Eng FAL P3 Memo_hlayiso.com_.pdf

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER 2016 ENGLISH FIRST ADDITIONAL LANGUAGE P3 MEMORANDUM MARKS: 100 This memorandum consists of 11 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com 2 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMBER 2016) INSTRUCTIONS AND INFORMATION This memorandum must be used in conjunction with the attached English FAL Assessment Rubrics for SECTIONS A, B and C. NOTE: All pieces of writing should be read at least TWICE during assessment, once for content and once for language respectively. Errors have to be indicated in your second reading. Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/NOVEMBER 2016) ENGLISH FIRST ADDITIONAL LANGUAGE P3 3 SECTION A: ESSAY QUESTION 1 INSTRUCTIONS TO MARKERS:  Candidates are required to write on ONE topic only.  The ideas listed below the topics are only some of the ways in which the topics can be interpreted.  Full credit must be given for the candidates’ own interpretation.  Marking must be objective. Give credit for relevant ideas.  Use the 50-mark grid to mark the essays. The texts produced by candidates must be assessed according to the following criteria:  Content and planning = 30 marks  Language, style and editing = 15 marks  Structure = 5 marks NOTE: No additional penalties may be imposed as any deviations are addressed by the rubric 1.1 The beauty of Christmas/Diwali/Eidal-Fitr/Rosh Hashanah Narrative/Descriptive/Reflective essay The following must be considered:  If narrative, a strong story line must be evident in which a series of events leads to a positive outcome. There must be a logical sequence of tense.  If descriptive, there must be a vivid description of an experience/incident.  If reflective, there must be a personal account of thought processes and feelings/emotions. [50] 1.2 At last … Narrative/Descriptive/Reflective essay The following must be considered:  If narrative, a strong storyline must be evident in which a series of events leads to a positive outcome. There must be a logical sequence of tense.  If descriptive, there must be a vivid description of an experience/incident.  If reflective, there must be a personal account of thought processes and feelings/emotions. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com 4 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMBER 2016) 1.3 The social media is destroying family life. Do you agree? Argumentative/Reflective essay The following must be considered:  The essay must offer one distinct opinion; therefore the essay must either be FOR OR AGAINST the topic given.  There should be a clear defence/motivation/argument for the position taken.  If reflective, there must be a personal account of thought processes and feelings/emotions. [50] 1.4 My solution to the drug-abuse problem among the youth Descriptive/Reflective The following must be considered:  If descriptive, there must be a vivid description of an experience/incident.  If reflective, there must be a personal account of thought processes and feelings/emotions. [50] 1.5 “Just know, when you truly want success, you’ll never give up on it. No matter how bad the situation may get.” Anonymous Discuss this statement. Discursive/Descriptive/Narrative/Reflective essay The following must be considered:  If discursive, a balanced view of both sides of the statement must be reflected. Opposing views must be presented impartially.  If descriptive, there must be a vivid description of an incident/experience to illustrate the statement.  If narrative, a strong story line illustrating the statement must be evident in which a series of events are shown. There must be a logical sequence of tense.  If reflective, there must be a personal account of thought processes and feelings/emotions. [50] 1.6 Moving with the ever changing world Descriptive/Reflective  If descriptive, there must be a vivid description of an incident/experience.  If reflective, there must be a personal account of thought processes and feelings/emotions. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/NOVEMBER 2016) ENGLISH FIRST ADDITIONAL LANGUAGE P3 5 1.7 Interpretation of pictures  Candidates may interpret the picture in any way.  Candidates may choose to write any type of essay.  The interpretation must be linked to the pictures.  Candidates must give the essay a suitable title.  Candidates may write in any appropriate tense.  The following ideas, (among others) may be explored in response to the pictures: 1.7.1 Picture: electricity light globe  Literal interpretation: electricity problems, service delivery issues, technology etc.  Figurative interpretations: enlightenment, progress in life, some breakthrough in life etc. [50] 1.7.2 Picture: water tap  Literal interpretations: water supply problems, drought, service delivery issues etc.  Figurative interpretations: uninspiring life, deprivation, striking needs in life etc. