English FAL Grade 11 Paper 3 Eastern Cape November 2012 Memo

Downloaded from hlayiso.com Province of the EASTERN CAPE EDUCATION NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER 2012 ENGLISH FIRST ADDITIONAL LANGUAGE P3 MEMORANDUM MARKS: 100 This memorandum consists of 11 pages.

Downloaded from hlayiso.com 2 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (NOVEMBER 2012) 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. SECTION A: ESSAY QUESTION 1 INSTRUCTIONS TO MARKERS (EDUCATORS)  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 a candidate’s own interpretation.  Marking must be objective. Consider the background of the candidates and give credit for relevant ideas, even if they are not listed below the topics.  Use the 50 mark assessment grid to mark the essays. The texts produced by candidates must be assessed according to the following criteria: o Content and planning (32 marks) o Language, style and editing (12 marks) o Structure (6 marks) NOTE: No additional penalties may be imposed as the rubric itself imposes penalties. 1.1 IT WAS A TRULY DESERVED AWARD.  Narrative/Descriptive/Reflective essay.  The following must be considered: o If narrative, a story with a strong story line must be evident in which a series of events leads to the award being made. There must be a logical sequence of tense. o If descriptive, there must be a vivid description of an experience/incident leading to the award being made. o If reflective, there must be a personal account of thought processes and feelings/emotions surrounding the award being made. [50] OR

Downloaded from hlayiso.com (NOVEMBER 2012) ENGLISH FIRST ADDITIONAL LANGUAGE P3 3 1.2 ‘I WILL NEVER DO SUCH A THING AGAIN.’  NOTE: The words in the topic MUST be included somewhere in the essay.  Narrative/Descriptive/Reflective essay.  The following must be included: o If narrative, a story with a strong story line must be evident in which a series of events leads to or results in the resolve not to repeat such an action. There must be a logical sequence of tense. o If descriptive, there must be a vivid description of events/ situations which triggered the resolve to avoid repeating such an action. o If reflective, there must be a personal account of thought processes and feelings/emotions surrounding an incident/ event which led to the emphatic resolve of not repeating the action. [50] OR 1.3 CLIMATE CHANGE IS A WORLD-WIDE PROBLEM WE CAN SOLVE. DO YOU AGREE?  Argumentative essay. o The essay must offer one distinct opinion; therefore the essay must either be FOR OR AGAINST the topic given. o Candidates may argue the point of whether or not the climate change problem can be resolved. o There should be a clear defence/motivation/argument of the position taken. [50] OR 1.4 A LIFE OF POVERTY AND DESPERATION.  Narrative/Descriptive/Reflective essay.  The following must be considered: o If narrative, a story with a strong story line must be evident in which a series of events leads to or results in a life of poverty and desperation. There must be a logical sequence of tense. o If descriptive, there must be a vivid description of circumstances/conditions surrounding a life of poverty and desperation. o If reflective, there must be a personal account of thought processes and feelings/emotions evoked by the topic. [50] OR

Downloaded from hlayiso.com 4 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (NOVEMBER 2012) 1.5 EARLIER THIS YEAR GOVERNMENT ANNOUNCED ITS INTENTION TO PASS LEGISLATION TO PREVENT PARENTS/GUARDIANS FROM USING CORPORAL PUNISHMENT (SPANKING) AS A MEANS TO DISCIPLINE THEIR CHILDREN. DISCUSS YOUR VIEWS.  Discursive essay. o The essay must offer a balanced view of both sides of the argument. o The opposing views must be presented impartially. [50] OR 1.6 IT PROVED TO BE A BROKEN DREAM.  Narrative/Descriptive/Reflective essay.  The following must be considered: o If narrative, a story with a strong story line must be evident in which a series of events leads to what turned out to be a broken dream. There must be a logical sequence of tense. o If descriptive, there must be a vivid description of circumstances leading to a broken dream. o If reflective, there must be a personal account of thought processes and feelings/emotions triggered by a broken dream. [50] OR 1.7 INTERPRETATION OF PICTURES  Candidates may interpret the pictures in any way.  The interpretation should be linked to the pictures.  Candidates should give the essay a suitable title.  Candidates may write in any appropriate tense.  The following ideas may be explored in response to the pictures, among others: 1.7.1 o A literal interpretation may include: love/relationships/ celebrating Valentine’s Day/challenges facing relationships etc. o Personal interpretation: love life/togetherness/joy and happiness at being loved/friendship etc. 1.7.2 o Social interpretations: a gun-free society/abundance of weapons in society/crime/crime infested communities etc. o Personal interpretation: self-defence against crime/security/ responsibility attached to gun ownership etc. o A more literal interpretation might include: ambition to own a gun/usefulness of guns/guns as dangerous weapons etc. o Abstract interpretation: feelings of insecurity etc. [50] TOTAL SECTION A: 50

