Isahluko 13: Impikiswano, Izimbangela Nemiphumela

Chapter Objectives

By the end of this chapter, you will be able to:

Connect a claim to a reason, using connectors such as ngoba and ngenxa yokuthi, within controlled argument.
Connect a cause to a consequence, using connectors such as ngakho and ngenxa yalokho, to explain outcomes.
Develop the causative extension, -is-, or -isa, beyond recognition, to describe how one person or event makes another happen.
Develop the reciprocal and neuter, stative extensions introduced in Chapter 12, using them productively in new argument contexts rather than only in the fixed verbs practiced there.
Support an opinion with at least one reason and one example, in a short spoken or written argument.
Politely agree, partly agree, or disagree with a claim, while giving a reason for your position.

Communication Scenario

After the folktale segment airs on the community radio station, Thandeka receives a message from a listener, Bab' uNzimande, who disagrees with the way the story was framed. He argues that the story teaches caution, not cleverness. Thandeka must respond on air, stating her own claim, giving reasons and an example, and acknowledging his view politely without dismissing it. She also explains, using the causative extension, how the grandmother's telling of the story made the younger listeners think more carefully about the characters.

This chapter moves the causative extension, formulaic since earlier volumes, into controlled productive use across new verbs and contexts.
The reciprocal and neuter, stative extensions, introduced in Chapter 12 within a small fixed set, are developed here toward broader, though still guided, productive use in argument.

Where This Chapter Fits

Chapter 12 introduced ideophones, reduplication, and a first controlled set of reciprocal and neuter, stative verbs within storytelling. Chapter 13 shifts from narration to argument, asking learners to connect claims, reasons, and outcomes, while developing the causative extension and expanding the reciprocal and neuter, stative patterns beyond the fixed verbs of Chapter 12.

Coming From Chapter 12

Recognition and limited production of ideophones and reduplication, and a first controlled set of reciprocal and neuter, stative verbs within storytelling contexts.

New in This Chapter

Cause and consequence connectors, developed causative extension, and broader productive use of the reciprocal and neuter, stative extensions in argument.

Looking Forward

Chapter 14 introduces conditionals and hypotheticals, building on the reasoning skills practiced here.

Amagama Empikiswano — Vocabulary of Argument and Consequence

Vocabulary: Argument and Consequence

This chapter introduces vocabulary for stating claims, giving reasons, and describing outcomes. Every item below is productive vocabulary for this chapter, and it combines with grammar systems already active from earlier chapters.

isiZulu	English	Note
umbono	opinion, view	Class 3 noun, the chapter's core topic word
isizathu	reason	Class 7 noun, used to support a claim
umphumela	result, consequence	Class 3 noun, reuses the root -phumela, to come out of
isibonelo	example	Class 7 noun, used to support an argument
ngoba	because	subordinating connector for reason
ngenxa yokuthi	because of the fact that	fuller subordinating connector, more formal than ngoba
ngakho	therefore, so	connector introducing a consequence
ngenxa yalokho	because of that, as a result of that	connector referring back to a stated cause
ukuvumelana	to agree with each other	reciprocal extension, -an-, developed in this chapter
ukuphikisana	to disagree with each other, to argue	reciprocal extension, -an-, developed in this chapter

umbono, isizathu, umphumela, and isibonelo form the core frame for stating and supporting a claim in this chapter.

Pronunciation and Prosody Review

Spoken argument in isiZulu, as in English, often uses a falling intonation on the main claim, followed by a slight pause before the reason, marked by ngoba or ngenxa yokuthi. This chapter asks learners to notice that pause and rhythm, connecting prosody to the logical structure of an argument rather than treating them as separate skills.

Pronunciation Focus — Pausing before a reason

When a speaker states a claim and then gives a reason, a brief pause commonly falls just before ngoba or ngenxa yokuthi. This pause signals to the listener that a supporting reason is coming, and it does not change the click quality or vowel length of the surrounding words.

