Grade 9 English Fal

Grade 9 English FAL Diagnostic Assessment 2
Diagnostic Tool Grade 9.indd 2 2019/03/04 18:38

1. INTRODUCTION
The diagnostic resource bank aims to improve the relationship between assessment and classroom
instruction. Assessment for learning is the process of gathering information about a learner’s learning from
a variety of sources, using a variety of approaches, or ‘assessment tools’, and interpreting that evidence to
enable both the teacher and the learner to determine where the learner is in his or her learning; where the
learner needs to go; and how best to get there. Teachers can adjust instructional strategies, resources, and
environments effectively to help all learners achieve grade specific outcomes only if they have accurate and
reliable information about what their learners know and are able to do at a given time.
When findings of assessment results are used to improve classroom practice, learner performance in general
can improve. The diagnostic assessment tests/questions are designed to fulfil three purposes of assessment:
namely to,
• reveal the misconceptions learners bring as prior knowledge to a class;

• measure the conceptual gains of a class as a whole; and
• identify concepts that are weak areas of understanding for the individual learner or as a class/grade.
A traditional multiple choice question (MCQ) provides little information about the learner’s understanding of
the concept/skill tested. The DBE has embarked on the design of diagnostic assessments using MCQs and
assessment rubrics (for Languages) that are designed to assist teachers to diagnose learner misconceptions
using the Pearson distractor rationale model as a basis for the classification of learner misconceptions. The
diagnosis is also linked to the CAPS learning outcomes and skill acquisition.
MCQs designed for the diagnostic questions included in this package, include a breakdown of learners’
understanding through the incorrect responses. All distractors are written not only to focus the attention of
the teacher on those learners who are able to identify the correct response, but also to assist the teacher in
identifying and understanding the misconceptions captured in the incorrect responses.
2. PURPOSE OF THE DIAGNOSTIC TEST ITEMS
This diagnostic resource should be used in conjunction with the requirements as stipulated in the CAPS
document. It therefore does not replace the curriculum or the Annual Teaching Plan (ATP). The content
therefore includes coverage from terms one to four. However, teachers may include questions from the
resource bank into the ATP to facilitate assessment for learning.
These diagnostic assessments/questions are a phase based assessment. It also includes questions from
four grades. There are questions set on the critical skills from the two earlier grades, the current grade and
the next grade. The selection of questions from the four grades was done by looking at those concepts that
were taught in the two earlier grades and were then extended in the next two grades as well. This would
enable the teacher to identify at which specific grade the knowledge gap is.
The assessment guidelines per subject and grade have a detailed explanation of the topics/skills that are in
this category. The spread of questions in the composite assessment is weighted to facilitate a phase based
assessment and is broken down into the four composite grades as illustrated below:
5 Grade 9 English FAL Diagnostic Assessment

Table 1: Percentage spread of questions
Spread of Questions
Weighting ±10% ±20% 70%

Grade 9 7 8 9
The purpose of including the content of the other grades is to diagnose the skill/concept acquisition at the
earlier grade, the current grade as well as to ascertain whether the learner is ready to make the transition
to the next grade. Once the teacher has identified the gaps in the conceptual knowledge/ skill acquisition
it would be easier to design targeted intervention programmes to bring learners on par for the transition to
subsequent grades/topics.
These diagnostic questions should be used as a tool for teachers to assess the strengths and weaknesses of
learners for the purpose of designing teaching and learning strategies that will address the individual needs
of the learner.
This assessment should not be used for grading a learner; as the intended purpose is to facilitate
learning.
3. THE STRUCTURE OF THE DIAGNOSTIC TEST ITEMS
The diagnostic resource is divided into sections or questions. Questions are framed to direct teachers
to possible misconceptions which could be as a result of an earlier grade knowledge deficit, erroneous
conceptual knowledge or lack of comprehension. Each paper has a spread of the content areas and skills
that span the entire phase and is extended into the next phase. The texts/topics that have been selected for
the Languages questions indicate the concept/skill progression from one grade to the next. The Mathematics
questions are clustered according to content areas.
MCQs are constructed in such a way that each distractor provides information on whether the learner
has mastered the skill/concept or whether there is a misconception. The distractors are graded according
to four levels of understanding. Levels one, two and three enlighten the teacher about the nature of the
misconception. Level four is the correct response, see Table 3 for further clarity.
Short questions are constructed to assess writing skills, mental computations, knowledge recall and
application of rules or theorems.
Longer responses are constructed so that thought process, writing skills and consolidation and application of
content areas and concepts across the subject are consolidated to arrive at the intended response.
4. PROPOSED USE OF THE DIAGNOSTIC LANGUAGE ITEMS/QUESTIONS
4.1. Parts of the resource bank may be used independently at different intervals e.g. as revision activities,
informal assessment activities and baseline assessments.
4.2. Certain questions, per skill assessed, may be selected from a section to compile a shorter activity,
4.3. Questions may be selected according to levels of difficulty and can be used to support learning
according to different cognitive demands or be used to support progressed learners.
4. 4. Diagnostic tests may also be used as a baseline assessment if administered prior to teaching
a particular topic/skill/grade. A teacher may want to establish whether learners meet the basic
skills and knowledge levels required to learn a specific topic or content aspect. This will assist the
teacher to know the learners’ level of proficiency in a particular topic prior to lesson preparation.

4. 5. The questions may be used at the beginning of a grade/phase to establish whether learners meet
the conceptual knowledge for the new grade/phase.
4. 6. The teacher should decide when, where and how the assessment may be used to enhance
teaching and learning.
5. DESIGN
Table 2 lists and describes the types of errors that correspond to each of the four levels of understanding
encapsulated in the language diagnostic test. The distractor rationale as advocated by Pearson, 2004, forms
the basis for diagnosing misconceptions. The cognitive levels, difficulty levels and taxonomies as stipulated
in CAPS are incorporated into the levels of understanding to provide the teacher with holistic information
about the level of performance.
A more detailed unpacking of the nature of the misconceptions is addressed in the marking guidelines of
each diagnostic question.
Table 2: Levels of Performance for Language MCQs

Levels of Performance Possible Learner Error
Level 1 • Makes errors that reflect focus on decoding and retrieving facts or details that are not
necessarily related to the text or question.
• Learner invokes prior knowledge related to the general topic being tested, but re-
sponse is not text-based.
• These errors indicate that the learner is grabbing bits and pieces of information related
to the text as he or she understands them, but the pieces are unrelated to the informa-
tion required by the question being asked.
Level 2 • Makes errors that reflect initial understanding of facts or details in the text, but is un-
able to relate them to the components in the question.
• They apply their limited knowledge as an overgeneralisation and therefore come to a
weak conclusion or inference.
• The learner may focus on literal/superficial aspects of a text and makes superficial
connections to arrive at weak responses.
Level 3 • Makes errors that reflect analysis and interpretation, but conclusions or inferences
arrived at are secondary or weaker ones than required for correct response.
• A distractor may be related to the correct response in meaning, but be too narrow or
broad given the circumstances.
Level 4 • Correct response.
Each level of performance is captured in the distractors of all the multiple-choice questions. A question will
include distractors that correspond to each level of understanding set out in the table above.
When learner responses are analysed, the diagnostic distractors will reveal patterns in their understanding
of the content being tested. The teacher is thus guided towards instruction that specifically addresses a
learner’s understanding of a concept or specific content aspect.

6. MARKING GUIDELINES
6.1. MULTIPLE CHOICE QUESTIONS (MCQS)

Marks are allocated according to the levels of understanding of the question. However, the focus of
these assessments is not on scoring the learner, but rather on what the learner is able to achieve/
not achieve. The marking guideline has columns indicating an answer per question, the grade level
at which a question and its answer are pitched, the level of understanding, the level of performance
and the mark allocation. The mark allocation is merely a guide for the learner response and should
not be the focus of the task.
6.2. OPINION QUESTIONS

These questions require an opinion and a reason as a response. A scoring guide has been
included to guide teachers in identifying scores of 0/1/2. The teacher is assisted in identifying and
understanding the misconception and the level of skill development required to improve cognition
and performance.
6.3. TRANSACTIONAL AND ESSAY WRITING DIAGNOSTIC RUBRIC

The diagnostic rubric is designed to span the grades as depicted in Table 1. The assessment criteria
are Content, Language Construction and Format, Length and Planning. The competency descriptors
has been developed according to grade levels and is useful in informing the teacher of how learners
should be scored and awarded scores for each criterion and grade level separately. The teacher
would be able to collect and report data that reveals a learner’s level of competency per criterion.
The teacher would for e.g. be able to say that learner X is able to write an essay with the appropriate
grade level content but the language competency of this Grade 9 learner is still at Grade 7 level. The
teacher would then be able to pay more attention to integrating language skills during the writing
lessons.
The teacher is able to diagnose the strengths and weaknesses of the learners according to the
assessment criteria set out in the rubrics. Teachers can then focus on those aspects of writing that
are problematic.
6.4. LANGUAGE STRUCTURES AND CONVENTIONS

These questions require learners to apply grammar skills in context to demonstrate their level of
knowledge and understanding of all language aspects assessed. This stems from the assumption
that grammar is taught for constructing texts in their context of use where real language is required.
As a result, the application of grammar is not restricted to the analysis of isolated sentences as
it explains the way in which sentences are structured to construct whole texts that learners learn
to read and write. The marking guidelines provide insight on how to mark the test using scoring
guides. The learner performance levels would assist the teacher to identify learners’ strengths and
weaknesses and thus provide corrective measures and interventions for improved grammar usage.

Table 3: Levels of Performance for Language MCQs
1.1 What is the main idea of the article?
LEVEL OF LEVEL
NO. EXPECTED MARK DIAGNOSTIC UNDER- OF GRADE
ANSWER ANALYSIS STANDING PERFOR-
MANCE
1.1 A It is important A superficial connection is made to the 2

to connect with contents of paragraph 1, but it does not
many people on relate to the purpose of the text.
Facebook.
B Not all contacts 1 The correct response. M 4

on Facebook are
friends that you
know.
C 13-year olds like Related to the text, but not to the main 3
to boast about purpose that is focused in the text as a
Facebook friends. whole.
D The Internet is The response is not text-based. 1
required to connect
to Facebook.

