INFORMATION FOR THE MARKER
In assessing a candidate’s work, the following aspects, among others, drawn from the assessment rubric, must be borne in mind:

• The overall effect of planning, drafting, proofreading and editing of the work on the final text produced.
• Awareness of writing for a specific purpose, audience and context – as well as register, style and tone – especially in SECTION B.
• Grammar, spelling and punctuation.
• Language structures, including an awareness of critical language.
• Choice of words and idiomatic language.
• Sentence construction.
• Paragraphing.
• Interpretation of the topic that will be reflected in the overall content: the introduction, development of ideas and the conclusion.

SUGGESTED APPROACH TO MARKING
SECTION A: ESSAY
Refer to SECTION A: Rubric for Assessing an Essay found on page 8–9 of these marking guidelines.

1. Read the whole piece and decide on a category for CONTENT AND PLANNING.
2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING.
3. Re-read the piece and select the appropriate category for STRUCTURE.

SECTION B: TRANSACTIONAL TEXTS
Refer to SECTION B: Rubric for Assessing Transactional Texts found on page 10 of these marking guidelines.

1. Read the whole piece and decide on a category for CONTENT, PLANNING AND FORMAT.
2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING.

NOTE:

• Various formats of transactional/referential/information texts have been taught/are in current practice. This has to be considered when assessing the format.
• Give credit for appropriateness of format.
• Look for a logical approach in all writing.

NOTE:

• The points given below each topic in these marking guidelines serve only as a guide to markers.
• Allowance must be made for a candidate’s own interpretation of the topic, even if it differs from the given points or a marker’s own views or interpretations.

MEMORANDUM

SECTION A: ESSAY
QUESTION 1
Candidates are required to write ONE essay of 400–450 words (2–2½ pages) on ONE of the given topics. Candidates may write in any genre: narrative, descriptive, reflective, discursive, argumentative, or any combination of these.
1.1 ‘Our house is on fire: According to the IPCC (Intergovernmental Panel on Climate Change) we are less than 12 years away from not being able to undo our mistakes.’ [Greta Thunberg]

• Reflective/descriptive/argumentative/discursive
• Argumentative or discursive could focus on validity of global warming and climate change.
• Reflective could focus on our actions and responsibility to climate change and its impact.             [50]

1.2 The Gatekeeper.

• Narrative/reflective/descriptive
• Candidates may reflect on: someone of authority, someone who restricts or denies access somewhere or someone who performs the function to protect or guard.        [50]

1.3 ‘Science may have found a cure for most evils; but it has found no remedy for the worst of them all – the apathy of human beings.’ [Helen Keller]

• Narrative/argumentative/discursive/reflective
• Candidate may disagree with topic
• Candidate must demonstrate understanding of apathy – as lack of interest, enthusiasm or concern. Basically indifference.
• Dangers of being apathetic.          [50]

1.4 ‘I have noticed even people who claim everything is predestined, and that we can do nothing to change it, look before they cross the road.’
[Stephen Hawking]

• Argumentative/discursive/reflective/narrative
• May agree or disagree with statement          [50]

1.5 Take the risk or lose the chance.

Related Items

• Narrative/reflective/argumentative/discursive
• Grab opportunities when they present themselves.
• Weighing up risk – calculated risk: pros and cons       [50]

1.6
1.6.1 Microphone

• Narrative/reflective/descriptive/argumentative/discursive
• Opportunity to voice one’s opinions
• Anxiety of speaking in public or joy of speaking in public
• Delivering or presenting a speech
• Freedom of speech        [50]

1.6.2 Barriers

• Narrative/reflective/descriptive/argumentative/discursive
• Focus on barriers that are present in life/real-life situations
• Solutions or overcoming obstacles that we are presented with
• Where there’s a will, there’s a way                  [50]

1.6.3 Prayer

• Narrative/reflective/descriptive/argumentative/discursive
• Can focus on belief/spirituality/religion/inner strength
• Seeking guidance or answers from a higher power
• The power of prayer
• Difficult times that require resolution            [50]

TOTAL SECTION A: 50

SECTION B: TRANSACTIONAL TEXTS
QUESTION 2
Candidates are required to respond to TWO of the topics set. The body of each response should be 180–200 words (20–25 lines) in length. The language, register, style and tone must be appropriate to the context.
2.1 LETTER TO THE EDITOR

• Reference must be made to a ritual e.g.: lighting candles, sending our balloons into the air, lanterns, fireworks etc.
• The negative impact it may have on others, (neighbours/community/animals (pets)) etc.
• Formal language, appropriate format
• Candidate must express an opinion            [25]

2.2 FORMAL REPORT

• Report should focus on/identify an aspect of the school: either environment, facilities/amenities, subjects, human resources, sports, finances, security, transport that needs to be improved to fulfil successful learning in the future
• Formal language
• Follow correct criteria of a report: To: Subject heading, Terms of reference, Procedure, Findings, Conclusion, Recommendations, Signed and Dated    [25]

2.3 FORMAL SPEECH

• Candidate should focus on need for blood donation as a treatment for children with leukaemia
• Persuasive techniques could include emotive language and appeal to humanity and kindness
• Register should be formal and sincere              [25]

2.4 CURRICULUM VITAE AND COVERING LETTER

• Letter: Correct, formal letter
• Should state purpose for which candidate is writing – to show interest in applying for gap year work
• CV: must contain details of personal information such as contact details, schooling and qualifications, hobbies and interests, special skills (relevant to do job) and references              [25]

2.5 INTERVIEW

• Interview must be a two-way communication in the form of questions and answers relevant to the topic
• Could elaborate on why there was a need for that particular school in the area/community. Traditions that were established and why etc.  [25]

2.6 REVIEW

• Must state name of play, fulfil criteria for a review, i.e.: actors, actresses, characters, basic plot without giving away too much detail, which theatre, dates of show/times of performances …
• Must express opinion on play – encouraging or discouraging public to watch it
• Should have a star rating            [25]

TOTAL SECTION B: 50
GRAND TOTAL: 100