NATIONAL

SENIOR CERTIFICATE

GRADE 10

ENGLISH FIRST ADDITIONAL LANGUAGE P3

NOVEMBER 2017

MARKING GUIDELINES

MARKS: 100

These marking guidelines consist of 10 pages.

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English First Additional Language/P3 2 DBE/November 2017
CAPS – Grade 10 – Marking Guidelines

INSTRUCTIONS AND INFORMATION

These marking guidelines must be used together with the attached English FAL
assessment rubrics for SECTIONS A, B and C.

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 topic could be
interpreted.
• Full credit must be given for the candidate's own interpretation.
• Marking must be objective. Give credit for relevant ideas.
• Use the 50-mark assessment rubric to mark the essays. The texts produced by
candidates must be assessed according to the following criteria as set out in the
assessment rubric:
o Content and planning (30 marks)
o Language, style and editing (15 marks)
o Structure (5 marks)

NOTE: No additional penalties may be imposed as the rubric itself imposes

penalties.

1.1 I own my future.

Reflective/Descriptive/Narrative

• If reflective, the essay should convey emotional reactions and feelings

experienced by the writer.
• If descriptive, the candidate should create a picture in words, trying to use
as many senses as possible to make the description clear.
• If narrative, the essay must have a strong story line and an interesting
ending.
NOTE: A candidate may write an essay which contains elements of more
than one type of essay. [50]

1.2 As I entered the room …

Narrative/Descriptive/Reflective

• If narrative, the essay must have a strong story line and an interesting
ending.
• If descriptive, the candidate should create a picture in words, trying to use
as many senses as possible to make the description clear.
• If reflective, the essay should convey emotional reactions and feelings
experienced by the writer.
NOTE: A candidate may write an essay which contains elements of more
than one type of essay. [50]
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CAPS – Grade 10 – Marking Guidelines

1.3 What a celebration!

Reflective/Narrative/Descriptive

• If reflective, the essay should convey emotional reactions and feelings

experienced by the writer.
• If narrative, the essay must have a strong story line. This topic lends itself
to the possibility of being written in both the past and the present tense.
The essay must have an interesting ending.
• If descriptive, the candidate should create a picture in words, trying to use
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. [50]

1.4 We can save this planet by turning waste into wealth.

Argumentative/Discursive/Reflective

• 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 and substantiate his/her view. The conclusion should be a strong,
clear and convincing statement of the writer's opinion.
• If discursive, the arguments for and against must be well-balanced and
clearly presented in the essay. The candidate must provide supporting
evidence for his/her arguments. The candidate may come to a particular
conclusion at the end of the essay, which should include
recommendations.
• If reflective, the candidate must still take a stance for or against the topic.
Personal feelings and emotions must be evident.

NOTE: A candidate may write an essay which contains elements of more

than one type of essay. [50]

1.5 The mystery was finally solved.

Narrative/Reflective/Descriptive

• If narrative, the essay must have a strong story line and an interesting
ending.
• If reflective, the essay should convey emotional reactions and feelings
experienced by the writer.
• If descriptive, the candidate should create a picture in words, trying to use
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. [50]

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English First Additional Language/P3 4 DBE/November 2017
CAPS – Grade 10 – Marking Guidelines

1.6 We live in a world where people care too much about material
possessions.

Argumentative/Discursive/Reflective

• 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 and substantiate his/her view. The conclusion should be a strong,
clear and convincing statement of the writer's opinion.
• If discursive, the arguments for and against must be well-balanced and
clearly presented in the essay. The candidate must provide supporting
evidence for his/her arguments. The candidate may come to a particular
conclusion at the end of the essay, which should include
recommendations.
• If reflective, the candidate must still take a stance for or against the topic.
Personal feelings and emotions must be evident.

NOTE: A candidate may write an essay which contains elements of more

than one type of essay. [50]

1.7 Interpretation of pictures

The candidate:

• Should give the essay a suitable title.

• May interpret the pictures in any way.
• May choose to write any type of essay, provided it is in direct relation to
the picture chosen.
• May write in any appropriate tense.

