English HL Grade 12 IEB Paper 2 2017 Memo

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE EXAMINATION NOVEMBER 2017 ENGLISH HOME LANGUAGE: PAPER II MARKING GUIDELINES Time: 3 hours 100 marks These marking guidelines are prepared for use by examiners and sub-examiners, all of whom are required to attend a standardisation meeting to ensure that the guidelines are consistently interpreted and applied in the marking of candidates' scripts. The IEB will not enter into any discussions or correspondence about any marking guidelines. It is acknowledged that there may be different views about some matters of emphasis or detail in the guidelines. It is also recognised that, without the benefit of attendance at a standardisation meeting, there may be different interpretations of the application of the marking guidelines. IEB Copyright © 2017 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH HOME LANGUAGE: PAPER II – Page 2 of 13 MARKING GUIDELINES ASSESSMENT RUBRIC: SHAKESPEARE: THE MINI ESSAY(30 MARKS)  Mind map may be used by candidate in planning but no marks are awarded for planning.  Length of response (including quotations): approximately 450 words in length.  Markers will stop marking essays at 500 words. In this instance the conclusion (provided that it is succinct) will be considered.  Penalty for excessive word length: Candidate's essay will move to one level lower.  A word count at the end of the essay is required.  The rubric is not a checklist (tick box) but should be considered as a guide when evaluating the mini- essay.  Half marks may be awarded. Level % 30 ASSESSMENT (Knowledge, Argument, Thinking, Structure) 7++ 100 30 FULL MARK ESSAY (Extended Abstract Level) EXCEPTIONAL Highly eloquent response; exhibits academic rigour; strong individual voice; confident knowledge of text  The essay that is awarded full marks has greater depth and scope than a level 7.  Candidate displays an exceptional ability to develop an argument that is academically superior.  Resonates a sophisticated tackling of the topic.  Quotations integrated with exceptional ability.  Quotations and substantiation build an argument that is logically flawless and which exceeds expectations.  The style of the essay is fluid and elevated.  The essay is error free. 7+ 99–90 29 DISTINGUISHED/IMPRESSIVE 28 (Extended Abstract Level) 27 EXCEPTIONAL/ELEVATED An impressive and distinguished essay; succinct; selects information to build an argument with sophistication; has depth of knowledge; dips into the text with confidence; consistent question focus.  Quotations enhance a tightly constructed argument.  Analytical concepts developed with precision.  All aspects of the topic have been addressed with confidence and distinction.  Candidate displays a thorough and impressive, in-depth knowledge of the text, perhaps even drawing on moments of the text that distinguish the candidate's superior, refined knowledge and understanding.  Exceptional ability to select information to develop a succinct, carefully crafted argument.  Impressive/exceptional evidence of candidate's original voice.  Demonstrates impressive individual thought and understanding through analysing and developing an arresting argument.  Impressively integrates and elaborates on specific textual references/evidence.  Maintains consistent focus without deviating from the central concern(s) of the question.  Candidate is able to construct exceptionally critical, relevant and consistent connections between topic question and argument, displaying a convincing, impressive line of logical progression.  Exceptionally lucid and logical.  Thorough development of mini-essay structure; succinct; focused introduction and conclusion.  Excellent transitions between paragraphs, which enhance the development of the argument.  Writing reflects an impressive command of spelling, language, diction and punctuation.  Essay signposted throughout, indicating that the candidate has engaged with the question with a commendable degree of confidence. IEB Copyright © 2017 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH HOME LANGUAGE: PAPER II – Page 3 of 13 MARKING GUIDELINES  Transfers knowledge of the question in an elevated manner. THIS ESSAY MAY NOT EXCEED THE REQUIRED WORD LENGTH (WORD LENGTH PENALTY). 7 89–80 26 COMMENDABLE/EXCELLENT 25 (Extended Abstract Level) 24 SOPHISTICATED/HIGHLY DEVELOPED A sophisticated and perceptive essay that is commendable and well structured; substantiation from text enhances argument (which requires minor polish for a level 7+).  Argument is thoroughly developed.  All aspects of the topic have been addressed with sophistication.  Candidate displays a thorough, accurate and confident knowledge of the text.  Insightful understanding of the play.  Excellent ability to select information to develop a succinct argument, which is clearly focused and perceptive.  Commendable evidence of candidate's original voice.  Demonstrates sophisticated individual thought and understanding through analysing and developing a highly developed argument.  