ENGFAL-P3 GR11 MEMO-NOV 2015_hlayiso.com_.pdf

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER 2015 ENGLISH FIRST ADDITIONAL LANGUAGE P3 MEMORANDUM MARKS: 100 This memorandum consists of 12 pages.

Downloaded from hlayiso.com 2 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMBER 2015) 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:  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.  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 Write a story that includes the following words It was truly an enjoyable experience … NOTE: The words given in the topic MUST be included somewhere in the essay. Narrative/Descriptive/Reflective  If narrative, the essay must have a strong storyline, usually written in the past tense. It must have an interesting ending.  If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description clear.  If reflective, the essay should convey emotional reactions and feelings experienced by the writer. [50] 1.2 What I like most about myself. Descriptive/Reflective  If narrative, the essay must have a strong storyline, usually written in the past tense. It must have an interesting ending.  If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description clear.  If reflective, the essay should convey emotional reactions and feelings [50] Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/NOVEMBER 2015) ENGLISH FIRST ADDITIONAL LANGUAGE P3 3 experienced by the writer. 1.3 Is HIV/Aids more of a life-style disease than is otherwise the case? Discuss your views. Discursive/Reflective  The essay must be objective. It must give a balanced view of both sides of the argument.  The writer may come to a particular conclusion at the end of the essay but the arguments for or against must be well-balanced and clearly elaborated on, in the essay.  If reflective, the essay must still accommodate a double view. [50] 1.4 Woman and child abuse is a social problem we can solve. Narrative/Descriptive/Reflective  If narrative, the essay must have a strong storyline, usually written in the past tense. It must have an interesting ending.  If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description of how we can solve the problem of woman and child abuse clear.  If reflective, the essay should convey emotional reactions and feelings regarding how the problem of woman and child abuse can be resolved. [50] 1.5 Social networking is not as problematic as many people may want us to think it is. Do you agree? Argumentative/Reflective  If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The writer should give a range of arguments to support and substantiate his/her view. The conclusion should be a strong, clear and convincing statement of the writer’s opinion.  If reflective, the writer must still take a strong stance for or against the topic. The essay must convey a personal response to the issue stated in the topic. [50] 1.6 Youth culture and its influence Descriptive/Narrative/Reflective  If descriptive, the essay must describe the youth culture and its influence.  If narrative, the essay must have a strong storyline, usually written in the past tense. It must have an interesting ending.  If reflective, the essay must reflect on the youth culture and its influence. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com 4 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMBER 2015) 1.7 Interpretation of pictures  The writer may interpret the picture in any way.  The writer may choose to write any type of essay.  The interpretation must be linked to the picture.  The writer should give the essay a suitable title.  The writer may write in any appropriate tense. 1.7.1 Picture: A man pushing a trolley with groceries. The writer may interpret the picture in the following ways, among others:  Literal interpretation: shopping, economy, price hike, value for money, food security etc.  Figurative interpretations: inflation, high standard of living, fear about the future etc. [50] 1.7.2 Picture: Two doors, one opened and another closed The writer of the essay may interpret the pictures in the following ways, among others:  Literal interpretations: open doors to success, lack of opportunities etc.  Figurative interpretations: life constraints/limitations, life as walk in the park, deprivation versus abundance, destitution, prosperity etc. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/NOVEMBER 2015) ENGLISH FIRST ADDITIONAL LANGUAGE P3 5 SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 Instructions to markers:  Candidates are required to answer ONE question.  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 attached 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 FORMAL LETTER  The letter should be addressed to the Minister of Basic Education.  The tone and register of the letter 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 o Signature/name of sender  The following information should be included in the letter, among others: o Expression of concerns AND wishes regarding schools closing towards mid-December. o Any other relevant information  2.2 NEWSPAPER ARTICLE Expression of views regarding changing publication of matric results in the media:  The title must capture readers’ interest.  The article must speak directly to the readers.  The article must also stimulate interest.  Paragraphs should not be too long to facilitate easy reading.  The content of the article should relate to changing the notion of matric results being published in the media. [30] Copyright reserved Please turn over

Downloaded from hlayiso.com 6 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMBER 2015) 2.3 OBITUARY  The obituary must be concise.  The tone should be factual and respectful.  The following information should be included: full names, birth and death dates of the deceased.  The content of the obituary should relate to the following, among others, highlights of the civic rights activist’s fight for women and children’s rights.  The funeral programme should not be included. [30] 2.4 DIALOGUE  The correct 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 speaker o Stage directions (tone of voice, actions, etc.) in brackets before the spoken words, if applicable.  The following ideas may be explored, among others: o The Director of Education must show desire to know why the learner thinks he/she should be given opportunity to go overseas for a learner exchange programme. o Learner must give appropriate explanations.  The tone must be formal. [30] TOTAL SECTION B: 30 Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/NOVEMBER 2015) ENGLISH FIRST ADDITIONAL LANGUAGE P3 7 SECTION C: SHORTER TEXT – TRANSACTIONAL/REFERENTIAL/INFORMATIONAL QUESTION 3 Instructions to markers:  Candidates are required to answer ONE question.  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 attached 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 Singing and dancing talent show:  Content should include details about singing and dancing talent show.  Language should be appropriate to target group.  Use of persuasive language should be evident.  The following should be included, among others: o Presence of well-known musician and deejay must be mentioned. o Details about talent show [20] OR 3.2 DIARY ENTRY Imaginary feelings about first day in matric class  There should be ONE single entry.  The entry should bear a DATE.  The tone and register should be personal.  Complete sentences are NOT a striking requirement. [20] OR Copyright reserved Please turn over

