Effective for Examination from 2019

BGCSE Setswana Assessment Syllabus Page 1

 Changes to Syllabus effective from 2019

The change in this Assessment Syllabus is the inclusion of the amended change of scheme of
assessment in Paper 2, Section B. This was an addedum and not part of the syllabus. The general
and specific objectives have been numbered. The marking criterias for the three components have
been included in the appendices section and the list of selected texts has not been included in the
assessment syllabus.

BGCSE Setswana Assessment Syllabus Page 2

 TABLE OF CONTENTS

SECTION PAGE

1. INTRODUCTION 4

2. SCHEME OF ASSESSMENT 5

2.1 THE COMPONENTS 5

2.2 AVAILABILITY 6

2.3 COMBINING THIS SYLLABUS WITH OTHER SYLLABUSES 6

3. SYLLABUS AIMS AND ASSESSMENT OBJECTIVES 7

3.1 AIMS 7

3.2 ASSESSMENT OBJECTIVES 8

3.3 RELATIONSHIP BETWEEN ASSESSMENT OBJECTIVES AND COMPONENTS 9

4. CONTENT 10

5. OTHER INFORMATION 15

5.1 GRADING AND REPORTING 15

5.2 GRADE DESCRIPTORS 15

6. APPENDICES 18
6.1 MARKING CRITERIA 18
6.2 SELECTED TEXTS 26

BGCSE Setswana Assessment Syllabus Page 3

1. INTRODUCTION

As part of the Botswana General Certificate of Secondary Education, this revised Setswana
Assessment Syllabus is designed to assess the outcome of instruction for candidates who have
completed a course based on the Senior Secondary Setswana Teaching Syllabus.

This syllabus aims to assess positive achievement at all levels of ability. Candidates will be assessed
in ways that encourage them to show what they know, understand and can do, and which provide
opportunities to articulate their insights, perceptions and responses.

This revised Setswana Assessment Syllabus should be read in conjunction with the Senior Secondary
Setswana Teaching Syllabus and mark schemes.

Progression

The BGCSE is a general qualification that enables candidates to progress either directly to
employment or to proceed to further qualifications.

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2. SCHEME OF ASSESSMENT

All candidates must take three papers;Paper 1, 2 and 3 which are described below.The questions will
be based on the whole syllabus.

2.1 The components

Paper 1 1 hour 40 Minutes 50 marks

Continuous Writing
This paper assess a candidate’s ability to write continuous prose in a variety of contexts.
There are two sections and candidates must attempt one question from each section.

Section A: 30 marks
Composition
Five composition topics will be set requiring argumentative, descriptive and narrative responses. Candidates
must choose one topic. Answers will be required to be of approximately 350-500 words.

Section B: 20 marks
Directed Writing
One task will be set requiring candidates to write approximately 200-300 words for a specified purpose (e.g. a
dialogue, report, or speech) relating to a particular situation.

Weighting: 30% of total marks

Paper 2 1 hour 50 minutes 60 marks

This paper assess a candidate’s abillity to comprehend,summarize and translate information.

There are three sections and candidates must attempt questions from each section.

Section A: 30 marks
A prose passage of approximately 600-800 words will be set,followed by a series of short answers questions.
Candidates wil be assessed on their understading of specific details,general issues and arguments in the
passage,overall impression,grammatical features and their abilty to deduce meanings of words,phrases and
figurative language from context and to draw inferences and form conclusions.

Section B: 20 marks
A prose passage of approximately 400-500 words will be set in the question paper. Candidates will be
required to answer short answer questions derived from the passage and then summarize the whole passage
in not more than 100- 150 words of continuous prose.

Section C: 10 marks
A passage of approximately 100─150 words,written in English,is to be translated into Setswana.Candidates
will be assessed on their abilty to convey meaning with precision and accuracy in their translation.

Weighting: 30% of total marks

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Paper 3: 2 hours 30 minutes 65 marks

Literature
This paper assess a candidate’s knowledge and understanding of prescribed texts and the ability to apply
skills acquired in studying the prescribed texts and in wider reading.
There are three sections and candidates must answer one question from each section.

