ENGLISH HOME LANGUAGE P3
GRADE 12
MEMORANDUM
NATIONAL SENIOR CERTIFICATE
NOVEMBER 2016

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, the development of ideas and the conclusion.

SUGGESTED APPROACH TO MARKING
SECTION A: ESSAY
Refer to SECTION A: Rubric for Assessing an Essay, found on pages 7 and 8 of this memorandum.

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 this memorandum.

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.

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, expository, discursive, or any combination of these.
1.1 Embrace the magic of new beginnings.
Responses could include biographical/spiritual/societal/fantastical 'beginnings', etc.
[50]
1.2 'History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again.'
(Maya Angelou)

• Focus on the concept of learning lessons from history (e.g. political, social, personal) instead of ignoring it.
• Credit responses that present an opposing view.
  [50]

1.3 The unwritten rule

• Focus must be on 'unwritten’.
• Credit literal and/or figurative responses.
  [50]

1.4 The world can be an amazing place when you are slightly strange.

• Responses may focus on the positive outcome of behaving/living eccentrically/strangely.
• Credit responses that present opposing views.
  [50]

1.5
'Whoever wants music instead of noise,
joy instead of pleasure
soul instead of gold…
finds no home
in this trivial world of ours.'
(Hermann Hesse)

• Candidates' responses may relate to the contrast between earthly/superficial and spiritual/deeper aspects of life.
• There must be a link between any part(s) of the first 3 lines and the last 2 lines.
  [50]

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.

1.6 NOTE:There must be a clear link between the essay and the picture chosen.
1.6.1 Frayed/Fraying rope
Credit literal/figurative/mixed responses.
[50]
1.6.2 Birds/New Horizons/Open Cage

• Candidates may focus on the full/any aspect of the visual. However, if a candidate deals with too limited an aspect of the visual, it should be seen as a flaw (e.g. a focus solely on the moon).
  NB: Focus on a dominant element such as the bird cage ought not to be seen as a flaw.
• Concept of freedom from captivity/oppression could be explored.
  [50]

1.6.3 Reflection

• Focus could be on spirit/conscience/self-reflection, etc.
• Credit literal/figurative/mixed responses.
  [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 of the responses should be 180–200 words (20–25 lines) in length. The language, register, style and tone must be appropriate to the context.

2.1 DIALOGUE

• Any two characters should participate (grafitti artists, passers - by and sedentary viewers)
• Valid dialogue format [25]

2.2 OBITUARY
Details of the person's life must be clear, e.g. his/her impact on/contribution to the lives of others.
[25]
2.3 LETTER OF REQUEST

• Letter should include nature of the problem and the suggested interventions.
• Format: address; date; name and address of recipient; salutation; subject line; signing off
• Credit candidates who make reference to the satellite dishes.
  [25]

2.4 MAGAZINE ARTICLE

• The candidate should focus on the success of the community project and motivate why it should be initiated in other communities.
• Format: heading and by-line (optional)
  [25]

2.5 BOOK REVIEW

• The book under review should be life-changing/thought-provoking/self-reflective.
• Format: title; author; headline (genre/by-line – optional)
  [25]

2.6 SPEECH

• Speech should deal with the impact of verbal abuse.
• It could include suggestions/coping mechanisms, etc.
• It must be convincing/persuasive.
  [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 sub-category 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]