English Hl Grade 12 Paper 3 NSC Supplementary 2014 Memo (English)

Downloaded from hlayiso.com GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH HOME LANGUAGE P3 FEBRUARY/MARCH 2014 MEMORANDUM MARKS: 100 This memorandum consists of 10 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com English Home Language/P3 2 DBE/Feb.–Mar. 2014 NSC – Memorandum INFORMATION FOR THE MARKER In assessing a candidate's work, the following aspects, among others, drawn from the assessment rubric, must be borne in mind: • The overall effect of planning, drafting, proofreading and editing of the work on the final text produced. • Awareness of writing for a specific purpose, audience and context – as well as register, style and tone – especially in SECTIONS B and C. • Grammar, spelling and punctuation. • Language structures, including an awareness of critical language. • Choice of words and idiomatic language. • Sentence construction. • Paragraphing. • Interpretation of the topic that will be reflected in the overall content: the introduction, the development of ideas and the conclusion. Copyright reserved Please turn over

Downloaded from hlayiso.com English Home Language/P3 3 DBE/Feb.–Mar. 2014 NSC – Memorandum SUGGESTED APPROACH TO MARKING SECTION A: ESSAY Refer to SECTION A: Rubric for Assessing an Essay found on page 8 of this memorandum. CRITERIA USED FOR ASSESSMENT CRITERIA MARKS CONTENT AND PLANNING 30 LANGUAGE, STYLE AND EDITING 15 STRUCTURE 5 TOTAL 50 1. Read the whole piece and decide on a category for CONTENT AND PLANNING. 2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING. 3. Re-read the piece and select the appropriate category for STRUCTURE. SECTION B: LONGER TRANSACTIONAL TEXT Refer to SECTION B: Rubric for Assessing Longer Transactional Texts found on page 9 of this memorandum. CRITERIA USED FOR ASSESSMENT CRITERIA MARKS CONTENT, PLANNING AND FORMAT 18 LANGUAGE, STYLE AND EDITING 12 TOTAL 30 1. Read the whole piece and decide on a category for CONTENT, PLANNING AND FORMAT. 2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING. Copyright reserved Please turn over

Downloaded from hlayiso.com English Home Language/P3 4 DBE/Feb.–Mar. 2014 NSC – Memorandum SECTION C: SHORTER TEXT: TRANSACTIONAL/REFERENTIAL/INFORMATIONAL Refer to SECTION C: Rubric for Assessing Shorter Texts: Transactional/Referential/ Informational found on page 10 of this memorandum. CRITERIA USED FOR ASSESSMENT CRITERIA MARKS CONTENT, PLANNING AND FORMAT 12 LANGUAGE, STYLE AND EDITING 8 TOTAL 20 1. Read the whole piece and decide on a category for CONTENT, PLANNING AND FORMAT. 2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING. NOTE: • Various formats of transactional/referential/informational texts have been taught/are in current practice. This has to be considered when assessing the format. • Give credit for appropriateness of format. • Look for a logical approach in all writing. Copyright reserved Please turn over

Downloaded from hlayiso.com English Home Language/P3 5 DBE/Feb.–Mar. 2014 NSC – Memorandum SECTION A: ESSAY QUESTION 1 Candidates are required to write ONE essay of 400–450 words (2–2½ pages) on ONE of the given topics. Candidates may write in any genre: narrative, descriptive, reflective, argumentative, expository, discursive, or any combination of these. 1.1 Listening attentively made all the difference. • Focus on the importance of listening attentively [50] 1.2 The kindness of strangers • The idea of kindness • The impact strangers have on our lives [50] 1.3 'A life spent making mistakes is not only more honourable, but more useful than a life spent doing nothing.' (George Bernard Shaw) • Candidates must focus on both parts of the topic. [50] 1.4 Vanities [50] 1.5 Peace is accomplished in the boardroom, not on the battlefield. • Peace through negotiation is preferable to violence. • Could be interpreted factually or philosophically. [50] 1.6 'The gem cannot be polished without friction, nor man perfected without trials.' (Confucius) [50] 1.7 NOTE: There must be a clear link between the essay and the picture chosen. 1.7.1 Boys jumping • Credit literal/figurative/mixed interpretations. [50] 1.7.2 Pen in Butterfly book • Focus must be on the 'pen and butterfly book'/fairy tale/surreal imagery. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com English Home Language/P3 6 DBE/Feb.–Mar. 2014 NSC – Memorandum SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 Candidates are required to respond to ONE of the topics set. The body of the response should be 180–200 words (20–25 lines) in length. The language, register, style and tone must be appropriate to the context. 2.1 NEWSPAPER ARTICLE • Opposing views should be included. • Could be subjective. • Format: headline, by-line. [30] 2.2 OBITUARY • Must show an understanding of an obituary as opposed to a eulogy. • Details of the person's life must be clear: e.g. his/her impact on the lives of others. • Tone must be appropriate: generally formal, but lighter moments might be appropriate. [30] 2.3 INTERVIEW • Candidates should provide the context of the interview. • Valid interview/dialogue format [30] 2.4 LETTER TO THE EDITOR • The idea of escalation of the violence is important. • Format: own address; date (may be either at the beginning or at the end of the letter); The Editor, name and address of newspaper, salutation, subject line, signing off. [30] TOTAL SECTION B: 30 Copyright reserved Please turn over

