UNIT 2 UNDERSTANDING STRUCTURE

ENN106J SUMMARIES 2010

UNIT 1: LANGUAGE & LEGAL TEXTSA:READING Skimread:Read quickly get gist of text focus on headings

first & last lines of paragraph

underlined / bold words

Scan: Look at page search for specific information

Read closely/ carefully:Take time maybe read same text more than once focus on main & supporting ideas

read for knowledge

Words & their meanings:

Get idea of meaning of a word by looking at the word in its contexts

Meanings can also be derived by looking at words stem (evaluate stem = value)

know word function

ex VERB

evaluate

something you do NB words often defined when introduced

Key words often repeated in different contexts

SUMMARY OF READING STRATEGIES

If you know broadly what you going to read comprehend details more efficientlyskim Good strategy is to look consciously for patterns as they assist in comprehension

Reading is not a passive activity integrate reading & writing write to learn when you readB: LANGUAGE FOCUS

Noun

= stand for name person / place / thing

humanVerb

= indicates an action / doing word

runAdjective = describes the noun/pronoun / adds meaning

bigAdverb

= adds meaning to verb / adjective / other adverb soon

Adjective build-up The uses of several adjectives to describe a noun try to eliminate some of the adjectives to make text simple.Avoid by: making verbs & adverbs of nouns & adjectives

exannual executive committee the executive committee that meets annually.

Changing word order

Nominalization Using nouns where it should be an active verb / adverb / adjective with only one noun Using of repeatedly/ using vague verbs makes sentence longer

(Vague verbs= put / make / have / give / is)When you change a verb noun = nominalize the verb

Avoid using nouns to describe nouns.

Short it by: making a verb of the noun that follows the vague verb.

Ex.The court put emphasis on.. the court emphasized

C INTEGRATED SKILLS

Corresponding with institutions of learning

A. Writing semi-formal letters:

If you dont know the recipients name use . The Registrar

END with Yours faithfully

MUST GIVE: student number

Date

Short subject line (capitals / underlined never both) Dear Sir / Madam or Sir / Madam (if dont know persons name)

Use I would like / I would appreciate / Could you

If handwritten sign & print your name

If know name of recipient END with Yours sincerely

include Department name where lectures teaching

NB include name of Department lecturer is teaching

B. Writing & sending faxes:

MUST GIVE:

For whom fax & from whom Institution & fax no of both persons

Date

How many pgs sending

Not full postal address

Student no.

Number of pages there are Provide tel number if problem with fax sent

Communicating with Lecturers by email:

Start with Dear Prof. XXXXX / Hello John NB subject line NOT: ex Help!! it should give enough info Content course / problem / how occurred

Attachment = (e.g. for an assignment) name / course / assignment no.

UNIT 2 UNDERSTANDING STRUCTUREA : READING

Opening Statement can be followed by detailed explanations, examples, qualifications,conditions1. Explanations / clarifications introduced by words like specifically or for example.

2. Qualifications and conditions introduced by words like but, however and if.

B : LANGUAGE FOCUS

1.More Gramatical terns

Pronouns:

Words that stand in place of / refer to a noun e.g. he, she, it, they, him, her, its, their,you2 NB points with pronouns: 1. Pronoun must agree with original non (singular / plural / male / female)

2. Try put pronoun as close as possible to noun to which it refers.

Participles Forms of the verb that can function as adjectives / nouns present / past

Ex. Studying is time consuming = present

The detained prisoner asked to see a lawyer = past

Present tense takes form of verb + -ingExstydy studying (noun) because there is a verb is Participles (not pure verbis, have) & followed by main verb.

Complete & Incomplete Sentences

A complete sentence must have a subject (thing / person / idea that determines the action / the verb in the sentence) and a main verb (i.e. is).

Prevent incomplete sentences by keeping them short!!!

2.Asking questions / making requests:

Formal requests / questions =could / would/ why

Less formal

= please / can

C: INTEGRATED SKILLS

Note making skills: (look at textbook 36..)1. Devise a system of abbreviations or invent your own2. Diagrammatic representations of text represents key information in a short & structured way thats understandable

Linear / Top-down representation / tree diagram

UNIT 3 READING CASES

A: READING

V=versus

JA=Judge of Appeal

AJA= Acting judge of Appeal

JP=Judge President

Court of first instance the following will appear:

1. Obiter dicta = remarks made in passing2. Order

3. Names of attorneys

Court case on appeal:

1. Obiter dicta = remarks made in passing2. Order of court of 1st instance

3. Order of court on appeal

4. Names of attorneysJudgement given on another date:Cur adv vult = the court wishes to consider its verdict

B: LANGUAGE

Relative Pronouns Tell you more about the noun

WHO / WHICH / WHAT

WHEN TALKING ABOUTUSE CLAUSE WITH PRONOUN

PeopleWho

ThingsWhich / That

PlacesWhere

PossessionWhose

NB place relative pronouns as close to noun as possible otherwise meaning may be lost!

