EXAMINATION 2021 MARKING GUIDE

Instructions for markers

 For online marking, we expect you to use a range/multiplicity of ‘student friendly’
tools, such as, typewriter, tools for calculating marks, signature, highlighter,
underlining, text call out and so on.
 Use the marking codes/symbols that are in the Tutorial Letter 101.
 Provide a comment under each question to justify the mark and inform students
where they went wrong. If this is poorly done, it leads to a barrage of complaints
directed to the entire university management.
 Insert your initials at the top right-hand side corner on the first page of
each examination script.
 Drafts and any other evidence of planning, reflecting the writing process should
be acknowledged, but will not be awarded a mark.
 Do not penalize students who exceed the word count.
 Show how you have arrived at your mark for each question by indicating the
codes at the end of each essay: C- Content, L- Language and P- Presentation.
 Write legibly and in Standard English.
 Do not copy and paste comments onto students’ scripts. We have seen
this a lot throughout the year. Each student is an individual and your
comments justifying a mark should respond to a specific student’s script.
 If a student answers ALL THREE essays, only mark the first two.
 Do not waste time providing extensive feedback, BUT a justification must be
provided for the marks awarded.

N.B: PLEASE DO NOT BE MEMO BOUND as the guidelines in this document are
not exhaustive but are just suggestions. Some student do tend to think out of the box
and they must be credited. However, students’ discussions must be relevant to the
question. Also note that if a student’s language/grammar is poor but their content
makes sense, they should not be failed for poor language alone. Award higher marks
in the content section of the rubric and penalize them in the language section (make
sure all the students language errors are highlighted/underlined). If, however, the
content is weak but their use of language is good, penalize students for content and
award higher marks for language. Do not penalize students for illegible hand-writing.
The students are required to answer TWO essay questions. EACH ESSAY
WEIGHS 50 MARKS.

Question One
Everyone is susceptible to stereotyping. People may be stereotyped according to age,
appearance, occupation, race, gender and socio-economic status. They are
stereotyped because they play sports (or don’t play sports), because they live in an
urban area (or a rural area). Stereotyping occurs when one person makes
assumptions about someone else based on one trait.
In a well-structured and coherent essay of 400 words in length, reflect on the impact
of racial OR gender stereotyping in your country. In your response, you should cite
from the three references below to support your response and discuss your own
personal experiences of gender OR racial stereotypes. [50 Marks]

Students should structure their essay appropriately: introduction, body paragraphs

and conclusion.
Students should:
 Include an introduction with a brief background on the topic, a thesis statement
and include direction about what can be expected from the essay.
 Show an understanding of stereotyping.
 Discuss the impact of stereotyping with examples/ experiences.
 Display an understanding of gender stereotyping, discuss its impact and
provide examples OR Display an understanding of racial stereotyping, discuss
its impact and provide examples.
 Paraphrase/ quote from the three references below to support their response.
Students are allowed to use in-text citations cited from the sources we have
provided them with, for example, John (2021, cited in Pete, 2021:3). Students
are ONLY allowed to use these links and not other sources. Markers should
familiarize themselves with the articles. If a student refers to an external source,
that is not listed below or not cited in the text itself, credit should not be awarded.
DO NOT fail a student for not using all three sources, an attempt at in-text
citations and referencing should be credited.
 Use their own personal experiences to support their response.
 Reference each link below at the end of each essay in Harvard style. Some
students may even include a full reference list at the end of both essays. Do
NOT be too strict with this, if there is a good attempt, the student should be
credited. For example, if students use brackets around the year of publication,
does not use the word ‘Available at:’ or ‘[Date accessed….]’, be lenient as there
are many variations of referencing in the Harvard style.
 Include a brief conclusion summarizing the main points of their essay.
REFERENCES:

https://themediaonline.co.za/2020/02/new-decade-new-woman-challenging-
stereotypes-in-advertising/

https://theconversation.com/what-young-people-have-to-say-about-race-and-
inequality-in-south-africa-141451

https://theconversation.com/decade-long-study-shows-why-south-africa-needs-to-
stop-stereotyping-young-black-men-140647

Please note that many students were unable to access links 1 and 3 above. For
this reason, replacement links were provided for question 1 only. See below.
Students are allowed to reference these 5 links in Question 1.
Replacement links for Links 1 and 3 above:

https://www.theatlantic.com/sexes/archive/2013/05/what-about-the-guys-who-do-fit-
the-gay-stereotype/276407/

https://repository.up.ac.za/bitstream/handle/2263/74429/Reddy_African_2021.pdf?se
quence=1&isAllowed=y

Note to markers: Markers should note that students are going to tackle this question
from different perspectives, whereas others are going to apply their own experiences.
It is therefore important that markers use their own discretion as long the structure of
a paragraph, language and content are correctly applied.
USE THE RUBRIC AT THE END OF THIS DOCUMENT TO ALLOCATE A
CONTENT (C-20), LANGUAGE (L-20), and PRESENTATION (P-10) MARK.

