English FAL P3 Grade 10 Nov 2018 Memo_hlayiso.com_.pdf

Downloaded from hlayiso.com GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 10 MARKS: 100 ENGLISH FIRST ADDITIONAL LANGUAGE P3 NOVEMBER 2018 MARKING GUIDELINES These marking guidelines consist of 12 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 2 DBE/November 2018 CAPS – Grade 10 Marking Guidelines INSTRUCTIONS AND INFORMATION These marking guidelines 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: • Adhere to the length of between 150–200 words as prescribed in the CAPS document. However, should the maximum word count be reached mid-sentence, read to the end of that sentence. • No additional penalties may be imposed as the rubric itself imposes penalties. 1.1 That was my favourite day at school. Narrative/Descriptive/Reflective • If narrative, the essay must have a strong story line and an ending that captures the reader’s attention. • If descriptive, the candidate should create a picture in words, trying to use as many senses as possible to make the description clear. • If reflective, the essay should convey emotional reactions and feelings the writer has experienced. NOTE: A candidate may write any other type of essay or one which contains elements of more than one type. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 3 DBE/November 2018 CAPS – Grade 10 Marking Guidelines 1.2 I have never been so disappointed in my life. Narrative/Reflective/Descriptive • If narrative, the essay must have a strong story line and an ending that captures the reader’s attention. • If reflective, the essay should convey emotional reactions and feelings the writer has experienced. • If descriptive, the candidate should create a picture in words, trying to use as many senses as possible to make the description clear. NOTE: A candidate may write any other type of essay or one which contains elements of more than one type. [50] 1.3 For every dark night, there is a brighter day. Discursive/Argumentative/Reflective • If discursive, the arguments for and against must be well-balanced and clearly analysed in the essay. The candidate must provide supporting evidence for his/her arguments. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • 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 writer has experienced. NOTE: A candidate may write any other type of essay or one which contains elements of more than one type. [50] 1.4 Trees Descriptive/Reflective/Narrative • If descriptive, the candidate should create a picture in words, trying to use as many senses as possible to make the description clear. • If reflective, the essay should convey emotional reactions and feelings the writer has experienced. • If narrative, the essay must have a strong story line and an ending that captures the reader’s attention. NOTE: A candidate may write any other type of essay or one which contains elements of more than one type. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 4 DBE/November 2018 CAPS – Grade 10 Marking Guidelines 1.5 If we do not keep up with technology, we risk being left behind. 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 arguments for and against must be well-balanced and clearly presented in the essay. The candidate must provide supporting evidence for his/her arguments. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • If reflective, the candidate must still take a stance for or against the topic. Personal feelings and emotions must be evident. NOTE: A candidate may write any other type of essay or one which contains elements of more than one type. [50] 1.6 ‘I never lose. I either win or learn.’ – Nelson Mandela. Discursive/Argumentative/Reflective/Narrative/Descriptive • If discursive, the arguments for and against must be well-balanced and clearly presented in the essay. The candidate must provide supporting evidence for his/her arguments. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • 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 candidate must still take a stance for or against the topic. Personal feelings and emotions must be evident. • If narrative, the essay must have a strong story line and an ending that captures the reader’s attention. • If descriptive, the candidate should create a picture in words, trying to use 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 5 DBE/November 2018 CAPS – Grade 10 Marking Guidelines 1.7 Interpretation of pictures The candidate • should give the essay a suitable title. • may interpret the pictures in any way. • may choose to write any type of essay, provided it is in direct relation to the picture chosen. • may write in any appropriate tense. 1.7.1 Picture: A child and a dog • Literal interpretations: pets, caring for dogs. • Figurative interpretations: trust, protection, true friendship. [50] 1.7.2 Picture: City buildings • Literal interpretations: architecture, transport, urban life. • Figurative interpretations: overpopulation, rat race, economy. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 6 DBE/November 2018 CAPS – Grade 10 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: • Adhere to the length of between 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. • No additional penalties may be imposed as the rubric itself imposes penalties. 