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com 6 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMBER 2016) SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 Instructions to Markers:  Candidates are required to answer ONE question.  Marking must be objective. Give credit for relevant ideas.  Use the 30-mark assessment rubric to mark the responses in this section. The texts produced by candidates must be assessed according to the following criteria as set out in the assessment rubric. o Content, planning and format (18 marks). o Language, style and editing (12 marks) NOTE: No additional penalties may be imposed as any deviations are addressed by the rubric. 2.1 DIALOGUE  The tone must be informal  The following ideas may be explored, among others: o A brief scenario (context) must be sketched before the speakers start speaking. o The names of speakers must appear on the left-hand side of the page. o A colon must appear after the name of each speaker. o A new line must be used to indicate each speaker. o Stage directions (tone of voice, actions etc.) must be written in brackets, if applicable.  The following ideas may be explored, among others: o Principal’s fact-finding mission regarding an incident of lawlessness [30]  2.2 AGENDA AND MINUTES OF MEETING  The language and register should be appropriate to the audience of the meeting.  The agenda and minutes should be arranged separately.  The items in agenda should correlate with those in minutes.  Minutes should be relevant to the occasion (should address the specific content of meeting).  A logical and appropriate arrangement of items should be evident.  Full sentences are not necessary. [30] Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/NOVEMBER 2016) ENGLISH FIRST ADDITIONAL LANGUAGE P3 7 2.3 OBITUARY  The tone must be formal.  The following aspects of format should be included: o Full name of the deceased o Date of birth o Date of death  The following information may also be included: o Birth place o Where the person was living at the time of death o Key survivors o Biographical information  Content should include the following, among others: o Promotion of health care services. o A tribute must also be paid to the deceased [30] 2.4 FORMAL LETTER  The letter should be addressed to the local councillor.  The tone and register should be formal.  The following aspects of format should be included: o Address of sender o Date o Address of recipient (local councillor) o Greeting o Subject line o Suitable ending o Signature o Name of sender  The following information should be included, among others: o Project outline o Explanation on how project will benefit the community. [30]  TOTAL SECTION B: 30 Copyright reserved Please turn over

Downloaded from hlayiso.com 8 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMBER 2016) SECTION C: SHORTER TRANSACTIONAL TEXT QUESTION 3 Instructions to Markers:  Candidates are required to answer ONE question.  Marking must be objective. Give credit for relevant ideas.  Use the 20-mark assessment rubric to mark the responses in this section. The text should be assessed according to the following criteria as set out in the assessment rubric. o Content, planning and format (12 marks) o Language, style and editing (8 marks) NOTE: No additional penalties may be imposed as any deviations are addressed by the rubric. 3.1 ADVERTISEMENT  Persuasive language and catchy phrases should be used.  Provide adequate information about the product being advertised.  Promises relating to service to be provided may be included.  An appeal to purchase the product should be made.  No marks are awarded for illustrations. [20] 3.2 DIARY ENTRY  There should be ONE entry.  The entry must bear a date.  The tone must be personal.  The following details about content should be included, among others: o Feelings after the assembly address. [20] 3.3 INSTRUCTIONS  Instructions may be in point or paragraph form.  Numbers or bullets may be used to indicate each new instruction.  The language should be clear and instructive.  Candidates may also choose to write each instruction on a new line or leave lines between instructions.  Complete sentences are not necessary.  Details about content should include the following, among others: o Tips (pieces of advice) on how to prepare for examination. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over

