English FAL Grade 12 Paper 3 NSC June 2015 Memo

Downloaded from hlayiso.com GRAAD 12 SENIOR CERTIFICATE EXAMINATION ENGLISH FIRST ADDITIONAL LANGUAGE P3 2015 MEMORANDUM MARKS: 100 This memorandum consists of 10 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 2 DBE/2015 SCE – 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 topics 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 That day changed me forever. • Narrative/Descriptive/Reflective essay • The following must be considered: o If narrative, a strong story line must be evident in which a series of events leads to an outcome. There must be a logical sequence of tense. o If descriptive, there must be a vivid description of an experience/ incident. o If reflective, there must be a personal account of thought processes and feelings/emotions. o 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/2015 SCE – Memorandum 1.2 Love is not the only basis for marriage. • Discursive/Narrative/Reflective/ Descriptive/ Argumentative essay • The following must be considered: o If discursive, opposing views must be presented without bias. o If narrative, a strong storyline must be evident in which a series of events leads to an outcome. There must be a logical sequence of tense. o If reflective, there must be a personal account of thought processes and feelings/emotions. o If descriptive, there must be a vivid description of an experience/ incident. o If argumentative, the essay must offer one distinct opinion; therefore, the essay must be either FOR OR AGAINST the topic given. There should be a clear defence/motivation/argument for the position taken. o A candidate may write an essay which contains elements of more than one type of essay. [50] 1.3 The media has a powerful influence on people. Do you agree? • Argumentative essay • The following must be considered: o The essay must offer one distinct opinion; therefore, the essay must be either FOR OR AGAINST the topic given. o There should be a clear defence/motivation/argument for the position taken. [50] 1.4 An unexpected gift • Narrative/Descriptive/ Reflective essay • The following must be considered: o If narrative, a strong storyline must be evident in which a series of events leads to an outcome. There must be a logical sequence of tense. o If descriptive, there must be a vivid description of the gift. o If reflective, there must be a personal account of thought processes and feelings/emotions. o 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/2015 SCE – Memorandum 1.5 Do not judge my choices without understanding my reasons. • Reflective/Narrative essay • The following must be considered: o If reflective, there must be a personal account of thought processes and feelings/emotions. o If narrative, a strong story line must be evident in which a series of events leads to an outcome. There must be a logical sequence of tense. o A candidate may write an essay which contains elements of more than one type of essay. [50] 1.6 When I heard that song, the memories came flooding back. • Reflective/Narrative/Descriptive essay • The following must be considered: o If reflective, there must be a personal account of thought processes and feelings/emotions. o If narrative, a strong story line must be evident in which a series of events leads to an outcome. There must be a logical sequence of tense. o If descriptive, there must be a vivid description of an experience/ incident related to the memories the song evokes. o A candidate may write an essay which contains elements of more than one type of essay. [50] 1.7 Interpretation of pictures • Candidates may interpret the pictures in any way. • The interpretation should be linked to the pictures. • Candidates must give the essay a suitable title. • Candidates may write in any appropriate tense. • The following ideas may be explored in response to the pictures, among others: 1.7.1 Hands holding Earth • Literal interpretation: e.g. nature, environment, Africa. • Abstract interpretation: e.g. the relationship between humans and nature, the future of the earth. [50] 1.7.2 Boy playing with toy car • Literal interpretation: e.g. the importance of playtime for children, boys and their toys, cars. • Abstract interpretation: e.g. the imagination of children, dreams can become reality, toys and gender stereotyping. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 5 DBE/2015 SCE – 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 assessment 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 FRIENDLY LETTER • The letter should be addressed to a friend. • The tone and register of the letter should be informal. • The following aspects of format should be included: o Address of sender o Date o Greeting/Salutation o Suitable ending o Name of sender • The contents should include the candidate’s views on the friend’s decision to move out of his/her family home and live on his/her own. [30] 2.2 OBITUARY • 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 (spouse, children) and their names o Date and time of funeral o Biographical information • A tribute must be paid to the deceased. [30] Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 6 DBE/2015 SCE – Memorandum 2.3 BOOK REVIEW • The review should be written using suitable headings. • The tone should be appropriate. • The register and content must be suitable for an educational newspaper. • The following information should be included in the review, among others: o The title and author of the book o A discussion of some of the following: - Genre/setting/characterisation/plot/style/atmosphere. • The candidate may give a judgement of the book. • Accept different formats of the review. [30] 2.4 FORMAL INTERVIEW • The tone must be formal. • The following aspects of format must be included: o Brief scenario/context before the speakers start speaking. 