English Fal Grade 11 Paper 3 Gauteng November 2018 Memo (English)

GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 11 MARKS: 100 ENGLISH FIRST ADDITIONAL LANGUAGE P3 NOVEMBER 2018 MARKING GUIDELINES These marking guidelines consist of 11 pages. Copyright reserved Please turn over

English First Additional Language/P3 2 DBE/NOVEMBER 2018 CAPS – GRADE 11 INSTRUCTIONS AND INFORMATION These marking guidelines must be used together with the attached English FAL assessment rubrics for SECTIONS A, B and C. SECTION A: ESSAY QUESTION 1 Instructions to Markers: • Candidates are required to write on ONE topic only. • The ideas listed below the topics are only some ways in which the topic could be interpreted. • Full credit must be given for the candidate’s own interpretation. • Marking must be objective. Give credit for relevant ideas. • Use the 50-mark assessment rubric to mark the essays. The texts produced by candidates must be assessed according to the following criteria as set out in the assessment rubric: o Content and planning (30 marks) o Language, style and editing (15 marks) o Structure (5 marks) NOTE: • Adhere to the length of between 200–250 words as prescribed in the CAPS document. However, should the maximum word count be reached mid-sentence, read to the end of that sentence. • No additional penalties may be imposed as the rubric itself imposes penalties. 1.1 I would not want to live anywhere else! Descriptive/Narrative/Reflective • If descriptive, the candidate should create a picture in words, trying to use as many senses as possible to make the description clear. • If narrative, the essay must have a strong story line and an ending that captures the reader’s attention. • If reflective, the essay should convey emotional reactions and feelings the writer has experienced. NOTE: A candidate may write any other type of essay or an essay which contains elements of more than one type. [50] Copyright reserved Please turn over

English First Additional Language/P3 3 DBE/November 2018 CAPS – Grade 11 Marking Guidelines 1.2 A day without rules Reflective/Descriptive/Narrative • If reflective, the candidate must still take a stance for or against the topic. Personal feelings and emotions must be evident. • If descriptive, the candidate should create a picture in words, trying to use as many senses as possible to make the description clear. • If narrative, the essay must have a strong story line and an ending that captures the reader’s attention. NOTE: A candidate may write any other type of essay or an essay which contains elements of more than one type. [50] 1.3 Now I realise that those were indeed wise words. Narrative/Reflective/Descriptive • If narrative, the essay must have a strong story line and an ending that captures the reader’s attention. • If reflective, the essay should convey emotional reactions and feelings experienced by the writer. • If descriptive, the candidate should create a picture in words, trying to use as many senses as possible to make the description clear. NOTE: A candidate may write any other type of essay or an essay which contains elements of more than one type. [50] Copyright reserved Please turn over

English First Additional Language/P3 4 DBE/November 2018 CAPS – Grade 11 Marking Guidelines 1.4 The courtroom was silent as we waited for the judge’s decision. Narrative/Descriptive/Reflective • If narrative, the essay must have a strong story line and an ending that captures the reader’s attention. • If descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear. • If reflective, the essay should convey emotional reactions and feelings the writer has experienced. NOTE: A candidate may write any other type of essay or an essay which contains elements of more than one type. [50] 1.5 In today’s world, there is no such thing as a man’s work or a woman’s work. Discursive/Argumentative/Reflective • If discursive, the arguments for and against must be well-balanced and clearly presented in the essay. The candidate must provide supporting evidence for his/her arguments. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate should give a range of arguments to support and substantiate his/her view. The conclusion should be a strong, clear and convincing statement of the writer’s opinion. • If reflective, the essay should convey emotional reactions and feelings the writer has experienced. NOTE: A candidate may write any other type of essay or an essay which contains elements of more than one type. [50] Copyright reserved Please turn over

English First Additional Language/P3 5 DBE/November 2018 CAPS – Grade 11 Marking Guidelines 1.6 ‘It sometimes falls upon a generation to be great. You can be that great generation.’ – Nelson Mandela Discursive/Argumentative/Reflective/Narrative/Descriptive • If discursive, the arguments for and against must be well-balanced and clearly presented in the essay. The candidate must provide supporting evidence for his/her arguments. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate should give a range of arguments to support and substantiate his/her view. The conclusion should be a strong, clear and convincing statement of the writer’s opinion. • If reflective, the essay should convey emotional reactions and feelings the writer has experienced. • If narrative, the essay must have a strong story line and an ending that captures the reader’s attention. • If descriptive, the candidate should create a picture in words, trying to use as many senses as possible to make the description clear. NOTE: A candidate may write an essay which contains elements of more than one type of essay. [50] 1.7 Interpretation of pictures The candidate • should give the essay a suitable title. • may interpret the pictures in any way. • may choose to write any type of essay, provided it is in direct relation to the picture chosen. • may write in any appropriate tense. 1.7.1 Picture: Earth • Literal interpretations: destruction of Earth/ the planet by man; abuse of natural resources • Figurative interpretations: selfishness, greed, killing the world. [50] 1.7.2 Picture: Two boys • Literal interpretations: going to school, friendship, • Figurative interpretations: unity, education, brotherhood. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

