English HL 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 HOME LANGUAGE P3 MEMORANDUM MARKS: 100 This memorandum consists of 8 pages.

Downloaded from hlayiso.com 2 ENGLISH HOME LANGUAGE P3 (Memo) (NOVEMBER 2012) 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, proofreading 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 sections B and C.  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.

Downloaded from hlayiso.com (NOVEMBER 2012) ENGLISH HOME LANGUAGE P3 (Memo) 3 SUGGESTED APPROACH TO MARKING SECTION A: ESSAY QUESTION 1 1.1 POSSIBLE RESPONSES  Descriptive/narrative/discursive  Title could refer to a serious problem in the country/in government/in nature/in a person’s life/medical emergency/emotional emergency  Essay should convey a sense of urgency  LO3AS1,2,3 [50] 1.2 POSSIBLE RESPONSES:  Narrative/discursive/reflective  Making a difficult decision  The importance of a particular decision and how its effects impact  Not being afraid of the future  Strengthening of resolve  A lesson learnt  Accepting the challenge of life  LO3AS1,2,3 [50] 1.3 POSSIBLE RESPONSES:  Narrative/discursive/reflective/argumentative  The importance of accepting yourself/being true to yourself  Seizing all opportunities  Determining your own happiness  LO3AS1,2,3 [50] 1.4 POSSIBLE RESPONSES:  Narrative/reflective/discursive/argumentative  Words could appear somewhere in the essay  Facing up to a difficult problem/personal problem  The importance of talking about personal problems instead of bottling them up  Discussion is better than violence  OR: Sometimes we need more action and less talking  LO3AS1,2,3 [50] 1.5 POSSIBLE RESPONSES:  Descriptive/narrative/reflective  Can focus on any of the aspects: end of summer/end of a happy time/life is not static/changes in seasons/facing another stage in life [50]

Downloaded from hlayiso.com 4 ENGLISH HOME LANGUAGE P3 (Memo) (NOVEMBER 2012) 1.6 POSSIBLE RESPONSES:  Discursive/narrative/reflective/argumentative  Words can hurt/inspire/spur people into action/hate speech/inciting violence  The importance of being considerate  An incident where words had important consequences  LO3AS1,2,3 [50] 1.7 1.7.1 POSSIBLE RESPONSES:  Narrative/argumentative/discursive/reflective  The importance of caring for the environment  Man’s influence on the world around him  Man holds the key to our survival  The state of the world/Africa/South Africa/local environment  An environmental disaster  LO3AS1,2,3 [50] 1.7.2 POSSIBLE RESPONSES  Narrative/descriptive/reflective/argumentative  Lack of individuality (faceless/wooden)  Excess control over people’s lives (school/home/country/world)  The need to break free from restrictions  Looking forward to breaking free after examinations  LO3AS1,2,3 [50] INSTRUCTIONS TO MARKERS Refer to SECTION A: Rubric for Assessing an Essay found on page 8 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 SECTON A: 50

Downloaded from hlayiso.com (NOVEMBER 2012) ENGLISH HOME LANGUAGE P3 (Memo) 5 SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 2.1 DIALOGUE  Confrontation and explanation  Should convey idea of the learner’s desperation/emotional trauma  Appropriate register: colloquial, but NOT slang  LO3AS1,2,3 [30] 2.2 LETTER OF COMMENDATION  Formal letter  Praising the salesperson  Stating what the salesperson did that was so impressive  Formal register and style  LO3AS1,2,3 [30] 2.3 AGENDA AND MINUTES  Focus is on the increase in bullying  Agenda should reflect the purpose of the meeting  Minutes should reflect the discussion of the problem  Possible solutions need to be provided  Formal style and register  LO3AS1,2,3 [30] 2.4 NEWSPAPER COLUMN  Is for publication in a school newspaper  Column need not focus only on the letter, but also on social network sites in general  Possible focus on: advice on dealing with the situation; the need to be discreet; the dangers of social network sites  Colloquial language acceptable  LO3AS1,2,3 [30] TOTAL SECTON B: 30

Downloaded from hlayiso.com 6 ENGLISH HOME LANGUAGE P3 (Memo) (NOVEMBER 2012) INSTRUCTIONS TO MARKERS Refer to SECTION B: Rubric for Assessing Longer Transactional Texts found on page 9 of this memorandum. CRITERIA USED FOR ASSESSMENT CRITERIA MARKS CONTENT, PLANNING AND FORMAT 18 LANGUAGE, STYLE AND EDITING 12 TOTAL 30 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. 3. If the learner has used incorrect format, decide on a mark for content then drop slightly within that category or drop to the next category. (The seriousness of the transgression will determine the extent of the penalty.)

