Gr 11-English Home Language-Facilitator's Guide Language 1

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ENGLISH HOME LANGUAGE FACILITATOR’S GUIDE: LANGUAGE Grade 11

English Home Language Facilitator’s guide: Language

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Grade 11

CAPS aligned

Facilitator’s Guide G11 ~ English Home Language: Language

CONTENTS

Letter to facilitators ........................................................................................................... 3 1. Introduction .................................................................................................................... 3 2. Year plan......................................................................................................................... 4 3. Assessment policy ........................................................................................................ 7 4. Formal assessment portfolio ........................................................................................ 7 5. Length of written texts to be produced in words ........................................................ 8 6. ANSWERS TO LANGUAGE TASKS .............................................................................. 9 UNIT 1 ................................................................................................................................. 9 LESSON 1 .............................................................................................................. 14 LESSON 2 .............................................................................................................. 19 UNIT 2 ............................................................................................................................... 21 LESSON 3 .............................................................................................................. 21 LESSON 4 .............................................................................................................. 24 Activity 18 ............................................................................................... 28 Activity 19 ............................................................................................... 28 UNIT 3 ............................................................................................................................... 30 LESSON 5 .............................................................................................................. 30 Activity 20 ............................................................................................... 30 Activity 21 ............................................................................................... 30 Activity 22 ............................................................................................... 31 Activity 23 ............................................................................................... 33 LESSON 6 .............................................................................................................. 33 Activity 24 ............................................................................................... 33 Activity 25 ............................................................................................... 34 Activity 26 ............................................................................................... 34 Activity 27 ............................................................................................... 36 Activity 28 ............................................................................................... 36 UNIT 4 ............................................................................................................................... 38 LESSON 7 .............................................................................................................. 38 Activity 29 ............................................................................................... 38 Activity 30 ............................................................................................... 39 Activity 31 ............................................................................................... 40 Activity 32 ............................................................................................... 40 LESSON 8 .............................................................................................................. 40 Activity 33 ............................................................................................... 40 Activity 34 ............................................................................................... 41 Activity 35 ............................................................................................... 41 Activity 36 ............................................................................................... 43 Activity 37 ............................................................................................... 44 ENGLISH HOME LANGUAGE LANGUAGE REVISION TEST – TERM 1 ........... 45 ENGLISH HOME LANGUAGE LANGUAGE REVISION TEST – TERM 3 ........... 47 Books or web pages consulted ...................................................................................... 48

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Facilitator’s Guide G11 ~ English Home Language: Language

LETTER TO FACILITATORS, Welcome to the Grade 11 course for English Home language. You will notice that some of the work has become quite difficult. Matric candidates are expected to know all the technical work (literary terms, language) and skills that were studied since Grade 8. It is important that they get a lot of practice in comprehension and interpretative skills, as well as writing and expressing themselves. The matric year is very short (6 months at the most). The rest of the year is taken up by examinations.

Please do not regard these answers as the only ones that are correct. Matric candidates are expected to think for themselves and substantiate any point that they make. They must also be able to apply any point discussed to the present social and linguistic situation in South Africa. Encourage learners to read as widely as possible and make their own comments on any questions raised in the articles that they read. They must also be able to recognise any techniques that are used in a text to achieve a certain effect. Use the questions and answers in this course as an example.

For a sound basis, please make sure they know the following very well: • •

Notes on literary terms Language: Indirect speech, passive voice, use of adjectives, adverbs, punctuation, etc.

Regards The Writing Team

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Facilitator’s Guide G11 ~ English Home Language: Language

1. INTRODUCTION

This English course focuses mainly on advanced reading and writing skills, research and reporting. Learners are increasingly required not to simply take a text at face value, but especially to read between the lines; make their own deductions and question certain statements. This requires practice. They must constantly think about what they are reading.

The writing requires a more advanced vocabulary and power of expression. Words and phrases should be chosen with greater care and the implications of what is said should be fully understood. The correct register should be used for the correct situation.

The timetable will help with planning time and work during the year and will also give an idea of what will be expected from you in examinations and tests. Study Lessons must be completed thoroughly. Answers should be done carefully and thoughtfully. Do not use the answers as a quick fix. The purpose of many questions is to encourage your independent thinking and to use language for expressing own thoughts.

The term facilitator is used in this Guide. The facilitator may be a tutor or parent.