(EC/NOVEMBER 2016) Downloaded from hlayiso.com ENGLISH FIRST ADDITIONAL LANGUAGE P3 9 SECTION A: RUBRIC FOR ASSESSING ESSAY ADDITIONAL LANGUAGE [50 marks] O Always use the rubric when marking the creative essay (Paper 3, Section A). O The marks from 0–50 have been divided into 5 major level descriptors. O In the Content, Language and Style criteria, each of the five level descriptors is divided into an upper and a lower level sub-category with the applicable mark range and descriptors. O Structure is not affected by the upper level and lower level division. Criteria Exceptional Skilful Moderate Elementary Inadequate 27–30 22–23 15–17 9–11 3–5 - Outstanding/Striking response beyond normal - Very well-crafted response. - Satisfactory response - Inconsistently coherent - Totally irrelevant response. expectations. - Fully relevant and interesting. - Ideas are reasonably coherent response - Confused and unfocused ideas. - Intelligent, thought-provoking and mature - Ideas with evidence of maturity and convincing. - Unclear ideas and unoriginal - Vague and repetitive. Upper level CONTENT AND PLANNING ideas - Very well organised and coherent - Reasonably organised and - Little evidence of - Unorganised and incoherent. (Response and ideas) - Exceptionally well organised and coherent (connected) including introduction, body coherent including introduction, organisation and coherence. (connected) including introduction, body and and conclusion/ending. body and conclusion/ending Organisation of ideas for conclusion/ending. planning 24–26 18–21 12–14 6–8 0–2 Awareness of purpose, - Excellent response but lacks the exceptionally - Well-crafted response. - Satisfactory response but some - Largely irrelevant response. - No attempt to respond to the topic audience and context striking qualities of the outstanding essay - Relevant and interesting ideas. lapses in clarity. - Ideas tend to be - Completely irrelevant and 30 MARKS - Mature and intelligent ideas - Well organised and coherent (connected) - Ideas are fairly coherent and disconnected and confusing. inappropriate Lower level - Skilfully organised and coherent (connected) including introduction, body and convincing. - Hardly any evidence of - Unfocused and muddled including introduction, body and conclusion. - Some degree of organisation and organisation and coherence. conclusion/ending. coherence including introduction, body and conclusion. 14–15 10–11 6–7 2–3 0 - Tone, register, style, vocabulary highly - Tone, register, style and vocabulary very - Tone, register, style and - Tone, register, style and - Language incomprehensible LANGUAGE, STYLE AND appropriate to purpose, audience and context appropriate to purpose, audience and vocabulary appropriate to vocabulary not appropriate to - Tone, register, style and vocabulary EDITING - Language confident, exceptionally impressive context. purpose, audience and context. purpose, audience and less appropriate to purpose, – compelling and rhetorically effective in tone. - Language is effective and a consistently - Appropriate use of language to context. audience and context Upper level Tone, register, style, - Virtually error-free in grammar and spelling. appropriate tone is used. convey meaning. - Very basic use of language. - Vocabulary limitations so extreme as vocabulary appropriate to - Highly skilfully crafted. - Largely error-free in grammar and - Tone is appropriate. - Tone and diction are to make comprehension impossible spelling. - Rhetorical devices used to inappropriate. purpose/effect and context - Very well crafted. enhance content. - Very limited vocabulary. Word choice 13–12 9–8 5–4 1–0 Language use and - Language excellent and rhetorically effective - Language engaging and generally - Adequate use of language with - Inadequate use of language. conventions, punctuation, Lower level in tone. effective some inconsistencies. - Little or no variety in grammar, spelling - Virtually error-free in grammar and spelling. - Appropriate and effective tone. - Tone generally appropriate and sentence. 15 MARKS - Skilfully crafted. - Few errors in grammar and spelling. limited use of rhetorical devices. - Exceptionally limited - Well-crafted vocabulary. STRUCTURE 5 4 3 2 1 Features of text - Excellent development of topic - Logical development of details - Relevant details developed - Some valid points - Necessary points lacking - Exceptional detail - Coherent - Sentences, paragraphs well- - Sentences and paragraphs - Sentences and paragraphs faulty Paragraph development and - Sentences, paragraphs exceptionally well- - Sentences, paragraphs logical, varied constructed faulty sentence construction constructed - Essay still makes some sense - Essay still makes sense 5 MARKS despite flaws. Copyright reserved Please turn over

