English FAL Grade 12 Paper 3 NSC Supplementary 2017 Memo

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH FIRST ADDITIONAL LANGUAGE P3 FEBRUARY/MARCH 2017 MEMORANDUM MARKS: 100 This memorandum consists of 10 pages. Copy right reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 2 DBE/Feb.–Mar. 2017 NSC – Memorandum INSTRUCTIONS AND INFORMATION This memorandum must be used together with the attached English FAL assessment rubrics for SECTIONS A, B and C. 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 ways in which the topic could be interpreted.  Full credit must be given for the candidates' own interpretation.  Marking must be objective. Give credit for relevant ideas.  Use the 50-mark assessment rubric to mark the essays. The texts produced by candidates must be assessed according to the following criteria as set out in the assessment rubric: o Content and planning (30 marks) o Language, style and editing (15 marks) o Structure (5 marks) NOTE: No additional penalties may be imposed as the rubric itself imposes penalties. 1.1 A memorable journey Reflective/Descriptive/Narrative  If reflective, the essay should convey emotional reactions and feelings experienced by the writer.  If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description clear.  If narrative, the essay must have a strong story line. The essay must have an interesting ending.  The candidate may refer to a literal or a figurative journey.  It must be clear why the journey was memorable. [50] 1.2 Write a story that includes the following words: I regret pressing 'Send' on my cellphone. Narrative/Reflective  If narrative, the essay must have a strong story line, usually written in the past tense. The essay must have an interesting ending.  If reflective, the essay should convey emotional reactions and feelings experienced by the writer. [50] Copy right reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 3 DBE/Feb.–Mar. 2017 NSC – Memorandum 1.3 The people who make my life interesting Descriptive/Narrative/Reflective  If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description clear.  If narrative, the essay must have a strong story line, usually written in the past tense. The essay must have an interesting ending.  If reflective, the essay should convey emotional reactions and feelings. [50] 1.4 There is too much pressure on the youth to have perfect bodies. Argumentative/Discursive/Reflective  If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate 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 discursive, the writer may come to a particular conclusion at the end of the essay but the arguments for and against must be well-balanced and clearly analysed in the course of the essay.  If reflective, the writer must still take a stance for or against the topic. The essay must convey a personal response to the issue. [50] 1.5 Do not start your day with broken pieces of yesterday. Narrative/Reflective/Descriptive  If narrative, the essay must have a strong story line, usually written in the past tense. The essay must have an interesting ending.  If reflective, the essay should convey emotional reactions and feelings experienced by the writer.  If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description clear. [50] 1.6 Success is the result of hard work; luck has nothing to do with it. Discursive/Argumentative  If discursive, the writer may come to a particular conclusion at the end of the essay but the arguments for and against must be well-balanced and clearly analysed in the course of the essay.  If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate 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. [50] Copy right reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 4 DBE/Feb.–Mar. 2017 NSC – Memorandum 1.7 Interpretation of pictures  The candidate may interpret the pictures in any way.  The candidate may choose to write any type of essay.  The interpretation must be linked to the picture.  The candidate should give the essay a suitable title.  The candidate may write in any appropriate tense. 1.7.1 Picture: Tree/Recycling  Literal interpretations: recycling, deforestation, environmental issues.  Figurative interpretations: source of life, life seasons. [50] 1.7.2 Picture: Grandmother with girl reading  Literal interpretations: the importance of reading, reading to children, literacy, adult literacy.  Figurative interpretations: love, happiness, relationships between grandparents and grandchildren, the role of grandparents/grandmothers/women, aging vs. youthfulness. [50] TOTAL SECTION A: 50 Copy right reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 5 DBE/Feb.–Mar. 2017 NSC – Memorandum SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 Instructions to Markers:  Candidates are required to answer ONE question.  Marking must be objective. Give credit for relevant ideas.  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 the rubric itself imposes penalties. 2.1 FORMAL LETTER TO THE PRESS A letter to the editor about whether matric results should be published in the newspapers or not.  The following aspects of format should be included: o Address of sender o Date o Recipient: the editor o Name of the newspaper o Address of recipient o Greeting/Salutation o Topic line o Suitable ending o Signature and name of sender  The tone and register of the letter should be formal.  The candidate must present his or her point of view clearly. [30] 2.2 OBITUARY Obituary of a learner  The tone must be formal.  