The following is important to all learners: •

Please mark all work that you send to Impaq on each page, and in the following way: 1. Name and surname 2. Student number 3. Grade 4. Nature of work: (Examination Term 2, Paper 1, etc.)

All language, writing and oral notes are included in the Language Study Guide. The Facilitator’s Guide offers the year plan as well as the answers to the either the language and literature questions, depending on which Facilitator’s Guide is being used.

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Facilitator’s Guide G11 ~ English Home Language: Language

2. YEAR PLAN

This plan is a guideline. It is important to adapt it to your own circumstances.

UNIT

1

2

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LESSON LESSON 1: Literature and text appreciation Activity 1 Innuendo Activity 2 Adjectives Activity 3 Poetry Activity 4 Activity 5 Transactional writing: The summary Informal Assessment: Summary Cartoons Activity 6 LESSON 2: Literature and text appreciation Activity 7 Passive voice Activity 8 Poetry Activity 9 Transactional writing: Motivation Informal assessment: Writing a motivation Revision LESSON 3: Literature and text appreciation Activity 10 Story-telling techniques Activity 11 The indefinite article Poetry Activity 12 Activity 13 Transactional writing: Curriculum Vitae and cover letter Informal assessment: CV and cover letter Visual literacy Activity 14

4

DATE STARTED

DATE COMPLETED

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LESSON 4: Literature and text appreciation Activity 15 Misrelated participles Activity 16 Poetry Activity 17 Transactional writing: Factual report Informal assessment: Factual report Visual literacy Activity 18 Revision Activity 19 LESSON 5: Literature and text appreciation Activity 20 Hyperbole Activity 21 Hanging participles Activity 22 Transactional writing: Newspaper report Informal assessment: Newspaper report Visual literacy Activity 23 LESSON 6: Literature and text appreciation Activity 24 Irony Activity 25 Possessive adjectives Activity 26 Transactional writing: Bulletin Informal assessment: Bulletin Visual literacy Activity 27 Revision Activity 28

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LESSON 7: Literature and text appreciation Activity 29 Language Activity 30 Creative writing: Kinds of essays Activity 31 Visual literacy Activity 32 LESSON 8: Text appreciation Activity 33 Activity 34 Language Activity 35 Transactional writing: Film script Informal assessment: Film script Visual literacy Activity 36 Revision Activity 37

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Facilitator’s Guide G11 ~ English Home Language: Language

3. ASSESSMENT POLICY

The assessors need to see that learners have made progress in terms of critical thinking; reading, and in terms of your writing and reasoning skills. Learners should never hesitate to give an opinion and show independent thought.

All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal assessment tasks are marked and recorded for progression and certification purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance. The Formal Assessment tasks must be done under controlled conditions.

Informal Assessment tasks are those which are done throughout the year and marked by the facilitator.

4. FORMAL ASSESSMENT PORTFOLIO

The purpose of a portfolio is building a “file of proof” that you have actually worked in English throughout the year, as opposed to a crash course shortly before the examinations, and then forgetting about English until the next examinations approach.

Use the study timetable and the programme of assessment to plan the portfolio work right from the first day onwards.

Paper 4 of Term 4 consists of the four orals tasks done throughout the year. Proof must be furnished in the form of the rubrics and Listening Comprehension answers as well as a copy of the two Prepared Speeches.

Term tests Term tests are written at the end of terms 1 and 3. These will be marked by a parent or teacher and the marks will be sent to Impaq.

Examinations At the end of the second and fourth terms, full examinations will be written. The papers will be the following:

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Paper 1

Comprehension and language

Comprehension test, text summary, language, comparison of texts – know all theory well, as explained in the student guide. Know all mind maps.

Paper 2

Literature

Paper 3

Writing

Paper 4

Oral

All prescribed literature for that paper as explained in the learner letter.

Know the forms of the writing you have done, e.g. a formal letter, memo etc. Pay attention to different types of essays, good writing and style.

4th term only. This will consist of the oral activities you have done throughout the year being submitted to Impaq.

