English FAL Grade 12 IEB Paper 2 2019 Memo

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE EXAMINATION NOVEMBER 2019 ENGLISH FIRST ADDITIONAL LANGUAGE: PAPER II MARKING GUIDELINES Time: 2½ hours 100 marks These marking guidelines are prepared for use by examiners and sub-examiners, all of whom are required to attend a standardisation meeting to ensure that the guidelines are consistently interpreted and applied in the marking of candidates' scripts. The IEB will not enter into any discussions or correspondence about any marking guidelines. It is acknowledged that there may be different views about some matters of emphasis or detail in the guidelines. It is also recognised that, without the benefit of attendance at a standardisation meeting, there may be different interpretations of the application of the marking guidelines. IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH FIRST ADDITIONAL LANGUAGE: PAPER II Page 2 of 8 MARKING GUIDELINES SECTION A LITERATURE: Life of Pi – Yann Martel QUESTION 1 PARAGRAPH ON CHARACTER/THEME Write ONE paragraph of 180 words in which you discuss how Pi anthropomorphises Richard Parker in his time at sea. Content – a mark out of 10 for relevant facts, well-reasoned statements and examples 10 marks linked to the brief and the novel. Relevant references to support statements made. 1 mark Consistent use of tense. 1 mark Language/style/register is appropriate. 3 marks Possible response/content: • Pi regards Richard Parker as family; he takes the place of Pi's family. The love Pi displays for him through caring, companionship, etc. is the same kind of family care. • He thinks he knows what RP is thinking, what his different growls mean, just like you would read the mood of a human. • When he describes RP's looks he talks about "formidable sideburns" and "a stylish goatee" – terms that are used for humans. • Pi has conversations with RP as if he were a person. He imagines RP's thoughts and he has a dialogue with him, they discuss the food they miss eating. • "I laughed, I knew it. I wasn't hearing voices. I hadn't gone mad. It was RP who was speaking to me! The carnivorous rascal." (Pg.246) • He imagines that RP can speak French when in actual fact it is a blind Frenchman that is speaking to him. • He is loyal to RP; won't leave him in the botanical garden. • The way he needs closure when their ways part once they reach the Mexican coast, is probably the clearest sign of anthropomorphism. Pi expects the kind of thanks you would get from a human when their ways have to part. It saddens him even in his adult life. • The fact that even in his adult life he introduces RP to the Canadian author as if he is a human being. He uses pronouns like "he" and "him" to describe RP. It takes the author a while to figure out that he is actually talking about an animal. Also the way he thinks back fondly of RP is how you would remember a loved one whose emotions you knew. QUESTION 2 PARAGRAPH: PERSONAL RESPONSE Do you agree with the author that Pi's story has a happy ending? Content – a mark out of 10 for relevant content, well-reasoned statements and examples 10 marks linked to the brief and the novel. Clear stance and overall convincing voice. 2 marks Language/style/register is appropriate. 3 marks Learner's own opinion/stance should be clearly expressed. Allow for both sides. Supporting detail must be provided based on, but not limited to, the text. IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH FIRST ADDITIONAL LANGUAGE: PAPER II Page 3 of 8 MARKING GUIDELINES Possible response/content for the story has a happy ending: • Though Pi lost his whole family when the Tsimtsum sank, the fact that he survived this terrible ordeal should be reason enough for his happy ending. • The fact that RP did not kill him on the lifeboat and he is able to reach Canada, can be seen as a happy ending. • The fact that Pi gained so many lessons in his time at sea, can also be seen as something positive: he learnt to fish, a valuable life skill; he learnt how to care for himself and he learnt about nature – the sea and animals – something he has always been interested in. • His time at sea also taught him to be very strong mentally and emotionally. You could say his religions helped him to grow mentally and emotionally – this is good as Pi has always regarded his religions highly. • The fact