Grammar: Cause, Consequence, and Extension Development

13.1 Connecting a claim to a reason

Purpose: state a claim, then support it with a reason, using ngoba or the more formal ngenxa yokuthi.

Language Focus

ngoba introduces a reason directly after the clause it explains, and is common in everyday spoken argument. ngenxa yokuthi introduces a fuller subordinate clause and is more common in formal speech and writing. Both connectors follow the claim, and the clause that follows either connector keeps its own normal subject concord and tense.

Ngicabanga ukuthi ugwayi uhlakaniphile, ngoba wasinda impisi kaningi. I think the rabbit is clever, because he escaped the hyena many times. claim plus ngoba plus reason, controlled production
Indaba le ithakazelisa abaningi, ngenxa yokuthi ifundisa ngobuhlakani nangokuqaphela. This story interests many people, because it teaches about cleverness and caution. claim plus ngenxa yokuthi plus reason, formal register

13.2 Connecting a cause to a consequence

Purpose: state a cause, then describe its outcome, using ngakho or ngenxa yalokho.

Language Note — Cause plus consequence

[cause clause]. Ngakho, [consequence clause]. / [cause clause]. Ngenxa yalokho, [consequence clause].

Ngakho and ngenxa yalokho both point back to a cause already stated, usually in the previous sentence, and introduce the resulting consequence. Ngakho is common in everyday speech, while ngenxa yalokho suits more formal or written explanation.

Ugwayi wayehlakaniphile futhi eqaphela. Ngakho, akaze abanjwa impisi.

The rabbit was clever and careful. Therefore, he was never caught by the hyena.

13.3 Developing the causative extension, -is-, or -isa

Purpose: move the causative extension from formulaic or recognition status toward controlled productive use, describing how one participant makes something happen to another.

Language Focus

The causative extension, -is- or -isa, added to a verb root, shows that the subject causes the action to happen, rather than performing it directly. Ukufunda, to learn or to read, becomes ukufundisa, to teach, to cause to learn. Ukwazi, to know, becomes ukwazisa, to inform, to cause to know. This chapter asks learners to apply the causative extension to a small set of familiar roots in new sentences, rather than only recognizing it in fixed vocabulary.

Ugogo wasifundisa ukuthi ukuqapha kubaluleke kakhulu. Grandmother taught us that being careful matters a great deal. causative -is-, developed for controlled productive use
Le ndaba yenza abantwana bazi ngokuqapha, ngakho iyabasiza. This story causes children to know about caution, so it helps them. causative meaning expressed periphrastically with -enza, plus cause, consequence connector

13.4 Developing the reciprocal and neuter, stative extensions

Purpose: move beyond the fixed verbs of Chapter 12, applying the reciprocal, -an-, and the neuter, stative, -ek- or -akal-, to additional familiar roots within argument.

Language Focus

Chapter 12 introduced ukubonana and ukwazeka as fixed examples of the reciprocal and neuter, stative extensions. This chapter develops the same two patterns further. The reciprocal extension applies to verbs of interaction, such as ukuxoxa, to narrate, giving ukuxoxisana, to discuss with each other, or ukuphikisa, to argue against, giving ukuphikisana, to argue with each other. The neuter, stative extension applies to verbs describing a result, such as ukuqonda, to understand, giving ukuqondakala, to be understandable, or to make sense.

Mina noBab' uNzimande siphikisana ngaleli phuzu, kodwa siyavumelana ngokunye. I and Mr. Nzimande argue with each other about this point, but we agree with each other about other things. reciprocal extension -an-, applied to new roots for controlled production
Umbono wami uyaqondakala uma ngichaza ngesibonelo. My view becomes understandable when I explain it with an example. neuter, stative extension -akal-, applied to a new root for controlled production

Learners are asked to apply these two extensions productively to the roots practiced in this chapter. Building new reciprocal or neuter, stative forms independently from unfamiliar roots continues to develop through Chapters 14 to 20.

Model Dialogue

Isimo: UThandeka ukhuluma emsakazweni, ephendula umlaleli, uBab' uNzimande, othumele umyalezo ngendaba kagogo.
Setting: Thandeka is speaking on the radio, responding to a listener, Mr. Nzimande, who sent a message about grandmother's story.

