English Hl Grade 12 Paper 3 NSC June 2015 Memo (English)

Downloaded from hlayiso.com GRAAD 12 SENIOR CERTIFICATE EXAMINATION ENGLISH HOME LANGUAGE P3 2015 MEMORANDUM MARKS: 100 This memorandum consists of 8 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com English Home Language/P3 2 DBE/2015 SCE – 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 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, the development of ideas and the conclusion. Copyright reserved Please turn over

Downloaded from hlayiso.com English Home Language/P3 3 DBE/2015 SCE – Memorandum SUGGESTED APPROACH TO MARKING SECTION A: ESSAY Refer to SECTION A: Rubric for Assessing an Essay found on pages 6 and 7 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: TRANSACTIONAL TEXTS Refer to SECTION B: Rubric for Assessing Longer Transactional Texts found on page 8 of this memorandum. CRITERIA USED FOR ASSESSMENT CRITERIA MARKS CONTENT, PLANNING AND FORMAT 15 LANGUAGE, STYLE AND EDITING 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 appropriateness of format. • Look for a logical approach in all writing. Copyright reserved Please turn over

Downloaded from hlayiso.com English Home Language/P3 4 DBE/2015 SCE – Memorandum • The points given below each topic in this memorandum serve only as a guide to markers. • Allowance must be made for a candidate's own interpretation of the topic, even it defers 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, argumentative, expository, discursive, or any combination of these. 1.1 I have a different dream • Emphasis has to be on relevance of the different dream/future/direction. [50] 1.2 New brooms sweep clean, but old ones know where the dirt is. • Focus on the wisdom of the aged, as opposed to the inexperience of the youth. • Candidates may focus on values/responsibilities/maturity etc. • Credit responses that present an opposing view. [50] 1.3 'Next in importance to freedom and justice is education, without which neither freedom nor justice can be permanently maintained.' (James Garfield) • Responses must focus on education as a crucial tool to sustain liberty and justice. • Credit responses that present an opposing view. [50] 1.4 The homecoming • Accept literal and figurative responses. [50] 1.5 Shaped by silence • Candidates' responses may relate to censorship/crime/oppression/ loss/discipline/personal encounters etc. [50] 1.6 NOTE: There must be a clear link between the essay and the picture chosen. 1.6.1 Group of people, with social media icons in the background • Credit literal/figurative and mixed responses. • Candidate does not have to identify the specific social media icons. [50] 1.6.2 The cycle of life • Credit literal/figurative and mixed responses. [50] 1.6.3 Predator and its prey • Credit literal/figurative and mixed responses. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com English Home Language/P3 5 DBE/2015 SCE – Memorandum SECTION B: TRANSACTIONAL TEXTS QUESTION 2 Candidates are required to respond to TWO 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 DIALOGUE • The conversation should be based onthe selected scenario in the cartoon. • Valid dialogue format [25] 2.2 OBITUARY • Must show an understanding of an obituary as opposed to a eulogy • Details of the person's life must be clear. [25] 2.3 LETTER TO THE EDITOR • Problems regarding public transport, as well as possible solutions, should be addressed. • Format: own address; date (these 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 [25] 2.4 REPORT • Realistic facts should be included. • Style: objective • Format: heading andrelevant subheadings, e.g. Procedure; Findings (successes as well as failures); Conclusion; Recommendations [25] 2.5 INFORMAL LETTER • Letter should include a reflective account of the candidate's life. • The theme of happiness could be highlighted against the background of other emotions. • Format: own address, date, salutation, signing off [25] 2.6 SPEECH • Speech should deal with the topic of courage. • Implicit or explicit reference to the visual [25] TOTAL SECTION B: (2 x 25) 50 GRAND TOTAL: 100 Copyright reserved Please turn over

