ENGLISH FIRST ADDITIONAL LANGUAGE PAPER 3 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2016

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ENGLISH FIRST ADDITIONAL LANGUAGE PAPER 3 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2016

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ENGLISH FIRST ADDITIONAL LANGUAGE P3
FEBRUARY/MARCH 2016
MEMORANDUM
NATIONAL SENIOR CERTIFICATE
GRADE 12

INSTRUCTIONS AND INFORMATION
This memorandum must be used together with the attached English FAL assessment rubrics for SECTIONS A, B and C.
SECTION A: ESSAY
QUESTION 1
1.1 On the other side of the door ...

Narrative/Descriptive/Reflective essay
The following must be considered:
- If narrative, a strong story line must be evident. There must be a logical sequence of tense.
- If descriptive, there must be a vivid description of an experience/ incident.
- If reflective, there must be a personal account of thought processes and feelings/emotions about what happened on the other side of the door.
- A candidate may write an essay which contains elements of more than one type of essay.
  NOTE: The words given in the topic MUST be included somewhere in
  the essay. [50]

1.2The sound of nature

Descriptive/Narrative//Reflective essay
The following must be considered:
- If descriptive, there must be a vivid description of an experience/ incident.
- If narrative, a strong story line must be evident in which a series of events leads to an outcome. There must be a logical sequence of tense.
- If reflective, there must be a personal account of thought processes and feelings/emotions.
- A candidate may write an essay which contains elements of more than one type of essay.[50]

1.3 My culture has shaped me.

Reflective/Descriptive /Narrative essay
The following must be considered:
- If reflective, there must be a personal account of thought processes and feelings/emotions surrounding the impact of culture on the candidate.
- If descriptive, there must be a vivid description of how culture has influenced the candidate.
- If narrative, a strong story line must be evident. There must be a logical sequence of tense.
- A candidate may write an essay which contains elements of more than one type of essay. [50]

1.4 Rights and responsibilities cannot be separated. Discuss this statement.

Discursive/Reflective/Narrative essay
The following must be considered:
- If discursive, the essay must offer a balanced view of both sides of the argument. Opposing views must be presented impartially.
- If reflective, there must be a personal account of thought processes and feelings/emotions surrounding the candidate’s views and experiences.
- If narrative, a strong story line illustrating the statement must be evident. There must be a logical sequence of tense. [50]

1.5 Do not think of today’s failures but of the successes that may come tomorrow.

Discursive/Reflective/Narrative essay
The following must be considered:
- If discursive, the essay must offer a balanced view of both sides of the argument. Opposing views must be presented impartially.
- If reflective, there must be a personal account of thought processes and feelings/emotions surrounding the candidate’s views and experiences.
- If narrative, a strong story line illustrating the statement must be evident. There must be a logical sequence of tense. [50]

1.6 Parents and teachers are the voices of experience. Children should, therefore, live by their rules. Do you agree?

Argumentative essay
The following must be considered:
- The essay must offer one distinct opinion; therefore the essay must be either FOR OR AGAINST the topic given.
- There should be a clear defence/motivation/argument for the position taken. [50]

1.7 Interpretation of pictures

Candidates may interpret the pictures in any way.
The interpretation should be linked to the pictures.
Candidates must give the essay a suitable title.
Candidates may write in any appropriate tense.
The following ideas, (among others) may be explored in response to the pictures:

1.7.1

Literal interpretation: e.g. reference to money, saving money, etc.
Abstract interpretation: e.g. economy, wealth, money is not needed to lead a fruitful life, vices associated with money, etc. [50]

1.7.2

Literal interpretation: e.g. babies crawling, the beauty of babies, teenage pregnancy, etc.
Abstract interpretation: e.g. social grant, the future generation, innocence, future leaders, etc. [50]

TOTAL SECTION A: 50

SECTION B: LONGER TRANSACTIONAL TEXT
QUESTION 2
2.1 FORMAL LETTER

The letter should be addressed to the mayor.
The tone and register of the letter must be formal.
The following aspects of format must be included:
- Writer’s address
- Date
- Recipient’s address
- Greeting/Salutation
- Heading/Subject line
- Suitable ending
- Closing, signature, name of sender
The following information must be included in the letter, among others:
- Purpose for writing
- Candidate’s views [30]

2.2 OBITUARY

Related Items

The tone must be formal.
The following aspects of format should be included:
- Full name of the deceased
- Date of death
- Date of birth.
The following information may also be included:
- Birthplace
- Where the person was living at the time of death
- Key survivors (spouse, children) and their names
- Date and time of funeral
- Biographical information.
- A tribute must be paid to the deceased. [30]

2.3 MAGAZINE ARTICLE

The article must have a heading.
The content must be about addiction to social networks.
The dangers of social networking must be emphasised in this article.
The language may be formal/ informal.
The style should be personal, speaking directly to the reader.
The article should stimulate interest and keep the reader absorbed. [30]

