INSTRUCTIONS AND INFORMATION
This marking guideline must be used in conjunction with the attached English FAL assessment rubrics for SECTIONS A, B and C.
NOTE: All pieces of writing should be read at least TWICE during assessment, once for content and once for language respectively. Errors have to be indicated in your second reading.

Marking Guidelines

SECTION A: ESSAY
QUESTION 1
INSTRUCTIONS TO MARKERS:

• Candidates are required to write on ONE topic only.
• The ideas listed below the topics are only some ways in which the topics can be interpreted.
• Full credit must be given for the candidates’ own interpretation.
• Marking must be objective. Give credit for relevant ideas.
• Use the 50-mark grid to mark the essays. The texts produced by candidates must be assessed according to the following criteria as set out in the assessment rubric:
  • Content and planning (30 marks)
  • Language, style and editing (15 marks)
  • Structure (5 marks)

NOTE:

• Adhere to the length of 250–300 words as prescribed in the CAPS document. However, should the maximum word count be reached mid-sentence, read to the end of that sentence.
• No additional penalties may be imposed as the rubric itself imposes penalties.

1.1 My pleasant/frightening experience
Narrative/Reflective/Descriptive

• If narrative, the essay must have a strong storyline and an interesting ending.
• If reflective, the essay should convey emotional reactions and feelings the candidate experienced.
• If descriptive, the writer should create a picture in words using as many senses as possible to make the description clear.

NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type.    [50]

1.2 And now this …
Descriptive/Narrative/Reflective

• If descriptive, the candidate should create a picture in words using as many senses as possible to make the description clear.
• If narrative, the essay must have a strong storyline and an interesting ending.
• If reflective, the essay should convey emotional reactions and feelings the candidate experienced.

NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50]

1.3 Changing your mindset
Reflective/Descriptive/Narrative

• If reflective, the essay should convey the emotional reactions and feelings the candidate experienced.
• If descriptive, the writer should create a picture in words using as many senses as possible to make the description clear.
• If narrative, the essay must have a strong storyline and an interesting ending.

NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50]

1.4 Choices
Reflective/Descriptive/Argumentative/Narrative

• If reflective, the essay should convey the emotional reactions and feelings the candidate experienced.
• If descriptive, the candidate should create a picture in words using as many senses as possible to make the description clear.
• If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate should give a range of arguments to support his/her view. The conclusion should be a strong, clear and convincing statement of the writer’s opinion.
• If narrative, the essay must have a strong storyline and an interesting ending.

NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50]

1.5 ‘I have decided to stick with love. Hate is too great a burden to bear.’
– Martin Luther King Jnr.
Discursive/Argumentative/Descriptive/Reflective/Narrative

• If discursive, the arguments for and against must be well-balanced and clearly analysed in the essay. The candidate may come to a particular conclusion at the end of the essay, which may include recommendations.
• If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate should give a range of arguments to support his/her view. The conclusion should be a strong, clear and convincing statement of the writer’s opinion.
• If descriptive, the candidate should create a picture in words using as many senses as possible to make the description clear.
• If reflective, the essay should convey the emotional reactions and feelings the candidate experienced.
• If narrative, the essay must have a strong storyline and an interesting ending.

NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type.    [50]

1.6 Toxic (poisonous) friendship
Reflective/Narrative/Descriptive

• If reflective, the essay should convey the emotional reactions and feelings the candidate experienced.
• If narrative, the essay must have a strong storyline and an interesting ending.
• If descriptive, the candidate should create a picture in words using as many senses as possible to make the description clear.

NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type.     [50]

1.7 Interpretation of pictures
The candidate:

• must give the essay a suitable title
• may interpret the pictures in any way, relevant to the picture.
• may choose to write any type of essay, relevant to the picture.
• must link the interpretation to the picture.
• may write in any appropriate tense.

1.7.1 Picture: Railway track and discarded shoes
Narrative/Descriptive/Reflective/Argumentative/Discursive

• Literal interpretations: journey by rail, rail destination(s), abandoned shoes, giving up, abandonment, etc.
• Figurative interpretations: your life’s journey, destiny, dreams, the future, loneliness, depression, etc. [50]

1.7.2 Picture: Person with empty pocket and single coin in his/her hand
Narrative/Descriptive/Reflective/Argumentative/Discursive

• Literal interpretation: broke, unemployment, nothing to give, bankrupt, lean economic times, poverty, living below the breadline etc.
• Figurative interpretation: underpayment, economic opportunities, investment, poor economic conditions, savings, miserliness, entrepreneurship etc.

