English FAL Grade 12 Paper 3 NSC June 2022 Memo

Downloaded from hlayiso.com SENIOR CERTIFICATE EXAMINATIONS/ NATIONAL SENIOR CERTIFICATE EXAMINATIONS ENGLISH FIRST ADDITIONAL LANGUAGE P3 2022 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/2022 SC/NSC – 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 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:  Adhere to the length of between 250 and 300 words as prescribed in the CAPS document. However, should the maximum word count be exceeded, refer to the First Additional Language Examination Guidelines Grade 12, 2021.  No additional penalties may be imposed as the rubric itself imposes penalties. 1.1 I will never forget what my neighbour did. Narrative/Reflective/Descriptive/Discursive/Argumentative  If narrative, the essay must have a strong story line and an interesting ending.  If reflective, the essay should convey the writer's/candidate's reactions and feelings.  If descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear.  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. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type, relevant to the topic. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 3 DBE/2022 SC/NSC – Marking Guidelines 1.2 Family treasures Descriptive/Narrative/Reflective/Discursive/Argumentative  If descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear.  If narrative, the essay must have a strong story line and an interesting ending.  If reflective, the essay should convey the writer's/candidate's reactions and feelings.  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. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type, relevant to the topic. [50] 1.3 Small things make the biggest difference. Reflective/ Discursive/Argumentative/ Descriptive/Narrative  If reflective, the essay should convey the writer's/candidate's reactions and feelings.  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 descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear.  If narrative, the essay must have a strong story line and an interesting ending. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type, relevant to the topic. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 4 DBE/2022 SC/NSC – Marking Guidelines 1.4 Rules are important in society. Argumentative/Discursive/Reflective/Descriptive/Narrative  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 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 reflective, the essay should convey the writer's/candidate's reactions and feelings.  If descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear.  If narrative, the essay must have a strong story line and an interesting ending. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type, relevant to the topic. [50] 1.5 'When you have confidence, you can do anything.' – Sloane Stevens Discursive/Argumentative//Reflective/Narrative/Descriptive  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 the writer's/candidate's reactions and feelings.  If narrative, the essay must have a strong story line and an interesting ending.  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/any other essay type, relevant to the topic. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 5 DBE/2022 SC/NSC – Marking Guidelines 1.6 Interpretation of pictures The candidate:  must give the essay a suitable title.  may interpret the pictures in any way that is relevant.  may choose to write any type of essay.  must link the interpretation to the picture.  may write in any appropriate tense. 1.6.1 Picture: Man with outstretched arms Narrative/Descriptive/Reflective/Argumentative/Discursive  Literal interpretations: physical fitness, joy, victory  Figurative interpretations: freedom, positivity [50] 1.6.2 Picture: A Bell Narrative/Descriptive/Reflective/Argumentative/Discursive  Literal interpretations: a school bell, a warning  Figurative interpretations: time, communication, an emergency [50] 1.6.3 Picture: Elephant and calf Narrative/Descriptive/Reflective/Argumentative/Discursive  Literal interpretations: wildlife, poaching  Figurative interpretations: family, relationships [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 6 DBE/2022 SC/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:  Adhere to the length of between 120 and 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 FRIENDLY LETTER A letter of congratulations to a friend.  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 congratulate a friend. [30] 2.2 E-MAIL An e-mail to the manager enquiring about what the museum has to offer.  Allow for acceptable variations of the format.  The e-mail should be addressed to the manager.  The tone and register of the e-mail should be formal.  The following aspects of format must be included: o The recipient's e-mail address o Subject o Message o Sender's name  The following information may be included: o CC: the friends' e-mail addresses o The sender may choose to provide other alternative contact details at the end.  The e-mail must include enquiries about what the museum has to offer. [30] Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 7 DBE/2022 SC/NSC – Marking Guidelines 2.3 OBITUARY Your aunt has recently passed away.  The tone must be formal.  The following aspects of format must be included: o Full name of the deceased o Date of birth o Date of death o Birthplace o Where the person was living at the time of death o Key survivors (e.g. spouse, children) and their names o Date, time and place of funeral  The following information may be included: o Biographical information o Cause of death  The obituary must pay tribute to the deceased. [30] 2.4 SPEECH A speech to learners.  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 An introduction that captures the listener's attention o Well-developed points o A suitable conclusion. [30] TOTAL SECTION B: 30 Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 8 DBE/2022 SC/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 assessment rubric: o Content, planning and format (12 marks) o Language, style and editing (8 marks) NOTE:  Adhere to the length of between 80 and 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 POSTER Poster on a vegetable garden project.  The poster must include details about the vegetable garden project.  Sufficient details must be given to inform members of the community to become involved in the vegetable garden project.  Catchy words and phrases must be credited. NOTE: Do NOT award marks for illustrations or drawings. [20] 3.2 SHORT TEXT MESSAGE A short text message to a cousin.  Allow for acceptable variations of the format.  The tone and register of the text should be informal.  The use of unconventional abbreviations and acronyms, omission of vowels and the use of numbers in the place of words must be meaningful.  The text must be clear and concise. [20] 3.3 DIRECTIONS Directions from the community hall.  The directions may be in either point or paragraph form.  Complete sentences are not necessary.  Directions must be in the correct order.  Approximate distances in kilometres, directions and landmarks must be included. NOTE: Do NOT award marks for illustrations or drawings. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over

English First Additional Language/P3 Downloaded from hlayiso.com 9 SC/NSC – Marking Guidelines DBE/2022 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, Upper level purpose, audience and context purpose, audience and purpose, audience and context purpose, audience and context vocabulary not appropriate to 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 lacks sense construction logical, varied 5 MARKS Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 10 SC/NSC – Marking Guidelines DBE/2022 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/2022 SC/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