Section A: 25 marks
Prose/Drama (Prescribed Texts)
There will be a total of four questions in this section, based on each of the four texts selected from the
prescribed list ;that is, two questions on prose and two questions on drama. Questions will test candidates’
knowledge and understanding of literary aspects, such as development of plot, author’s style,
characterization, theme, setting and their ability to relate the literary aspects to real life situations where
appropriate. Candidates must answer one question and they will be required to write approximately 250-350
words.

Section B: 25 marks
Prose/Drama (Non prescribed passage)
A passage of 900-1500 words, of either prose or drama, will be set in the paper. Candidates will be required
to comment on the passage drawing on their literary skills and life experiences. Two tasks will be set, based
on the passage, and candidates will be required to answer one of them. Candidates will be required to write
approximately 250-350 words

Section C: 15 marks
Poetry (Non-prescribed poem)
Two tasks will be set, based on a non-prescribed poem printed in the paper. Candidates will be required to
provide a critical interpretation of aspects of the poem, drawing on literary skills, personal response and
experience. Candidates will be required to write approximately 200-300 words.

Weighting: 40% of total marks

2.2 Availability
This syllabus is available to school candidates and private candidates.

2.3 Combining this syllabus with other syllabuses

Setswana is a compulsory subject and may be combined with any subject.

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 3. SYLLABUS AIMS AND ASSESSEMENT OBJECTIVES

3.1 Aims
According to the Setswana Teaching Syllabus,candidates following the syllabus should acquire and
develop:

1. writing, reading, listening and speaking skills;

2. self-esteem, confidence, pride and appreciation of the national cultural heritage;
3. through the study of literature, an appreciation of a range of experiences and an appreciation of
the moral justifications for making choices in life;
4. knowledge of communication and study-skills, including skills to generate technical terminology
appropriate for diffferent technological situations;

5. knowledge of cultural practices, including those that promote conservation of the enviornment
and their implications for the future;
6. positive attitudes towards their cultural heritage so that they may adopt its virtues and strengths;

7. foundation skills, such as problem solving, critical thinking and communication;

8. knowledge, attitudes, values and practices that will ensure good family and health practices that
are conducive to a productive life;

9. a culture of learning.
As far as possible, these Aims will be reflected in the Assessment Objectives; however,some
Aims cannot readily be assessed.

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3.2 Assessment Objectives

AO1 Knowledge with Understanding:

1.1 express ideas, facts and opinions clearly and effectively using a range of appropriate
vocabulary;
1.2 organise and present information in given formats;
1.3 handle spelling, orthography, punctuation and grammar accurately;

1.4 show a sense of style and register, and use figurative language where appropriate;
1.5 use a variety of sentences structures and observe conventions of paragraphing;
1.6 generate information to suit a given topic or situation;

1.7 show creativity and persuasiveness in their writing.

AO2 Critical Interpretation:

2.1 understand and interpret information read;

2.2 recognize and respond to linguistic devices, grammatical features and register (e.g. simile,
metaphor, idioms, predicates, interjectives, qualificatives);
2.3 follow a writer’s argument, draw inferences and form conclusions;

2.4 locate and select relevant materials from text;

2.5 explain and infer meanings of words, phrases and figurative language from context;
2.6 translate from English into Setswana.

AO3 Judgement and Personal Response:

3.1 respond to texts critically, sensitively and in detail;
3.2 use textual evidence to illustrate and support their point of view;
3.3 explore how language, structure and forms contribute to the meaning of texts.

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 3.3 Relationship between Assessment Objectives and Components

The table shows the raw marks and the weighting of each skill area by component as well as the total
for each skill area in the overall assessment.

Assessment Skill Skill Skill Total Skill

Paper 1 Paper 2 Paper 3
Objectives Weighting Weighting Weighting Weighting

AO1 Knowledge with

Understanding 30 60% 20 33% 15 23% 30%

AO2: Critical
Interpretation 20 40% 30 50% 20 31% 45%

AO3: Judgement and

Personal Response 10 17% 30 46% 25%

Total Marks 50 100% 60 100% 65 100% 100%

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 4. CONTENT

This section indicates key areas in which candidates will be assessed.