English First Additional Language/P3 6 DBE/November 2018 CAPS – Grade 11 Marking Guidelines SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 Instructions to Markers: • Candidates are required to answer ONE question. • Marking must be objective. Give credit for relevant ideas. • Use the 30-mark assessment rubric to mark the responses in this section. The texts produced by candidates must be assessed according to the following criteria as set out in the assessment rubric: o Content, planning and format (18 marks) o Language, style and editing (12 marks) NOTE: • Adhere to the length of between 120–150 words as prescribed in the CAPS document. However, should the maximum word count be reached mid-sentence, read to the end of that sentence. • No additional penalties may be imposed as the rubric itself imposes penalties. 2.1 FRIENDLY LETTER A letter to a favourite teacher. • The following aspects of format must be included: o Address of sender o Date o Greeting/Salutation o Suitable ending • The tone and register of the letter should be friendly and informal. [30] 2.2 INTERVIEW An interview between a principal and a learner. • A context must be provided at the beginning of the interview. • The interview must be between the principal and a learner. • The tone must be formal. • The learner must give the principal an overview of the fundraising project. • The following aspects of the interview format must be included: o The names of the speakers written on the left side of the page. o A colon used after the name of the character who is speaking. o A new line used to indicate each new speaker. o Where necessary, actions must be given in brackets before the [30] words are spoken. Copyright reserved Please turn over

English First Additional Language/P3 7 DBE/November 2018 CAPS – Grade 11 Marking Guidelines 2.3 MAGAZINE ARTICLE Article on holiday activities for the youth. • The article must have a suitable heading. • Paragraphs should not be too long. • The article must provide suggestions to the reader on activities that the youth can be involved in during their December holiday. • The style should be personal, speaking directly to the reader. • The language may be formal/informal. [30] 2.4 FORMAL REPORT Report to police about house burglary • The report must: o have a subject line. o be addressed to the investigation police officer. o clearly indicate who the sender is. o make reference to a house burglary. o have logically arranged details. • The tone of the report must be formal and polite. [30] TOTAL SECTION B: 30 Copyright reserved Please turn over

English First Additional Language/P3 8 DBE/November 2018 CAPS – Grade 11 Marking Guidelines SECTION C: SHORTER TRANSACTIONAL TEXT QUESTION 3 Instructions to Markers: • Candidates are required to answer ONE question. • Marking must be objective. Give credit for relevant ideas. • Use the 20-mark assessment rubric to mark the responses in this section. The texts produced by candidates must be assessed according to the following criteria as set out in the attached rubric: o Content, planning and format (12 marks) o Language, style and editing (8 marks) NOTE: • Adhere to the length of between 80–100 words as prescribed in the CAPS document. However, should the maximum word count be reached mid-sentence, read to the end of that sentence. • No additional penalties may be imposed as the rubric itself imposes penalties. 3.1 POSTER Poster on road safety • The following aspects should be included in the poster, among others: o Eye-catching headline or slogan o Catchy words and phrases should be used. o Sufficient details on road safety measures. • The language may be formal or informal but not slang or colloquial. NOTE: Do not award marks for illustrations. [20] 3.2 DIARY ENTRIES The learner’s feelings BEFORE and after the shopping trip. • There MUST be TWO diary entries with two different dates/times. • One entry must express the learner’s feelings before the shopping trip and the other after the shopping trip. • The diary entries should be written in the first person. • The language should be simple and informal. • The tone must reflect emotions suited to the topic. [20] 3.3 INSTRUCTIONS How the learner should prepare his/her lunch for school. • The instructions may be in point or paragraph form. • Instructions must be in a logical sequence. • The instructions should say how lunch must be prepared. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over

