24 2024

MODULE NAME: MODULE CODE:

ENGLISH 3A: MODERNISM ENGL7321/w

ASSESSMENT TYPE: PART 1 (PAPER AND MARKING RUBRICS)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: 10 HOURS

By submitting this assessment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity & Property Rights Policy (IIE023), as well as any rules and regulations
published on the student portal.

INSTRUCTIONS:
1. All work must be adequately and correctly referenced.
2. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the Part may consist of
direct quotes.
3. Please ensure that you submit your assessment through SafeAssign.
4. Make a copy of your assessment responses before handing it in.
5. Assessments must be typed unless otherwise specified.
6. Begin each section on a new page.
7. Follow all instructions provided.
8. This is an individual assessment.

ACADEMIC HONESTY DECLARATION

Please complete the Academic Honesty Declaration below.
Please note that your assessment will not be marked, and you will receive 0% if you have not
completed ALL aspects of this declaration.

Declaration SIGN
I have read the assessment rules provided in this declaration.
This assessment is my own work.
I have not copied any other student’s work in this assessment.
I have not uploaded the assessment question to any website or App offering
assessment assistance.
I have not downloaded my assessment response from a website.
I have not used any AI tool without reviewing, re-writing, and re-working this
information, and referencing any AI tools in my work, unless otherwise specified.
I have not shared this assessment with any other student.
I have not presented the work of published sources as my own work.
I have correctly cited all my sources of information.
My referencing is technically correct, consistent, and congruent.
I have acted in an academically honest way in this assessment.

© The Independent Institute of Education (Pty) Ltd 2024

Page 1 of 23
24 2024

Referencing Rubric
Providing evidence based on valid and referenced academic sources Markers are required to provide feedback to students by indicating
is a fundamental educational principle and the cornerstone of high- (circling/underlining) the information that best describes the
quality academic work. Hence, The IIE considers it essential to student’s work.
develop the referencing skills of our students in our commitment to
achieve high academic standards. Part of achieving these high Minor technical referencing errors: 5% deduction from the
standards is referencing in a way that is consistent, technically overall percentage. – the student’s work contains five or more
correct and congruent. This is not plagiarism, which is handled errors listed in the minor errors column in the table below.
differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty of overall percentage. – the student’s work contains five or more
according to the following guidelines a maximum of ten percent errors listed in the major errors column in the table below.
being deducted from the overall percentage. Please note, however,
that evidence of plagiarism in the form of copied or uncited work If both minor and major errors are indicated, then 10% only (and
(not referenced), absent reference lists, or exceptionally poor not 5% or 15%) is deducted from the overall percentage. The
referencing, may result in action being taken in accordance with examples provided below are not exhaustive but are provided to
The IIE’s Intellectual Integrity Policy (0023). illustrate the error.
Required: Minor errors in technical correctness of Major errors in technical correctness of
Technically correct referencing referencing style referencing style
style Deduct 5% from overall percentage. Deduct 10% from the overall percentage.
Example: if the response receives 70%, Example: if the response receives 70%, deduct
deduct 5%. The final mark is 65%. 10%. The final mark is 60%.
Consistency Minor inconsistencies. Major inconsistencies.
• The referencing style is generally • Poor and inconsistent referencing style used in-
• The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in-text changes in the format of in-text • Multiple formats for the same type of
references and in the referencing and/or in the bibliography. referencing have been used.
bibliography/reference list. • For example, page numbers for direct • For example, the format for direct quotes (in-
quotes (in-text) have been provided for text) and/or book chapters (bibliography/
one source, but not in another instance. reference list) is different across multiple
Two book chapters (bibliography) have instances.
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors. • The referencing format is incorrect.
• Referencing format is • The correct referencing format has been • Concepts and ideas are typically referenced,
technically correct throughout consistently used, but there are one or but a reference is missing from small sections
the submission. two errors. of the work.
• Concepts and ideas are typically • Position of the references: references are only
• The correct referencing format referenced, but a reference is missing given at the beginning or end of large sections
for the discipline has been from one small section of the work. of work.
used, i.e., either APA, OR • Position of the references: references are • For example, incorrect author information is
Harvard OR Law only given at the beginning or end of provided, no year of publication is provided,
every paragraph. quotation marks and/or page numbers for
• Position of the reference: a • For example, the student has incorrectly direct quotes missing, page numbers are
reference is directly associated presented direct quotes (in-text) and/or provided for paraphrased material, the
with every concept or idea. book chapters (bibliography/reference incorrect punctuation is used (in-text); the
list). bibliography/reference list is not in
• For example, quotation marks, alphabetical order, the incorrect format for a
page numbers, years, etc. are book chapter/journal article is used,
applied correctly, sources in information is missing e.g. no place of
the bibliography/reference list publication had been provided (bibliography);
are correctly presented. repeated sources on the reference list.
Congruence between in-text Generally, congruence between the in-text A lack of congruence between the in-text
referencing and bibliography/ referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors. • No relationship/several incongruencies
• There is largely a match between the between the in-text referencing and the
• All sources are accurately sources presented in-text and the bibliography/reference list.
reflected and are all accurately bibliography. • For example, sources are included in-text, but
included in the bibliography/ • For example, a source appears in the text, not in the bibliography and vice versa, a link,
reference list. but not in the bibliography/ reference list rather than the actual reference is provided in
or vice versa. the bibliography.
In summary: the recording of In summary, at least 80% of the sources are In summary, at least 60% of the sources are
references is accurate and correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:

© The Independent Institute of Education (Pty) Ltd 2024

Page 2 of 23
24 2024

English 3A Part 1 Instructions

• This Part focuses on Learning Unit 1 – The Turn of the Screw.