2.1 FORMAL LETTER A formal letter to the school counsellor. • Allow for acceptable variations of format (format). • The letter should be addressed to a school counsellor. • The tone and register of the letter should be formal. • The letter should have an introduction, body and conclusion. • The following aspects of format must be included: o Address of sender o Date o Recipient o Address of recipient o Greeting/Salutation o Subject line o Suitable ending o Signature o Name of sender • The learner must give details of his/her enquiry. [30] Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 7 DBE/November 2018 CAPS – Grade 10 Marking Guidelines 2.2 DIALOGUE A dialogue between a teacher and a learner. • A context must be provided at the beginning of the dialogue. The dialogue must be between the teacher and a learner. • The tone must be formal. • The learner must give reasons for coming late. • The following aspects of the dialogue format must be included: o The names of the speakers written on the left side of the page. o A colon used after the name of the character who is speaking. o A new line used to indicate each new speaker. • Where necessary, actions must be given in brackets. [30] 2.3 SPEECH • The speech should be written using a suitable salutation/greeting. • The tone and register should be appropriate for the audience. • The speech must include the following: o Purpose. o Audience. • The introduction must attract attention. • Points must be well developed. • A conclusion must be included. [30] 2.4 BOOK REVIEW • The review must include the following: o The title of the book. o The name of the author. • The review must contain a brief discussion of: o The setting o Characterisation o Style of writing o The plot: outline of the story o Judgement and recommendation. [30] TOTAL SECTION B: 30 Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 8 DBE/November 2018 CAPS – Grade 10 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: • Adhere to the length of between 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. • No additional penalties may be imposed as the rubric itself imposes penalties. 3.1 ADVERTISEMENT An advertisement for the sale of vegetables. • The advertisement should: o Have a catchy headline to attract the reader’s attention. o Create interest in and desire for the vegetables. o Have the following details: types of vegetables, cost involved and contact details. o Inspire action. • The target market should be clear. • The language may be formal or informal but not slang or colloquial. NOTE: Do not award marks for illustrations. [20] 3.2 DIARY ENTRIES The candidate’s feelings BEFORE and AFTER participating in a debating competition. • There MUST be TWO diary entries with two different dates/times. • One entry must express the candidate’s feelings before participating in the debate and one entry must express the candidate’s feelings after the debate. • The diary entries should be written in the first person. • The language should be simple and informal. • The tone must reflect emotions suited to the topic. [20] Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 9 DBE/November 2018 CAPS – Grade 10 Marking Guidelines 3.3 DIRECTIONS Directions from a local hall to the stadium. • 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

English First Additional Language/P3 Downloaded from hlayiso.com 10 DBE/November 2018 CAPS – Grade 10 Marking Guidelines . ASSESSMENT RUBRIC FOR ESSAY – FIRST ADDITIONAL LANGUAGE [50 MARKS] Criteria Exceptional Skilful Moderate Elementary 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 beyond normal expectations -Fully relevant and interesting -Ideas are reasonably coherent response -Confused and unfocused ideas Upper level (Response and ideas) -Intelligent, thought-provoking ideas with evidence of and convincing -Unclear ideas and unoriginal -Vague and repetitive Organisation of ideas for and mature ideas maturity -Reasonably organised and -Little evidence of organisation -Unorganised and incoherent planning; -Exceptionally well organised -Very well organised and coherent, including introduction, and coherence Awareness of purpose, and coherent (connected), coherent (connected), body and conclusion/ending audience and context including introduction, body and including conclusion/ending introduction, body and 30 MARKS 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, purpose, audience and context purpose, audience and purpose, audience and context purpose, audience and context vocabulary not appropriate to Upper level vocabulary appropriate -Language confident, context -Appropriate use of language to -Very basic use of language purpose, audience and context to purpose/effect and exceptionally impressive -Language is effective and a convey meaning -Tone and diction are -Vocabulary limitations so context; -Compelling and rhetorically consistently appropriate tone -Tone is appropriate inappropriate extreme as to make Word choice; effective in tone is used -Rhetorical devices used to -Very limited vocabulary comprehension impossible Language use and -Virtually error-free in grammar -Largely error-free in grammar enhance content conventions, and spelling and spelling punctuation, grammar, -Very skilfully crafted -Very well crafted spelling 13 10 7 4 -Language excellent and -Language engaging and -Adequate use of language with -Inadequate use of language Lower level 15 MARKS 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 exceptionally well-constructed -Sentences, paragraphs -Essay still makes sense -Essay still makes some sense -Essay does not sense construction logical, varied 5 MARKS Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 11 DBE/November 2018 CAPS – Grade 10 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 MARK RANGE 25–30 19–23 14–17 9–12 0–7 Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 12 DBE/November 2018 CAPS – Grade 10 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 MARK RANGE 17–20 13–15 10–11 7–8 0–5 Copyright reserved