English Home Language/P3 Downloaded from hlayiso.com 6 DBE/2015 SCE – Memorandum 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 sub-category with the applicable mark range and descriptors. • Structure is not affected by the upper level and lower level division. SECTION A:ASSESSMENT RUBRIC FOR ESSAY – HOME LANGUAGE [50 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT & 28–30 22–24 16–18 10–12 4–6 PLANNING -Outstanding/Striking -Very well-crafted -Satisfactory response -Inconsistently -Totally irrelevant response beyond normal response Ideas are reasonably coherent response response (Response and expectations -Fully relevant and coherent and convincing -Unclear ideas and -Confused and Upper level ideas) -Intelligent, thought- interesting ideas with -Reasonably organised unoriginal unfocused ideas Organisation of provoking and mature evidence of maturity and coherent, including -Little evidence of -Vague and repetitive ideas for planning; ideas -Very well organised introduction, body and organisation and -Disorganised and Awareness of -Exceptionally well and coherent, including conclusion coherence incoherent purpose, audience organised and coherent, introduction, body and and context including introduction, conclusion body and conclusion 30 MARKS 25–27 19–21 13–15 7–9 0–3 -Excellent response but -Well-crafted response -Satisfactory response -Largely irrelevant -No attempt to respond lacks the exceptionally -Relevant and but some lapses in response to the topic striking qualities of the interesting ideas clarity -Ideas tend to be -Completely irrelevant Lower level outstanding essay -Well organised and -Ideas are fairly disconnected and and inappropriate -Mature and intelligent coherent coherent and convincing confusing -Unfocused and ideas (connected), including -Some degree of -Hardly any evidence muddled -Skilfully organised and introduction, body and organisation and of organisation and coherent (connected), conclusion coherence, including coherence including introduction, introduction, body and body and conclusion conclusion Copyright reserved Please turn over

English Home Language/P3 Downloaded from hlayiso.com 7 DBE/2015 SCE – Memorandum SECTION A: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 & -Tone, register, style and -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style and EDITING vocabulary highly and vocabulary very and vocabulary and vocabulary not vocabulary less appropriate to purpose, appropriate to purpose, appropriate to purpose, appropriate to purpose, appropriate to purpose, Tone, register, audience and context audience and context audience and context audience and context audience and context Upper level style, vocabulary -Language confident, -Language is effective -Appropriate use of -Very basic use of -Language appropriate to exceptionally impressive and a consistently language to convey language incomprehensible purpose/effect and -Compelling and appropriate tone is meaning -Tone and diction are -Vocabulary limitations context; rhetorically effective in used -Tone is appropriate inappropriate so extreme as to make Word choice; tone -Largely error-free in -Rhetorical devices -Very limited comprehension Language use and -Virtually error-free in grammar and spelling used to enhance vocabulary impossible conventions, grammar and spelling -Very well crafted content punctuation, - Very skilfully crafted grammar, spelling 13 10 7 4 -Language excellent and -Language engaging -Adequate use of -Inadequate use of Lower level 15 MARKS rhetorically effective in and generally effective language with some language tone -Appropriate and inconsistencies -Little or no variety in -Virtually error-free in effective tone -Tone generally sentence grammar and spelling -Few errors in appropriate and limited -Exceptionally limited -Skilfully crafted grammar and spelling use of rhetorical devices vocabulary -Well crafted STRUCTURE 5 4 3 2 0–1 -Excellent development -Logical development -Relevant details -Some valid points -Necessary points Features of text; of topic of details developed -Sentences and lacking Paragraph -Exceptional detail -Coherent -Sentences, paragraphs paragraphs faulty -Sentences and development and -Sentences, paragraphs -Sentences, well-constructed -Essay still makes paragraphs faulty sentence exceptionally well- paragraphs logical, -Essay make sense some sense -Essay lacks sense construction constructed varied 5 MARKS MARK RANGE 43–50 33–40 23–30 13–20 0–10 Copyright reserved Please turn over

English Home Language/P3 Downloaded from hlayiso.com 8 DBE/2015 SCE – Memorandum SECTION B: ASSESSMENT RUBRIC FOR TRANSACTIONAL TEXT – HOME LANGUAGE [25 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING 13–15 10–12 7–9 4–6 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 is obscure for planning; ideas -Maintains focus – no -Not completely focused -Some focus but writing with 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 Few -Very few details -Writing maintains focus elaborated and details -Some details support details support the topic support the topic 15 MARKS -Coherence in content support topic the topic -Has vaguely applied -Has not applied and ideas -Appropriate format with -Generally appropriate necessary rules of necessary rules of -Highly elaborated and minor inaccuracies format but with some format format all details support the inaccuracies -Some critical topic oversights -Appropriate and accurate format LANGUAGE, STYLE & 9–10 7–8 5–6 3–4 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, 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 10 MARKS MARK RANGE 22–25 17–20 12–15 7–10 0–5 Copyright reserved