English First Additional Language/P3 9 DBE/November 2018 CAPS – Grade 11 Marking Guidelines . ASSESSMENT RUBRIC FOR ESSAY – FIRST ADDITIONAL LANGUAGE [50 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT & 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 beyond normal expectations -Fully relevant and interesting -Ideas are reasonably coherent response -Confused and unfocused ideas Upper level (Response and ideas) -Intelligent, thought-provoking ideas with evidence of and convincing -Unclear ideas and unoriginal -Vague and repetitive Organisation of ideas for and mature ideas maturity -Reasonably organised and -Little evidence of organisation -Unorganised and incoherent planning; -Exceptionally well organised -Very well organised and coherent, including introduction, and coherence Awareness of purpose, and coherent (connected), coherent (connected), body and conclusion/ending audience and context including introduction, body and including conclusion/ending introduction, body and 30 MARKS conclusion/ending 25–27 19–21 13–15 7–9 0–3 -Excellent response but lacks -Well-crafted response -Satisfactory response but some -Largely irrelevant response -No attempt to respond to the the exceptionally striking -Relevant and interesting lapses in clarity -Ideas tend to be topic Lower level qualities of the outstanding ideas -Ideas are fairly coherent and disconnected and confusing -Completely irrelevant and essay -Well organised and coherent convincing -Hardly any evidence of inappropriate -Mature and intelligent ideas (connected), including -Some degree of organisation organisation and coherence -Unfocused and muddled -Skilfully organised and coherent introduction, body and and coherence, including (connected), including conclusion introduction, body and introduction, body and conclusion conclusion/ending LANGUAGE, STYLE & 14–15 11–12 8– 9 5–6 0–3 EDITING -Tone, register, style and -Tone, register, style and -Tone, register, style and -Tone, register, style and -Language incomprehensible vocabulary highly appropriate to vocabulary very appropriate to vocabulary appropriate to vocabulary less appropriate to -Tone, register, style and Tone, register, style, purpose, audience and context purpose, audience and purpose, audience and context purpose, audience and context vocabulary not appropriate to Upper level vocabulary appropriate -Language confident, context -Appropriate use of language to -Very basic use of language purpose, audience and context to purpose/effect and exceptionally impressive -Language is effective and a convey meaning -Tone and diction are -Vocabulary limitations so context; -Compelling and rhetorically consistently appropriate tone -Tone is appropriate inappropriate extreme as to make Word choice; effective in tone is used -Rhetorical devices used to -Very limited vocabulary comprehension impossible Language use and -Virtually error-free in grammar -Largely error-free in grammar enhance content conventions, and spelling and spelling punctuation, grammar, -Very skilfully crafted -Very well crafted spelling 13 10 7 4 -Language excellent and -Language engaging and -Adequate use of language with -Inadequate use of language Lower level 15 MARKS rhetorically effective in tone generally effective some inconsistencies -Little or no variety in sentence -Virtually error-free in grammar -Appropriate and effective -Tone generally appropriate and -Exceptionally limited and spelling tone limited use of rhetorical devices vocabulary -Skilfully crafted -Few errors in grammar and spelling -Well crafted STRUCTURE 5 4 3 2 0–1 -Excellent development of topic -Logical development of -Relevant details developed -Some valid points -Necessary points lacking Features of text; -Exceptional detail details -Sentences, paragraphs well- -Sentences and paragraphs -Sentences and paragraphs Paragraph development -Sentences, paragraphs -Coherent constructed faulty faulty and sentence exceptionally well-constructed -Sentences, paragraphs -Essay still makes sense -Essay still makes some sense -Essay does not sense construction logical, varied 5 MARKS Copyright reserved Please turn over

English First Additional Language/P3 10 DBE/NOVEMBER 2018 CAPS – GRADE 11 ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [30 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING 15–18 11-14 8-10 5-7 0–4 & 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 obscure with for planning; ideas -Maintains focus – no -Not completely focused -Some focus but writing 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 -Very few details -Writing maintains focus elaborated and details -Some details support -Few details support the support the topic 18 MARKS -Coherence in content support topic the topic topic -Necessary rules of and ideas -Appropriate format with -Generally appropriate -Necessary rules of format not applied -Highly elaborated and minor inaccuracies format but with some format vaguely applied all details support the inaccuracies -Some critical topic oversights -Appropriate and accurate format LANGUAGE, STYLE & 10–12 8–9 6–7 4–5 0–3 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 12 MARKS MARK RANGE 25–30 19–23 14–17 9–12 0–7 Copyright reserved Please turn over

English First Additional Language/P3 11 DBE/November 2018 CAPS – Grade 11 Marking Guidelines ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [20 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING 10–12 8-9 6-7 4-5 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 obscure with Features/conventions ideas -Maintains focus – no -Not completely focused -Some focus but writing major digressions and context -Extensive knowledge digressions –some digressions digresses -Not coherent in content of features of the type of -Coherent in content -Reasonably coherent -Not always coherent in and ideas 12 MARKS text and ideas, very well in content and ideas content and ideas -Very few details -Writing maintains focus elaborated and details -Some details support -Few details support the support the topic -Coherence in content support topic the topic topic -Necessary rules of and ideas -Appropriate format with -Generally appropriate -Necessary rules of format not applied -Highly elaborated and minor inaccuracies format but with some format vaguely applied all details support the inaccuracies -Some critical topic oversights -Appropriate and accurate format LANGUAGE, STYLE & 7–8 5-6 4 3 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, vocabulary appropriate audience and context audience and context audience and context audience and context audience and context to purpose 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 8 MARKS MARK RANGE 17–20 13–15 10–11 7–8 0–5 Copyright reserved