1.7.1 Picture: A person with headphones

• Literal interpretations: listening to music, using technology, youth.

• Figurative interpretations: the world of music, escape into a world
of your own. [50]

1.7.2 Picture: Friends/Technology

• Literal interpretations: relationships, importance of friends,

memorable moments, use of cellphones.
• Figurative interpretations: caring, harmony, trust, advancement in
technology. [50]

TOTAL SECTION A: 50

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CAPS – Grade 10 – Marking Guidelines

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:
o Content, planning and format (18 marks)
o Language, style and editing (12 marks)

NOTE: No additional penalties may be imposed as the rubric itself imposes

penalties.

2.1 DIALOGUE

A conversation between two friends

• A context must be provided at the beginning of the dialogue.

The dialogue must be between two friends.

• The tone must be informal.

• The speaker must convince his/her friend.
• The following aspects of the dialogue format must be included:
o The names of the speakers written on the left side of the page
o A colon used after the name of the character who is speaking
o A new line used to indicate each new speaker
o Where necessary, actions must be given in brackets before the words
are spoken. [30]

2.2 FRIENDLY LETTER

A letter of appeal to your neighbour to reduce the volume of the music.

• The tone and register of the letter should be friendly yet firm and informal.
• The candidate must express his/her displeasure.
• The following aspects of format must be included:
o Address of sender
o Greeting/Salutation
o Suitable ending [30]

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CAPS – Grade 10 – Marking Guidelines

2.3 REPORT (PERSONAL RECOUNT)

A report on an incident of bullying

• The tone and register of the report must be formal.

• The following aspects of format must be included:
o A topic
o A recipient
o A sender
• The following information must also be included:
o A context
o An account of the events that took place
o A closing statement [30]

2.4 OBITUARY

An obituary of a favourite aunt

• The tone must be formal.

• The following aspects of format must be included:
o Full name of the deceased
o Date of birth
o Date of death
• The following information must also be included:
o Birthplace
o Where the person was living at the time of death
o Key survivors
o Date, time and place of funeral
o Biographical information
• A tribute must be paid to the deceased. [30]

TOTAL SECTION B: 30

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English First Additional Language/P3 7 DBE/November 2017
CAPS – Grade 10 – Marking Guidelines

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 attached rubric:
o Content, planning and format (12 marks)
o Language, style and editing (8 marks)

NOTE: No additional penalties may be imposed as any deviations are addressed by

the rubric.

3.1 FORMAL INVITATION

To the teacher

• The following aspects of format must be included:

o Date, venue and time
o Type of function should be clear
• Language should be formal and suited to the context.
• Full sentences are not necessary.
• Do NOT award marks for illustrations. [20]

3.2 DIARY ENTRIES

The candidate's feelings BEFORE and AFTER moving house

• There MUST be TWO diary entries with two different dates/times.

• The entries should express the candidate's feelings before and after the
family moved house.
• The diary entries should be written in the first person.
• The language should be simple and informal.
• The tone must reflect emotions suited to the topic. [20]

3.3 INSTRUCTIONS

How to use a cellphone to:

• Switch the cellphone on and off

• Make a call
• Send a text message.
• The instructions may be in point or paragraph form.
• Instructions must be in a logical sequence for each of the mentioned
functions. [20]

TOTAL SECTION C: 20
GRAND TOTAL: 100
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 English First Additional Language/P3 8 DBE/November 2017
CAPS – Grade 10 – Marking Guidelines
.