The following aspects of format should be included: o Full name of the deceased o Date of birth o Date of death  The following information may also be included: o Birthplace o Where the person was living at the time of death o Key survivors (parents, siblings) and their names o Date and time of funeral o Biographical information  A tribute must be paid to the deceased. [30] Copy right reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 6 DBE/Feb.–Mar. 2017 NSC – Memorandum 2.3 INFORMAL REPORT A report to the principal on possible changes to the rules regarding learner uniforms and hairstyles.  The report must have: o a topic. o a recipient. o a sender.  The report must be written using an informal format but formal language.  Slang or colloquial language is not acceptable. [30] 2.4 INTERVIEW An interview between the candidate and the radio presenter.  A brief scenario/context must be given before the speakers start speaking.  The tone must be formal.  The following aspects of format must be included: o The names of the speakers must appear on the left-hand side of the page. o A colon must appear after the name of each speaker. o A new line must be used to indicate each speaker. o The questions must be probing and to the point. o Stage directions (tone of voice, actions, etc.) must be written in brackets before the spoken words, if applicable. [30] TOTAL SECTION B: 30 Copy right reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 7 DBE/Feb.–Mar. 2017 NSC – Memorandum SECTION C: SHORTER TRANSACTIONAL TEXT QUESTION 3 Instructions to Markers:  Candidates are required to answer ONE question.  Marking must be objective. Give credit for relevant ideas.  Use the 20-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 assessment rubric: o Content, planning and format (12 marks) o Language, style and editing (8 marks) NOTE: No additional penalties may be imposed as the rubric itself imposes penalties. 3.1 INVITATION CARD A teacher at your school is about to retire.  The following aspects of format must be included: o Date, venue and time o Type of function should be clear  Language should be formal and suited to the context.  Full sentences are not necessary.  Do not award marks for illustrations. [20] 3.2 POSTCARD You and your family have moved to a new country/province.  The language, tone and register must be informal.  The content must be about the candidate's experiences in a new country/province.  The format may be quite informal and may include a receiver and a sender.  No marks are awarded for illustrations. [20] 3.3 DIRECTIONS Directions from the airport to your house in Sprite street.  The starting point and destination must be specified.  The directions may be in point or paragraph form.  Concise and clear sentences must be used.  The following should be included, among others: o Landmarks o Estimated distances o Specific directions  No marks are awarded for illustrations. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copy right reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 8 DBE/Feb.–Mar. 2017 NSC ASSESSMENT RUBRIC FOR ESSAY – FIRST ADDITIONAL LANGUAGE [50 MARKS] Criteria Exceptional Skilful Moderate Elem entary Inadequate CONTENT & 28–30 22–24 16–18 10–12 4–6 PLANNING -Outstanding/Striking response -Very well-crafted response -Satisfactory response -Inconsistently coherent -Totally irrelevant response Upper level beyond normal expectations -Fully relevant and interesting -Ideas are reasonably coherent response -Confused and unfocused ideas (Response and ideas) -Intelligent, thought-provoking ideas w ith evidence of maturity and convincing -Unclear ideas and unoriginal -Vague and repetitive Organisation of ideas for and mature ideas -Very well organised and -Reasonably organised and -Little evidence of organisation -Unorganised and incoherent planning; -Exceptionally w ell organised coherent (connected), including coherent, including and coherence Aw areness of purpose, and coherent (connected), introduction, body and introduction, body and audience and context including introduction, body and conclusion/ending conclusion/ending conclusion/ending 30 MARKS 25–27 19–21 13–15 7–9 0–3 -Excellent response but lacks -Well-crafted response -Satisfactory response but -Largely irrelevant response -No attempt to respond to the the exceptionally striking -Relevant and interesting ideas some lapses in clarity -Ideas tend to be topic Lower level qualities of the outstanding -Well organised and coherent -Ideas are fairly coherent and disconnected and confusing -Completely irrelevant and essay (connected), including convincing -Hardly any evidence of inappropriate -Mature and intelligent ideas introduction, body and -Some degree of organisation organisation and coherence -Unfocused and muddled -Skilfully organised and coherent conclusion and coherence, including (connected), including introduction, body and introduction, body and conclusion conclusion/ending LANGUAGE, STYLE & 14–15 11–12 8–9 5–6 0–3 EDITING -Tone, register, style and -Tone, register, style and -Tone, register, style and -Tone, register, style and -Language incomprehensible vocabulary highly appropriate to vocabulary very appropriate to vocabulary appropriate to vocabulary not appropriate to -Tone, register, style and Tone, register, style, Upper level purpose, audience and context purpose, audience and context purpose, audience and context purpose, audience and context vocabulary less appropriate to vocabulary appropriate -Language confident, -Language is effective and a -Appropriate use of language -Very basic use of language purpose, audience and context to purpose/effect