10 Downloaded from hlayiso.com ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMBER 2016) SECTION B: ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT ADDITIONAL LANGUAGE [30 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate 16–18 13–15 9–12 6–8 0-–5 - Outstanding response - Very good response - Adequate response - Basic response - Response reveals no CONTENT PLANNING beyond normal demonstrating good demonstrating demonstrating some knowledge of features of AND FORMAT expectations knowledge of features knowledge of features of knowledge of features of the type of text - Intelligent and mature of the type of text. the type of text. the type of text. - Meaning is obscure with (Response and ideas ) ideas - Maintains focus – no - Not completely focused - Some focus but writing major digressions. Organisation of ideas - -Extensive knowledge of digressions. – some digressions. digresses. - Not coherent in content for planning features of the type of text - Coherent in content - Reasonably coherent in - Not always coherent in and ideas. Very few Purpose, audience and - Writing maintains focus and ideas, very well content and ideas content and ideas. details support the topic. features/conventions - Coherence in content and elaborated and details - Some details support the - Few details support the topic.- Has not applied and context ideas. support topic. topic - Has vaguely applied necessary rules of - Highly elaborated and all - Appropriate format with - Generally appropriate necessary rules of format format. 18 MARKS details support the topic minor inaccuracies. format but with some - Some critical oversights. - Appropriate and accurate inaccuracies. format LANGUAGE, STYLE 10–12 8–9 6–7 4–5 0–3 AND EDITING - Tone, register, style, - Tone, register, style - Tone, register, style and - Tone, register, style and - Tone, register, style and vocabulary highly and vocabulary very vocabulary appropriate vocabulary less appropriate to vocabulary do not Tone, register, style, appropriate to purpose, appropriate to purpose, to purpose, audience purpose, audience and context correspond to purpose, purpose/effect, audience and context. audience and context and context. -Inaccurate grammar with audience and context. audience and context - Grammatically accurate - Generally - Some grammatical numerous errors - Error-ridden and Language use and and well-constructed grammatically accurate errors -Limited vocabulary confused conventions. - Virtually error-free. and well-constructed - Adequate vocabulary -Meaning is obscured. - Vocabulary not suitable Word choice - Very good vocabulary - Errors do not impede for purpose Punctuation, spelling - Mostly free of errors meaning - Meaning seriously obscured 12 MARKS Copyright reserved Please turn over

(EC/NOVEMBER 2016) Downloaded from hlayiso.com ENGLISH FIRST ADDITIONAL LANGUAGE P3 11 SECTION C: ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT ADDITIONAL LANGUAGE [20 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate 9–12 7–8 5–6 3–4 0-–2 - Outstanding response - Very good response - Adequate response - Basic response - Response reveals no CONTENT PLANNING beyond normal expectations demonstrating good demonstrating demonstrating some knowledge of features AND FORMAT - Intelligent and mature ideas knowledge of knowledge of features of knowledge of features of of the type of text - -Extensive knowledge of features of the type the type of text. the type of text. - Meaning is obscure (Response and ideas) features of the type of text of text. - Not completely focused - Some focus but writing with major digressions. Organisation of ideas - Writing maintains focus - Maintains focus – no – some digressions. digresses. - Not coherent in for planning - Coherence in content and digressions. - Reasonably coherent in - Not always coherent in content and ideas. Purpose, audience and ideas. - Coherent in content content and ideas content and ideas. Very few details features/conventions - Highly elaborated and all and ideas, very well - Some details support the - Few details support the topic. support the topic. and context details support the topic elaborated and topic - -Has vaguely applied - Has not applied - Appropriate and accurate details support topic. - Generally appropriate necessary rules of format necessary rules of 12 MARKS format - Appropriate format format but with some - -Some critical oversights. format. with minor inaccuracies. inaccuracies. 7–8 5–6 4 3 0–2 LANGUAGE, STYLE - Tone, register, style, - Tone, register, style - Tone, register, style and - Tone, register, style and - Tone, register, style AND EDITING vocabulary highly and vocabulary very vocabulary appropriate vocabulary less appropriate and vocabulary do not appropriate to purpose, appropriate to to purpose, audience to purpose, audience and correspond to Tone, register, style, audience and context. purpose, audience and context. context purpose, audience and purpose/effect, - Grammatically accurate and and context - Some grammatical - Inaccurate grammar with context. audience and context well-constructed - Generally errors numerous errors - Error-ridden and Language use and - Virtually error-free. grammatically - Adequate vocabulary - Limited vocabulary confused conventions. accurate and well- - Errors do not impede - -Meaning is obscured. - Vocabulary not Word choice constructed meaning. suitable for purpose Punctuation, spelling - Very good - -Meaning seriously vocabulary obscured 8 MARKS - Mostly free of errors. Copyright reserved Please turn over