ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 3
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017
INSTRUCTIONS AND INFORMATION
This memorandum must be used together with the attached English FAL assessment rubrics for SECTIONS A, B and C.
MEMORANDUM
SECTION A: ESSAY
QUESTION 1
Instructions to Markers:
- Candidates are required to write on ONE topic only.
- The ideas listed below the topics are only some ways in which the topic could be interpreted.
- Full credit must be given for the candidates' own interpretation.
- Marking must be objective. Give credit for relevant ideas.
- Use the 50-mark assessment rubric to mark the essays. The texts produced by candidates must be assessed according to the following criteria as set out in the assessment rubric:
- Content and planning (30 marks)
- Language, style and editing (15 marks)
- Structure (5 marks)
NOTE: No additional penalties may be imposed as the rubric itself imposes penalties.
1.1 A memorable journey
Reflective/Descriptive/Narrative
- If reflective, the essay should convey emotional reactions and feelings experienced by the writer.
- If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description clear.
- If narrative, the essay must have a strong story line. The essay must have an interesting ending.
- The candidate may refer to a literal or a figurative journey.
- It must be clear why the journey was memorable.
[50]
1.2 Write a story that includes the following words:
I regret pressing 'Send' on my cellphone.
Narrative/Reflective
- If narrative, the essay must have a strong story line, usually written in the past tense. The essay must have an interesting ending.
- If reflective, the essay should convey emotional reactions and feelings experienced by the writer.
[50]
1.3 The people who make my life interesting
Descriptive/Narrative/Reflective
- If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description clear.
- If narrative, the essay must have a strong story line, usually written in the past tense. The essay must have an interesting ending.
- If reflective, the essay should convey emotional reactions and feelings.
[50]
1.4 There is too much pressure on the youth to have perfect bodies.
Argumentative/Discursive/Reflective
- If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate should give a range of arguments to support and substantiate his/her view. The conclusion should be a strong, clear and convincing statement of the writer's opinion.
- If discursive, the writer may come to a particular conclusion at the end of the essay but the arguments for and against must be well-balanced and clearly analysed in the course of the essay.
- If reflective, the writer must still take a stance for or against the topic. The essay must convey a personal response to the issue.
[50]
1.5 Do not start your day with broken pieces of yesterday.
Narrative/Reflective/Descriptive
- If narrative, the essay must have a strong story line, usually written in the past tense. The essay must have an interesting ending.
- If reflective, the essay should convey emotional reactions and feelings experienced by the writer.
- If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description clear.
[50]
1.6 Success is the result of hard work; luck has nothing to do with it.
Discursive/Argumentative
- If discursive, the writer may come to a particular conclusion at the end of the essay but the arguments for and against must be well-balanced and clearly analysed in the course of the essay.
- If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate should give a range of arguments to support and substantiate his/her view. The conclusion should be a strong, clear and convincing statement of the writer's opinion.
[50]
1.7 Interpretation of pictures
- The candidate may interpret the pictures in any way.
- The candidate may choose to write any type of essay.
- The interpretation must be linked to the picture.
- The candidate should give the essay a suitable title.
- The candidate may write in any appropriate tense.
1.7.1 Picture: Tree/Recycling
- Literal interpretations: recycling, deforestation, environmental issues.
- Figurative interpretations: source of life, life seasons.
[50]
1.7.2 Picture: Grandmother with girl reading
- Literal interpretations: the importance of reading, reading to children, literacy, adult literacy.
- Figurative interpretations: love, happiness, relationships between grandparents and grandchildren, the role of grandparents/grandmothers/women, aging vs. youthfulness.
[50]
TOTAL SECTION A: 50
Related Items
SECTION B: LONGER TRANSACTIONAL TEXT
QUESTION 2
Instructions to Markers:
- Candidates are required to answer ONE question.
- Marking must be objective. Give credit for relevant ideas.
- Use the 30-mark assessment rubric to mark the responses in this section. The texts produced by candidates must be assessed according to the following criteria as set out in the attached rubric:
- Content, planning and format (18 marks)
- Language, style and editing (12 marks)
NOTE: No additional penalties may be imposed as the rubric itself imposes penalties.
2.1 FORMAL LETTER TO THE PRESS
A letter to the editor about whether matric results should be published in the newspapers or not.
- The following aspects of format should be included:
- Address of sender
- Date
- Recipient: the editor
- Name of the newspaper
- Address of recipient
- Greeting/Salutation
- Topic line
- Suitable ending
- Signature and name of sender
- The tone and register of the letter should be formal.
- The candidate must present his or her point of view clearly.
[30]
2.2 OBITUARY
Obituary of a learner
- The tone must be formal.
- The following aspects of format should be included:
- Full name of the deceased
- Date of birth
- Date of death
- The following information may also be included:
- Birthplace
- Where the person was living at the time of death
- Key survivors (parents, siblings) and their names
- Date and time of funeral
- Biographical information
- A tribute must be paid to the deceased.
[30]
2.3 INFORMAL REPORT
A report to the principal on possible changes to the rules regarding learner uniforms and hairstyles.
- The report must have:
- a topic.
- a recipient.
- a sender.
- The report must be written using an informal format but formal language.
- Slang or colloquial language is not acceptable.
[30]
2.4 INTERVIEW
An interview between the candidate and the radio presenter.
- A brief scenario/context must be given before the speakers start speaking.
- The tone must be formal.
- The following aspects of format must be included:
- The names of the speakers must appear on the left-hand side of the page.
- A colon must appear after the name of each speaker.
- A new line must be used to indicate each speaker.
- The questions must be probing and to the point.
- Stage directions (tone of voice, actions, etc.) must be written in brackets before the spoken words, if applicable.
[30]
TOTAL SECTION B: 30
SECTION C: SHORTER TRANSACTIONAL TEXT
QUESTION 3
Instructions to Markers:
- Candidates are required to answer ONE question.
- Marking must be objective. Give credit for relevant ideas.
- Use the 20-mark assessment rubric to mark the responses in this section. The texts produced by candidates must be assessed according to the following criteria as set out in the assessment rubric:
- Content, planning and format (12 marks)
- Language, style and editing (8 marks)
NOTE: No additional penalties may be imposed as the rubric itself imposes penalties.
3.1 INVITATION CARD
A teacher at your school is about to retire.
- The following aspects of format must be included:
- Date, venue and time
- Type of function should be clear
- Language should be formal and suited to the context.
- Full sentences are not necessary.
- Do not award marks for illustrations.
[20]
3.2 POSTCARD
You and your family have moved to a new country/province.
- The language, tone and register must be informal.
- The content must be about the candidate's experiences in a new country/province.
- The format may be quite informal and may include a receiver and a sender.
- No marks are awarded for illustrations.
[20]
3.3 DIRECTIONS
Directions from the airport to your house in Sprite street.
- The starting point and destination must be specified.
- The directions may be in point or paragraph form.
- Concise and clear sentences must be used.
- The following should be included, among others:
- Landmarks
- Estimated distances
- Specific directions
- No marks are awarded for illustrations.
[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;
- Aw areness 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 w ell organised and coherent (connected), including introduction, body and conclusion/ending
| - Very well-crafted response
- Fully relevant and interesting ideas w ith 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 w ith 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 w ell-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 | 23–30 | 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 SHORTER 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 | 7–8 | 5–6 | 4 | 3 | 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
|
MARK RANGE | 17–20 | 13–15 | 10–11 | 7–8 | 0–5 |