ENGHL P3 GR11 QP MEMO NOV 2020 D

NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER 2020 ENGLISH HOME LANGUAGE P3 MARKS: 100 TIME: 2½ hours *ienghl3* This question paper consists of 6 pages.

2 ENGLISH HOME LANGUAGE P3 (EC/NOVEMBER 2020) INSTRUCTIONS AND INFORMATION 1. This question paper consists of TWO sections: SECTION A: Essay (50) SECTION B: Transactional texts (2 x 25) (50) 2. Answer ONE question from SECTION A and TWO questions from SECTION B. 3. Write in the language in which you are being assessed. 4. Start EACH section on a NEW page. 5. You must plan (e.g. use a mind map/diagram/flow chart/key words, etc.), edit and proofread your work. The planning must appear BEFORE the answer. 6. All planning must be clearly indicated as such. It is advisable to draw a line across all planning. 7. You are strongly advised to spend your time as follows: x SECTION A: approximately 80 minutes x SECTION B: approximately 70 minutes (2 x 35 minutes) 8. Number the answers correctly according to the numbering system used in this question paper. 9. Give each response a suitable title/heading, as indicated by the question. NOTE: The title/heading must NOT be considered when doing a word count. 10. Write neatly and legibly. Copyright reserved Please turn over

(EC/NOVEMBER 2020) ENGLISH HOME LANGUAGE P3 3 SECTION A: ESSAY QUESTION 1 x Write an essay of 350–400 words (approximately 2 pages) on ONE of the following topics. x Write down the NUMBER and TITLE/HEADING of your essay. 1.1 ‘Sometimes, the things we can’t change, end up changing us.’ [Unknown] [50] 1.2 Unapologetic [50] 1.3 ‘If only our tongues were made of glass: how much more careful we would be when we speak.’ [Unknown] [50] 1.4 ‘'Cause I wished you the best of All this world could give And I told you when you left me There's nothing to forgive But I always thought you'd come back, tell me all you found was Heartbreak and misery It's hard for me to say, I'm jealous of the way You're happy without me’ [Labyrinth] [50] 1.5 ‘There is no such thing as Freedom.’ [L.M. Montgomery] [50] Copyright reserved Please turn over

4 ENGLISH HOME LANGUAGE P3 (EC/NOVEMBER 2020) 1.6 The pictures reproduced below may evoke some reaction or feeling in you, or stir your imagination. x Select ONE picture and write an essay in response. x Provide your essay with a suitable title. x Write the correct topic number (1.6.1, 1.6.2 or 1.6.3). NOTE: There must be a clear link between your essay and the picture you have chosen. 1.6.1 Source: www.rozsavage.com [50] 1.6.2 Source: www.pinterest.com [50] Copyright reserved Please turn over

(EC/NOVEMBER 2020) ENGLISH HOME LANGUAGE P3 5 1.6.3 [Source: www.pinterest.com] [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

6 ENGLISH HOME LANGUAGE P3 (EC/NOVEMBER 2020) SECTION B: TRANSACTIONAL TEXTS QUESTION 2 x Respond to TWO of the following topics. x The body of EACH answer should be 180–200 words (20–25 lines) in length. x Pay careful attention to the following: - Content and planning - Audience, register, tone and style - Choice of words and language structure - Format, structure and editing x Write down the NUMBER and the TITLE/HEADING of the text you have chosen, e.g. 2.1 LETTER. 2.1 LETTER Many hospitals and clinics have worked around the clock on skeleton staff to provide efficient medical care to those in need during the Covid-19 pandemic. Write a letter of thanks to the Chief Executive Officer, Thulane Madonsela, at Livingstone Hospital in Korsten to thank the staff for the Essential Services offered during the National Lockdown earlier this year. [25] 2.2 FORMAL REPORT Write the report to demonstrate your investigations into all schools becoming online learning centres so that all students can stay at home and be taught, in light of practising social-distancing, on a more permanent basis. [25] 2.3 LETTER TO THE EDITOR Write a formal letter to the editor of the Daily Dispatch newspaper in which you respond to a news headline you read in their paper: “Lockdown was the best thing that could have happened to me.” [25] 2.4 OBITUARY A legendary music icon of your favourite music genre has died after a long illness. Write his/her obituary for the online magazine Rolling Stone. [25] 2.5 INTERVIEW Interview your local district curriculum development officer about the legitimacy of learning a compulsory second (FAL) language at school. [25] 2.6 REVIEW Imagine you have read the autobiography of your favourite sportsman or sportswoman. Write the review of this book for your local newspaper. [25] TOTAL SECTION B: 50 GRAND TOTAL: 100 Copyright reserved Please turn over

NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER 2020 ENGLISH HOME LANGUAGE P3 MARKING GUIDELINE MARKS: 100 This marking guideline consists of 10 pages.

