English FAL Grade 12 Paper 3 Eastern Cape Mock 2018 Memo

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE GRADE 12 SEPTEMBER 2018 ENGLISH FIRST ADDITIONAL LANGUAGE P3 MARKING GUIDELINE MARKS: 100 This marking guideline consists of 10 pages.

Downloaded from hlayiso.com 2 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2018) INSTRUCTIONS AND INFORMATION This memorandum must be used in conjunction with the attached English FAL assessment rubrics for SECTIONS A, B and C. NOTE: All pieces of writing should be read at least TWICE during assessment, once for content and once for language respectively. Errors have to be indicated in your second reading. 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 can 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 grid to mark the essays. The texts produced by candidates must be assessed according to the following criteria: o Content and planning (30 marks) o Language, style and editing (15 marks) o Structure (5 marks) NOTE:  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.  No additional penalties may be imposed as the rubric itself imposes penalties. 1.1 Who am I? Narrative/Descriptive/Reflective essay  If narrative, a storyline illustrating the statement must be evident in which a series of events are shown. There must be a logical sequence of tense.  If descriptive, there must be a vivid description of an experience/incident.  If reflective, there must be a personal account of thought processes and feelings/emotions. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50] 1.2 That was it and I just … Narrative/Descriptive/Reflective essay  If narrative, the essay must have a strong storyline and an interesting ending. There must be a logical sequence of tense.  If descriptive, there must be a vivid description of an incident/experience to illustrate the statement.  If reflective, there must be a personal account of thought processes and feelings/emotions. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/SEPTEMBER 2018) ENGLISH FIRST ADDITIONAL LANGUAGE P3 3 1.3 Being irresponsible makes people lose out in life. Argumentative/Discursive/Reflective/Descriptive 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.  If discursive, the candidate may come to a particular conclusion at the end of the essay but the arguments for or against must be well-balanced and clearly analysed in the course of the essay.  If reflective, the essay should convey emotional reactions and feelings the learner experiences/experienced.  If descriptive, the learner should create the 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/any other essay type. [50] 1.4 The beauty of believing in yourself Narrative/Descriptive/Reflective essay  If narrative, a strong storyline illustrating the statement must be evident in which a series of events are shown. There must be a logical sequence of tense.  If descriptive, there must be a vivid description of an incident/experience to illustrate the statement.  If reflective, there must be a personal account of thought processes and feelings/emotions. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50] 1.5 ‘Nothing worth having in life comes without effort.’ – John C Maxwell Discursive/Reflective/Argumentative/Descriptive essay  If discursive, the candidate may come to a particular conclusion at the end of the essay but the arguments for or against must be well-balanced and clearly analysed in the course of the essay.  If reflective, the essay should reflect emotional reactions and feelings experienced by the candidate.  If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The learner 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 candidate’s opinion.  If descriptive, the learner 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/any other essay type. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com 4 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2018) 1.6 An amazing achievement Narrative/Descriptive/Reflective Essay  If narrative, a strong storyline illustrating the statement must be evident in which a series of events are shown. There must be a logical sequence of tense.  If descriptive, there must be a vivid description of an incident/experience to illustrate the statement.  If reflective, there must be a personal account of thought processes and feelings/emotions. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50] 1.7 Interpretation of pictures  The candidate may interpret the picture in any way.  The candidate may choose to write any type of essay.  The interpretation must be linked to the pictures.  The candidate should give the essay a suitable title.  The candidate may write in any appropriate tense.  The following ideas, among others, may be explored in response to the pictures: 1.7.1 A picture of stairs  Literal interpretations: e.g. climbing up, going down, ascending to success etc.  Abstract interpretations: e.g. rising from the ashes, achieving success, retrogression etc. [50] 1.7.2 A picture of a zebra  Literal interpretations: e.g. wildlife, the big five, the animal kingdom etc.  Abstract interpretations: e.g. beauty of nature, the environment, animal welfare etc. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/SEPTEMBER 2018) ENGLISH FIRST ADDITIONAL LANGUAGE P3 5 SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 INSTRUCTIONS TO MARKERS:  Learners 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 learners 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 FORMAL LETTER TO THE PRESS A letter expressing concerns about environmental destruction  Acceptable variations of format must be allowed.  The letter should be addressed to the editor of the Daily Dispatch.  The tone and register of the letter should be formal.  The following aspects of format should be included: o Address of sender o Date o Recipient (editor of Daily Dispatch) o Address of Daily Dispatch o Salutation o Subject line o Suitable ending o Signature o Name of sender [30] 2.2 CURRICULUM VITAE (CV) AND COVERING LETTER A covering letter for a job application  The curriculum vitae (CV) should be short and relevant to the job applied for.  The letter should be addressed to the manager of a marketing company.  The tone and register of the letter should be formal.  The following aspects of format should be included: o Address of sender o Date o Recipient (Manager of marketing company) o Address of recipient o Salutation o Subject line o Suitable ending o Signature o Name of sender [30] Copyright reserved Please turn over