Downloaded from hlayiso.com 8 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMBER 2015) 3.3 INSTRUCTIONS Safety tips during festive season  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. [20] TOTAL SECTION C: 20 GRAND TOTAL 100 Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/SEPTEMBER 2015 ENGLISH FIRST ADDITIONAL LANGUAGE P3 9 SECTION A: ASSESSMENT RUBRIC FOR ESSAY – FIRST ADDITIONAL LANGUAGE [50 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate 28–30 22–24 16–18 10–12 4–6 CONTENT AND PLANNING - Outstanding/Striking - Very well-crafted - Satisfactory response. - Inconsistently - Totally irrelevant response beyond response. - Ideas are reasonably coherent response. response. (Response and normal expectations. - Fully relevant and coherent and - Unclear ideas and - Confused and - Intelligent, thought interesting ideas convincing. unoriginal. unfocused ideas. Upper level ideas) Organisation of provoking and mature with evidence of - Reasonably organised - Little evidence of - Vague and ideas for planning; ideas. maturity. and coherent, organisation and repetitive. Awareness of - Exceptionally well - Very well organised including introduction, coherence. - Unorganised and purpose, audience organised and and coherent body and incoherent. and context coherent (connected), (connected), conclusion/ending. including introduction, including 30 MARKS body and introduction, body conclusion/ending. and conclusion/ ending. 25–27 19–21 13–15 7–9 0–3 - Excellent response but - Well-crafted - Satisfactory response - Largely irrelevant - No attempt to respond lacks the exceptionally response but some lapses in response. to the topic. striking qualities of the - Relevant and clarity - Ideas tend to be - Completely irrelevant Lower level outstanding essay. interesting ideas - Ideas are fairly disconnected and and inappropriate. - Mature and intelligent - Well organised and coherent and confusing. - Unfocused and ideas. coherent convincing - Hardly any evidence muddled. - Skilfully organised and (connected), - Some degree of of organisation and coherent (connected), including organisation and coherence. including introduction, introduction, body coherence, including body and and conclusion. introduction, body and conclusion/ending. conclusion. Copyright reserved Please turn over