and exceptionally impressive consistently appropriate tone is to convey meaning -Tone and diction are -Vocabulary limitations so context; -Compelling and rhetorically used -Tone is appropriate inappropriate extreme as to make Word choice; effective in tone -Largely error-free in grammar -Rhetorical devices used to -Very limited vocabulary comprehension impossible Language use and -Virtually error-free in grammar and spelling enhance content conventions, and spelling -Very well crafted punctuation, grammar, -Very skilfully crafted spelling 13 10 7 4 -Language excellent and -Language engaging and -Adequate use of language -Inadequate use of language Lower level 15 MARKS rhetorically effective in tone generally effective w ith some inconsistencies -Little or no variety in sentence -Virtually error-free in grammar -Appropriate and effective tone -Tone generally appropriate -Exceptionally limited and spelling -Few errors in grammar and and limited use of rhetorical vocabulary -Skilfully crafted spelling devices -Well crafted STRUCTURE 5 4 3 2 0–1 -Excellent development of topic -Logical development of details -Relevant details developed -Some valid points -Necessary points lacking Features of text; -Exceptional detail -Coherent -Sentences, paragraphs well- -Sentences and paragraphs -Sentences and paragraphs Paragraph development -Sentences, paragraphs -Sentences, paragraphs logical, constructed faulty faulty and sentence exceptionally w ell-constructed varied -Essay still makes sense -Essay still makes some sense -Essay lacks sense construction 5 MARKS MARK RANGE 43–50 33–40 23–30 13–20 0–10 Copy right reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 9 DBE/Feb.–Mar. 2017 NSC 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 & 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 obscure with for planning; ideas -Maintains focus – no -Not completely focused -Some focus but writing major digressions Purpose, audience, -Extensive knowledge digressions – some digressions digresses -Not coherent in content features/conventions of features of the type of -Coherent in content -Reasonably coherent -Not always coherent in and ideas and context text and ideas, very well in content and ideas content and ideas -Very few details -Writing maintains focus elaborated and details -Some details support -Few details support the support the topic 18 MARKS -Coherence in content support topic the topic topic -Necessary rules of and ideas -Appropriate format with -Generally appropriate -Necessary rules of format not applied -Highly elaborated and minor inaccuracies format but with some format vaguely applied all details support the inaccuracies -Some critical topic oversights -Appropriate and accurate format LANGUAGE, STYLE & 10–12 8–9 6–7 4–5 0–3 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 purpose, appropriate to purpose, appropriate to purpose, appropriate to purpose, correspond to purpose, purpose/effect, audience and context audience and context audience and context audience and context audience and context audience and context; -Grammatically -Generally -Some grammatical -Inaccurate grammar -Error-ridden and Language use and accurate and well- grammatically accurate errors with numerous errors confused conventions; constructed and well-constructed -Adequate vocabulary -Limited vocabulary -Vocabulary not suitable Word choice; -Virtually error-free -Very good vocabulary -Errors do not impede -Meaning obscured for purpose Punctuation and -Mostly free of errors meaning -Meaning seriously spelling impaired 12 MARKS MARK RANGE 25–30 19–23 14–17 9–12 0–7 Copy right reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 10 DBE/Feb.–Mar. 2017 NSC 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 & 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 obscure with Features/conventions ideas -Maintains focus – no -Not completely focused -Some focus but writing major digressions and context -Extensive knowledge digressions –some digressions digresses -Not coherent in content of features of the type of -Coherent in content -Reasonably coherent -Not always coherent in and ideas 12 MARKS text and ideas, very well in content and ideas content and ideas -Very few details -Writing maintains focus elaborated and details -Some details support -Few details support the support the topic -Coherence in content support topic the topic topic -Necessary rules of and ideas -Appropriate format with -Generally appropriate -Necessary rules of format not applied -Highly elaborated and minor inaccuracies format but with some format vaguely applied all details support the inaccuracies -Some critical topic oversights -Appropriate and accurate format LANGUAGE, STYLE & 7–8 5–6 4 3 0–2 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 purpose, appropriate to purpose, appropriate to purpose, appropriate to purpose, correspond to purpose, vocabulary appropriate audience and context audience and context audience and context audience and context audience and context to purpose and context; -Grammatically -Generally -Some grammatical -Inaccurate grammar -Error-ridden and Language use and accurate and well- grammatically accurate errors with numerous errors confused conventions; constructed and well-constructed -Adequate vocabulary -Limited vocabulary -Vocabulary not suitable Word choice; -Virtually error-free -Very good vocabulary -Errors do not impede -Meaning obscured for purpose Punctuation and -Mostly free of errors meaning -Meaning seriously spelling impaired 8 MARKS MARK RANGE 17–20 13–15 10–11 7–8 0–5 Copy right reserved