Writing

General Objectives Specific Objectives

Topics
Candidates should be able to: Candidates should be able to:
1.1 Essay / 1.1.1 invent, plan and 1.1.1.1 create original pieces of writing demonstrating
Creative structure their writing as their control of vocabulary, syntax and grammar
writing specified by varying their sentence patterns
1.1.1.2 write accurate simple or complex sentences to
suit the readership
1.1.1.3 given a stimulus, write the following types of
essay:
 descriptive/narrative
 argumentative

 dialogue
(Essay could be developed by process, reasons, logical
division, comparison/contrast, analysis etc.)
1.1.1.4 when writing employ figurative language
bearing relevant analogies in order to clarify
and strengthen their argument
 write paragraphs that are orderly and
precise by employing vocabulary and
conjunctives that will best communicate
and link ideas and issues that are being
discussed
 when writing, use coherent markers to
evoke interest, inform and convince
specific readers, coherent markers to
include:
 nouns

 pronouns
 conjunctives and

 relevant clauses
1.1.1.5 describe in writing, their experiences, thoughts,
feelings, opinions, etc. and express what is felt
and is imagined in order to interest, inform or
convince an audience
1.1.1.6 write accurate simple complex sentences to suit
the readership
1.1.1.7 when writing, explain their point of view in a
coherent and interesting manner

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2.1 Orthography, 2.1.1 use semantic and 2.1.1.1 write composite texts using cohenent markers
Register and syntactic devices to e.g. tumalano ya magokedi le maina etc.
Punctuation produce meaningful appropriately
texts
2.1.1.2 choose vocabulary that is relevant to subject
matter and target audience when writing
2.1.1.3 use appropriate punctuation, orthography and
spelling to communicate clearly
2.1.1.4 write complex and compound sentences using
appropriate punctuation, spelling and
orthography
2.1.1.5 use punctuation skilfully to achieve precision
and clarity in conveying meaning
2.1.1.6 use special diction to communicate succinctly
3.1 Structure 3.1.1 use linguistic/structural 3.1.1.1 construct grammatically correct structures in
and presentational Standard Setswana to achieve clarity and
devices to achieve precision in their writing
desired effects
3.1.1.2 show order and precision in their use of
vocabulary to communicate ideas and issues
3.1.1.3 given a topic/event/situation to report on, select
and organize relevant material into a report as
specified
3.1.3.4 write accurate simple or complex sentences to
suit the readership
4.1 Speech 4.1.1 write convincing 4.1.1.1 given a subject, generate and present a
Writing speeches balanced discourse showing concrete and
coherent argument
4.1.1.2 find relevant supporting details for a given topic
sentence
4.1.1.3 prepare and write a speech using alternating
variants/contractions appropriately

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 Reading
General Objectives Specific Objectives
Topics Candidates should be able
Candidates should be able to:
to:
5.1 Syntax and 5.1.1 use syntactic and 5.1.1.1 determine meaning of words, phrases, figurative
Semantics semantic devices to language and sentences from context
unravel meaning
5.1.1.2 identify the following functional slots found in
given text:
 substantive
 qualificative
 demonstrative
 predicative
 descriptive
 conjunctions
 interjections
5.1.1.3 deduce the following functions of nouns/pronouns
from given text : subject, object, and markers of
coherence
5.1.1.4 given text containing examples of qualificatives,
determine function of those qualificatives
5.1.1.5 use context to determine the significance of
qualificative found in text
5.1.1.6 apply their knowledge of derivatives, inflexions,
synonyms, homonyms, homographs, antonyms,
puns etc, to determine meaning of given text
5.1.1.7 explain implicit information found in text
5.1.1.8 given specific texts, determine author’s purpose
in writing it
5.1.1.9 follow an argument by interpreting underlying
implications
5.1.1.10 given text bearing the following parts of speech,
analyse it to explain their function:
 noun
 pronoun
 adjective
 enumerative
 quantitative
 possessive
 demonstrative
 relative
 verb
 copulative
 adverb
 ideophone
 conjunctive
 interjective

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 5.1.1.11 hypothesise on outcome of given text
5.1.1.12 when reading, determine the cumulative meaning
of text to grasp essential details of the content
5.1.1.13 given implicit text, decode euphemisms and
antagonistic language used to determine meaning

