ENGLISH HOME LANGUAGE P3
FEBRUARY/MARCH 2016
MEMORANDUM
NATIONAL SENIOR CERTIFICATE
GRADE 12
SUGGESTED APPROACH TO MARKING
SECTION A: ESSAY
Refer to SECTION A: Rubric for Assessing an Essay found on pages 6 and 7 of this memorandum.
| CRITERIA USED FOR ASSESSMENT |
| CRITERIA | MARKS |
| CONTENT AND PLANNING | 30 |
| LANGUAGE, STYLE AND EDITING | 15 |
| STRUCTURE | 5 |
| TOTAL | 50 |
- Read the whole piece and decide on a category for CONTENT AND PLANNING.
- Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING.
- 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 8 of this memorandum.
| CRITERIA USED FOR ASSESSMENT |
| CRITERIA | MARKS |
| CONTENT, PLANNING AND FORMAT | 15 |
| LANGUAGE, STYLE AND EDITING | 10 |
| TOTAL | 25 |
- Read the whole piece and decide on a category for CONTENT, PLANNING AND FORMAT.
- 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.
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, discursive, or any combination of these.
1.1 The uncomfortable truth
- Forms of discomfort and their relationships to forms of truth. [50]
1.2 The most beautiful fruit may contain a worm. (Zulu proverb)
- The idea of appearances as opposed to reality could be examined. [50]
1.3 The invisible man
- Credit both literal and figurative responses. [50]
1.4 ‘There is no moral authority like that of sacrifice.' (Nadine Gordimer)
- Focus on the value of sacrifice. [50]
1.5 Burning bridges
- Different connotations of ‘burning bridges’
- Allow for literal and figurative interpretation of the topic. [50]
1.6 ‘Forgiveness is the fragrance the violet sheds on the heel that has crushed it.’ (Mark Twain)
- Discussion should centre on the beneficial nature of forgiveness.
- Disagreement is possible. [50]
1.7 NOTE: There must be a clear link between the essay and the picture chosen.
1.7.1 Figures seated on benches
- Credit literal/figurative/mixed interpretations. [50]
1.7.2 Man and bird
- May include reference to relationship between a character/mankind and other creatures/nature. [50]
TOTAL SECTION A: 50
SECTION B: TRANSACTIONAL TEXTS
QUESTION 2
Candidates are required to respond to TWO of the topics set. The body of the 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 TO THE PRESS
- Improved facilities for the disabled should be mentioned.
- Format: own address; date (these may be either at the beginning or at the end of the letter); The Editor, name and address of newspaper, salutation, subject line, signing off. [25]
2.2 NEWSPAPER ARTICLE
- Various views should be included.
- An element of subjectivity is acceptable.
- Format: headline, by-line (optional). [25]
2.3 INFORMAL SPEECH
- Speech should deal with a trend among the youth that worries elders.
- The speaker needs to allay the fears of elders.
- Tone must be appropriate: informal; colloquial language is acceptable, but gratuitous slang is not. [25]
2.4 INTERVIEW
- The interview should be based on the requirements stipulated in the advertisement.
- Should be convincingly realistic.
- Valid interview/dialogue format. [25]
2.5 FILM REVIEW
- Details in the poster could guide the candidate.
- An element of positive/negative/mixed criticism must be included.
- Format: title, by-line (optional), listed details regarding film (optional). [25]
2.6 LETTER OF CONGRATULATIONS
- The invention and recognition could be referred to directly or implicitly.
- Format: address, date, salutation, signing off. [25]
TOTAL SECTION B: 50
GRAND TOTAL: 100
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 subcategory 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 & 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, including introduction, body and conclusion
| - Very well-crafted response
- Fully relevant and interesting ideas with evidence of maturity
- Very well organised and coherent, including introduction, body and conclusion
| - Satisfactory response -Ideas are reasonably coherent and convincing
- Reasonably organised and coherent, including introduction, body and conclusion
| - Inconsistently coherent response
- Unclear ideas and unoriginal
- Little evidence of organisation and coherence
| - Totally irrelevant response
- Confused and unfocused ideas
- Vague and repetitive
- Disorganised 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, including introduction, body and conclusion
| - Well-crafted response
- Relevant and interesting ideas
- Well organised and coherent, 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
|
ASSESSMENT RUBRIC FOR ESSAY – HOME LANGUAGE [50 MARKS] (continued)
| Criteria | | Exceptional | Skilful | Moderate | Elementary | Inadequate |
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
- Exceptionally impressive use of language
- Compelling and rhetorically effective in tone
- Virtually error-free in grammar and spelling
- Very skilfully crafted
| - Tone, register, style and vocabulary largely 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
- Rhetorical devices used to enhance content
| - Tone, register, style and vocabulary less appropriate to purpose, audience and context
- Very basic use of language
- Diction is inappropriate
- Very limited vocabulary
| - Tone, register, style and vocabulary not appropriate to purpose, audience and context
- Language incomprehensible
- 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
| - Necessary points lacking
- Sentences and paragraphs faulty
- Essay lacks sense
|
ASSESSMENT RUBRIC FOR TRANSACTIONAL TEXT – HOME LANGUAGE [25 MARKS]
| Criteria | Exceptional | Skilful | Moderate | Elementary | Inadequate |
CONTENT, PLANNING & FORMAT
Response and ideas
Organisation of ideas for planning
Purpose, audience, features/conventions and context
15 MARKS | 13-15 | 10-12 | 7-9 | 4-6 | 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
- Has vaguely applied necessary rules of format
-Some critical oversights | - Response reveals no knowledge of features of the type of text
- Meaning is obscure with major digressions
- Not coherent in content and ideas
- Very few details support the topic
- Has not applied necessary rules of format
|
LANGUAGE, STYLE & EDITING
Tone, register, style, purpose/effect, audience and context
Language use and conventions
Word choice
Punctuation and spelling
10 MARKS | 9-10 | 7-8 | 5-6 | 3-4 | 0-2 |
- 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
|
| | | | | | 0-5 |