Downloaded from hlayiso.com (NOVEMBER 2012) ENGLISH FIRST ADDITIONAL LANGUAGE P3 5 SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 INSTRUCTIONS TO MARKERS (EDUCATORS)  Candidates are required to answer ONE question only.  Marking must be objective. Consider the background of candidates and give credit for relevant ideas, even if they are not listed below the topics.  Use the 30 mark assessment grid to mark Longer Transactional texts. The texts produced by candidates must be assessed according to the following criteria: o Content, planning and format (20 marks) o Language, style and editing (10 marks) NOTE: No additional penalties may be imposed as the rubric itself imposes penalties. 2.1 SPEECH  Tone, language and register must be appropriate to the audience (the learners at another school).  The speech must be in paragraph form.  The tone of the speech should be formal.  The language and register should be appropriate to the audience.  The audience should be addressed appropriately, (e.g. learners, fellow pupils ...)  Consider the following: o The content of the speech should be relevant to the occasion (should be about motivating peers on dreams and ambitions and how to go about trying to achieve them). o Accept different approaches to the presentation of the speech. o A logical and appropriate closure to the speech should be evident. [30] OR 2.2 DIALOGUE  The correct dialogue format must be used: o The names of the characters on the left-hand side of the page. o A colon after the name of the speaker. o A new line to indicate each new speaker. o Stage directions (tone of voice, actions etc.) in brackets before the spoken words, if applicable. o No inverted commas.  The following may be explored, among others: o A request for the donation of a weekly national newspaper and the reason for the request. o The bookshop owner’s response (which may be positive or negative). [30]

Downloaded from hlayiso.com 6 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (NOVEMBER 2012) OR 2.3 AGENDA AND MINUTES OF MEETING NOTE:  The correct format of agenda and minutes must be used. o Items must be listed and numbered in the agenda. o The recording of minutes must follow the same order as items in the agenda. o The minutes should be composed of resolutions/decisions/ recommendations of meeting as well as names of persons making and seconding proposals. o The following should also be included: matters arising from minutes of previous meeting, new business etc.  Consider the following: o The content of agenda and minutes should be relevant to the occasion (i.e. problems posed by social networking sites to learning and how to resolve them). o A variety of different proposals can be made. o A logical and appropriate closure of the meeting. [30] OR 2.4 LETTER TO THE PRESS  The letter should be addressed to the press.  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 o Greeting/salutation o Subject line. o Suitable ending  The following should be included in the letter, among others: o An explicit statement about problems caused by lack of service delivery with specific regard to schools. o Manner in which these affect education. [30] TOTAL SECTION B: 30

Downloaded from hlayiso.com (NOVEMBER 2012) ENGLISH FIRST ADDITIONAL LANGUAGE P3 7 SECTION C: SHORTER TEXT (TRANSACTIONAL/REFERENCE/ INFORMATIONAL) QUESTION 3 INSTRUCTIONS TO MARKERS (EDUCATORS)  Candidates are required to answer ONE question only.  Marking must be objective. Consider the background of the candidate and give credit for relevant ideas, even if they are not listed below the topics.  Use the 20 mark grid to mark the texts.  The texts produced by the candidates must comply with the following criteria: o Content, planning and format (13 marks) o Language, style and editing (7 marks) NOTE: No additional penalties may be imposed as the marking grid itself imposes penalties. 3.1 POSTCARD  The language (including the salutation and ending/conclusion) can be informal and colloquial, but should not include slang expressions.  Address is not necessary.  Complete sentences are not required.  The content must be brief but informative.  The content must include the following: o A description of experiences at a holiday resort in a coastal city/town. NOTE : Do not award marks for illustrations. [20] OR 3.2 INSTRUCTIONS  The contents of the instructions should relate to tips on what a friend is expected to do to deliver a good speech.  Instructions should be given in a logical sequence.  The instructions may be in point or paragraph form.  Numbers or bullets may be used to indicate each instruction. Candidates may also choose to write each instruction on a new line or leave lines between instructions.  The language should be clear and precise.  Complete sentences are not necessary. [20] OR