Whom used for a person when that person is the indirect object of the verb the man whom I gave the book is my brother.Words to / from / for / at usually indicate pronoun will be whom.

Connectors to join/connect pieces/sections of a sentence.

but / and / so / because / further / for rrelationship of what you said before.

Complex sentences: Long sentences may be difficult to understand Try this:

1. What are the main points?

2. What other information is NB?

3. Divide into short phrases study each phrase for :

Content: what information does it give?

Function: what is its relation / connection to the rest of the sentence?

C: INTEGRATED SKILLSSummarizing a case:

ONLY the most NB point 1/10th of original size

To refer back & to refresh your memory of the relevant facts and legal principlesStructure like this:

1. Case Name (short)

2. Facts

3. Legal question

4. Finding

5. Reason(s) for finding (Ratio decidendi)

Tshabalala v Natal Law Society (N)Facts:

Appl employed as candidate attorney from 1 Jul 94 to 10 Jul 95. Service not under article of clerckship as def in s1 of Attorneys Act 53 of 1979, but pursuant to a letter of appointment. Appl applied for order that for purposes of her admission as an attorney the period not rendered under articles is to be regarded as having been served under articles of clerkship by virtue of s 13(2) of the Attorneys Act.Legal Question:

Whether s 13(2) empowers the Court to regularise services not performed under articles as def in s1.

Finding:

No.

Reason for finding: (Ration Decidendi)

The language of the subsection is clear and unequivocal: it is regular service as a candidate attorney that the Court may regularise and not irregular service generally.UNIT 4 INTEGRATING MATERIALC. INTEGRATED SKILLS

Problem-type QuestionsAttempt to find the most relevant rules / princples & cases to support your advice / opinion.

1. Select the essential facts from the question

2. Identify the key issue / legal question

3. Plant your answer (make a rough plan of): Legal question (raised by facts) Legal position general principles & specific legal rules, exceptions & authority

(cases) mention any other considerations that are necessary

Application of legal position to the facts

ConclusionALWAYS read through afterwards & correct errors.

Tenses to use in problem-type questions:

Short answer

future tense (making prediction)

will probably succeed

should succeed

Identifying issues raised

present tense

our concern here is

Legal position applicable

present tense

M must show

Relating facts of an authoritative case

past / past perfect

had died, left pregnant

Court rulings in the case

past tense

The court ruled that Applying legal position to the facts

present & future tenses

These facts are analogues to

The court .will have to / must / has to rule on whethere.UNIT 5 LANGUAGE STRUCTURES IN ACTS

A. READING

Reading an act to understand Break it up into more understandable parts (ensure you know what each part means)

Use certain words as markers

A dash (-) is used to break the flow of the sentence & normally followed by a qualification of whats been said before / description / explanation

EXAMPLE:

78. A person

who commits an act

which constitutes an offence,

and who at the time of such commission suffers

from a mental illness or mental defect

which makes him incapable

(a) of appreciating the wrongfulness of his act;

or

(b) of acting in accordance with an appreciation of the wrongfulness of his act

shall not be criminally responsible for such an act.B: LANGUAGE FOCUS

Language used in acts

Formal

Passive = regular feature in formal / impersonal text try not to overuse the passive voice (can make your writing longer than it should be)

Example:The Supreme Court or maintenance court can be approached at any time to claim maintenance for ones children. (passive) not clear who can.

You can approached the High Court to claim maintenance for your children. (active)

C: LANGUAGE FOCUS

Paraphrasing rewrite a section of a text in your own words

Only repeat the essence of what is said in your own words

Referring to acts & statutes Name of an act is a proper noun use capital letters! A is capital letter Act part of the name of the act.

Suggested that you use full title of act (incl. number) when referring to it for the first time

Always give full reference in formal documentation (i.e. term paper)

Abbreviate title of act in an exam / when make subsequent reference to it

Always provide year act was promulgated more NB than no. of act.

Footnotes number of act could be given!