Commendably integrates and elaborates on specific textual references/evidence, although at times these could have been used with greater effect.  Maintains consistent focus without deviating from the central concern(s) of the question.  Candidate is able to construct critical, relevant and consistent connections between topic question and argument, displaying a convincing, sophisticated line of logical progression.  Lucid and focused, although there may be a sense that further logical development could have enhanced this essay further.  Commendable development of mini-essay structure; succinct; focused introduction and conclusion.  Excellent transitions between paragraphs.  Writing reflects an impressive command of spelling, language, diction and punctuation, although there may be minor stylistic flaws.  Essay signposted throughout, indicating that the candidate has engaged with the question with a commendable degree of confidence.  Transfers knowledge of the question in a commendable manner. THIS ESSAY MAY NOT EXCEED THE REQUIRED WORD LENGTH (WORD LENGTH PENALTY). 6 79–70 23 COMPETENT/GOOD TO VERY GOOD 22 (Extended Abstract Level) 21 SKILFUL/PROFICIENT An above average response; proficient and skilful ; competent and focused; accurate; sound argument; logical; dips into the text skilfully; minor lapses.  Argument is developed competently and may have minor lapses.  All aspects of the topic have been addressed with conviction OR part of the topic has been addressed with depth and sophistication (suggesting that if all aspects of the question had been tackled this essay could have been awarded a 7 or 7+).  Candidate displays a competent, accurate knowledge of the text although there may be minor gaps that do not impact on the strength of the argument.  Proficient understanding of the play.  Skilful ability to select information to develop an argument, which is mostly focused and competent. The argument in instances could have been developed further.  Skilful evidence of candidate's original voice.  Demonstrates competent individual thought and understanding through analysing and developing an argument with skill. There may be minor lapses, which could have been enhanced with further development.  Integrates and elaborates on specific textual references/evidence skilfully/proficiently, although at times these could have been used with greater effect. IEB Copyright © 2017 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH HOME LANGUAGE: PAPER II – Page 4 of 13 MARKING GUIDELINES  Candidate is able to construct relevant and consistent connections between topic question and argument, displaying a convincing, proficient line of logical progression.  Lucid and focused, although there may be a sense that further logical development could have enhanced this essay further.  Competent development of mini essay structure; succinct; focused introduction and conclusion.  Skilful transitions between paragraphs.  Writing reflects a competent command of spelling, language, diction and punctuation although there may be minor stylistic flaws./An essay in this category may be one where the candidate displays an ability to develop an argument that is highly commendable and distinguished (which would result in a level 7 or 7+) but is hindered by major stylistic flaws.  Essay signposted throughout indicating that the candidate has engaged with the question with a commendable degree of confidence.  Transfers knowledge of the question in an skilful manner. THIS ESSAY MAY NOT EXCEED 500 WORDS (WORD LENGTH PENALTY). 5 69–60 20 ACCEPTABLE/SUFFICIENT 19 (Multistructural Level) 18 SATISFACTORY/ADEQUATE An acceptable, satisfactory essay that has broadly tackled the question. An essay that "does the job"; answers all aspects of the topic or part of the topic tackled well; broad and general in places but voice in evidence; accurate.  Argument is developed in an adequate manner and may have minor lapses/some generalisations.  All aspects of the topic have been addressed adequately, although these may be understood only in part OR part of the topic has been addressed competently, suggesting that if all aspects of the question had been tackled this essay could have been awarded a 6.  Candidate displays adequate knowledge of the text, although there may be minor gaps that do not impact on the argument.  Considerable understanding of the play – there must be a sense that the play has been read and understood in broad, general terms.  Adequate/sporadic ability to select information to develop an argument, which is satisfactory and competent. The argument in instances requires further enhancement and development.  Some/sporadic evidence of candidate's original voice. AVERAGE = 20  Demonstrates adequate individual thought and understanding through analysing and developing an argument sufficiently. There may be minor lapses, which could have been enhanced with further development/the argument is not fully sustained/developed throughout.  