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 Stage directions (tone of voice, actions, etc.) must be written in brackets before the spoken words, if applicable. • The interview must be between the manager/ panel and the applicant. • It must be clear that it is an interview for the job of a cashier. [30] TOTAL SECTION B: 30 Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 7 DBE/2015 SCE – 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 • The following should be included, among others: o Addressee o Nature of the party o Date o Venue o Time o Dress code o RSVP details o Sender • No marks are awarded for illustrations. [20] 3.2 POSTCARD • The language, tone and register must be informal. • The content must be about the student’s experiences in South Africa. • The format may be quite informal and may include a receiver and a sender. • No marks are awarded for illustrations. [20] 3.3 DIRECTIONS • 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 distances o specific directions • No marks are awarded for illustrations. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over

English First Additional Language/P3 Downloaded from hlayiso.com 8 DBE/2015 SCE – Memorandum 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 and ideas with evidence of maturity and convincing -Unclear ideas and unoriginal -Vague and repetitive planning; mature ideas -Very well organised and -Reasonably organised and -Little evidence of organisation -Unorganised and incoherent Awareness of purpose, -Exceptionally well organised and coherent (connected), including coherent, including introduction, and coherence audience and context coherent (connected), including introduction, body and body and conclusion/ending introduction, body and conclusion/ending 30 MARKS conclusion/ending 25–27 19–21 13–15 7–9 0–3 -Excellent response but lacks the -Well-crafted response -Satisfactory response but some -Largely irrelevant response -No attempt to respond to the exceptionally striking qualities of -Relevant and interesting ideas lapses in clarity -Ideas tend to be disconnected topic Lower level the outstanding essay -Well organised and coherent -Ideas are fairly coherent and and confusing -Completely irrelevant and -Mature and intelligent ideas (connected), including convincing -Hardly any evidence of inappropriate -Skilfully organised and coherent introduction, body and -Some degree of organisation organisation and coherence -Unfocused and muddled (connected), including conclusion and coherence, 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, purpose, audience and context purpose, audience and context purpose, audience and context purpose, audience and context vocabulary less appropriate to Upper level vocabulary appropriate to -Language confident, -Language is effective and a -Appropriate use of language to -Very basic use of language purpose, audience and context purpose/effect and context; exceptionally impressive consistently appropriate tone is convey meaning -Tone and diction are -Vocabulary limitations so Word choice; -Compelling and rhetorically used -Tone is appropriate inappropriate extreme as to make Language use and effective in tone -Largely error-free in grammar -Rhetorical devices used to -Very limited vocabulary comprehension impossible conventions, punctuation, -Virtually error-free in grammar and spelling enhance content and spelling -Very well crafted grammar, spelling -Very skilfully crafted 13 10 7 4 15 MARKS -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 -Tone generally appropriate and -Exceptionally limited and spelling -Few errors in grammar and limited use of rhetorical devices vocabulary -Skilfully crafted spelling -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 faulty Paragraph development -Sentences, paragraphs -Sentences, paragraphs logical, constructed faulty -Essay lacks sense and sentence exceptionally well construct varied -Essay still makes sense -Essay still makes some sense Construction 5 MARKS MARK RANGE 43-50 33–40 23-30 13-20 0–10 Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 9 DBE/2015 SCE – Memorandum SECTION B: 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 -Coherence in content support topic the topic topic -Necessary rules of and ideas -Appropriate format with -Generally appropriate -Necessary rules of format not applied 18 MARKS -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 10 SCE – Memorandum DBE/2015 SECTION C: 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