• Answer any two of the three questions in this Part, so that you submit a total of 100
marks to complete the assessment. For ease of marking, ensure that you clearly indicate
your selected questions on your assessment submission.

• Your lecturer will use the relevant marking rubrics in Appendix A at the end of this paper
to evaluate the quality of your chosen responses. Please work through these as part of
your assessment preparation and make sure you are satisfied that all required question
components are present and of a high standard before submitting.

• Please note that your lecturer will not mark beyond the maximum word count given for
each question.

• Make sure to reference all sources accurately using The IIE Harvard method in-text in
each question, and in a reference list either at the end of each question or consolidated
at the end of the assessment. In-text references are included in the stipulated word
count for each question, but reference lists are not.

• NB – you will be required to rework and resubmit within your summative Portfolio of
Evidence (POE) the 50-mark question from this Part for which you received the lowest
marks. So please make sure you work through and apply all constructive feedback
received on your Part responses in preparation for your POE – see the POE assessment
document for further details when it is released during the semester.

© The Independent Institute of Education (Pty) Ltd 2024

Page 3 of 23
24 2024

Question 1 – Critical Reflection on the Use of Generative AI for Creative Writing (Marks: 50)
When choosing this option, please respond to Q.1.1 and Q.1.2.

The Turn of the Screw is notable for its lack of a conclusion in an epilogue, especially given that it
has a prologue. The embedded text of the governess is never given any further discussion from
Douglas, nor the frame narrator. This has led to countless debates and reflections on what
happens at the end of the novella, and how the various narratives are connected.

Q.1.1 Ask ChatGPT to complete a 500 – 750-word epilogue for The Turn of the Screw. (5)
Provide referenced screenshot evidence of your prompts/instructions to ChatGPT,
and ChatGPT’s responses.

Marks will be awarded for the effective use of Chat-GPT prompts, and for the
relevance of the resulting AI response. For best practice guidance on prompt
engineering for generative AI, consult the following online resource:
https://developers.google.com/machine-learning/resources/prompt-eng

Q.1.2 Write an essay (1300 – 1500 words) critically evaluating the suitability of (45)
ChatGPT’s epilogue within the context of the novella’s modernist themes, tropes,
literary genres, and overall narrative structure.

In your essay, provide a structured argument that addresses:

• Whether ChatGPT’s epilogue represents and/or builds on the modernist

themes and tropes established in the novella? In what ways, and to what
effect?
• Whether ChatGPT’s epilogue aligns with the literary genres of the novella
through its characterisation, narration, and tone? In what ways, and to what
effect?
• Whether ChatGPT’s epilogue provides suitable narrative closure? In what ways,
and to what effect?

To support your argument, refer to relevant and sufficient evidence from

ChatGPT’s epilogue provided in Q.1.1, The Turn of the Screw novella, and at least

© The Independent Institute of Education (Pty) Ltd 2024

Page 4 of 23
24 2024

two additional credible secondary sources. All sources used – including ChatGPT –
must be accurately referenced throughout.

Question 2 – Theory Essay (Marks: 50)

Mieke Bal states the following on the value of narratology: “But above all, the concepts help
increase understanding by encouraging readers to articulate what they understand, or think
they understand, when reading or otherwise processing a narrative artefact” (Bal, 2017: 4). She
further states, “a narrator that tells about him- or her-self - such a narrator is personified -
entails a difference for the narrative rhetoric of truth” (Bal, 2017: 13).

This has traditionally been the reader’s response to external narrators and character-bound
narrators in deciding the ‘truth’ of a text. In The Turn of the Screw, the governess relates events
that occurred to her while she was at Bly. And, because her story is embedded in the frame
narrator and Douglas’ narrative, we understand or think we understand the events as ‘true’.

Yet, in response to an 1898 New York Times book review that proclaimed “this story made my
blood chill, my spine curl, and every individual hair to stand on end” (cited in Rust, 1988: 441),
Henry James stated, “I meant to scare the whole world with that story” (James, 1916, cited in
Rust, 1988: 441).

Using the above as context, write an essay (1500 – 1800 words) critically discussing how the
governesses’ ‘embedded text’ “gives us such substantial evidence for both positions, yet not
sufficient evidence for either to be clear-cut” (Rust, 1988: 441).

In your answer, provide a structured argument that addresses:

• the use and effect of narrative structure, framing and distancing throughout the novella,
including the various levels of narration, hypertexts, and hypotexts.
• the influence of various literary genres within the novella.
• the ways in which Bal’s theories of narratology can be used to help make sense of the
ambiguity of whether the governess is telling the truth about the apparitions and events at
Bly.

© The Independent Institute of Education (Pty) Ltd 2024

Page 5 of 23
24 2024

To support your argument, refer to relevant and sufficient evidence from The Turn of the Screw
novella, Bal (2017), the Rust (1988) reading (which can be found on EBSCOhost), as well as at least
two additional credible secondary sources.

Question 3 – Analysis Essay (Marks: 50)

“He almost smiled at me in the desolation of his surrender, which was indeed practically, by
this time, so complete that I ought to have left it there. But I was infatuated - I was blind with
victory, though even then the very effect that was to have brought him so much nearer was
already that of added separation. “Was it to everyone?” I asked.
“No; it was only to -“ But he gave a sick little headshake. “I don’t remember their names.”
“Were they then so many?”
“No - only a few. Those I liked.”
Those he liked? I seemed to float not into clearness, but into a darker obscure, and within a
minute there had come to me out of my very pity the appalling alarm of his being perhaps
innocent. It was for the instant confounding and bottomless, for if he were innocent what then
on earth was I? Paralysed, while it lasted, by the mere brush of the question, I let him go a
little, so that, with a deep-drawn sigh, he turned away from me again; which, as he faced
toward the clear window, I suffered, feeling that I had nothing now there to keep him from.”

