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.
MEMORANDUM
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.
CRITERIA USED FOR ASSESSMENT
CRITERIA | MARKS |
CONTENT AND PLANNING (60%) | 30 |
LANGUAGE, STYLE AND EDITING (30%) | 15 |
STRUCTURE (10%) | 5 |
TOTAL | 50 |
- Read the whole piece and decide on a category for CONTENT AND PLANNING.
- Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING.
- 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.
CRITERIA USED FOR ASSESSMENT
CRITERIA | MARKS |
CONTENT, PLANNING AND FORMAT (60%) | 15 |
LANGUAGE, STYLE AND EDITING (40%) | 10 |
TOTAL | 25 |
- Read the whole piece and decide on a category for CONTENT, PLANNING AND FORMAT.
- Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING.
NOTE:
- Various formats of transactional/referential/informational 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.
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 You know my name!
- Reflective/narrative
- The importance of one’s name
- Sense of identity
- Being acknowledged [50]
1.2 ‘Feeling my way through the darkness …’ (Avicii)
- Narrative/reflective/descriptive
- Uncertainty, stumbling through to find a path
- A journey with hidden obstacles/difficulties to navigate
- Sense of hope/faith that one will get there in the end
- Or sense of security/certainty [50]
1.3 ‘We should invest in books not bullets.’ (Malala Yousafzai)
- Narrative/argumentative/discursive
- Focus on education not violence
- Spending government money on education and future generations not on arming the military
- Candidate may include details about Malala Yousafzai as an advocate for education, women’s rights and equality
- Candidate may disagree with topic [50]
1.4 ‘Snowflake’ is an appropriate name for Generation Z – also known as the Post-Millennials.
- Argumentative/discursive/reflective/narrative
- May agree or disagree with statement
- Must demonstrate understanding of term ‘Snowflake’: self-obsessed, fragile, easily offended or unable to deal with opposing opinions/entitled
- Generation Z: born between 1995 and 2010 [50]
1.5 Leave no man behind. (US Army Soldier’s Creed)
- Narrative/descriptive/reflective/argumentative/discursive
- Could relate to military usage of not leaving a soldier/comrade behind on the ‘battle field’
- Could relate to not leaving family/friends behind – all inclusive [50]
1.6
1.6.1 Hands gripping fence
- Narrative/reflective/descriptive/argumentative/discursive
- Description of being isolated/captured/held against will/ostracised
- Should focus on fence as a barrier [50]
1.6.2 Pen
- Narrative/reflective/descriptive/argumentative/discursive
- Focus could be on the art/power of writing
- Could interpret as ability to write, thus literacy [50]
1.6.3 Old man on bench
- Narrative/reflective/descriptive/argumentative/discursive
- Focus: the old man. Could link to old age, ageism or being alone
- Could reflect on how society views or treats the elderly
- Could reflect on the importance of a grandparent or elderly in society
- Could discuss loneliness and isolation
- May focus on reflection on a life lived, ruminative [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 both to homeless people and pets
- May question ability of person to look after an animal
- May question if homeless person is using pet to gain sympathy
- Candidate must express an opinion [25]
2.2 INFORMAL SPEECH
- Acknowledge audience as peer group
- Address issue of depression
- Provide advice [25]
2.3 INFORMAL LETTER
- Candidate must demonstrate understanding that emigrate means to leave the country (not just his/her town/city/province)
- Should reflect on this past year and mention the difficulty or hardship endured
- Candidate should mention how the person could have influenced or advised him/her on the situation he/she had faced [25]
2.4 OBITUARY
- Formal language
- Factual details of deceased’s life
- How they died
- Reference to their legacy
- Any community based or humanitarian work they were involved in
- By whom they are survived [25]
2.5 INTERVIEW
- Candidate should demonstrate knowledge of what a ‘survivalist’ is
- Could refer to the reality show: what strategy he employed to win
- What his plans are for the future – as a new millionaire [25]
2.6 MAGAZINE ARTICLE
- Could include: what a Volunteer Week could entail, who could volunteer or for what one could volunteer.
- Must reference benefits to a community/town/organisation
- How one could organise or start a volunteer culture in one’s community [25]
TOTAL SECTION B: 50
GRAND TOTAL: 100
SECTION A: ASSESSEMENT RUBRIC FOR ESSAY – HOME LANGUAGE [50 MARKS]
NOTE:
- Always use the rubric when marking the creative essay (Paper 3, SECTION A).
- Marks from 0–50 have been divided into FIVE major level descriptors.
- In the Content, Language and Style criteria, each of the five level descriptors is divided into an upper-level and a lower-level subcategory with the applicable mark range and descriptors.
- Structure is not affected by the upper-level and lower-level division.
Criteria | | Exceptional | Skilful | Moderate | Elementary | Inadequate |
CONTENT AND PLANNING
(Response and ideas) Organisation of ideas for planning
Awareness of purpose,audience and context 30 MARKS | upper level | 28–30 | 22–24 | 16–18 | 10–12 | 4–6 |
- Outstanding/Striking response beyond normal expectations
- Intelligent, thought-provoking and mature ideas
- Exceptionally well organised and coherent (connected) including introduction, body and conclusion/ending
| - Very well-crafted response
- Fully relevant and interesting
- Ideas with evidence of maturity
- Very well organised and coherent (connected) including introduction, body and conclusion/ending
| - Satisfactory response
- Ideas are reasonably coherent and convincing
- Reasonably organised and coherent including introduction, body and conclusion/ending
| - Inconsistently coherent response
- Unclear ideas and unoriginal
- Little evidence of organisation and coherence
| - Totally irrelevant response
- Confused and unfocused ideas
- Vague and repetitive
- Unorganised and incoherent
|
lower level | 25–27 | 19–21 | 13–15 | 7–9 | 0–3 |
- Excellent response but lacks the exceptionally striking qualities of the outstanding essay
- Mature and intelligent ideas
- Skilfully organised and coherent (connected) including introduction, body and conclusion/ending
| - Well-crafted response
- Relevant and interesting ideas
- Well organised and coherent (connected) including introduction, body and conclusion
| - Satisfactory response but some lapses in clarity
- Ideas are fairly coherent and convincing
- Some degree of organisation and coherence including introduction, body and conclusion
| - Largely irrelevant response.