Downloaded from hlayiso.com English Home Language/P3 7 DBE/Feb.–Mar. 2014 NSC – Memorandum SECTION C: SHORTER TEXT: TRANSACTIONAL/REFERENTIAL/INFORMATIONAL QUESTION 3 Candidates are required to respond to ONE of the topics set. The body of the response should be 100–120 words (10–12 lines) in length. The language, register, style and tone must be appropriate to the context. 3.1 ADVERTISEMENT • Sufficient details to be given to promote the product/event/idea/service. • Must convince the target audience [20] 3.2 DIARY ENTRY • Focus on extrication from an awkward situation. • Mark only the FIRST diary entry, and strike off the others. • Format: date [20] 3.3 INVITATION • The invitation should include the necessary details: nature of the function, venue, date, time, dress code. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 . Copyright reserved Please turn over

Downloaded from hlayiso.com English Home Language/P3 8 DBE/Feb.–Mar. 2014 NSC – Memorandum SECTION A: RUBRIC FOR ASSESSING AN ESSAY – HOME LANGUAGE (50 marks) Code 7: Code 6: Code 5: Code 4: Code 3: Code 2: Code 1: Outstanding Meritorious Substantial Adequate Moderate Elementary Not achieved 80–100% 70–79% 60–69% 50–59% 40–49% 30–39% 0–29% 24–30 21–23½ 18–20½ 15–17½ 12–14½ 9–11½ 0–8½ -Content outstanding, -Content meritorious, -Content sound, -Content appropriate, -Content mediocre, -Content not always -Content largely highly original. original. reasonably coherent. adequately coherent. ordinary. Gaps in clear, lacks coherence. irrelevant. No -Ideas thought- -Ideas imaginative, -Ideas interesting, -Ideas interesting, coherence. -Few ideas, often coherence. CONTENT & provoking, mature. interesting. convincing. adequately original. -Ideas mostly relevant. repetitive. -Ideas tedious, PLANNING -Planning and/or - Planning and/or - Planning and/or - Planning and/or Limited originality. -Inadequate for Home repetitive. drafting has produced drafting has produced a drafting has produced a drafting has produced a - Planning and/or Language level despite -Inadequate a flawlessly well-crafted and presentable and good satisfactory, drafting has produced a planning/drafting. planning/drafting. (30 MARKS) presentable essay. presentable essay. essay. presentable essay. moderately presentable Essay not well Poorly presented and coherent essay. presented. essay. 12–15 10½–11½ 9–10 7½–8½ 6–7 4½–5½ 0–4 -Critical awareness of -Critical awareness of -Critical awareness of -Some awareness of -Limited critical -Language and -Language and impact of language. impact of language. language evident. impact of language. language awareness. punctuation flawed. punctuation seriously -Language, punctuation -Language, punctuation -Language and -Language simplistic, -Language mediocre, -Choice of words flawed. LANGUAGE, effectively used. correct; able to use punctuation mostly punctuation adequate. punctuation often limited. -Choice of words STYLE & -Uses highly figurative language. correct. -Choice of words inaccurately used. -Style, tone, register inappropriate. appropriate figurative -Choice of words varied -Choice of words suited adequate. -Choice of words basic. inappropriate. -Style, tone, register EDITING language. and creative. to text. -Style, tone, register -Style, tone register -Error-ridden despite flawed in all aspects. -Choice of words -Style, tone, register -Style, tone, register generally consistent lacking in coherence. proofreading, editing. -Error-ridden and (15 MARKS) exceptional, mature. appropriately suited to suited to topic. with topic requirements. -Contains several confused following -Style, tone, register topic. -Mostly error-free -Still contains a few errors following proofreading, editing. highly suited to topic. -Largely error-free following proofreading, errors following proofreading, editing. -Virtually error-free following proofreading, editing. proofreading, editing. following proofreading editing. and editing. 4–5 3½ 3 2½ 2 1½ 0–1 -Coherent development -Logical development -Several relevant -Some points, -Most necessary points -Sometimes off topic -Off topic. of topic. Vivid, of details. Coherent. details developed. necessary details evident. but general line of -Sentences, STRUCTURE exceptional detail. -Sentences, -Sentences, developed. -Sentences, thought can be paragraphs muddled, -Sentences, paragraphs logical, paragraphs well -Sentences, paragraphs faulty but followed. inconsistent. (5 MARKS) paragraphs brilliantly varied. constructed. paragraphing might be essay still makes -Sentences, Length – far too constructed. -Length correct. -Length correct. faulty in places but sense. paragraphs constructed long/short. -Length in accordance essay still makes -Length – too at an elementary level. with requirements of sense. long/short. -Length – too topic. -Length almost correct. long/short. Copyright reserved Please turn over

