English FAL P3 Nov 2014 Memo_hlayiso.com_.pdf

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH FIRST ADDITIONAL LANGUAGE P3 NOVEMBER 2014 MEMORANDUM MARKS: 100 This memorandum consists of 11 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 2 DBE/November 2014 NSC-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. • Full credit must be given for the candidate's own interpretation. • 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 attached 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 any deviations are addressed by the rubric. 1.1 2015: My year to shine Reflective/Descriptive/Narrative • If reflective, the essay should convey emotional reactions and feelings experienced by the writer. • If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description clear. • If narrative, the essay must have a strong story line. The essay must have an interesting ending. • It must be clear why 2015 is expected to be a successful year for the candidate. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 3 DBE/November 2014 NSC-Memorandum 1.2 Write a story that includes the following words: The last time I saw them ... NOTE: The words given in the topic MUST be included somewhere in the essay. Narrative/Descriptive/Reflective • If narrative, the essay must have a strong story line, usually written in the past tense. The essay must have an interesting ending. • If descriptive, the writer 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 experienced by the writer. [50] 1.3 An explosion of colours Descriptive/Narrative/Reflective • If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description clear. • If narrative, the essay must have a strong story line, usually written in the past tense. The essay must have an interesting ending. • If reflective, the essay should convey emotional reactions and feelings. [50] 1.4 Social media like 'MXit', 'Facebook' and 'Twitter' have changed human relationships. Do you agree? 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 writer may come to a particular conclusion at the end of the essay but the arguments for and against must be well-balanced and clearly analysed in the course of the essay. • If reflective, the writer must still take a stance for or against the topic. The essay must convey a personal response to the issue. [50] 1.5 The moment of truth Reflective/Narrative • If reflective, the essay should convey emotional reactions and feelings experienced by the writer. • If narrative, the essay must have a strong story line, usually written in the past tense. The essay must have an interesting ending. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 4 DBE/November 2014 NSC-Memorandum 1.6 Teenagers are not really rebellious: they are just misunderstood. Discuss this statement. Discursive/Argumentative • If discursive, the writer may come to a particular conclusion at the end of the essay but the arguments for and against must be well-balanced and clearly analysed in the course of the 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. The conclusion should be a strong, clear and convincing statement of the writer's opinion. [50] 1.7 Interpretation of pictures • 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 should give the essay a suitable title. • The candidate may write in any appropriate tense. 1.7.1 Picture: Two children • Literal interpretations: friendship, race relations, culture in the modern world. • Figurative interpretations: tolerance across racial and cultural divides, the innocence of youth, harmonious relationships. [50] 1.7.2 Picture: A question mark • Literal interpretations: a mystery story, ingredients used in our medicine/food, gifts. • Figurative interpretations: unanswered questions, curiosity, critical thinking. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 5 DBE/November 2014 NSC-Memorandum SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 Instructions to Markers: • Candidates are required to answer ONE question. • 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 attached rubric: o Content, planning and format (18 marks) o Language, style and editing (12 marks) NOTE: NO additional penalties may be imposed as any deviations are addressed by the rubric. If the word limit of 150 has been exceeded, read to the end of the sentence and ignore the rest. 2.1 DIALOGUE A conversation between two friends • A context must be provided at the beginning of the dialogue. • The following aspects of the dialogue format must be included: o The names of the speakers should be followed by colons. o A new line should be used to indicate each new speaker. • The dialogue must be between the two friends. • The tone must be informal. [30] 2.2 FORMAL LETTER A letter of complaint • The following aspects of format should be included: o Address of sender o Date o Recipient: The Manager o Name of the supermarket o Address of recipient o Greeting/Salutation o Topic line o Suitable ending o Signature and name of sender • The tone and register of the letter should be formal. • The candidate must give details of the complaint. • The purpose of the letter must be clear. [30] Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 6 DBE/November 2014 NSC-Memorandum 2.3 INFORMAL REPORT A report on community work • 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] 2.4 REVIEW 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 7 DBE/November 2014 NSC-Memorandum SECTION C: SHORTER TEXT – TRANSACTIONAL/REFERENTIAL/INFORMATIONAL QUESTION 3 Instructions to Markers: • Candidates are required to answer ONE question. • 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: NO additional penalties may be imposed as any deviations are addressed by the rubric. If the word limit of 100 has been exceeded, read to the end of the sentence and ignore the rest. 3.1 FORMAL INVITATION Yearly school concert • The following aspects of format must be included: o Date, venue and time o Type of function should be clear • Language should be formal and suited to the context. • Full sentences are not necessary. • Do NOT award marks for illustrations. [20] 3.2 DIARY ENTRY The candidate's feelings about classmates' comments • The diary entry should: o be a SINGLE entry o be dated • The diary entry should be written in the first person. • The language should be simple and to the point. • The tone must reflect suitable emotions. • Full sentences are not necessary. [20] Copyright reserved Please turn over

Downloaded from hlayiso.com English First Additional Language/P3 8 DBE/November 2014 NSC-Memorandum 3.3 INSTRUCTIONS How to use and care for an item • The instructions may be in point or paragraph form. • The candidate must mention the item in the heading. • Instructions must be in a logical sequence. • The instructions should say how this item is to be used and taken care of. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 NOTE: • Always use the rubric when marking the creative essay (Paper 3, SECTION A). • Marks from 0–50 have been divided into FIVE major level descriptors. • In the Content, Language and Style criteria, each of the five level descriptors is divided into an upper and a lower level subcategory with the applicable mark range and descriptors. • Structure is not affected by the upper level and lower level division. Copyright reserved Please turn over

English First Additional Language/P3 Downloaded from hlayiso.com 9 NSC-Memorandum DBE/November 2014 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 not 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 less 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 some sense -Essay still makes sense -Essay lacks sense construction logical, varied 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 10 NSC-Memorandum DBE/November 2014 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 11 NSC-Memorandum DBE/November 2014 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