that Pi survived his 227 days at sea, was able to reach his final destination Canada and then given the opportunity to study his two great interests namely zoology and religious studies, calls for a celebration. • Furthermore, he got married and has a son and daughter, a family of his own. This sounds like a "happy ending", because Pi was not alone, he had a family in Canada whom he loved. • Comparing Pi's life in Canada to the life he had at sea, it's easy to see that he had a much better life in Canada which can be seen as a "happy ending". Possible response/content for the story not having a happy ending: • Pi lost his whole family when the Tsimtsum sank – the heartache and suffering he had to go through leaves a hole that cannot be filled which takes "a happy ending" away from you. • The hardships he had to endure at sea: dealing with the loss of animals that he loved (zebra and orangutan) as well as seeing the animal cruelty at a young age are issues that have stayed with him and that he will have to work through in his adult life. These do not quite make his life a happy one. • The fact that he had to learn to kill animals and to eat meat in order to survive are things that go against his whole being. He feels guilty about these acts even in his adult life in Canada and has to constantly work on forgiving himself for the man he was on the boat. • Pi survived his ordeal at sea. He ended up studying what he loved; he got married and had kids but what he had to give up and the losses he suffered, still haunt him to this day which places a dark cloud over his story having "a happy ending". QUESTION 3 DIALOGUE Pi has a conversation with his wife, Meena Patel, where he tells her how his time on the lifeboat took away his childhood innocence. He was forced to grow up very quickly. In a dialogue of approximately 180 words (content only), write down the conversation between Pi and his wife. Content – a mark out of 7 for relevant and creative content linked to the question. 7 marks Dialogue format and occasional, meaningful gesture in present tense. 2 marks Conversational style. 1 mark IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH FIRST ADDITIONAL LANGUAGE: PAPER II Page 4 of 8 MARKING GUIDELINES Expected content: NB No preamble of greetings and musings • The realisation that his parents are dead; that he will grow up without them; that he is all alone shows him how cruel life can be and is one of his first losses of childhood innocence. • Pi has to experience the cruelty of Orange Juice on the lifeboat. His childhood memories of Orange Juice are those of a motherly figure and he now has to face the animalistic Orange Juice that attacks the hyena. • Pi is a vegetarian boy who has to learn to catch fish for his and RP's survival; he has to let go of his vegetarian ways. • The act of killing is one that he struggles to overcome as this goes against all his beliefs. • He has to deal with his selfishness when it comes to choosing his own survival above the survival of Richard Parker, for example he feeds himself before RP. • Not only does he kill animals, he also kills a human, namely the cook. He makes a conscious decision to kill the cook; massive loss of childhood innocence. • Pi's acts of violence towards the sea animals (turtles, etc.) also show his loss of innocence. QUESTION 4 ESSAY WITH GUIDELINES Pi is lucky to have many adult mentors while growing up in Pondicherry: his father, Francis Adirubasamy (Mamaji), Mr Satish Kumar (biology teacher) and Mr Satish Kumar (Muslim baker). These mentors have a great influence on Pi and the man he becomes. Write an essay of 250 words in which you discuss how the above mentioned men influenced Pi's life. Conclude your essay with a general summary of how these men shaped the adult Pi. Expected responses may include: Paragraph 1: Introduction • Echo question and relate to the topic above. Paragraph 2: Influence of Pi's father, Santosh Patel • Though Pi's father isn't religious and is puzzled by Pi's interest in religion he allows his son to practise all his religions; he even allows him to be baptised and buys him a prayer rug. • He teaches Pi not only to care for wild animals, but also to fear them. He demonstrates the danger of anthropomorphising animals. • He is a practical, observant man that makes plans to fix problems – qualities that Pi comes to