Downloaded from hlayiso.com English Home Language/P3 9 DBE/Feb.–Mar. 2014 NSC – Memorandum SECTION B: RUBRIC FOR ASSESSING LONGER TRANSACTIONAL TEXT – HOME LANGUAGE (30 marks) Code 7: Code 6: Code 5: Code 4: Code 3: Code 2: Code 1: Outstanding Meritorious Substantial Adequate Moderate Elementary Not achieved 80–100% 70–79% 60–69% 50–59% 40–49% 30–39% 0–29% 14½–18 13–14 11–12½ 9–10½ 7½–8½ 5½–7 0–5 -Very good knowledge -Fair knowledge of -Adequate knowledge -Moderate knowledge -Elementary knowledge -No knowledge of -Extensive specialised of requirements of text. requirements of text. of requirements of text. of requirements of text. of requirements of text. requirements of text. knowledge of -Disciplined writing – -Writing – maintains -Writing – digresses Response to writing Response to writing Response to writing task requirements of text. maintains focus, no focus, with minor but does not impede task reveals a narrow task reveals a limited reveals a limited focus. -Disciplined writing – digressions. digressions. overall meaning. focus. focus. -Writing – digresses, maintains rigorous -Coherent in content -Mostly coherent in -Adequately coherent -Writing – digresses, -Writing – digresses, meaning obscure in focus, no digressions. and ideas, very well content and ideas, in content and ideas, meaning vague in meaning obscure in places. CONTENT, -Total coherence in elaborated and all elaborated and most some details support places. places. -Not coherent in content content and ideas, PLANNING & details support topic. details support topic. topic. -Moderately coherent -Not always coherent in and ideas, has few highly elaborated and FORMAT all details support topic. -Evidence of planning -Evidence of planning -Evidence of planning in content and ideas, content and ideas, has details which support and/or drafting has and/or drafting has and/or drafting has some details support few details which topic. -Evidence of planning produced a well-crafted produced a produced a topic. support topic. -Inadequate planning/ (18 MARKS) and/or drafting has and presentable text. presentable and very satisfactorily -Evidence of planning -Inadequate for Home drafting. Poorly produced a flawlessly -Has applied the good text. presented text. and/or drafting has Language level despite presented text. presentable text. necessary rules of -Has applied the -Has applied an produced a moderately planning and/or -Has not applied -Highly appropriate format very well. necessary rules of adequate idea of presentable and drafting. Text not well necessary rules of format. format. requirements of format. coherent text. presented. format. -Has a moderate idea -Has vaguely applied of requirements of necessary rules of format – some critical format – some critical oversights. oversights. 10–12 8½–9½ 7½–8 6–7 5–5½ 4–4½ 0–3½ -Grammatically -Very well constructed -Well constructed and -Adequately -Basically constructed. -Poorly constructed -Poorly constructed and accurate and brilliantly and accurate. easy to read. constructed. Errors do Several errors. and difficult to follow. very difficult to follow. constructed. -Vocabulary very -Vocabulary not impede flow. -Vocabulary limited and -Vocabulary requires -Vocabulary requires LANGUAGE, -Vocabulary highly appropriate to purpose, appropriate to purpose, -Vocabulary adequate not very suitable for some remediation and serious remediation and STYLE & appropriate to purpose, audience and context. audience and context. for purpose, audience purpose, audience and not suitable for not suitable for purpose. audience and context. -Suitable style, tone, -Style, tone, register and context. context. purpose, audience and -Style, tone and register EDITING -Style, tone, register register considering mostly appropriate. -Style, tone, register -Lapses in style, tone context. do not correspond with highly appropriate. demands of task. -Mostly error-free fairly appropriate. and register. -Style, tone and topic (12 MARKS) -Virtually error-free -Largely error-free following proofreading -A few errors following -Several errors register inappropriate. -Error-ridden and following proofreading following proofreading and editing. proofreading and following proofreading -Error-ridden despite confused following and editing. and editing. -Length correct. editing. and editing. proofreading, editing. proofreading, editing. -Length correct. -Length correct. -Length almost correct. -Length – too -Length – too -Length – far too long/short. long/short. long/short. Copyright reserved Please turn over