“And did they repeat what you said?” I went on after a moment.

He was soon at some distance from me, still breathing hard and again with the air, though
now without anger for it, of being confined against his will. Once more, as he had done before,
he looked up at the dim day as if, of what had hitherto sustained him, nothing was left but an
unspeakable anxiety. “Oh, yes,” he nevertheless replied—“they must have repeated them. To
those they liked,” he added.

There was, somehow, less of it than I had expected; but I turned it over. “And these things
came round—?”

“To the masters? Oh, yes!” he answered very simply. “But I didn’t know they’d tell.”

“The masters? They didn’t—they’ve never told. That’s why I ask you.”

He turned to me again his little beautiful fevered face. “Yes, it was too bad.”

“Too bad?”

“What I suppose I sometimes said. To write home.”

© The Independent Institute of Education (Pty) Ltd 2024

Page 6 of 23
24 2024

I can’t name the exquisite pathos of the contradiction given to such a speech by such a
speaker; I only know that the next instant I heard myself throw off with homely force: “Stuff and
nonsense!” But the next after that I must have sounded stern enough. “What were these things?”

(James, 1898: Chapter XXIV)

The above passage appears just before Miles’s “little heart, dispossessed, had stopped” (James,
1898: Chapter XXIV). As we are immersed in the governess’ consciousness in the narrative, we
have no adequate means of verifying or disproving her account. Does Miles’s confession show he
has been corrupted by Peter Quint, either before his death, or by his ghost? What other
explanations can we accept for the children’s seemingly erratic behaviour?

Write an essay (1500 – 1800 words) critically analysing how James obfuscates the children’s
behaviour throughout the novella, and to what effect, using the above scene and at least one
other relevant scene as evidence.

In your answer, provide a structured argument that addresses:

• the ways in which the diction, imagery, and tone of those two scenes obfuscate the
children’s behaviour, and the effect thereof.
• the cause(s) and effect(s) of the narrative ambiguity within the novella, especially in terms
of the structure and framing of those two scenes.
• the influence of modernist themes and tropes within the novella, as evident in those two
scenes.

To support your argument, refer to relevant and sufficient evidence from those two scenes in The
Turn of the Screw, at least one of the two LU1 prescribed readings (Duperray, 2011; or Valverde,
2012), and from at least three additional credible secondary sources.

© The Independent Institute of Education (Pty) Ltd 2024

Page 7 of 23
24
APPENDIX A – English 3A Part 1 Marking Rubrics
Markers – Please note that the rubric below must be used to evaluate the students’ responses to Part 1. Please clearly indicate the specific mark you
allocate for each rubric criterion to show how you reached the question total. Also, please provide constructive feedback to ensure students and
moderators can follow your marking logic based on the rubric criteria.
Q.1.1 Marking Does not meet the required standard
criteria
Efficacy of the • No screenshot evidence has been provided
prompts given, of the prompt(s) given or ChatGPT’s
and relevance of response(s), or these prompts are largely
ChatGPT’s incoherent, irrelevant, and/or inaccurate.
responses
• Little to no effort was made to research
[5 Marks] effective prompt engineering for this
question, and/or any prompt engineering
techniques were applied in a haphazard or
misguided manner, resulting in off-topic or
at the most minimally relevant response(s)
from ChatGPT.
0 – 2 Marks
© The Independent Institute of Education (Pty) Ltd 2024
Meets the required standard
• Adequate screenshot evidence has been
provided of the prompt(s) given and
ChatGPT’s response(s).
• Some research into effective prompt
engineering was done, and the prompts
demonstrate some use of relevant and
coherent prompt engineering techniques, but
these could have been refined and/or
expanded on further, in line with the question
topic and/or requirements, which would have
likely resulted in a more relevant/appropriate
response being generated.
3 Marks
2024
_
Exceeds the required standard
• Clear and sequential evidence has been
provided of the prompts given and
ChatGPT’s responses.
• Sufficient research into effective prompt
engineering was done, and the prompts
demonstrate an insightful and intuitive
use of clear and highly relevant prompt
engineering techniques, resulting in
ChatGPT generating a creative epilogue
to The Turn of the Screw in line with the
question requirements.
4 – 5 Marks
Page 8 of 23
24 2024

Q.1.2 Marking Does not meet the Approaches the required Meets the required Partially exceeds the Greatly exceeds the
criteria required standard standard standard required standard required standard

Level of • The essay does not • There is a minimal • There is a passable • There is a clear and • The essay insightfully
engagement integrate sufficient attempt to integrate attempt to integrate consistent attempt to and intuitively integrates
with The Turn and/or appropriate sufficient and sufficient and integrate sufficient and sufficient and
of the Screw evidence from The appropriate evidence appropriate evidence appropriate evidence appropriate evidence
novella, Turn of the Screw from The Turn of the from The Turn of the from The Turn of the from The Turn of the
ChatGPT’s novella, ChatGPT’s Screw novella, Screw novella, Screw novella, ChatGPT’s Screw novella,
responses responses from Q.1.1, ChatGPT’s responses ChatGPT’s responses responses from Q.1.1, as ChatGPT’s responses
provided in or any other credible from Q.1.1, as well as from Q.1.1, as well as well as from at least two from Q.1.1, as well as
Q.1.1, and secondary sources to from at least one other from at least two other other credible secondary from at least three
other credible support the reflection credible secondary credible secondary sources to support the other credible secondary
secondary – or does so in an source to support the sources to support the reflection, in a manner sources to support the
sources illogical, inaccurate, reflection – but large reflection – but with that demonstrates some reflection, in a manner
incohesive, or gaps in content, logic, minor gaps in content, degree of critical that demonstrates
[15 Marks] irrelevant manner. cohesiveness, and/or logic, cohesiveness, thinking and appropriate exceptional critical
substantiation are and/or substantiation. narrative cohesion and thinking, narrative
evident throughout. synthesis for the cohesion and synthesis,
question. and maturity of thought
for the question.