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Facilitator’s Guide G11 ~ English Home Language: Language

5. LENGTH OF WRITTEN TEXTS TO BE PRODUCED IN WORDS Texts

Grades 10

Poetry (words) 150 – 200

Novel/drama (words) 300 – 350

11

200 – 250

350 – 400

12

250 - 300

400 - 450

Grades

Length in words 300 – 350

Texts

Essays 10 Narrative/descriptive/reflective/argumentative/discursive 11

Transactional Texts Curriculum Vitae and covering letter/ written interviews/Dialogues/Formal and informal letters to the press/Formal letters of application, request, complaint, sympathy, thanks, congratulations and business letters/ Friendly letters/Magazine/newspaper articles and columns/Minutes and agendas (asked as a combination)/Obituaries/Reports (formal and informal)/Reviews/Written formal and informal speeches

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350 – 400

12

400 - 450

10 - 12

180 – 200 words (content only)

Facilitator’s Guide: Language G11 ~ English Home Language

Unit

6. ANSWERS TO LANGUAGE TASKS

WEEK 1

UNIT 1

TASK 1: DIAGNOSTIC TEST Growing in Statue

The correct answers are marked with a * 1.

Choose the answer that is most correct a. Politicians build monuments in order to i. prove their invincibility ii. delay their cessation of political influence iii. emphasise their own grandeur iv. increase the length of time that they have political power* b. Monuments are successful in i. promoting the ideas of the people who had them built ii. demonstrating the opposite of political ideals iii. proclaiming the vanity of the people who had them built* iv. making people remember their history c. The monuments in Europe are ironic because i. nobody knows the reason for their existence ii. tourists do not pay much attention to them iii. they impede the flow of traffic iv. McDonald’s is more important to tourists than the monuments* d. In the opinion of the writer, the following conflicts are the most important in South Africa: i. Aids ii. The Anglo-Boer War iii. crime iv. i and iii* e. An example of “politispeak” is i. the Eight conflicts* ii. they were just “doing their duty” iii. the winners write the history iv. a bitter wrangle f. The phrase arguing with a mosquito is an example of: (Gr10 Technical Terms) i. innuendo* ii. hyperbole iii. euphemism iv. sarcasm v. i and ii

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Facilitator’s Guide: Language G11 ~ English Home Language

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g. The tone of the essay indicates that the writer: (Gr. 10 Technical Terms) i. does not want to see money wasted ii. regards present-day issues more important than history* iii. thinks monuments are ugly iv. regards the argument about the Wall of Remembrance as childish h. The function of the apostrophe in They’re (second last paragraph) is (Gr. 10 Language Lesson 7) i. indicating possession ii. indicating omitted letters in contractions* iii. indicating certain plural forms of letters and figures iv. addressing an abstract entity i. The connotation of the word littered (paragraph 3) is (Gr. 9 Technical terms Lesson 4) i. numerous ii. invasive iii. pesky iv. dirty* j. The function of the hyphen in Anglo-Boer War is (Gr. 10 Language Lesson 1) i. Linking certain phrases* ii. Linking words to form compounds iii. Avoiding ambiguity iv. Indicating the new syllable when the previous one ends with the same letter as the opening letter of the next k. The talk shows are buzzing is an example of: (Gr. 8 technical terms Lesson 3) i. alliteration ii. onomatopoeia* iii. assonance iv. hyperbole l. The title plays on the following: i. Growing in stature* ii. Growing in statute iii. Growling in statue iv. Growling in stature m. The writer’s attitude towards the builders of monuments is i. envious ii. condescending* iii. aggressive iv. annoying

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Facilitator’s Guide: Language G11 ~ English Home Language

Unit

n. The inverted commas in “eight conflicts” (paragraph 7) show that i. this view is not shared by everyone ii. it is a phrase coined by politicians iii. the writer does not agree with this classification iv. the writer does not want to be associated with these conflicts v. iv, iii and i vi. iii, ii and i* o. Media debate is the oxygen of the power elite is an example of (Gr. 8 technical terms Lesson 2) i. hyperbole ii. jargon iii. metaphor* iv. personification Subtotal: 15 2. Refer to the following sentence: To my mind, monuments belong in the “Bah! Humbug” school of architecture, but there’s a lot of cash and power involved in monuments – the planning, lobbying for and construction of monuments make lots of people rich. a. The function of the commas is: (Gr. 8 Language Lesson 2) i. to indicate slight separation or pause between a list of adjectives, adverbs or nouns in a sentence ii. indicating a pause before conjunctions iii. marking off words, clauses or phrases from the rest of a sentence* iv. In pairs for an adjectival clause b. The dash is used because (Gr. 10 Language Lesson 1) i. it is the same as commas or brackets for parenthesis ii. it separates a repeated word, or idea* iii. it indicates abrupt changes in opinion or thought iv. letters are omitted for the sake of using civilized language, or of privacy c. The expression “Bah! Humbug” school of architecture (Gr. 8 technical terms Lessons 1 and 2) i. refers to a school of architecture in Hamburg ii. illustrates slang and shows contempt iii. makes use of an interjection to indicate the writer’s attitude iv. ii and iii* Subtotal: 3