adopt, which aided him in his survival at sea. IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH FIRST ADDITIONAL LANGUAGE: PAPER II Page 5 of 8 MARKING GUIDELINES Paragraph 3: Influence of Francis Adirubasamy (Mamaji) • He is a friend of the Patel family and responsible for giving Pi his name. • Pi calls him "Mamaji" which means respected uncle. • He taught Pi how to swim. Paragraph 4: Influence of the two Misters Satish Kumar • Mr Kumar, Pi's biology teacher teaches Pi to view the world scientifically. He becomes an atheist after surviving polio with the help of medicine. He looks at nature and finds logic in the scientific explanations of nature, therefore his belief is science and reason. He is Pi's favourite teacher and is the reason that Pi studies zoology. Though Mr Kumar is an atheist, Pi adores him and through Mr Kumar, Pi looks on atheists as "brothers and sisters of a different faith" and learns to accept them for their beliefs. From his biology teacher, Pi gained knowledge of how he could survive on the boat physically. • Mr Kumar, the Muslim baker teaches Pi about Islam. Pi describes him in a mystical way and when he comes to visit the zoo, Pi is worried that he won't recognise him. This further strengthens his mystical qualities. This man inspires Pi to study theology. Pi finds great comfort in praying with the Muslim baker and on one of these occasions, he felt a pulsing of energy, which made him feel close to God. Paragraph 5: Conclusion: General summary of how these men shaped the adult Pi • Were it not for the influences of these men, Pi may not have survived at sea. Also, their influence was so great that the career path Pi chooses, namely religious studies and zoology is a direct influence of his childhood mentors. IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH FIRST ADDITIONAL LANGUAGE: PAPER II Page 6 of 8 MARKING GUIDELINES QUESTION 4 ESSAY WITH GUIDELINES ASSESSMENT RUBRIC FOR LITERARY ESSAY % CONTENT = 15 STYLE = 5 MARK MARK LEVEL % CLASSIFICATION CRITERIA CRITERIA /15 /5 An impressive and distinguished essay that is succinct and stands out above the rest. • Thorough and impressive, in-depth knowledge of the 100 15 • Planned, structured, well-considered argument text. 97 14.5 5 with effective linkage and excellent cohesion. Outstanding • Exemplary understanding: can reproduce relevant 93 14 4.5 • Logical progression of argument. facts insightfully within the question. 90 13.5 • Lucid, eloquent. • Every point relevant to the topic. • Original expression. • Thorough literary appreciation: understands, enjoys, • Excellent control of tone. 7 can evaluate. • Textual substantiation of every comment. A perceptive essay that is commendable and well-structured. • Excellent vocabulary and language structures. • Thorough, accurate and confident knowledge of the • Formal language usage. 87 13 text. • Grammatically correct. Excellent 83 12.5 Distinctive • Mature understanding: integrates and elaborates 4 • Third person. 80 12 textual references insightfully. • Present tense. • Maintains consistent focus. • Literary appreciation is evident. • Planned, structured argument with good linkage. A skilful, competent essay that is focused. • Clear expression, coherent. • Very good, accurate knowledge of the text. • Control of tone. 77 11.5 • Very good understanding: argument is developed • Textual substantiation of comments. 6 73 11 Very good logically; may have minor lapses. 3.5 • Very good vocabulary and language 70 10.5 • Relevant textual references – these could have been structures. used with greater effect. • Formal language usage. • Good appreciation of the text. • Grammatically correct. • Third person. • Present tense. • Adequate linkage to show logical progression, sound introduction and conclusion. An essay that "does the job". • Plain expression. • Adequate knowledge of text. • Most comments supported by appropriate Good 67 10 • Satisfactory understanding: argument is developed in substantiation. 5 63 9.5 an adequate manner and most points relate to topic. 