OR

Question Two
“True freedom is understanding that we have a choice in who and what we allow to
have power over us.” – Meryl Streep
Using the quote above as a point of departure, discuss the extent to which we have
attained ‘true freedom’ in South Africa or your country. In a well-structured essay of
400 words in length, you should cite the three references below to support your
argument. Your essay should include a discussion of your own personal experience/s
of true freedom. [50 Marks]

Students should structure their essay appropriately: introduction, body paragraphs

and conclusion.
Students should:
 Include an introduction with a brief background on the topic, students may
respond to the quote above in the introduction or body paragraph, a thesis
statement and include direction about what can be expected from the essay.
 Make reference to the quote.
 Show an understanding of freedom and true freedom.
 Have a standpoint in the question. They should clearly show their position on
South Africans attaining true freedom.
 Paraphrase/ quote from the three references below to support their response.
Students are allowed to use in-text citations cited from the sources we have
provided them with, for example, John (2021, cited in Pete, 2021:3). Markers
should familiarize themselves with the articles. If a student refers to an external
source, that is not listed below or not cited in the text itself, credit should not be
awarded. DO NOT fail a student for not using all three sources, an attempt at
in-text citations and referencing should be credited.
 Use their own personal experiences to support their response.
 Reference each link below at the end of each essay in Harvard style. Some
students may even include a full reference list at the end of both essays. Do
NOT be too strict with this, if there is a good attempt, the student should be
credited. For example, if students use brackets around the year of publication,
does not use the word ‘Available at:’ or ‘[Date accessed….]’, be lenient as
there are many variations of referencing in the Harvard style.
 Include a brief conclusion summarizing the main points of their essay.

REFERENCES:

https://www.news.uct.ac.za/article/-2019-06-18-the-language-of-true-freedom

https://www.iol.co.za/sundayindependent/dispatch/why-not-scrap-this-unfreedom-
day-from-the-calendar-until-true-freedom-has-been-attained-7582130c-d811-40fa-
bd40-d73bd93ef58b

https://www.sowetanlive.co.za/opinion/columnists/2020-06-17-youth-must-continue-
forefathers-struggle-for-true-freedom/

Note to markers: Markers should note that students are going to tackle this question
from different perspectives, whereas others are going to apply their own experiences.
It is therefore important that markers use their own discretion as long the structure of
a paragraph, language and content are correctly applied.
USE THE RUBRIC AT THE END OF THIS DOCUMENT TO ALLOCATE A
CONTENT (C-20), LANGUAGE (L-20), and PRESENTATION (P-10) MARK.

OR

Question Three
“There is hope, even when your brain tells you there isn't.”
― John Green, Turtles All the Way Down
Using the quote above as a point of departure, and your understanding of mental
health, do you agree with the quote above? In a well-structured essay of 400 words in
length, you should cite the three references below in your response. Your essay
should also include a discussion on your own personal experience/s of the role of
mental health during the course of your studies. [50 Marks]

Students should structure their essay appropriately: introduction, body paragraphs

and conclusion.
Students should:
 Include an introduction with a brief background on the topic, they may refer to
the quote in their introduction or body paragraph, a thesis statement and include
direction about what can be expected from the essay.
 Make reference to the quote.
 Show an understanding of mental health.
 Have a standpoint in the question. They should clearly show their position on
the quote by John Green.
 Discuss the role of mental health during the course of their studies and in their
family setting.
 Paraphrase/ quote from the three references below to support their response.
Students are allowed to use in-text citations cited from the sources we have
provided them with, for example, John (2021, cited in Pete, 2021:3). Markers
should familiarize themselves with the articles. If a student refers to an external
source, that is not listed below or not cited in the text itself, credit should not be
awarded. DO NOT fail a student for not using all three sources, an attempt at
in-text citations and referencing should be credited.
 Use their own personal experiences to support their response.
 Reference each link below at the end of each essay in Harvard style. Some
students may even include a full reference list at the end of both essays. Do
NOT be too strict with this, if there is a good attempt, the student should be
credited. For example, if students use brackets around the year of publication,
 does not use the word ‘Available at:’ or ‘[Date accessed….]’, be lenient as there
are many variations of referencing in the Harvard style.
 Include a brief conclusion summarizing the main points of their essay.