Downloaded from hlayiso.com (NOVEMBER 2012) ENGLISH HOME LANGUAGE P3 (Memo) 7 SECTION C: SHORTER TEXT TRANSACTIONAL/REFERENTIAL/INFORMATIONAL QUESTION 3 3.1 INSTRUCTIONS  Need to be relevant to coping with life’s problems  Instructions deal with NOT feeling sorry for oneself  Each instruction should be written as a separate point on a new line, but do not penalise if the instructions are written as a paragraph  Numbered or bulleted instructions are preferable  LO3AS1,2,3 [20] 3.2 POSTER  Promotion of recycling  Focus is not on pollution  Heading  Text only  Text needs to connect with illustration  Useful advice on how and what to recycle  LO3AS1,2,3 [20] 3.3 DIARY  TWO entries required  Date for each entry  Informal language, but no slang  Emotive language  The reason for the anger must be clear  LO3AS1,2,3 [20] INSTRUCTIONS TO MARKERS Refer to SECTION C: Rubric for Assessing Shorter Transactional/referential/Informational Texts found on page 10 of this memorandum. CRITERIA USED FOR ASSESSMENT CRITERIA MARKS CONTENT, PLANNING AND FORMAT 12 LANGUAGE, STYLE AND EDITING 8 TOTAL 20 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. 3. If the learner has used incorrect format, decide on a mark for content then drop slightly within that category or drop to the next category. (The seriousness of the transgression will determine the extent of the penalty.) TOTAL SECTON C: 20 GRAND TOTAL: 100 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.

Downloaded from hlayiso.com 8 ENGLISH HOME LANGUAGE P3 (Memo) (NOVEMBER 2012) SECTION A: RUBRIC FOR ASSESSING AN ESSAY – HOME 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% 24-30 21-23½ 18-20½ 15-17½ 12-14½ 9-11½ 0-8½ -Content -Content -Content sound, -Content -Content mediocre, -Content not always -Content largely outstanding, highly meritorious, original. reasonably appropriate, ordinary. Gaps in clear, lacks irrelevant. No original. -Ideas imaginative, coherent. adequately coherence. coherence. coherence. CONTENT & -Ideas thought- interesting. -Ideas interesting, coherent. -Ideas mostly -Few ideas, often -Ideas tedious, PLANNING provoking, mature. - Planning &/or convincing. -Ideas interesting, relevant. Limited repetitive. repetitive. -Planning &/or drafting has - Planning &/or adequately original. originality. -Inadequate for -Inadequate drafting has produced a well- drafting has - Planning &/or - Planning &/or home language level planning/drafting. 30 MARKS produced crafted & produced a drafting has drafting has despite Poorly presented a flawlessly presentable essay. presentable & good produced a produced a planning/drafting. essay. presentable essay. essay. satisfactory, moderately Essay not well presentable essay. presentable & presented. coherent essay. 12-15 10½-11½ 9-10 7½-8½ 6-7 4½-5½ 0-4 -Critical awareness -Critical awareness -Critical awareness -Some awareness of -Limited critical -Language & -Language & of impact of of impact of of language evident. impact of language. language punctuation flawed. punctuation language. language. -Language & -Language awareness. -Choice of words seriously flawed. -Language, -Language, punctuation mostly simplistic, -Language limited. -Choice of words LANGUAGE, punctuation punctuation correct; correct. punctuation mediocre, -Style, tone, register inappropriate. effectively used. able to use figurative -Choice of words adequate. punctuation often inappropriate. -Style, tone, register STYLE & -Uses highly language. suited to text. -Choice of words inaccurately used. -Error-ridden despite flawed in all aspects. EDITING appropriate -Choice of words -Style, tone, register adequate. -Choice of words proof-reading, -Error-ridden & figurative language. varied & creative. suited to topic. -Style, tone, register basic. editing. confused following -Choice of words -Style, tone, register -Mostly error-free generally consistent -Style, tone register proof-reading, 15 MARKS exceptional, mature. appropriately suited following proof- with topic lacking in editing. -Style, tone, register to topic. reading, editing. requirements. coherence. highly suited to -Largely error-free -Still contains a few -Contains several topic. following proof- errors following errors following -Virtually error-free reading, editing. proof-reading, proof-reading, following proof- editing. editing. reading & editing. 4-5 3½ 3 2½ 2 1½ 0-1 -Coherent -Logical -Several relevant -Some points, -Most necessary -Sometimes off topic -Off topic. development of development of details developed. necessary details points evident. but general line of -Sentences, topic. Vivid, details. Coherent. -Sentences, developed. -Sentences, thought can be paragraphs STRUCTURE exceptional detail. -Sentences, paragraphs well- -Sentences, paragraphs faulty followed. muddled, -Sentences, paragraphs logical, constructed. paragraphing might but essay still makes -Sentences, inconsistent. paragraphs brilliantly varied. -Length correct. be faulty in places sense. paragraphs Length – far too 5 MARKS constructed. -Length correct. but essay still makes -Length - too constructed at an long/short. -Length in sense. long/short. elementary level. accordance with -Length almost -Length - too requirements of correct. long/short. topic.

