Educator and Tagging Information
Learning Area:
Languages
Resource Name:
English Home Language
Assessment Exemplar Number:
EHL8.88
Item/s:
1
Phase:
Senior Phase
Grade:
8
Tags:
Writing, Summative Assessment, diary entry
Assessment Type:
Summative
Assessment Form/s:
Essay
Copyright for included material:
N/A
Duration:
60 minutes
Learning Outcome(s) and Assessment Standard(s):
Learning Outcome 4: WRITING
The learner will be able to write different kinds of factual and imaginative texts for a wide range of
purposes.
Assessment Standards
We know this when the learner:
■ Writes a range of imaginative texts:
• to express imagination, ideas and feelings about self and others;
• to explore the creative, critical and playful use of language by means of narrative and descriptive
compositions, dialogues, poems, songs and letters.
■ Produces a range of factual written and multimodal texts (texts using print and images) for
various purposes, using a range of visual, and design elements where appropriate by means of
recounts of events, research project reports, pamphlets, posters, and book reviews.
■ Demonstrates basic skills in a range of features of writing appropriate to the text type (e.g.
reveals character, establishes the setting and develops the plot in narrative and descriptive writing,
and uses simple imagery in poetry).
■ Uses the writing process collaboratively and independently to generate texts:
• selects and explores topics through brainstorming, using mind maps and lists;
• uses increasingly complex texts as models;
• plans and develops topic using relevant information from other sources;
• organises ideas coherently in logical order to produce first drafts;
• reflects on multiple drafts considering purpose, audience, language usage, bias, complex
organisation and a few simple elements of style, and revises appropriately;
• critically reflects on own and peers’ writing and makes recommendations, showing sensitivity to
the rights and feelings of others;
• proofreads and corrects draft by applying knowledge of language in context appropriate for the
grade;
• publishes final product, paying attention to creative presentation and varied elements of design.
Learning Outcome 5: THINKING AND REASONING
The learner will be able to use language to think and reason, as well as to access, process and
use information for learning.
Assessment Standards
We know this when the learner:
■ Uses language to think and reason.
■ Uses language to investigate and explore.
■ Processes information.
■ Thinks creatively.
■ Uses language to reflect.
Learning Space:
Assessment
Hyperlinks:
To be completed later.
Number of questions for exemplar:
1
Rating:
Easy questions:
Medium questions:
Question 1
Difficult questions:
Assessment Task
Write a diary entry of 200 words on ONE of the following topics:
1. The night before my most dreaded exam.
2. The night after my first day in Grade 8.
3. The day before going on holiday
Rubric to assess longer transactional texts – Home Language (20 marks)
Code 7: Code 6: Code 5: Code 4: Code 3: Code 2: Code 1:
Outstanding Meritorious Substantial Adequate Moderate Elementary Not
80-100% 70-79% 60-69% 50-59% 40-49% 30-39% achieved
0-29%
CONTENT, 14½-18 13-14 11-12½ 9-10½ 7½-8½ 5½-7 0-5
PLANNING -Extensive -Very good -Fair knowledge -Adequate -Moderate -Elementary -No
specialized knowledge of of requirements knowledge of knowledge of knowledge of knowledge
& FORMAT knowledge of requirements of of text. requirements requirements requirements of of
requirements of text. -Writing – of text. of text. text. Response requirements
text. -Disciplined maintains focus, -Writing – Response to to writing task of text.
-Disciplined writing – with minor digresses but writing task reveals a limited Response to
writing –maintains maintains focus, digressions. does not reveals a focus. writing task
rigorous focus, no no digressions. -Mostly coherent impede narrow focus. -Writing – reveals a
digressions. -Coherent in in content & overall -Writing – digresses, limited focus.