0 – 4 Marks 5 – 7 Marks 8 – 9 Marks 10 – 12 Marks 13 – 15 Marks

© The Independent Institute of Education (Pty) Ltd 2024

Page 9 of 23
24
Q.1.2 Marking Does not meet the required
criteria standard
Critical • The essay amounts to a
reflection collection of random points
that are not linked together
[20 Marks] to form a critical reflection
on the suitability of
ChatGPT’s responses as an
epilogue to The Turn of the
Screw – or these points are
linked in illogical,
inaccurate, repetitive, or
incoherent ways.
• The essay does not address
the question on modernist
themes, tropes, literary
genres, and overall
narrative structure – or
does so very inconsistently,
with major gaps in content
and/or logic.
• The essay relies too heavily
on the student’s
unsubstantiated opinions.
0 – 5 Marks
© The Independent Institute of Education (Pty) Ltd 2024
Approaches the required
standard
• Evidence of a critical • There is a passable
reflection on the
suitability of ChatGPT’s
responses as an
epilogue to The Turn of
the Screw is present, but
only minimally.
• The essay attempts to
address the question on
modernist themes,
tropes, literary genres,
and overall narrative • Overall, the essay
structure, but includes
many inconsistencies,
repetitions, and gaps in
content and/or logic.
• The essay relies too
heavily on simple
“because” statements,
or other similarly
shallow forms of
substantiation.
6 – 9 Marks
Meets the required Partially exceeds the
standard required standard
• The critical reflection on
attempt at critically the suitability of
reflecting on the ChatGPT’s responses as
suitability of an epilogue to The Turn
ChatGPT’s responses of the Screw is clear,
as an epilogue to The largely persuasive, and
Turn of the Screw, but generally well-
minor inconsistencies developed.
and gaps or
repetitions in content • The essay addresses the
are still present. question on modernist
themes, tropes, literary
genres, and overall
addresses the narrative structure, and
question on modernist features key moments
themes, tropes, of critical thinking,
literary genres, and insight, and logical
overall narrative reasoning, but this has
structure, but critical not been sustained as
thinking, insight, logic, sufficiently or as
and cohesion are cohesively as needed
minimally applied throughout.
throughout.
10 – 13 Marks 14 – 16 Marks
2024
Greatly exceeds the
required standard
• The critical reflection on
the suitability of ChatGPT’s
responses as an epilogue
to The Turn of the Screw is
largely insightful, intuitive,
and cohesively well-
developed throughout the
essay.
• The essay addresses the
question on modernist
themes, tropes, literary
genres, and overall
narrative structure, and
does so in a holistic and
thought-provoking
manner, making
persuasive, interesting and
logical connections,
substantiations, and
motivations across and
beyond the prescribed
material.
17 – 20 Marks
Page 10 of 23
24 2024

Q.1.2 Marking Does not meet the Approaches the required Meets the required standard Partially exceeds the Greatly exceeds the required
criteria required standard standard required standard standard
Essay • There is little to no • The essay attempts to • The essay includes a • The relatively concise • The concise and engaging
structure attempt to include include an introduction passable introduction with introduction features introduction features highly
a relevant to contextualise and mostly relevant background relevant background relevant background
[5 Marks] introduction signpost the essay – but information to information to information to contextualise
and/or conclusion gaps in content and/or contextualise the question contextualise the question the question topic, as well as a
in the essay – or logic are evident. topic, as well as a mostly topic, as well as a relevant highly relevant thesis
what is provided is relevant thesis statement thesis statement and statement and key objectives
wholly incoherent • The essay attempts to and objectives to signpost objectives to signpost the to signpost the essay clearly
or incohesive and include a conclusion to the essay, but a few minor essay relatively clearly. and intuitively.
adds little to no reinforce the essay gaps are evident.
value to the essay. argument – but gaps in • The conclusion attempts • The conclusion succinctly
content and/or logic are • The essay includes a to engage the reader by synthesises the main points
• Paragraphs are evident, and/or some passable conclusion that clearly summarising the and argument thread and uses
either non- new ideas are mostly summarises and main points and using this this to drive home the essay
existent, or are ill- introduced. reinforces the essay’s to positively reinforce the argument in an insightful
defined, argument without overall essay argument. manner.
incohesive, or • There is a minimal introducing new ideas.
inappropriate attempt at using • Paragraph structure is • Paragraph structure is highly
throughout the appropriate paragraph • There is a passable attempt appropriate and appropriate and consistent
essay. structure throughout at using appropriate consistent throughout the throughout the essay, with
the essay, with large paragraph structure essay, with each paragraphs using clear and
gaps in logic and/or throughout the essay, but a paragraph using clear concise transitions to flow
technique. few minor gaps in logic or transitions to flow from intuitively and seamlessly
technique are evident. one to the next. from one to the next.