- Ideas tend to be disconnected and confusing
- Hardly any evidence of organisation and coherence
| - No attempt to respond to the topic.
- Completely irrelevant and inappropriate.
- Unfocused and muddled
|
LANGUAGE, STYLE AND EDITING
Tone, register, style, vocabulary appropriate to purpose/effect and context
Word choice
Language use and conventions, punctuation, grammar, spelling 15 MARKS | upper level | 14–15 | 11–12 | 8–9 | 5–6 | 0–3 |
- Tone, register, style, vocabulary highly appropriate to purpose, audience and context
- Language confident, exceptionally impressive – compelling and rhetorically effective in tone
- Virtually error-free in grammar and spelling
- Highly skilfully crafted
| - Tone, register, style and vocabulary very appropriate to purpose, audience and context
- Language is effective and a consistently appropriate tone is used
- Largely error-free in grammar and spelling
- Very well crafted
| - Tone, register, style and vocabulary appropriate to purpose, audience and context
- Appropriate use of language to convey meaning
- Tone is appropriate
- Rhetorical devices used to enhance content
| - Tone, register, style and vocabulary less appropriate to purpose, audience and context
- Very basic use of language
- Diction is inappropriate
- Very limited vocabulary
| - Language incomprehensible
- Tone, register, style and vocabulary not appropriate to purpose, audience and context
- Vocabulary limitations so extreme as to make comprehension impossible
|
lower level | 13 | 10 | 7 | 4 |
- Language excellent and rhetorically effective in tone
- Virtually error-free in grammar and spelling
- Skilfully crafted
| - Language engaging and generally effective
- Appropriate and effective tone.
- Few errors in grammar and spelling
- Well-crafted
| - Adequate use of language with some inconsistencies
- Tone generally appropriate and limited use of rhetorical devices
| - Inadequate use of language
- Little or no variety in sentence
- Exceptionally limited vocabulary
|
STRUCTURE Features of text Paragraph development and sentence construction 5 MARKS | | 5 | 4 | 3 | 2 | 0–1 |
- Excellent development of topic
- Exceptional detail
- Sentences, paragraphs exceptionally well-constructed
| - Logical development of details.
- Coherent
- Sentences, paragraphs logical, varied
| - Relevant details developed.
- Sentences, paragraphs well constructed
- Essay still makes sense
| - Some valid points
- Sentences and paragraphs faulty
- Essay still makes sense despite flaws
| - Necessary points lacking
- Sentences and paragraphs faulty
- Essay lacks sense
|
MARKS RANGE | | 40–50 | 30–39 | 20–29 | 10–19 | 0–9 |
SECTION B: ASSESSMENT RUBRIC FOR TRANSACTIONAL TEXT – HOME LANGUAGE [25 MARKS]
Criteria | Exceptional | Skilful | Moderate | Elementary | Inadequate |
CONTENT PLANNING AND FORMAT
Response and ideas
Organisation of ideas for planning
Purpose, audience and features/ conventions and context 15 MARKS | 13–15 | 10–12 | 7–9 | 4–6 | 0–3 |
- Outstanding response beyond normal expectations
- Intelligent and mature ideas
- Extensive knowledge of features of the type of text
- Writing maintains focus
- Coherence in content and ideas
- Highly elaborated and all details support the topic
- Appropriate and accurate format
| - Very good response demonstrating good knowledge of features of the type of text
- Maintains focus – no digressions
- Coherent in content and ideas, very well elaborated and details support topic
- Appropriate format with minor inaccuracies
| - Adequate response demonstrating knowledge of features of the type of text
- Not completely focused – some digressions
- Reasonably coherent in content and ideas
- Some details support the topic
- Generally appropriate format but with some inaccuracies
| - Basic response demonstrating some knowledge of features of the type of text
- Some focus but writing digresses
- Not always coherent in content and ideas
- Few details support the topic
- Has vaguely applied necessary rules of format
- Some critical oversights
| - Response reveals no knowledge of features of the type of text
- Meaning is obscured with major digressions
- Not coherent in content and ideas. Very few details support the topic
- Has not applied necessary rules of format
|
LANGUAGE, STYLE AND EDITING
Tone, register, style, purpose/ effect, audience and context
Language use and conventions.
Word choice
Punctuation, spelling 10 MARKS | 9–10 | 7–8 | 5–6 | 3–4 | 0–2 |
- Tone, register, style, vocabulary highly appropriate to purpose, audience and context
- Grammatically accurate and well-constructed
- Virtually error-free
| - Tone, register, style and vocabulary very appropriate to purpose, audience and context
- Generally grammatically accurate and well-constructed
- Very good vocabulary
- Mostly free of errors
| - Tone, register, style and vocabulary appropriate to purpose, audience and context
- Some grammatical errors
- Adequate vocabulary
- Errors do not impede meaning
| - Tone, register, style and vocabulary less appropriate to purpose, audience and context
- Inaccurate grammar with numerous errors
- Limited vocabulary
- Meaning is obscured
| - Tone, register, style and vocabulary do not correspond to purpose, audience and context
- Error-ridden and confused
- Vocabulary not suitable for purpose
- Meaning seriously obscured
|
MARKS RANGE | 20–25 | 15–19 | 10–14 | 5–9 | 0–4 |