6.1 Coherence 6.1.1 recognize 6.1.1.1 given text containing examples of conjunctives,
Indicators significance/purpose explain the function of those conjunctives
of coherence
6.1.1.2 use context to determine significance of
indicators used in
conjunctives found in given text
text
6.1.1.3 given text with fragmented sentences, suggest
the best conjunctives that can be used to link it
6.1.1.4 discuss the relationship between conjunctives
and words, clauses or sentences that they link in
given text
6.1.1.5 use context to determine the significance of
interjectives found in given text
6.1.1.6 give details of inconsistencies found in text
6.1.1.7 analyze from text read, the effect achieved by the
use of linguistic devices (such as clauses and
how they work, descriptive and how they work,
figurative language, etc.)
7.1 Reading 7.1.1 evaluate information 7.1.1.1 determine content of reading by searching for
Between the read main ideas/central theme,topic sentences and
Lines introductory paragraphs in a given text.
7.1.1.2 determine what is relevant, biased or unbiased in
given text
7.1.1.3 analyze information read to recognize persuasive
techniques used
7.1.1.4 judge appropriateness, degree of formality of text
from author‘s style and diction
7.1.1.5 determine method of organization and purpose of
what is read
7.1.1.6 explain ways in which writers use language to
achieve effect
8.1 Translation 8.1.1 interpret and 8.1.1.1 translate from English to Setswana news items,
translate information dialogues, interviews
8.1.1.2 translate whole passages from English to
Setswana

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 Literature

General Objectives Specific Objectives

Topics
Candidates should be able to: Candidates should be able to:
9.1 Literary 9.1.1 examine individuals 9.1.1.1 analyze the development of plot including
Appreciation features of literary motivation, conflict, climax, falling action and
texts in depth and denouement
detail
9.1.1.2 interpret theme(s) found in literary texts
9.1.1.3 evaluate the applicability of the themes to real
life situations
9.1.1.4 comment on the writer’s handling of: character
development degeneration and realization of
characters
9.1.1.5 explain the role played by individual
characters in the development of a given text
9.1.1.6 decode cause and effect from events of a
literary text
9.1.1.7 use appropriate terminology in critical analysis
of literary works
9.1.1.8 determine correlation between the actions of
characters and setting
9.1.1.9 discuss mood and attitude of the author in a
given text
10.1 Pastiche 10.1.1 recreate literary 10.1.1.1 given a literary text, synthesise the social,
elements found in historical and cultural influences used by the
given text to evoke; author to create their own work achieving the
purpose of writing, same effect as the author (pastiche – setting)
author’s bias and style
10.1.1.2 discuss mood and attitude of the author in a
given text
10.1.1.3 write a speech for a character as they
perceive her/him/it from given text

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 5. OTHER INFORMATION

5.1 GRADING AND REPORTING

BGCSE results are reported on a scale of A* – G, A* being the highest and G the lowest. Ungraded
(U) indicates that the candidate’s performance fell short of the standard required for grade G.
Ungraded (U) will be reported on the statement of results but not on the certificate. The letters Q
(result pending) and X (no result) may also appear on the statement of results.

5.2 GRADE DESCRIPTORS

As a guide to what might be expected of a candidate, Grade Descriptors are given as follows.

Grade A

To achieve grade A, a candidate must:

 express ideas, facts and opinion clearly and effectively

 address topics with high level of relevance, creativity and persuasiveness
 use correct spelling, orthography, punctuation and grammar

 vary sentence structure, vocabulary and maintain a good sequence of ideas in paragraphs
leading to coherence across the paragraphs
 select and use appropriate style and register and use figurative language

 show an accurate understanding of texts

 locate and retrieve relevant material or information with a high degree of competence
 analyze argument, draw inferences and form conclusions
 decode meanings of phrases and figurative language with precision
 paraphrase and present very good summary capturing the gist and tone of the text
 articulate and discuss aspects of literature with sensitivity

 communicate a well-considered personal response to literary texts using textual evidence

effectively

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Grade C

To achieve grade C,a candidate must,:

 express ideas, facts and opinions with reasonable clarity and effectiveness, using appropriate
vocabulary

 write creatively, persuasively and with relevance

 handle spelling and orthography adequately
 use simple and compound sentence structures

 use simple style and register, employing figurative language occasionally

 organise ideas coherently and consistently
 use punctuation and grammar with very few slips

 understand texts adequately

 locate and select relevant material from texts
 identify writer’s argument, analyze the argument, draw inferences and form conclusions

 explain meanings and significance of linguistic devices and grammatical features

 decode meanings of words, phrases and figuraive language reasonably well
 summarize adequately

 discuss some aspects of literary texts adequately

 use some textual evidence to support points made
 make personal response to literary texts