2 ENGLISH HOME LANGUAGE P3 (EC/NOVEMBER 2020) 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: x The overall effect of planning, drafting, proofreading and editing of the work on the final text produced. x Awareness of writing for a specific purpose, audience and context – as well as register, style and tone – especially in SECTION B. x Grammar, spelling and punctuation. x Language structures, including an awareness of critical language. x Choice of words and idiomatic language. x Sentence construction. x Paragraphing. x 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

(EC/NOVEMBER 2020) ENGLISH HOME LANGUAGE P3 3 SUGGESTED APPROACH TO MARKING SECTION A: ESSAY Refer to SECTION A: Rubric for Assessing an Essay found on page 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: x Various formats of transactional/referential/informational texts have been taught/are in current practice. This has to be considered when assessing the format. x Give credit for appropriateness of format. x Look for a logical approach in all writing. Copyright reserved Please turn over

4 ENGLISH HOME LANGUAGE P3 (EC/NOVEMBER 2020) NOTE: x The points given below each topic in these marking guidelines serve only as a guide to markers. x 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 350–400 words (approximately 2 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 ‘Sometimes, the things we can’t change, end up changing us.’ [Unknown] x Reflective/descriptive/narrative/argumentative/discursive x Argumentative or discursive could focus on validity of the statement x Could focus on personal account of change. [50] 1.2 Unapologetic x Narrative/reflective x Candidates may reflect on: something for which they will not apologise or compromise about themselves. [50] 1.3 ‘If only our tongues were made of glass: how much more careful we would be when we speak.’ [Unknown] x Narrative/argumentative/discursive/reflective x Candidates should demonstrate understanding of thinking before speaking or the dangers of speaking without thinking. x This may be discussed or an anecdote may be presented to demonstrate this. x Could reflect the damage done by our words or freedom of speech. [50] 1.4 ‘… jealous, … happy without me.’ [Labyrinth] x Narrative/reflective/descriptive x Candidates may reflect on lost love (relationship) or death of someone. [50] Copyright reserved Please turn over

(EC/NOVEMBER 2020) ENGLISH HOME LANGUAGE P3 5 1.5 ‘There is no such thing as Freedom.’ [L.M. Montgomery] x Argumentative/discursive/narrative/reflective x Candidates may agree or disagree with statement. x Can reflect on any freedom: Freedom of association, freedom of speech … [50] 1.6 1.6.1 Hand holding picture frame x Narrative/reflective/descriptive x Could reflect on a journey. x The ability to see the ‘bigger picture’ x To eliminate ‘noise’ and focus on the positive. [50] 1.6.2 Camera/Photography x Narrative/reflective/descriptive x Focus on seeing things through the lens – focus/block out noise/capture a moment. x Candidates could focus on being in front of or behind the camera. [50] 1.6.3 Courage/Scrabble board x Narrative/reflective/descriptive/argumentative/discursive x Can focus on the words on the board x Discuss ‘courage’ being the solution to the other words on the board. x Provide anecdote when ‘courage’ was needed to overcome ‘worry’. x Or more literally – discuss board games, playing board games as a pass-time. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

6 ENGLISH HOME LANGUAGE P3 (EC/NOVEMBER 2020) 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 x Must be addressed to Mr Madonsela. x Language must be formal displaying gratitude. x Could reflect on personal experience of need of essential services in hospital [25] 2.2 FORMAL REPORT x Report should focus on viability of home-schooling supported by conventional school system. x Positives and negatives can be discussed. x Formal language x Follow correct criteria of a report: To, Subject heading, Terms of reference, procedure, findings, conclusion, recommendations, signed and dated [25] 2.3 LETTER TO THE EDITOR x Consider responses that agree and those that disagree with the statement. x Candidates should focus on the positive or negatives aspects of being isolated in lockdown. x Register should be formal, sincere and reflective. x Opinion must show consistency. [25] 2.4 OBITUARY x Formal language x Factual details of deceased’s life x How the icon died x Reference to his/her musical legacy x Can mention type of music he/she was involved in x By whom the icon is survived [25] 2.5 INTERVIEW x Candidate should present an argument regarding a First Additional Language at secondary school x Learners may offer alternate languages to be included in curriculum x Formal register and tone [25] Copyright reserved Please turn over

(EC/NOVEMBER 2020) ENGLISH HOME LANGUAGE P3 7 2.6 REVIEW x Must state title of book, fulfil criteria for a review. i.e. name of characters (Sportsman or Sportswoman), author (should be same – autobiography) genre, basic plot without giving away too much detail – outlines sport they participate in, challenges and successes they have faced, where book is available, release date, publisher x Must express opinion on book – encouraging or discouraging public to read it x Can have a star rating [25] TOTAL SECTION B: 50 GRAND TOTAL: 100 Copyright reserved Please turn over