Table 4: Levels of Understanding that incorporate the two Taxonomies
1. Level of Bloom’s Descriptors Barrett’s Types of
Understanding Taxonomy (Incorporation of Taxonomy Questions
both taxonomies)
Easy Remembering Label, list, name, Literal MCQ,
and relate, recall, repeat, comprehension/ Closed response
Understanding state, classify, re- Reorganisation Short response
group, rearrange, Fill in the blank
assemble, collect, Choose correct
categorise, select, response
recognise, supply,
separate, isolate
Moderate Application and Predict, infer, Inferential Short response
Analysis guess, translate, comprehension MCQ
summarise, interpret, Matching
understand, rewrite, Directed response
apply, demonstrate, Closed response
illustrate, investigate, Open response
diagnose
Difficult Evaluating and Analyse, appraise, Evaluation and MCQ
Creating evaluate, justify, Appreciation Essay writing
reason, criticise, Transactional
judge, comment, writing
appreciate, create,
derive, combine,
construct, devise,
synthesise
6.5 MODERATION
Internal moderation is important in assuring that the marking criteria/guideline is consistently applied, and that
there is a shared understanding of the academic standards learners are expected to achieve. There should
be processes in place for assuring comparability of marks for alternative assessments. Schools may therefore
determine the format for moderation as a standardisation and quality-assurance measure.
7. DATA ANALYSIS AND UTILISATION
The teacher would be able to collect data on an individual learner, a class, a grade or for the entire grade and
report at each level. Further data can be collected per topic/skill/content area. The teacher is also able to use
the phase test and identify at which grade the knowledge deficit is. Since this is an exercise in assessment
for learning targeted interventions can be designed to address strengths and weaknesses. Teachers would
be able to give feedback to parents on learning gaps, deficits and strengths per learner.
7.1. THE PURPOSE OF DATA ANALYSIS
After administering a test the teacher can do own diagnostic analysis to identify:-
A) The overall level of performance of the class or school;
B) Individual learners or schools that need special intervention;
C) Groups of learners or schools who need special support and
D) Subject content areas that require priority attention in teaching and learning.

7.2. USE OF BASIC STATISTICS FOR ANALYSIS
Basic statistics that can be used to summarize the data from a test include the following:-
i. Mean (often called average) – calculated by adding the scores of all the learners and dividing the
sum by the number of learners. The mean is one score that is used to summarize all the scores
obtained by learners in a test. A high mean score represents high performance and a low mean score
represents low performance. However, the mean score does not indicate how learner scores are
spread from the highest to the lowest and thus is not adequate for identifying individuals who either
over-perform or under-perform.
ii. Median (or middle score) – calculated by first arranging the scores from the highest to the lowest and
then determining the score that divides the data into two equal halves. Half of the learners who wrote
a test will have scores above the median score and the other half will have scores below the median
score. If the number of learners is an odd number the median will be a real score that sits half-way
between the extreme scores, e.g. 76, 57, 49, 45 and 39 have 49 as the median score. However, if
the number of learners is an even number the median will be a score that may not belong to any of
the learners calculated by adding the two adjacent scores that are half-way between the extremes
and dividing their sum by two (2), e.g. the median of 76, 57, 49 and 45 is calculated by adding 57 and
49 and dividing the sum by two, i.e. (57 + 49)/2 = 106/2 = 52. As can be observed, 52 is not one of
the four given scores but it is the median score that sits half-way between the extreme scores, viz.
76 and 45.
The median does not show what the extreme scores, i.e. the highest and the lowest scores, are.
iii. Maximum is the highest score obtained by a learner in a test.
iv. Minimum is the lowest score obtained by a learner in a test.
v. Range is the difference between the Maximum and the Minimum scores. The larger the range, the
more diverse the ability levels of the test takers while a relatively small range indicates that the class
of test takers has a relatively homogeneous ability profile.
7.3. AVAILABLE TOOLS FOR DATA ANALYSIS
Tools that are available for analysis of data include pre-programmed computer software such as the SA-SAMS
in schools, the Microsoft Excel programme and even hand calculators. The Microsoft Excel programme,
which comes with almost every computer software, is a reasonably easy-to-use tool for performing item-level
diagnostic analysis of test data. An Excel spreadsheet is arranged in columns and rows.
7.4. PREPARING DATA FOR ANALYSIS ON EXCEL
Excel makes available useful formulae to calculate basic statistics. To prepare for analysis of data from an
administered test, do the following:-
i. Mark the test and write the scores obtained by each learner next to the relevant question/item number
in their books or scripts;
ii. Enter learner names and other particulars (e.g. the gender of each learner) in the rows, one after
another;
iii. Enter test item numbers in the columns, one after another;
iv. Enter the score of each learner on each item in the correct cell (i.e. where the relevant column and
row meet);
v. Check if all data has been entered correctly (i.e. do thorough data cleaning);

vi. Use correct formulae to calculate the statistics that you want to use to summarize and analyse the
test data; and
vii. Interpret the statistics in terms of what they suggest about performance of individuals in your class,
performance of identifiable groups of learners (e.g. boys and girls) and performance in specific content
areas.
7.5. ANALYSIS AND INTERPRETATION
To summarise the data calculate the average percentage score, the median, maximum and minimum
score percentages and you may do this separately for boys and girls. To make sense of the analysis it is
recommended that different colour codes be used to mark specific observations (Excel provides a wide
range of colour codes) and also represent findings with appropriate graphs to enhance visual impressions to
aid decision-making on where to focus improvement interventions. For instance, the following observations
can be made from the analysis that has been done:
a) Overall performance
Overall performance in this class, measured through the mean score, may be e.g. 54,4% which is
relatively acceptable but still leaves room for improvement. The median score for the class may be 56%
which means that half of the learners obtained scores above 56% and another half obtained scores
below 56%.
b) Performance spread
Although the mean and median scores were both above 50%, learner scores may range between eight
percent (8%) and 100% which is a fairly wide range that suggests diverse abilities in this class. This
implies that intervention strategies will have to be diversified in order to meet the learning needs of
different learners, i.e. a one-size-fits-all improvement strategy will not work in this class.
c) Individual learner differences in performance
Individual learners who were identified to be particularly at risk have been indicated with e.g. red colour coding.
They obtained scores below 40% and thus fall within the “Not achieved” and “Elementary achievement”
levels. They require special attention in terms of teaching strategies and learning opportunities.
d) Group differences in performance
Analysis was done at two group levels, viz. boys and girls. All the summary statistics indicate that the
boys performed much lower than the girls. Their mean score was 49,3% against the 60% mean score
obtained by girls. The median score for the boys was four percent (4%) lower than of the girls, viz. 52%
as against 56%. Boys’ scores ranged between eight percent (8%) and 88% while the lowest score for
the girls was 32% and the highest was 100%. It is evident that in this class boys require a different or
more focused intervention than the girls.
e) Performance in specific topics or skills
The percentage scores per item indicate the items and, therefore, the topic or skill where interventions
must focus. The analysis and diagnosis (from ‘a’ to ‘e’ above) identifies:-
i. Which learners need special attention?; and
ii. Which content areas require special focus?

The analysis also suggests what materials will be required to improve on the identified areas, what extra support
the teacher will need (if necessary), whether additional time will be required, who else should be involved in the
interventions and a host of other possibilities that the data analyser may see fit in their context.
7.6. DIAGNOSTIC OR ERROR ANALYSIS
Error analysis is the study of errors in learners’ responses with a view to look for possible explanations for
these errors. It provides specific information about the relative skill proficiency or misconception a learner has
in his/her response, in order to understand what the learner can or cannot do. It is a multifaceted activity, for
the teacher, because it involves analysis of the correct, partially correct and incorrect thought processes of the
learners’ individual responses and thinking about possible remediating interventions that might work well.
Understanding the errors a learner or a group of learners make will determine how learners are grouped in a
certain subjects to enhance effective teaching.

NOTE TO THE TEACHER:
1. These “tests” are designed as a diagnostic assessment tool.
2. Please study the teacher guidelines before you administer these tests.
3. You may administer the tests according to questions.
4. You may further break down the sub-questions from different questions according to
the skills/ difficulty levels/terms/grades.
5. The selection of the questions will depend on the purpose of the assessment.
E.g. You may want to check whether the Grade 9 learners in your class are competent
in the Grade 7 and 8 reading component. Hence you will select all the Grade 1 and
2 sub-questions from Question 1. This may form a baseline assessment which can
be administered at the beginning of the year. You can then plan your lessons for your
Grade 9 learners based on your diagnostic analysis of the baseline assessment. In a
similar manner you can select questions according to the different CAPS components
and the purpose of your assessment.

Please note that the tag above each question, as shown below, provides the following information in this
order: type of text, subject component, content/concept or skill, grade level of the question, difficulty level and
term (in which the content/skill is taught) e.g.:
Type of text Components Content/ Grade Difficulty Level Term
Concept/Skills
Narrative Reading and Characters in G1 E 2
Phonics the story.
It is thereafter written above each question in the format:

Narrative Reading and Characters in G1 E 2
Phonics the story.

HOW TO ANSWER MULTIPLE CHOICE QUESTIONS (MCQs)

1. The Structure of a MCQ
Example:
What is the number symbol for six hundred and ninety-eight? STEM
A 60 098
B 6 098 DISTRACTORS
C 968
D 698 KEY
EXPLANATION
STEM QUESTION
DISTRACTORS INCORRECT OPTIONS
KEY ANSWER
2. Strategies for answering MCQs

2.1. Read the question carefully. Understand the question and be sure of what is expected of you. Underline
the key words in the question. You may need to read the question more than once.
2.2. Try to answer the question before you check out the options. You may be required to work out the
answer before you are able to choose the correct option.
2.3. Read each option cautiously. Delete the options that you are sure is incorrect, until you are left with the
correct option.
2.4. Make sure that the option you have chosen matches what the question requires.
2.5. Most often there will be an option that will be obviously wrong. Eliminate this option.
2.6. Two options may sound alike. However, one of the options may be partially correct; it may be a partial
answer to the question. Reread the question to make sure that the option fully answers the question.
2.7. If you are unsure of which options are incorrect, leave the question and move to the questions you are sure
of. However, make sure that you come back to the question. Don’t leave blanks. CHOOSE AN OPTION
FOR EVERY QUESTION.
2.8. There will be only ONE correct option.

