English Hl Grade 12 Paper 3 Eastern Cape Mock 2015 Memo

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE GRADE 12 SEPTEMBER 2015 ENGLISH HOME LANGUAGE P3 MEMORANDUM MARKS: 100 This memorandum consists of 9 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com 2 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2015) INFORMATION FOR THE MARKER In assessing a candidate’s work, the following aspects, among others, drawn from the assessment rubric, must be borne in mind.  The overall effect of planning, drafting, proof-reading and editing of the work on the final text produced.  Awareness of writing for a specific purpose, audience and context – as well as register, style and tone – especially in SECTION B.  Grammar, spelling and punctuation.  Language structures, including an awareness of critical language.  Choice of words and idiomatic language.  Sentence construction.  Paragraphing.  Interpretation of the topic that will be reflected in the overall content: the introduction, development of ideas, and the conclusion. NOTE:  Various formats of transactional/referential/informational texts have been taught/are in current practice. Therefore, this has to be considered when assessing the format.  Give credit for appropriateness of format.  Look for a logical approach in all writing. Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/SEPTEMBER 2015) ENGLISH HOME LANGUAGE P3 3 NOTE:  The points given below each topic in this memorandum serve only as a guide to markers.  Allowance must be made for a candidate’s own interpretation of the topic, even if it differs from the given points or a marker’s own views or interpretations. SUGGESTED APPROACH TO MARKING SECTION A: ESSAY Candidates are required to write ONE essay of 400–450 words (2–2½ pages) on ONE of the given topics. Candidates may write in any genre: narrative, descriptive, reflective, argumentative, discursive, or any combination of these. 1.1 POSSIBLE RESPONSES:  Descriptive/narrative/discursive/reflective  Account/description of experiences  Making the most of each day/experience [50] 1.2 POSSIBLE RESPONSES:  Descriptive/narrative/discursive/reflective  Appreciation /the importance of silence  A time of day/an experience involving silence  Keeping silent vs. speaking out  Hiding feelings [50] 1.3 POSSIBLE RESPONSES:  Descriptive/narrative/discursive/reflective  Description of an event/moment/day/experience  The influence of a particular experience/moment/event [50] 1.4 POSSIBLE RESPONSES:  Descriptive/narrative/discursive  Elitism/belonging to an elite group/being part of a select few  The experience of being part of a select few [50] 1.5 POSSIBLE RESPONSES:  Narrative/reflective/discursive  Impulsive behaviour vs. prudent behaviour  A twist/change in expectations [50] Copyright reserved Please turn over

Downloaded from hlayiso.com 4 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2015) 1.6 POSSIBLE RESPONSES:  Discursive/narrative/reflective/argumentative  The dangers/advantages of power or a combination of these  Importance of wielding power responsibly [50] 1.7 1.7.1 POSSIBLE RESPONSES:  Narrative/discursive/reflective/descriptive  Being overwhelmed by life/people/situations  Bullying/domination/fear/ambition [50] 1.7.2 POSSIBLE RESPONSES:  Narrative/discursive/reflective/descriptive  Sense of adventure/freedom/lack of conformity  Travel/nostalgia [50] INSTRUCTIONS TO MARKERS Refer to SECTION A: Rubric for Assessing an Essay found on page 7 of this memorandum. CRITERIA USED FOR ASSESSMENT CRITERIA MARKS CONTENT, PLANNING AND FORMAT 30 LANGUAGE, STYLE AND EDITING 15 STRUCTURE 5 TOTAL 50 1. Read the whole piece and decide on a category for CONTENT AND PLANNING. 2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING. 3. Re-read the piece and select the appropriate category for STRUCTURE. TOTAL SECTION A: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/SEPTEMBER 2015) ENGLISH HOME LANGUAGE P3 5 SECTION B: TRANSACTIONAL TEXTS QUESTION 2 Candidates are required to respond to TWO of the topics set. The body of the response should be 180–200 words (20–25 lines) in length. The language, register, style and tone must be appropriate to the context. 2.1 LETTER OF APPLICATION  Formal letter and register  Must identify career/field of study  Must cover all the requirements as specified [25] 2.2 MINUTES AND AGENDA  Formal language  Use of past tense  Minutes must be aligned to the agenda [25] 2.3 REVIEW  Identify the type of club  Comment on club’s objectives  Why it will/will not attract students  Recommendation to students [25] 2.4 LETTER TO EDITOR  Formal format and register: for publication in local newspaper  Suitable headline and opening paragraph  Can agree or disagree with Disgruntled Adult  Appropriately respectful [25] 2.5 DIALOGUE  Nature of deception should be clear  Informal register but not slang  Attempt to clarify the situation [25] 2.6 SPEECH  Formal situation  Focus is on the future/freedom/following dreams [25] Copyright reserved Please turn over