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Facilitator’s Guide: Language G11 ~ English Home Language

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Match the explanations in column B to the words in column A. A

B

i. apparatchiks

j. Communist agents

ii. relics

i. Remnants, leftovers

iii. vainglory iv. Vestigial

g. Vanity to a great extent, extreme boastfulness a. Evidential, trace-like

v. Conscripts

f. Compulsory enlisted for government

vi. Obsessed

e. service Fanatical, preoccupied, infatuated

vii. lobbying

c. Soliciting support for a certain cause h. assessing b. Devices, gadgets d. roots, basis, origins Subtotal: 7 Grand total: 25

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Facilitator’s Guide: Language G11 ~ English Home Language

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Grade 11 Diagnostic test Analysis Key

Marks for each Question

1 a

1 b

1 c

1 d

1 e

1 g

1f

1 h

1 i

1 j

Gr 8 technical terms

Gr 8 comprehension skills

1 k

1 l

1 m

1 n

1

1

1 o

1

2c

50%to 70% of maximum

Less than 50% of maximum

3

Revise

Repeat entire section

2

Revise, extra reading necessary

Repeat entire section, extra reading very urgent

1

Revise

Repeat entire section

1

2

Revise Revise, extra reading necessary

Repeat entire section Repeat entire section, extra reading very urgent

3

Revise

Repeat entire section

3

Revise

Repeat entire section

1

Revise

Repeat entire section

7

9

Revise, extra reading necessary

Repeat entire section, extra reading very urgent

7

25

3

1

1

Gr 9 Language skills

1

Gr 9 Comprehension skills,

1

1

1

Gr 10 language skills

1 1

1

1

Gr10 expression skills

1

Gr 10 Comprehension skills

1 1

1

1

1 1

Maximu m

1

Gr 10 technical terms

1

1

1

1

1

1

For technical terms deficit, repeat all text appreciation sections for that grade.

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2 b

1

Gr 9 technical terms

Total:

2 a

13

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1

1

1

1

1

1

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Facilitator’s Guide: Language G11 ~ English Home Language

Unit

LESSON 1

1

Activity 1 1. Explain the anti-climax in the final line of the poem.

The mention of ‘fate’ at the end sets up the idea of a grand future or incredible possibilities – the idea of a bigger-than-life existence is continually emphasised in the poem. He, however, keeps on drinking – it subverts our expectations.

2. Discuss the satire in lines 21 to 24. Refer to the use of irony.

The irony in these lines has to do with the fact that a suit of armour is not graceful at all – it is a clanking, heavy burden that restricts movement. The poet is satirising people who are commonplace as can be seen by the reference to the khaki suits. He is indirectly comparing the way they look to the gait caused by an ungraceful suit of armour.

3. How does line 3 hint at the anti-climax of the final line?

In spite of all the things he mentions, he wishes that he was never born.

This work may be marked by the candidate.

Activity 2 1. To what does Tour the Farce allude? It is an allusion to Tour de France – the world-famous cycling event which takes place annually in France.

2. Quote and explain three examples of innuendo. a. Spelling of the word leader: L*E*A*D*E*R. This implies that Rex does not like to acknowledge that the writer was the leader of the group. He would rather be leader himself. b. “Sometimes I became confused and I would forget that the left is where my thumb is on the right. My own supply of money was mysteriously increasing. I assumed, at first, it was simply accruing interest.” The writer does not want to say outright that he inadvertently, or otherwise, put some of the kitty’s money into his own pocket. c. “…it was suggested that the onerous responsibilities of leadership were quite enough for one man without him having to be Treasurer as well.”

The implication is that he could not be trusted and took some of the money that was meant for everybody. d. “..under bridge to riverside pub (,1km)….” It is hinted that strangers will do well in using the pubs as references so that they won’t get lost.

