PAPER 3 WRITING SKILLS

In the English First Additional Language Examinations, Paper 3 - the Writing Paper - counts
the majority of your marks (100 of the 250 marks). This is the paper where all your
knowledge of the English language is tested, but it is also the paper that allows you to be
yourself. The question paper consists of three sections:

Section A - Essay

ESSAY WRITING

This section is the most creative of the three sections.

The length of your essay should be between 250 to 300 words. You should edit your essay to
ensure that it does not exceed 300 words.

(You can download the notes at: http://www.education.gov.za/Currlculum/

LearningandTeachingSupportMaterials(LTSM)/MindtheGapStudyGuides.

aspx)

Different techniques can be used to start an essay. Consider the following interesting ways to
start an essay:

I. "Ask the reader a question that does not require a response (Rhetorical
question)."
2. Remember: a good essay sets the scene without being too explicit and it will let the
reader work out the moral of the story. You need not force it upon the reader.
3. Once you have written your essay, it is vital that you edit it. Editing means that you
read through your writing and make corrections. Nobody can write a flawless essay
on the first try.

Editing check list

• Take the first paragraph and slowly work through it. Use the checklist:
• Circle all the full stops in the paragraph. Then:
• If there is only one - go back and find splices.
• A sentence may be a maximum 2 lines long.
• Fix long sentences.
• Look at the first word in each sentence.
For example:
• Start with a capital letter.
• -ing words - fix - the subject is missing
• Conjunctions - so, and, because, but - fix
• When - make sure there is a subject and verb.
• Check that I is written with a capital letter.
• Do not use & (ampersand) write the word out - and.

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r

• Check for bad/informal words and habits and replace them with formal/
• Use Standard English words. See the following examples:
Spelling of because (i.e. coz; 'cause; cose; etc.)
Gonna, wanna, dunno
Whereby, wherefore

Some essay topics may require you to argue a point. These essays are called argumentative
essays. With this type of essay, you need to present your personal opinion on the topic. You
will try to convince your reader to feel the same way as you do about the topic.

ARGUMENTATIVE ESSAY
The argumentative essay presents only one side of the argument, yet you may show an
awareness of the other side of the argument, but be able to counter it.

An argumentative essay consists of the following parts:

This includes a general statement (hook) and a

thesis statement
- You clearly state what position you are taking
about the topic.
Warning: Do not merely state that you agree with
the topic.
State the topic and your position.
For example, do not say:
INTRODUCTION I agree with the topic. It is not fair if you
disagree because you
are not considering the impact on others.
Rather say:
Smoking is dangerous to all people, smokers and
non-smokers.
Scientists have proven that smoking can have a
negative effect on the health of non-smokers.
8 I st point of argument Topic sentence+ support to convince your reader
to agree with
0 your argument.
2 nd point of argument Topic sentence+ support to convince your reader
D to agree with
your argument.
y 3n1 point of argument Topic sentence + support to convince your reader
to agree with
your arl!llment.
CONCLUSION This is a summary of your position and ideas.
Summarise the ideas mentioned in the body of
the essay. Provide a final thought.
Warning: Do not introduce a new point of
areument at this point.

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 Hints for choosing a topic
Read all the topics. Write down a few ideas on each topic. Eliminate the topics that you do
not understand or know very little about. Remember: you have to be able to write the
required number of words on the topic without repeating yourself.

Underline all the keywords in the chosen topic to ensure that you do not miss important
information.

Choose a topic that you fully understand. It is not wise to attempt to write on a topic you do
not understand. You are surely going to lose marks due to misunderstanding or not
addressing what is required of you.

Choose a topic that interests you. If you don't care about limiting cigarette advertising, don't
select it as a topic for a persuasive essay. You'll have more to say, and you'll write better, on
something you care about. Generally, if you choose a topic that is interesting to you, then
your reader will find it interesting too.

If your essay requires knowledge, choose a topic about which you have sufficient
information. Make sure you select a subject that you can develop with enough details.

After you've picked a topic, don't be afraid to change it if it isn't working out.

Teachers would rather you write a good essay than sticking to a topic that was a poor choice.

Hlnts for wrjtjng an essay

You should be familiar with the followlng types of essays:

• Narrative - to entertain or tell a story;

• Descriptive - to describe in a vivid manner;

• Discursive - to present arguments from differing viewpoints and draw a clear conclusion of
your own;

• Argumentative - to argue a case for one side of a point to convince your reader of your
opinion;

• Reflective - to describe an emotional reaction and feeling in a specific manner.

You should be rammar wjth the conventions of essay writing.

Your introduction is crucial. Avoid setting the scene for half of the essay - you have a limited
number of words you can use to get your reader interested.

Choose a different perspective from which to write your essay. For example:

• When writing about school, write from the principal's perspective and not your own.

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• Write as though you are an object, e.g. a chair or table.

• Write from a different perspective in time, e.g. write as though you are living in the future
or the past.

A good conclusion does not introduce any new ideas, but links the information already
written with the topic and introduction.