[50]
TOTAL SECTION A: 50

SECTION B: LONGER TRANSACTIONAL TEXT
QUESTION 2
INSTRUCTIONS TO MARKERS

• Candidates are required to answer ONE question.
• Marking must be objective. Give credit for relevant ideas.
• Use the 30-mark assessment rubric to mark the responses in this section. The texts produced by candidates must be assessed according to the following criteria as set out in the assessment rubric:
  • Content, planning and format (18 marks)
  • Language, style and editing (12 marks)

NOTE:

• Adhere to the length of 120–150 words as prescribed in the CAPS document. However, should the maximum word count be reached mid-sentence, read to the end of that sentence.
• No additional penalties may be imposed as the rubric itself imposes penalties.

2.1 FRIENDLY LETTER
Comfort and assurance to friend

• The following aspects of format must be included:
  • Address of sender
  • Date
  • Greeting/Salutation
  • Suitable ending
• The tone and register of the letter should be friendly and informal.
• Comforting a friend and giving assurance about change of situation.      [30]

2.2 OBITUARY
Obituary of an activist

• The tone must be formal
• The following aspects of format must be included:
  • Full name of the deceased
  • Date of birth
  • Date of death
  • Birthplace
  • Where the person was living at the time of death
  • Key survivors (e.g. parents, siblings) and their names
• The following information may be included:
  • Date, time and place of funeral
  • Biographical information
  • Cause of death
  • The obituary must pay tribute to the deceased.
• Mention must also be made of his/her contribution to the development of the community.        [30]

2.3 INTERVIEW
An interview between a candidate and the director of a company

• A brief context must be provided at the beginning of the interview.
• A dialogue format must be used.
• The dialogue must be between a candidate and director of a company.
• The tone must be formal.
• The questions must be probing and to the point.
• The names/title/designation of the speakers should be followed by colons.
• A new line should be used to indicate each new speaker.          [30]

2.4 NEWSPAPER ARTICLE
How teenagers can prevent teen-suicide and seek help

• The article must have a suitable heading.
• Paragraphs must be well developed and not too long.
• The style should be personal, addressing the reader.
• The language must be formal.
• The article should be stimulating to the reader. [30]

TOTAL SECTION B: 30

SECTION C: SHORTER TRANSACTIONAL TEXT
QUESTION 3
INSTRUCTIONS TO MARKERS:

• Candidates are required to answer ONE question.
• Marking must be objective. Give credit for relevant ideas.
• Use the 20-mark assessment rubric to mark the responses in this section. The texts produced by candidates must be assessed according to the following criteria as set out in the assessment rubric:
  • Content, planning and format (12 marks)
  • Language, style and editing (8 marks)

NOTE:

• Adhere to the length of 80–100 words as prescribed in the CAPS document. However, should the maximum word count be reached mid-sentence, read to the end of that sentence.
• No additional penalties may be imposed as the rubric itself imposes penalties.

3.1 INVITATION CARD
Surprise function for retiring educator

• The following aspects of format must be included:
  • Date
  • Venue
  • Time
  • RSVP details
• The type of function should be clear.
• The name of the retiring educator must be included.
• Language must be appropriate to the context.
• Full sentences are not necessary.
  NOTE: No marks are awarded for drawings and illustrations. [20]

3.2 DIARY ENTRIES
Feelings BEFORE and AFTER undergoing medical tests

• There must be TWO diary entries with two different times / dates.
• The entries must express the candidates’ feelings before and after having undergone medical tests.
• The diary entries must be written in the first person.
• The language should be simple and informal.
• The tone must reflect suitable emotions. [20]

3.3 INSTRUCTIONS
Instructions to a domestic worker

• Instructions may either be in point or paragraph form.
• Complete sentences are not necessary.
• May be written in the imperative.
• Language should be instructional. [20]

TOTAL SECTION C: 20
GRAND TOTAL: 100

SECTION A: RUBRIC FOR ASSESSING ESSAY – FIRST ADDITIONAL LANGUAGE [50 MARKS]

• Always use the rubric when marking the creative essay (Paper 3, SECTION A).
• The marks from 0–50 have been divided into 5 major level descriptors.
• In the Content, Language and Style criteria, each of the five level descriptors is divided into an upper and a lower level sub-category with the applicable mark range and descriptors.
• Structure is not affected by the upper level and lower level division.

SECTION B: ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [30 MARKS]

SECTION C: ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [20 MARKS]