ENGLISH HOME LANGUAGE

LAST PUSH PROGRAMME

GRADE 12
2024
 SKILLS TO BE
REINFORCED

PAPER 1 PAPER 2 PAPER3

• COMPAPATIVE QUESTION • POETRY ESSAY • SECTION A – Visuals

• SUMMARY WRITING • LITERARY ESSAY - • SECTION B – Breaking

INTTRODUCTION down the question and
• VISUAL LITERACY Formats
• Advertisements
• Cartoons
GENERAL COMMENTS

• What is your best Section? What is your Worst? Focus on improvement and stability.

• Complete the Assessment in the order that suits you!

• What does the mark allocation mean? Have I done enough to cover the mark allocation?

• What skill is being assessed in each question?

• FORMAL, detailed responses are most appropriate for this assessment. Slang, Colloquial
English, phrases and one-word answers are problematic.

• Increase the depth of response to suit cognitive levels and mark allocation.
 PAPER 1

QUESTION SECTION MAXIMUM 40%

MARKS
1 COMPREHENSION 30 12
2 SUMMARY 10 4
3 ADVERTISEMENTS 10 4
4 CARTOONS 10 4
5 EDITING 10 4
TOTAL 70 28
 SECTION A
COMPREHENSION

THE DIFFERENT TYPES OF QUESTIONS

EXAMPLES OF QUESTION/ACTION VERBS
• Account for- Explain why, give the reason
• Comment- Give an opinion supported with evidence from text
• Critically Comment- Give an opinion based on evaluation and justify
from the text
• Compare- Look for similarities
• Contrast- Show the differences
• Discuss- Give the facts but also give an assessment
• Justify- Show why a decision or conclusion has been made
• Outline- Give the main points
• Evaluate- Provide good points and weaknesses
• Explain- Make clear
BREAKING DOWN THE QUESTION

Identify the following in every question:

1. Action/ Question Verb
2. Limitation- setting parameters for responses
3. Content being tested

EXAMPLES: June Exam 2024

Discuss the contrasting views presented by the writer in paragraph 3.
Account for the use of the rhetorical question in paragraph 4.
 Types of Comprehension Questions

• GENERAL COMPREHENSION
e.g., Account for the writer’s feelings…
What point is the writer making…
What is the writer stating about …

• VOCABULARY TYPE
e.g., Explain what the writer means by…
Explain your understanding of …
Provide a definition of…
 Types of Comprehension Questions
TECHNICAL-TYPE QUESTION: For each phrase we have indicated words/phrases that you
may use to respond to the question.

INCLUDED IN THE QUESTION POSSIBLE RESPONSE

1. use of statistics or numbers / direct speech 1. adds credibility, validity, authenticity

provokes an emotional response to
convince, manipulate, persuade

2. reference to the grammar or style e.g. use of 2. involves/engages the reader personally
formal / conversational language, slang, (colloquial language, informal) add credibility,
personal pronouns (‘I’, ‘you’, ‘we’) choice of validity, authenticity (formal writing) provokes
diction use of punctuation use of hyperbole an emotional response (emotive words) adds
authenticity to reach a possible solution
 INCLUDED IN THE QUESTION POSSIBLE RESPONSE
3. rhetorical questions use of 3. provokes an emotional response
repetition encourages thinking / an opinion
emphasises / highlights the writer’s
point about… to convince,
manipulate, persuade

4. short paragraphs or single 4. emphasises / highlights the writer’s

sentence point / message evokes a response
adds impact
5. use of figurative language e.g. 5. emphasises / highlights (the writer’s
imagery, simile / metaphor/ message) engages the reader
alliteration
 THE COMPARATIVE QUESTION

The comparative question is still a challenge for the candidates. It counts 5.71% of the
paper and so warrants special attention

If you study previous years’ papers, you will see that you may be expected to:
Compare a certain number of Link the title of TEXT A or a few
Compare the entire TEXT A to B
paragraphs in TEXT A to TEXT B paragraphs of TEXT A and TEXT B.

The final 3/4-mark compare/contrast question MUST be attempted: it is a simple

summary question with a comparison/contrast angle.
 ANSWERING TECHNIQUES

• COMPARATIVE QUESTION
- It is based on BOTH texts -always refer to BOTH texts.
(Use words like ‘similarly’, ‘as in Text…’, ‘in the same way’).

- Look for common aspects/messages OR alternate ones.

- Only refer to the parts of the text specified in the question!