Evidence of specific textual references/evidence that is adequate/acceptable, although at times these could have been used with greater effect.  Candidate is able to construct adequate connections between topic question and argument, displaying a satisfactory progression.  Generally focused, although there may be a sense that further logical development could have enhanced this essay further.  Adequate development of mini essay structure; satisfactory introduction and conclusion.  Adequate transitions between paragraphs.  Writing reflects a satisfactory command of spelling, language, diction and punctuation, although there may be minor stylistic flaws./An essay in this category may be one where the candidate displays an ability to develop an argument that is competent (which would result in a level 6) but is hindered by major stylistic flaws.  Essay signposted generally, indicating that the candidate has engaged with the question in a satisfactory manner.  Transfers knowledge of the question in an adequate/satisfactory manner. THIS ESSAY MAY NOT EXCEED 500 WORDS (EXCESSIVE WORD LENGTH PENALTY). IEB Copyright © 2017 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH HOME LANGUAGE: PAPER II – Page 5 of 13 MARKING GUIDELINES 4 59–50 17 MARGINAL/BASIC 16 (Unistructural Level) 15 SKETCHY/BELOW AVERAGE/UNDEVELOPED A basic, undeveloped essay that attempts to engage with the question albeit limited and/or unsuccessfully in parts; has glimmer(s) of analysis; does not always dip into the text; padded with narrative; slight evidence of voice.  An attempt to develop an argument, although it might be lacking relevance in parts/sweeping generalisations/narrow or inaccurate in parts.  Simplistic interpretation/partly accurate understanding/narrow interpretation of the topic/vague reference to the topic.  Candidate displays simplistic/flawed knowledge of the text and the argument is drawn simplistically. There may be glimmers of analysis and engagement.  Broad, general understanding of the play – there must be a sense that the play has been understood in broad, general terms/comments show thought, but are not tied to the topic.  An attempt to develop an argument, which may be successful in parts/unconvincing argument, which lacks substantiation or development. There may be some substantiation used without flair.  Slight evidence of candidate's original voice.  Demonstrates sporadic/inconsistent individual thought and understanding through analysing and developing simplistically. There may be lapses which could have been enhanced with further development/the argument is not fully sustained/developed.  Essay is padded with intermittent narrative and occasional argument.  Textual reference is unconvincing at times and may be either inaccurate or flawed.  Candidate is able to make an inconsistent attempt to use some basic transition words or phrases, resulting in a superficial progression on the whole.  Marginally focused with a sense that logical development could have enhanced this essay.  Introduction and conclusion are simplistic and may not point to an arguable position.  Writing is simple, unadorned/reflects an inconsistent and limited awareness of register/inconsistent grammar, spelling and paragraphing.  Essay lacks signposting throughout/limited, superficial signposting.  Transfers knowledge of the question in a simple, basic manner albeit unimpressively and with limited success. THIS ESSAY MAY NOT EXCEED 500 WORDS (EXCESSIVE WORD LENGTH PENALTY). 3 49–40 14 SIMPLISTIC/SUPERFICIAL/INADEQUATE 13 (Unistructural Level) 12 UNSOPHISTICATED/ONE-DIMENSIONAL/LIMITED A simplistic, superficial/flawed essay that struggles to engage with the question; evidence that text has been read; thin voice; narrative; just meets pass mark.  A weak response but still worthy of a pass.  Inability to sustain a personal opinion.  A flawed argument or no argument at all/provides a simple answer to the question.  Essay lacks clear and logical development of ideas. PASS = 12  Candidate displays a simplistic knowledge of the text and there are gaps in understanding and/or interpretation.  There will be areas in the essay that are problematic or illogical.  Not much evidence of candidate's original voice – inability to sustain or develop an argument.  Little or no substantiation or referencing/flawed substantiation or referencing.  Critical thinking skills used superficially, if at all.  Reliance on narrative.  Absent or ineffective transitions between paragraphs.  Essay not signposted/signposted inadequately. IEB Copyright © 2017 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH HOME LANGUAGE: PAPER II – Page 6 of 13 MARKING GUIDELINES  Introduction and/or conclusion flawed, with further development and synthesis required.  Writing is flawed.  Weak command of spelling, language, diction and punctuation.  Does not transfer knowledge of the question and if it does, it will do so with lapses. THIS ESSAY MAY NOT EXCEED 500 WORDS (EXCESSIVE WORD LENGTH PENALTY). 