EXEMPLAR WRITING TASK
GRADE 10
ENGLISH FIRST ADDITIONAL LANGUAGE
2012
MARKS: 50
TIME:
PROCESS WRITING
ENGLISH FIRST ADDITIONAL LANGUAGE
GRADE TEN
ESSAY WRITING: NARRATIVE/DESCRIPTIVE
TASK 2
MARKS: 50
GUIDELINES FOR WRITING A NARRATIVE ESSAY:
 Write a story/a past event/fiction
 Use a story line that is convincing
 Use the past tense, but many authors use the present to create a sense of
immediacy
 Use a captivation introductory paragraph
 Ensure that the ending is either satisfying, ambiguous, even confusing, but
never predictable
 Use direct speech if you want immediacy or to empower a character,
indirect speech if you want you reader to be distanced from the speaker
 Use descriptive elements where necessary, but good stories are very
compact.
GUIDELINES FOR THE DESCRIPTIVE ESSAY:
 Description is both practical and ornamental
 Description is used to create atmosphere and mood
 Descriptive writing creates a picture in words
 Use images of sight, sound hearing, taste and touch
 Use figures of speech
INSTRUCTIONS
* Write an essay of between 150 – 200 words on ONE of the following topics:
* Supply your own title if one has not been given.
* Remember to show all planning
* use the rubric to guide you
* Remember to complete the checklist
TOPICS:
1. Write a story ending with the following words . . .
“I will never forget the lesson I learnt that day”
2. Family gatherings such as Christmas and New Year are special occasions that
young and old can enjoy.
Describe ONE such festive day, paying attention to details such as the
traditional meal, dress and guests.
Entitle your essay: An unforgettable family gathering!
3. Sometimes dreams become a reality.
Describe how ONE of your dreams came true.
Entitle your essay: My dream came true.
4. Write an essay entitled:
“My favourite season of the year”
In your essay describe what makes this season your favourite, paying
particular attention to the sights and sounds and smells you enjoy most.
5. Write a story starting with the following words …
“I woke up suddenly; I could hear something moving around”
Use your own title.
6. Write a story of revenge which goes wrong.
“An eye for an eye”
7. Tell a story about a young girl/boy, who succeeds in spite of very difficult
circumstances, be it social or a disability.
“Against all odds”
CHECKLIST FOR SELF ASSESSMENT
1. Does each of my paragraphs contain a topic sentence?
2. Do the supporting sentences give details about the topic
sentence?
3. Is planning evident?
4. Have I looked at the guidelines for the genre?
5. Have I checked my spelling?
6. Have I checked my punctuation use?
7. Do all my sentences make complete sense?
8. Is my tense correct?
9. Have I checked my use of concord?
10. Have I implemented elements of process writing?
YES
NO
SECTION A: RUBRIC FOR ASSESSING AN ESSAY – HOME LANGUAGE (50 marks)
Code 7:
Code 6:
Code 5:
Outstanding
Meritorious
Substantial
80-100%
70-79%
60-69%
24-30
21-23½
18-20½
CONTENT &
PLANNING
30 MARKS
LANGUAGE,
STYLE & EDITING
15 MARKS
STRUCTURE
5 MARKS
Code 4:
Adequate
50-59%
15-17½
Code 3:
Moderate
40-49%
12-14½
Code 2:
Elementary
30-39%
9-11½
Code 1:
Not achieved
0-29%
0-8½
-Content mediocre,
ordinary. Gaps in
coherence.
-Ideas mostly
relevant. Limited
originality.
- Planning &/or
drafting has
produced a
moderately
presentable &
coherent essay.
6-7
-Content not always
clear, lacks
coherence.
-Few ideas, often
repetitive.
-Inadequate for Home
language level despite
planning/drafting.
Essay not well
presented.
4½-5½
0-4
-Content outstanding,
highly original.
-Ideas thoughtprovoking, mature.
-Planning &/or drafting
has produced
a flawlessly
presentable essay.
-Content
meritorious,
original.
-Ideas imaginative,
interesting.
- Planning &/or
drafting has
produced a wellcrafted &
presentable essay.
-Content sound,
reasonably
coherent.
-Ideas interesting,
convincing.
- Planning &/or
drafting has
produced a
presentable &
good essay.
-Content
appropriate,
adequately
coherent.
-Ideas interesting,
adequately original.
- Planning &/or
drafting has
produced a
satisfactory,
presentable essay.
12-15
10½-11½
9-10
7½-8½
-Critical awareness of
impact of language.
-Language,
punctuation effectively
used.
-Uses highly
appropriate figurative
language.
-Choice of words
exceptional, mature.
-Style, tone, register
highly suited to topic.
-Virtually error-free
following proofreading & editing.
-Critical awareness
of impact of
language.
-Language,
punctuation
correct; able to use
figurative
language.
-Choice of words
varied & creative.
-Style, tone,
register
appropriately
suited to topic.
-Largely error-free
following proofreading, editing.
-Critical awareness
of language
evident.
-Language &
punctuation mostly
correct.
-Choice of words
suited to text.
-Style, tone,
register suited to
topic.
-Mostly error-free
following proofreading, editing.
-Some awareness
of impact of
language.
-Language
simplistic,
punctuation
adequate.
-Choice of words
adequate.
-Style, tone,
register generally
consistent with
topic requirements.
-Still contains a few
errors following
proof-reading,
editing.
-Limited critical
language
awareness.
-Language
mediocre,
punctuation often
inaccurately used.
-Choice of words
basic.
-Style, tone register
lacking in
coherence.
-Contains several
errors following
proof-reading,
editing.
-Language &
punctuation flawed.
-Choice of words
limited.
-Style, tone, register
inappropriate.
-Error-ridden despite
proof-reading, editing.
-Language &
punctuation seriously
flawed.
-Choice of words
inappropriate.
-Style, tone, register
flawed in all aspects.
-Error-ridden &
confused following
proof-reading,
editing.
4-5
3½
3
2½
2
1½
0-1
-Coherent
development of topic.
Vivid, exceptional
detail.
-Sentences,
paragraphs brilliantly
constructed.
-Length in accordance
with requirements of
topic.
-Logical
development of
details. Coherent.
-Sentences,
paragraphs logical,
varied.
-Length correct.
-Several relevant
details developed.
-Sentences,
paragraphs wellconstructed.
-Length correct.
-Some points,
necessary details
developed.
-Sentences,
paragraphing might
be faulty in places
but essay still
makes sense.
-Length almost
correct.
-Most necessary
points evident.
-Sentences,
paragraphs faulty
but essay still
makes sense.
-Length - too
long/short.
-Sometimes off topic
but general line of
thought can be
followed.
-Sentences,
paragraphs
constructed at an
elementary level.
-Length - too
long/short.
-Content largely
irrelevant. No
coherence.
-Ideas tedious,
repetitive.
-Inadequate
planning/drafting.
Poorly presented
essay.
-Off topic.
-Sentences,
paragraphs muddled,
inconsistent.
Length - far too
long/short.