E.g. To what extent does TEXT B support the TITLE and PARAGRAPH 1 of TEXT
A?
Motivate your response. (4)
 ANSWERING TECHNIQUES
 COMPARISON BETWEEN TEXT A AND TEXT B question:
 Refer to the SPECIFIC PARAGRAPH in TEXT A
 Summarise the main idea/s(theme/s) in the paragraph indicated in the question
(TEXT A)
 Summarise the gist of TEXT B keeping in mind the overall main idea of the
passage
 Then look for similarities/link between the 2 texts. In most cases there will be
similarities between the selected paragraph in text A and the visual (text B).
 Explain HOW they are similar. Identify the LINK between the 2 texts.
 EXEXAMPLES FROM PAST PAPERS
2024 JUNE – NSC EXAM
QUESTION: TEXTS A AND B

1.12 Critically discuss the extent to which TEXT B supports paragraphs 9 and 10
of TEXT A. (4)

2024 PRELIM – DISTRICT EXAM

QUESTION: TEXTS A AND B

1.11 To what extent does TEXT B reinforce the ideas expressed in paragraph 1
and paragraph 3 of TEXT A? (4)
 1.12 Critically discuss the extent to which TEXT B
supports paragraphs 9 and 10 of TEXT A. 2024 JUNE
– NSC EXAM
9. We equate arrogance to strength. Although we often fail to detect
irrational arrogance, we are usually able to determine whether people
have a positive view of themselves, especially if their egos seem
large. It is as if we are amateur poker players, impressed and
intimidated by someone boasting and showing off, even if they are
blatantly lying. Indeed, while we celebrate and glorify arrogance in
men, to the point of equating it to leadership talent, we are repelled by
it when it is found in a woman. This suggests we are more likely to
screen out incompetence (and impostors) among female rather than
male leadership candidates. If our goal is to end up with more humble
leaders, we should stop celebrating arrogance in men.
10. We perceive humility as a feminine attribute. If we really valued
humility, we would not overlook humble people for leadership roles.
We do this with both women and men, but only because we associate
humility with femininity. So, when women display humility, they are
'unfit for leadership' because they lack the stereotypical masculine
traits we desire in a leader: bravado, reckless risk-taking and over-
confidence. And when men display humility, we assume they are too
feminine to be in charge. Not that we do not appreciate humility when
it is found among extraordinary achievers or powerful people who
display it to showcase their connection to the little people – we do like
that, whether genuine or not. But those same individuals probably
had to hide as much of their humility as possible in order to get to the
top.
 1.11 To what extent does TEXT B reinforce the ideas
expressed in paragraph 1 and paragraph 3 of TEXT A?
2024 PRELIM – DISTRICT EXAM
•1.The new sports drink, Prime, has taken the South African market by storm since its
release in 2022 by YouTube sensations Logan Paul and KSI. These two Youtubers have a
massive fan base of over 100 million followers across all social media platforms. Prime has
generated a significant amount of fan hysteria since arriving in South Africa in May this
year with children and teenagers being the most regular customers of the drink. As a
result of this sudden craze, we have decided to investigate whether the hype and hysteria
are warranted.

•3. Currently there are three Prime products available: the Prime Hydration drink, the
Prime Hydration sticks, and the Prime Energy drink. However, only the Prime Hydration
drink is available in South Africa at present. The Prime Hydration drink is labelled as a
sports drink and contains 10% coconut water, branch chain amino acids(BCAAs),
electrolytes, Vitamin B and several antioxidants, with 2 grams of sugar per drink. Although
the Prime website claims the Hydration drink to be suitable for all ages, other sources
have warned children under 15 years old from consuming it. Based on the nutrition label
provided on the Prime website, the Prime Hydration drink compares with similar drinks in
the sports/hydration category. It is evident the product is popular, as shops such as
Checkers have hosted massive marketing campaigns and price drops, with the drinks
being sold for R39.00.
MARKING THE COMPREHENSION
 SECTION B
SUMMARY WRITING