Downloaded from hlayiso.com 8 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (NOVEMBER 2012) 3.3 DIARY ENTRY  The following should be included: o Day, date of entry.  The diary entry should relate to reflection on one day in which almost everything went wrong.  Complete sentences are not necessary.  The tone may be informal or colloquial, but no slang. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100

(NOVEMBER 2012) Downloaded from hlayiso.com ENGLISH FIRST ADDITIONAL LANGUAGE P3 9 APPENDIX B: ASSESSMENT RUBRICS FOR FIRST ADDITIONAL LANGUAGE SECTION A: RUBRIC FOR ASSESSING AN ESSAY – FIRST ADDITIONAL LANGUAGE (50 marks) Code 7: Code 6: Code 5: Code 4: Code 3: Code 2: Code 1: Outstanding Meritorious Substantial Adequate Moderate Elementary Not achieved 80 − 100% 70 − 79% 60 − 69% 50 − 59% 40 −49% 30 − 39% 0 − 29% 26 − 32 22½ − 25½ 19½ − 22 16 − 19 13 − 15½ 10 − 12½ 0 − 9½ -Content shows -Content shows -Content shows a -Content an adequate -Content ordinary. -Content not always -Content irrelevant. CONTENT & impressive insight thorough sound interpretation interpretation of topic. Gaps in coherence. clear, lacks No coherence. PLANNING into topic. interpretation of topic. of the topic. -Ideas ordinary, -Ideas mostly coherence. -Ideas repetitive. -Ideas thought- -Ideas imaginative, -Ideas interesting, lacking depth. relevant. Repetitive. -Few ideas, often -Non-existent provoking, mature. interesting. convincing. - Planning &/or - Planning &/or repetitive. planning/drafting. 32 MARKS -Planning &/or - Planning &/or - Planning &/or drafting has produced drafting has produced -Inadequate evidence Poorly presented drafting has produced drafting has produced drafting has produced a satisfactorily a moderately of planning/drafting. essay. a virtually flawless, a well-crafted & a presentable & very presented essay. presentable & Essay not well presentable essay. presentable essay. good essay. coherent essay. presented. 10 − 12 8½ − 9½ 7½ − 8 6−7 5 − 5½ 4 − 4½ 0 − 3½ -Critical awareness of -Critical awareness of -Critical awareness of -Some awareness of -Limited critical -Language & -Language & impact of language. impact of language. language evident. impact of language. language awareness. punctuation flawed. punctuation seriously -Language, -Language, -Language & -Language simplistic, -Language ordinary & -Choice of words flawed. punctuation punctuation correct; punctuation mostly punctuation punctuation often limited. -Choice of words LANGUAGE, effectively used. able to include correct. adequate. inaccurately used. -Style, tone, register inappropriate. STYLE & Uses figurative figurative language -Choice of words -Choice of words -Choice of words inappropriate. -Style, tone, register language. correctly. suited to text. adequate. basic. -Error-ridden despite flawed in all aspects. EDITING -Choice of words -Choice of words -Style, tone, register -Style, tone, register -Style, tone register proof-reading, -Error-ridden & highly appropriate. varied & correctly suited to topic in most generally consistent lacking in coherence. editing. confused following 12 MARKS -Style, tone, register used. of the essay. with topic -Contains several proof-reading, highly suited to topic. -Style, tone, register -By and large error- requirements. errors following proof- editing. -Virtually error-free appropriately suited free following proof- -Still contains errors reading, editing. following proof- to topic. reading, editing. following proof- reading & editing. -Largely error-free reading, editing. following proof- reading, editing. 5−6 4½ 4 3 − 3½ 2½ 2 0 − 1½ -Coherent -Logical development -Several relevant -Some points, -Some necessary -Sometimes off topic. -Off topic. development of topic. of details. Coherent. details developed. necessary details points evident. General line of -Sentences, STRUCTURE Vivid detail. -Sentences, -Sentences, developed. -Sentences, thought difficult to paragraphs muddled, -Sentences, paragraphs logical, paragraphs well- -Sentences, paragraphs faulty but follow. inconsistent. paragraphs varied. constructed. paragraphing might ideas can be -Sentences, Length - far too 6 MARKS coherently -Length correct. -Length almost be faulty in places but understood. paragraphs long/short. constructed. correct. essay still makes -Length - too constructed at an -Length in sense. long/short. elementary level. accordance with -Length correct. -Length - too requirements of topic. long/short.