0 – 1 Marks 2 Marks 3 Marks 4 Marks 5 Marks

© The Independent Institute of Education (Pty) Ltd 2024

Page 11 of 23
24
Q.1.2 Marking Does not meet the required
criteria standard
Essay writing • There is little to no
style, diction, attempt to use an
and overall appropriately formal
quality academic writing style
and diction, and there are
[5 Marks] many informalities such as
Internet shorthand or
slang terms throughout.
• The essay is far too
repetitive, with little to no
meaningful sentence
variation or complexity
that would keep the
reader engaged at all.
• Countless inconsistencies
and major errors in
spelling and grammar are
present, and these detract
greatly from the quality
and readability of the
essay.
0 – 1 Marks
Q.1.2 Total
Q.1 Final Mark
© The Independent Institute of Education (Pty) Ltd 2024
Approaches the required
standard
• There is some attempt to
use an appropriately
formal academic writing
style and diction, but too
many inconsistencies or
informalities such as
Internet shorthand or
slang terms are still
evident.
• The essay is largely
repetitive, with minimal
meaningful sentence
variation and complexity
to keep the reader
engaged throughout.
• Many inconsistencies
and/or errors in spelling
and grammar are present,
and these detract from
the quality and readability
of the essay.
2 Marks
Meets the required
standard
• There is a passable • There is a clear attempt to
attempt to use an
appropriately formal
academic writing style
and diction, but some
minor inconsistencies or
informalities are still
present.
• The essay is largely varied,
• The essay includes some
meaningful sentence
variation and complexity
to keep the reader
somewhat engaged.
• Some minor
inconsistencies and/or • A few very minor
errors in spelling and
grammar are present, but
these do not detract too
greatly from the
readability or quality of
the essay.
3 Marks
Partially exceeds the
required standard
use an appropriately
formal academic writing
style and diction, with
only a few minor
inconsistencies still
evident.
keeping the reader mostly
engaged through
appropriate and
meaningful variations in
sentence structure, type,
and length.
inconsistencies in spelling
or grammar are present,
but these do not detract
from the readability or
quality of the essay.
4 Marks
2024
Greatly exceeds the
required standard
• The academic writing
style and diction are
exemplary throughout
the essay.
• The essay is expertly
varied, keeping the
reader thoroughly
engaged through highly
appropriate and
meaningful variations
in sentence structure,
type, and length
throughout.
• The essay is free from
errors or
inconsistencies in
spelling and grammar.
5 Marks
/ 45 Marks
/ 50 Marks
Page 12 of 23
24 2024

Q.2 Marking Does not meet the Approaches the required Meets the required Partially exceeds the Greatly exceeds the
criteria required standard standard standard required standard required standard
Level of • The essay does not refer • The essay refers to • The essay refers to • The essay clearly refers • The essay insightfully and
engagement with to appropriate or somewhat appropriate or mostly appropriate to appropriate and intuitively refers to
The Turn of the sufficient primary sufficient primary evidence and sufficient primary sufficient primary highly appropriate and
Screw novella evidence from The Turn from The Turn of the Screw evidence from The evidence from The Turn sufficient primary
of the Screw novella for novella for the question Turn of the Screw of the Screw novella for evidence from The Turn
[10 Marks] the question topic – or topic. novella for the the question topic. of the Screw novella for
does so in an illogical or question topic. the question topic.
irrelevant manner. • There is a minimal attempt • The essay integrates
to integrate evidence from • The essay integrates evidence from the • The essay integrates
• There is little to no the novella to fulfil the evidence from the novella in a manner that evidence from the
attempt to integrate depth and scope of the novella adequately to demonstrates some novella in a manner that
evidence from the question – but large gaps in fulfil the depth and degree of critical demonstrates
novella in a cohesive content, logic, scope of the question, thinking and appropriate exceptional critical
manner to fulfil the cohesiveness and/or but with minor gaps in narrative cohesion and thinking, narrative
depth and scope of the substantiation are evident content, logic, synthesis for the cohesion and synthesis,
question. throughout. cohesiveness, and/or question. and maturity of thought
substantiation. for the question.

0 – 2 Marks 3 – 4 Marks 5 – 6 Marks 7 – 8 Marks 9 – 10 Marks

© The Independent Institute of Education (Pty) Ltd 2024

Page 13 of 23
24
Q.2 Marking Does not meet the
Criteria required standard
Level of • The essay does not refer
engagement to appropriate or
with Bal sufficient supporting
(2017), Rust evidence from Bal
(1988), and (2017), Rust (1988), or
other credible any credible secondary
secondary sources – or does so in a
sources wholly illogical or
irrelevant manner.
[15 Marks]
• There is little to no
attempt to integrate
evidence from the
required or chosen
secondary sources in a
cohesive manner to fulfil
the depth and scope of
the question.
0 – 4 Marks
© The Independent Institute of Education (Pty) Ltd 2024
Approaches the required
standard
• The essay refers to
somewhat appropriate
and sufficient supporting
evidence from Bal (2017),
Rust (1988), and at least
one other credible
secondary source.
• There is a minimal
attempt to integrate
evidence from the
required and chosen
secondary sources to fulfil
the depth and scope of
the question, but large
gaps in content, logic,
cohesion, and/or
substantiation are evident
throughout.
5 – 7 Marks
Meets the required
standard
• The essay refers to mostly • The essay clearly refers
appropriate and sufficient
supporting evidence from
Bal (2017), Rust (1988),
and at least two other
credible secondary
sources.
• The essay integrates
evidence from the • The essay integrates
required and chosen
secondary sources
adequately to fulfil the
depth and scope of the
question, but with minor
gaps in content, logic,
cohesion, and/or
substantiation.
8 – 9 Marks
2024
Partially exceeds the Greatly exceeds the
required standard required standard
• The essay insightfully and
to relevant and intuitively refers to highly
sufficient supporting relevant and sufficient
evidence from Bal supporting evidence from
(2017), Rust (1988), and Bal (2017), Rust (1988),
at least two other and at least three other
credible secondary credible secondary
sources. sources.
• The essay integrates
evidence from the evidence from the
required and chosen required and chosen
secondary sources in a secondary sources in a
manner that manner that demonstrates
demonstrates some exceptional critical
degree of critical thinking, narrative
thinking and appropriate cohesion and synthesis,
narrative cohesion and and maturity of thought
synthesis for the for the question.
question.
10 – 12 Marks 13 – 15 Marks
Page 14 of 23
24 2024