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Grade E

To achieve grade E,a candidate must:

 express facts, ideas and opinions at a basic level
 show limited ability to generate ideas/informaton to suit the topic

 spell words with basic form and follow rules of orthography and grammar to a limited extent
 use simple sentence structures
 achieve coherence in only a few paragraphs

 use punctuation marks to a limited extent

 show limited understanding of texts
 identify some of the specific details from a text

 show basic understanding of writer’s argument

 recognize and respond to basic linguistic devices and grammatical features
 decode meaning of simple words and phrases

 summarize by outlining points as stated in the text

 show basic understanding aspects of literary criticism
 use textual evidence occasionally

 communicate a straightforward personal response to literary texts.

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 6. APPENDICES

6.1 MARKING CRITERIAS

Marking criteria for essay

BAND 7

26 - 30: Sentence structure is varied and demonstrates skill to use different lengths and types of
sentences for particular effects. Vocabulary is wide and appropriate. Punctuation is precise and is
used to enhance meaning. Spelling and orthography are accurate throughout the essay except for a
few slips. Paragraphs have unity and are appropriately linked. The topic is addressed with consistent
relevance, demonstrating a mature approach to the subject matter. The writing is highly creative.
Figurative language is used effectively.

BAND 6

22 - 25: Sentences show variation of length and type including confident use of complex sentences.
Vocabulary is wide enough to convey intended shades of meaning with some precision. Punctuation
is accurate and generally used to enhance meaning. Spelling and orthography are nearly always
accurate. Paragraphs have unity and are usually appropriate linked. The response is relevant and
shows creativity. Figurative language is used appropriately.

BAND 5

18 - 21: Sentence structure is mainly correct and show some variety of structure and length.
Vocabulary is adequate. Punctuation is mainly accurate, although errors may occur when more
demanding tasks are attempted. Spelling and orthography are correct. Paragraphs may show some
unity, although links may be absent or inappropriate. The response is relevant and shows creativity.
Figurative language is used appropriately with very few slips.

BAND 4

14 - 17: There is some variety of sentence lengths and structure though there may be a tendency to
repeat sentence types and shapes producing a monotonous effect. Vocabulary is satisfactory.
Punctuation is used adequately but may not enhance clarity at times. Some sentence separation
errors may occur occasionally. Spelling and orthography are mostly correct. Paragraphs will be used
but may lack unity or coherence. A genuine attempt has been made to address the topic, but there
may be digressions or failures of logic. Figurative language may be uncertain at times.

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BAND 3

10 - 13: Meaning is never in doubt, but the errors are sufficiently frequent and serious to hamper
precision. Simple structures are accurate, with very few slips. Vocabulary conveys meaning but is
likely to be simple and imprecise. Punctuation will usually be correct, but there may be frequent
sentence separation errors. Spelling is generally correct with occasional slips. There may be
inconsistency and frequent mistakes in the orthography. Paragraphs lack unity or coherence. The
subject matter shows some relevance. Errors in figurative language are likely.

BAND 2

6 - 9: Sentences are probably simple and repetitive in structure. Vocabulary may be too simple to
convey precise meaning or more ambitious but imperfectly understood. There are many serious
errors of various kinds throughout the scripts, but they are of the ‘single word’ type, i.e. they could be
corrected without re-writing the sentence. Communication is established, though the weight or errors
may cause blurring from time to time. Punctuation is mostly incorrect. Spelling and orthography are
usually incorrect and inconsistent. Paragraphs may be non-existent. Limited understanding of the
subject matter. Errors in figurative language are a significant feature.

BAND 1

0 - 5: Scripts do not make any sense at all. Where occasional patches of relative clarity are evident,
some marks will be given.

