English HL P3 Memo_hlayiso.com_.pdf

NATIONAL SENIOR CERTIFICATE GRADE 12 SEPTEMBER 2016 ENGLISH HOME LANGUAGE P3 MEMORANDUM MARKS: 100 This memorandum consists of 7 pages.

2 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2016) 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. SUGGESTED APPROACH TO MARKING SECTION A: ESSAY Refer to SECTION A: Rubric for Assessing an Essay found on page 6 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. Refer to SECTION B: Rubric for Assessing Transactional Texts found on page 7 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 AND PLANNING. 2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING. NOTE: The points given below each topic 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. Copyright reserved Please turn over

(EC/SEPTEMBER 2016) ENGLISH HOME LANGUAGE P3 3 SECTION A: ESSAY QUESTION 1 Candidates are required to write ONE essay of 400–450 words on ONE of the given topics. Candidates may give literal/figurative/philosophical responses. Candidates may write in any genre: narrative, descriptive, reflective, argumentative, discursive, or any combination of these. 1.1 POSSIBLE RESPONSES Descriptive/narrative/reflective A memory/walk/scene [50] 1.2 POSSIBLE RESPONSES Descriptive/narrative/reflective Hobbies/groups/money/donations A collection of memories/experiences/objects/souls [50] 1.3 POSSIBLE RESPONSES Descriptive/narrative/reflective/argumentative/discursive The power of words to influence positively/negatively An incident which illustrates the quotation Words vs. other powerful forces [50] 1.4 POSSIBLE RESPONSES Descriptive/narrative/reflective Description of nature/event/moment/day/experience/memory The influence of a particular experience Stages/phases of life Optimism [50] 1.5 POSSIBLE RESPONSES Narrative/reflective/discursive Meaning of life/importance of happiness School system [50] 1.6 POSSIBLE RESPONSES Discursive/narrative/reflective/argumentative Rebellion/refusal to conform Preference for conformity Independent thought Appreciating differences Consequences of not conforming [50] Copyright reserved Please turn over

4 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2016) 1.7 NOTE: There must be a clear link between the essay and the picture chosen. 1.7.1 POSSIBLE RESPONSES Narrative/reflective/descriptive Journey/adventure Nostalgia Development/progress Speed Escape/inability to escape Restriction (as suggested by tracks)/limited scope/vision Light (or not) at the end of the tunnel [50] 1.7.2 POSSIBLE RESPONSES Narrative/discursive/reflective/descriptive Sunrise/sunset/hope/longing/despair Reflection Leaving safety/finding safety Encountering obstacles [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

(EC/SEPTEMBER 2016) ENGLISH HOME LANGUAGE P3 5 SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 Learners are instructed to respond to TWO of the topics set. The body of the response should be 180–200 words. The language, register, style and tone must be appropriate to the context. 2.1 FRIENDLY LETTER Informal register but not slang Focus is on gaining powerful insight Incident/event leading to the insight must be clear Nature of the insight must be clear [25] 2.2 FORMAL LETTER TO THE PRESS Formal language Support/criticism of the protests and campaigns or a combination Opinion must be clear [25] 2.3 WRITTEN INTERVIEW Informal language permitted but not slang Dialogue format Interaction between interviewer and interviewee Focus is on how to deal with conflict assertively yet graciously Interview should contain advice on assertive conflict management [25] 2.4 NEWSPAPER ARTICLE Informal register permitted: for publication in school magazine Suitable headline, opening and concluding paragraphs Focus is on dealing with school demands in a sensible manner [25] 2.5 FORMAL REPORT Focus is on absenteeism at school Objective, factual and presented in the third person Formal register Format: terms of reference, procedure, findings, conclusion, recommendations [25] 2.6 CV AND COVERING LETTER Should be correlation between CV and covering letter Motivation regarding suitability for apprenticeship and bursary Formal register [25] TOTAL SECTION B: 50 GRAND TOTAL: 100 Copyright reserved Please turn over