8 ENGLISH HOME LANGUAGE P3 (EC/NOVEMBER 2020) SECTION A: ASSESSMENT RUBRIC FOR ESSAY – HOME LANGUAGE [50 MARKS] NOTE: x Always use the rubric when marking the creative essay (Paper 3, SECTION A). x Marks from 0–50 have been divided into FIVE major level descriptors. x 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. x Structure is not affected by the upper-level and lower-level division. 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 Organisation of ideas - Intelligent, thought-provoking and - Ideas with evidence of maturity coherent and convincing - Unclear ideas and - Confused and for planning Awareness of mature ideas - Very well organised and - Reasonably organised and unoriginal unfocused ideas purpose, audience Upper level - Exceptionally well organised and coherent (connected) including coherent including - Little evidence of - Vague and repetitive and context coherent (connected) including introduction, body and introduction, body and organisation and - Unorganised and introduction, body and conclusion/ending conclusion/ending coherence incoherent 30 MARKS 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 response. - No attempt to respond exceptionally striking qualities of - Relevant and interesting ideas some lapses in clarity - Ideas tend to be to the topic the outstanding essay - Well organised and coherent - Ideas are fairly coherent and disconnected and - Completely irrelevant - Mature and intelligent ideas (connected) including convincing confusing and inappropriate. Lower level - Skilfully organised and coherent introduction, body and - Some degree of organisation - Hardly any evidence of - Unfocused and (connected) including conclusion and coherence including organisation and muddled introduction, body and introduction, body and coherence conclusion/ending conclusion Copyright reserved Please turn over

(EC/NOVEMBER 2020) 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 Tone, register, style, - Language confident, exceptionally - Language is effective and a context audience and context and vocabulary not vocabulary appropriate to impressive – compelling and consistently appropriate tone is - Appropriate use of language - Very basic use of appropriate to rhetorically effective in tone used to convey meaning language purpose, audience Upper level purpose/effect and context - Virtually error-free in grammar - Largely error-free in grammar - Tone is appropriate - Diction is inappropriate and context Word choice and spelling. and spelling. - Rhetorical devices used to - Very limited vocabulary - Vocabulary Language use and - Highly skilfully crafted - Very well crafted enhance content limitations so conventions, punctuation, grammar, 13 10 7 4 extreme as to make spelling - Language excellent and - Language engaging and - Adequate use of language - Inadequate use of comprehension 15 MARKS rhetorically effective in tone. generally effective with some inconsistencies language impossible - Virtually error-free in grammar - Appropriate and effective tone. - Tone generally appropriate - Little or no variety in Lower level 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 Features of text Paragraph - Excellent development of topic - Logical development of details. - Relevant details developed. - Some valid points - Necessary points development and - Exceptional detail - Coherent - Sentences, paragraphs well- - Sentences and lacking. sentence construction - Sentences, paragraphs - Sentences, paragraphs logical, constructed paragraphs faulty - Sentences and 5 MARKS exceptionally well-constructed varied - Essay still makes sense - Essay still makes sense paragraphs faulty despite flaws MARKS RANGE 40–50 30–39 20–29 10–19 0–9 Copyright reserved Please turn over

10 ENGLISH HOME LANGUAGE P3 (EC/NOVEMBER 2020) SECTION B: ASSESSMENT RUBRIC FOR 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 Response and - 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 ideas - Extensive knowledge of - Maintains focus – no text type of text. - Meaning is obscured with Organisation of features of the type of text digressions - Not completely focused – - Some focus but writing major digressions ideas for - Writing maintains focus - Coherent in content and ideas, some digressions digresses. - Not coherent in content planning - Coherence in content and very well elaborated and details - Reasonably coherent in - Not always coherent in and ideas. Very few details Purpose, ideas. support topic content and ideas content and ideas. support the topic. audience and - Highly elaborated and all - Appropriate format with minor - Some details support the - Few details support the topic. - Has not applied necessary features/ details support the topic inaccuracies topic - Has vaguely applied rules of format conventions and - Appropriate and accurate - Generally appropriate necessary rules of format context format format but with some - Some critical oversights. 15 MARKS inaccuracies LANGUAGE, 9–10 7–8 5–6 3–4 0–2 STYLE AND - Tone, register, style, - 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 Tone, register, to purpose, audience and purpose, audience and context purpose, audience and purpose, audience and correspond to purpose, style, purpose/ context - Generally grammatically context. context audience and context effect, audience - Grammatically accurate and accurate and well-constructed - Some grammatical errors - Inaccurate grammar with - Error-ridden and confused and context well-constructed - Very good vocabulary - Adequate vocabulary numerous errors - Vocabulary not suitable for Language use - Virtually error-free - Mostly free of errors - Errors do not impede - Limited vocabulary purpose and meaning - Meaning is obscured. - Meaning seriously conventions. obscured Word choice Punctuation, spelling 10 MARKS MARKS RANGE 20–25 15–19 10–14 5–9 0–4 Copyright reserved