Downloaded from hlayiso.com 6 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2018) 2.3 INFORMAL REPORT A report about the successes and challenges of the women and child abuse awareness campaign  The report must have: o A topic o A sender o Date o The format is informal but the language should be formal. o Slang or colloquial language is unacceptable. 2.4 SPEECH A speech to wish a learner well for a sports competition  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 attracts attention o Well-developed points o A conclusion [30] TOTAL SECTION B: 30 Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/SEPTEMBER 2018) ENGLISH FIRST ADDITIONAL LANGUAGE P3 7 SECTION C: SHORTER TRANSACTIONAL TEXT QUESTION 3 INSTRUCTIONS TO MARKERS:  Learners 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 learners 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: 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 An invitation to honour the elderly people  The following aspects of format must be included: o The name of the occasion o Date, venue and time o Type of function should be clear  Language should be formal and suitable for the context.  Full sentences are not necessary.  Do not award marks for drawings and illustrations. [20] 3.2 DIARY ENTRY The learner’s feelings before and after the interview  There should be TWO entries.  The entries should be written in the first person.  Each entry must bear a date/time.  The tone must be personal. [20] 3.3 INSTRUCTIONS Instructions on protective measures against social networking crimes/cyber crime  Instructions may be in point or paragraph form.  Numbers or bullets may be used to indicate each new instruction.  The language should be clear and instructive.  Complete sentences are not necessary.  Instructions should be logical. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over