Downloaded from hlayiso.com (NOVEMBER 2012) ENGLISH HOME LANGUAGE P3 (Memo) 9 SECTION B: RUBRIC FOR ASSESSING LONGER TRANSACTIONAL TEXTS – HOME 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% 14½-18 13-14 11-12½ 9-10½ 7½-8½ 5½-7 0-5 -Extensive -Very good -Fair knowledge of -Adequate -Moderate -Elementary -No knowledge of specialized knowledge of requirements of text. knowledge of knowledge of knowledge of requirements of text. knowledge of requirements of text. -Writing – maintains requirements of text. requirements of text. requirements of text. Response to writing requirements of text. -Disciplined writing – focus, with minor -Writing – digresses Response to writing Response to writing task reveals a limited -Disciplined writing – maintains focus, no digressions. but does not impede task reveals a task reveals a limited focus. maintains rigorous digressions. -Mostly coherent in overall meaning. narrow focus. focus. -Writing – digresses, focus, no -Coherent in content content & ideas, -Adequately -Writing – digresses, -Writing – digresses, meaning obscure in digressions. & ideas, very well elaborated & most coherent in content meaning vague in meaning obscure in places. CONTENT, -Total coherence in elaborated & all details support topic. & ideas, some places. places. -Not coherent in PLANNING & content & ideas, details support topic. -Evidence of details support topic. -Moderately -Not always content & ideas, has highly elaborated & -Evidence of planning &/or -Evidence of coherent in content coherent in content few details which FORMAT all details support planning &/or drafting has planning &/or & ideas, some & ideas, has few support topic. topic. drafting has produced a drafting has details support topic. details which support -Inadequate -Evidence of produced a well- presentable & very produced a -Evidence of topic. planning/ drafting. 18 MARKS planning &/or crafted & good text. satisfactorily planning &/or -Inadequate for Poorly presented drafting has presentable text. -Has applied the presented text. drafting has home language level text. produced a -Has applied the necessary rules of -Has applied an produced a despite planning -Has not applied flawlessly necessary rules of format. adequate idea of moderately &/or drafting. Text necessary rules of presentable text. format very well. requirements of Presentable & not well presented, format. -Highly appropriate format. coherent text. -Has vaguely applied format. -Has a moderate necessary rules of idea of requirements format – some of format – some critical oversights. critical oversights. 10-12 8½-9½ 7½-8 6-7 5-5½ 4-4½ 0-3½ -Grammatically -Very well -Well constructed & -Adequately -Basically -Poorly constructed -Poorly constructed accurate & brilliantly constructed & easy to read. constructed. Errors constructed. Several & difficult to follow. & very difficult to constructed. accurate. -Vocabulary do not impede flow. errors. -Vocabulary requires follow. -Vocabulary highly -Vocabulary very appropriate to -Vocabulary -Vocabulary limited some remediation & -Vocabulary requires LANGUAGE, appropriate to appropriate to purpose, audience & adequate for & not very suitable not suitable for serious remediation purpose, audience & purpose, audience & context. purpose, audience & for purpose, purpose, audience & & not suitable for STYLE & context. context. -Style, tone, register context. audience & context. context. purpose. EDITING -Style, tone, register -Suitable style, tone, mostly appropriate. -Style, tone, register -Lapses in style tone -Style, tone & -Style, tone & highly appropriate. register considering -Mostly error-free fairly appropriate. & register. register register do not -Virtually error-free demands of task. following proof- -A few errors -Several errors inappropriate. correspond with 12 MARKS following proof- -Largely error-free reading & editing. following proof- following proof- -Error-ridden despite topic reading & editing. following proof- -Length correct. reading & editing. reading & editing. proof-reading, -Error-ridden and -Length correct. reading & editing. -Length almost -Length – too editing. confused following -Length correct. correct. long/short. -Length – too proof-reading, long/short. editing. -Length – far too long/short.

