NAMIBIA SENIOR SECONDARY CERTIFICATE

GENERIC AFRICAN FIRST LANGUAGE (ES) ORDINARY LEVEL 1601/1

PAPER 1 READING AND DIRECTED WRITING

MARK SCHEME

2021
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SECTION A: Passage 1

1 Suggested questions and Keys for inclusion in Mark scheme

Sub- Expected answers/possible answers [guide] Marks AO

question

(a) The father wouldn’t give up / swore or promised, hand [2] R1

on heart, that he would take good care of the boy (1)

and

(he would) return him in time for Christmas dinner. (1)

(Any two)

(b) The fresh snow was inviting/there was something [1] R1

special about the snow/that the snow was special.
(Any one)

(c) - He knew that the drive back home would be [2] R3

difficult/hard/
- the road would be covered with snow/
- to make the car grip the road better/
- to make it easier to drive (in snow) (Any two)

(d) The boy was thinking about being at home. [1] R4

(e) - he was angry at his father [2] R3

- it was getting late for the Christmas eve dinner/
- he didn’t believe his father would get him home/
- he didn’t want to be manipulated. (Any two)

(f) He had removed one section of the barricades, (1) thus [1] R3
breaking the law.

(g) - that they left civilisation behind/ [2] R4

- that it was becoming dangerous/
- they were concerned about only one thing at
that moment – the snow. (Any two)

(h) - He was feeling guilty/ he wanted to apologise to [2] R3

the boy,
- he knew that it was dangerous/reckless and
irresponsible,
- he was cautioning the boy not to copy what he
just did, (Any two)
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Sub- Expected answers/possible answers [guide] Marks AO

question

(i) - Even if it is risky (1) you will never know the [2] R4
experience unless you try it. (1)

- or risk can sometimes be justified (1) by the

quality of the experience it brings (1).

Summary 15 R1 = 3
R3 = 7
R4 = 5
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For every point mentioned up to a maximum of 15, one is awarded.

2 (a) INDICATIVE CONTENT

 He had to fight for the privilege of my company (the father for the
company of his son);
 The father sneaked the boy into a nightclub (the boy is underage)
 He took the boy skiing in a snowstorm;
 Although it began snowing, he still wanted to ski down the mountain
one last time which later became several last times;
 The last trip down was particularly fast and they made it to the
bottom by luck;
 He was indifferent to the boy’s nagging;
 The father was aware of the fact that the boy’s mother would not
forgive him if he did not return the boy in time for dinner, yet he
continued with his adventures;
 He asked the boy to carry heavy chains;
 He believed that the snow was ‘just’ ten or fifteen cm thick (he
claimed that he had driven through worse conditions than that
before);
 He was boasting of being a good driver while risking his and his
son’s life;
 He ignored the police officer’s warning;
 He instructed his son to move the barricade;
 He took the risk of driving with the boy on a barricaded road;
 He made his son an accomplice – a partner in crime (we go down
together);
 He drove on the untouched snow;
 He told his son never to try that knowing it was dangerous yet he
did it (Indeed, he doesn’t practice what he preaches);

[Any other appropriate and valid ideas from passage can be

considered] [15]

(b) The candidates will then use the points in (a) above to write a
summary in continuous prose. Candidates should use their own
words as far as possible. Use the marking grid (Addendum A) for
Writing a Summary (paper 1) to award marks. [5]

[20]
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SECTION B: Passage 2

3 INDICATIVE CONTENT

In order for a candidates to be placed in band 1, he/she should mention

at least 5 social issues and 5 solutions.

 Problem of being an immigrant;

 Unemployment/factories closing or moving;
 Low pay;
 Compete with own children for jobs;
 No health benefits;
 Women wants to go for education;
 People don’t have the money to go to college;
 Lack of opportunity
 Children are not cared for;
 Bribery;

Ways to overcome these issues

 Be optimistic/have dreams/be ambitious;

 For yourself and your children;
 Travel in order to work and study;
 Hard work and perseverance;
 Value women who raise babies and work at the same time;
 Government could help people buy houses;
 Your name should not be a barrier to success;
 Everybody should be able to go to a good school;
 Health benefits should be provided;
 People should be helped financially to go to college;
 Parents needs to teach, as well as schools;
 Parents needs to raise expectations;
 Turn off television sets;
 Not to expect government to do everything;
 Improve opportunities for children.