UNIT 6 DISCOURSE STRUCTURE OF ACTS

A: READING

Reading an Act:

Important to know different components of an act because these have different functions that may influence the interpretation

Promulgation date when act comes into force on this date

Long title purpose of the act

Definition clause/section to explains difficult terms/phrases in the act Preamble (not in all acts)

EXAMPLE:

(sections left out)

B: LANGUAGE FOCUS

Modal verbs degrees of certainty & uncertainty

Can / could / may / might / will / would / shall / should / need / must / ought to

always before main verb slightly change meaning of verb

Used to express obligation / possibility / willingness / ability / permission / necessity

Shall has more / less same meaning as must but is much stronger

Often used in statues to indicate that upon the completion of a certain conditions, something is brought about. indicate command, obligation, duty

can make passive sentence with a modal verb:

ex. They will send you to jail. (active) You will be sent to jail. (Passive)C: INTEGRATED SKILLS

Argumentative writing Planning & Drafting

How a simple argument is structured:

1. The problem

2. The thesis (writers point of view)

3. The justification

STEP 1: getting startedInstructions will probably refer you to specific cases / legislation and sections in your textbook this is your starting point.

Think up an introductory sentence / copy it from a good writer:

ExampleIn this assignment / essay I (will) argue that / discuss the following / describe the problem of (you tell reader what you are going to do and at same time gain clarity in your mind about what you intend on doing)

OR

Start writing anywhere on any part of the assignment. Get the one important point you want to make out of your system and carry on from there.

Can always move paragraphs around, split them up and write an introduction and conclusion right at the end still must get global idea of the points that must be mentioned in your assignment.

YOUR FIRST PARAGRAPH MUST SAY WHAT YOU ARE GOING TO DO!!

STEP 2: organising facts, opinions & sources (look @ pg 154)You will probably use some of these subheadings:

1. The problem

2. State of affairs in legislation

3. State of affairs in latest court decisions

add reference for support4. Arguments by academic writers

5. Justification for a specific point of view

6. Conclusion

When lecturers mark assignment probably assess it according to:

Understanding the problem do you demonstrate a grasp of the problem in the context of the specific subject?

Correct identification of issues and relevant law

Appropriate application of law

Appropriate conclusion

Correct use of relevant references, cases, statutes

Correct use of legal concepts and principles

You need to present information in a coherent and academic fashion. Use connectors (but / therefore / however) as markers that will help reader to follow your reasoning. Remember it is possible to have series of conclusions in your assignment as you move from one argument to the next.

STEP 3: drawing the threads togetherConclusion:

refer back to topic and introductory paragraph.

Revision phase: Edit work to eliminate errors and check text flows from one point to next

(runs smoothly from one idea to next by means of connectors)

UNIT 7 PLAIN ENGLISH

Guidelines on writing plainer English:

Break up long, complicated sentences into smaller ones

Substitute difficult words with easier ones

Avoid redundancy (decide what is the essential information)

Beware of difference between

1. A person states something

2. A person comments on

3. A person argues that

4. A person claims that

5. A person alleges that

Opinions / comments on publics problems are generally taken seriously when voiced by a

person who has authority and this makes his / her opinions more valid.

Express opinions carefully One feels instead of I think

Somewhat absurd instead of plain ridiculous

Can also quote things in support of opinions (i.e. offer factual evidence for opinion).

Generally people are more formal when expressing opinions in writing.

Basic elements of an argumentPresent facts

Express opinions

Support facts and opinions

B: LANGUAGE FOCUS

Word formationWords have a dictionary meaning & an emotional meaning words have an effect on readers / listeners that can be positive / negative = connotation of words.

Mostly fixed connotation = love / peace / home (home can have negative connotation as well)

Generally words ending in -ism / -ist have negative connotations because they indicate extreme point of view / exaggerate a belief.

Words ending in -ese generally describe a use of language specific domain i.e. legalese = use of legal language.

Expressing opinionsThe expression of opinions, requests and apologies can be made more formal and less direct by using these techniques:

1. Use impersonal forms one instead of you / we

2. Use auxiliaries would / could / might / should

3. Use mitigators (softeners) perhaps / somewhat / possibly / please

4. Use the question form: Dont you think you might be overreacting? example Id be careful if I were you! (direct opinion)

more formal/ less direct One should perhaps take more care. Appropriate language is dependant on circumstances of and participants in conversation.

General neutral language Avoid using so-called generic he use s/he or her/him.

or use plural Students must pay their fees

Use alternatives one / people / humans

Job titles rather use flight attendant / camera operator / sales agent / waitron / server

Be aware of the power of language used and ability of that language to affect peoples lives & their perception of justice and equality.

