English Hl Grade 12 Paper 3 NSC November 2016 Memo (English)

Downloaded from hlayiso.com GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH HOME LANGUAGE P3 NOVEMBER 2016 MEMORANDUM MARKS: 100 This memorandum consists of 9 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com English Home Language/P3 2 DBE/November 2016 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 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/November 2016 NSC – Memorandum SUGGESTED APPROACH TO MARKING SECTION A: ESSAY Refer to SECTION A: Rubric for Assessing an Essay, found on pages 7 and 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: TRANSACTIONAL TEXTS Refer to SECTION B: Rubric for Assessing Transactional Texts, found on page 9 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/November 2016 NSC – Memorandum NOTE: • 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 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, argumentative, expository, discursive, or any combination of these. 1.1 Embrace the magic of new beginnings. • Responses could include biographical/spiritual/societal/fantastical 'beginnings', etc. [50] 1.2 'History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again.' (Maya Angelou) • Focus on the concept of learning lessons from history (e.g. political, social, personal) instead of ignoring it. • Credit responses that present an opposing view. [50] 1.3 The unwritten rule • Focus must be on 'unwritten’. • Credit literal and/or figurative responses. [50] 1.4 The world can be an amazing place when you are slightly strange. • Responses may focus on the positive outcome of behaving/living eccentrically/strangely. • Credit responses that present opposing views. [50] 1.5 'Whoever wants music instead of noise, joy instead of pleasure soul instead of gold… finds no home in this trivial world of ours.' (Hermann Hesse) • Candidates' responses may relate to the contrast between earthly/superficial and spiritual/deeper aspects of life. • There must be a link between any part(s) of the first 3 lines and the last 2 lines. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com English Home Language/P3 5 DBE/November 2016 NSC – Memorandum 1.6 NOTE:There must be a clear link between the essay and the picture chosen. 1.6.1 Frayed/Fraying rope • Credit literal/figurative/mixed responses. [50] 1.6.2 Birds/New Horizons/Open Cage • Candidates may focus on the full/any aspect of the visual. However, if a candidate deals with too limited an aspect of the visual, it should be seen as a flaw (e.g. a focus solely on the moon). NB: Focus on a dominant element such as the bird cage ought not to be seen as a flaw. • Concept of freedom from captivity/oppression could be explored. [50] 1.6.3 Reflection • Focus could be on spirit/conscience/self-reflection, etc. • Credit literal/figurative/mixed responses. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com English Home Language/P3 6 DBE/November 2016 NSC – Memorandum SECTION B: TRANSACTIONAL TEXTS QUESTION 2 Candidates are required to respond to TWO of the topics set. The body of each of the responses 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 • Any two characters should participate (graffiti artists, passers-by and sedentary viewers). • Valid dialogue format [25] 2.2 OBITUARY • Details of the person's life must be clear, e.g. his/her impact on/contribution to the lives of others. [25] 2.3 LETTER OF REQUEST • Letter should include nature of the problem and the suggested interventions. • Format: address; date; name and address of recipient; salutation; subject line; signing off • Credit candidates who make reference to the satellite dishes. [25] 2.4 MAGAZINE ARTICLE • The candidate should focus on the success of the community project and motivate why it should be initiated in other communities. • Format: heading and by-line (optional) [25] 2.5 BOOK REVIEW • The book under review should be life-changing/thought-provoking/self- reflective. • Format: title; author; headline (genre/by-line – optional) [25] 2.6 SPEECH • Speech should deal with the impact of verbal abuse. • It could include suggestions/coping mechanisms, etc. • It must be convincing/persuasive. [25] TOTAL SECTION B: 50 GRAND TOTAL: 100 Copyright reserved Please turn over

English Home Language/P3 Downloaded from hlayiso.com 7 DBE/November 2016 NSC – 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. 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 -Unorganised 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, including coherent and convincing confusing -Unfocused and ideas introduction, body and -Some degree of -Hardly any evidence muddled -Skilfully organised and conclusion organisation and of organisation and coherent, including coherence, including coherence introduction, body and introduction, body and conclusion conclusion Copyright reserved Please turn over

English Home Language/P3 Downloaded from hlayiso.com 8 DBE/November 2016 NSC – Memorandum 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 -Language EDITING vocabulary highly and vocabulary very and vocabulary and vocabulary less incomprehensible appropriate to purpose, appropriate to purpose, appropriate to purpose, appropriate to purpose, -Tone, register, style and Tone, register, audience and context audience and context audience and context audience and context vocabulary not Upper level style, vocabulary -Exceptionally -Language is effective -Appropriate use of -Very basic use of appropriate to purpose, appropriate to impressive use of and a consistently language to convey language audience and context purpose/effect and language, appropriate tone is meaning -Diction is -Vocabulary limitations context; -Compelling and used -Rhetorical devices inappropriate so extreme as to make Word choice; rhetorically effective in -Largely error-free in used to enhance -Very limited comprehension Language use and tone grammar and spelling content vocabulary impossible conventions, -Virtually error-free in -Very well crafted punctuation, grammar and spelling grammar, spelling - Very skilfully crafted 13 10 7 4 15 MARKS -Language excellent and -Language engaging -Adequate use of -Inadequate use of Lower level 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 sentences 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 still makes some sense -Essay lacks sense construction constructed varied sense 5 MARKS Copyright reserved Please turn over

English Home Language/P3 Downloaded from hlayiso.com 9 DBE/November 2016 NSC – Memorandum 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 15MARKS -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 Copyright reserved