UTHANDEKA Sisebenzisa umyalezo kaBab' uNzimande, othi indaba le ifundisa ukuqapha, hhayi ubuhlakani. We are using a message from Mr. Nzimande, who says this story teaches caution, not cleverness.

UTHANDEKA Ngiyawuqonda umbono wakhe, ngoba ugwayi uyaqapha ngempela endabeni. I understand his view, because the rabbit really is careful in the story.

UTHANDEKA Kodwa, ngenxa yokuthi ugwayi ucabanga ngokushesha futhi enze icebo, ngithi indaba ifundisa ubuhlakani nokuqapha kanyekanye. But, because the rabbit thinks quickly and makes a plan, I say the story teaches cleverness and caution together.

UTHANDEKA Isibonelo esihle yilesi, ugwayi wagijima nya wangena emgodini, kodwa hhayi ngephutha, wayeselindele lelo thuba. A good example is this, the rabbit ran off swiftly and entered his burrow, but not by mistake, he had already been waiting for that chance.

UTHANDEKA Ngakho, ngithi thina sobabili siyavumelana ukuthi ukuqapha kubalulekile, kodwa siyaphikisana kancane ngokuthi ikuphi okubaluleke kakhulu. Therefore, I say the two of us agree that caution matters, but we disagree a little about which one matters most.

UTHANDEKA Sibonga uBab' uNzimande ngokusifundisa ukubuka indaba ngeso elehlukile. We thank Mr. Nzimande for teaching us to look at the story from a different angle.

This monologue combines a claim, a reason, an example, a cause, consequence connector, and both developed verb extensions, reactivating patterns from Chapters 6, 10, and 12 while extending them to new roots.

Imibuzo yokuqonda — Comprehension questions:

Uthini uBab' uNzimande ngendaba kagogo? (What does Mr. Nzimande say about grandmother's story?)
Yiziphi izizathu uThandeka azisebenzisayo ukusekela umbono wakhe? (What reasons does Thandeka use to support her view?)
Ngamuphi umphumela uThandeka afika kuwo ekugcineni? (What conclusion does Thandeka reach at the end?)

Listening Practice

Ask your instructor, a study partner, or a qualified isiZulu speaker to read the following short argument aloud, at a natural, thoughtful pace, pausing briefly before each connector. Listen twice. On the first listen, note the main claim. On the second listen, note the reason, the example, and the consequence.

If no speaker is available, this is a Listening Script for Independent Use. Read the passage aloud yourself, pausing naturally before ngoba, ngenxa yokuthi, ngakho, and ngenxa yalokho. All audio models must be verified by a qualified isiZulu speaker before being treated as a pronunciation model.

Umbono Ngendaba

"Ngicabanga ukuthi izindaba zasendulo zisebenza kahle emphakathini, ngoba zifundisa izinto ezibalulekile ngendlela ethakazelisayo. Isibonelo esihle yindaba kagwayi nempisi, lapho ugwayi efunda khona ukusinda ngobuhlakani. Ngenxa yalokho, abantwana abaningi bayakhumbula izifundo zendaba kunokungathi bebefundiswa ngesikole nje. Ngakho, ngithi kubalulekile ukuqhubeka nokuxoxa izinganekwane kubantwana."

I think traditional stories work well in the community, because they teach important things in an interesting way. A good example is the story of the rabbit and the hyena, where the rabbit learns to survive through cleverness. Because of that, many children remember the story's lessons better than if they had merely been taught it at school. Therefore, I say it is important to continue telling folktales to children.

Umsebenzi wokulalela — Listening task:

Complete the table below, then answer the follow-up question in a full sentence.

Umbuzo (Question)	Impendulo (Your answer)
Uyini umbono osekelwayo yilo msakazo?	______
Yisiphi isibonelo esisetshenziswayo?	______
Uyini umphumela ophethwe ngawo?	______

Umbuzo olandelayo — Follow-up question: Uyavumelana yini nalo mbono, noma uyaphikisana nawo? Bhala impendulo yakho ngomusho opheleleyo, unikeze isizathu.