2.4 INFORMAL SPEECH

The speech must be in paragraph form.
The tone of the speech must be informal.
The language and register must be appropriate to the audience (the family members and friends).
The audience should be addressed appropriately.
Consider the following:
- The content of the speech should be relevant to the topic (welcoming a brother/sister back home and congratulating him/her on completing his/her studies).
- A logical and an appropriate closure to the speech must be evident.
- Different approaches to the presentation of the speech should be accepted. [30]

SECTION C: SHORTER TRANSACTIONAL TEXT
QUESTION 3
3.1 POSTER

The poster must include details about the book club.
Sufficient details must be given to attract members of the community.
Catchy words and phrases must be credited.
No marks are awarded for illustrations. [20]

3.2 DIARY ENTRIES

There must be TWO entries.
Each entry must bear a date.
The tone must be personal. [20]

3.3 INSTRUCTIONS

The goal must be specified, e.g. How to prepare and present a speech.
The instructions may be in point or paragraph form.
The instructions must be given in sequence.
The instructions must be clear. [20]

TOTAL SECTION C: 20
GRAND TOTAL: 100

ASSESSMENT RUBRIC FOR ESSAY – FIRST ADDITIONAL LANGUAGE [50 MARKS]

Criteria		Exceptional	Skilful	Moderate	Elementary	Inadequate
CONTENT & PLANNING (Response and ideas) Organisation of ideas for planning; Awareness of purpose, audience and context 30 MARKS	Upper level	28-30	22-24	16-18	10-12	4-6
	Upper level	Outstanding/Striking response beyond normal expectations Intelligent, thought-provoking and mature ideas Exceptionally well organised and coherent (connected), including introduction, body and conclusion/ending	Very well-crafted response Fully relevant and interesting ideas with evidence of maturity Very well organised and coherent (connected), including introduction, body and conclusion/ending	Satisfactory response Ideas are reasonably coherent and convincing Reasonably organised and coherent, including introduction, body and conclusion/ending	Inconsistently coherent response Unclear ideas and unoriginal Little evidence of organisation and coherence	Totally irrelevant response Confused and unfocused ideas Vague and repetitive Unorganised and incoherent
	Lower level	25-27	19-21	13-15	7-9	0-3
	Lower level	Excellent response but lacks the exceptionally striking qualities of the outstanding essay Mature and intelligent ideas Skilfully organised and coherent (connected), including introduction, body and conclusion/ending	Well-crafted response Relevant and interesting ideas Well organised and coherent (connected), including introduction, body and conclusion	Satisfactory response but some lapses in clarity Ideas are fairly coherent and convincing Some degree of organisation and coherence, including introduction, body and conclusion	Largely irrelevant response Ideas tend to be disconnected and confusing Hardly any evidence of organisation and coherence	No attempt to respond to the topic Completely irrelevant and inappropriate Unfocused and muddled
LANGUAGE, STYLE & EDITING Tone, register, style, vocabulary appropriate to purpose/effect and context; Word choice; Language use and conventions, punctuation, grammar, spelling 15 MARKS	Upper level	14-15	11-12	8-9	5-6	0-3
	Upper level	Tone, register, style and vocabulary highly appropriate to purpose, audience and context Language confident, exceptionally impressive Compelling and rhetorically effective in tone Virtually error-free in grammar and spelling Very skilfully crafted	Tone, register, style and vocabulary very appropriate to purpose, audience and context Language is effective and a consistently appropriate tone is used Largely error-free in grammar and spelling Very well crafted	Tone, register, style and vocabulary appropriate to purpose, audience and context Appropriate use of language to convey meaning Tone is appropriate Rhetorical devices used to enhance content	Tone, register, style and vocabulary not appropriate to purpose, audience and context Very basic use of language Tone and diction are inappropriate Very limited vocabulary	Language incomprehensible Tone, register, style and vocabulary less appropriate to purpose, audience and context Vocabulary limitations so extreme as to make comprehension impossible
	Lower Level	13	10	7	4
	Lower Level	Language excellent and rhetorically effective in tone Virtually error-free in grammar and spelling Skilfully crafted	Language engaging and generally effective Appropriate and effective tone Few errors in grammar and spelling Well crafted	Adequate use of language with some inconsistencies Tone generally appropriate and limited use of rhetorical devices	Inadequate use of language Little or no variety in sentence Exceptionally limited vocabulary
STRUCTURE Features of text; Paragraph development and sentence construction 5 MARKS		5	4	3	2	0-1
		Excellent development of topic Exceptional detail Sentences, paragraphs exceptionally well constructed	Logical development of details Coherent Sentences, paragraphs logical, varied	Relevant details developed Sentences, paragraphs well constructed Essay still makes sense	Some valid points Sentences and paragraphs faulty Essay still makes some sense	Necessary points lacking -Sentences and paragraphs faulty -Essay lacks sense
MARK RANGE		43-50	33-40	23-40	13-20	0-10

ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [30 MARKS]

Criteria	Exceptional	Skilful	Moderate	Elementary	Inadequate
CONTENT, PLANNING & FORMAT Response and ideas; Organisation of ideas for planning; Purpose, audience, features/conventions and context 18 MARKS	15-18	11-14	8-10	5-7	0-4
	Outstanding response beyond normal expectations Intelligent and mature ideas Extensive knowledge of features of the type of text Writing maintains focus Coherence in content and ideas Highly elaborated and all details support the topic Appropriate and accurate format	-Very good response demonstrating good knowledge of features of the type of text Maintains focus – no digressions Coherent in content and ideas, very well elaborated and details support topic Appropriate format with minor inaccuracies	Adequate response demonstrating knowledge of features of the type of text Not completely focused – some digressions -Reasonably coherent in content and ideas Some details support the topic Generally appropriate format but with some inaccuracies	Basic response demonstrating some knowledge of features of the type of text Some focus but writing digresses Not always coherent in content and ideas Few details support the topic Necessary rules of format vaguely applied Some critical oversights	Response reveals no knowledge of features of the type of text Meaning obscure with major digressions Not coherent in content and ideas Very few details support the topic Necessary rules of format not applied
LANGUAGE, STYLE & EDITING Tone, register, style, purpose/effect, audience and context; Language use and conventions; Word choice; Punctuation and spelling 12 MARKS	10-12	8-9	6-7	4-5	0-3
	Tone, register, style and vocabulary highly appropriate to purpose, audience and context Grammatically accurate and well constructed Virtually error-free	Tone, register, style and vocabulary very appropriate to purpose, audience and context Generally grammatically accurate and well constructed Very good vocabulary Mostly free of errors	Tone, register, style and vocabulary appropriate to purpose, audience and context Some grammatical errors Adequate vocabulary Errors do not impede meaning	Tone, register, style and vocabulary less appropriate to purpose, audience and context -Inaccurate grammar with numerous errors Limited vocabulary -Meaning obscured	Tone, register, style and vocabulary do not correspond to purpose, audience and context Error-ridden and confused Vocabulary not suitable for purpose Meaning seriously impaired
MARK RANGE	25-30	19-23	14-17	9-12	0-7

ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [20 MARKS]

Criteria	Exceptional	Skilful	Moderate	Elementary	Inadequate
CONTENT, PLANNING & FORMAT Response and ideas; Organisation of ideas; Features/conventions and context 12 MARKS	10-12	8-9	6-7	4-5	0-3
	Outstanding response beyond normal expectations Intelligent and mature ideas Extensive knowledge of features of the type of text Writing maintains focus Coherence in content and ideas Highly elaborated and all details support the topic Appropriate and accurate format	Very good response demonstrating good knowledge of features of the type of text Maintains focus – no digressions Coherent in content and ideas, very well elaborated and details support topic Appropriate format with minor inaccuracies	Adequate response, demonstrating knowledge of features of the type of text Not completely focused –some digressions Reasonably coherent in content and ideas Some details support the topic Generally appropriate format but with some inaccuracies	Basic response, demonstrating some knowledge of features of the type of text Some focus but writing digresses Not always coherent in content and ideas Few details support the topic Necessary rules of format vaguely applied Some critical oversights	Response reveals no knowledge of features of the type of text Meaning obscure with major digressions Not coherent in content and ideas Very few details support the topic Necessary rules of format not applied
LANGUAGE, STYLE & EDITING Tone, register, style, vocabulary appropriate to purpose and context; Language use and conventions; Word choice; Punctuation and spelling 8 MARKS	10-12	8-9	6-7	4-5	0-3
	Tone, register, style and vocabulary highly appropriate to purpose, audience and context Grammatically accurate and well constructed Virtually error-free	Tone, register, style and vocabulary very appropriate to purpose, audience and context Generally grammatically accurate and well constructed Very good vocabulary Mostly free of errors	Tone, register, style and vocabulary appropriate to purpose, audience and context Some grammatical errors Adequate vocabulary Errors do not impede meaning	Tone, register, style and vocabulary less appropriate to purpose, audience and context Inaccurate grammar with numerous errors Limited vocabulary Meaning obscured	Tone, register, style and vocabulary do not correspond to purpose, audience and context Error-ridden and confused Vocabulary not suitable for purpose Meaning seriously impaired
MARK RANGE	17-20	13-15	10-11	7-8	0-5

Last modified on Tuesday, 21 September 2021 09:42

Published in Grade 12 2016 Feb/March Supplementary Exams, Past Papers with Memos

ENGLISH FIRST ADDITIONAL LANGUAGE PAPER 3 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2016

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