Downloaded from hlayiso.com 10 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2015) SECTION A: ASSESSMENT RUBRIC FOR ESSAY – FIRST ADDITIONAL LANGUAGE [50 MARKS] (continued) Criteria Exceptional Skilful Moderate Elementary Inadequate LANGUAGE, 14–15 11–12 8–9 5–6 0–3 STYLE AND - Tone, register, style - Tone, register, style - Tone, register, style - Tone, register, - Language EDITING and vocabulary highly and vocabulary very and vocabulary style and incomprehensible. appropriate to purpose, appropriate to appropriate to vocabulary not - Tone, register, Tone, register, audience and context. purpose, audience purpose, audience appropriate to style and style, Upper level - Language confident, and context. and context. purpose, audience vocabulary less vocabulary exceptionally - Language is effective - Appropriate use of and context. appropriate to appropriate to impressive and a consistently language to convey - Very basic use of purpose, audience purpose/effect appropriate tone is meaning. language. and context. and context; - Compelling and rhetorically effective in used. - Tone is appropriate. - Tone and diction - Vocabulary Word choice; - Rhetorical devices are inappropriate. limitations so Language use tone. - Largely error-free in grammar and spelling. used to enhance - Very limited extreme as to and - Virtually error-free in - Very well crafted. content. vocabulary. make conventions, grammar and spelling. comprehension punctuation, - Very skilfully crafted. impossible. grammar, spelling 13 10 7 4 - Language excellent and - Language engaging - Adequate use of - Inadequate use Lower level 15 MARKS rhetorically effective in and generally effective. language with of language. tone. - Appropriate and some - Little or no variety - Virtually error-free in effective tone. inconsistencies in sentence. grammar and spelling. - Few errors in grammar - Tone generally - Exceptionally - Skilfully crafted. and spelling. appropriate and limited - Well crafted. limited use of vocabulary. rhetorical devices. STRUCTURE 5 4 3 2 0–1 - Excellent development - Logical development - Relevant details - Some valid - Necessary points Features of text; of topic. of details. developed. points. lacking. Paragraph development - Exceptional detail. - Coherent. - Sentences, - Sentences and - Sentences and - Sentences, paragraphs - Sentences, paragraphs well- paragraphs paragraphs and sentence exceptionally well- paragraphs logical, constructed. faulty. faulty. construction constructed. varied. - Essay still makes - Essay still makes - Essay lacks 5 MARKS some sense. sense. sense. MARK RANGE 43–50 33–40 23–30 13–20 0–10 Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/SEPTEMBER 2015) ENGLISH FIRST ADDITIONAL LANGUAGE P3 11 SECTION B: ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [30 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING 15–18 11–14 8–10 5–7 0–4 AND FORMAT - Outstanding response - Very good response - Adequate response - Basic response - Response reveals no beyond normal demonstrating good demonstrating demonstrating some knowledge of features Response and ideas; expectations. knowledge of knowledge of features knowledge of of the type of text. Organisation of ideas for - Intelligent and mature features of the type of the type of text. features of the type - Meaning obscure with planning; ideas. of text. - Not completely of text. major digressions. Purpose, audience, - Extensive knowledge - Maintains focus – no focused – some - Some focus but - Not coherent in features/conventions of features of the type digressions. digressions. writing digresses. content and ideas. and context of text. - Reasonably coherent - Not always coherent - Very few details - Coherent in content in content and ideas. - Writing maintains and ideas, very well in content and ideas. support the topic. 18 MARKS focus. elaborated and - Some details support - Few details support - Necessary rules of details support topic. the topic. the topic. - Coherence in content format not applied. and ideas. - Appropriate format - Generally appropriate - Necessary rules of - Highly elaborated and with minor format but with some format vaguely all details support the inaccuracies. applied. inaccuracies. topic. - Some critical - Appropriate and oversights. accurate format. LANGUAGE, STYLE 10–12 8–9 6–7 4–5 0–3 AND EDITING - Tone, register, style - Tone, register, style - Tone, register, style - Tone, register, style - Tone, register, style and vocabulary highly and vocabulary very and vocabulary and vocabulary less and vocabulary do not Tone, register, style, appropriate to appropriate to appropriate to appropriate to correspond to purpose/effect, audience purpose, audience purpose, audience purpose, audience purpose, audience purpose, audience and context; and context. and context. and context. and context. and context. Language use and - Grammatically - Generally - Some grammatical - Inaccurate grammar - Error-ridden and conventions; Word accurate and well- grammatically errors. with numerous confused. choice; Punctuation and constructed. accurate and well- - Adequate vocabulary. errors. - Vocabulary not spelling - Virtually error-free. constructed. - Errors do not impede - Limited vocabulary. suitable for purpose. - Very good meaning. - -Meaning obscured. - Meaning seriously 12 MARKS vocabulary. impaired. - Mostly free of errors. MARK RANGE 25–30 19–23 14–17 9–12 0–7 Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/SEPTEMBER 2015 ENGLISH FIRST ADDITIONAL LANGUAGE P3 12 SECTION C: ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [20 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING 10–12 8–9 6–7 4–5 0–3 AND FORMAT - Outstanding response - Very good response - Adequate response, - Basic response, - Response reveals beyond normal demonstrating good demonstrating demonstrating some no knowledge of Response and ideas; expectations. knowledge of features knowledge of features knowledge of features of features of the type Organisation of ideas; - Intelligent and mature of the type of text. of the type of text. the type of text. of text. Features/conventions ideas. - Maintains focus – no - Not completely - Some focus but writing - Meaning obscure and context - Extensive knowledge of digressions. focused – some digresses. with major features of the type of text. - Coherent in content digressions. - Not always coherent in digressions. 12 MARKS - Writing maintains focus. and ideas, very well - Reasonably coherent content and ideas. - Not coherent in elaborated and details in content and ideas. - Few details support the content and ideas. - Coherence in content and ideas. support topic. - Some details support topic. - Very few details - Appropriate format the topic. - Necessary rules of support the topic. - Highly elaborated and all details support the topic. with minor - Generally appropriate format vaguely applied. - Necessary rules of - Appropriate and accurate inaccuracies. format but with some - Some critical oversights. format not applied. format. inaccuracies. LANGUAGE, STYLE 7–8 5–6 4 3 0–2 AND - Tone, register, style and - Tone, register, style - Tone, register, style - Tone, register, style and - Tone, register, style EDITING vocabulary highly and vocabulary very and vocabulary vocabulary less and vocabulary do appropriate to purpose, appropriate to appropriate to appropriate to purpose, not correspond to Tone, register, style, audience and context. purpose, audience and purpose, audience audience and context. purpose, audience vocabulary appropriate - Grammatically accurate context. and context. - Inaccurate grammar with and context. to purpose and context; and well-constructed. - Generally - Some grammatical numerous errors. - Error-ridden and Language use and - Virtually error-free. grammatically accurate errors. - Limited vocabulary. confused. conventions; and well-constructed - -Adequate - Meaning obscured. - Vocabulary not Word choice; - Very good vocabulary. vocabulary. suitable for purpose. Punctuation and - Mostly free of errors. - Errors do not impede - Meaning seriously spelling meaning. impaired. 8 MARKS MARK RANGE 17–20 13–15 10–11 7–8 0–5 Copyright reserved

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