Marking criteria for speech writing

BAND 5

17 – 20 : Demostrate appropiate presentation of protocol.The opening has an overwhelming impact

and grabs full attention of the audience.Show a clear goal or objective for the speech.Show a very
good understanding of ideas. Show a careful selection of facts/evidence/material. Use of rich and
appropiate language meant to achieve desired effect. Show a very good knowledge of and control of
subject matter. There is unity of thoughts. Conclusion is very effective and has a lasting effect on the
audience.The speech has a good pyschological appeal on the audience..

BAND 4

13-16: Demostrate appropiate presentation of protocol..The opening captures interest of the

audience.There is evidence of a set goal or objective.Show a good presentation of ideas. Demostrate
a good effort in the selection of facts. Use rich and appropiate language. Show good knowledge of
subject matter.There is some unity in thoughts presented. Conclusion is effective. Show good
understanding of the audience.

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BAND 3

9-12: Presentation of protocol is appropiate but has a few slips.The opening is slighlty
appealing.There is some evidence of a goal of the speech. Show a satisfactory presentation of ideas.
Demonstrate some effort to select ideas. Demonstrate some effort to select facts. Use appropiate
langauage. Show satisfactory knowledge of the subject matter. Conclusion is evident but not
effective. Show fair understanding of the audience.

BAND 2

5-8: Haphazard presentation of protocol. The opening is not appealing. Show little understanding of
the speech objective. Show an usatisfactory presentation of ideas. Show an unsatisfactory
presentation of ideas. Show a limited ability to select facts. Use slighlty appropiate language. Show
limited knowledge of the subject matter. Show limited attempt to conclude. Show limited
understanding of the audience.

BAND 1

0-4: Shows no attempt to acknowledge the presence of attendees. Irrelevant or no attempt made to
open the talk. Show a vague understanding of the speeech goal. Show a haphazard presentation of
ideas. Use vocabulary haphazardly. Show inability to select facts/evidence/material. Show hazy idea
of subject matter. Present an irrelevant or no conclusion at all. Fails to make consideration of the
audience.

Marking criteria for dialogue

BAND 5

17-20: A very good introduction which states time and place setting, intention and characters in the
dialogue. The opening grabs the attention of the counterpart in the discussion and is meant to start
and focus the dialogue. Show very good selection and presentation of ideas. Effective use of
language that is appropriate to the subject matter and the characters. A well developed and balanced
line of argument which is sustained throughout the dialogue. Good use of proof and justification. An
effective closure of the discussion which is meant to have a lasting effect on the counterpart in the
dialogue.

BAND 4

13-16: A good introduction stating time and place setting, intention and characters in the dialogue.
The opening is good and it gives the dialogue focus. Show good selection and presentation of ideas.
A good attempt made to use language that is appropriate to the subject matter and the characters. A
good attempt made to develop and sustain a line of argument throughout the dialogue. A fair attempt
made to provide proof and justification. A good attempt made to close in line with the discussion.

BGCSE Setswana Assessment Syllabus Page 20

BAND 3

9-12: A satisfactory introduction. The opening is satisfactory. A fair attempt made to select and
present ideas. A fair attempt made to use language that is appropriate to the subject matter and
characters. A fair attempt made to develop and sustain a line of argument. A limited attempt to
provide proof and justification. A fair attempt made to close the discussion.

BAND 2

5-8: Limited attempt made to introduce the dialogue. Limited attempt made to open the dialogue.
Limited attempt made to select and present ideas. Language is appropriate with occasional slips. A
limited attempt made to develop an argument even though they may be digressions. A very fair
attempt made to develop and sustain a line of argument. A limited attempt to provide proof and
justification.Limited attempt made to close the discussion.

BAND 1

0-4: No / very limited attempt made to introduce the dialogue. No/very limited attempt made to open
the dialogue. Very limited attempt to select ideas. Haphazard presentation of ideas. Limited attempt
made to use appropriate language. Very limited attempt made to develop an argument. No attempt
made to provide proof and justification. No/ very limited attempt made to close the discussion.

Marking criteria for report

Band 5

17- 20: The heading is accurate. A very good introduction that fully reflects the subject matter and
type of the report. Firm control of language which is appropriate to the type of report. Very good
selection of ideas. Very good and logical presentation of ideas. An effective conclusion that is relevant
to the type of report.