THE STEPS TO FOLLOW

 7 – STEPS PROCESS TO SUMMARY WRITING

1. Read the instruction carefully to clearly understand the FOCUS for your summary.
2. Start from paragraph 1. Separate sentences using brackets. Work from full stop to full stop.
3. Check each sentence against the SPECIFIC FOCUS of the instruction.
4. If the sentence is a relevant point, number it and continue to follow the sequence until you get 8
points. If the sentence is irrelevant cross it out.
5. Shorten each sentence by removing the UNNECESSARY details (Leave out examples, figurative
language, repetitions, unnecessary statistics etc.)
6. Find one or two words in each sentence which you can replace with a synonym
7. Write out the eight ideas from the passage, count the number of words used and write it at the
bottom of the paragraph
 EXAMPLES OF INSTRUCTIONS - FROM PAST PAPERS
2024 JUNE NSC EXAM
SECTION B: SUMMARY
QUESTION 2: SUMMARISING IN YOUR OWN WORDS

TEXT C discusses the value of being resilient. Summarise, in your own words, the
benefits of being resilient.
Check each sentence if it is a benefit.

NOTE:
1. Your summary should include SEVEN points and NOT exceed 90 words.
2. You must write a fluent paragraph.
3. You are NOT required to include a title for the summary.
 EXAMPLES OF INSTRUCTIONS - FROM PAST PAPERS
2024 PRELIM - DISTRICT EXAM
SECTION B: SUMMARY
QUESTION 2: SUMMARISING IN YOUR OWN WORDS

TEXT C below discusses some of the side effects of energy drinks. Summarise, in your own
words, the dangerous side effects of consuming energy drinks as outlined in the article.

Check each sentence if it is a dangerous side effect

NOTE:
1. Your summary should include SEVEN points and NOT exceed 90 words.
2. You must write a fluent paragraph.
3. You are NOT required to include a title for the summary.
 SUMMARY QUICK WINS

Avoid the repetition of points.

Remember that it is not necessary in an examination to rephrase

the entire passage into your own words which often leads to
misinterpretation of the original text.

All you need to do is to make slight alterations to the passage to

score a minimum of 7/10.
 MARKING THE SUMMARY
Marking is based on the inclusion of valid material and the exclusion of invalid
material.
The summary should be marked as follows:
7 marks for 7 points (1 mark per main point)
3 marks for language
Total marks: 10
 Distribution of language marks when candidate has not quoted verbatim:
1–3 points correct: award 1 mark
4–5 points correct: award 2 marks
6–7 points correct: award 3 marks
 Distribution of language marks when candidate has quoted verbatim:
6 to 7 quotes: award no language mark
4 to 5 quotes: award a maximum of 1 language mark
2 to 3 quotes: award a maximum of 2 language marks
 SECTION C
VISUAL LITERACY

Advertisement & Cartoons

 Advertising – 2024
NSC June Exam

• There are some things you just

• can't afford to gamble with.
• When you get a cavity, there's no
• second chance.
• That's why it's important that you
• know that more dentists recommend
• Crest for fighting cavities than all other toothpastes combined.
• It's a point that's made rather dramatically when you consider that
• Crest has prevented 523 million cavities
• since its introduction in 1955.
• There are, of course, no sure things
• in your battle against cavities. But at
• least Crest helps put the odds in your favour.
• The dentists' choice for fighting cavities.
 NOTE THE FOLLOWING:
• Concepts like logo, slogan, image and message/intention need
to be known and identified in the advert.
• The usage of an advertising technique is a commonly asked
question which needs to be identified, explained and linked to
the purpose of the advertisement.
Drill the 10 typical questions below to the advert provided.
Typical Exam Questions Expected responses Mark Allocations

1. State what the advertiser is 1. Identify the product/service/idea, (2)

promoting and give a reason for (etc.) and provide reasons for your
your answer? answer
2. Explain how the graphic. supports 2. Focus on both the image and the
the message of the advertiser/ Is text and establish how the
the visual image suitable for this text/image reinforces the other. (2)
advertisement? Substantiate your Look for specific words/phrases in
response/ Discuss how the written the text. Explain them and show
text reinforces the illustration in the how it relates to specific details in
advertisement? the image.
Typical Exam Questions Expected Responses Mark Allocations
3. What two techniques are 3. Identify any two ways used (2)
used to persuade the target by the advertiser to entice
market to buy the product? / the target audience to buy
Study the language in the what is advertised. E.g.
text and discuss how the emotive language, well-
advertiser succeeds in chosen adjectives, repetition,
persuading the target bandwagon, rhetorical
audience to buy the questions, catchy phrases,
product? font etc.
4. Your opinion supported by
4. What is the advertiser’s evidence from the
intention in referring to… advertisement is required.
(2)
Typical Exam Questions Expected Responses Mark Allocations