10 Downloaded from hlayiso.com ENGLISH FIRST ADDITIONAL LANGUAGE P3 (NOVEMBER 2012) SECTION B: RUBRIC FOR ASSESSING LONGER TRANSACTIONAL TEXTS − FIRST ADDITIONAL LANGUAGE (30 marks) Code 7: Code 6: Code 5: Code 4: Code 3: Code 2: Code 1: Outstanding Meritorious Substantial Adequate Moderate Elementary Not achieved 80 − 100% 70 − 79% 60 − 69% 50 − 59% 40 − 49% 30 − 39% 0 − 29% 16 − 20 14 − 15½ 12 − 13½ 10 − 11½ 8 − 9½ 6 − 7½ 0 − 5½ -Specialised -Good knowledge of -Fair knowledge of -Adequate knowledge -Moderate knowledge -Elementary -No knowledge of knowledge of requirements of the requirements of the of requirements of of requirements of knowledge of requirements of the requirements of the text. text. the text. the text. Response to requirements of the text. text. -Disciplined writing – -Writing – learner -Writing – learner writing task reveals a text. Response to -Writing – learner -Disciplined writing – learner maintains maintains focus, with digresses from topic narrow focus. writing task reveals a digresses, meaning is maintains thorough focus, hardly any minor digressions. but does not impede -Writing – learner limited focus. obscure in places. focus, no digressions. digressions. -Text is coherent in overall meaning. digresses, meaning is -Writing – learner -Text not coherent in CONTENT, -Text fully coherent in -Text is coherent in content & ideas, and -Text adequately vague in places. digresses, meaning is content & ideas, too content & ideas & all content & ideas, with details support the coherent in content & -Text moderately obscure in places. few details to support PLANNING & detail support the all details supporting topic. ideas & some details coherent in content & -Text not always topic. FORMAT topic. the topic. -Evidence of planning support the topic. ideas and has basic coherent in content & -Planning/ drafting -Evidence of planning -Evidence of planning &/or drafting has -Evidence of planning details which support ideas, and has few non- existent. Poorly &/or drafting has &/or drafting has produced a &/or drafting has the topic. details which support presented text. 20 MARKS produced a virtually produced a well- presentable & good produced a -Evidence of planning the topic. -Has not applied the flawlessly crafted, presentable text. satisfactorily &/or drafting has -Inadequate planning necessary rules of presentable text. text. -Has applied most of presented text. produced a &/or drafting. Text not format. -Has applied all the -Has applied the the necessary rules -Has applied an moderately well presented, necessary rules of necessary rules of of format/substantial. adequate idea of the presentable & -Has vaguely applied format/outstanding. format/meritorious. requirements of coherent text. the necessary rules format. -Has a moderate idea of format. of requirements of format – some critical oversights. 8 − 10 7 − 7½ 6 − 6½ 5 − 5½ 4 − 4½ 3 − 3½ 0 − 2½ -Text is -Text is well -Text is well -Text is adequately -Text is basically -Text is poorly -Text is poorly grammatically constructed & constructed & easy to constructed. Errors constructed. Several constructed constructed and accurate & well- accurate. read. do not impede flow. errors. & difficult to follow. muddled. constructed. -Vocabulary is mostly -Vocabulary is -Vocabulary is -Vocabulary is limited -Vocabulary requires -Vocabulary requires LANGUAGE, -Vocabulary is very appropriate to appropriate to adequate for the & not very suitable for remediation & not serious remediation & STYLE & appropriate to purpose, audience & purpose, audience & purpose, audience & the purpose, suitable for purpose, not suitable for purpose, audience & context. context. context. audience & context. audience & context. purpose. EDITING context. -Style, tone and -Style, tone, register -Style, tone, register -Lapses in style, -Style, tone & register -Style, tone & register -Style, tone, register register mostly generally appropriate. adequately -Text contains inappropriate. do not correspond 10 MARKS very appropriate. appropriate -Text mostly error- appropriate. several errors -Text error-ridden with topic -Text virtually error- -Text largely error- free following proof- -Text still contains a following proof- despite proof- -Text error-ridden free following proof- free following proof- reading, editing. few errors following reading, editing. reading, editing. and confused reading, editing. reading, editing. -Length correct. proof-reading, -Length – too -Length – too following proof- -Length correct. -Length correct. editing. long/short. long/short. reading, editing. -Length almost -Length – far too correct. long/short.

