English Hl Grade 12 P3 Eastern Cape Prelim 2024 Memo (English)

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE GRADE 12 SEPTEMBER 2024 ENGLISH HOME LANGUAGE P3 MARKING GUIDELINE MARKS: 100 This marking guideline consists of 10 pages. Hosted by www.ecexams.co.za.

Downloaded from hlayiso.com 2 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2024) 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 Hosted by www.ecexams.co.za.

Downloaded from hlayiso.com (EC/SEPTEMBER 2024) ENGLISH HOME LANGUAGE P3 3 SUGGESTED APPROACH TO MARKING SECTION A: ESSAY Refer to SECTION A: Rubric for Assessing an Essay found on pages 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/informational texts have been taught/are in current practice. This has to be considered when assessing the format. • Give credit for the appropriateness of the format. • Look for a logical approach in all writing. Copyright reserved Please turn over Hosted by www.ecexams.co.za.

Downloaded from hlayiso.com 4 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2024) 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 #strongertogether • Narrative/reflective/descriptive/argumentative/discursive. • The focus should be on the power of unity/solidarity. • Collectivistic vs Individualistic Culture / Independence vs Collaboration. • Candidates could focus on any #strongertogether campaign designed to unite people/communities. [50] 1.2 “Victory? There is no victory in war!” [Joseph R. Lallo] • Argumentative/discursive/reflective/narrative/descriptive. • The focus could be that wars/battles do not result in a clear victory for one side when consideration is given to the losses faced. • Candidates could focus on personal or political battles. • Candidates could argue for or against the assertion. [50] 1.3 “The two most important days in your life are the day you’re born and the day you find out why.” [Mark Twain] • Narrative/reflective/descriptive/argumentative/discursive. • The focus should be on discovering one’s purpose. • Candidates could focus on the quest of finding purpose or on how their life purpose is lived out. [50] Copyright reserved Please turn over Hosted by www.ecexams.co.za.

Downloaded from hlayiso.com (EC/SEPTEMBER 2024) ENGLISH HOME LANGUAGE P3 5 1.4 Cancel culture is a threat to freedom of speech. • Argumentative/discursive/narrative/reflective/descriptive. • Candidates could argue for or against the validity of the statement. • The focus could be on the attack on traditional freedom of speech, where people with controversial opinions are perceived either as offensive or inappropriate and are ‘cancelled’ / how ‘wokeness’ has become divisive and exclusionary. • Candidates could argue that cancel culture is aimed at calling out prejudiced viewpoints and is essential for building a more compassionate and inclusive society / eradicating hate speech. [50] 1.5 ‘‘Like the Lotus flower that is born out of mud, we must honour the darkest parts of ourselves and the most painful of our life’s experiences because they are what allow us to birth our most beautiful self.’’ [Debbie Ford] • Narrative/reflective/argumentative/discursive/descriptive. • The focus could be on personal growth as a result of fears/struggles/ pain/circumstances. / The past does not determine the future. • Candidates could focus on embracing/coming to terms with/transcending adversity. • Candidates could focus on developing an indomitable spirit/character/ courage despite challenges. • Candidates could reflect on personal or historical events. [50] 1.6 Chess pawn with the shadow of a king. • Narrative/reflective/descriptive/argumentative/discursive. • Credit literal, figurative and mixed responses. • The focus could be on personal potential/power within. • Candidates could focus on realising greatness in the future. • Candidates could allude to the game of chess as an analogy to life/living. [50] 1.7 Athletes running at dawn/dusk. • Narrative/reflective/descriptive/argumentative/discursive. • Credit literal, figurative and mixed responses. • Candidates could focus on chasing a goal/working towards success. • The focus could be on the value of teamwork/training/sport. • Individual vs collective efforts. [50] 1.8 Boy and girl with backpacks and books. • Narrative/reflective/descriptive/argumentative/discursive. • Credit literal, figurative and mixed responses. • The focus could be on the value of education /relationships. • Candidates could reflect on their school years or dreams and aspirations after school. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over Hosted by www.ecexams.co.za.

Downloaded from hlayiso.com 6 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2024) 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 PRESS • The letter should address the writer’s views on the issue of ride-share attacks. • Candidates could suggest possible reasons for the increase in attacks. • Candidates could provide solutions or precautionary measures to ensure passenger safety. • Format: own address, date, addressee, subject line, salutation and signing- off • Register should be formal. [25] 2.2 MAGAZINE ARTICLE • The focus should be on the power of the youth vote and political participation in effecting change. • Candidates could include details on voter registration procedures. • Format: Headline is essential; by-line is optional • Must be written in paragraphs (columns not necessary). [25] 2.3 E-MAIL • The candidate must offer advice/suggest alternative courses of action (gap year / re-writing to improve results / applying to alternative institutions or courses etc). • Candidates must be encouraging. • Format: sender’s and recipient’s e-mail addresses, subject line, salutation and signing off, appropriate register and tone [25] 2.4 DIALOGUE • The conversation could have a positive/negative/mixed outcome. • Candidates could discuss the challenges and fears associated with the test. • Candidates could provide tips on passing the test. • Candidates could highlight the freedom and independence that comes with obtaining a licence and the impact it may have on his/her future/career. • Tone must be persuasive. • Valid dialogue format should be used. [25] Copyright reserved Please turn over Hosted by www.ecexams.co.za.