Band 4

13 – 16: The heading is relevant. A good introduction which reflects the subject matter and type of
the report. Good effort made in the selection of ideas. Good and logical presentation of ideas. A good
attempt is made to conclude in line with the type of report.

Band 3

9 – 12: The heading shows some relevance. Satisfactory introduction which reflects the subject
matter. Language control is satisfactory. A fair attempt made in the selection of ideas. Satisfactory
presentation of ideas. A fair attempt made to conclude in line with the type of report.

Band 2

5 – 8: The heading is not relevant .Little attempt made to introduce the report. Use of slightly
appropriate language. Limited ability to select ideas that address the question. Unsatisfactory
presentation of ideas. Limited attempt to conclude.

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Band 1

0 – 4: There is no heading. No introduction. Poor control of language. Very poor presentation of

ideas. No attempt to answer the question. There is no conclusion.

Marking criteria for summary

Band 5

9 – 10: Candidate makes a sustained effort to re-phase the text language in his/her words. Only
retains phrases or words from text that are difficult to substitute. There is originality and the language
is accurate. Substitutes that enhance clarity and coherence are used with ease. Very good ability to
select and to condense information while retaining the complete meaning of the original text. Covers
most of the important ideas succinctly.

Band 4

7 – 8: Makes good effort to avoid original wording. The language is original and accurate apart from
occasional slips. Good attempt to use substitute that enhance clarity and coherence. Good ability to
select and condense information without losing the basic meaning of the original text. There is good
coverage of important ideas.

Band 3

5 – 6:Makes a fair attempt to avoid original wording. The summary has few stretches of contracted
lifting and the expression is generally sound. Originality is evident and the language is fairly accurate.
Substitutes are used sparingly. Makes a fair attempt to select and condense information without
losing the basic meaning of the original text. There is a fair coverage of important ideas.

Band 2

3 – 4: More or less a transcript of the text. Attempts to substitute with own language will be limited to
single word expression. Irrelevant sections of the text and/or extra textual ideas are evident. Some
distortions of meaning and details are evident due to fragmentation of facts and/or inversion of ideas.
There is some attempt to cover some of the important ideas.

Band 1

0 – 2: Wholesale copying of textual material. Irrelevant sections of the text are visible throughout. May
show evidence of extreme fragmentation of facts and/or abundant use of extra textual ideas that lead
to distortions of meaning and details. There is very limited attempt to cover important ideas or to
complete the text.

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Marking criteria for translation

Band 5

9 – 10: Shows a very good understanding of the text to be translated. Very good knowledge of both
source and target languages demonstrated. Alternatives are used effectively. The gist of the message
from the source language is captured in very clear terms. There is full coverage of the main ideas
from the source language. Minor errors of literal translation of terms and ideas do not distort the
significance of the statements. The translation considers cultural difference relating to the ideas
translated.

Band 4

7 – 8: Shows good understanding of the text to be translated. Demonstrates good knowledge of both
the source and target languages. Demonstrates good use of alternatives. Shows good coverage of
the gist of the message from the source language. There is good coverage of the main ideas from the
source language. Has few errors of literal translation of terms and ideas that do not distort meaning.
In most cases the translation considers cultural difference relating to the ideas translated.

Band 3

5 – 6: The text to be translated is satisfactorily understood. Demonstrates fair knowledge of both the
source and target languages. Demonstrates a fair ability to get alternatives. The gist of the message
from the source language is fairly covered. There is a fair coverage of the main ideas from the source
language. Has errors of literal translation of terms and ideas leading to partial distortion of meaning.
The translation attempts to consider cultural differences.

Band 2

3 – 4: Shows poor understanding of the text to be translated. Limited knowledge of both the source
and the target languages shown. Demonstrates a limited attempt to get alternatives. A very small
proportion of the main points is satisfactorily covered. Has serious errors of literal translation of terms
leading to distortion of most of the ideas. The script disregards cultural differences.

Band 1

0 – 2: Shows a very poor understanding of the text to be translated. Very limited knowledge of both
source and target languages. Makes no effort to find alternatives. Majority of ideas are
misrepresented due to literal translation of terms and lack of alternatives.

