ENGLISH HL P3 GR 12 MEMO SEPT2020_hlayiso.com_.pdf

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE GRADE 12 SEPTEMBER 2020 ENGLISH HOME LANGUAGE P3 MARKING GUIDELINE MARKS: 100 This marking guideline consists of 10 pages.

Downloaded from hlayiso.com 2 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2020) 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 SECTION B.  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, development of ideas and the conclusion. Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/SEPTEMBER 2020) ENGLISH HOME LANGUAGE P3 3 SUGGESTED APPROACH TO MARKING SECTION A: ESSAY Refer to SECTION A: Rubric for Assessing an Essay found on page 8–9 of these marking guidelines. CRITERIA USED FOR ASSESSMENT CRITERIA MARKS CONTENT AND PLANNING (60%) 30 LANGUAGE, STYLE AND EDITING (30%) 15 STRUCTURE (10%) 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: TRANSACTIONAL TEXTS Refer to SECTION B: Rubric for Assessing Transactional Texts found on page 10 of these marking guidelines. CRITERIA USED FOR ASSESSMENT CRITERIA MARKS CONTENT, PLANNING AND FORMAT (60%) 15 LANGUAGE, STYLE AND EDITING (40%) 10 TOTAL 25 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/information 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 4 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2020) NOTE:  The points given below each topic in these marking guidelines serve only as a guide to markers.  Allowance must be made for a candidate’s own interpretation of the topic, even if it differs from the given points or a marker’s own views or interpretations. 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, discursive, argumentative, or any combination of these. 1.1 ‘Our house is on fire: According to the IPCC (Intergovernmental Panel on Climate Change) we are less than 12 years away from not being able to undo our mistakes.’ [Greta Thunberg]  Reflective/descriptive/argumentative/discursive  Argumentative or discursive could focus on validity of global warming and climate change.  Reflective could focus on our actions and responsibility to climate change and its impact. [50] 1.2 The Gatekeeper.  Narrative/reflective/descriptive  Candidates may reflect on: someone of authority, someone who restricts or denies access somewhere or someone who performs the function to protect or guard. [50] 1.3 ‘Science may have found a cure for most evils; but it has found no remedy for the worst of them all – the apathy of human beings.’ [Helen Keller]  Narrative/argumentative/discursive/reflective  Candidate may disagree with topic  Candidate must demonstrate understanding of apathy – as lack of interest, enthusiasm or concern. Basically indifference.  Dangers of being apathetic. [50] 1.4 ‘I have noticed even people who claim everything is predestined, and that we can do nothing to change it, look before they cross the road.’ [Stephen Hawking]  Argumentative/discursive/reflective/narrative  May agree or disagree with statement [50] Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/SEPTEMBER 2020) ENGLISH HOME LANGUAGE P3 5 1.5 Take the risk or lose the chance.  Narrative/reflective/argumentative/discursive  Grab opportunities when they present themselves.  Weighing up risk – calculated risk: pros and cons [50] 1.6 1.6.1 Microphone  Narrative/reflective/descriptive/argumentative/discursive  Opportunity to voice one’s opinions  Anxiety of speaking in public or joy of speaking in public  Delivering or presenting a speech  Freedom of speech [50] 1.6.2 Barriers  Narrative/reflective/descriptive/argumentative/discursive  Focus on barriers that are present in life/real-life situations  Solutions or overcoming obstacles that we are presented with  Where there’s a will, there’s a way [50] 1.6.3 Prayer  Narrative/reflective/descriptive/argumentative/discursive  Can focus on belief/spirituality/religion/inner strength  Seeking guidance or answers from a higher power  The power of prayer  Difficult times that require resolution [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com 6 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2020) SECTION B: TRANSACTIONAL TEXTS QUESTION 2 Candidates are required to respond to TWO of the topics set. The body of each 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 LETTER TO THE EDITOR  Reference must be made to a ritual e.g.: lighting candles, sending our balloons into the air, lanterns, fireworks etc.  The negative impact it may have on others, (neighbours/community/animals (pets)) etc.  