ENGLISH HOME LANGUAGE PAPER 3
GRADE 12
NATIONAL SENIOR CERTIFICATE
MEMORANDUM
SEPTEMBER 2018

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:

• The overall effect of planning, drafting, proofreading and editing of the work on the final text produced.
• Awareness of writing for a specific purpose, audience and context – as well as register, style and tone – especially in SECTION B.
• Grammar, spelling and punctuation.
• Language structures, including an awareness of critical language.
• Choice of words and idiomatic language.
• Sentence construction.
• Paragraphing.
• Interpretation of the topic that will be reflected in the overall content: the introduction, development of ideas and the conclusion.

SUGGESTED APPROACH TO MARKING
SECTION A: ESSAY
Refer to SECTION A: Rubric for Assessing an Essay found on page 8 of these marking guidelines.

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 9 of these marking guidelines.

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:

• 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 these marking guidelines 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, discursive, argumentative, or any combination of these.
1.1 Welcome

• Narrative/reflective/discursive
• Starting over/a new situation
• Could be ironic [50]

1.2 ‘Is it too much to ask?’

• Narrative/reflective/discursive
• Events lead to a climax/a plea is made
• The words need to appear in the essay [50]

1.3 To break the rules, you must first master them

• Descriptive/narrative/discursive/reflective
• Description of an event when rules were broken
• Candidate must show understanding of the spirit of the quotation: a mere reference to breaking the rules cannot be awarded a good mark. [50]

1.4 ‘And this is how change happens. One gesture. One person.
One moment at a time.’

• Narrative/descriptive/reflective/discursive
• A life-changing moment/event
• The unexpected influence of something/someone [50]

1.5 ‘Life is a great big canvas, throw all the paint you can on it.’

• Narrative/reflective/discursive
• Enjoyment of life/living with enthusiasm
• You are the creator of your own life/future [50]

1.6
1.6.1 Open chest

• Narrative/reflective/descriptive/discursive
• Discoveries/future/magic
• Unlocking potential [50]

Related Items

1.6.2 Row of shoes

• Narrative/discursive/reflective
• Freedom/journey through school/life
• Conformity [50]

1.6.3 Mountains

• Narrative/discursive/reflective/descriptive
• Strength/dependence
• Standing out/rising above adversity
• Adventure [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 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 TO THE EDITOR

• Possible commentary on the need for the campaign
• Reference to the effectiveness (or not) of the campaign
• Candidates must express an opinion, not simply describe the campaign [25]

2.2 INTERVIEW

• The type of invention must be clear
• The controversial aspect of the invention must be included
• Possible reference to what motivated the idea
• Possible explanation of how the invention works
• Good interaction is required [25]

2.3 FORMAL SPEECH

• Register should be fairly formal
• Identification of the problem and how it affects those targeted
• Advice on how to change behaviour if responsible for labelling others
• Advice to victims on how to cope [25]

2.4 OBITUARY

• Formal language
• Factual details of deceased’s life
• Reference must be made to the deceased’s school legacy without including his/her chequered past
• Reference to other victims of the accident could be made [25]

2.5 FORMAL REPORT

• Formal register
• Focus is on investigating the implementation of effective recycling on the school premises
• Must include recommendations [25]

2.6 LETTER OF APPLICATION

• Candidate must sell himself/herself as a suitable candidate
• Could refer to involvement with conservation projects
• Must cover all the aspects mentioned in the advertisement
• Must use address provided [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-level 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] 

ASSESSMENT RUBRIC FOR TRANSACTIONAL TEXT – HOME LANGUAGE [25 MARKS]