ASSESSMENT RUBRIC FOR ESSAY – FIRST ADDITIONAL LANGUAGE [50 MARKS]

Criteria Exceptional Skilful Moderate Elementary Inadequate
CONTENT & 28–30 22–24 16–18 10–12 4-6
PLANNING -Outstanding/Striking response -Very well-crafted response -Satisfactory response -Inconsistently coherent -Totally irrelevant response
beyond normal expectations -Fully relevant and interesting -Ideas are reasonably coherent response -Confused and unfocused ideas

Upper level
(Response and ideas) -Intelligent, thought-provoking ideas with evidence of and convincing -Unclear ideas and unoriginal -Vague and repetitive
Organisation of ideas for and mature ideas maturity -Reasonably organised and -Little evidence of organisation -Unorganised and incoherent
planning; -Exceptionally well organised -Very well organised and coherent, including introduction, and coherence
Awareness of purpose, and coherent (connected), coherent (connected), body and conclusion/ending
audience and context including introduction, body and including
conclusion/ending introduction, body and
30 MARKS conclusion/ending
25–27 19–21 13–15 7–9 0–3
-Excellent response but lacks -Well-crafted response -Satisfactory response but some -Largely irrelevant response -No attempt to respond to the
the exceptionally striking -Relevant and interesting lapses in clarity -Ideas tend to be topic
Lower level

qualities of the outstanding ideas -Ideas are fairly coherent and disconnected and confusing -Completely irrelevant and
essay -Well organised and coherent convincing -Hardly any evidence of inappropriate
-Mature and intelligent ideas (connected), including -Some degree of organisation organisation and coherence -Unfocused and muddled
-Skilfully organised and coherent introduction, body and and coherence, including
(connected), including conclusion introduction, body and
introduction, body and conclusion
conclusion/ending
LANGUAGE, STYLE & 14–15 11–12 8– 9 5–6 0–3
EDITING -Tone, register, style and -Tone, register, style and -Tone, register, style and -Tone, register, style and -Language incomprehensible
vocabulary highly appropriate to vocabulary very appropriate to vocabulary appropriate to vocabulary less appropriate to -Tone, register, style and
Tone, register, style, purpose, audience and context purpose, audience and purpose, audience and context purpose, audience and context vocabulary not appropriate to
Upper level

vocabulary appropriate -Language confident, context -Appropriate use of language to -Very basic use of language purpose, audience and context
to purpose/effect and exceptionally impressive -Language is effective and a convey meaning -Tone and diction are -Vocabulary limitations so
context; -Compelling and rhetorically consistently appropriate tone -Tone is appropriate inappropriate extreme as to make
Word choice; effective in tone is used -Rhetorical devices used to -Very limited vocabulary comprehension impossible
Language use and -Virtually error-free in grammar -Largely error-free in grammar enhance content
conventions, and spelling and spelling
punctuation, grammar, -Very skilfully crafted -Very well crafted
spelling 13 10 7 4
-Language excellent and -Language engaging and -Adequate use of language with -Inadequate use of language
Lower level

15 MARKS rhetorically effective in tone generally effective some inconsistencies -Little or no variety in sentence
-Virtually error-free in grammar -Appropriate and effective -Tone generally appropriate and -Exceptionally limited
and spelling tone limited use of rhetorical devices vocabulary
-Skilfully crafted -Few errors in grammar and
spelling
-Well crafted
STRUCTURE 5 4 3 2 0–1
-Excellent development of topic -Logical development of -Relevant details developed -Some valid points -Necessary points lacking
Features of text; -Exceptional detail details -Sentences, paragraphs well- -Sentences and paragraphs -Sentences and paragraphs
Paragraph development -Sentences, paragraphs -Coherent constructed faulty faulty
and sentence exceptionally well-constructed -Sentences, paragraphs -Essay still makes sense -Essay still makes some sense -Essay does not sense
construction logical, varied
5 MARKS

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English First Additional Language/P3 9 DBE/November 2017
CAPS – Grade 10 – Marking Guidelines

ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [30 MARKS]
Criteria Exceptional Skilful Moderate Elementary Inadequate
CONTENT, PLANNING 15–18 11-14 8-10 5-7 0–4
& FORMAT -Outstanding response -Very good response -Adequate response -Basic response -Response reveals no
beyond normal demonstrating good demonstrating demonstrating some knowledge of features
Response and ideas; expectations knowledge of features knowledge of features knowledge of features of the type of text
Organisation of ideas -Intelligent and mature of the type of text of the type of text of the type of text -Meaning obscure with
for planning; ideas -Maintains focus – no -Not completely focused -Some focus but writing major digressions
Purpose, audience, -Extensive knowledge digressions – some digressions digresses -Not coherent in content
features/conventions of features of the type of -Coherent in content -Reasonably coherent -Not always coherent in and ideas
and context text and ideas, very well in content and ideas content and ideas -Very few details
-Writing maintains focus elaborated and details -Some details support -Few details support the support the topic
18 MARKS -Coherence in content support topic the topic topic -Necessary rules of
and ideas -Appropriate format with -Generally appropriate -Necessary rules of format not applied
-Highly elaborated and minor inaccuracies format but with some format vaguely applied
all details support the inaccuracies -Some critical
topic oversights
-Appropriate and
accurate format
LANGUAGE, STYLE & 10–12 8–9 6–7 4–5 0–3
EDITING -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style
and vocabulary highly and vocabulary very and vocabulary and vocabulary less and vocabulary do not
Tone, register, style, appropriate to purpose, appropriate to purpose, appropriate to purpose, appropriate to purpose, correspond to purpose,
purpose/effect, audience and context audience and context audience and context audience and context audience and context
audience and context; -Grammatically -Generally -Some grammatical -Inaccurate grammar -Error-ridden and
Language use and accurate and well- grammatically accurate errors with numerous errors confused
conventions; constructed and well-constructed -Adequate vocabulary -Limited vocabulary -Vocabulary not suitable
Word choice; -Virtually error-free -Very good vocabulary -Errors do not impede -Meaning obscured for purpose
Punctuation and -Mostly free of errors meaning -Meaning seriously
spelling impaired

12 MARKS

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English First Additional Language/P3 10 DBE/November 2017
CAPS – Grade 10 – Marking Guidelines

ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [20 MARKS]
Criteria Exceptional Skilful Moderate Elementary Inadequate
CONTENT, PLANNING 10–12 8-9 6-7 4-5 0-3
& FORMAT -Outstanding response -Very good response -Adequate response, -Basic response, -Response reveals no
beyond normal demonstrating good demonstrating demonstrating some knowledge of features
Response and ideas; expectations knowledge of features knowledge of features knowledge of features of the type of text
Organisation of ideas; -Intelligent and mature of the type of text of the type of text of the type of text -Meaning obscure with
Features/conventions ideas -Maintains focus – no -Not completely focused -Some focus but writing major digressions
and context -Extensive knowledge digressions –some digressions digresses -Not coherent in content
of features of the type of -Coherent in content -Reasonably coherent -Not always coherent in and ideas
12 MARKS text and ideas, very well in content and ideas content and ideas -Very few details
-Writing maintains focus elaborated and details -Some details support -Few details support the support the topic
-Coherence in content support topic the topic topic -Necessary rules of
and ideas -Appropriate format with -Generally appropriate -Necessary rules of format not applied
-Highly elaborated and minor inaccuracies format but with some format vaguely applied
all details support the inaccuracies -Some critical
topic oversights
-Appropriate and
accurate format
LANGUAGE, STYLE & 7–8 5-6 4 3 0–2
EDITING -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style
and vocabulary highly and vocabulary very and vocabulary and vocabulary less and vocabulary do not
Tone, register, style, appropriate to purpose, appropriate to purpose, appropriate to purpose, appropriate to purpose, correspond to purpose,
vocabulary appropriate audience and context audience and context audience and context audience and context audience and context
to purpose and context; -Grammatically -Generally -Some grammatical -Inaccurate grammar -Error-ridden and
Language use and accurate and well- grammatically accurate errors with numerous errors confused
conventions; constructed and well-constructed -Adequate vocabulary -Limited vocabulary -Vocabulary not suitable
Word choice; -Virtually error-free -Very good vocabulary -Errors do not impede -Meaning obscured for purpose
Punctuation and -Mostly free of errors meaning -Meaning seriously
spelling impaired

8 MARKS

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