Quoting and Reporting Speech

Rules:1. If discussing varying points of view expressed by academics in textbooks / journals quote in present tense the words and point of view / theory they represent are on the

page they exist in present.

2. To Report words actually spoken follow rules of reported speech:

Example The defendants real words are I was unaware of the existence of a contract

When you report the words: The defendant contended that he had been

unaware of the existence of a contract Was becomes had been.

3. Court decisions past tense report of verbal proceedings in court room.

4. Discussions & reviews of cases often use words like conclude / allege indicate stage of court proceedings and function of a specific speech.

Know the meaning of the words to be able to report speech correctly.

EXAMPLE stated / cited / quoted / allegation / claim / reported / held / considered

NB Law principles are always in PRESENT TENSEC: INTEGRATED SKILLS

An argument Consists of opposing views you must make quite clear which points you are arguing for and which against

Consists of logical links expressed in words (because / however / but)

Makes use of statements, questions & conditions to move forward and not in circles / from one irrelevant point to the next!

UNIT 8: EVALUATION AND EXPRESSING OPINIONS

A : READING

Using plain language provides clarity for legal profession and its clients

Documents should be user-friendly

Its cost effective to write clear legal documents

More democratic to write legal documents in plain English

Unintelligible legal jargon should be avoided

B: LANGUAGE FOCUS

Articles 2 kinds the & a/an followed by noun / word functioning as noun

Prepositionsafter / at / before / on / since / to / until time

across / along / at / below / behind / by / on placeInto / between / from / up C: INTEGRATED SKILLS

Simplifications of complex language1. Break up long, complicated sentences shorter, simpler ones

2. Substitute difficult words words that are easier to understand

3. Redundancy use of too many words to convey something or an excess of words to convey something that could have been said better in less words attempt to correct redundancy.4. Avoid sexist lanhuage

UNIT 9 AGRUMENTATIVE WRITING

A: READING

Language conveys more than information it also expresses the emotions and attitudes of the writer / speaker it is often used to influence the attitudes of the reader.

The writer in relation to the textAttitude:If it can be determined attitude enables you to decide how to regard that which you are reading.

Point of view:Perspective from which writer / speaker presents his / her material determines way you view what is written where he/she presents only his / her personal point of view / where he/she tries to remain neutral towards what he/she is writing about.

Purpose:Most important element it is the reason for writing! May aim to amuse / inform / criticise / provoke an action.

Manipulation languageTone:Style in writing impatient / lively / despondent / bantering / suspicious / angry / disappointed / grim

Emotion:Words with a strong emotional connection reinforce the emotional appeal of a text (love / apartheid / bastard / poverty).

All above aspects can overlap with on another or are not always present in equal degrees in all texts!

B : LANGUAGE FOCUS

Structure of contrast

Constructing spoken & written arguments!

NB Use structures of contrast, reason & purpose correctly.

To Compose structure of contrast correctly use: Structures of Contrast:

Connect two ideas that are in opposition: (but, despite (never followed by of), in spite (always use with of), yet, however, even so, nevertheless)

Structures of Reason:

Connect two ideas = one is the cause (reason why something occurs / exists) and the other is the result (consequence of something occurring / existing): because / since / as / on account of / for

Sentence consists of 3 sections:Example: It is difficult to understand the witness + because / since + he speaks with a heavy accent.

(main clause)

+ (linking word) + ( reason clause)

Note:Use a comma only when you use for. Its possible to swing the sentence around and introduce it with as / since / because cannot do this with for. For is often used with a verb ending in an ing.

Structures of Purpose

To introduces the reason for / intention behind an action / event

Also consists of 3 sectionsExample: The judge asked the witness a question + in order to + get the facts straight

(main clause)

+ (linking word) + (clause of purpose)As to / in order that / because / in case / so that ( both reason & purpose ) used in same wayC: INTEGRATED SKLLS

Constructing counter arguments

When you counter someones argument you need to attack both the thesis and the evidence using structures of reason, contrast & purpose.