Reading Practice

Read the following short opinion passage, adapted for this level. It reactivates opinion language from Chapter 7 while introducing cause, consequence connectors, and the developed causative and reciprocal, neuter, stative extensions as productive items for this chapter.

Impikiswano Ngezindaba Zasendulo — An Argument About Traditional Stories

Abantu abaningi bayaphikisana ngokuthi izindaba zasendulo zisenendima ebalulekile yini emphakathini wanamuhla. Abanye bathi lezi zindaba azisewufaneleki, ngenxa yokuthi umhlaba ususushintshile kakhulu. Kodwa mina ngivumelana nalabo abathi izindaba zisafundisa okubalulekile, ngoba isibonelo sikagwayi nempisi sisitshela ukuthi ukuqapha nobuhlakani kuyasiza empilweni. Uma umzali efundisa ingane ngale ndlela, ingane iqondakala kalula ukuthi kungani kufanele iqaphele. Ngakho, ngithi izindaba zasendulo kufanele ziqhubeke zixoxwe, hhayi ngoba kuyisiko kuphela, kodwa ngenxa yokuthi ziyasiza ngempela.

"ziqondakala" uses the developed neuter, stative extension applied to a new root, and "bayaphikisana" uses the developed reciprocal extension applied to a new root, both within this chapter's productive scope.

Imibuzo yokuqonda — Comprehension questions:

Yiluphi uphawu abanye abantu abalubeka ngezindaba zasendulo? (What point do some people make about traditional stories?)
Yisiphi isizathu umbhali asinikeza ngokuvumelana nalabo abathi izindaba zisafanelekile? (What reason does the writer give for agreeing with those who say the stories are still fitting?)
Ngokubona kwakho, uyavumelana yini nomphumela ophethwe ngawo umbhali? (In your view, do you agree with the conclusion the writer reaches?)

Writing Workshop

Write a short argument, drawing only on vocabulary and grammar already active from Chapters 1 through 13.

Umsebenzi wokubhala — Writing task: Write a short paragraph, six to eight sentences, stating your own opinion about the role of traditional stories today. Include a claim, a reason using ngoba or ngenxa yokuthi, an example, a consequence using ngakho or ngenxa yalokho, and at least one sentence using the developed causative, reciprocal, or neuter, stative extension.

State your claim. Begin with ngicabanga ukuthi, or a similar opening, to introduce your opinion.
Give a reason. Use ngoba or ngenxa yokuthi to explain why you hold this view.
Add an example. Use isibonelo to support your reason with a specific case.
State a consequence. Use ngakho or ngenxa yalokho to describe an outcome that follows from your reasoning.
Include a developed extension. Use one causative, reciprocal, or neuter, stative form practiced in this chapter.
Audit your draft. Confirm that your claim, reason, example, and consequence connect logically, and that every grammar system used is already active.

Isikhungo sokuhlola — Editing checklist:

The paragraph states a clear claim early on.
At least one reason is given, using ngoba or ngenxa yokuthi correctly.
At least one example is included, introduced with isibonelo.
At least one consequence is stated, using ngakho or ngenxa yalokho correctly.
At least one developed causative, reciprocal, or neuter, stative form is included correctly.
Standard isiZulu spelling, capitalization, and punctuation are used throughout.

Speaking Practice

Ukuzilolonga — Controlled practice: reading the model dialogue aloud

Read the model monologue above aloud twice, once at a slow, careful pace, and once at a natural conversational pace, pausing briefly before each connector. Notice how the pause supports the listener in following your reasoning.

Umsebenzi wokuxhumana — Communicative task: agreeing and disagreeing politely

With a partner or small group, take turns stating an opinion about a familiar topic, such as school, work, or community life, and responding with polite agreement, partial agreement, or disagreement, each supported by a reason.