-Total coherence content & ideas, ideas, meaning. digresses, meaning -Writing –
in content & very well elaborated & -Adequately meaning obscure in digresses,
ideas, highly elaborated & all most details coherent in vague in places. meaning
elaborated & all details support support topic. content & places. -Not always obscure in
details support topic. -Evidence of ideas, some -Moderately coherent in places.
topic. -Evidence of planning &/or details coherent in content & ideas, -Not
-Evidence of planning &/or drafting has support topic. content & has few details coherent in
planning &/or drafting has produced a -Evidence of ideas, some which support content &
drafting has produced a well presentable & planning &/or details topic. ideas, has
produced a crafted & very good text. drafting has support topic. -Inadequate for few details
flawlessly presentable text. -Has applied the produced a -Evidence of home language which
presentable text. -Has applied the necessary rules satisfactorily planning &/or level despite support
-Highly necessary rules of format. presented drafting has planning &/or topic.
appropriate of format very text. produced a drafting. Text -Inadequate
format. well. -Has applied moderately not well planning/
an adequate Presentable presented, drafting.
idea of & coherent -Has vaguely Poorly
requirements text. applied presented
of format. -Has a necessary rules text.
moderate of format – -Has not
idea of some critical applied
requirements oversights. necessary
of format – rules of
some critical format.
oversights.
LANGUAGE, 10-12 8½-9½ 7½-8 6-7 5-5½ 4-4½ 0-3½
STYLE & -Grammatically -Very well -Well -Adequately -Basically -Poorly -Poorly
accurate & constructed & constructed & constructed. constructed. constructed & constructed
EDITING brilliantly accurate. easy to read. Errors do not Several difficult to follow. & very
constructed. -Vocabulary -Vocabulary impede flow. errors. -Vocabulary difficult to
-Vocabulary very appropriate appropriate to -Vocabulary -Vocabulary requires some follow.
highly appropriate to purpose, purpose, adequate for limited & not remediation & -Vocabulary
to purpose, audience & audience & purpose, very suitable not suitable for requires
audience & context. context. audience & for purpose, purpose, serious
context. -Suitable style, -Style, tone, context. audience & audience & remediation
-Style, tone, tone, register register mostly -Style, tone, context. context. & not
register highly considering appropriate. register fairly -Lapses in -Style, tone & suitable for
appropriate. demands of -Mostly error- appropriate. style tone & register purpose.
-Virtually error- task. free following -A few errors register. inappropriate. -Style, tone
free following -Largely error- proof-reading & following -Several -Error-ridden & register do
proof-reading & free following editing. proof-reading errors despite proof- not
editing. proof-reading & -Length correct. & editing. following reading, editing. correspond
-Length correct. editing. -Length proof-reading -Length – too with topic
-Length correct. almost & editing. long/short. -Error-ridden
correct. -Length – too and
long/short. confused
following
proof-
reading,
editing.
-Length – far
too
long/short.
Suggested Solutions
A diary entry involves
personal response
exploring feelings and thoughts
descriptive and narrative writing
SAMPLE DIARY ENTRY
1. June 5 2009
Dear Diary
I am terrified. Tomorrow I write my Maths exam. I have hated Maths this year. I don’t seem to know
what I’m doing any more. Last year was okay, not brilliant, but okay. This year! It has been a
disaster from day 1.
I’d like to blame my teacher, but I have to be honest: Mrs Terreblanche is good. She explains really
carefully and she’s very patient. She also seems to know her stud. Everyone else seems to be
managing. So what’s the matter with me? I never thought I’d be struggling like this. I even go to
the Maths clinic but that hasn’t helped. I do extra homework – that hasn’t helped. I get Diana to
coach me at break (she gets 90%) – even that hasn’t helped.
I know I won’t sleep tonight, and, if I do, all I’ll dream about is sitting in that exam tomorrow and not
being able to answer the questions.
Rubric to assess longer transactional texts – Home Language (20 marks)
Code 7: Code 6: Code 5: Code 4: Code 3: Code 2: Code 1:
Outstanding Meritorious Substantial Adequate Moderate Elementary Not
80-100% 70-79% 60-69% 50-59% 40-49% 30-39% achieved
0-29%
CONTENT, 10-12 8½-9½ 7½-8 6-7 5-5½ 4-4½ 0-3½
PLANNING & -Extensive -Very good -Fair knowledge -Adequate -Moderate -Elementary -No
specialized knowledge of of requirements of knowledge of knowledge of knowledge of knowledge of
FORMAT knowledge of requirements of text. requirements requirements of requirements of requirements
12 MARKS requirements of text. -Exhibits a of text. text. Response text. of text.
text. -Exhibits a broad general -Exhibits some to writing task Response to -Exhibits no
-Exhibits a awareness of awareness of awareness of reveals a writing task knowledge of
profound wider contexts in wider contexts in wider context narrow focus. reveals a limited wider contexts
awareness of wider writing. writing tasks. in writing tasks -Exhibits rather focus. in writing
contexts in writing. -Disciplined -Writing – learner Writing – limited -Exhibits a limited tasks.
