English FAL Grade 12 Paper 3 NSC Supplementary 2018 Memo

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH FIRST ADDITIONAL LANGUAGE P3 FEBRUARY/MARCH 2018 MARKING GUIDELINES MARKS: 100 These marking guidelines consist of 11 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 2 DBE/Feb.–Mar. 2018 NSC – Marking Guidelines 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 candidate's 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: o Adhere to the length of 250–300 words as prescribed in the CAPS document. However, should the maximum word count be reached mid- sentence, read to the end of that sentence. o No additional penalties may be imposed as the rubric itself imposes penalties. 1.1 An escape Narrative/Reflective/Descriptive  If narrative, the essay must have a strong story line and an interesting ending. The essay is usually written in the past tense.  If reflective, the essay should convey emotional reactions and feelings the candidate experiences/experienced.  If descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear. NOTE: A candidate may write an essay which contains elements of more than one type of essay. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 3 DBE/Feb.–Mar. 2018 NSC – Marking Guidelines 1.2 We have been friends since Grade 1 Narrative/Reflective/Descriptive  If narrative, the essay must have a strong story line and an interesting ending. This topic lends itself to the possibility of being written in both the past tense and the present tense.  If reflective, the essay should convey emotional reactions and feelings the candidate experiences/experienced.  If descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear. NOTE: A candidate may write an essay which contains elements of more than one type of essay. [50] 1.3 The home in which I grew up Descriptive/Reflective/Narrative  If descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear.  If reflective, the essay should convey emotional reactions and feelings the candidate experiences/experienced.  If narrative, the essay must have a strong story line and an interesting ending. The essay is usually written in the past tense. NOTE: A candidate may write an essay which contains elements of more than one type of essay. [50] 1.4 'Life is really simple, but we insist on making it complicated.' – Confucius Discuss this statement. Discursive/Narrative/Reflective/Descriptive/Argumentative  If discursive, the arguments for and against must be well-balanced and clearly analysed in the essay. Supporting evidence must be provided for arguments given. The candidate may come to a particular conclusion at the end of the essay which should include recommendations.  If narrative, the essay must have a strong story line and an interesting ending.  If reflective, the essay should convey emotional reactions and feelings the candidate experiences/experienced.  If descriptive, the writer should create a picture in words, using as many senses as possible to make the description clear.  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. NOTE: A candidate may write an essay which contains elements of more than one type of essay. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 4 DBE/Feb.–Mar. 2018 NSC – Marking Guidelines 1.5 We are responsible for what future generations will inherit from us Argumentative/Reflective/Discursive  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 reflective, the essay should convey emotional reactions and feelings the candidate experiences/experienced.  If discursive, the arguments for and against must be well-balanced and clearly analysed in the essay. Supporting evidence must be provided for arguments given. The candidate may come to a particular conclusion at the end of the essay which should include recommendations. NOTE: A candidate may write an essay which contains elements of more than one type of essay. [50] 1.6 Freedom of speech is both a right and a responsibility. Do you agree? 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 arguments for and against must be well-balanced and clearly analysed in the essay. Supporting evidence must be provided for arguments given. The candidate may come to a particular conclusion at the end of the essay which should include recommendations. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 5 DBE/Feb.–Mar. 2018 NSC – Marking Guidelines 1.7 Interpretation of pictures Narrative/Descriptive/Reflective/Argumentative/Discursive  The candidate should give the essay a suitable title.  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 may write in any appropriate tense. 1.7.1 Picture: Tap  Literal interpretations: the importance of water in our lives, lack of service delivery, access to water.  Figurative interpretations: drought, water conservation. 1.7.2 Picture: An athlete  Literal interpretations: sport, talents, competition.  Figurative interpretations: rat-race, competing to be the best, taking up challenges. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 6 DBE/Feb.–Mar. 2018 NSC – Marking Guidelines 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 assessment rubric: o Content, planning and format (18 marks) o Language, style and editing (12 marks) NOTE: o Adhere to the length of 120–150 words as prescribed in the CAPS document. However, should the maximum word count be reached mid- sentence, read to the end of that sentence. o No additional penalties may be imposed as the rubric itself imposes penalties. 2.1 FRIENDLY LETTER A letter of congratulations  The letter should have an introduction, a body and a conclusion.  The tone and register of the letter should be friendly and informal.  The following aspects of format must be included: o Address of sender o Date o Greeting/Salutation o Suitable ending  The candidate must express his/her congratulations to the friend. [30] 2.2 LETTER OF APPLICATION Application for the position of general assistant  Acceptable variations of format must be allowed.  The letter should be addressed to the production manager.  The tone and register of the letter should be formal.  The letter should have an introduction, a body and conclusion.  The following aspects of format must be included: o Address of sender o Date o Recipient: The Production Manager Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 7 DBE/Feb.