2 39–30 11 POOR/MUDDLED/VAGUE 10 (Prestructural Level) 9 TENUOUS/UNFOCUSED/INACCURATE A tenuous, poor essay; muddled and vague and/or inaccurate; no evidence that text has been read; not worthy of a pass.  A weak, flawed response, which might be completely off topic.  Essay lacks coherence.  Inability to state a personal opinion.  Difficult to identify any distinct argument; unfocused.  Candidate displays poor/incomplete/flawed knowledge of the text.  The essay is vague, muddled and lacks focus.  Little/no/flawed substantiation.  Paragraph links problematic.  Reliance on narrative.  Essay not signposted.  Introduction and/or conclusion flawed/missing, with further development and synthesis required.  Writing is marred by errors, although these will not impede understanding.  Weak command of spelling, language, diction and punctuation. THIS ESSAY MAY NOT EXCEED 500 WORDS (EXCESSIVE WORD LENGTH PENALTY). 1 29–20 8 EXTREMELY WEAK/FEEBLE 7 (Prestructural Level) INEPT/UNSKILLED An extremely weak essay; a feeble attempt to engage with the text at times.  A weak, flawed response, which might be completely off topic.  Inability to state a personal opinion.  Difficult to identify any distinct argument; unfocused.  Candidate displays a poor/incomplete/flawed/no knowledge of the text.  The essay is vague, muddled and lacks focus.  Little/no/flawed substantiation.  Paragraph links problematic.  Reliance on narrative.  Essay not signposted.  Introduction and/or conclusion flawed/missing, with further development and synthesis required.  Writing is marred by errors, which will impede understanding.  Weak command of spelling, language and punctuation. THIS ESSAY MAY NOT EXCEED 500 WORDS (EXCESSIVE WORD LENGTH PENALTY). 1 19–0 6 INCOMPETENT 5 (Prestructural Level) 4 3 LACKING ABILITY/INEFFECTUAL 2 A totally incompetent essay that displays no link to the text or the question. 1  This piece will not meet the requirements of the task on any level. 0  Vague, irrelevant, flawed.  Inappropriate response to the topic. IEB Copyright © 2017 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH HOME LANGUAGE: PAPER II – Page 7 of 13 MARKING GUIDELINES ASSESSMENT RUBRIC: NOVELS: LITERATURE ESSAY(30 MARKS)  Mind map may be used by candidate in planning but no marks are awarded for planning.  Length of response: approximately 600 words. This is a suggested length as the cohesiveness and development of the essay will take precedence over the length. There is no penalty for length other than the development of the argument in the essay itself.  A word count at the end of the essay is NOT required.  The rubric is not a check-list (tick-box) but should be considered as a guide when evaluating the Literary Essay.  Half marks may be awarded. Level % 30 ASSESSMENT (Knowledge, Argument, Thinking, Structure) 7++ 100 30 FULL MARK ESSAY (Extended Abstract Level) EXCEPTIONAL Highly eloquent response; exhibits academic rigour; strong individual voice; confident knowledge of text  The essay that is awarded full marks has greater depth and scope than a level 7.  Candidate displays an exceptional ability to develop an argument that is academically superior.  Resonates a sophisticated tackling of the topic.  Quotations integrated with exceptional ability.  Quotations and substantiation build an argument that is logically flawless and which exceeds expectations.  The style of the essay is fluid and elevated.  The essay is error-free. 7+ 99–90 29 DISTINGUISHED/IMPRESSIVE 28 (Extended Abstract Level) 27 EXCEPTIONAL/ELEVATED An impressive and distinguished essay; succinct; selects information to build an argument with sophistication; has depth of knowledge; dips into the text with confidence; consistent question focus.  Quotations enhance a tightly constructed argument.  Analytical concepts developed with precision.  All aspects of the topic have been addressed with confidence and distinction.  Candidate displays a thorough and impressive, in-depth knowledge of the text, perhaps even drawing on moments of the text that distinguish the candidate's superior, refined knowledge and understanding.  Exceptional ability to select information to develop a succinct, carefully crafted argument.  Impressive/exceptional evidence of candidate's original voice.  Demonstrates impressive individual thought and understanding through analysing and developing an arresting argument.  Impressively integrates and elaborates on specific textual references/evidence.  Maintains consistent focus without deviating from the central concern(s) of the question.  Candidate is able to construct exceptionally critical, relevant and consistent connections between topic question and argument, displaying a convincing, impressive line of logical progression.  Exceptionally lucid and logical.  Thorough development of literary essay structure; focused introduction and conclusion.  Excellent transitions between paragraphs, which enhance the development of the argument.  Writing reflects an impressive command of register, spelling, diction, language and punctuation.  