3 • Some duplication of comment. Average/ 60 9 • Mostly relevant textual references; some • Satisfactory vocabulary and language Satisfactory generalisations. structures. • Some appreciation of text. • Predominantly formal language. • Third person. • Odd fluctuations from present tense. • Introduction and conclusion, some linkage to An undeveloped essay that attempts to engage with show progression. the question. • Pedestrian expression. • Reasonable knowledge of the text. 57 8.5 • Partial support of comment with textual Less than • Simplistic understanding of question: argument is 4 53 8 2.5 substantiation. satisfactory partly developed; narrow interpretation and vague 50 7.5 • Simple vocabulary and language structures. reference to the topic. • Predominantly formal language. • Attempts to answer given question; vague textual • Predominantly third person. references. • Fluctuations from present tense. • Lack of planning, poorly structured. A simplistic essay that struggles to engage with the • Weak introduction and conclusion. question. • Haphazard, disjointed, rambling, very poor 47 7 • Limited understanding of the text. linkage. 3 43 6.5 Adequate • Errors of understanding of question and/or content, 2 • Some distracting errors with textual 40 6 muddled. substantiation. • Little or no referencing/ flawed referencing. • Weak vocabulary and sentence structures. • Only hints at topic. • Use of colloquialisms, contractions. • Limited textual substantiation. A poor essay that is muddled, vague and/or Defective: inaccurate. • unstructured, sloppily written. 37 5.5 • Unsatisfactory knowledge of the text. • requiring marked effort to understand. Passable but, 2 33 5 • A weak, flawed response, which might be off topic. 1.5 • paragraph links problematic. inadequate 30 4.5 • Very few, if any links of textual referencing to the • serious vocabulary and sentence structure question. errors. • Difficult to identify any distinct argument; unfocused. • poor textual substantiation. Defective: An extremely weak essay; at times displays a feeble • unstructured, sloppily written. 27 4 attempt to engage with the text. • requiring marked effort to understand. 23 3.5 Erroneous • Poor/incomplete/flawed/no knowledge of the text. 1 • no linkage. 20 3 • The essay is vague, muddled and lacks focus. • serious vocabulary and sentence structure • No links of textual referencing to the question. errors. 1 • disjointed textual substantiation. A totally incompetent essay; displays no link to the 17 2.5 text or the question. 13 2 • Serious errors of understanding of the question and/or 10 1.5 Incompetent 0.5 • Barely intelligible. the text. 7 1 • Complete misinterpretation of topic. 3 0.5 • Vague attempt to produce a response. IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH FIRST ADDITIONAL LANGUAGE: PAPER II Page 7 of 8 MARKING GUIDELINES SECTION B TRANSACTIONAL WRITING QUESTION 5 LONGER TRANSACTIONAL PIECE: LETTER TO THE PRESS This rubric serves to guide the marking process. Markers should be aware that the mark for the PURPOSE element need not correspond with the mark for "LANGUAGE AND FORMAT". A candidate may, for example, achieve a level 7 for "PURPOSE", but only a level 5 for "LANGUAGE AND FORMAT" (e.g. 13 + 9 = 22). PURPOSE LANGUAGE AND FORMAT LEVEL MARK DESCRIPTOR DESCRIPTOR 12–15 12–15 30 The candidate can write original and coherent Excellent use of language conventions, 29 texts, skilfully adapting to different audiences, mature vocabulary and use of register is 28 purposes, formats and contexts. A mature displayed. Excellent evidence of editing 7 27 personal style is evident. Candidate makes an enhances the overall expression of the 26 intelligent statement. candidate's viewpoint. All elements of the 25 format are correct. 24 10,5–11,5 10,5–11,5 The candidate is able to write original and Competent, at times impressive use of coherent texts, can adapt to different audiences, language conventions and vocabulary. 23 purposes, formats and contexts although this is Very good understanding of register, 6 22 not completely sustained. There is evidence of a although there may be occasions where 21 personal style and a thorough engagement with this is not fully sustained. Very few the question, although some depth may be grammar or spelling errors. There may be lacking in places. minor errors in the format. 9–10 9–10 The candidate is able to write with some degree Average response; pedestrian, but not of originality and attempts to adapt to different seriously flawed. Mostly accurate use of 20 audiences, purposes, formats and contexts, vocabulary; language conventions and 5 19 although some areas jar with the question sound understanding of register. Minor 18 requirements. There is limited evidence of errors. Format mostly correct. personal style. An average response. 