1. Genre-based
workshop
Poetry and advertisements
Leandri du Plessis

2. Why is text selection important?
Students must be able to understand and be
excited by the text.
The texts should be relevant to the students in on
way or another.
Choosing a poem and advertisement with similar
themes ensures that the assignments or tasks are
cohesive.

3. The poem:
The World smiles at me
like I never thought it would
and I blush like the little girl I am.
Hungrily,
with a raging appetite and sunken eyes
I take Earth, Wind, Fire, Water
into my secret arms
only to find I can’t have it all.
Cackling, the World laughs at me,
desperately trying to have it all.

4. The advertisement

5. Why these texts?
• They share a similar theme.
• Students can relate to the theme of both.
• Generic terms and elements can be
identified in both activities.

6. Trigger prior knowledge:
• When the texts are familiar.
• When generic elements are recognized.

7. • Theme
• Figures of speech
• Typography
• Imagery
Generic
elements:

9. Cognitive levels:
• Knowledge: describe, arrange, name, order
• Comprehension: classify, identify, summarize
• Application: apply, illustrate, provide
• Analysis: analyse, compare, recognize
• Synthesis: adapt, compose, modify
• Evaluation: argue, support, evaluate

10. References
• (N.d.). Retrieved from https://caps123.co.za/wp-
content/uploads/2021/07/CAPS_English_FAL_Foundation_Phase.p
df
• Bloom, B. S. (1969). Taxonomy of educational objectives: The
classification of educational goals : Handbook I, Cognitive domain.
New York: McKay.
• Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A
taxonomy for learning, teaching, and assessing: A revision of
Bloom’s taxonomy of educational objectives. New York: Longman.
• (N.d.-a). Retrieved from https://fctl.ucf.edu/teaching-
resources/course-design/blooms-taxonomy/