(NOVEMBER 2012) Downloaded from hlayiso.com ENGLISH FIRST ADDITIONAL LANGUAGE P3 11 SECTION C: RUBRIC FOR ASSESSING SHORTER TRANSACTIONAL/REFERENCE/INFORMATIONAL TEXTS − FIRST ADDITIONAL LANGUAGE (20 marks) Code 7: Code 6: Code 5: Code 4: Code 3: Code 2: Code 1: Outstanding Meritorious Substantial Adequate Moderate Elementary Not achieved 80 − 100% 70 − 79% 60 − 69% 50 − 59% 40 − 49% 30 − 39% 0 − 29% 10½ − 13 9½ − 10 8−9 6½ − 7½ 5½ − 6 4−5 0 − 3½ -Specialised -Good knowledge of -Fair knowledge of -Adequate knowledge -Moderate knowledge -Elementary knowledge -No knowledge of knowledge of requirements of text. requirements of the of requirements of of requirements of the of requirements of the requirements of the requirements of text. -Disciplined writing – text. text. text. Response to text. Response to writing text. -Disciplined writing – learner maintains -Writing – learner -Writing – learner writing task reveals a task reveals a limited -Writing – learner learner maintains focus, hardly any maintains focus, with digresses but does narrow focus. focus. digresses, meaning is thorough focus, no digressions. minor digressions. not impede overall -Writing – learner -Writing – learner obscure in places. digressions. -Text is coherent in -Text is coherent in meaning. digresses, meaning digresses, meaning -Text not coherent in CONTENT, -Text fully coherent in content & ideas with content & ideas, and -Text adequately vague in places. obscure in places. content & ideas and content & ideas, and all details supporting details support topic. coherent in content & -Text moderately -Text not always too few details to PLANNING & all details support the topic. -Evidence of planning ideas and some coherent in content & coherent in content & support the topic. FORMAT topic. -Evidence of planning &/or drafting has details support topic. ideas and has basic ideas, and has few -Planning and drafting -Evidence of planning &/or drafting has produced a -Evidence of planning details which support details which support non-existent. Poorly &/or drafting has produced a well- presentable and good &/or drafting has the topic. topic. presented text. 13 MARKS produced a virtually crafted & presentable text. produced a -Evidence of planning -Planning/drafting -Has not applied the flawless, presentable text. -Has applied most of satisfactorily &/or drafting that has inadequate. Text not necessary rules of text. -Has applied the the necessary rules presented text. produced a moderately well presented, format. -Has applied all the necessary rules of of format. -Has applied an presentable & -Has vaguely applied the necessary rules of format. adequate idea of the coherent text. necessary rules of format. requirements of -Has a moderate idea format. format. of requirements of the format – some critical oversights. 6−7 5 − 5½ 4½ 3½ − 4 3 2½ 0−2 -Text is -Text is well -Text is well -Text is adequately -Text is basically -Text is poorly -Text is poorly grammatically constructed and constructed and easy constructed. Errors constructed. Several constructed and difficult constructed and accurate and well- accurate. to read. do not impede flow. errors. to follow. muddled. constructed. -Vocabulary is mostly -Vocabulary is very -Vocabulary is -Vocabulary is limited -Vocabulary requires -Vocabulary requires LANGUAGE, -Vocabulary is very appropriate to appropriate to adequate for and not very suitable some remediation and serious remediation & appropriate to purpose, audience purpose, audience purpose, audience & for purpose, audience not suitable for purpose, not suitable for STYLE & purpose, audience and context. and context. context. and context. audience and context. purpose. EDITING and context. -Style, tone and -Style, tone, register -Style, tone and -Lapses in style, tone -Style, tone and register -Style, tone & register -Style, tone, register register mostly generally appropriate. register adequately and register. inappropriate. do not correspond with very appropriate. appropriate. -Text mostly error- appropriate. -Text contains several -Text error-ridden topic 7 MARKS -Text virtually error- -Text largely error- free following proof- -Text still contains errors following proof- despite proof-reading, -Text error-ridden and free following proof- free following proof- reading, editing. few errors following reading, editing. editing. confused following reading and editing. reading, editing. -Length correct. proof-reading, -Length – too -Length – too long/short. proof-reading, editing. -Length correct. -Length correct. editing. long/short. -Length – far too -Length almost long/short. correct.