Downloaded from hlayiso.com English Home Language/P3 10 DBE/Feb.–Mar. 2014 NSC – Memorandum SECTION C: RUBRIC FOR ASSESSING SHORTER TRANSACTIONAL/REFERENTIAL/INFORMATIONAL TEXT – HOME LANGUAGE (20 marks) Code 7: Code 6: Code 5: Code 4: Code 3: Code 2: Code 1: Outstanding Meritorious Substantial Adequate Moderate Elementary Not achieved 80–100% 70–79% 60–69% 50–59% 40–49% 30–39% 0–29% 10–12 8½–9½ 7½–8 6–7 5–5½ 4–4½ 0–3½ -Extensive specialised -Very good knowledge -Fair knowledge of -Adequate knowledge -Moderate knowledge of -Elementary knowledge -No knowledge of knowledge of of requirements of text. requirements of text. of requirements of text. requirements of text. of requirements of text. requirements of text. requirements of text. -Exhibits a broad -Exhibits a general -Exhibits some Response to writing task Response to writing -Exhibits no knowledge -Exhibits a profound awareness of wider awareness of wider awareness of wider reveals a narrow focus. task reveals a limited of wider contexts in awareness of wider contexts in writing. contexts in writing context in writing tasks -Exhibits rather limited focus. writing tasks. contexts in writing. -Disciplined writing – tasks. Writing – learner knowledge of wider -Exhibits a limited -Writing – learner CONTENT, -Disciplined writing – learner maintains -Writing – learner digresses but does not contexts in writing tasks. knowledge of wider digresses, meaning learner maintains focus, no digressions. maintains focus, with impede overall -Writing – learner contexts in writing obscure in places. PLANNING & rigorous focus, no -Text is coherent in minor digressions. meaning. digresses, meaning tasks. -Text not coherent in FORMAT digressions. content and ideas, very -Text is mostly -Text adequately vague in places. -Writing – learner content and ideas, has -Total coherence in well elaborated and all coherent in content and coherent in content and -Text moderately digresses, meaning few details which (12 MARKS) content and ideas, details support topic. ideas, elaborated and ideas, some details coherent in content and obscure in places. support topic. highly elaborated and -Evidence of planning most details support support topic. ideas, some details -Text not always -Inadequate planning/ all details support topic. and/or drafting has topic. -Evidence of planning support topic. coherent in content and drafting. Poorly -Evidence of planning produced a well crafted -Evidence of planning and/or drafting has -Evidence of planning ideas, has few details presented text. and/or drafting has and presentable text. and/or drafting has produced a and/or drafting has which support topic. -Has not applied produced a flawlessly -Has applied the produced a satisfactorily presented produced a moderately -Inadequate for Home necessary rules of presentable text. necessary rules of presentable and very text. presentable and Language level despite format. -Has produced a highly format very well. good text. -Has applied an coherent text. planning and/or appropriate format. -Has applied the adequate idea of -Has a moderate idea drafting. Text not well necessary rules of requirements of format. of requirements of presented. format. format – some critical -Has vaguely applied oversights. necessary rules of format . 6½–8 6 5–5½ 4–4½ 3½ 2½–3 0–2 -Text grammatically -Text very well -Text well constructed -Text adequately -Text is basically -Text is poorly -Text is poorly accurate and brilliantly constructed and and easy to read. constructed. Errors do constructed. Several constructed and difficult constructed and very constructed. accurate. -Vocabulary not impede flow. errors. to follow. difficult to follow. LANGUAGE, - Vocabulary is highly -Vocabulary very appropriate to purpose, -Vocabulary adequate -Vocabulary limited and -Vocabulary requires -Vocabulary requires STYLE & appropriate to purpose, appropriate to purpose, audience and context. for purpose, audience not very suitable for some remediation and serious remediation audience and context. audience and context. -Style, tone, register and context. purpose, audience and not suitable for and not suitable for EDITING -Style, tone, register -Suitable style, tone mostly appropriate. -Style, tone, register context. purpose, audience and purpose. highly appropriate. and register -Text mostly error-free fairly appropriate. -Lapses in style, tone context. -Style, tone and register (8 MARKS) -Text virtually error free considering demands following proofreading -Text still contains few and register. -Style, tone and do not correspond with following proofreading. of task. and editing. errors following -Text contains several register inappropriate. topic. -Length correct. -Text largely error-free -Length correct. proofreading and errors following -Text error-ridden -Text error-ridden and following proofreading editing. proofreading and despite proofreading, confused following and editing. -Length almost correct. editing. editing. proofreading, editing. -Length correct. -Length – too -Length – too -Length – far too long/short. long/short. long/short. Copyright reserved