English FAL Grade 12 Paper 3 2011 – Memo - Teacher's Monthly

English First Additional Language/P3 4 DBE/November 2011NSC – Memorandum1.6 The power of music• Descriptive/Reflective/Narrative essay• The following must be considered:o If descriptive, there must be a vivid description of the impact ofmusic.o If reflective, there must be a personal account of thoughtprocesses and feelings/emotions about the power of music.o If narrative, a story with a strong story line must be evident inwhich a series of events illustrates the topic. There must be alogical sequence of tense. [50]1.7 Interpretation of pictures• Candidates may interpret the pictures in any way.• The interpretation should be linked to the pictures.• Candidates should give the essay a suitable title.• Candidates may write in any appropriate tense.• The following ideas may be explored in response to the pictures,among others:1.7.11.7.2oooooabstract interpretation: e.g. personal or spiritual scars/wounds and the healing of those, society, crime, politicalissues, etc.a more literal approach might include: heart disease/brokenrelationships/emotional trauma, etc.social interpretations: family/parenthood/becoming parentsat a young age, etc.personal interpretation: friendship/joy/togetherness/health/lifestyle, etc.a more literal interpretation might include: hairstyles/fashion/Rastafarianism, etc. [50]TOTAL SECTION A: 50Copyright reservedPlease turn over

English First Additional Language/P3 5 DBE/November 2011NSC – MemorandumSECTION B: LONGER TRANSACTIONAL TEXTQUESTION 2Instructions to Markers:• Candidates are required to answer ONE question.• Marking must be objective. Consider the background of the candidates and givecredit for relevant ideas.• Use the 30-mark assessment rubric to mark the responses in this section. Thetexts produced by candidates must be assessed according to the following criteria,as set out in the assessment rubric:o Content, planning and format (20 marks)o Language, style and editing (10 marks)NOTE: No additional penalties may be imposed as the rubric itself imposes penalties.2.1 FORMAL LETTER• The letter should be addressed to the manager of ABC Store.• The tone and register of the letter should be formal.• The following aspects of format should be included:o Address of sendero Dateo Address of recipiento Greeting/Salutationo Subject lineo Suitable ending• The following information should be included in the letter, amongothers:o The candidate's interest in the positiono An indication of the candidate's language abilityo A mention of people skillso Reference to previous work experienceo Any other information which might influence the appointment. [30]Copyright reservedPlease turn over

English First Additional Language/P3 6 DBE/November 2011NSC – Memorandum2.2 DIALOGUENOTE:• The correct dialogue format must be used:o The names of the characters on the left-hand side of the pageo A colon after the name of the speakero A new line to indicate each new speakero Stage directions (tone of voice, actions, etc.) in brackets before thespoken words, if applicable.• The following ideas may be explored, among others:o The item being returned, as well as the reason for returning it mustbe clear.o The disagreement/conflict should be evident.o A positive OR negative solution must be evident. [30]2.3 SPEECH• The speech must be in paragraph form.• The tone of the speech should be formal.• The language and register should be appropriate to the audience (thelearners and staff of the school).• The audience should be addressed appropriately (e.g. The Principal,teachers and learners ...).• Consider the following:o The content of the speech should be relevant to the occasion(should be about saying goodbye).o Accept different approaches to the presentation of the speech.o A logical and appropriate closure to the speech should be evident. [30]2.4 MAGAZINE ARTICLE• The heading must be interesting.• The style should be personal, speaking directly to the reader. The stylecan be descriptive.• The article should stimulate interest.• Paragraphs should not be too long, encouraging easy reading.• Consider the following:o The content of the article should be relevant and appealing toschool learners.o Sporting highlights should be clear. [30]TOTAL SECTION B: 30Copyright reservedPlease turn over

English First Additional Language/P3 7 DBE/November 2011NSC – MemorandumSECTION C: SHORTER TEXT – TRANSACTIONAL/REFERENTIAL/INFORMATIONALQUESTION 3Instructions to Markers:• Candidates are required to answer ONE question.• Marking must be objective. Consider the background of the candidates and givecredit for relevant ideas.• Use the 20-mark assessment rubric to mark the responses in this section. Thetexts produced by candidates must be assessed according to the following criteria,as set out in the assessment rubric:o Content, planning and format (13 marks)o Language, style and editing (7 marks)NOTE: No additional penalties must be imposed as the rubric itself imposes penalties.3.1 ADVERTISEMENT• The advertisement should persuade people to buy the product.(Persuasive language and catch phrases should be used.)• The following should be included, among others:o Description of the producto Brand nameo Slogano Where to find the product/How to obtain ito PriceNOTE: Do NOT award marks for illustrations. [20]3.2 POSTCARD• The language (including the salutation and ending/conclusion) can beinformal and colloquial, but should not include slang expressions.• Complete sentences are not required.• The content must be brief but informative.NOTE: Do NOT award marks for illustrations. [20]Copyright reservedPlease turn over