3. Name and explain two instances where Rex is satirized. i. In the simile of the first paragraph, his growling and complaining is compared to a bear that is getting rid of its tappen. ii. He is described as the one-eyed man in the valley of the blind. a.

Of what device does the author make use to achieve this satire?

Explain. i. Anti-climax: Most readers do not know what a tappen is, but expect it to be something special and complicated, until they read the explanation. ii. Anti-climax: “….he was suddenly recognised for what he was –“the reader expects a superior, important position, but is let down.

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Facilitator’s Guide: Language G11 ~ English Home Language

Unit

4. Discuss the tone in paragraph 14: (“But after a couple of days…..”). The tone is that of mock-formality. The writer is poking fun at the importance and complicated nature of his own responsibilities and his tendency to “confuse” his own funds with those of the kitty. a. How does it differ from that of the final paragraph? (“But we would…”)

The tone in the final paragraph is narrative and direct. There are no concealed implications or innuendos.

5. What is the effect of the foot note at the end of the passage? It has a satirical effect and also emphasises Rex’s state of mind. Readers would not know the word and would not bother to look it up in a dictionary, but are curious to know its meaning. a. What is the effect of the parenthesized question? The writer implies that this is common knowledge, or that he is a very knowledgeable man. He expressed mock surprise at the reader’s ignorance. b. Why does the writer talk about his tappen, instead of its? In order to emphasise that he is actually referring to his friend, Rex. 6. How does the writer parody the instructions in the guide book? (A parody is a comic imitation of another text.) He uses street and town names that have comic connotations, uses ellipses after the word pub, implying that the pubs are used as landmarks for strangers.

Language Activity 3 1. We buy good, second-hand children’s clothing in bulk. We collect.

2.

This may be a _________examination, but you are not allowed to use notes.

practical

In __________literature, characterisation is usually vivid.

classical

The proposed solution is not _________. It will take up too much time.

practicable

Is the city of Atlantis an ___________ fact? Did it really exist?

historical

This is the________ style for a suit. You will be able to use it for many years.

classic

The actor’s movements seem to be more ________, than indicating exasperation.

comical

The first inauguration of a president was considered a ________ event for many people.

historic

These _________indicators are important for

economic

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Facilitator’s Guide: Language G11 ~ English Home Language

Unit

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investors.

Bulk purchases are more ____________.

economical

He had such a __________ expression, that I could not help laughing, although I was supposed to be angry.

comic

Activity 4 1. Read the first 25 lines again and find at least three examples of assonance. Quote and comment on the effect of each. “he hung a grunting weight” (line 7) – the dark, long vowels reinforce the limp weight of the fish. “tiny white sea-lice” (line 19) – the assonance reinforces the minuteness of the lice and the number of tiny creatures. “rags of green weed” (line 21) – “ee” repetition almost creates the feeling of disgust at the slimy nature of the weeds.

2. Refer to line 50: a. What sound device does the author employ in this line?

Alliteration b. What is its implication?

The alliteration focuses the reader’s attention on the warning the lips in the mouth and the mouth itself represents – do not underestimate me. c. hung five old pieces of fish-line, or four and a wire leader with the swivel still attached, with all their five big hooks How do these lines confirm the suggestion in line 50? Refer to the techniques that are employed by the poet.

The fish has escaped several times from capture as evidenced by his war wounds. More alliteration (s-alliteration) is used.

Activity 5 1. Write down some of the onomatopoeic words from this first stanza of the poem. “tinkle”, “oversprinkle”, “twinkle”, “delight”, “rhyme”, “tintinnabulation”, “jingling” a. Which words imitate smaller bells and which the larger? “tintinnabulation” and “rhyme” imitate larger bells. “tinkle”, “oversprinkle”, “delight”, “jingling” imitate the smaller ones. b. What effect does the use of these words have?

They recreate the musical sound of the bells, specifically the emotional connotations.

2. Comment on the repetition of the word “bells” and those that rhyme with them. "bells” has been repeated to imitate how the sound of a large bell reverberates and echoes. As they reverberate, the sound becomes larger and more deafening, i.e. it “swells”

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Facilitator’s Guide: Language G11 ~ English Home Language

Unit

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3. What is the effect of the alliteration in line 10 The alliteration reinforces the meaning of the word “rhyme”. Furthermore, it adds to the mysterious sounds of the bells – they are like runes: mysterious, enchanting, magical.

