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

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