–Mar. 2018 NSC – Marking Guidelines o Name of the production company o Address of recipient o Greeting/Salutation o Subject line o Suitable ending o Signature o Name of sender  The purpose of the letter must be clear. [30] 2.3 INFORMAL REPORT A report on a project  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]  Information about the project must be included. 2.4 INTERVIEW Interview with a private nurse  A context must be provided at the beginning of the interview.  The dialogue must be between yourself and the nurse.  The tone and register should be appropriate to the person being interviewed.  The questions must be probing and to the point.  The names of the speakers should be followed by colons.  A new line should be used to indicate each new speaker. [30] TOTAL SECTION B: 30 Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 8 DBE/Feb.–Mar. 2018 NSC – Marking Guidelines 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 attached rubric: o Content, planning and format (12 marks) o Language, style and editing (8 marks) NOTE: o Adhere to the length of 80–100 words as prescribed in the CAPS document. However, should the maximum word count be reached mid- sentence, read to the end of that sentence. o No additional penalties may be imposed as the rubric itself imposes penalties. 3.1 INVITATION CARD Invitation to a farewell dinner  The invitation must include the following aspects: o Date, venue and time o Type of function  Language should be suited to the context.  Full sentences are not necessary.  No marks should be awarded for illustrations. [20] 3.2 DIARY ENTRIES The candidate's feelings before and after his/her first day at work.  There MUST be TWO diary entries with two different dates/times.  The diary entries should be written in the first person.  The language should be simple and informal.  The tone must reflect suitable emotions. [20] 3.3 DIRECTIONS Directions from the shopping centre to the local post office  The directions may be in point or paragraph form.  Complete sentences are not necessary.  Directions must be in the correct sequence, including reference to distance, turns and landmarks.  No marks are awarded for sketches or maps. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 9 DBE/Feb.–Mar. 2018 NSC – Marking Guidelines ASSESSMENT RUBRIC FOR ESSAY – FIRST ADDITIONAL LANGUAGE [50 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT & PLANNING 28–30 22–24 16–18 10-12 4-6 -Outstanding/Striking response -Very well-crafted response -Satisfactory response -Inconsistently coherent -Totally irrelevant response (Response and ideas) beyond normal expectations -Fully relevant and interesting -Ideas are reasonably coherent response -Confused and unfocused ideas Upper level Organisation of ideas for -Intelligent, thought-provoking ideas with evidence of and convincing -Unclear ideas and unoriginal -Vague and repetitive planning; and mature ideas maturity -Reasonably organised and -Little evidence of organisation -Unorganised and incoherent Awareness of purpose, -Exceptionally well organised -Very well organised and coherent, including introduction, and coherence audience and context and coherent (connected), coherent (connected), body and conclusion/ending including introduction, body and including 30 MARKS conclusion/ending introduction, body and conclusion/ending 25–27 19–21 13–15 7–9 0–3 -Excellent response but lacks -Well-crafted response -Satisfactory response but some -Largely irrelevant response -No attempt to respond to the the exceptionally striking -Relevant and interesting lapses in clarity -Ideas tend to be topic Lower level qualities of the outstanding ideas -Ideas are fairly coherent and disconnected and confusing -Completely irrelevant and essay -Well organised and coherent convincing -Hardly any evidence of inappropriate -Mature and intelligent ideas (connected), including -Some degree of organisation organisation and coherence -Unfocused and muddled -Skilfully organised and coherent introduction, body and and coherence, including (connected), including conclusion 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 less appropriate to -Tone, register, style and Tone, register, style, Upper level purpose, audience and context purpose, audience and purpose, audience and context purpose, audience and context vocabulary not appropriate to vocabulary appropriate to -Language confident, context -Appropriate use of language to -Very basic use of language purpose, audience and context purpose/effect and context; exceptionally impressive -Language is effective and a convey meaning -Tone and diction are -Vocabulary limitations so Word choice; -Compelling and rhetorically consistently appropriate tone -Tone is appropriate inappropriate extreme as to make Language use and effective in tone is used -Rhetorical devices used to -Very limited vocabulary comprehension impossible conventions, punctuation, -Virtually error-free in grammar -Largely error-free in grammar enhance content grammar, spelling and spelling and spelling -Very skilfully crafted -Very well crafted 15 MARKS 13 10 7 4 -Language excellent and -Language engaging and -Adequate use of language with -Inadequate use of language Lower level rhetorically effective in tone generally effective some inconsistencies -Little or no variety in sentence -Virtually error-free in grammar -Appropriate and effective -Tone generally appropriate and -Exceptionally limited and spelling tone limited use of rhetorical devices vocabulary -Skilfully crafted -Few errors in grammar and spelling -Well crafted STRUCTURE 5 4 3 2 0–1 -Excellent development of topic -Logical development of -Relevant details developed -Some valid points -Necessary points lacking Features of text; -Exceptional detail details -Sentences, paragraphs well- -Sentences and paragraphs -Sentences and paragraphs Paragraph development -Sentences, paragraphs -Coherent constructed faulty faulty and sentence construction exceptionally well-constructed -Sentences, paragraphs -Essay still makes sense -Essay still makes some sense -Essay lacks sense 5 MARKS logical, varied Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 10 DBE/Feb.–Mar. 2018 NSC – Marking Guidelines 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 Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 11 DBE/Feb.–Mar. 2018 NSC – Marking Guidelines 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 Copyright reserved