1. There is no pattern in which the answers are arranged.
2. Check your work. If you make a mistake, strike out the incorrect option and circle
the correct answer.
3. Do not leave any question unanswered.

Notes:

9. ASSESSMENT ITEMS
Question One
Read the following text carefully and answer the questions:
SA teen hurdles to gold at Youth Olympics
1. Olympic gold medallist, Gézelle Magerman, arrived home to a hero’s welcome at Cape Town
International Airport. School
mates, sporting representatives and government officials all formed part of the welcoming
committee.
2. The 17-year-old girl made history when she won the country’s only gold medal at the prestigious
Youth Olympic Games in Nanjing, China, with her victory in the women’s 400 metres hurdles.
The young athlete ran a personal best time of 57.91 seconds, setting a new South African youth
record, despite a rather slow start to the race.
3. At the start of the race Gézelle felt she was not certain of success. She says: “At first I thought
I am not going to make it because everybody started the race like in a boom. And by the 200m
mark I realised I still had energy left, so I just made every effort to win.”
4. The golden girl was too excited to sleep after winning South Africa’s first medal and described
her victory as the best moment of her life. Janine Filander, Gézelle’s mother, happily recalls the
message Gézelle sent her the night after the race. ‘I can’t sleep! I’m too scared I’ll lose my medal,’
the message read.
5. Janine said her husband, Jan, had taken the day off work on that Monday to watch the final with
her and their children, Courteney and Corné. “We were screaming, crying and laughing when
Gézelle won.” The family received many phone calls after the race.
6. In an interview with the South African Sport Confederation and Olympic Committee (SASCOC),
Gézelle said: “This was definitely one for the team. Coach Chris White just told me to go out and
have fun, but I was very aware of the fact that this would be our first medal, which made it even
more special.”
7. Gézelle did not have a sponsor who could support her financially before the Youth Olympics.
The family had to find ways to raise the money for her competitions and held a dance, braais
and other events. She had won gold in the same event at the African Youth Games in Botswana
earlier that year and her family realised that she was talented and they had to do everything to
support her.
8. At a very early age, Gézelle, who also played provincial netball, had to take the difficult decision
to give up netball and focus on athletics. Her choice paid off and she achieved her goal to
represent South Africa at the Olympic Games.
9. With the gold medal in her pocket, Gézelle says her focus will now shift from the racetrack to the
classroom as she needs to catch up on her school work because she would like to achieve an
academic ‘gold medal’ as well.
[Adapted from: www.iol.co.za, Fredericks, I, August 27, 2014]

Newspaper Article Reading and Viewing Meaning of words C 7 M 1
1.1. What does ‘schoolmate’ in paragraph 1 refer to?

A) School contact
B) School enemy
C) School friend
D) School date (1)
Newspaper Article Reading and Viewing Implied meaning C 9 M 1,2,3
1.2. What is meant by ‘Gezelle ran a personal best time’?

A) It was the fastest she had ever run.
B) It was the best moment of her life.
C) She had a slow start to the race.
D) She won the only gold medal. (1)
Newspaper Article Reading and Viewing Skimming and Scanning K 7 E 2
1.3. In which city was the Youth Olympic Games held?

A) Johannesburg
B) Botswana
C) Nanjing
D) China (1)
1.4. Who formed part of the committee that welcomed Gézelle at Cape Town International Airport?
A) School mates, sporting representatives and government officials
B) School mates and the Olympic Committee
C) The Youth Committee
D) Tourists (1)
Newspaper Article Reading and Viewing Infer meaning C 9 M 1
1.5. Why was Gézelle not sure that she would win at the start of the race?
A) Everyone started the race very quickly.
B) She had no energy at the start.
C) She started the race too slow.
D) She was injured. (1)
Newspaper Article Reading and Applying figurative A 9 M 1,2,3,4

Viewing language in context
1.6. What is the figure of speech used in the phrase, ‘like in a boom’?
A) Personification
B) Onomatopoeia
C) Metaphor
D) Simile (1)

Newspaper Article Reading and Viewing Intensive reading C 9 M 1
1.7. When did Gézelle realise that she could possibly beat the other runners?
A) When she realised she had enough energy left.
B) When she started the race.
C) The night before the race.
D) After the race. (1)
1.8. What made winning this medal special for Gézelle?

A) She was the only athlete who did not win a medal for South Africa.
B) She was the only athlete who won a medal for South Africa.
C) She won South Africa’s only gold medal.
D) She set a new world record. (1)
Newspaper Article Reading and Viewing Implied Meaning C 10 M 3
1.9. Why is Gézelle referred to as a ‘golden girl’?

A) She was given a gold watch.
B) She was covered in gold.
C) She won a gold medal.
D) She had a golden tan. (1)
Newspaper Article Reading and Viewing Implied Meaning C 8 E 4
1.10. How are Courteney and Corné related to Gézelle?

A) They are her team mates.
B) They are her cousins.
C) They are her siblings.
D) They are her friends. (1)
1.11. Why did her father take the day off from work on that Monday?
A) To watch Gezelle’s race on television.
B) To watch Gezelle on television.
C) To take Janine to the airport.
D) He fell ill at work. (1)
1.12. Why do you think the family received a lot of phone calls after the race?
A) People wanted to ask permission to go to the airport.
B) People wanted to know how the family was doing.
C) People wanted to find out more about Gézelle.
D) People wanted to congratulate the family. (1)

1.13. Name the reactions shown by Gézelle’s family when she won.
A) They were screaming, crying and celebrating.
B) They planned a party, bought cake and cried.
C) They were screaming, laughing and crying.
D) They shouted, cried and danced. (1)
Newspaper Article Reading and Viewing Draw conclusion A 9 D 1

and justify opinion
1.14. Do you think Gézelle’s coach gave her good advice?
Provide a reason for your opinion. (2)
Newspaper Article Reading and Viewing Skimming and scanning K 8 E 1
1.15. List the ways Gezelle’s family raised money for her competitions.
A) They asked family members and the church to contribute money.
B) They asked SASCOC and the community to support Gézelle.
C) They held braais and dance competitions.
D) They held braais and a dance. (1)
Newspaper Article Reading and Viewing Intensive reading K 10 E 3
1.16. What did Gézelle’s family decide to do after the African Youth Games?
They decided
A) that Gézelle needed more support with her school work.
B) to support Gézelle after the Youth Olympic Games.
C) to ask Gézelle’s school to support her financially.
D) to support Gézelle in her talent. (1)
Newspaper Article Reading and Viewing Meaning of words C 9 E 3
1.17. Write down one word from paragraph 8 to show that Gézelle struggled with her decision to stop
playing netball. (1)
Newspaper Article Reading and Viewing Inferencing C 9 M 1

(characterisation)
1.18. Gézelle can be described as . . . because she decided to focus on her studies after the
Youth Olympics.
A) responsible
B) reasonable
C) academic
D) careless (1)
Newspaper Article Reading and Viewing Give own opinion A 9 D 2
1.19. Why can Gézelle be described as a role model to SA teenagers?

A) She decided to catch up on her school work after the youth Olympics.
B) She decided to give up on netball at an early age.
C) She is hardworking and dedicated.
D) She always listens to her parents. (1)

Newspaper Article Reading and Viewing Give own opinion A 9 D 2
1.20. What decision would you have taken regarding your school work if you had
returned from a competition like Gézelle did?
A) She decided to catch up on her school work after the youth Olympics.
B) She decided to give up on netball at an early age.
C) She is hardworking and dedicated.
D) She always listens to her parents. (1)

Question two
Read the text and answer questions:
Text 2: Information text - Language structure and use Table Mountain

1. The famous Table Mountain, standing large and welcoming you to Cape Town, is the first
thing that you see whether you arrive by plane, train, boat or car. It is one of the Seven
Wonders of Nature and it forms part of the World Heritage Site because of its
unique flora and fauna. The sandy flats at the mountain top gave rise to its name. Looking at it
from below is one thing but it is quite another to be on top of the mountain, from where one has
such wonderful views of Cape Town and the surrounding areas.
2. One can of course walk up Table Mountain, but getting to the top of Cape Town’s mountain
doesn’t have to involve any more exercise than taking the 85-year-old Table Mountain cable
car. The ride up the mountain provides one with a gentle, quick trip to the top.
3. Once on top, you can visit the restaurant which offers full meals. One could also pack a tasty
picnic basket to enjoy at the top of the mountain. Remember that you will be in the Table
Mountain National Park, so please make use of rubbish bins, or better still take all your
garbage down with you.
4. Visitors to Table Mountain can enjoy wonderful views of the dassie running along the rocks,
lizards sunning themselves, butterflies dancing past and you might even be lucky enough to
see a porcupine digging for food. The bird life is wonderful too, from the large eagles to the
small colourful sunbirds. All these creatures live in the fynbos. There are 100s of these plant
species which are found nowhere else on the planet.
Adapted from Capetown.travel, July 2016 [Online]
Glossary
dassie - a small short-legged animal
porcupine – a small animal that has very stiff, sharp parts all over its body
fynbos – types of plants only found in the Western Cape
Getty Images

Information text LS & C Word level (nouns) C 7 E 1
2.1. Why is “Cape Town” written with capital letters? Because it is a

A) common noun
B) proper noun
C) preposition
D) pronoun (1)
Information text LS & C Word level (Homonyms) C 8 M 2,3,4
2.2. Use the word “train” and write two separate sentences so that the difference in meaning
is clear. (2)
Information text LS & C Word level C 9 M 2,3,4

(Word meaning)
2.3. Choose the word that has the same meaning as “wonderful” (paragraph 1).
A) colourful
B) amazing
C) awful
D) dull (1)
Information text LS & C Figures of speech C 9 M 4
2.4. Read the following sentence.

Table Mountain stands tall and watches over Cape Town. The figure of speech used in the
sentence above is
A) personification.
B) onomatopoeia.
C) rhyme.
D) rhyme. (1)
Information text LS & C Word level C 7 E 1,4
2.5. What is the suffix in the word “welcoming”?

A) -ming
B) com-
C) wel-
D) -ing (1)
Information text LS & C Sentence level C 9 M 1,3
2.6. Join the sentences below by using the conjunction in brackets.