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Notes for use in marking Setswana literature texts

The band descriptions

Each set text answer should be placed first in a Band and given a mark in that Band. The middle
mark of the three is the firm mark for that Band. If you feel the Band had been achieved, give at least
the middle mark. If you feel uncertain you should give the threshold mark – not the top of the Band
below (the latter would mean that you are certain the band has not been achieved). The full marks
apply the same way to every Band.

Band 6 (21 – 25)

Very good knowledge and understanding of the text is displayed. Effective analysis of aspects of
literature is shown. Makes effective use of evidence from the text and quotations are used efficiently
to support points made. Shows a good understanding of ways in which a writer achieves effect and or
conveys message. Technical terms are used effectively. Demonstrates firm control of material and
shows good evaluative skills. The response is well structured and relevant throughout. There is
evidence of personal response to literature shown with perhaps some originality.

Band 5 (16 – 20)

Good knowledge and understanding of the text shown. Good analysis of aspects of literature is
shown. Evidence from the text and quotations are used efficiently to support points made. Shows
some understanding of ways in which a writer achieves effect and or conveys message. There is a
good attempt made to use technical terms. Makes a good attempt to select the material and shows
some evaluative skills. There is a good attempt made to structure the answer and keep to the terms of
the question. There is some evidence of personal response to literature.

Band 4 (12 – 15)

Fair knowledge and understanding of the text displayed. Fair analysis of aspects of literature is
shown. A fair attempt is made to use evidence and quotations from the text. There is a fair attempt
made to use technical terms. Makes a fair attempt to select the material and shows some evaluative
skills. There is a fair attempt made to structure the response and to keep to the terms of the question.

Band 3 (8 – 11)
Some knowledge and understanding of the text displayed. Some knowledge and understanding of
aspects of literature shown although the level of analysis is very low. Makes some attempt to use
technical terms. Some attempt is made to use evidence and quotations from the text. There is some
attempt made to select the material. There is some attempt made to structure the answer and keep to
the terms of the question although there may be some digression.

Band 2 (4 – 7)
Limited knowledge of the text is shown which is restricted to only its most obvious features. There is
over reliance on re-telling the ‘story’ in a simple way. Points made tend to be generalised, with little or
no reference to the text to back them up. There is limited attempt made to structure a response. There
is limited recognition of what the question requires. Chunks of the answer are irrelevant.

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Band 1 (0, 1 – 3)
No attempt to structure the answer. No understanding shown of the terms of the question. Most of the
response is irrelevant (A mark of 0 is to be given to an incomprehensible answer or one which shows
no evidence whatsoever of knowledge of the text).

Poetry bands

Band 5 (13 – 15)

Very good understanding and interpretation of the poem shown. Firm control of the material and skill
in referring to the poem. Skilful and effective use of quotations. Well-structured and relevant response
throughout. Show appreciation of the way the author uses stylistic devices. Very good ability to use
own words to express ideas. Show good ability to make a personal response.

Band 4 (10 – 12)

Good understanding and interpretation of the poem shown. Good attempt to use the material and in
making reference to the poem. Effective and appropriate use of quotations. Good attempt to structure
the response and stick to key terms of the question. Show some appreciation of the way the author
uses stylistic devices. Good attempt to use own words to express ideas. Some evidence of personal
response shown.

Band 3 (7 – 9)

Shows fair understanding and interpretation of the poem. Fair attempt to use the material and in
making reference to the poem. Fair attempt is made to use quotations. Fair attempt shown in sticking
to key terms of the question and in structuring the response although there might be some irrelevant
statements that do not blur the meaning. Show limited appreciation of the way the author uses stylistic
devices. Fair attempt made to use own words to express ideas. Limited attempt to give personal
response.

Band 2 (4 – 6)
Limited understanding and interpretation of the poem shown. Limited use of material and reference to
poem. Limited use of quotations. Show limited attempt to structure the response and in sticking to the
key terms of the question. Very limited appreciation of the way the author uses stylistic devices. There
may be some chunks of irrelevant material in the response. Limited attempt to use own words to
express ideas.

Band 1 (0, 1 – 3)
Show no understanding of the poem. Response does not make sense. Tends to reproduce the poem
although there may be evidence of use of own words. No attempt made to structure the response.

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6.2 Selected texts for examination
The texts for which questions will be set in Paper 3 have not been included as the change from time
to time and it is the prerogative of the Department of Curriculum Development and Evaluation.

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