Q.2 Marking Does not meet the Approaches the required Meets the required Partially exceeds the Greatly exceeds the
Criteria required standard standard standard required standard required standard
Argumentation • The essay amounts to a • Evidence of a persuasive • There is a passable • The essay argument is • The persuasive argument
collection of random argument thread is attempt at clear, persuasive, and is (largely) insightful,
[15 Marks] points that are not present, but only constructing a generally well- intuitive, and coherently
linked together to form minimally. persuasive argument developed. well-developed
a persuasive argument, thread, but some throughout the essay.
or are linked in wholly • The essay attempts to minor inconsistencies, • The argument fulfils
illogical, repetitive, or fulfil the question but gaps, or repetitions in the question, and • The argument fulfils the
inaccurate ways. includes many the content are still features key moments question, and does so in a
inconsistencies, present. of critical thinking, holistic and thought-
• The essay does not fulfil repetitions, and gaps in insight, and logical provoking manner,
the question, or does so content, coherence, • Overall, the essay reasoning, but this has making interesting and
inconsistently, with and/or logic. fulfils the question, but not been sustained as logical connections and
major gaps in content, critical thinking, sufficiently or as substantiations across and
coherence, and/or logic. • The argument relies too insight, logic, and coherently as needed beyond the prescribed
heavily on simple coherence are throughout. material.
• The essay relies too “because” statements, minimally applied
heavily on the student’s or other similarly shallow throughout.
unsubstantiated forms of substantiation.
opinions.

0 – 4 Marks 5 – 7 Marks 8 – 9 Marks 10 – 12 Marks 13 – 15 Marks

© The Independent Institute of Education (Pty) Ltd 2024

Page 15 of 23
24 2024

Q.2 Marking Does not meet the
criteria required standard
Essay • There is little to no
structure attempt to include a
relevant
[5 Marks] introduction and/or
conclusion in the
essay – or what is
provided is wholly
incoherent or
incohesive and adds
little to no value to
the essay.
• Paragraphs are
either non-existent,
or are ill-defined,
incohesive, or
inappropriate
throughout the
essay.
Approaches the required Meets the required standard
standard
• The essay attempts to • The essay includes a
include an introduction passable introduction with
to contextualise and mostly relevant
signpost the essay – but background information to
gaps in content and/or contextualise the question
logic are evident. topic, as well as a mostly
relevant thesis statement
• The essay attempts to and objectives to signpost
include a conclusion to the essay, but a few minor
reinforce the essay gaps are evident.
argument – but gaps in
content and/or logic are • The essay includes a
evident, and/or some passable conclusion that
new ideas are mostly summarises and
introduced. reinforces the essay’s
argument without
• There is a minimal introducing new ideas.
attempt at using
appropriate paragraph • There is a passable
structure throughout the attempt at using
essay, with large gaps in appropriate paragraph
logic and/or technique. structure throughout the
essay, but a few minor
gaps in logic or technique
are evident.
Partially exceeds the Greatly exceeds the required
required standard standard
• The relatively concise • The concise and engaging
introduction features introduction features highly
relevant background relevant background
information to information to
contextualise the contextualise the question
question topic, as well as topic, as well as a highly
a relevant thesis relevant thesis statement
statement and objectives and key objectives to
to signpost the essay signpost the essay clearly
relatively clearly. and intuitively.
• The conclusion attempts • The conclusion succinctly
to engage the reader by synthesises the main points
clearly summarising the and argument thread and
main points and using uses this to drive home the
this to positively essay argument in an
reinforce the overall insightful manner.
essay argument.
• Paragraph structure is
• Paragraph structure is highly appropriate and
appropriate and consistent throughout the
consistent throughout essay, with paragraphs
the essay, with each using clear and concise
paragraph using clear transitions to flow
transitions to flow from intuitively and seamlessly
one to the next. from one to the next.

