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
- 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 |
- 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 |
- 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 |
- 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 | |
- 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
| -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 |