8 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2018) SECTION A: RUBRIC FOR ASSESSING ESSAY – ADDITIONAL LANGUAGE [50 MARKS] O Always use the rubric when marking the creative essay (Paper 3, SECTION A). O The marks from 0–50 have been divided into 5 major level descriptors. O In the Content, Language and Style criteria, each of the five level descriptors is divided into an upper and a lower level sub-category with the applicable mark range and descriptors. O Structure is not affected by the upper level and lower level division. Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT AND PLANNING 28–30 22–24 16–18 10–12 4–6 (Response and ideas) - Outstanding/Striking response beyond normal - Very well-crafted response. - Satisfactory response - Inconsistently coherent - Totally irrelevant response. expectations. - Fully relevant and interesting. - Ideas are reasonably coherent response - Confused and unfocused ideas. Organisation of ideas for - Intelligent, thought-provoking and mature - Ideas with evidence of maturity and convincing. - Unclear ideas and unoriginal - Vague and repetitive. planning ideas - Very well organised and coherent - Reasonably organised and - Little evidence of - Unorganised and incoherent. Awareness of purpose, - Exceptionally well organised and coherent (connected) including introduction, body coherent including introduction, organisation and coherence. audience and context Upper level (connected) including introduction, body and and conclusion/ending. body and conclusion/ending 30 MARKS conclusion/ending. 25–27 19–21 13–15 7–9 0–3 - Excellent response but lacks the exceptionally - Well-crafted response. - Satisfactory response but some - Largely irrelevant response. - No attempt to respond to the topic striking qualities of the outstanding essay - Relevant and interesting ideas. lapses in clarity. - Ideas tend to be - Completely irrelevant and - Mature and intelligent ideas - Well organised and coherent (connected) - Ideas are fairly coherent and disconnected and confusing. inappropriate - Skilfully organised and coherent (connected) including introduction, body and convincing. - Hardly any evidence of - Unfocused and muddled including introduction, body and conclusion. - Some degree of organisation and organisation and coherence. conclusion/ending. coherence including introduction, body and conclusion. Lower level LANGUAGE, STYLE AND 14–15 11–12 8–9 5–6 0–3 EDITING - Tone, register, style, vocabulary highly - Tone, register, style and vocabulary very - Tone, register, style and - Tone, register, style and - Language incomprehensible appropriate to purpose, audience and context appropriate to purpose, audience and vocabulary appropriate to vocabulary not appropriate to - Tone, register, style and vocabulary - Language confident, exceptionally impressive context. purpose, audience and context. purpose, audience and less appropriate to purpose, Tone, register, style, – compelling and rhetorically effective in tone. - Language is effective and a consistently - Appropriate use of language to context. audience and context vocabulary appropriate to - Virtually error-free in grammar and spelling. appropriate tone is used. convey meaning. - Very basic use of language. - Vocabulary limitations so extreme as purpose/effect and context - Highly skilfully crafted. - Largely error-free in grammar and - Tone is appropriate. - Tone and diction are to make comprehension impossible Word choice Upper level spelling. - Rhetorical devices used to inappropriate. Language use and - Very well crafted. enhance content. - Very limited vocabulary. conventions, punctuation, 13 10 7 4 grammar, spelling - Language excellent and rhetorically effective - Language engaging and generally - Adequate use of language with - Inadequate use of language. 15 MARKS in tone. effective some inconsistencies. - Little or no variety in - Virtually error-free in grammar and spelling. - Appropriate and effective tone. - Tone generally appropriate and sentence. - Skilfully crafted. - Few errors in grammar and spelling. limited use of rhetorical devices. - Exceptionally limited - Well-crafted vocabulary. Downloaded from hlayiso.com Lower level 5 4 3 2 0–1 STRUCTURE Features of text - Excellent development of topic - Logical development of details - Relevant details developed - Some valid points - Necessary points lacking Paragraph development and - Exceptional detail - Coherent - Sentences, paragraphs well- - Sentences and paragraphs - Sentences and paragraphs faulty - Sentences, paragraphs exceptionally well- - Sentences, paragraphs logical, varied constructed faulty sentence construction constructed - Essay still makes some sense - Essay still makes sense 5 MARKS despite flaws. MARKS RANGE 40–50 30–39 20–29 10–19 0–9 Copyright reserved Please turn over