0 – 1 Marks 2 Marks 3 Marks 4 Marks 5 Marks

© The Independent Institute of Education (Pty) Ltd 2024

Page 16 of 23
24
Q.2 Marking Does not meet the required
criteria standard
Essay • There is little to no
writing attempt to use an
style, appropriately formal
diction, and academic writing style
overall and diction, and there are
quality many informalities such
as Internet shorthand or
[5 Marks] slang terms throughout.
• The essay is far too
repetitive, with little to no
meaningful sentence
variation or complexity
that would keep the
reader engaged at all.
• Countless inconsistencies
and major errors in
spelling and grammar are
present, and these
detract greatly from the
quality and readability of
the essay.
0 – 1 Marks
Q.2 Total
© The Independent Institute of Education (Pty) Ltd 2024
2024
Approaches the required Meets the required Partially exceeds the Greatly exceeds the
standard standard required standard required standard
• There is some attempt to • There is a passable • There is a clear attempt • The academic writing
use an appropriately attempt to use an to use an appropriately style and diction are
formal academic writing appropriately formal formal academic writing exemplary throughout
style and diction, but too academic writing style style and diction, with the essay.
many inconsistencies or and diction, but some only a few minor
informalities such as minor inconsistencies or inconsistencies still • The essay is expertly
Internet shorthand or informalities are still evident. varied, keeping the
slang terms are still present. reader thoroughly
evident. • The essay is largely engaged through highly
• The essay includes some varied, keeping the appropriate and
• The essay is largely meaningful sentence reader mostly engaged meaningful variations in
repetitive, with minimal variation and complexity through appropriate and sentence structure, type,
meaningful sentence to keep the reader meaningful variations in and length throughout.
variation and complexity somewhat engaged. sentence structure, type,
to keep the reader and length. • The essay is free from
engaged throughout. • Some minor errors or inconsistencies
inconsistencies and/or • A few very minor in spelling and grammar.
• Many inconsistencies errors in spelling and inconsistencies in spelling
and/or errors in spelling grammar are present, but or grammar are present,
and grammar are present, these do not detract too but these do not detract
and these detract from the greatly from the from the readability or
quality and readability of readability or quality of quality of the essay.
the essay. the essay.
2 Marks 3 Marks 4 Marks 5 Marks
/ 50 Marks
Page 17 of 23
24
Q.3 Marking Does not meet the
criteria required standard
Level of • The essay does not refer • The essay refers to
engagement with to appropriate or
the two scenes sufficient primary
from The Turn of evidence from the
the Screw provided scene and at
least one other scene in
[15 Marks] The Turn of the Screw
novella for the question
topic – or does so in an
illogical or irrelevant • There is a minimal attempt
manner.
• There is little to no
attempt to integrate
evidence from the
novella in a cohesive
manner to fulfil the
depth and scope of the
question.
0 – 4 Marks
© The Independent Institute of Education (Pty) Ltd 2024
Approaches the required
standard
somewhat appropriate or
sufficient primary evidence
from the provided scene
and at least one other
scene in The Turn of the
Screw novella for the
question topic.
to integrate evidence from
the novella to fulfil the
depth and scope of the
question – but large gaps in
content, logic,
cohesiveness and/or
substantiation are evident
throughout.
5 – 7 Marks
2024
Meets the required Partially exceeds the Greatly exceeds the
standard required standard required standard
• The essay refers to • The essay clearly refers • The essay insightfully and
mostly appropriate to appropriate and intuitively refers to
and sufficient primary sufficient primary highly appropriate and
evidence from the evidence from the sufficient primary
provided scene and at provided scene and at evidence from the
least one other scene least one other scene in provided scene and at
in The Turn of the The Turn of the Screw least one other scene in
Screw novella for the novella for the question The Turn of the Screw
question topic. topic. novella for the question
topic.
• The essay integrates • The essay integrates
evidence from the evidence from the • The essay integrates
novella adequately to novella in a manner that evidence from the
fulfil the depth and demonstrates some novella in a manner that
scope of the question, degree of critical demonstrates
but with minor gaps in thinking and appropriate exceptional critical
content, logic, narrative cohesion and thinking, narrative
cohesiveness, and/or synthesis for the cohesion and synthesis,
substantiation. question. and maturity of thought
for the question.
8 – 9 Marks 10 – 12 Marks 13 – 15 Marks
Page 18 of 23
24
Q.3 Marking Does not meet the
criteria required standard
Level of • The essay does not refer
engagement to appropriate or
with Duperray sufficient supporting
(2011) or evidence from Duperray
Valverde (2011) or Valverde
(2012), and (2012), or any credible
other credible secondary sources – or
secondary does so in a wholly
sources illogical or irrelevant
manner.
[10 Marks]
• There is little to no
attempt to integrate
evidence from the
required or chosen
secondary sources in a
cohesive manner to fulfil
the depth and scope of
the question.
0 – 2 Marks
© The Independent Institute of Education (Pty) Ltd 2024
Approaches the required
standard
• The essay refers to
somewhat appropriate
and sufficient supporting
evidence from Duperray
(2011) or Valverde (2012),
and at least one other
credible secondary
source.
• There is a minimal
attempt to integrate
evidence from the
required and chosen
secondary sources to fulfil
the depth and scope of
the question, but large
gaps in content, logic,
cohesion, and/or
substantiation are evident
throughout.
3 – 4 Marks
Meets the required
standard
• The essay refers to mostly • The essay clearly refers
appropriate and sufficient
supporting evidence from
Duperray (2011) or
Valverde (2012), and at
least two other credible
secondary sources.
• The essay integrates
evidence from the • The essay integrates
required and chosen
secondary sources
adequately to fulfil the
depth and scope of the
question, but with minor
gaps in content, logic,
cohesion, and/or
substantiation.
5 – 6 Marks
2024
Partially exceeds the Greatly exceeds the
required standard required standard
• The essay insightfully and
to relevant and intuitively refers to highly
sufficient supporting relevant and sufficient
evidence from Duperray supporting evidence from
(2011) or Valverde Duperray (2011) or
(2012), and at least two Valverde (2012), and at
other credible least three other credible
secondary sources. secondary sources.
• The essay integrates
evidence from the evidence from the
required and chosen required and chosen
secondary sources in a secondary sources in a
manner that manner that demonstrates
demonstrates some exceptional critical
degree of critical thinking, narrative
thinking and appropriate cohesion and synthesis,
narrative cohesion and and maturity of thought
synthesis for the for the question.
question.
7 – 8 Marks 9 – 10 Marks
Page 19 of 23
24 2024

Q.3 Marking Does not meet the Approaches the required Meets the required Partially exceeds the Greatly exceeds the
criteria required standard standard standard required standard required standard
Argumentation • The essay amounts to a • Evidence of a persuasive • There is a passable • The essay argument is • The persuasive argument
collection of random argument thread is attempt at clear, persuasive, and is (largely) insightful,
[15 Marks] points that are not present, but only constructing a generally well- intuitive, and coherently
linked together to form minimally. persuasive argument developed. well-developed
a persuasive argument, thread, but some throughout the essay.
or are linked in wholly • The essay attempts to minor inconsistencies, • The argument fulfils
illogical, repetitive, or fulfil the question but gaps, or repetitions in the question, and • The argument fulfils the
inaccurate ways. includes many the content are still features key moments question, and does so in a
inconsistencies, present. of critical thinking, holistic and thought-
• The essay does not fulfil repetitions, and gaps in insight, and logical provoking manner,
the question, or does so content, coherence, • Overall, the essay reasoning, but this has making interesting and
inconsistently, with and/or logic. fulfils the question, but not been sustained as logical connections and
major gaps in content, critical thinking, sufficiently or as substantiations across and
coherence, and/or logic. • The argument relies too insight, logic, and coherently as needed beyond the prescribed
heavily on simple coherence are throughout. material.
• The essay relies too “because” statements, minimally applied
heavily on the student’s or other similarly shallow throughout.
unsubstantiated forms of substantiation.
opinions.