REFERENCES:

https://www.timesnownews.com/the-buzz/article/this-too-shall-pass-stay-home-stay-
safe-coronavirus-positive-quotes/582069

Link 2 Question
3.pdf
https://onlinelibrary.wiley.com/doi/full/10.1002/nop2.918

https://www.sciencedirect.com/science/article/pii/S0278584620305522?casa_token=
2GMqkDuzIxgAAAAA:W4tgP4jFK4uskPzRXHrvILlZjPK8yw2ju-

Link 3 Question
3.pdf
aidUWhOfCYoNsbthBpMlCoLmKqRIN3ClqN72JSBI0

Note to markers: Markers should note that students are going to tackle this question
from different perspectives, whereas others are going to apply their own experiences.
It is therefore important that markers use their own discretion as long the structure of
a paragraph, language and content are correctly applied.

USE THE RUBRIC AT THE END OF THIS DOCUMENT TO ALLOCATE A

CONTENT (C-20), LANGUAGE (L-20), and PRESENTATION (P-10) MARK.
 Leve Range Content Language Presentation and writing Overall
l conventions. comment
20 % 20 %
10 %
1 0-5  Very little or no evidence of understanding and  Poor command of vocabulary, sentence  Cluttered presentation. Very Poor
knowledge of the topic. structure and punctuation  Illegible handwriting.
 Very little understanding of the genre  Very limited use of the appropriate  Many grammatical and typographical
conventions grammar and syntactic structures errors, which impede meaning.
 Fragmented/disjointed/ muddled ideas  Inappropriate use of expressions  Poor knowledge of genre conventions
 Writer stance and voice muddled
(Marks 0 – 2
2 6-9  Unsatisfactory handling of the topic  Limited vocabulary and sentence variety  Inconsistently defined paragraphs Poor
 Some irrelevant and repeated information  Inadequate use of appropriate syntactic  Progression of ideas hard to follow.
ASSESSMENT RUBRIC

 Mundane handling of the topic language features/structures  Essay introduction and conclusion not
 Flawed by generalizations and inadequate  Poor punctuation and sentence clearly defined.
supporting detail construction  A few gaps in knowledge of genre.
 Writer stance and voice vague and indeterminate  Obscured/confused meaning
(Marks 3-4
3 10-13  Some understanding and knowledge of the topic  Occasional flawed sentences,  Reasonably good presentation Satisfactory -
(Marks 5 – 9)
 Reasonable development of idea inadequate punctuation and spelling errors  A few poorly structured paragraphs Good
appraisal of positions on the topic.  Word choice, vocabulary and diction  Legible, but with some typing errors.
 A few lapses in content, claims not fully is appropriate for the genre  Clearly defined introduction and
supported  Sentence structures are correct but not conclusion.
 Sometimes disjointed and loosely presented ideas as varied
 Inadequate/incomplete sequencing of ideas  Sentences are not so well linked and
(Marks 5-6
 Writer stance and voice hardly discernible coherent
 Meaning sometimes obscured by
4 14-17  Sound understanding and knowledge of the topic  Veryvague command of grammatical
goodstructures.  Well-structured essay , neat and legible Good-very
 Convincing but not captivating presentation of structures  Clearly defined paragraphs good
the topic  A wide range of vocabulary, linking  Clearly defined introduction and
 A concerted effort at originality devices and sentence structures conclusion.
 Relevant supporting details  Demonstrates a mastery of the register of  Structure is easy to follow and adheres to
the structure of the genre.
 Evidence of a research based argument but not the genre
well substantiated  Sentence are linked, and coherent
 Writer stance and voice but with some hesitation  Meaning clear, occasionally hindered by (Marks 7-8)
grammatical errors

5 18-20  An excelent understanding and knowledge of the  Punctuation and grammar are correct  Logical flow of ideas in the essay and Excellent-
topic.  Word choice, vocabulary and diction is within paragraphs. outstanding
 Well-conducted appraisal of positions on the highly appropriate for the genre  Very clear introduction and conclusion
topic  Demonstrates a mastery of the register  Structure is easy to follow and adheres to
 Insightful and original demonstrating a clear of the genre the structure of the genre
stance and voice  Sentence structure is correct and varied
 Highly selective supporting details  Sentence are linked, coherent
 Captivating introduction and highly convincing  Meaning clear with very few or no
grammar errors (Marks 9-10)