the people who attended, in the case of a small group, like a committee. In
minutes of a large meeting, the organisation would probably send around a list for people to
sign. You would not want to include a long list of names in minutes that are being written at
school.
● A summary of each of the matters that was discussed. Here you follow the agenda, so that the
matters reflected in the agenda are reflected in the minutes in the same order.
● Minutes are always written in the past tense.
● No jokes or trivial comments are included.
Minutes example
Minutes of the Habitat for Humanity Committee meeting held in Mrs Nel’s classroom at second
break on 24 February 2020
1. The Chairperson, Jill Stapleton, opened the meeting by welcoming the committee members
who were present.
2. Apologies were received from Ridhwan Isaacs, who had another meeting at the same time,
and Wendy Fairfax, who was absent from school because of illness.
3. The minutes of the previous meeting were read and adopted as a true reflection of what had
transpired.
4. Matters arising:
4.1. Jonathan Bridgens was in contact with the principal, who has given his permission for
this fund-raising event to be held on 29 March.
4.2. Nkosi Mbasa has been in touch with the sub-committee chairman, who declared his and
his team’s willingness to run a tuckshop for the evening.
5. New matters:
5.1. It was decided that the school hall would be the most suitable venue for the talent show.
An outside venue would cost too much and this would defeat the object of raising funds
for Habitat for Humanity.
5.2. John Abbott spoke to Ms James who is more than willing to act as the Master of
Ceremonies.
5.3. The committee would ask if they could launch an appeal to parents in the next school
newsletter, for sponsorship in the form of prizes. Linda Morrow would speak to the
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school secretary about playing a short appeal on behalf of the committee.
6. General
6.1. Ann Smith reported that there was a lot of excitement about the talent show and that it
promises to be a worthwhile event.
6.2. Ji-yun Kim cautioned the committee that they would have to start printing tickets and
putting up posters within a fortnight. It was agreed that the final details would be
discussed at the next committee meeting.
6.3. The next meeting would be held on 5 April. The venue would need to be confirmed.
7. The meeting closed at 13h30.
3. Writing a Review
What is the purpose of a review? The journalist has been asked by the editor to review a
book/play/restaurant/shop, and to write an article (called a “review”) in which he or she gives an
honest opinion of the item reviewed. So the first point to note is that a review is one person’s opinion
and is therefore subjective. A well-known reviewer’s word carries a great deal of weight and readers
tend to believe him/her, so clearly, a good review could boost the sales of a book or improve the flow
of customers to a restaurant etc. A bad or scathing review by a highly respected critic could be
disastrous!
What does one include in a review? Clearly, there is no right or wrong here but one needs to apply
logic here. When reviewing a restaurant, one would mention the type of food served, what was
ordered, whether one enjoyed the meal and, often, how much the bill amounted to. When reviewing a
play, one would definitely mention the actors in the production, and so on.
Book Review
Title: Be sure to include the basic information regarding the choice of book. This
Author: should be neatly laid out at the top left of your page, one below the other.
Publisher: If you do not know the publisher, for example, you can make one up.
Genre:
Price:
Storyline Avoid giving the entire story away (especially the ending). This paragraph
should be only 2-3 sentences.
Characterisation Did you like the characters? Which did you identify with? Were they
believable?
Setting Where is the novel set? A real place? Present time or past/future? etc
Themes Main themes, and how you relate to them.
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Overall rating Do you recommend it? Give a written rating, plus a rating out of 5 stars.
Film review:
Genre: Be sure to include the basic information regarding the choice of film. This
Pg rating should be neatly laid out at the top left of your page, one below the other.
Director:
Cast:
Length:
Synopsis Avoid giving the entire story away (especially the ending). This paragraph
should be only 2-3 sentences.
Acting What was the acting like? Were the actors convincing?
Cinematography Technical aspects. The soundtrack may also be relevant.
Narrative Thematic elements; characterisation; symbolism; flow; believability
Overall rating Do you recommend it? Give a written rating, plus a rating out of 5 stars.
Play review
Title: Be sure to include the basic information regarding the choice of play. This
Name of playwright: should be neatly laid out at the top left of your page, one below the other.
Main Actors:
Genre:
Plot Synopsis Avoid giving the entire story away (especially the ending). This paragraph
should be only 2-3 sentences.
Acting What was the acting like? Were the actors convincing?
Setting Where and when was it set?
Costume and set Comment on the costumes and set. Did they work? Suit the characters?
design Beautifully designed?
Lighting, music Effective? How was it used? etc
Overall rating Do you recommend it? Give a written rating, plus a rating out of 5 stars.
Restaurant review
Location: Be sure to include the basic information regarding the restaurant. This should
Contact details: be neatly laid out at the top left of your page, one below the other.
Opening hours:
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Type of
food/restaurant:
Quality of food Nutritious/healthy/filling/innovative/gourmet/enjoyable/quality?
Service Good/bad/slow/professional/friendly?
Decor The interior setting; what does it look like? Does it impress you?
Costs Affordability? Value for money? Basic cost for two people eating?
Overall rating Do you recommend it? Include a written rating plus a rating out of 5 stars.
Some tips:
● Read reviews online and in newspapers to get an idea of what they should look like.
● Constructive criticism will always point out the good features first.
● You have a limited word count in a review written at school, so choose the most obvious
features and go with those.
● Always give your review a heading. This will give your reader and idea of what is coming.
● Add your name at the end of the review, as the reviewer.
4. Formal Letter
● The register of this letter is always formal and the language should be firm but polite. It is not
acceptable to use slang, overly colloquial language, or abusive language.
● When writing a formal letter, state in your opening paragraph exactly what the letter is about.
You have a topic line which is a summary of the content, but you will need to spell the issue out
more clearly in your opening paragraph.
● For each paragraph decided on a topic sentence and then provide more detail in the
paragraph.
● If you are wanting the recipient of the letter to help you, then spell out clearly what it is you are
expecting him/her to do for you. This is appropriate for your final paragraph.
● You always conclude a formal letter to a business or to an editor with Yours Faithfully. Then,
leave a space (where you put your signature) and then, on the next line, write out your name in
full in block letters
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An example of formal letter format:
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