The sandy flats are at the top of Table Mountain. The sandy flats gave rise to Table Mountain’s
name. (and)
A) The sandy flats that are at the top of the Table Mountain and gave rise to Table Mountain’s
name.
B) The sandy flats that are at the top of Table Mountain and the sandy flats gave rise to its
name.
C) The sandy flats are at the top of Table Mountain and Table Mountain gave rise to its name.
D) The sandy flats are at the top of Table Mountain and gave rise to its name. (1)

Information text LS & C Word level K 8 E 2,3,4
2.7. Give the opposite meaning of “below” in paragraph 1.

A) underneath
B) above
C) base
D) over (1)
2.8. Write the following sentence in its negative form.

Make use of rubbish bins.
(1)
2.9. Write the sentence in the past continuous tense. Lizards are sunning themselves.
Lizards
A) will be sunning themselves.
B) were sunning themselves.
C) was sunning themselves.
D) sunned themselves. (1)
Information text LS & C Word level (adjective) C 9 M 1,2,3,4
2.10. Read the sentence below. Gézelle started her race slowly.
The underlined word is an example of
A) will be sunning themselves.
B) were sunning themselves.
C) was sunning themselves.
D) sunned themselves. (1)
Information text LS & C Word level (plurality) K 8 E 4
2.11. What is the singular form of the underlined word?

The butterflies are very beautiful. (1)
Information text LS & C Sentence level K 9 E 1,2,3
2.12. Choose the sentence which is grammatically correct.

A) Dassie were running along the rocks.
B) Dassies are running along the rocks.
C) Birds lives the wonderful life.
D) Porcupine dig to fresh food. (1)

Information text LS & C Sentence level K 9 E 2,3
2.13. The underlined words are an example of

Large eagles enjoy Table Mountain where they lived for many years.
A) An adjectival clause
B) A subordinate clause
C) A main clause
D) A noun clause (1)
Information text LS & C Word Level (verb) K 7 E 1,2
2.14. What is the verb in the following sentence?

The porcupine ate the food.
A) porcupine
B) food
C) the
D) ate (1)
Information text LS & C Word level (article) K 7 E 3
2.15. Choose the correct answer from the words in brackets.

The bus takes (a / an) round trip. (1)
Information text LS & C Word level K 8 E 3

(superlatives)
2.16. Complete the sentence below by choosing from the answers provided.
Table Mountain is the natural wonder of all.
A) better
B) poor
C) good
D) best (1)
Information text LS & C Sentence level K 9 M 1,2,4
2.17. Change the sentence below into indirect (reported) speech.

He says, “All creatures live in the fynbos.”
A) He says that all creatures are living in the fynbos.
B) He says that all creatures live in the fynbos.
C) He says all creatures lived in the fynbos.
D) He says all creatures were living in the fynbos. (1)
Information text LS & C Word level K 9 M 1,3

(preposition)
2.18. What is the preposition in the following sentence?
The ride up the mountain provides a gentle trip.
A) ride
B) up
C) the
D) trip (1)

Information text LS & C Sentence level K 10 M 2,3
(types of sentence)
2.19. Tourists must visit Table Mountain. The sentence is an example of
A) an exclamation.
B) a statement.
C) a command.
D) a question. (1)
Information text LS & C Sentence C 8 M 1

level (punctuation)
2.20. Correct the sentence below by adding the correct punctuation.
Tourists can enjoy the restaurants delicious meal. (1)
Question Three
Read the text and write a summary by giving five (5) reasons why we should be proud of being South Africans.
Newspaper Article LS & C Summary writing A 9 D 2,3,4
• Use your own words as far as possible.

• Write only one fact per line.
• Each fact must be written in a grammatically correct sentence.
• Do not use more than 60 words.
• Indicate the number of words used at the end of the summary.
Proudly South African!

1. There are very few things that match the smell of meat sizzling on the braai stand and sipping on
your favourite beverage while hanging out with family and friends. There are few things that are as
South African as a braai. On that note, we’ve produced a food type that basically combines all of
South Africa’s most delicious flavours in one succulent sausage that is called boerewors.
2. The fact that you can travel a few hours beyond our cities and suburbs and enjoy wild
animals, that others around the world would pay thousands to see, definitely earns us more
than a few points. We have basically come up with our own ‘language’ that only fellow South
Africans can enjoy, it’s a beautifully unique way of uniting people from every different culture.
3. Table Mountain is a prominent landmark overlooking the city of Cape Town. This is one of the
country’s most photographed attractions. It’s breath-taking to look at from below or from the
top. This UNESCO World Heritage Site is definitely something to be proud of.
4. Trevor Noah was once a fairly unknown South African comedian who has just become the
host of The Daily Show. This is one of the biggest shows in the United States of America
and watched by millions of people all over the world. Our country bred a man who was not
only responsible for changing the history of our own country, but of the world as well. Nelson
Mandela is lovingly referred to as Tata, and seen as the most famous man ever to come out
of South Africa. South Africans are really proud and happy to share proudly South African
products with the world.
[Adapted from Essentials.co.za/lifestyle, April 2015 (Online)]

Question four
Study the information text and answer the questions:
Comedy - 27%
Action - 18%
Romance - 13%
Drama - 15%
Horror - 11%
Foreign - 7%
Science Fiction - 9%
[Sourced from www.statcan.gc.ca, April 2015]
Information text Reading and viewing Compare and Contrast C 8 E 2
4.1. Which two types of movies are the most popular choice for teenagers?
A) Comedy and Foreign
B) Drama and Comedy
C) Comedy and Action
D) Drama and Action (1)
Information text Reading and viewing Meaning of word C 7 E 3
4.2. What type of movie is a comedy? It is a movie that is

A) funny and involves romance.
B) meant to make people laugh.
C) telling a story through dance.
D) about a serious subject. (1)
Information text Reading and viewing Inferential meaning C 9 M 2
4.3. What is the meaning of the word ‘rated’?

A) The age restriction of a certain movie watched by teenagers.
B) The grading of different movie types according to choice.
C) A review of a movie watched by teenagers.
D) A type of movie watched by teenagers. (1)
Information text Reading and viewing Compare and contrast C 9 M 2
4.4. What is the most unpopular movie type?

A) Science Fiction.
B) Foreign
C) Drama
D) Horror (1)

Information text Reading and viewing Inferential reasoning C 9 M 3
4.5. Why do you think only 13% of teenagers watch movies with some romance involved?
Teenagers
A) are not interested in romantic movies.
B) like having romantic relationships.
C) like watching romantic movies.
D) are not easily impressed. (1)
Information text Reading and viewing Own opinion A 10 M 3
4.6. Is the pie chart effective in letting people draw conclusions on the type of movies watched by
teenagers? Give a reason for your answer. (2)
Information text Reading and viewing Infer meaning of words C 7 M 3
4.7. Why is this called a pie chart?

A) It looks more like a pie than a graph.
B) It lists the different types of movies.
C) It is round and split into sections.
D) It is round and can be eaten. (1)
Information text Reading and viewing Own opinion C 9 M 3
4.8. Do you think Science Fiction movies should be based on real life? Provide a reason for your
answer. (1)
Information text Reading and viewing Implied meaning C 9 M 2
4.9. What kind of information about ‘popularity’ does this pie chart show?
A) Movies watched by teenagers
B) Percentages of teenagers
C) Movies about teenagers
D) Statistics on teenagers (1)

Question FIVE
Study the poem and answer questions:
Proudly South African by Mainy
1. It’s 18:30 and I’m staring out at the sunset

Listening to a young mother teaching her child the alphabet The peace within that’s
over flowing
Seeing clearly the beauty in everything
2. I’m a South-African born and bred

We’re a nation that stands together indeed From north to south and east to west
We’ll give nothing but our best
3. Together we’ll braai Together we’ll cry Together we’ll strive

To keep this nation alive
4. I‘m proudly South-African I’ll soar like a falcon

To shout it from up high My heritage I’ll never deny
5. The beauty within our land To see all God has planned From sunrise to sunset This beauty
we all met
6. Where great people come from and go to Well maybe that’s just my point of view I’m a
South-African born and bred
And what I’ve learned is that we’re a nation that stands together indeed
7. Together we’ll braai Together we’ll cry Together we’ll strive

To keep this nation alive
8. I‘m proudly South-African I’ll soar like a falcon

To shout it from up high My heritage I’ll never deny
[Adapted from www.allpoetry.com, August 2016]
Poetry Reading and viewing Effectiveness C 9 M 1,2,3,4

of word use
5.1. Which word suggests that the poet was looking at the sunset in astonishment? (Stanza 1)
A) watching
B) ignoring
C) flowing
D) staring (1)
Poetry Reading and viewing Making inferences C 9 M 1,3,4
5.2. Which two senses are used by the poet in stanza 1?

A) Sight and hearing
B) Smell and touch
C) Touch and taste
D) Taste and sight (1)

Poetry Reading and viewing Making inferences C 9 M 1,3,4
5.3. ‘We’re a nation that stands together indeed.’ What does the line mean?
A) An extremely divided nation
B) A nation that fights together
C) A multi-racial society
D) A truly united nation (1)
Poetry Reading and viewing Rhyme K 8 E 1,2,3,4
5.4. The words ‘west’ and ‘best’ as used in stanza 2 is an example of

A) personification.
B) rhythm.
C) simile.
D) rhyme. (1)
Context Skill Sub-skill Cognitive Grade Difficulty Term

Level Level
Poetry Reading and Effectiveness C 9 M 1,2,3,4
viewing of word use
5.5. What does the poet suggest with the use of the pronoun ‘We’ in stanza 3?
A) Togetherness and diversity of ethnic groups
B) South Africans should unite to build South Africa.
C) Unity, love and peace among ethnic groups
D) South Africans believe in chaos. (1)
Poetry Reading and viewing Internal structure C 8 M 1,2,3,4
5.6. How does the use of rhyme make this poem more appealing?
A) By producing images that will appeal to the readers’ eyes.
B) By giving human qualities to something that is not human.
C) By showing that they can imitate real sounds in poetry.
D) By making the poem come alive. (1)
Poetry Reading and viewing Internal structure C 10 M 1,2,3,4
5.7. Why does the poet make use of repetition in stanza 8?