6 ENGLISH HOME LANGUAGE P3 (EC/SEPTEMBER 2016) RUBRIC FOR ASSESSING ESSAY [50 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT 28–30 22–24 16–18 10–12 4–6 AND - Outstanding/Striking - Very well-crafted - Satisfactory - Inconsistently -Totally irrelevant response beyond response. response coherent response response PLANNING normal expectations. - Fully relevant and - Ideas are reasonably - Unclear ideas and -Confused and Upper level (Response and - Intelligent, thought- interesting. coherent and unoriginal unfocused ideas ideas) provoking and mature - Ideas with evidence of convincing. - Little evidence of -Vague and Organisation of ideas maturity - Reasonably organisation and repetitive ideas for planning - Exceptionally well - Very well organised and organised and coherence. - Unorganised Awareness of organised and coherent coherent (connected) coherent including and incoherent purpose, (connected) including including introduction, introduction, body and audience and introduction, body and body and conclusion/ending context conclusion/ending. conclusion/ending. 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 lacks the exceptionally - Relevant and interesting but some lapses in response. respond to the striking qualities of the ideas. clarity. - Ideas tend to be topic Lower level outstanding essay - Well organised and - Ideas are fairly disconnected and -Completely - Mature and intelligent coherent (connected) coherent and confusing. irrelevant and ideas including introduction, convincing. - Hardly any inappropriate - Skilfully organised and body and conclusion. - Some degree of evidence of -Unfocused and coherent (connected) organisation and organisation and muddled including introduction, coherence including coherence. body and introduction, body conclusion/ending. and conclusion. LANGUAGE, 14–15 11–12 8–9 5–6 0–3 STYLE AND - Tone, register, style, - Tone, register, style and - Tone, register, style - Tone, register, style - Language vocabulary highly vocabulary very and vocabulary and vocabulary not incomprehensible EDITING appropriate to purpose, appropriate to purpose, appropriate to appropriate to - Tone, register, Upper level audience and context audience and context. purpose, audience purpose, audience style and Tone, register, - Language confident, - Language is effective and and context. and context. vocabulary less style, vocabulary exceptionally a consistently appropriate - Appropriate use of - Very basic use of appropriate appropriate to impressive – compelling tone is used. language to convey language. to purpose, purpose/effect and rhetorically effective - Largely error-free in meaning. - Tone and diction audience and and context in tone. grammar and spelling. - Tone is appropriate. are inappropriate. context Word choice - Virtually error-free in - Very well crafted. - Rhetorical devices - Very limited - Vocabulary Language use grammar and spelling. used to enhance vocabulary. limitations so and conventions, - Highly skilfully crafted. content. extreme as to punctuation, make grammar, spelling 13 10 7 4 - Language excellent and - Language engaging and - Adequate use of - Inadequate use of comprehension Lower level rhetorically effective in generally effective language with some language. impossible 15 MARKS tone. - Appropriate and effective inconsistencies. - Little or no variety - Virtually error-free in tone. - Tone generally in sentence. grammar and spelling. - Few errors in grammar appropriate and - Exceptionally - Skilfully crafted. and spelling. limited use of limited vocabulary. - Well-crafted rhetorical devices. STRUCTURE 5 4 3 2 0–1 Features of text - Excellent development -Logical development of -Relevant details - Some valid points - Necessary Paragraph of topic details developed - Sentences and points lacking development - Exceptional detail -Coherent -Sentences, paragraphs faulty - Sentences and and sentence - Sentences, paragraphs -Sentences, paragraphs paragraphs well- - Essay still makes paragraphs faulty construction exceptionally well- logical, varied constructed sense despite flaws. constructed Essay still makes 5 MARKS sense MARKS RANGE 40–50 30–39 20–29 10–19 0–9 Copyright reserved Please turn over

(EC/SEPTEMBER 2016) ENGLISH HOME LANGUAGE P3 7 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 - Very good - Adequate - Basic response - Response AND FORMAT response response response demonstrating reveals no beyond normal demonstrating demonstrating some knowledge of Response and expectations good knowledge of knowledge of features of the ideas - Intelligent and knowledge of features of the features of the type of text Organisation of mature ideas features of the type of text. type of text. - Meaning is ideas for - Extensive type of text. - Not completely - Some focus but obscure with planning knowledge of - Maintains focus focused – some writing major Purpose, features of the – no digressions. digresses. digressions. audience and type of text digressions. - Reasonably - Not always - Not coherent in features/ - Writing - Coherent in coherent in coherent in content and conventions maintains content and content and content and ideas. Very few and context focus ideas, very well ideas ideas. details support - Coherence in elaborated and - Some details Few details the topic. 15 MARKS content and details support support the support the topic. - Has not applied ideas. topic. topic - Has vaguely necessary - Highly - Appropriate - Generally applied rules of format. elaborated and format with appropriate necessary rules all details minor format but with of format support the inaccuracies. some - Some critical topic inaccuracies. oversights. - Appropriate and accurate format LANGUAGE, 9-10 7-8 5-6 3-4 0-2 STYLE AND - Tone, register, - Tone, register, - Tone, register, - Tone, register, - Tone, register, EDITING style, style and style and style and style and vocabulary vocabulary very vocabulary vocabulary less vocabulary do Tone, register, highly appropriate to appropriate to appropriate to not correspond style, purpose/ appropriate to purpose, purpose, purpose, to purpose, effect, purpose, audience and audience and audience and audience and audience and audience and context context. context context. context context - Generally - Some - Inaccurate - Error-ridden Language use - Grammatically grammatically grammatical grammar with and confused and accurate and accurate and errors numerous - Vocabulary not conventions. well- well- - Adequate errors suitable for Word choice constructed constructed vocabulary - Limited purpose Punctuation, - Virtually error- - Very good - Errors do not vocabulary - Meaning spelling free. vocabulary impede - Meaning is seriously - Mostly free of meaning obscured. obscured 10 MARKS errors MARKS RANGE 20–25 15–19 10–14 5–9 0–4 Copyright reserved Please turn over