0 – 4 Marks 5 – 7 Marks 8 – 9 Marks 10 – 12 Marks 13 – 15 Marks

© The Independent Institute of Education (Pty) Ltd 2024

Page 20 of 23
24 2024

Q.3 Marking Does not meet the
criteria required standard
Essay • There is little to no
structure attempt to include a
relevant
[5 Marks] introduction and/or
conclusion in the
essay – or what is
provided is wholly
incoherent or
incohesive and adds
little to no value to
the essay.
• Paragraphs are
either non-existent,
or are ill-defined,
incohesive, or
inappropriate
throughout the
essay.
Approaches the required Meets the required standard
standard
• The essay attempts to • The essay includes a
include an introduction passable introduction with
to contextualise and mostly relevant
signpost the essay – but background information to
gaps in content and/or contextualise the question
logic are evident. topic, as well as a mostly
relevant thesis statement
• The essay attempts to and objectives to signpost
include a conclusion to the essay, but a few minor
reinforce the essay gaps are evident.
argument – but gaps in
content and/or logic are • The essay includes a
evident, and/or some passable conclusion that
new ideas are mostly summarises and
introduced. reinforces the essay’s
argument without
• There is a minimal introducing new ideas.
attempt at using
appropriate paragraph • There is a passable
structure throughout the attempt at using
essay, with large gaps in appropriate paragraph
logic and/or technique. structure throughout the
essay, but a few minor
gaps in logic or technique
are evident.
Partially exceeds the Greatly exceeds the required
required standard standard
• The relatively concise • The concise and engaging
introduction features introduction features highly
relevant background relevant background
information to information to
contextualise the contextualise the question
question topic, as well as topic, as well as a highly
a relevant thesis relevant thesis statement
statement and objectives and key objectives to
to signpost the essay signpost the essay clearly
relatively clearly. and intuitively.
• The conclusion attempts • The conclusion succinctly
to engage the reader by synthesises the main points
clearly summarising the and argument thread and
main points and using uses this to drive home the
this to positively essay argument in an
reinforce the overall insightful manner.
essay argument.
• Paragraph structure is
• Paragraph structure is highly appropriate and
appropriate and consistent throughout the
consistent throughout essay, with paragraphs
the essay, with each using clear and concise
paragraph using clear transitions to flow
transitions to flow from intuitively and seamlessly
one to the next. from one to the next.

0 – 1 Marks 2 Marks 3 Marks 4 Marks 5 Marks

© The Independent Institute of Education (Pty) Ltd 2024

Page 21 of 23
24
Q.3 Marking Does not meet the required
criteria standard
Essay • There is little to no
writing attempt to use an
style, appropriately formal
diction, and academic writing style
overall and diction, and there are
quality many informalities such as
Internet shorthand or
[5 Marks] slang terms throughout.
• The essay is far too
repetitive, with little to no
meaningful sentence
variation or complexity
that would keep the
reader engaged at all.
• Countless inconsistencies
and major errors in
spelling and grammar are
present, and these detract
greatly from the quality
and readability of the
essay.
0 – 1 Marks
Q.3 Total
© The Independent Institute of Education (Pty) Ltd 2024
2024
Approaches the required Meets the required Partially exceeds the Greatly exceeds the
standard standard required standard required standard
• There is some attempt to • There is a passable • There is a clear attempt • The academic writing
use an appropriately attempt to use an to use an appropriately style and diction are
formal academic writing appropriately formal formal academic writing exemplary throughout
style and diction, but too academic writing style style and diction, with the essay.
many inconsistencies or and diction, but some only a few minor
informalities such as minor inconsistencies or inconsistencies still • The essay is expertly
Internet shorthand or informalities are still evident. varied, keeping the
slang terms are still present. reader thoroughly
evident. • The essay is largely engaged through highly
• The essay includes some varied, keeping the appropriate and
• The essay is largely meaningful sentence reader mostly engaged meaningful variations in
repetitive, with minimal variation and complexity through appropriate and sentence structure, type,
meaningful sentence to keep the reader meaningful variations in and length throughout.
variation and complexity somewhat engaged. sentence structure, type,
to keep the reader and length. • The essay is free from
engaged throughout. • Some minor errors or inconsistencies
inconsistencies and/or • A few very minor in spelling and grammar.
• Many inconsistencies errors in spelling and inconsistencies in spelling
and/or errors in spelling grammar are present, but or grammar are present,
and grammar are present, these do not detract too but these do not detract
and these detract from the greatly from the from the readability or
quality and readability of readability or quality of quality of the essay.
the essay. the essay.
2 Marks 3 Marks 4 Marks 5 Marks
/ 50 Marks
Page 22 of 23
24 2024

Constructive Feedback on English 3A Part 1

FINAL MARK – ENGLISH 3A PART 1 / 100

Referencing Deduction (0%, 5% or 10% from the overall percentage for poor quality referencing throughout. Please refer to
referencing rubric.)

[TOTAL MARKS: 100]

© The Independent Institute of Education (Pty) Ltd 2024

Page 23 of 23