A) To persuade people to look after their countries.
B) To claim dominance over other people.
C) To show the beauty of his country.
D) To affirm his love for his country. (1)
Poetry Reading and viewing Skimming and scanning K 7 E 1,2
5.8. What will the poet do to show appreciation of his country’s heritage?
A) The poet will shout like a falcon from the mountain top.
B) The poet will soar like a falcon to shout from up high.
C) The poet will strive for happiness from up high.
D) The poet will climb up the mountain to shout. (1)

Poetry Reading and viewing Theme and message C 9 M 1,2,3,4
5.9. What is the message that the poet wants to share?

A) To inform tourists why they should not visit South Africa.
B) To show how much South Africans dislike their country.
C) To express love and admiration for South Africa.
D) To show the beauty of Africa. (1)
Poetry Reading and viewing Viewpoint of the writer A 9 D 4
5.10. Quote one word from stanza 6 which shows how the poet feels about people visiting and
living in South Africa. (1)
Poetry Reading and viewing Theme and message A 9 D 4
5.11. Why do you think the poet will never deny his heritage? (1)
Poetry Reading and viewing Identify mood/ A 9 M 4

tone of the poem
5.12. “And what I’ve learned is that we’re a nation that stands together indeed”
Which word will best describe the poet’s tone?
A) disappointment
B) sadness
C) pride
D) hope (1)

Question SIX
Transactional Writing
Instructions
•Write a response to any one of the four (4) topics below.
•Write down the number and title of the text you have chosen, for example,
1. Friendly Letter.
•Remember that you have to show evidence of planning.
•You will be assessed according to content, language construction, length, planning and format
Transactional Writing and Text features and A 7 M 1,3

Writing presenting process writing
(20)
1. Friendly Letter
Your best friend changed schools at the end of Grade 7. Write a letter to him/her asking about
the new school, teachers and activities. Remind your friend how you miss not having him/her
around. The content of your response should be between 120 to 140 words.
GUIDELINES
• The letter should be addressed to a friend.
• The tone and register of the letter should be informal.
• The following aspects of format should be included:
- Address of sender
-Date
- Greeting/Salutation (informal)
- Suitable ending (informal)
- Name of sender (first name)
- The contents should include details of the enquiry about the new School, teachers and activities.
Transactional Writing and Text features A 8 M 4

Writing presenting and process writing
(20)
2. Dialogue
You were asked by an older boy/girl to accompany him/her to a party. Write out the conversation
that took place when you asked your parent/ guardian for permission to attend the party. The
content of your response should be between 140 – 160 words.
GUIDELINES
• The dialogue must be between parent/ guardian and learner.
• The register and tone of the dialogue will be informal.
• The correct dialogue format must be used:
- Name of speakers
- Using a new line for each speaker
- Colon
- Direct words and no quotation marks
- Actions of speakers between brackets
- Exchanges short and to the point

Transactional Writing and Text features A 8,9 M 1
(20)
3. Speech
Your principal has asked you to speak to the current Grade 9 learners at your school about the
importance of knowing one’s likes and dislikes when choosing subjects. Write the speech. The
content of your response should be between 140 – 160 words.
GUIDELINES
• The speech must be divided into paragraphs.
• There should be a clear introduction and conclusion.
• The tone, language and register of the speech should be appropriate to the audience
(the learners of the school) and the topic.
• The speech must motivate learners to make informed decisions.
• Avoid clichés and repetition.
Transactional Writing and Text features A 10 M 4

(20)
4. Magazine Article
The editor of Seventeen magazine, a magazine that focuses on teenagers, is concerned about
the recent drop in sales of the magazine. You have been asked by the editor to write an article
on any topic that would appeal to teenagers. The content of your response should be between
140 – 160 words.
GUIDELINES
• There must be an eye-catching and interesting heading.
• The article must be in paragraph form. Sub-headings may be included to structure the article.
• The tone and register of the article should be appropriate to the content of a teen magazine.
• The style should be personal, speaking directly to the reader. The style can be descriptive and
figurative,
appealing to the imagination of the reader.
• Names, places, times, positions and other necessary details should be included in the article.
• The article should stimulate the interest of the reader.

DIAGNOSTIC RUBRIC FOR TRANSACTIONAL WRITING, FIRST ADDITIONAL LANGUAGE
Criteria Grade 10 (9-10) Grade 9 (6-8) Grade 8 (3-5) Grade 7 (0-4)
• Complete adherence to the topic. • Adheres to the topic with • Some adherence to the topic. • Completely off the topic.
Diagnostic Tool Grade 9.indd 38

• Outstanding response beyond minor deviations. • Basic response • Response reveals no
the normal expectations of the • Adequate response demonstrating some knowledge of the features of
CONTENT features of the transactional text demonstrating knowledge knowledge of the features of the transactional text type
(Response; organisation type. of the features of the the transactional text type. • Not able to express ideas
of ideas; awareness of • Exceptional development of transactional text type. • Some focus but some of clearly/ ideas are repetitive.
purpose ) content. • Adequate development of the content is off the topic. •Details do not support the
• Writing contains exceptional content • Few details support the topic.
Grade 9 English FAL Diagnostic Assessment

10 MARKS detail added to the text. • Details support the topic. topic. • Purpose not achieved.
• Outstanding achievement of • Purpose achieved. • Partial achievement of
purpose. purpose.
5 4 2-3 0-1
• Effective and correct sentence • Correct sentence structure. • Some errors in sentence • Poor sentence structure.
structure. • Register, style, tone is structure. • Register, style, tone is
LANGUAGE • Register, style, tone is highly appropriate to the purpose • Register, style, tone is completely inappropriate for
38
CONSTRUCTION appropriate to the purpose and context of the type of inappropriate for the purpose the purpose and context of
(Sentence structure; and context of the type of transactional text. and context of the type of the type of transactional text.
register, style ,tone; word transactional text. • Appropriate vocabulary transactional text. • Vocabulary is not
choice; language use, • Exceptional use of appropriate linked to the topic. • Limited use of appropriate appropriate for the topic
spelling and punctuation) vocabulary linked to the topic. • Few errors in language vocabulary linked to the • Language usage, spelling
• Correct language usage, usage, spelling and topic. and punctuation seriously
5 MARKS spelling and punctuation. punctuation. • A large number of errors flawed.
in language usage, spelling
and punctuation.
5 4 2-3 0-1
• Appropriate and accurate • Appropriate format with • Necessary rules of format • Necessary rules of format
FORMAT, format. minor inaccuracies. vaguely applied. not applied.
LENGTH AND • Planning has produced a • Planning has produced a • Planning has produced a • Inadequate planning
PLANNING flawlessly presentable and well- good, presentable text. moderately presentable text. has resulted in a poorly
crafted text. • Response adheres to the • Response adheres to the presented text.
5 MARKS • Response adheres to the required length required length • Response adheres to the
required length required length
2019/03/04 18:38
SCORING GUIDE FOR TRANSACTIONAL WRITING GRADE 9
FIRST ADDITIONAL LANGUAGE
CRITERIA MARK ALLOCATED LEARNER SCORE
Content 10
Language Construction 5
Format, Length And Planning 5
TOTAL 20

Question SEVEN
Creative Writing
Instructions
• Write an essay of between 210 – 250 words on ONE of the seven (7) topics below.
• Supply your own title if one has not been given.
• Remember to show all planning.
• You will be assessed according to content, language construction, planning, structure and length.
Context Skill Learner Score Cognitive Grade Difficulty Term
Level Level
Essay writing Writing and Narrative, Descriptive, A 7, 8,9,10 M 1,2,3,4
presenting reflective (process
writing
1. Write a story ending with the following words . . .

“I will never forget the lesson I learnt that day.” (35)
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.
Title your essay: An unforgettable family gathering! (35)
3. Sometimes dreams become a reality. Describe how ONE of your dreams came true.
Title your essay: My dream came true. (35)
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. (35)
5. Write a story starting with the following words

“I woke up suddenly; I could hear something moving around.” Use your own title. (35)
6. Write a story of revenge which goes wrong. Title your essay: “An eye for an eye” (35)
7. Tell a story about a young girl/boy, who succeeds in spite of very difficult circumstances,
be it social or a disability.
Title your essay: “Against all odds” (35)

DIAGNOSTIC RUBRIC FOR ESSAY, FIRST ADDITIONAL LANGUAGE

• Intelligent, thought –provoking minor deviations. • Able to express some ideas • Not able to express ideas
CONTENT and mature ideas. • Ideas are reasonably clearly. clearly/ ideas are repetitive.
(Response; organisation • Exceptionally well organised coherent and convincing. • Essay shows little evidence • No evidence of
of ideas; awareness of (introduction, body and • Essay is organised of organisation (introduction, organisation (introduction,
purpose ) conclusion/ ending) detailed and (introduction, body and body and conclusion/ ending) body and conclusion/
coherent. conclusion/ending) and and coherence. ending) and coherence
20 MARKS • Excellent development of topic. coherent. • Essay makes some sense. • Muddled handling of topic/
• Outstanding achievement of • Logical development of topic. • Partial achievement of essay does not make sense.
purpose. • Purpose achieved. purpose. • Purpose not achieved.
9-10 6-8 3-5 0-2
• Effective and correct sentence • Correct sentence • Some errors in sentence • Poor sentence structure.
LANGUAGE structure. structure. structure. • Register, style, tone is
CONSTRUCTION • Register, style, tone is highly • Register, style, tone is • Register, style, tone completely inappropriate for
(Sentence structure; appropriate to the purpose and appropriate to the purpose is inappropriate for the the purpose and context of
41
register, style ,tone; word context of the essay. and context of the essay. purpose and context of the the essay.
choice; language use • Effective use of wide range of • Fairly wide range of essay. • Limited vocabulary linked
spelling and punctuation) vocabulary linked to the topic. vocabulary linked to the • Adequate vocabulary to the topic.
• Correct language usage, topic. linked to the topic. • Language usage, spelling
10 MARKS spelling and punctuation. • Few errors in language • A large number of errors and punctuation seriously
usage, spelling and in language usage, spelling flawed.
punctuation. and punctuation.
5 4 2-3 0-1
• Planning has produced a • Planning has produced a • Planning has produced • Inadequate planning
PLANNING, flawlessly presentable and well- good, presentable essay. a moderately presentable has resulted in a poorly
STRUCTURE AND crafted essay. • Good introduction and essay. presented essay.
LENGTH •Effective introduction and conclusion. • Adequate introduction and • Ineffective or no
conclusion. • Essay is 210-250 words in conclusion. introduction, no conclusion.
5 MARKS • Essay is 210-250 words in length. • Essay is too short (130-180 • Essay is too short (less
length. • Essay is too long but does words in length). than 130 words in length).
• Essay does not exceed 250 not exceed 260 words in • Essay is too long (exceeds • Essay is too long (exceeds
words in length. length. 250 words in length). 300 words in length).
2019/03/04 18:38
SCORING GUIDE FOR ESSAY GRADE 9
FIRST ADDITIONAL LANGUAGE
CRITERIA MARK ALLOCATED LEARNER SCORE
Content 20
Language construction 10
Planning, structure and length 5
TOTAL 35
Marks per section