Example : textbook page 203 Filthy Lucre- by Ronge

(Statement)We are, in general, living in a society in which the only clear sign of concentrated intellectual activity has been the variety and complexity of the scams it has produced.(Evidence)

False academic qualifications, bogus passports, auctions of Matric exam papers (You can counter the statement by making your own statement)This society has demonstrated its world-class intellectual vigour in highly respected areas.(or by attacking the writers own words)

Ronges words in general expose the gross over-generalization and pessimistic view he has of our society.(then you can provide evidence for your statement)

South Africa has set the example for the world when it launched and successfully concluded the Truth and Reconciliation Commissions work. NB

analyse an argument & plan the counter argument by including the original statement & evidence. Look for weak aspects of the evidence, introduce new evidence , the come to a conclusion.When you must write an essay-type question (which you will) which requests you to argue for / against something.

KEEP IN MIND:

1. Plan essay make a rough scheme outlining your argument

2. Intro

What your going to argue about

+

Body & subheadingsMain aspects of your argument

Different paragraphs 4 different ideas

Topic sentence & subheadings

If possible support / give authority in the form of case decisions / academic opinions

+

Conclusion

Summary of your argument

No new ideas

Restate positions (dont repeat whole argument)

This will be your final impressionUNIT 10 TOPIC ANALYSISTo break down topics or questions into their different components to produce clear relevant and focussed answers, you need to: Break the question into different parts

Let the task word(s) determine your method

Develop your ideas around the key content words

Conform to the limits / formal requirements of the question

Produce work that matches time & mark allocation

Now in detail:

Breaking down the question into different partsEssay-length questions usually more than 1 part + more than 1 instructionNB identify different components

different choices : ether x or y

content / info key words : water , cities, health

task words : explain, analyse, list

instructions of formatting & length : a paragraph, a page, an essay

any requirements / limits / injunctions : do NOT

mark allocation & / submission date

Clarify Task word(s) your method Know what youre required to do (action / task words)

Focus on topic key words ideas around key content wordsAbstract ideashappiness

Concrete thingsmotor vehicle

Processeswater cycle

its usually about the work youve covered make sure to circle them

limits / formal requirements of the questionDo not ignore instructions they are your key to success

Length limits / attachments / bibliography / incl. rough notes / not to do something / reminders

Work that matches time & mark allocationNB: YOUR EFFORT MUST MATCH MARKS dont lose unnecessary mark

earn marks by fulfilling demands of the question

YOUR TIME IS NB: In exam take into account time allowed

important questions / sections

reading time

revising time

UNIT 11 AUDIENCE and PURPOSEBefore you write it is important to determine who you are writing for and why you are writing.

Focus on your audienceTo write effectively determine: what the reader needs from the text

How to structure that theyll get what they need

NB. YOUR WRITING SHOULD BE APPROPRIATE TO YOUR AUDIENCE!!

Example on page 80 (study guide)

Purpose

Determine how your writing will affect your content and style.

Purpose refers to affect of your writing on the audience

response you want to get (physical / mental)

goal / result your aiming for

One you know your audience & your purpose, choose appropriate Words

Sentence length / type

Paragraph length / type

NB. SENTENCES MUST FLOW LIKE A STORY

UNIT 12 WRITING TO CONVINCE

Look out for task words they might be hidden Do you agree or disagree? Give reason

Should x? Justify .

Is x ? Support your answer

What do you think ? Give evidence NB. Give justification + support / evidence

Start with thesis statement statement of belief / basis of argument

some questions already have the thesis

its a clear, broad expression of belief

Define difficult terms to give argument cogency & logic

Establish the context in introduction / near beginning of argument set topics in its

Content

Conent includes info about recent public discussions (newspapers)

historical facts

relevant case histories / instances

the progress of the debate

sequence of events leading to current state of affairs

example ( page 86- study guide)

Support your arguments an argument is buildup by foundings / support

Provide a counter argument take into account the opposing views

Avoid pitfalls dont be bias / make assumptions / over-generalise / illogical links

Sound convincing use adverbs of course / in fact / indeed / certainly UNIT 13 GATHERING IDEAS

When preparing for an assignment you should have the following papers all around you: Your own ideas, in the form of mind-maps / lists

ideas that pop-in your mind when you read the question / statement

this will help you to find information

Notes taken from reference works study guides / books

Pick out relevant info

keywords

main ideas

Copies of relevant pages highlighted

always include references

where to find your info follow recomened reading list

dictionaries / encyclopaedias

library

internet

library catalogue

build up a bank of newspaper clippings

follow footnotes

Referencing in bibliography: book

surname , initial . book title , place of publication : publisher periodical surname , initial . year , title , volume , issue : page numbers

internet surname, name. title. Full site name where retrieved from. Date retrieved Newspaper / internet / magazine articles

Before / when you are reading you need to:keep topic / question in your head

note relevant page numbers

extract relevant info onlytake notes provide source & page numbertranslate difficult academic writing to your own words

think while you read

record your own thoughts / comments as they occur to you

Your own comments & reflection on the notes youve collected.