-Disciplined writing writing – learner maintains focus, learner knowledge of knowledge of -Writing –
– learner maintains maintains focus, with minor digresses but wider contexts wider contexts in learner
rigorous focus, no no digressions. digressions. does not in writing tasks. writing tasks digresses,
digressions. -Text is coherent -Text is mostly impede overall -Writing – -Writing – learner meaning
-Total coherence in in content & coherent in meaning. learner digresses, obscure in
content & ideas, ideas, very well content & ideas, -Text digresses, meaning obscure places.
highly elaborated & elaborated & all elaborated & adequately meaning vague in places. -Text not
all details support details support most details coherent in in places. -Text not always coherent in
topic. topic. support topic. content & -Text coherent in content &
-Evidence of -Evidence of -Evidence of ideas, some moderately content & ideas, ideas, has few
planning &/or planning planning &/or details support coherent in has few details details which
drafting has &/drafting has drafting has topic. content & which support support topic.
produced a produced a well produced a -Evidence of ideas, some topic. -Inadequate
flawlessly crafted & presentable & planning &/or details support -Inadequate for planning/
presentable text. presentable text. very good text. drafting has topic. home language drafting.
-Has produced a -Has applied the -Has applied the produced a -Evidence of level despite Poorly
highly appropriate necessary rules of necessary rules satisfactorily planning &/or planning &/or presented
format. format very well. of format. presented text. drafting has drafting. Text not text.
-Has applied produced a well presented. -Has not
an adequate moderately -Has vaguely applied
idea of presentable & applied necessary necessary
requirements coherent text. rules of format . rules of
of format. -Has a format.
moderate idea
of
requirements
of format –
some critical
oversights.
LANGUAGE, 6½-8 6 5½ 4-4½ 3½ 2½-3 0-2
STYLE & -Text -Text very well -Text well -Text -Text is -Text is poorly -Text is poorly
grammatically constructed & constructed & adequately basically constructed & constructed &
EDITING accurate and accurate. easy to read. constructed. constructed. difficult to follow. very difficult to
8 MARKS brilliantly -Vocabulary very -Vocabulary Errors do not Several errors. -Vocabulary follow.
constructed. appropriate to appropriate to impede flow. -Vocabulary requires some -Vocabulary
- Vocabulary is purpose, purpose, -Vocabulary limited & not remediation & not requires
highly appropriate audience & audience & adequate for very suitable suitable for serious
to purpose, context. context. purpose, for purpose, purpose, remediation &
audience and -Suitable style, -Style, tone, audience & audience & audience & not suitable
context. tone & register register mostly context. context. context. for purpose.
-Style, tone, considering appropriate. -Style, tone, -Lapses in -Style, tone & -Style, tone &
register highly demands of task. -Text mostly register fairly style, tone & register register do not
appropriate. -Text largely error-free appropriate. register. inappropriate. correspond
-Text virtually error error-free following proof- -Text still -Text contains -Text error-ridden with topic.
free following proof following proof- reading & editing. contains few several errors despite proof- -Text error-
reading. reading & editing. -Length correct. errors following following proof- reading, editing. ridden and
-Length correct. -Length correct. proof-reading & reading & -Length – too confused
editing. editing. long/short. following
-Length almost -Length – too proof-reading,
correct. long/short. editing.
-Length – far
too long/short.
This diary entry is fine, but it is too short. It is only about 150 words. The learner must be told to
plan in greater detail and to think about how to expand the paragraphs.
However, the learner has been sincere and honest, and has written from the heart. The tone and
style are correct. The learner has a good sense of the audience of the text – himself.