English First Additional Language/P3 8 DBE/November 2011NSC – Memorandum3.3 INSTRUCTIONS• The contents of the instructions should relate to the managing of thecleaning of the classroom OR only the cleaning.• Instructions should be given in a logical sequence.• The instructions may be in point or paragraph form.• Numbers or bullets may be used to indicate each new instruction.Candidates may also choose to write each instruction on a new line orleave lines between instructions.• The language should be clear and instructive.• Complete sentences are not necessary.TOTAL SECTION C:GRAND TOTAL:[20]20100Copyright reservedPlease turn over

English First Additional Language/P3 9 DBE/November 2011NSC – MemorandumSECTION A: RUBRIC FOR ASSESSING AN ESSAY – FIRST ADDITIONAL LANGUAGE (50)Code 7:Outstanding80–100%26–32Code 6:Meritorious70–79%22½–25½Code 5:Substantial60–69%19½–22Code 4:Adequate50–59%16–19Code 3:Moderate40–49%13–15½Code 2:Elementary30–39%10– 12Code 1:Not achieved0–29%0–9½CONTENT &PLANNING(32 MARKS)-Content showsimpressive insightinto topic.-Ideas thoughtprovoking,mature.-Planning &/ordrafting has produceda virtually flawless,presentable essay.10–12-Content showsthoroughinterpretation of topic.-Ideas imaginative,interesting.- Planning &/ordrafting has produceda well-crafted &presentable essay.8½–9½-Content shows asound interpretationof the topic.-Ideas interesting,convincing.- Planning &/ordrafting has produceda presentable & verygood essay.7½–8-Content anadequateinterpretation of topic.-Ideas ordinary,lacking depth.- Planning &/ordrafting hasproduced asatisfactorilypresented essay.6–7-Content ordinary.Gaps in coherence.-Ideas mostlyrelevant. Repetitive.- Planning &/ordrafting hasproduced amoderatelypresentable &coherent essay.5–5½2½-Content not alwaysclear, lackscoherence.-Few ideas, oftenrepetitive.-Inadequate evidenceof planning/drafting.Essay not wellpresented.4–4½-Content irrelevant.No coherence.-Ideas repetitive.-Non-existentplanning/drafting.Poorly presentedessay.0–3½LANGUAGE, STYLE& EDITING(12 MARKS)-Critical awareness ofimpact of language.-Language,punctuationeffectively used.Uses figurativelanguage.-Choice of wordshighly appropriate.-Style, tone, registerhighly suited to topic.-Virtually error-freefollowing proofreading& editing.5–6-Critical awareness ofimpact of language.-Language,punctuation correct;able to includefigurative languagecorrectly.-Choice of wordsvaried & correctlyused.-Style, tone, registerappropriately suitedto topic.-Largely error-freefollowing proofreading,editing.4½-Critical awareness oflanguage evident.-Language &punctuation mostlycorrect.-Choice of wordssuited to text.-Style, tone, registersuited to topic in mostof the essay.-By and large errorfreefollowing proofreading,editing.4-Some awareness ofimpact of language.-Language simplistic,punctuationadequate.-Choice of wordsadequate.-Style, tone, registergenerally consistentwith topicrequirements.-Still contains errorsfollowing proofreading,editing.3–3½-Limited criticallanguage awareness.-Language ordinary &punctuation ofteninaccurately used.-Choice of wordsbasic.-Style, tone registerlacking in coherence.-Contains severalerrors followingproofreading, editing.2½-Language &punctuation flawed.-Choice of wordslimited.-Style, tone, registerinappropriate.-Error-ridden despiteproofreading, editing.2-Language &punctuation seriouslyflawed.-Choice of wordsinappropriate.-Style, tone, registerflawed in all aspects.-Error-ridden &confused followingproofreading, editing.0–1½STRUCTURE(6 MARKS)-Coherentdevelopment of topic.Vivid detail.-Sentences,paragraphscoherentlyconstructed.-Length inaccordance withrequirements of topic.-Logical developmentof details. Coherent.-Sentences,paragraphs logical,varied.-Length correct.-Several relevantdetails developed.-Sentences,paragraphs wellconstructed.-Length correct.-Some points,necessary detailsdeveloped.-Sentences,paragraphing mightbe faulty in placesbut essay still makessense.-Length almostcorrect.-Some necessarypoints evident.-Sentences,paragraphs faulty butideas can beunderstood.-Length – toolong/short.-Sometimes off topic.General line ofthought difficult tofollow.-Sentences,paragraphsconstructed at anelementary level.-Length – toolong/short.-Off topic.-Sentences,paragraphs muddled,inconsistent.Length – far toolong/short.[From: Examination Guidelines: Languages Paper 3/2 – January 2009]Copyright reserved Please turn over