INFORMAL ASSESSMENT: SUMMARY – The Lonesome Baobab

This task forms part of the Informal Assessment mark and must be assessed by the facilitator.

Global marking, giving credit for concise and coherent sentences expressed in the candidate's own words.

Very Weak

Below Average

Average

Good

Very Good

1

4

5,5

7

8

2

4,5

6

7,5

9

3

5

6,5

8

10

Penalise the following: • If full and coherent sentences are not used • If there is excessive lifting • If more than 100 words have been used • If no word count is provided • If an inexcusably inaccurate word count has been provided

10 marks

Activity 6 1. All Cartoons: 1.1. Are males stereotyped in the above cartoons? Explain. Yes. They are portrayed as lazy, disorganised and totally dependent on women.

1.2. Explain whether this is effective. Give a reason for your answer. It is effective because the reader can identify with the situations, even though they are exaggerated.

2. Cartoon A: 2.1. Dagwood becomes distracted by his preoccupation because he is preoccupied with his own comforts and procrastination. What technique is used in the final frame to achieve a comic effect? Anti-climax.

2.2. How does the previous frame contribute to the effectiveness of this technique? The reader expects a climax. The body language and the bold print cause the reader to expect a serious crisis, which makes the anticlimax of the final frame even more ludicrous.

3. Cartoon B: 3.1. No man is portrayed or mentioned, but the influence of married life for the woman is clear. What technique is this? Innuendo

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Facilitator’s Guide: Language G11 ~ English Home Language

Unit

3.2. Why is it more effective than showing a lazy male figure? Refer to the pun in the cartoon. It is only implied that the man leaves all the work to her. It makes the pun on the word work more effective.

4. Cartoon C: 4.1. Explain what a lazy eye is. The muscles of the eye do not function correctly, causing a squint/ poor eyesight. Corrected by wearing glasses. It is not infectious and cannot spread to the rest of someone’s body.

4.2. How does the cartoon hint that the patient is not ill at all? Disease does not cause laziness.

4.3. Is there any significance in the fact that the doctor is a woman? Yes, implying that she does not realise/ understand/ accept that men are naturally lazy and that it is not a disease. The idea of laziness has never occurred to her.

5. Cartoon D: 5.1. What kind of personality does the man in this cartoon have? Egotistic 5.2. How does he view women? Someone who must react to his wishes.

5.3. Is he a go-getter? Explain. No, he simply waits for everything to be done, even by the dog, but refuses to do anything himself.

5.4. Explain the irony in the cartoon. The man admires go-getters, but only those who react mechanically to his commands and do not think for themselves. However, he is no go-getter himself.

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Facilitator’s Guide: Language G11 ~ English Home Language

Unit

LESSON 2 Activity 7 Say whether the following is antithesis, oxymoron or hyperbole.

1. The lim’rick packs laughs anatomical Into space that is quite economical But the good ones I’ve seen Very seldom are clean And the clean ones so seldom are comical (A limerick by Ken Marshall, quoted by James Clarke in The Star.)

Antithesis 2. He’s so tough he looks as if he flosses with piano wire (Christopher Buckley in Reader’s Digest, May 1996) Hyperbole 3. If your mind isn’t open, keep your mouth shut too. (Sue Grafton, M Is for Malice in Reader’s Digest, April 2000) Antithesis 4. His remarks are seriously funny.

Oxymoron 5. He’s so crooked he could hide behind a corkscrew. (Lane Kirkland, Modified Maxims in Reader’s Digest, May 1996) Hyperbole 6. It’s easy to make a dollar. It’s a lot tougher to make a difference. (Tom Brokaw in Reader’s Digest, April 2000) Antithesis 7. A consulting firm publishes a booklet called Successful Termination. It’s about how to fire people. (Roger Ricklefs in Reader’s Digest, May 1996) Oxymoron 8. It takes considerable knowledge just to realise the extent of our own ignorance. (Thomas Sowell, Creators Syndicate in Reader’s Digest, April 2000) Antithesis 9. There are two kinds of men: the ones who make history and the ones who endure it. (Laurence Peter, Peter’s Quotations in Reader’s Digest, December 1998) Antithesis 10. This invention is what we call a correct mistake.

Oxymoron 11. Parties can be torture.

Antithesis, Hyperbole 12. Which of the above statements can be called: © Optimi

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