You would probably give it 8 + 6 = 14.
Appendix of Assessment Tools
Rubric to assess longer transactional texts – Home Language (20 marks)
Code 7: Code 6: Code 5: Code 4: Code 3: Code 2: Code 1:
Outstanding Meritorious Substantial Adequate Moderate Elementary Not
80-100% 70-79% 60-69% 50-59% 40-49% 30-39% achieved
0-29%
CONTENT, 14½-18 13-14 11-12½ 9-10½ 7½-8½ 5½-7 0-5
PLANNING -Extensive -Very good -Fair knowledge -Adequate -Moderate -Elementary -No
specialized knowledge of of requirements knowledge of knowledge of knowledge of knowledge
& FORMAT knowledge of requirements of of text. requirements requirements requirements of of
requirements of text. -Writing – of text. of text. text. Response requirements
text. -Disciplined maintains focus, -Writing – Response to to writing task of text.
-Disciplined writing – with minor digresses but writing task reveals a limited Response to
writing –maintains maintains focus, digressions. does not reveals a focus. writing task
rigorous focus, no no digressions. -Mostly coherent impede narrow focus. -Writing – reveals a
digressions. -Coherent in in content & overall -Writing – digresses, limited focus.
-Total coherence content & ideas, ideas, meaning. digresses, meaning -Writing –
in content & very well elaborated & -Adequately meaning obscure in digresses,
ideas, highly elaborated & all most details coherent in vague in places. meaning
elaborated & all details support support topic. content & places. -Not always obscure in
details support topic. -Evidence of ideas, some -Moderately coherent in places.
topic. -Evidence of planning &/or details coherent in content & ideas, -Not
-Evidence of planning &/or drafting has support topic. content & has few details coherent in
planning &/or drafting has produced a -Evidence of ideas, some which support content &
drafting has produced a well presentable & planning &/or details topic. ideas, has
produced a crafted & very good text. drafting has support topic. -Inadequate for few details
flawlessly presentable text. -Has applied the produced a -Evidence of home language which
presentable text. -Has applied the necessary rules satisfactorily planning &/or level despite support
-Highly necessary rules of format. presented drafting has planning &/or topic.
appropriate of format very text. produced a drafting. Text -Inadequate
format. well. -Has applied moderately not well planning/
an adequate Presentable presented, drafting.
idea of & coherent -Has vaguely Poorly
requirements text. applied presented
of format. -Has a necessary rules text.
moderate of format – -Has not
idea of some critical applied
requirements oversights. necessary
of format – rules of
some critical format.
oversights.
LANGUAGE, 10-12 8½-9½ 7½-8 6-7 5-5½ 4-4½ 0-3½
STYLE & -Grammatically -Very well -Well -Adequately -Basically -Poorly -Poorly
accurate & constructed & constructed & constructed. constructed. constructed & constructed
EDITING brilliantly accurate. easy to read. Errors do not Several difficult to follow. & very
constructed. -Vocabulary -Vocabulary impede flow. errors. -Vocabulary difficult to
-Vocabulary very appropriate appropriate to -Vocabulary -Vocabulary requires some follow.
highly appropriate to purpose, purpose, adequate for limited & not remediation & -Vocabulary
to purpose, audience & audience & purpose, very suitable not suitable for requires
audience & context. context. audience & for purpose, purpose, serious
context. -Suitable style, -Style, tone, context. audience & audience & remediation
-Style, tone, tone, register register mostly -Style, tone, context. context. & not
register highly considering appropriate. register fairly -Lapses in -Style, tone & suitable for
appropriate. demands of -Mostly error- appropriate. style tone & register purpose.
-Virtually error- task. free following -A few errors register. inappropriate. -Style, tone
free following -Largely error- proof-reading & following -Several -Error-ridden & register do
proof-reading & free following editing. proof-reading errors despite proof- not
editing. proof-reading & -Length correct. & editing. following reading, editing. correspond
-Length correct. editing. -Length proof-reading -Length – too with topic
-Length correct. almost & editing. long/short. -Error-ridden
correct. -Length – too and
long/short. confused
following
proof-
reading,
editing.
-Length – far
too
long/short.