1. Comprehension 21
2. Information Text: Language 21
3. Summary 05
Questions Total mark = 125
4. Information Text: Pie Chart 11
5. Literary text: Poetry 12
6. Transactional Writing 20
7. Creative Writing 35

Question One: NEWSPAPER ARTICLE
SA TEEN HURDLES TO GOLD AT YOUTH OLYMPICS
No. Expected MARK Diagnostic Analysis Level of Level of GRADE

answer Understanding Performance
1.1
A School Conclusion arrived at is weak 7
contact because not all contacts are friends/
mates
B School Unable to associate meaning of 7
enemy familiar and unfamiliar words.
(*vocabulary development)
C School 1 Correct response. M 4 7
friend
D School Makes some superficial connections 7
date but the answer is not text based.
1.2
A It was the 1 Correct response. M 4 9
fastest
she had
ever run.
B It was the Inferences arrived at are weaker 3 9
best than the required response.
moment
of her life.
C She had a Makes weak connections and 1 9
slow start cannot read with understanding.
to the (*transitional words highlighting
race. contrast)
D She won Conclusions and inferences arrived 2 9
the only at are weaker than the ones
gold required for the correct response.
medal.
1.3
A JHB Has some general knowledge of the 1 7
word city but response is not text
based.
B Botswana Makes superficial connections but E 2 7
cannot skim, scan and sift
information.
C Nanjing 1 Correct response. 4 7
D China Conclusion arrived at is weaker than 3 7
required for the correct answer as
the candidate cannot separate a city
from a country.

1.4
A School 1 Correct response. E 4 9
mates,
sporting
represen-
tatives and
government
officials
B School Conclusions or inferences arrived 9
mates and at are weaker than ones required
the Olympic for correct response.
committee
C The Youth Makes superficial connections M 4 9
Committee but cannot apply skimming and
scanning skills to get the answer.
D Tourists Has some general knowledge of 9
the topic but response is not text
based.
1.5
A Everyone 1 Correct response. M 4 9
started the
race very
quickly
B She had no Makes superficial connections but 2 9
energy at cannot relate facts and details in the
the start. text.
C She had a Conclusions or inferences arrived at 3 9
slow start to are weaker than ones required for
the race. correct response.
D She won Has some general knowledge of the 1 9
the only topic but response is not text based.
gold medal.
1.6
A Personi- 1 Shows some knowledge of 2 9
fication comparisons but cannot differentiate
between simile and personification.
B Onoma- Has some knowledge about figures 1 9
topoeia of speech but cannot distinguish
between a sound device and a
comparison.
C Metaphor Shows some knowledge of 3 9
comparisons but cannot differentiate
between metaphor and simile.
D Simile 1 Correct response. D 4 9

1.7
A When she 1 Correct response. M 4 9
realised she
had enough
energy left.
B When she Makes weak conclusions or 3 9

started the inferences resulting from poor
race. interpretation of the plot in the text.
C The night Makes superficial connections but 2 9
before the cannot follow the sequence of
race. events in the text.
D After the Has some general knowledge of 1 9
race. the topic but response is not text
based.
1.8
A She was Has some general knowledge of the 1 9
the only topic but response is not text based.
athlete who
did not win
a medal for
South
Africa.
B She was Makes weak conclusions or 3 9
the only inferences due to poor interpretation
athlete who and misunderstanding of the plot.
won a
medal for
South
Africa.
C She won 1 Correct response. M 4 9
South
Africa’s only
gold medal
D She set a Makes superficial connections but 2 9
new world cannot show understanding of facts
record. and details.

1.9
A She was Has some general knowledge of 2 10
given a the topic but response is not text
golden based.
watch.
B She was Makes weak conclusion due to 3 10

covered in inability to apply inferential
gold. reasoning.
C She won a 1 Correct response. M 4 10
gold
medal.
D She had a Makes superficial connections but 1 10
golden tan. cannot relate facts and details in
the text.
1.10
A They are Response is unrelated to 1 8
her team information required
mates. (inferring meaning)
B They are Conclusions or inferences arrived 3 8
her cousins. at are weak due to inability to grasp
implication.
C They are 1 Correct response. E 4 8
her siblings.
D They are Unable to relate implied meaning of 2 8
her friends. facts in text.
1.11
A To watch 1 Correct response. E 4 7
Gezelle’s
race on
television.
B To watch Makes weak conclusions due to 3 7
Gezelle on poor understanding of relations
television. between parts of the text.
C To take Makes superficial connections but 2 7
Janine to shows poor understanding of the
the airport. logical development of the text.
D He fell ill at Has some general knowledge of the 1 7
work. topic but response is not text based.

1.12
A People Has some general knowledge of 1 8
wanted to the topic but response is not text
ask permis- based.
sion to go to
the airport.
B People Makes superficial connections but 2 8
wanted to cannot see implications made in
know how the text.
the family
was doing.
C People Conclusions or inferences arrived 3 8
wanted to at are weak due to inability to draw
find out conclusions and apply insight.
more about
Gézelle.
D People 1 Correct response. M 4 8
wanted to
congratulate
the family.
1.13
A They were Conclusions or inferences arrived at 3 9
screaming, are weak due to inability to skim and
crying scan.
and
celebrating.
B They Has some general knowledge of the 1 9
planned topic but response is not text based.
a party,
bought cake
and cried.
C They were 1 Correct response. E 4 9
screaming,
laughing
and crying.
D They Makes superficial connections but 2 9
shouted, cannot separate essentials from
cried and non- essentials.
danced.

1.14
0 1 2 2 10
If only opinion Opinion is given but the Correct opinion is given and D 9
or reason is reason (substantiation) is the reason strongly supports
given. weak. the option chosen.
Level of Skill Development
No understand- Partial understanding. Comprehension of a
ing of either text complex idea.
or the question.
YES. She won the race because she felt no pressure after listening to her coach.
OR
NO. Her coach could have told her to stay focused.
1. marks if only the opinion or reason (substantiation) is given.
2. mark if YES/NO is correct but the reason (substantiation is wrong or weak)
3. marks if YES/NO is evident and the reason supports the YES/NO
1.15
A They asked Conclusions or inferences arrived at 2 8
family are weak due to inability to separate
members essentials from non-essentials.
and the
church to
contribute
money.
B The asked Has some general knowledge of the 3 8
SASCOC topic but response is not text based.
and the
community
to support
Gézelle.
C They held Makes superficial connections but 3 8
braais and cannot relate facts and details in the
dance com- text.
petitions.
D They held 1 Correct response. E 4 8
braais and
a dance.

1.16
A that Gé- Conclusions or inferences arrived at 3 10
zelle need- are weak due to inability to make
ed more generalizations based on compre-
support with hension.
her school
work.
B to support Makes superficial connections due 2 10
Gézelle to inability to see text structure and
after the organisation of text.
Youth Olym-
pic Games.
C to ask Gé- Has some general knowledge of the 1 10
zelle’s topic but response is not text based.
school to
support her
financially.
D to support 1 Correct response. E 4 10
Gézelle in
her talent.
1.17
A difficult 1 Correct response. M 4 9
1.18
A responsible 1 Correct response. M 4 9
B reasonable Makes superficial connections but 2 9

cannot make generalisations based
on what is stated in the text.
C academic Conclusions or inferences arrived 3 9
at are weak due to inability to draw
conclusion and see implications.
D careless 1 Has some general knowledge of the 1 9
topic but response is not text based.

1.19
A She Conclusions or inferences arrived 3 9
decided to at are weak due to inability to draw
catch up on conclusions and see implications.
her school
work after
the Youth
Olympics.
B She Makes superficial connections but 2 9
decided to unable to make generalisations
give up on based on what is said in texts.
netball at an
early age.
C She is hard- 1 Correct response. D 4 9
working and
dedicated.
D She always Has some general knowledge of the 1 9
listens to topic but response is not text based.
her parents.
1.20
A I would have 1 D 9
studied just
as hard to
achieve
success./
Accept
any similar
decision/
response.

Question two: Information Text – Language Structures and Use
Table Mountain

2.1
A common Close association but shows lack of 3 7
noun understanding of difference between
common and proper nouns (generic
vs specific) and capitalisation used
for proper nouns.
B proper 1 Correct response. M 4 7
noun
C preposition Unable to differentiate between 1 7
preposition and noun.
D pronoun Unable to differentiate between a 2 7
pronoun and proper noun (parts of
speech)
2.2
Train – reference to train as means 0 1 2
of transport
SCORING
Train - reference made to teaching,
GUIDE
coaching a skill 2
Both Only one Two correct
Train – reference made to exercise
sentences fail sentence sentences
for a specific purpose (to keep fit)
to show the indicating clear indicating clear
Train – a line or procession of per-
differences. meaning. meaning.
sons, animals or vehicles.
2.3
A colourful Unable to differentiate between fa- 3 9
miliar words that are similar but not
synonymous.
B amazing 1 Correct response. D 4 9
C awful Unable to understand that the word 1 9
is used to emphasise something
negative.
D dull Unable to differentiate between 2 9
familiar words that are similar but
not synonymous.