[Any other appropriate and valid ideas from the passage can be
considered]

Use the marking grid (Addendum B) for Directed Writing tasks (paper 1)
for reading (15) and Writing (5) to award marks.

Candidates should use their own words as far as possible.

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ADDENDUM A: GENERIC MARK SCHEME – SUMMARY (Paper 1)

The following grid should be used to mark question 2 (b) out of 5 marks.

Bands Descriptions/Criteria Marks

The summary is well-focused on the text and addresses all the

demands of the question. All the notes that were extracted from
the text are used concisely and fluently in the candidate’s own
1 5
words as appropriate. Compound and complex sentences with
conjunctions and connectives (transitional words and phrases) are
used appropriately to compare and contrast.

The summary is generally focused although there may be

infrequent redundancies. Most notes that were extracted from the
text are clearly, concisely and consistently used in the candidate’s
2 4
own words as appropriately as possible. There is evidence of
compound and complex sentences with connectives to show
comparison.

There is evidence of focus in the summary although at times there

is lack of clarity. Own words are used but the summary, in some
3 3
instances, leans on listing the notes. Facts, ideas and opinions
may not be presented in an orderly manner.

There is at times evidence of focus in the summary although there

is unnecessary, irrelevant or inappropriate own opinions and long
4 2
explanations. There may be sporadic copying of words or phrases
from the text.

The summary is mostly incoherent and lacks focus. Words and or

5 1
phrases are frequently copied from the text.

There is no focus or it is extremely difficult to make sense of the

6 0
summary. The candidate reproduces the text in its entirety.
ADDENDUM B: GENERIC MARK SCHEME – DIRECTED WRITING TASK (Paper 1)
Reading

The following grid should be used to mark the reading part of question 3 out of 15
marks.

Bands Descriptions/Criteria Marks

The response shows an in-depth reading of the passage. Ideas from

the passage have been clearly and extensively developed and
1 13 – 15
integrated in the response. Relevant information is selected and used
as supporting details to fit a specific purpose.

The response shows proficient reading of the passage. Ideas from

the passage were explored at some length, but may not be
2 10 – 12
consistently developed or sustained. There is consideration of
supporting details.

There is evidence that the passage was read satisfactorily. Some

3 ideas from the passage were considered but not fully developed. 7–9
There are instances of supporting details.

The passage was read at superficial level. There is some attempt to

focus on ideas from the passage although this may be insufficient to
4 4–6
address the question as these are presented as they are in the
passage.

The passage was read with little understanding. Ideas from the
passage were hardly developed or considered. Little reference is
5 1–3
made to the passage or the question. There are many instances of
verbatim copying from the passage.

The response hardly shows a relationship to the passage or the

6 0
question. There is senseless random copying from the passage.
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Writing

The following grid should be used to mark the writing part of question 3 out of 5 marks.

Bands Descriptions/Criteria Marks

The language used in the response is accurate and creative. Ideas

are appropriately, effectively and convincingly presented throughout
1 the response. Excellent control of appropriate style. The ordering 5
and presentation of facts, ideas and opinions as well as the structure
of the response are consistently excellent.

There is a range of thoughtful vocabulary and sentences. The

language used in the response is smooth and purposeful. Almost
2 consistent use of appropriate style. The ordering and presentation of 4
facts, ideas and opinions as well as the structure of the response are
good.

The vocabulary and language used is appropriate with a range of

coherent sentences. There is a sense of style although with
3 3
occasional awkwardness. Although the response is generally well
sequenced, there are some structural errors.

The vocabulary and language used is mostly accurate, although

these are mainly commonplace. Functional style only. There are
4 2
shortcomings in the structure of the response and some verbatim
lifting of words and or phrases from the passage.

The style is not always appropriate to the task and it is unclear

throughout. The range of sentences used is narrow. Language is
5 1
not purposefully applied to the task. The structure of the response is
uncertain and sequencing is consistently erratic.

6 The response does not make sense. 0