5. Comment on the effectiveness of the 5. A slogan serves the purpose of emphasising (2)
slogan… a point. Check if the slogan uses repetition,
rhyming words, catchy phrases the size of the
font, etc. and state what the advertiser is
emphasising and why
6. A critical response is required. Identify the
message first, then state to what extent the
text and the image assist to convey that
message.
6. Analyse the visual image and the
written text. Critically discuss whether
the text and the image successfully (3)
convey the advertiser’s message.
Typical Exam Questions Expected Responses Mark Allocations

7. What is the implication of the 7. You are expected to state what you (2)
headline…? understand from the headline used by
the advertiser (conclusion/s or
meaning/s drawn from the given
headline)
8. This is a Technical question.
Repetition is usually used to drive a
8. Comment on the repetition of… point home or emphasize a point.
as an advertising technique State the point that the advertiser is (2)
emphasising and how what this helps
to achieve
Typical Exams Expected Responses Mark Allocations
Questions

9. Comment on the 9. A critical response is (2)

appropriateness of the required. Focus on what
image in the context of you see in the image, and
the advertisement as a is said in the text. Are the
whole two related in any way? If
so, to what extent? How
do the two support the
message? (If they do)
Typical Exam Question Expected Responses Mark Allocations
10.Comment on the differences. 10. You are comparing two (4)
between text D and Text F in advertisements which have
the ways in which they something in common. You are
present…to the target required to focus on the ways in
which the two advertisers use
audience different techniques to present
what they have in common.
Identify what is common and
different techniques, then discuss
how the techniques have been
used. A layered response is
required here. Take your time to
present each aspect of the
question
 EXAMPLES OF CARTOONIST’S MESSAGES:

To make
To highlight
Criticism of people
the unfairness
human nature question
of something
something

To criticize
Showing how
systems or
it is ironic
leaders(usually
that...
with satire)
 CARTOONS
Frame 1 Frame 2 Frame 3
 CARTOONS: CONSIDER THE FOLLOWING ELEMENTS

Action - What is happening in the cartoon? How is the action portrayed?

Characters - What emotions are communicated through facial expressions? What actions and emotions are communicated
through body language? What does the body language suggest about the relationships between characters?

Language - What words have been used? How has punctuation been used to suggest emotion

Setting- Where and when is the cartoon set? What is the particular social context?

Stereotypes/Symbols- Has the cartoonist made use of stereotypes – an over-generalized belief about a particular category of
people, example, all teenagers are rebels? Has the cartoonist used any symbols to represent something else?
 ELEMENTS TO CONSIDER IN CARTOON ANALYSIS

Speech bubbles-These are very easily identifiable, they are bubbles... with spoken words. When asked to refer to
diction, text, language or words in the cartoon this is where we look!

A lack of speech bubbles, especially in a comic strip where people are interacting or having a conversation can be
used to convey a message or a cartoon character’s attitude/reaction to something or someone.

Thought bubbles- These are usually in the shape of a cloud and contain words that are NOT spoken (thoughts) The
presence of thought bubbles can indicate or show the following:

A character is very deep in thought/ concentrating hard and is thus not speaking. Someone has a thought but does
not want to say it aloud; they do not want others to know what they are thinking.

This could be an exclamation, or a ‘secret’ comment, example: A character is annoyed with their classmates but will
not voice their irritation (it stays in their thought bubbles) as it will lead to more, unnecessary conflict.

It could also show the thought process behind what has been said, for example: the thoughts of a child before
asking their parent for money.
 ELEMENTS TO CONSIDER IN CARTOON ANALYSIS

Facial expressions- Be careful they are not the same as body language. Facial expressions examples and what they could
possibly refer to in context of the cartoon. INDICATE: Raised eyebrows: shock, enthusiasm, interest

Furrowed eyebrows: scepticism, concentration focus, frustration

Frown: sadness, confusion

Smile: joy, pleased , satisfaction

Enlarged eyes: shock, admiration, energetic

Rolled eyes: annoyance, frustration

Wide open mouth: excitement, shock, enthusiasm

 PAPER 2

QUESTION SECTION MAXIMUM 40%

MARKS
1-4 PRESCRIBED 20 8
POETRY
5 UNSEEN 10 4
POETRY
6-9 NOVEL 25 10
10 - 15 DRAMA 25 10
TOTAL 80 32
SECTION A
POETRY

THE ESSAY
 Poetry Essay;

• Remember the following:

• Poetry essays will be based on the poems that have
been studied.
• Thus, all the aspects of diction tone and imagery are
already known.
• Ask some of the questions outlined in this discussion.
• Use the aspects of diction, tone and imagery to guide
you in the planning and writing of a poetry essay.
• Keep in the word limit and to the point.
• Always back up points with reference to the poem
being discussed.
 Poetry Essay;

• In the poetry essay an analysis will be asked using the points

outlined above:
• Diction
• Tone
• Imagery
• There may be emphasis to a certain aspect of the poem:
• How does the form effect the three aspects discussed?
• How do the three aspects effect the theme or message of the poem?
• Look at a literal or figurative reading of the poem using the three aspects
discussed.
 Diction: FOCUS ON THE FOLLOWING

• What type of language/words does the poet use (register)?

• Formal, conversational, informal?
• Rhyme scheme?
• Is it easily understood?
• Does the way the writer use language/words to make the text easier to understand?
• What are the connotations of the words the poet uses?
• Are the words loaded with positive or negative implications/feelings towards the text?
• Why?
• How does this help me understand the writer’s bias and feelings towards what is being discussed?
• What words are highlighted?
• Why?
• What sound devices are being used?
• Why?
• What effect does it have on the reader?
• What effect does it have on the overall meaning of the text?
 TONE: FOR THIS WE FOCUS ON THE FLLOWING
• A very important thing to remember is that tone is an emotional response.
• Just to say the tone of the text is “emotional” is not a sufficient answer.
• The emotion must be identified and justified by referencing the text.
• When we look at the poem, we look for the “feeling” words.
• Are these words making us feel positive or negative?
• From there it is easier to identify the actual feeling (melancholy/ ecstatic)
• That is why understanding the connotations connected to word is vital
• Tone can change in the same poem.
• That is why identifying the type of text/ poem is important.
• If we have a sonnet, we automatically will look for the change from a concerned/
worried tone in the first part of the poem to the resolution/ accepting tone in the
latter half of the poem.
• When this occurs, we refer to it as a “volta”
 IMAGERY : FOR THIS WE FOCUS ON THE FOLLOWING
• Imagery is the “pictures” that are created by the text in the poem. Most writers do this
by:
• Describing the scene in a literal way. (Telling the facts of what they are describing)
• Using figurative language (metaphors, similes and other figurative devices)
• A mixture of the two.
• Literal descriptions:
• What is being described?
• Is it being described in a positive or negative light?
• How does this impact on my view of the poems subject,

NB.It is important to identify the general characteristics of the text and be guided
by the questions message or theme?
 EXAMPLE FROM PAST PAPER – JUNE NSC EXAM 2024

QUESTION 1: ESSAY QUESTION

Read the poem below and then answer the question that follows.

Dickinson's poem examines how people are at the mercy of nature.

Discuss this statement with close reference to diction, imagery and tone.

Your response should take the form of a well-constructed essay of 250–300

words (about ONE page). [10]
 EXAMPLE FROM PAST PAPER – JUNE NSC EXAM 2024
THE SHIPWRECK – Emily Dickinson
1 Glee! the great storm is over!
2 Four have recovered the land;
3 Forty gone down together
4 Into the boiling sand.
5 Ring, for the scant salvation!
6 Toll, for the bonnie souls, –
7 Neighbour and friend and bridegroom,
8 Spinning upon the shoals!
9 How they will tell the shipwreck
10 When winter shakes the door,
11 Till the children ask, 'But the forty?
12 Did they come back no more?’
13 Then a silence suffuses the story,
14 And a softness the teller's eye;
15And the children no further question,
 THE RUBRIC – HOW YOU WILL BE ASSESSED

Interpretation of topic.
CONTENT
(6) Depth of argument, justification and grasp
of text.

Structure, logical flow and presentation.

STRUCTURE AND LANGUAGE
(4) Language, tone, and style used in the
essay.
 WHAT IS A LITERARY ESSAY?
• This ESSAY is an ARGUMENT
• It is an argument because the purpose of an essay is to take
position on a topic, and then argue your viewpoint based on
evidence.
• A mixed response is also acceptable.
• It is an academic/formal piece of writing.
• What do you have to argue?
• Is this statement valid? If so, why? If not, why not?