English First Additional Language/P3 10 DBE/November 2011NSC – MemorandumSECTION B: RUBRIC FOR ASSESSING LONGER TRANSACTIONAL TEXTS – FIRST ADDITIONAL LANGUAGE (30)Code 7:Outstanding80–100%16–20Code 6:Meritorious70–79%14–15½Code 5:Substantial60–69%12–13½Code 4:Adequate50–59%10–11½Code 3:Moderate40–49%8–9½Code 2:Elementary30–39%6–7½Code 1:Not achieved0– 9%0–5½CONTENT,PLANNING &FORMAT(20 MARKS)-Specialisedknowledge ofrequirements of thetext.-Disciplined writing –maintains thoroughfocus, no digressions.-Text fully coherent incontent & ideas & alldetail support thetopic.-Evidence of planning&/or drafting hasproduced a virtuallyflawlesslypresentable text.-Has applied all thenecessary rules offormat/outstanding.8–10-Good knowledge ofrequirements of thetext.-Disciplined writing –learner maintainsfocus, hardly anydigressions.-Text is coherent incontent & ideas, withall details supportingthe topic.-Evidence of planning&/or drafting hasproduced a wellcrafted, presentabletext.-Has applied thenecessary rules offormat/meritorious.7–7½-Fair knowledge ofrequirements of thetext.-Writing – learnermaintains focus, withminor digressions.-Text is coherent incontent & ideas, anddetails support thetopic.-Evidence of planning&/or drafting hasproduced apresentable & goodtext.-Has applied most ofthe necessary rulesof format/substantial.6–6½-Adequateknowledge ofrequirements of thetext.-Writing – learnerdigresses from topicbut does not impedeoverall meaning.-Text adequatelycoherent in content &ideas & some detailssupport the topic.-Evidence of planning&/or drafting hasproduced asatisfactorilypresented text.-Has applied anadequate idea of therequirements offormat.5–5½-Moderate knowledgeof requirements ofthe text. Response towriting task reveals anarrow focus.-Writing – learnerdigresses, meaningis vague in places.-Text moderatelycoherent in content &ideas and has basicdetails which supportthe topic.-Evidence of planning&/or drafting hasproduced amoderatelypresentable &coherent text.-Has a moderate ideaof requirements offormat – some criticaloversights.4–4½-Elementaryknowledge ofrequirements of thetext. Response towriting task reveals alimited focus.-Writing – learnerdigresses, meaning isobscure in places.-Text not alwayscoherent in content &ideas, and has fewdetails which supportthe topic.-Inadequate planning&/or drafting. Text notwell presented.-Has vaguely appliedthe necessary rulesof format.3–3½-No knowledge ofrequirements of thetext.-Writing – learnerdigresses, meaningis obscure in places.-Text not coherent incontent & ideas, toofew details to supporttopic.-Planning/draftingnon-existent. Poorlypresented text.-Has not applied thenecessary rules offormat.0–2½LANGUAGE, STYLE& EDITING(10 MARKS)-Text isgrammaticallyaccurate & wellconstructed.-Vocabulary is veryappropriate topurpose, audience &context.-Style, tone, registervery appropriate.-Text virtually errorfreefollowing proofreading,editing.-Length correct.-Text is wellconstructed &accurate.-Vocabulary is mostlyappropriate topurpose, audience &context.-Style, tone andregister mostlyappropriate.-Text largely errorfreefollowing proofreading,editing.-Length correct.-Text is wellconstructed & easy toread.-Vocabulary isappropriate topurpose, audience &context.-Style, tone, registergenerally appropriate.-Text mostly errorfreefollowing proofreading,editing.-Length correct.-Text is adequatelyconstructed. Errorsdo not impede flow.-Vocabulary isadequate for thepurpose, audience &context.-Style, tone, registeradequatelyappropriate.-Text still contains afew errors followingproofreading, editing.-Length almostcorrect.-Text is basicallyconstructed. Severalerrors.-Vocabulary is limited& not very suitablefor the purpose,audience & context.-Lapses in style.-Text containsseveral errorsfollowing proofreading,editing.-Length – toolong/short.-Text is poorlyconstructed& difficult to follow.-Vocabulary requiresremediation & notsuitable for purpose,audience & context.-Style, tone & registerinappropriate.-Text error-riddendespite proofreading,editing.-Length – toolong/short.-Text is poorlyconstructed andmuddled.-Vocabulary requiresserious remediation& not suitable forpurpose.-Style, tone & registerdo not correspondwith topic.-Text error-riddenand confusedfollowing proofreading,editing.-Length – far toolong/short.[From: Examination Guidelines: Languages Paper 3/2 – January 2009]Copyright reservedPlease turn over