Ukuzilolonga wedwa — Solo alternative

Record yourself stating an opinion about traditional stories in one to two minutes, including a claim, a reason, an example, and a consequence. Listen back, checking that your connectors are used correctly and that your reasoning is easy to follow.

Culture and Communication

Culture in Context — Disagreement without disrespect

In many isiZulu speaking communities, disagreement in public conversation, including on radio programs, is often expressed with care for the other person's dignity, acknowledging their view before offering a different one. Phrases such as ngiyawuqonda umbono wakhe, I understand his view, commonly appear before a speaker introduces a differing opinion.

Culture in Context — Community radio as public discussion

Community radio stations across South Africa often serve as a space for public discussion of local issues, cultural questions, and listener opinions, and presenters commonly model respectful, reasoned argument for their audience, rather than simply broadcasting one fixed view.

Common Mistakes

Common Mistake — Confusing ngoba and ngakho

Error: Using ngakho to introduce a reason, or ngoba to introduce a consequence, reversing the direction of the logical connection.

Correction: Remember that ngoba and ngenxa yokuthi look backward to explain a reason, while ngakho and ngenxa yalokho look forward to a resulting consequence.

Common Mistake — Overusing the causative where a simple verb is meant

Error: Adding -is- or -isa to a verb root when the intended meaning is the plain action, not one participant causing another to act.

Correction: Use the causative only when the meaning is genuinely about making, causing, or bringing about an action in someone or something else, as in ukufundisa, to teach, compared with ukufunda, to learn.

Common Mistake — Stating a claim without a reason or example

Error: Giving an opinion without any supporting reason or example, leaving the argument unconvincing.

Correction: Follow the writing workshop steps above, and always connect a claim to at least one reason and, where possible, one example.

Chapter Review

Ingxenye A — Ukuqonda (Comprehension)

1. Buyela endabeni kaThandeka noBab' uNzimande, uphendule le mibuzo emifushane: (Return to Thandeka and Mr. Nzimande's exchange, and answer these short questions.)

Uthini uBab' uNzimande ngendaba kagogo?
Yimuphi umphumela uThandeka afika kuwo?

Ingxenye B — Isigabisigabi (Grammar)

1. Bhala umusho owodwa osebenzisa ngoba noma ngenxa yokuthi, ngokulandela izibonelo zesahluko: (Write one sentence using ngoba or ngenxa yokuthi, following the chapter's examples.)

2. Bhala umusho owodwa osebenzisa ngakho noma ngenxa yalokho: (Write one sentence using ngakho or ngenxa yalokho.)

3. Guqula lo musho ube nesenzo esenziwe saba yisenzo esibangelwayo, senza umuntu enze into: uFunda incwadi. (Transform this sentence so the verb becomes causative, making someone do something: He reads a book.)

Ingxenye C — Ukufunda (Reading)

1. Buyela endabeni yempikiswano, uphendule: (Return to the argument passage, and answer.)

Yiluphi uphawu abanye abantu abalubeka?
Yisiphi isizathu umbhali asinikezayo ekuvumelaneni nokuqhubeka kwezindaba zasendulo?

Ingxenye D — Ukubhala (Writing)

1. Bhala isigaba esifushane sempikiswano, ngokulandela izinyathelo zomsebenzi wokubhala ngenhla. (Write a short paragraph of argument, following the writing workshop steps above.)

Ingxenye E — Ukukhuluma (Speaking)

1. Nikeza umngane wakho umbono wakho ngendaba ethile, uhlanganise isizathu, isibonelo, nomphumela. (Give your partner your opinion about a particular topic, combining a reason, an example, and a consequence.)

Ukubuyekezwa okuhlanganisiwe — Cumulative review from Chapters 7 to 12

Choose the correct word or form in brackets to complete this short connected argument, drawing on opinion language from Chapter 7 and storytelling vocabulary from Chapter 12.