(EC/SEPTEMBER 2018) ENGLISH FIRST ADDITIONAL LANGUAGE P3 9 SECTION B: ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – ADDITIONAL LANGUAGE [30 marks] Criteria Exceptional Skilful Moderate Elementary Inadequate 15–18 11–14 8–10 5–7 0-–4 CONTENT PLANNING - Outstanding response beyond - Very good response - Adequate response - Basic response - Response reveals no AND FORMAT normal expectations demonstrating good demonstrating demonstrating some knowledge of features - Intelligent and mature ideas knowledge of features of knowledge of features knowledge of of the type of text (Response and ideas ) - -Extensive knowledge of features the type of text. of the type of text. features of the type - Meaning is obscure Organisation of ideas of the type of text - Maintains focus – no - Not completely focused of text. with major for planning - Writing maintains focus digressions. – some digressions. - Some focus but digressions. Purpose, audience and - Coherence in content and ideas. - Coherent in content and - Reasonably coherent writing digresses. - Not coherent in features/conventions - Highly elaborated and all details ideas, very well in content and ideas - Not always coherent in content and ideas. and context support the topic elaborated and details - Some details support content and ideas. - Very few details - Appropriate and accurate format support topic. the topic - Few details support support the topic. 18 MARKS - Appropriate format with - Generally appropriate the topic. - Has not applied minor inaccuracies. format but with some - Has vaguely applied necessary rules of inaccuracies. necessary rules of format. format - Some critical oversights. 10–12 8–9 6–7 4–5 0–3 LANGUAGE, STYLE - Tone, register, style, vocabulary - Tone, register, style and - Tone, register, style - Tone, register, style - Tone, register, style and AND EDITING highly appropriate to purpose, vocabulary very and vocabulary and vocabulary less vocabulary do not audience and context. appropriate to purpose, appropriate to purpose, appropriate to purpose, correspond to purpose, Tone, register, style, - Grammatically accurate and well- audience and context audience and context. audience and context audience and context. purpose/effect, constructed - Generally grammatically - Some grammatical -Inaccurate grammar - Error-ridden and audience and context - Virtually error-free. accurate and well- errors with numerous errors confused Language use and constructed - Adequate vocabulary -Limited vocabulary - Vocabulary not suitable conventions. - Very good vocabulary - Errors do not impede -Meaning is obscured. for purpose Word choice - Mostly free of errors meaning - Meaning seriously Downloaded from hlayiso.com Punctuation, spelling impaired 12 MARKS MARKS RANGE 25–30 19–23 14–17 9–12 0–7 Copyright reserved Please turn over

10 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2018) SECTION C: ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – ADDITIONAL LANGUAGE [20 marks] Criteria Exceptional Skilful Moderate Elementary Inadequate 10–12 8–9 6–7 4–5 0–3 - Outstanding response beyond - Very good response - Adequate response - Basic response - Response reveals no normal expectations demonstrating good demonstrating demonstrating some knowledge of features CONTENT PLANNING - Intelligent and mature ideas knowledge of features of knowledge of features knowledge of of the type of text AND FORMAT - -Extensive knowledge of features the type of text. of the type of text. features of the type - Meaning is obscure of the type of text - Maintains focus – no - Not completely focused of text. with major digressions. (Response and ideas) - Writing maintains focus digressions. – some digressions. - Some focus but - Not coherent in Organisation of ideas - Coherence in content and ideas. - Coherent in content and - Reasonably coherent writing digresses. content and ideas. for planning - Highly elaborated and all details ideas, very well in content and ideas - Not always coherent in Very few details Purpose, audience and support the topic elaborated and details - Some details support content and ideas. support the topic. features/conventions - Appropriate and accurate format support topic. the topic - Few details support - Has not applied and context - Appropriate format with - Generally appropriate the topic. necessary rules of minor inaccuracies. format but with some - -Has vaguely applied format. 12 MARKS inaccuracies. necessary rules of format - -Some critical oversights. 7–8 5–6 4 3 0–2 LANGUAGE, STYLE - Tone, register, style, vocabulary - Tone, register, style and - Tone, register, style - Tone, register, style - Tone, register, style AND EDITING highly appropriate to purpose, vocabulary very and vocabulary and vocabulary less and vocabulary do not audience and context. appropriate to purpose, appropriate to purpose, appropriate to correspond to Tone, register, style, - Grammatically accurate and well- audience and context audience and context. purpose, audience and purpose, audience and purpose/effect, constructed - Generally grammatically - Some grammatical context context. audience and context - Virtually error-free. accurate and well- errors - Inaccurate grammar - Error-ridden and Language use and constructed - Adequate vocabulary with numerous errors confused conventions. - Very good vocabulary - Errors do not impede - Limited vocabulary - Vocabulary not Word choice - Mostly free of errors. meaning. - -Meaning is obscured. suitable for purpose Downloaded from hlayiso.com Punctuation, spelling - -Meaning seriously obscured 8 MARKS MARKS RANGE 17–20 13–15 10–11 7–8 0–5 Copyright reserved Please turn over

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