Keeping Records for correct references in bibliography & footnotes

You can keep record by using the following methods:

a computer file

index cards / sheets with handwritten details

as you take notes record page numbers to find info quickly!!

UNIT 14 ORGANISING IDEAS

Before you write you need an overview of what your essay will look like paragraph plan / breakdown of main groups.Use the following steps to organise your ideas:

read all material check relevancy

on second reading classify your ideas highlight / number / using letters highlight quotes you can use directly

decide on logical oreder for groups of ideas

draw up paragraph plan + topic sentence / main ideas

create links between paragraphs to flow from 1 to the other (page104 Study Guide) decide what you will say in intro & conclusion

UNIT 15 WRITING THE INTRODUCTION

Recipe for good introduction: express main topic of entire essay

create a thesis statement

refer to terms of the rubric ( express the general idea) introduce theme of essay

write confidently & knowledgeable

attract readers interest

brief quotation / an aside / a question / a startling opening sentence

give necessary background information / definitions

avoid examples & detail

be specific & definite (avoid it / that thing )

give info that summarise body of the essay & give reader a way to predict structure of essay revise intro after completion of essay

UNIT 16 WRITING THE ESSAY

Using paragraphs is you key to success

it MUST have: paragraph breaks

topic sentence

cohesion within paragraphs

cohesion between paragraphs

conlusionsUNIT 17 REVISING THE ESSAY

You must show to the marker of the essay that you have complied with the formalities.

Make sure to:

revise your connect

support your main ideas

correct your sentences

clarify your links

(skimming)

(scanning)

(study reading)

8 Ring Road

123 Hope town

30 July 2010

X X X X X X X X X X X X X X X

The Registrar (Finance)

Lucky College

PO Box 777

987 Casino City

X X X X X X X X X X X X X X X

Dear Madam/ Sir

X X X X X X X X X X X X X X X

NON PAYMENT OF FEES: Student 123456789

X X X X X X X X X X X X X X X

I would like to draw your attention to the fact that ...

X X X X X X X X X X X X X X X

Yours faithfully

X X X X X X X X X X X X X X X

_________

L Gerber (Ms)

Dont Know Recipients name

Know Recipients name

8 Ring Road

123 Hope town

30 July 2010

X X X X X X X X X X X X X X X

Professor R Einstein

Department of Law

PO Box 777777

987 Thinking City

X X X X X X X X X X X X X X X

Dear Professor Einstein

X X X X X X X X X X X X X X X

LATE SUBMISSION OF TASK 1: Student 123456789

X X X X X X X X X X X X X X X

I would like to appologise that ...

X X X X X X X X X X X X X X X

Yours sincerely

X X X X X X X X X X X X X X X

_________

L Gerber

FAX TO: Mr D MinaFROM:Ms L Gerber

Department of Criminal LawOnetime L School

Lucky CollegeHopetown

Fax (098) 9876543Fax (076) 7865432

Tel (098) 9765432Tel (076) 5768754

X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X

Dear Mr Mina

Request for assistance Assignment 3: student 987654321

I would like to enquire about the reference to .............

..

X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X

Yours sincerely

X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X

________

L Gerber

FAX OF 1 PAGE OF WHICH THIS IS PAGE 1

Not sure if the should be a space

From:987654321GerberL

To:Prof G Slimjan

Subject:Private Law/101: Availability of court case for 13 August class

Dear Professor Slimjan

The library seems to have lost the court case TvJ that you want us to prepare for .. . I am writing on behalf of several students .................

. Could you help us?

Regards

Lelani Gerber

Make sure the 1 ur using is appropriate

Contents : which chapters

Are given attention

If theres dispututes about

certain sections / the content

of the act, the English version

must be refered to.

Short title : Name of act

Long title:

It explains the purpose of the act.

Short title: the Electronic Communications Act, 2005.

Act approved: 11 April 2006

Signed by the President

Numbers alongside: to help understand & reference

Definitions / Definition Clause:

Technical & difficult terms / comprehensive phrases contained in the Act are explained.

Paragraphs

Sub paragraphs

Subsections

Sections

Short title: the Electronic Communications Act, 2005.

Definitions:

To explain difficult /

Technical terms or

Comprehensive phrases

Definitions:

To explain difficult /

Technical terms or

Comprehensive phrasePAGE 13L.Gerber use for study purpose only