2.4
A personification 1 Correct response. D 4 9
B onomatopoeia Lacks basic knowledge of figurative 2 9

language use to create sound effect.
C rhyme Minimal understanding of sound de- 1 9
vices.
D simile Lacks understanding of figures of 3 9
speech (comparison).
2.5
A -ming Demonstrates minimal knowledge of 3 7
the use of suffixes and root word.
B Com- Lacks basic knowledge of the use of 1 7
suffix and prefix.
C wel- Unable to differentiate between a pre- 1 7
fix and a suffix.
D -ing 1 Correct response. E 4 7
2.6
A The sandy flats Unable to apply the use of substitution 2 9
that are at the in the joining of sentences.
top of the Table
Mountain and
gave rise
to Table
Mountain’s
name.
B The sandy flats Reflects close association, but is 3 9
that are at the unable to apply the rule of substitution
top of Table in the combining of two sentences.
Mountain and
the sandy flats
gave rise to its
name.
C The sandy flats Total misunderstanding of how to use 1 9
are at the top of “and” as a conjunction.
Table Mountain
and Table
Mountain
gave rise to its
name.
D The sandy flats 1 Correct response. M 4 9
are at the top of
Table Mountain
and gave raise
to its name.

2.7
A underneath Unable to identify difference between 1 8
synonyms and antonyms.
B above 1 Correct response. E 4 8
C base Conceptual understanding of ant- 2 8
onyms incorrect.
D over Shows an idea of the concept but 3 8
unable to make connections.
2.8
Do not make use 1 E 9
of rubbish bins.
Don’t make use of
rubbish bins.
NB: learner
scores zero if
apostrophe is
incorrectly placed.
2.9
A will be sunning Lacks understanding of the tenses. 2 9
themselves.
B were sunning 1 Correct response. M 4 9
themselves.
C was sunning Lacks basic understanding of the 3 9
themselves. rules of concord.
D sunned Confuses simple past tense with past 1 9
themselves. continuous tense.
2.10
A an adjective Confuses the function of an adverb 3 9
and an adjective.
B an adverb 1 Correct response. M 4 9
C an article Unable to distinguish between the 1 9
use and function of an article and an
adverb.
D a verb Unable to distinguish between a verb 2 9
and an adverb.
2.11
butterfly 1 Correct response. E 8

2.12
A Dassie were Shows limited understanding and 3 9
running knowledge of subject verb agreement.
along the
rocks.
B Dassies are 1 Correct response. E 4 9
running along
the rocks.
C Birds lives Shows limited understanding and 2 9
the wonderful knowledge of subject verb agreement
life. and article.
D Porcupine Lacks basic understanding and knowl- 1 9
dig to freesh edge of subject, verb agreement,
food. preposition and spelling.
2.13
A an adjectival Lacks basic knowledge of identifying 1 9
clause types of clauses.
B a subordinate Demonstrates an understanding of 3 9
clause clauses, but unable to identify the
correct type.
C a main clause 1 Correct response. D 4 9
D a noun clause 1 Unable to distinguish between main 2 9
and noun clauses.
2.14
A porcupine Unable to differentiate between a 3 7
noun and a verb.
B food Unable to differentiate between a 2 7
noun and a verb.
C the Confuses nouns and articles. 1 7
D ate 1 Correct response. E 4 7
2.15
A a 1 Correct response. E 4 7
B an Lack of knowledge of the use of 7
indefinite article ‘an’.

2.16
A better Demonstrates some understanding of 3 8
the rules of degree of comparison, but
unable to apply it successfully.
B poor Lacks basic knowledge of the rules of 1 8
degree of comparison.
C good Shows some knowledge of the rule but 2 8
unable to apply.
D best 1 Correct response. E 4 8
2.17
A He says that Knows the rules of direct and indirect 3 9
all creatures speech but unable to apply them fully.
are living in
the fynbos.
B He says that 1 Correct response. M 4 9
all creatures
live in the
fynbos.
C He says all Unable to apply some of the rules of 2 9
creatures direct and indirect speech.
lived in the
fynbos.
D He says all Unable to apply all the rules of direct 1 9
creatures and indirect speech.
were living in
the fynbos.
2.18
A ride Unable to differentiate between a 3 9
noun and a verb.
B up 1 Correct response. E 4 9
C the Unable to distinguish between an 2 9
article and a preposition
D trip Unable to differentiate between a 1 9
noun and a preposition.
2.19
A an Unable to differentiate between an 2 10
exclamation. exclamation and a command.
B a statement. Unable to recognise sentence types. 3 10
C a command. 1 Correct response. M 4 10
D a question. Unable to recognise sentence types 1 10
2.20
Tourists can enjoy the restaurant’s 1 M 8
delicious meal.

Question three: Summary marking guidelines
PROUDLY SOUTH AFRICAN!
Expected answer Mark Diagnostic Cognitive Level of GRADE

Analysis Level Performance
We like to braai and make
boerewors.
We have lots of wildlife and have

come up with our own language.
We have a world heritage site, the

beautiful Table Mountain.
We have well known people like

Trevor Noah and Nelson Mandela. 5 A D 9
We are proud of our South African

products.
(Accept any 5 facts.)
Note:
• Count up to 60 words.
• Draw a double line (//) after
the 60th word.
• Read until the end of the sentence
of the 60th word and disregard the
rest.

Question four: Information Text
Pie Chart

4.1
A Comedy and Fails to interpret data. 1 8
Foreign
B Drama and Conclusions or inferences 3 8
Comedy arrived at are not precise.
C Comedy and 1 Correct response. E 4 8
Action
D Drama and Makes superficial connections but 2 8
Action does not understand basic numerical
concepts
4.2
A funny and Conclusions or inferences arrived at 3 7
involves are not precise due to inadequate
romance. ability to derive meaning of words
from their context.
B meant to 1 Correct response. E 4 7
make people
laugh.
C telling a Makes superficial connections but 2 7
story through cannot work out meaning of words
dance. from their context.
D about a Has some general 1 7
serious knowledge of the topic but response
subject. is not text based.
4.3
A The age Makes superficial connections 3 9
restriction of a but struggles to see how parts of
certain movie sentences define other parts.
watched by
teenagers.
B The grading 1 Correct response. M 4 9
of different
movie types
according to
choice.
C A review Conclusions or inferences arrived at 2 9
of a movie are weak due to inability to workout
watched by meaning of words from context.
teenagers.
D A type of movie Has some general knowledge of the 1 9
watched by topic but response is not text based.
teenagers.

4.4
A Science Conclusions or inferences arrived 3 9
Fiction at are not precise due to inability to
interpret data.
B Foreign 1 Correct response. M 4 9
C Drama Makes errors when decoding facts. 1 9
Grabs pieces of text unrelated to the
question asked.
D Horror Makes errors that reflect inability to 2 9
interpret data.
4.5
A are not 1 Correct response. D 4 9
interested
in romantic
movies.
B like having Makes errors that reflect initial 2 9
romantic understanding of numerical concepts
relationships. but struggles in data manipulation skills.
C like watching Makes errors when decoding facts. 1 9
romantic Grabs pieces of text unrelated to the
movies. question asked.
D are not easily Conclusions or inferences arrived at 3 9
impressed. are not precise due to inability to draw
conclusions and make generalisations
from given data.
4.6 SCORING GUIDE

0 1 2
or reason is reason (substantiation) the reason strongly supports
given. is weak. the option chosen.
No Partial understanding. Comprehension of a
understanding complex idea.
of either
text or the
question.
YES. It shows exactly what teenagers watch/ it is easy to read/ or any relevant response.
OR
NO. Movies like animated movies were not included.
1. marks if only the reason (substantiation) or opinion is given.
2. mark if YES/NO is correct but the reason (substantiation) is wrong. 2 marks if YES/NO is evident and
the reason supports the YES/NO

4.7
A It looks more Makes errors that show inadequate 3 7
like a pie knowledge and understanding of
than a graph. information
B It lists the Conclusions or inferences are weak 2 7
different due to poor understanding of graphs
types of
movies.
C It is round 1 Correct response. M 4 7
and split into
sections
D It is round Has some general knowledge of the 1 7
and can be topic but response is not related to the
eaten. text.
4.8 SCORING GUIDE

0 1 2
or reason is reason (substantiation) is the reason strongly supports
given. weak. the option chosen.
No Partial understanding. Comprehension of a
understanding complex idea.
of either text or
the question.
YES. It shows exactly what teenagers watch/ it is easy to read/ or any relevant response.
OR
NO. Science Fiction is not based on reality. / Science
Fiction movies deal with imagined situations
0 marks if only the reason (substantiation) or opinion is given. 1 mark if NO is correct but the reason
(substantiation) is wrong. 2 marks if NO is evident and the reason supports the NO.

4.9
A Movies 1 Correct response. M 4 9
watched by
teenagers.
B Percentages Poor association resulting from 2 9
of teenagers poor understanding of information
presentedvisually.
C Movies about Conclusions or inferences arrived at 3 9
teenagers are not precise because of inability
to read information represented on a
graph.
D Statistics of Has some general knowledge of the 1 9
teenagers topic but response is not related to the
text.
4.5
A are not 1 Correct response. D 4 9
interested
in romantic
movies.
B like having Makes errors that reflect initial 2 9
romantic understanding of numerical concepts
relationships. but struggles in data manipulation skills.
C like watching Makes errors when decoding facts. 1 9
romantic Grabs pieces of text unrelated to the
movies. question asked.
D are not easily Conclusions or inferences arrived at 3 9
impressed. are not precise due to inability to draw
conclusions and make generalisations
from given data.