Downloaded from hlayiso.com 10 ENGLISH HOME LANGUAGE P3 (Memo) (NOVEMBER 2012) SECTION C: RUBRIC FOR ASSESSING SHORTER TRANSACTIONAL/REFERENCE/INFORMATIONAL TEXTS - HOME 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% 10-12 8½-9½ 7½-8 6-7 5-5½ 4-4½ 0-3½ -Extensive specialized -Very good knowledge of -Fair knowledge of -Adequate knowledge of -Moderate knowledge of -Elementary knowledge -No knowledge of knowledge of requirements of text. requirements of text. requirements of text. requirements of text. of requirements of text. requirements of text. requirements of text. -Exhibits a broad -Exhibits a general -Exhibits some Response to writing task Response to writing task -Exhibits no knowledge of -Exhibits a profound awareness of wider awareness of wider awareness of wider reveals a narrow focus. reveals a limited focus. wider contexts in writing awareness of wider contexts in writing. contexts in writing tasks. context in writing tasks -Exhibits rather limited -Exhibits a limited tasks. contexts in writing. -Disciplined writing – -Writing – learner Writing – learner knowledge of wider knowledge of wider -Writing – learner -Disciplined writing – learner maintains focus, maintains focus, with digresses but does not contexts in writing tasks. contexts in writing tasks digresses, meaning CONTENT, learner maintains no digressions. minor digressions. impede overall meaning. -Writing – learner -Writing – learner obscure in places. PLANNING & rigorous focus, no digressions. -Text is coherent in content & ideas, very well -Text is mostly coherent in content & ideas, -Text adequately coherent in content & digresses, meaning vague in places. digresses, meaning obscure in places. -Text not coherent in content & ideas, has few FORMAT -Total coherence in elaborated & all details elaborated & most details ideas, some details -Text moderately -Text not always details which support content & ideas, highly support topic. support topic. support topic. coherent in content & coherent in content & topic. elaborated & all details -Evidence of planning -Evidence of planning -Evidence of planning ideas, some details ideas, has few details -Inadequate planning/ 12 MARKS support topic. &/drafting has produced &/or drafting has &/or drafting has support topic. which support topic. drafting. Poorly -Evidence of planning a well-crafted & produced a presentable produced a satisfactorily -Evidence of planning -Inadequate for home presented text. &/or drafting has presentable text. & very good text. presented text. &/or drafting has language level despite -Has not applied produced a flawlessly -Has applied the -Has applied the -Has applied an produced a moderately planning &/or drafting. necessary rules of presentable text. necessary rules of format necessary rules of adequate idea of presentable & coherent Text not well presented. format. -Has produced a highly very well. format. requirements of format. text. -Has vaguely applied appropriate format. -Has a moderate idea of necessary rules of requirements of format – format. some critical oversights. 6½-8 6 5½ 4-4½ 3½ 2½-3 0-2 -Text grammatically -Text very well -Text well-constructed & -Text adequately -Text is basically -Text is poorly -Text is poorly accurate and brilliantly constructed & accurate. easy to read. constructed. Errors do constructed. Several constructed & difficult to constructed & very LANGUAGE, constructed. - Vocabulary is highly -Vocabulary very appropriate to purpose, -Vocabulary appropriate to purpose, audience & not impede flow. -Vocabulary adequate for errors. -Vocabulary limited & not follow. -Vocabulary requires difficult to follow. -Vocabulary requires STYLE & appropriate to purpose, audience & context. context. purpose, audience & very suitable for purpose, some remediation & not serious remediation & not EDITING audience and context. -Style, tone, register -Suitable style, tone & register considering -Style, tone, register mostly appropriate. context. -Style, tone, register audience & context. -Lapses in style, tone & suitable for purpose, audience & context. suitable for purpose. -Style, tone & register do highly appropriate. demands of task. -Text mostly error-free fairly appropriate. register. -Style, tone & register not correspond with topic. 8 MARKS -Text virtually error free following proof reading. -Text largely error-free following proof-reading & following proof-reading & editing. -Text still contains few errors following proof- -Text contains several errors following proof- inappropriate. -Text error-ridden despite -Text error-ridden and confused following proof- -Length correct. editing. -Length correct. reading & editing. reading & editing. proof-reading, editing. reading, editing. -Length correct. -Length almost correct. -Length – too long/short. -Length – too long/short. -Length – far too long/short.