Essay signposted throughout, indicating that the candidate has engaged with the question with a commendable degree of confidence.  Transfers knowledge of the question in an elevated manner. IEB Copyright © 2017 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH HOME LANGUAGE: PAPER II – Page 8 of 13 MARKING GUIDELINES 7 89–80 26 COMMENDABLE/EXCELLENT 25 (Extended Abstract Level) 24 SOPHISTICATED/HIGHLY DEVELOPED A sophisticated and perceptive essay that is commendable and well structured; substantiation from text enhances argument (which requires minor polish for a level 7+).  Argument is thoroughly developed.  All aspects of the topic have been addressed with sophistication.  Candidate displays a thorough, accurate and confident knowledge of the text.  Insightful understanding of the novel.  Excellent ability to select information to develop a succinct argument, which is clearly focused and perceptive.  Commendable evidence of candidate's original voice.  Demonstrates sophisticated individual thought and understanding through analysing and developing a highly developed argument.  Commendably integrates and elaborates on specific textual references/evidence, although at times these could have been used with greater effect.  Maintains consistent focus without deviating from the central concern(s) of the question.  Candidate is able to construct critical, relevant and consistent connections between topic question and argument, displaying a convincing, sophisticated line of logical progression.  Lucid and focused, although there may be a sense that further logical development could have enhanced this essay further.  Commendable development of literary structure; focused introduction and conclusion.  Excellent transitions between paragraphs.  Writing reflects an impressive command of register, spelling, diction, language and punctuation, although there may be minor stylistic flaws.  Essay signposted throughout, indicating that the candidate has engaged with the question with a commendable degree of confidence.  Transfers knowledge of the question in a commendable manner. 6 79–70 23 COMPETENT/GOOD TO VERY GOOD 22 (Extended Abstract Level) 21 SKILFUL/PROFICIENT An above average response; proficient and skilful ; competent and focused; accurate; sound argument; logical; dips into the text skilfully; minor lapses.  Argument is developed competently and may have minor lapses.  All aspects of the topic have been addressed with conviction OR part of the topic has been addressed with depth and sophistication (suggesting that if all aspects of the question had been tackled this essay could have been awarded a 7 or 7+).  Candidate displays a competent, accurate knowledge of the text, although there may be minor gaps that do not impact on the strength of the argument.  Proficient understanding of the novel.  Skilful ability to select information to develop an argument, which is mostly focused and competent. The argument in instances could have been developed further.  Skilful evidence of candidate's original voice.  Demonstrates competent individual thought and understanding through analysing and developing an argument with skill. There may be minor lapses, which could have been enhanced with further development.  Integrates and elaborates on specific textual references/evidence skilfully/proficiently, although at times these could have been used with greater effect.  Candidate is able to construct relevant and consistent connections between topic question and argument, displaying a convincing, proficient line of logical progression.  Lucid and focused, although there may be a sense that further logical development could have enhanced this essay further.  Competent development of literary essay structure; focused introduction and conclusion. IEB Copyright © 2017 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH HOME LANGUAGE: PAPER II – Page 9 of 13 MARKING GUIDELINES  Skilful transition between paragraphs.  Writing reflects a competent command of spelling, language, diction and punctuation, although there may be minor stylistic flaws/An essay in this category may be one where the candidate displays an ability to develop an argument that is highly commendable and distinguished (which would result in a level 7 or 7+) but is hindered by major stylistic flaws.  Essay signposted throughout, indicating that the candidate has engaged with the question with a commendable degree of confidence.  Transfers knowledge of the question in a skilful manner. 5 69–60 20 ACCEPTABLE/SUFFICIENT 19 (Multistructural Level) 18 SATISFACTORY/ADEQUATE An acceptable, satisfactory essay that has broadly tackled the question. An essay that "does the job"; answers all aspects of the topic or part of the topic tackled well; broad and general in places but voice in evidence; accurate.  Argument is developed in an adequate manner and may have minor lapses/some generalisations.  