Formal language, appropriate format  Candidate must express an opinion [25] 2.2 FORMAL REPORT  Report should focus on/identify an aspect of the school: either environment, facilities/amenities, subjects, human resources, sports, finances, security, transport that needs to be improved to fulfil successful learning in the future  Formal language  Follow correct criteria of a report: To: Subject heading, Terms of reference, Procedure, Findings, Conclusion, Recommendations, Signed and Dated [25] 2.3 FORMAL SPEECH  Candidate should focus on need for blood donation as a treatment for children with leukaemia  Persuasive techniques could include emotive language and appeal to humanity and kindness  Register should be formal and sincere [25] 2.4 CURRICULUM VITAE AND COVERING LETTER  Letter: Correct, formal letter  Should state purpose for which candidate is writing – to show interest in applying for gap year work  CV: must contain details of personal information such as contact details, schooling and qualifications, hobbies and interests, special skills (relevant to do job) and references [25] 2.5 INTERVIEW  Interview must be a two-way communication in the form of questions and answers relevant to the topic  Could elaborate on why there was a need for that particular school in the area/community. Traditions that were established and why etc. [25] Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/SEPTEMBER 2020) ENGLISH HOME LANGUAGE P3 7 2.6 REVIEW  Must state name of play, fulfil criteria for a review, i.e.: actors, actresses, characters, basic plot without giving away too much detail, which theatre, dates of show/times of performances …  Must express opinion on play – encouraging or discouraging public to watch it  Should have a star rating [25] TOTAL SECTION B: 50 GRAND TOTAL: 100 Copyright reserved Please turn over

Downloaded from hlayiso.com 8 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2020) SECTION A: ASSESSMENT RUBRIC FOR ESSAY – HOME LANGUAGE [50 MARKS] 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-level and a lower-level subcategory with the applicable mark range and descriptors.  Structure is not affected by the upper-level and lower-level division. Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT AND 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 and ideas) beyond normal expectations. - Fully relevant and interesting. - Ideas are reasonably coherent response response Upper level Organisation of ideas - Intelligent, thought-provoking and ideas with evidence of maturity and convincing. - Unclear ideas and - Confused and for planning Awareness of mature ideas - Very well organised and - Reasonably organised and unoriginal unfocused ideas purpose, audience - Exceptionally well organised and coherent (connected) including coherent including - Little evidence of - Vague and repetitive and context coherent (connected) including introduction, body and introduction, body and organisation and - Unorganised and introduction, body and conclusion/ending. conclusion/ending. coherence. incoherent 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 - Largely irrelevant response. - No attempt to respond exceptionally striking qualities of - Relevant and interesting ideas. some lapses in clarity. - Ideas tend to be to the topic. Lower level the outstanding essay - Well organised and coherent - Ideas are fairly coherent and disconnected and - Completely irrelevant - Mature and intelligent ideas (connected) including convincing. confusing. and inappropriate. - Skilfully organised and coherent introduction, body and - Some degree of organisation - Hardly any evidence of - Unfocused and (connected) including introduction, conclusion. and coherence including organisation and muddled. body and conclusion/ending. introduction, body and coherence. conclusion. Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/SEPTEMBER 2020) ENGLISH HOME LANGUAGE P3 9 ASSESSMENT RUBRIC FOR ESSAY – HOME LANGUAGE [50 MARKS] (continued) Criteria Exceptional Skilful Moderate Elementary Inadequate LANGUAGE, 14–15 11–12 8–9 5–6 0–3 STYLE AND - Tone, register, style, vocabulary - Tone, register, style and - Tone, register, style and - Tone, register, style and - Language EDITING highly appropriate to purpose, vocabulary very appropriate to vocabulary appropriate to vocabulary less incomprehensible Upper level audience and context purpose, audience and context. purpose, audience and appropriate to purpose, - Tone, register, style Tone, register, style, - Language confident, exceptionally - Language is effective and a context. audience and context. and vocabulary not vocabulary appropriate to impressive – compelling and consistently appropriate tone is - Appropriate use of language - Very basic use of appropriate to purpose, purpose/effect and rhetorically effective in tone. used. to convey meaning. language. audience and context. context - Virtually error-free in grammar and - Largely error-free in grammar - Tone is appropriate. - Diction is inappropriate. - Vocabulary limitations Word choice spelling. and spelling. - Rhetorical devices used to - Very limited vocabulary. so extreme as to make Language use and - Highly skilfully crafted. - Very well crafted. enhance content. comprehension conventions, punctuation, grammar, 13 10 7 4 impossible. spelling - Language excellent and rhetorically - Language engaging and - Adequate use of language - Inadequate use of Lower level effective in tone. generally effective with some inconsistencies. language. 15 MARKS - Virtually error-free in grammar and - Appropriate and effective tone. - Tone generally appropriate - Little or no variety in spelling. - Few errors in grammar and and limited use of rhetorical sentence. - Skilfully crafted. spelling. devices. - Exceptionally limited - Well-crafted vocabulary. STRUCTURE 5 4 3 2 0–1 Features of text - Excellent development of topic - Logical development of details. - Relevant details developed. - Some valid points - Necessary points Paragraph - Exceptional detail - Coherent - Sentences, paragraphs well- - Sentences and lacking. development and - Sentences, paragraphs - Sentences, paragraphs logical, constructed. paragraphs faulty - Sentences and sentence exceptionally well-constructed varied. - Essay still makes sense. - Essay still makes sense paragraphs faulty. construction despite flaws. - Essay lacks sense. 5 MARKS MARKS RANGE 40–50 30–39 20–29 10–19 0–9 Copyright reserved Please turn over

Downloaded from hlayiso.com 10 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2020) SECTION B: ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – HOME LANGUAGE [25 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT 13–15 10–12 7–9 4–6 0–3 PLANNING - Outstanding response beyond - Very good response - Adequate response - Basic response - Response reveals no AND FORMAT normal expectations demonstrating good knowledge demonstrating knowledge demonstrating some knowledge of features of Response and - Intelligent and mature ideas of features of the type of text. of features of the type of knowledge of features of the the type of text ideas - Extensive knowledge of - Maintains focus – no text. type of text. - Meaning is obscured with Organisation of features of the type of text digressions. - Not completely focused – - Some focus but writing major digressions. ideas for - Writing maintains focus - Coherent in content and ideas, some digressions. digresses. - Not coherent in content planning - Coherence in content and very well elaborated and details - Reasonably coherent in - Not always coherent in and ideas. Very few details Purpose, ideas. support topic. content and ideas content and ideas. support the topic. audience and - Highly elaborated and all - Appropriate format with minor - Some details support the - Few details support the topic. - Has not applied necessary features/ details support the topic inaccuracies. topic - Has vaguely applied rules of format. conventions and - Appropriate and accurate - Generally appropriate necessary rules of format context format. format but with some - Some critical oversights. 15 MARKS inaccuracies. LANGUAGE, 9–10 7–8 5–6 3–4 0–2 STYLE AND - Tone, register, style, - Tone, register, style and - Tone, register, style and - Tone, register, style and - Tone, register, style and EDITING vocabulary highly appropriate vocabulary very appropriate to vocabulary appropriate to vocabulary less appropriate to vocabulary do not Tone, register, to purpose, audience and purpose, audience and context purpose, audience and purpose, audience and correspond to purpose, style, purpose/ context - Generally grammatically context. context audience and context. effect, audience - Grammatically accurate and accurate and well-constructed - Some grammatical errors - Inaccurate grammar with - Error-ridden and confused and context well-constructed - Very good vocabulary - Adequate vocabulary numerous errors - Vocabulary not suitable for Language use - Virtually error-free. - Mostly free of errors - Errors do not impede - Limited vocabulary purpose. and meaning - Meaning is obscured. - Meaning seriously conventions. obscured. Word choice Punctuation, spelling 10 MARKS MARKS RANGE 20–25 15–19 10–14 5–9 0–4 Copyright reserved