7,5–8,5 7,5–8,5 The candidate is generally able to write with The candidate tries to apply conventions, some originality and tries to take into account but the product is flawed and has a 17 different audiences, purposes, formats and number of language and punctuation 4 16 contexts, although this is not entirely successful. errors. An attempt at employing the 15 Limited personal style is evident. correct format has been made, but one or two errors are evident. There is limited understanding of appropriate register. 6–7 6–7 An attempt is made to produce original texts Flawed product which only vaguely which take into account different audiences, follows format. Poor spelling and 14 purposes, formats and contexts, but this is not grammar. Meaning is not always clear. 3 13 always done correctly. Style is sometimes Register is usually at odds with the 12 unoriginal and involves "borrowing" from other demands of the task. work. 4–5,5 4–5,5 Limited originality and inadequate attention to Very flawed product. Marred with 11 purpose, context and format. Generally no language, punctuation and vocabulary 10 2 personal style. Poor response; flawed. errors. No understanding of appropriate 9 Candidate may have misunderstood the register. Some attempt at format albeit 8 demands of the question. incorrect. 0–3,5 0–3,5 7 Little or no evidence of engagement with the No evidence of language conventions; 6 question or cohesion; no attention to purpose, inability to use correct register; 5 context or format. A completely flawed communication marred; short or rambling. 1 4 response. No idea of format. 3 0–2 IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: ENGLISH FIRST ADDITIONAL LANGUAGE: PAPER II Page 8 of 8 MARKING GUIDELINES QUESTION 6 SHORT TRANSACTIONAL PIECE: SOCIAL MEDIA COMMENTARY ASSESSMENT RUBRIC This rubric serves to guide the marking process. Markers should be aware that the mark for the PURPOSE element need not correspond with the mark for "LANGUAGE AND FORMAT". A candidate may, for example, achieve a level 7 for "PURPOSE", but only a level 5 for "LANGUAGE AND FORMAT" (e.g. 4 + 3 = 7). PURPOSE LANGUAGE AND FORMAT LEVEL MARK DESCRIPTOR DESCRIPTOR 4–5 4–5 Candidate can produce an original and Excellent use of language conventions, 10 coherent short text, skilfully adapting to mature vocabulary and use of register 7 9 different audiences. Candidate makes an displayed. Excellent evidence of editing 8 intelligent statement. enhances the overall expression of the candidate's message. 3,5 3,5 Candidate is able to produce an original Competent, at times impressive use of short text, although this is not always language conventions and vocabulary. 6 7 sustained. There is evidence of a Very good understanding of register, personal style and engagement with the although not always sustained. Very question. few grammar or spelling errors. 2,5–3 2,5–3 Candidate attempts to adapt to different Pedestrian but not seriously flawed. 6 audiences and contexts, although some Mostly accurate use of vocabulary and 5 5 areas jar with question requirements. An language conventions. Minor errors. average response. 1,5–2 1,5–2 Candidate tries to take into account Candidate tries to apply conventions, 4 different audiences, purposes and but there are a number of language and 4 3 contexts, although this is not entirely punctuation errors. There is limited successful. understanding of appropriate register. 1 1 An attempt is made to produce an original Flawed product with poor spelling and text which takes into account different grammar. Meaning is not always clear. 3 2 audiences, purposes and contexts, but Register usually at odds with the this is not always done correctly. demands of the task. 0,5 0,5 Inadequate attention to purpose and Very flawed product marred with context. Poor response; flawed. language, punctuation and vocabulary 2 1 Candidate may have misunderstood the errors. No understanding of appropriate demands of the question. register. 0 0 No evidence of engagement with the No evidence of language conventions. 1 0 question. No attention to purpose or Inability to use correct register. context. A completely flawed response. Communication marred. Total: 100 marks IEB Copyright © 2019