All aspects of the topic have been addressed adequately, although these may be understood only in part OR part of the topic has been addressed competently, suggesting that if all aspects of the question had been tackled this essay could have been awarded a 6.  Candidate displays adequate knowledge of the text, although there may be minor gaps that do not impact on the argument.  Considerable understanding of the novel – there must be a sense that the text has been read and understood in broad, general terms.  Adequate/sporadic ability to select information to develop an argument, which is satisfactory and competent. The argument in instances requires further enhancement and development.  Some/sporadic evidence of candidate's original voice. AVERAGE = 20  Demonstrates adequate individual thought and understanding through analysing and developing an argument sufficiently. There may be minor lapses, which could have been enhanced with further development/the argument is not fully sustained/developed throughout.  Evidence of specific textual references/evidence that is adequate/acceptable, although at times these could have been used with greater effect.  Candidate is able to construct adequate connections between topic question and argument, displaying a satisfactory progression.  Generally focused, although there may be a sense that further logical development could have enhanced this essay further.  Adequate development of literary essay structure; satisfactory introduction and conclusion.  Adequate transition between paragraphs.  Writing reflects a satisfactory command of register, spelling, diction, language and punctuation, although there may be minor stylistic flaws./An essay in this category may be one where the candidate displays an ability to develop an argument that is competent (which would result in a level 6) but is hindered by major stylistic flaws.  Essay signposted generally, indicating that the candidate has engaged with the question in a satisfactory manner.  Transfers knowledge of the question in an adequate/satisfactory manner. 4 59–50 17 MARGINAL/BASIC 16 (Unistructural Level) 15 SKETCHY/BELOW AVERAGE/UNDEVELOPED A basic, undeveloped essay that attempts to engage with the question albeit limited and/or unsuccessfully in parts; has glimmer(s) of analysis; does not always dip into the text; padded with narrative; slight evidence of voice.  An attempt to develop an argument, although it might be lacking relevance in parts/sweeping generalisations/narrow or inaccurate in parts.  Simplistic interpretation/partly accurate understanding/narrow interpretation of the topic/vague reference to the topic. IEB Copyright © 2017 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH HOME LANGUAGE: PAPER II – Page 10 of 13 MARKING GUIDELINES  Candidate displays simplistic/flawed knowledge of the text and the argument is drawn simplistically. There may be glimmers of analysis and engagement.  Broad, general understanding of the text – there must be a sense that the text has been understood in broad, general terms/comments show thought, but are not tied to the topic.  An attempt to develop an argument, which may be successful in parts/unconvincing argument, which lacks substantiation or development. There may be some substantiation used without flair.  Slight evidence of candidate's original voice.  Demonstrates sporadic/inconsistent individual thought and understanding through analysing and developing simplistically. There may be lapses which could have been enhanced with further development/the argument is not fully sustained/developed.  Essay is padded with intermittent narrative and occasional argument.  Textual reference is unconvincing at times and may be either inaccurate or flawed.  Candidate is able to make an inconsistent attempt to use some basic transition words or phrases, resulting in a superficial progression on the whole.  Marginally focused with a sense that logical development could have enhanced this essay.  Introduction and conclusion are simplistic and may not point to an arguable position.  Writing is simple, unadorned/reflects an inconsistent and limited awareness of register/inconsistent grammar, spelling and paragraphing.  Essay lacks signposting throughout/limited, superficial signposting.  Transfers knowledge of the question in a simple, basic manner albeit unimpressively and with limited success. 3 49–40 14 SIMPLISTIC/SUPERFICIAL/INADEQUATE 13 (Unistructural Level) 12 UNSOPHISTICATED/ONE-DIMENSIONAL/LIMITED A simplistic, superficial/flawed essay that struggles to engage with the question; evidence that text has been read; thin voice; narrative; just meets pass mark.  A weak response but still worthy of a pass.  Inability to sustain a personal opinion.  A flawed argument or no argument at all/provides a simple answer to the question.  Essay lacks clear and logical development of ideas.  Candidate displays a simplistic knowledge of the text and there are gaps in understanding and/or interpretation.  There will be areas in the essay that are problematic or illogical. PASS = 12  Not much evidence of candidate's original voice – inability to sustain or develop an argument.  