Question five: Literary Text
Poetry

5.1
A Watching Related in meaning but not precise 3 9
B Ignoring Close association 2 9
C Flowing not related to the context of the text 1 9
D Staring 1 Correct response. E 4 9
5.2
A Sight and 1 Correct response. M 4 9
hearing
B Smell and Not able to decode meaning of 2 9
touch unfamiliar words using word attack skills
C Touch and Unable to differentiate between fa- 1 9
taste miliar words that are similar but not
synonymous.
D Taste and Conclusions or inferences arrived 3 9
sight at are not precise and cannot make
generalisations based on context.
5.3
A A nation that Has some general knowledge of 1 9
fights together the topic but response is not text
based.
B An extremely Makes superficial connection but 2 9
divided nation cannot understand basic poetry
concepts.
C A multiracial Conclusions or inferences arrived at 3 9
society are not precise because of inadequate
ability to make generalisations.
D A truly united 1 Correct response. M 4 9
nation
5.4
A personification Has some general knowledge of the 1 8
topic but response is not text based
B simile. Demonstrates minimal knowledge of 2 8
the use of figures of speech in poetry.
C rhythm. Makes superficial connections but 3 8
cannot dichotomise between rhythm
and rhyme
D rhyme. 1 Correct response. E 4 8

5.5
A Togetherness Conclusions or inferences arrived 2 9
and diversity at are weak and cannot make
of ethnic generalisations based on context.
groups.
B South Africans 1 Correct response. M 4 9
should unite
to build South
Africa.
C Unity, love and Makes superficial connection but 3 9
peace cannot reason inferentially.
among ethnic
groups
D South Afri- Has some general knowledge of 1 9
cans believe the topic but response is not text
in chaos and based.
disorder.
5.6
A By producing Lacks knowledge and 2 8
images that understanding of figures of
will appeal to speech.
the readers’
eyes.
B By giving Confuses personification with 1 8
human rhyme.
qualities to
something that
is not human.
C By showing Cannot differentiate onomatopoeia 3 8
that they can from rhyme
imitate real
sounds in
poetry.
D By making the 1 Correct response M 4 8
poem come
alive.

5.7
A To persuade Conclusions or inferences arrived 3 10
people to look at are not precise and cannot
after their make generalisations based on
countries. context.
B To claim Shows some general knowledge 1 10
dominance of the topic but response is not
over other text based.
people.
C To show the Makes superficial connection but 2 10
beauty of his cannot apply inferential reasoning.
country.
D To affirm his 1 Correct response. D 4 10
love for his
country.
5.8
A The poet will Makes superficial connections but 2 7
shout like a cannot relate facts and details in
falcon from the the text
mountain top.
B The poet will 1 Shows some general knowledge E 4 7
soar like a of the topic but response is not text
falcon to shout based.
from up high.
C The poet Conclusions or inferences arrived 3 7
will strive for at are not precise and cannot
happiness follow the sequence of events in
from up high. the text.
D The poet will 1 Correct response 1 7
climb up the
mountain to
shout.

5.9
A To show how Makes superficial connections but 2 9
much South cannot relate facts and details in
Africans dislike the text
their country.
B To inform Shows some general knowledge 1 9
tourists why of the topic but response is not text
they should based.
not visit South
Africa.
C To express 1 Correct response D 4 9
love and
admiration for
South Africa.
D To show the Conclusions or inferences arrived 3 9
beauty of at are not precise and cannot fol-
Africa. low the sequence of events in
the text.
5.10
‘great’ 1 9
5.11
The poet expresses a
sense of pride;
when writing about the
good/positive/beautiful
aspects of South Africa.
(Accept any suitable
response.) 1 D 9
5.12
A disappointment Unable to understand use of 1 9
emotive language.
B sadness Cannot identify emotive language in 2 9
a poem
C pride 1 Correct response M 4 9
D hope Makes superficial connections but 3 9
cannot identify tone or mood.

QUESTION 6 – TRANSACTIONAL WRITING
• Complete adherence to the • Adheres to the topic with • Some adherence to the • Completely off the topic.

topic. minor deviations. topic. • Response reveals no
CONTENT • Outstanding response beyond • Adequate response • Basic response knowledge of the features of the
Response; the normal expectations of the demonstrating knowledge demonstrating some transactional text type.
organisation of features of the transactional text of the features of the knowledge of the features of • Not able to express ideas
ideas; awareness of type. transactional text type. the transactional text type. clearly/ ideas are repetitive.
purpose) • Exceptional development of • Adequate development of • Some focus but some of • Details do not support the topic.
content. content. the content is off the topic. • Purpose not achieved.
10 MARKS •Writing contains exceptional • Details support the topic. • Few details support the
detail added to the text. • Purpose achieved. topic.
• Outstanding achievement of • Partial achievement of
purpose. purpose.
9-10 6-8 3-5 0-2
• Effective and correct sentence • Correct sentence structure. • Some errors in sentence • Poor sentence structure.
LANGUAGE structure. • Register, style, tone is structure. • Register, style, tone is
65
CONSTRUCTION • Register, style, tone is highly appropriate to the purpose • Register, style, tone is completely inappropriate for the
(Sentence appropriate to the purpose and context of the type of inappropriate for the purpose purpose and context o the type
structure; register, and context of the type of transactional text. and context of the type of of transactional text.
style ,tone; word transactional text. • Appropriate vocabulary transactional text. • Vocabulary is not appropriate
choice; language • Exceptional use of appropriate linked to the topic. • Limited use of appropriate for the topic.
use, spelling and vocabulary linked to the topic. • Few errors in language vocabulary linked to the topic. • Language usage, spelling and
punctuation) • Correct language usage, usage, spelling and • A large number of errors punctuation seriously flawed.
spelling and punctuation. punctuation. in language usage, spelling
5 MARKS and punctuation.
5 4 2-3 0-1
• Appropriate and accurate • Appropriate format with • Necessary rules of format • Necessary rules of format not
PLANNING, format. minor vaguely applied. applied.
STRUCTURE AND • Planning has produced a inaccuracies. • Planning has produced a • Inadequate planning has
LENGTH flawlessly presentable and well- • Planning has produced a moderately presentable text. resulted in a poorl presented
crafted text. good, presentable text. • Response adheres to the text.
5 MARKS • Response adheres to the • Response adheres to the required length • Response adheres to the
required length required length required length
2019/03/04 18:38
QUESTION 7 – ESSAY WRITING

• Intelligent, thought –provoking minor deviations. • Able to express some ideas • Not able to express ideas
CONTENT and mature ideas. • Ideas are reasonably clearly. clearly/ ideas are repetitive.
(Response; • Exceptionally well organised coherent and convincing. • Essay shows little evidence • No evidence of organisation
organisation of (introduction, body and conclusion/ • Essay is organised of organisation (introduction, (introduction, body and
ideas; awareness ending) detailed and coherent. (introduction, body and body and conclusion/ conclusion/ ending) and
of purpose) • Excellent development of topic. conclusion/ending) and ending) and coherence. coherence.

• Outstanding achievement of coherent. • Essay makes some sense. • Muddled handling of topic/
20 MARKS purpose. • Logical development of topic. • Partial achievement of essay does not make sense.
• Purpose achieved. purpose. • Purpose not achieved.
9-10 6-8 3-5 0-2
LANGUAGE • Effective and correct sentence • Correct sentence structure. • Some errors in sentence • Poor sentence structure.
CONSTRUCTION structure. • Register, style, tone is structure. • Register, style, tone is
(Sentence • Register, style, tone is highly appropriate to the purpose • Register, style, tone is completely inappropriate for the
structure; register, appropriate to the purpose and and context of the essay. inappropriate for the purpose purpose and context of the essay.
66
style ,tone; word context of the essay. • Fairly wide range of and context of the essay. • Limited vocabulary linked to the
choice; language • Effective use of wide range of vocabulary linked to the topic. • Adequate vocabulary linked topic.
use spelling and vocabulary linked to the topic. • Few errors in language to the topic. • Language usage, spelling and
punctuation) • Correct language usage, spelling usage, spelling and • A large number of errors punctuation seriously flawed.
and punctuation. punctuation. in language usage, spelling
10 MARKS and punctuation.
5 4 2-3 0-1
• Planning has produced a • Planning has produced a • Planning has produced • Inadequate planning has
PLANNING, flawlessly presentable and well- good, presentable essay. a moderately presentable resulted in a poorly presented
STRUCTURE crafted essay. • Good introduction and essay. essay.
AND LENGTH • Effective introduction and conclusion. • Adequate introduction and • Ineffective or no introduction, no
conclusion. • Essay is 210-250 words in conclusion. conclusion.
5 MARKS • Essay is 210-250 words in length. • Essay is too short (130-180 • Essay is too short (less than 130
length. • Essay is too long but does words in length). words in length).
• Essay does not exceed 250 not exceed 260 words in • Essay is too long (exceeds • Essay is too long (exceeds 300
words in length. length. 250 words in length). words in length).
2019/03/04 18:38






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Grade 9 English FAL Diagnostic Assessment 2

Diagnostic Tool Grade 9.indd 2 2019/03/04 18:38

• reveal the misconceptions learners bring as prior knowledge to a class;

2. PURPOSE OF THE DIAGNOSTIC TEST ITEMS

5 Grade 9 English FAL Diagnostic Assessment

Diagnostic Tool Grade 9.indd 5 2019/03/04 18:38

Weighting ±10% ±20% 70%

3. THE STRUCTURE OF THE DIAGNOSTIC TEST ITEMS

4. PROPOSED USE OF THE DIAGNOSTIC LANGUAGE ITEMS/QUESTIONS

Grade 9 English FAL Diagnostic Assessment 6

Diagnostic Tool Grade 9.indd 6 2019/03/04 18:38

Table 2: Levels of Performance for Language MCQs

Level 4 • Correct response.

7 Grade 9 English FAL Diagnostic Assessment

Diagnostic Tool Grade 9.indd 7 2019/03/04 18:38

6.1. MULTIPLE CHOICE QUESTIONS (MCQS)

6.2. OPINION QUESTIONS

6.3. TRANSACTIONAL AND ESSAY WRITING DIAGNOSTIC RUBRIC

6.4. LANGUAGE STRUCTURES AND CONVENTIONS

Grade 9 English FAL Diagnostic Assessment 8

Diagnostic Tool Grade 9.indd 8 2019/03/04 18:38

1.1 What is the main idea of the article?

1.1 A It is important A superficial connection is made to the 2

B Not all contacts 1 The correct response. M 4

9 Grade 9 English FAL Diagnostic Assessment

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7. DATA ANALYSIS AND UTILISATION

7.1. THE PURPOSE OF DATA ANALYSIS

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7.3. AVAILABLE TOOLS FOR DATA ANALYSIS

7.4. PREPARING DATA FOR ANALYSIS ON EXCEL

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7.5. ANALYSIS AND INTERPRETATION

c) Individual learner differences in performance

d) Group differences in performance

e) Performance in specific topics or skills

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7.6. DIAGNOSTIC OR ERROR ANALYSIS

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It is thereafter written above each question in the format:

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NOTE TO THE TEACHER:

2. Strategies for answering MCQs

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SA teen hurdles to gold at Youth Olympics

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