• ALWAYS WRITTEN IN THE PRESENT TENSE

• ALWAYS USE THE THIRD PERSON, NO PERSONAL PRONOUNS

 WHAT YOU NEED TO KNOW

1. The topic always has THREE parts to it

- THE STATEMENT
- THE QUESTION
- THE INSTRUCTION
2. Mere narration of the storyline of the play/drama will not earn you a fair
mark.
3. Ensure that you answer the question with evidence from the text.
4. THE MORE EVIDENCE, THE MORE MARKS ARE AWARDED.
5. Be aware that the essay question requires you to SUPPORT THE SIDE YOU HAVE CHOSEN.
6. Evidence can be in the form of ACTUAL QUOTATIONS of phrases or words or
PARAPHRASING.
7. The register of the essay is formal.
8. The literature essay questions always focus on:
• - CHARACTERISATION
• - THEMES
 EXAMPLE OF A TOPIC – JUNE NSC 2024

QUESTION 6: THE PICTURE OF DORIAN GRAY – ESSAY QUESTION

The society in which Dorian Gray lives has a powerful influence on the events that unfold in his life.

STATEMENT Totally Agree

Critically discuss the extent to which you agree with this statement. Mixed Response
Totally Disagree
QUESTION
Your response should take the form of a well-constructed essay of 400–450 words (2–2½ pages).

INSTRUCTION
 EXAMPLE OF A TOPIC – JUNE NSC 2024

QUESTION 10: HAMLET – ESSAY QUESTION

At the end of the play, Horatio refers to Hamlet as a 'sweet prince'.

STATEMENT Valid
. Assess the validity of Horatioʹs view of Hamlet with reference to the play as a whole . Mixed Response
Invalid
QUESTION
Your response should take the form of a well-constructed essay of 400–450 words (2–2½ pages).
 STRUCTURING AN INTRODUCTION
• T - Title (must be underlined!)
• A - Author
• K - Key Words (from the topic)
• O - Outline of the main points you will provide in your essay
• If you remember TAKO, you will always know what to write in your awesome introduction!
EXAMPLES:
In the novel The Life of Pi by Yann Martel…

In the play Hamlet by Wlliam Shakespeare …

NB. Use the TAKO to construct introductions for the two topics provided.
FORMULATING
EFFECTIVE
PARAGRAPHS
 • It answers the "so what?"
question, i.e. You have
introduced the essay,
WRITING A
presented the evidence…so
CONCLUSION
what?

The conclusion ends your • What ultimately happens

argument with a final
decision – the meaning of because of…?
all that you have written in
relation to the topic.
• Example of Phrasing
Based on the evidence discussed
in this essay…
Criteria Exceptional Skilful Moderate Elementary Inadequate
CONTENT 12–15 9–11 6–8 4–5 0–3

-Outstanding response: 14–15 -Shows understanding and -Mediocre interpretation of -Scant interpretation of -Very little understanding
has interpreted topic well topic; not all aspects topic; hardly any aspects
Excellent response: 12–13 explored in detail explored in detail of the topic
Interpretation of topic. Depth of -Fairly detailed response
argument, justification and grasp -In-depth interpretation of topic -Some good points in -Few points in support of -Weak attempt to answer
of text. -Some sound arguments support of topic topic the question
-Range of striking arguments given, but not all of them as
extensively supported from text well motivated as they could -Some arguments -Very little relevant -Arguments not convincing
15 MARKS be supported, but evidence is argument
-Excellent understanding of genre -Learner has not come to
not always convincing
and text -Understanding of genre and -Little understanding of grips with genre or text
text evident -Partial understanding of genre and text
genre and text

STRUCTURE AND LANGUAGE 8–10 6–7 4–5 2–3 0–1

-Coherent structure -Clear structure and logical -Some evidence of -Structure shows faulty -Lack of planned structure
flow of argument structure planning impedes flow of argument
-Excellent introduction and
Structure, logical flow and
conclusion -Introduction and conclusion -Logic and coherence -Arguments not logically -Language errors and
presentation. Language, tone and
and other paragraphs apparent, but flawed arranged incorrect style make this an
style used in the essay. -Arguments well-structured and coherently organised unsuccessful piece of
clearly developed -Some language errors; -Language errors evident writing
10 MARKS
-Logical flow of argument tone and style mostly
-Language, tone and style mature, appropriate -Inappropriate tone and -Inappropriate tone and
impressive, correct -Language, tone and style style style
largely correct -Paragraphing mostly
correct -Paragraphing faulty -Paragraphing faulty

MARK RANGE 20–25 15–19 10–14 5–9 0–4

THANK YOU