Little or no substantiation or referencing/flawed substantiation or referencing.  Critical thinking skills used superficially, if at all.  Reliance on narrative.  Absent or ineffective transitions between paragraphs.  Essay not signposted/signposted inadequately.  Introduction and/or conclusion flawed, with further development and synthesis required.  Writing is flawed.  Weak command of spelling, language and punctuation.  Does not transfer knowledge of the question and if it does, it will do so with lapses. 2 39–30 11 POOR/MUDDLED/VAGUE 10 (Prestructural Level) 9 TENUOUS/UNFOCUSED/INACCURATE A tenuous, poor essay; muddled and vague and/or inaccurate; no evidence that text has been read; not worthy of a pass.  A weak, flawed response, which might be completely off topic.  Essay lacks coherence.  Inability to state a personal opinion. IEB Copyright © 2017 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH HOME LANGUAGE: PAPER II – Page 11 of 13 MARKING GUIDELINES  Difficult to identify any distinct argument; unfocused.  Candidate displays poor/incomplete/flawed knowledge of the text.  The essay is vague, muddled and lacks focus.  Little/no/flawed substantiation.  Paragraph links problematic.  Reliance on narrative.  Essay not signposted.  Introduction and/or conclusion flawed/missing, with further development and synthesis required.  Writing is marred by errors, although these do not impede understanding.  Weak command of spelling, language, diction and punctuation. 1 29–20 8 EXTREMELY WEAK/FEEBLE 7 (Prestructural Level) INEPT/UNSKILLED An extremely weak essay; a feeble attempt to engage with the text at times.  A weak, flawed response, which might be completely off topic.  Inability to state a personal opinion.  Difficult to identify any distinct argument; unfocused.  Candidate displays a poor/incomplete/flawed/no knowledge of the text.  The essay is vague, muddled and lacks focus.  Little/no/flawed substantiation.  Paragraph links problematic.  Reliance on narrative.  Essay not signposted.  Introduction and/or conclusion flawed/missing, with further development and synthesis required.  Writing is marred by errors which will impede understanding.  Weak command of spelling, language, diction and punctuation. 1 19–0 6 INCOMPETENT 5 (Prestructural Level) 4 3 LACKING ABILITY/INEFFECTUAL 2 A totally incompetent essay that displays no link to the text or the question. 1  This piece will not meet the requirements of the task on any level. 0  Vague, irrelevant, flawed.  Inappropriate response to the topic. ASSESSMENT RUBRIC: TRANSACTIONAL WRITING (20 MARKS = 10 + 10)  This rubric serves to guide the marking process.  Markers should be aware that the mark for the PURPOSE AND CONTENT element need not correspond with the mark for LANGUAGE AND REGISTER. A candidate may, for example, achieve a level 7 for PURPOSE AND CONTENT, and a level 5 for LANGUAGE AND REGISTER (7 + 5 = 12).  An approximate length of 250 words is a recommended guide but this is not prescriptive. Candidates should be encouraged to write a text that is fully developed to meet the requirements of the assessment rubric.  Candidates need NOT write a word count at the end of their writing.  Half marks may be awarded. IEB Copyright © 2017 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH HOME LANGUAGE: PAPER II – Page 12 of 13 MARKING GUIDELINES Level Mark PURPOSE, AUDIENCE AND CONTENT LANGUAGE AND REGISTER Specific purpose of task; response to the The ability to use the mechanics of requirements of question; manner in language; the ability to manipulate which the structure and content responds language conventions to suit the purpose to purpose and audience; individual voice. of question; the use of appropriate register to match purpose and audience. 7+ 10 AN IMPRESSIVE SCINTILLATING IMPRESSIVE COMMAND OF LANGUAGE 9 RESPONSE AND REGISTER Purpose of task is fully met; specific Impressive use of language conventions; format of task (varied, flexible) adhered. elegance of style; tone and mood appropriate Sophisticated cognisance of audience; writing to the task; plays confidently with language suggests that this is a piece of work that is usage; thoroughly engaging. Virtually error significant, has depth and breadth, free. Diction is highly sophisticated. impressive detail. Ideas developed fully. Organisation of thoughts is impressive and superior, resulting in writing that is compelling and striking. Individual voice.Highly original. Supplied text is used only as stimulus. 