Downloaded from hlayiso.com 6 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2015) INSTRUCTIONS TO MARKERS Refer to SECTION B: Rubric for Assessing Transactional Texts found on page 9 of this memorandum. CRITERIA USED FOR ASSESSMENT CRITERIA MARKS CONTENT, PLANNING AND FORMAT 15 LANGUAGE, STYLE AND EDITING 10 TOTAL 25 1. Read the whole piece and decide on a category for CONTENT, PLANNING AND FORMAT. 2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING. TOTAL SECTION B (2 x 25): 50 GRAND TOTAL: 100 Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/SEPTEMBER 2015) ENGLISH HOME LANGUAGE P3 7 SECTION A: ASSESSMENT RUBRIC FOR ESSAY – HOME LANGUAGE [50 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT AND 28–30 22–24 16–18 10–12 4–6 PLANNING (Response and - Outstanding/Striking - Very well-crafted - Satisfactory response - Inconsistently - Totally irrelevant ideas) response beyond response - Ideas are reasonably coherent response. response. Upper level Organisation of normal expectations. - Fully relevant and coherent and - Unclear ideas and - -Confused and ideas for planning; - Intelligent, thought interesting ideas with convincing unoriginal. unfocused ideas. Awareness of provoking and mature evidence of maturity - Reasonably organised - Little evidence of purpose, audience and coherent, organisation and - Vague and ideas. - Very well organised and context including introduction, coherence. repetitive - Exceptionally well and coherent, organised and body and conclusion - Disorganised and 30 MARKS including incoherent. coherent, including introduction, body and introduction, body conclusion and conclusion 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. Lower level striking qualities of the - Relevant and clarity. - Ideas tend to be - Completely irrelevant 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 conclusion. and conclusion. introduction, body and conclusion. Copyright reserved Please turn over

Downloaded from hlayiso.com 8 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2015) SECTION A: ASSESSMENT RUBRIC FOR ESSAY – HOME 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, style - Tone, register, style EDITING and vocabulary highly and vocabulary very and vocabulary and vocabulary not and vocabulary less appropriate to appropriate to appropriate to appropriate to appropriate to Tone, register, purpose, audience and purpose, audience purpose, audience purpose, audience purpose, audience and Upper level style, vocabulary context and context. and context. and context. context. appropriate to - Language confident, - Language is effective - Appropriate use of - Very basic use of - Language purpose/effect and exceptionally and a consistently language to convey language. incomprehensible. context; Word impressive. appropriate tone is meaning. - Tone and diction are - Vocabulary limitations choice; Language - Compelling and used. - Tone is appropriate inappropriate. so extreme as to make use and rhetorically effective in - Largely error-free in - Rhetorical devices - Very limited comprehension conventions, tone. grammar and used to enhance vocabulary. impossible. punctuation, - Virtually error-free in spelling. grammar, spelling content. grammar and spelling. - Very well crafted. - Very skilfully crafted. 15 MARKS 13 10 7 4 - Language excellent - Language engaging - Adequate use of - Inadequate use of and rhetorically and generally language with some language. Lower level effective in tone. effective. inconsistencies - Little or no variety in - Virtually error-free in - Appropriate and - Tone generally sentence. grammar and spelling. effective tone. appropriate and - Exceptionally limited - Skilfully crafted. - Few errors in limited use of vocabulary. grammar and rhetorical devices. spelling. - Well crafted. STRUCTURE 5 4 3 2 0–1 - Excellent development - Logical development - Relevant details - Some valid points - Necessary points Features of text; of topic. of details developed. - Sentences and lacking. Paragraph - Exceptional detail. - Coherent - Sentences, paragraphs faulty - Sentences and development and - Sentences, - Sentences, paragraphs well- - Essay still makes paragraphs faulty. sentence paragraphs paragraphs logical, constructed. some sense. - Essay lacks sense. construction - Essay make sense. exceptionally well- varied 5 MARKS constructed. 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 HOME LANGUAGE P3 9 SECTION B: ASSESSMENT RUBRIC FOR TRANSACTIONAL TEXT – HOME LANGUAGE [25 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING 13–15 10–12 7–9 4–6 0–3 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 features knowledge of features knowledge of features of the type of text. Organisation of ideas - Intelligent and mature of the type of text. of the type of text. of the type of text. - Meaning is obscure for planning; Purpose, ideas. - Maintains focus – no - Not completely - Some focus but with major audience, - Extensive knowledge digressions. focused – some writing digresses. digressions. features/conventions of features of the type - Coherent in content digressions. - Not always coherent - Not coherent in and context of text. and ideas, very well - Reasonably coherent in content and ideas. content and ideas. - Writing maintains elaborated and in content and ideas. - Few details support - Very few details 15 MARKS focus. details support topic. - Some details support the topic. support the topic. - Coherence in content - Appropriate format the topic. - Has vaguely applied - Has not applied the and ideas. with minor - Generally appropriate necessary rules of necessary rules of - Highly elaborated and inaccuracies. format but with some format. format. all details support the inaccuracies. - Some critical topic. oversights. - Appropriate and accurate format. LANGUAGE, STYLE 9–10 7–8 5–6 3–4 0–2 AND - Tone, register, style - Tone, register, style - Tone, register, style - Tone, register, style - Tone, register, style EDITING and vocabulary highly and vocabulary very and vocabulary and vocabulary less and vocabulary do appropriate to appropriate to appropriate to appropriate to not correspond to Tone, register, style, purpose, audience purpose, audience purpose, audience purpose, audience purpose, audience purpose/effect, and context. and context. and context. and context. and context. audience and context; - Grammatically - Generally - Some grammatical - Inaccurate grammar - Error-ridden and Language use and accurate and well- grammatically errors. with numerous errors. confused. conventions; Word constructed. accurate and well- - Adequate vocabulary. - Limited vocabulary. - Vocabulary not choice; Punctuation - Virtually error-free. constructed. - Errors do not impede - Meaning obscured. suitable for purpose. and spelling - Very good meaning. - Meaning seriously vocabulary. impaired. 10 MARKS - Mostly free of errors. MARK RANGE 22–25 17–20 12–15 7–10 0–5 Copyright reserved Please turn over