Downloaded from hlayiso.com (EC/SEPTEMBER 2024) ENGLISH HOME LANGUAGE P3 7 2.5 INFORMAL SPEECH • The speech should motivate the audience and highlight the sense of accomplishment achieved through the completion of small tasks as a motivating factor in achieving bigger goals. • Candidates could include additional steps towards building positive habits and self-discipline. • The speech should follow a logical structure and acknowledge the audience as a peer group. • Register should be appropriate in the context. [25] 2.6 REVIEW • The candidate must provide her/his viewpoints on the memoir. • Review must refer to overcoming specific adversity and eventual success. • Format: title, author, publisher, genre, rating • Critical element is desirable: recommend the book/or not and state why. [25] TOTAL SECTION B: 50 GRAND TOTAL: 100 Copyright reserved Please turn over Hosted by www.ecexams.co.za.

Downloaded from hlayiso.com 8 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2024) 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 divisions. 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 response response Upper level Organisation of ideas - Intelligent, thought-provoking and - Ideas with evidence of coherent and convincing. - Unclear ideas and - Confused and for planning. Awareness of mature ideas maturity - Reasonably organised and unoriginal unfocused ideas purpose, audience - Exceptionally well organised and - Very well organised and coherent including - Little evidence of - Vague and repetitive and context. coherent (connected) including coherent (connected) introduction, body and organisation and - Unorganised and introduction, body and including introduction, body conclusion/ending. coherence. incoherent 30 MARKS conclusion/ending. and 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 - No attempt to exceptionally striking qualities of an - Relevant and interesting some lapses in clarity. response. respond to the topic. Lower level outstanding essay ideas. - Ideas are fairly coherent and - Ideas tend to be - Completely irrelevant - Mature and intelligent ideas - Well-organised and coherent convincing. disconnected and and inappropriate. - Skilfully organised and coherent (connected) including - Some degree of confusing. - Unfocused and (connected) including introduction, introduction, body and organisation and coherence - Hardly any evidence of muddled. body and conclusion/ending. conclusion. including introduction, body organisation and and conclusion. coherence. Copyright reserved Please turn over Hosted by www.ecexams.co.za.

Downloaded from hlayiso.com (EC/SEPTEMBER 2024) ENGLISH HOME LANGUAGE P3 9 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 audience and context purpose, audience and context. purpose, audience and appropriate to purpose, - Tone, register, style Upper level Tone, register, style, - Language confident, - Language is effective and a context. audience and context. and vocabulary not vocabulary appropriate to exceptionally impressive – consistently appropriate tone is - Appropriate use of language - Very basic use of appropriate to purpose/effect and compelling and rhetorically used. to convey meaning. language. purpose, audience context effective in tone. - Largely error-free in grammar - Tone is appropriate. - Diction is inappropriate. and context. Word choice - Virtually error-free in grammar and spelling. - Rhetorical devices used to - Very limited vocabulary. - Vocabulary Language use and and spelling. - Very well crafted. enhance content. limitations so conventions, punctuation, grammar, - Highly skilfully crafted. extreme as to make spelling 13 10 7 4 comprehension 15 MARKS - Language excellent and - Language engaging and - Adequate use of language - Inadequate use of impossible. Lower level rhetorically effective in tone. generally effective with some inconsistencies. language. - Virtually error-free in grammar - Appropriate and effective tone. - Tone generally appropriate - Little or no variety in and 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 - Excellent development of topic - Logical development of details. - Relevant details developed. - Some valid points - Necessary points Features of text - Exceptional detail - Coherent - Sentences, paragraphs well- - Sentences and lacking. Paragraph - Sentences, paragraphs - Sentences, paragraphs logical, constructed. paragraphs faulty - Sentences and development and sentence construction exceptionally well-constructed varied. - Essay still makes sense. - Essay still makes sense paragraphs faulty. 5 MARKS despite flaws. MARKS RANGE 40–50 30–39 20–29 10–19 0–9 Copyright reserved Please turn over Hosted by www.ecexams.co.za.

Downloaded from hlayiso.com 10 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2024) 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 - 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 Response and - Extensive knowledge of - Maintains focus – no text. type of text. - Meaning is obscured with ideas features of the type of text digressions. - Not completely focused – - Some focus but writing major digressions. Organisation of - Writing maintains focus - Coherent in content and ideas, some digressions. digresses. - Not coherent in content ideas for - Coherence in content and very well elaborated and details - Reasonably coherent in - Not always coherent in and ideas. Very few details planning ideas. support the topic. content and ideas content and ideas. support the topic. Purpose, - Highly elaborated and all - Appropriate format with minor - Some details support the - Few details support the topic. - Has not applied necessary audience and details support the topic inaccuracies. topic - Has vaguely applied rules of format. features/ - Appropriate and accurate - Generally appropriate necessary rules of format conventions and format. format but with some - Some critical oversights. context inaccuracies. 15 MARKS LANGUAGE, 9–10 7–8 5–6 3–4 0–2 STYLE AND - Tone, register, style, and - 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 to purpose, audience and purpose, audience and context purpose, audience and purpose, audience and correspond to purpose, Tone, register, context - Generally grammatically context. context audience and context. style, purpose/ - Grammatically accurate and accurate and well-constructed - Some grammatical errors - Inaccurate grammar with - Error-ridden and confused effect, audience well-constructed - Very good vocabulary - Adequate vocabulary numerous errors - Vocabulary not suitable for and context - Virtually error-free. - Mostly free of errors - Errors do not impede - Limited vocabulary purpose. Language use meaning - Meaning is obscured. - Meaning seriously and obscured. conventions. Word choice Punctuation, spelling 10 MARKS MARKS RANGE 20–25 15–19 10–14 5–9 0–4 Copyright reserved Hosted by www.ecexams.co.za.