7 8½ A LIVELY, ORIGINAL RESPONSE EXCELLENT COMMAND OF LANGUAGE 8 Writing provides comprehensive insight, AND REGISTER understanding and reflective thought by Highly sophisticated use of language building a focused response to the conventions and excellent understanding of purpose and audience. A cohesive register required for the task. Language is viewpoint has been developed precise and engaging, with notable sense of throughout, resulting in a strong, voice and awareness of audience and consistent voice. Original, sincere and purpose. Effectively incorporates a range of creative. Shows clear development and varied sentence patterns to reveal syntactic commendable depth of argument. A clear, fluency. Writing reflects author's unique mature personal style. Skilfully adapts to personality through carefully selected diction different audiences, purposes and contexts. and register, rendering a piece that comes The supplied text is used only as stimulus to life. with no cutting and pasting into the transactional piece. 6 7½ A GOOD TO VERY GOOD (ABOVE A GOOD TO VERY GOOD COMMAND OF 7 AVERAGE) RESPONSE LANGUAGE AND REGISTER Writing, on the whole, provides consistent Competent and at times, impressive use of focus, understanding and thought. Glimmers language. Very good understanding of of a focused response but lacks consistency, register to suit the purpose of the task. which could have resulted in the writing being Language is fluent and original with evident awarded a level 7. Evidence of personal style awareness of audience and purpose. and voice, although depth and development Incorporates varied sentence patterns that compromised in places/development and reveal an awareness of different syntactic depth in evidence but personal style lacking structures. May employ liveliness, sincerity or or compromised. The supplied text is used humour when appropriate; the writing at times generally as stimulus - limited cutting and may be too casual/personal/formal to the pasting integrated/moulded with own demands of the question. Errors do not ideas. impede readability. Some editing is needed. IEB Copyright © 2017 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH HOME LANGUAGE: PAPER II – Page 13 of 13 MARKING GUIDELINES 5 6½ AN ADEQUATE (AVERAGE) RESPONSE AN ADEQUATE COMMAND OF 6 An ordinary, predictable response that LANGUAGE AND REGISTER broadly meets the requirements of the task. Use of appropriate language and register, An awareness of audience and purpose, although not always consistently applied. although not always convincing/consistent. Makes some attempt to include different Average: 6 ½ Makes an attempt to respond sincerely albeit sentence patterns but with awkward or unconvincing in places. Evidence of personal uneven success. Occasional errors that voice in places, although some areas jar with detract from the writing fluency in places. In the question requirements. Content suggests places errors may impede readability. The that ideas could have been developed further. purpose, audience and register have been The supplied text is used as stimulus on understood in places. Writing is ordinary. occasion – cutting and pasting integrated/moulded with own ideas. 4 5½ A LIMITED (BELOW AVERAGE) A LIMITED COMMAND OF LANGUAGE 5 RESPONSE AND REGISTER Ideas in the paragraphs may be Register suggests limited awareness of inconsistently organised. Glimmers of audience and purpose. Limited range of originality, despite limited success in taking syntactic structures. Uses words that are into account different audiences and colourless and flat. Language may be purposes. Superficial response. Limited repetitious. Errors begin to impede personal style. Development of ideas is readability. Editing required for clarity of limited/partial and requires further ideas. Register not consistent with question's elaboration; compromised development. demands. Personal voice is limited. Over-reliance on supplied text, which hinders personal response in places. 3 4½ AN INADEQUATE, COMPROMISED AN INADEQUATE COMMAND OF 4 RESPONSE LANGUAGE AND REGISTER Ideas have in instances been compromised Language is flawed and unsuitable for by insufficient depth, development and audience or purpose. Language patterns organisation. The purpose of the task has flawed, images stereotyped. Errors severely been tackled unsuccessfully. Vague in impede readability; extensive editing places. An inconsistent or incomplete required. Vague, confused sentences. attempt. Glimmer of personal voice, albeit Register inappropriate for the task. unconvincing. The writing is compromised and lacks focus and direction. Over- reliance on supplied text, which hinders personal response. 2 3½ A POOR, MUDDLED RESPONSE A POOR COMMAND OF LANGUAGE AND 3 Little or no originality. Individual ideas lacking. REGISTER No development and focus. Cohesion Very flawed product. Erroneous. required. No personal style. Reveals no Demonstrates lack of control of language awareness of the purpose of the task. Voice conventions, exhibiting frequent errors, which is flat and unconvincing/no voice. Relies impedes understanding. solely on supplied text. 1 2½ AN INCOHERENT RESPONSE INCOHERENT/INAPPROPRIATE 2 No evidence of originality or cohesion; no LANGUAGE AND REGISTER 1 attention to purpose, context. Development Incoherent language/inappropriate language. lacking. A completely flawed response/ Preponderance of errors of style. Illogical. does not address the question. Total: 100 marks IEB Copyright © 2017