Ngicabanga ukuthi indaba kagwayi [iyathakazelisa / iyathakazelisile], [ngoba / ngakho] ifundisa ngobuhlakani nangokuqapha. Ugwayi [wahambahamba / uhambahamba] ehlathini, kodwa [wagijima / uyagijima] nya ngesikhathi esifanele. [Ngakho / Ngoba], ngithi indaba kufanele iqhubeke [ixoxwe / yaxoxwa] kubantwana.

Practical Performance Task

Chapter 13 Diagnostic

From Opinion to Supported Argument

Complete the following three connected tasks, in order, as a single performance sequence.

Listen to the argument in this chapter, or a similar passage provided by your instructor, and complete the listening table without reading a transcript first.
Write a short argument of six to eight sentences, following the writing workshop steps and editing checklist above.
Speak your argument to a partner, group, or recording, without reading directly from your written draft, using a claim, a reason, an example, a consequence, and at least one developed causative, reciprocal, or neuter, stative form.

Criterion	What is assessed
Claim clarity	The main opinion or claim is clearly stated at the start of the argument.
Reason and example use	At least one reason and one example correctly support the claim.
Cause, consequence connection	At least one consequence is correctly connected to a stated cause.
Extension accuracy	At least one developed causative, reciprocal, or neuter, stative form is used correctly.
Task completion across skills	All three tasks are completed, and the argument remains consistent across listening, writing, and speaking.

This task assesses only systems already active by the end of Chapter 12, together with the newly developed cause, consequence connectors, causative extension, and reciprocal, neuter, stative extensions of this chapter. No item on this rubric requires learners to build a new extension independently from an unfamiliar root.

Answer Key

Dialogue — Comprehension

Uthi indaba ifundisa ukuqapha, hhayi ubuhlakani.
UThandeka uthi indaba ifundisa ubuhlakani nokuqapha kanyekanye.
Bavumelana ukuthi ukuqapha kubalulekile, kodwa bayaphikisana ngokuthi ikuphi okubaluleke kakhulu.

Listening

Model answers: umbono osekelwayo uthi izindaba zasendulo zisebenza kahle emphakathini, isibonelo esisetshenzisiwe yindaba kagwayi nempisi, futhi umphumela uthi kubalulekile ukuqhubeka nokuxoxa izinganekwane kubantwana.

Follow-up question: model responses will vary, and any answer that gives a plausible, clearly stated reason for agreeing or disagreeing is acceptable.

Reading — Comprehension

Abanye bathi izindaba zasendulo azisewufaneleki, ngoba umhlaba ususushintshile.
Ngoba isibonelo sikagwayi nempisi sifundisa ukuthi ukuqapha nobuhlakani kuyasiza empilweni.
Model responses will vary. Acceptable answers should engage directly with the writer's conclusion, agreeing or disagreeing with a stated reason.

Chapter Review — Ingxenye B

Model answer: Ngiyathanda le ndaba, ngoba ifundisa ngobuhlakani. (Any correct claim plus ngoba or ngenxa yokuthi plus a plausible reason is acceptable.)
Model answer: Le ndaba iyathakazelisa. Ngakho, abaningi bayayithanda. (Any correct cause plus ngakho or ngenxa yalokho plus a plausible consequence is acceptable.)
Umzali wamfundisa incwadi. (The parent taught him a book, or, more naturally, the parent made him read a book, using the causative -is- on -fund-.)

Cumulative Review — Correct answers

iyathakazelisa / ngoba / wahambahamba / wagijima / ngakho / ixoxwe

Looking Ahead

Okungakwenzeka manje — What you can do now

You can state a claim and support it with a reason and an example, connect a cause to its consequence, use the causative extension productively across familiar roots, and apply the reciprocal and neuter, stative extensions beyond the fixed verbs of Chapter 12, while continuing to build the reasoning skills that will support the conditionals and hypotheticals ahead.

Ukuqhubeka: Isahluko 14 — Continuing on: Chapter 14

Chapter 14 introduces conditionals and hypotheticals, allowing learners to discuss plans and scenarios that depend on a stated condition, and continuing to develop the causative, reciprocal, and neuter, stative patterns introduced across Chapters 12 and 13 toward fuller productive control.