Use fresh and original images and descriptive words. Avoid too many idioms, as it makes
your writing unoriginal. Avoid using inflated vocabulary - it may seem forced and not fit
the
conte xt of the topic.

Mark s for the essay will be awarded as follows:

• Conte nt and Planning - organisation of ideas for planning; awareness of purpose audience
and context, response and ideas; including originality, creativity and maturity. (30 marks)

• Language, Style and Editing - tone, register, style, vocabulary appropriate to purpose/eff
ect
and context; word choice; language use and conventions; punctuation, grammar and spellin
g.
(15 mark s)

• Structure - features of text; paragraph development and sentence construction. (S marks)

• The total mark allocation is 50.

The pictures reproduced below may evoke some reaction or feeling in you, or sti
your imagination.

• Select ONE picture and write an essay in response.

• Provide your essay with a suitable title.
• Write the correct topic number (1.6.1, 1.6.2 or 1.6.3).

NOTE: There must be a clear link between your essay and the picture you hav
chosen.

1.6.1
 ASSESSMENT RUBRIC FOR ESSAY - HOME LANGUAGE (50 MARKS)
Crillrll Exceptional Skilful Moderate Elementary Inadequate
CONTENT 28-30 22-24 16-18 10-12 ~
AND Outstanding,'Sbiking Very well-crafted • Satisfactory Inconsistently -Totally irrelevant
PLANNING response beyond response response coherent response response
normal expectations Fully relevant and • Ideas are reasooably Unclear ideas and -Confused and

I
(Response and
ideas) lntelligenl thought- interesting ideas with coherent and unoriginal unfocused ideas
Organisation of provoking and mature evidence of maturity convincing Little evidence of -Vague and
ideas lot ideas Very well 01911nised and • Reasonably o,ganisation and repetitive
planning; Exceptionally well coherent (connected) organised and coherence • Uno,ganised
Awareness of Otg80ised and coherent including introductioo, coherent including and incoherent
purpose, including introduction. body and introductioo. body and
audience and body and conclusion/ending conclusion/ending
context conclusion/endinQ
2S-27 1~21 13-15 7-9 0-3
30MARKS Excelent response but Well-crafted response Satisfactory response La,gety irrelevant -No attemptto
lacks the exceptionally Relevant and interesting but some lapses in respoose respond to the
ii striking qualities of the ideas clarity Ideas tend to be topic
> outstanding essay Well o,ganised and Ideas are fairly disconnected and -Completely
.5! Mature and inllllligent coherent (connected) coherent and confusiing irrelevant and

I
_,
ideas
SkilfuUy organised and
coherent (connected)
including introduction.
body and conclusioo
coovincing
Some degree of
organisation and
Hardly any
evidence of
organisation and
inappropriate
-Unfocused and
muddled
including introductioo, coherence including coherence
body and introduction. body
conclusion/endinQ and cooclusion
LANGUAGE, 14-15 11-12 8-9 ~ 0-3
STYLE AND Tooe, register. style, Tooe. n,gister. style and Tooe, n,gister. style Tone. n,gister, style -Language
EDITING and vocabulary highly vocabulary very and vocabulary and vocabulary less incomprehensible
appropriate to purpose, appropriate to purpose. appropriate to appropriate to • Tone. register,
Tooe, n,giste,, audience and context audience and context purpose. audience purpose, audience style and

I
Exceptionally Language is effective and and context and context vocabulary not
style. vocabwlry
appropriate to impressive use of a consistently appropriate Appropriate use of Very basic use of appropriate
purpose/effect language tone is used language to comey language to purpose,
and context; Compelling and Largely error4ree in meaning Tooe and diction audience and
Word choice; rhetoricaly effective in grammar and spelling Tooe is appropriate are inappropriate context
Language use tone Very well crafted Rhetorical devices Verylimlted • Vocabulary
and conventions, Virtually et101-free in used lo enhance vocabulary linltations so
punctuation. grammar and spelling content extreme as to
grammar, spelling Verv skilfully crafted make
13 10 7 4 comprehension
Language excellent and Language engaging and Adequate use of Inadequate use of impossible
15MARKS
1 rhetoricaNy etlaclive in
tone
generally eff8dive
Appropriate and effective
language with some
inconsistencies
language
Lillie°' no variety

_,i0
Virtually et101-free in tone Tone generally in sentences
grammar and spelling Few etlOfS in grammar appropriate and Exceptiooally
Skifuly crafted and spelling limlted use of imiled vocabulary
Well-crafted rhetorical devices
STRUCTURE 5 4 3 2 0-1
• Excellent development -Logical development of -Relevant details • Some valid points • Necessary
Features ol text; of topic details developed • Sentences and points lacking
Paragraph • Exceptional detail -Coherent -Sentences, paragraphs faulty • Sentences and
development and • Sentences. paragraphs -Sentences. paragraphs paragraphs well- • Essay still makes paragraphs faulty
sentence exceptionally well· logical, varied oonstructed sense • Essay lacl<s
construction constructed -Essay still makes sense
sense
5MARKS