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GRADE 12 GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH FIRST ADDITIONAL LANGUAGE P3 NOVEMBER 2010 MEMORANDUM MARKS: 100 This memorandum consists of 9 pages. Copyright reserved Please turn over English First Additional Language/P3 2 NSC – Memorandum DBE/November 2010 INSTRUCTIONS AND INFORMATION This memorandum must be used together with the attached English FAL assessment rubrics for SECTIONS A, B and C. SECTION A: ESSAY QUESTION 1 Instructions to Markers: • • • • Candidates are required to write an essay of 250 to 300 words (1 to 1 ? pages) on ONE topic only.

Full credit must be given for the candidate’s own interpretation. Marking must be objective. Consider the background of the candidate and 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 attached rubric: o Content and planning (32 marks) o Language, style and editing (12 marks) o Structure (6 marks) NOTE: Do not impose additional penalties as any deviations are addressed by the rubric. 1. 1 Write an essay that includes the following words: This was truly money well spent. • • Narrative/Reflective essay The words given in the topic MUST be included somewhere in the essay. The candidate has to indicate what the money was spent on and why it was worthwhile. [50] 1. 2 Write an essay that includes the following words: This experience has made me realise that … • • • • • Reflective/Narrative essay The words given in the topic MUST be included somewhere in the essay. The essay must be written in the first person. The candidate must relate the experience and say what the realisation has been. The experience may be an observed one or one about which the candidate may have read.

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The experience must be personalised to indicate what the candidate has realised. Please turn over [50] Copyright reserved English First Additional Language/P3 3 NSC – Memorandum DBE/November 2010 1. 3 Should alcohol and cigarettes be advertised in the mass media? Discuss your views. • • • Argumentative/Discursive essay The candidate must express his/her point of view and provide substantiation/motivation. The essay must be written in the first person. [50] 1. 4 An amazing performance! • • • Descriptive/Reflective/Narrative essay The essay may be about ANY performance.

The essay must indicate why the performance is/was amazing. [50] 1. 5 A truly remarkable person • • • Reflective/Descriptive essay The person described in the essay may be well-known or known only to the candidate. The essay must focus on what makes the person remarkable in the candidate’s view. [50] 1. 6 We are destroying our planet. • • Discursive/Descriptive/Argumentative/Reflective essay The candidate may agree/disagree with the statement and provide motivation or describe/reflect on how the planet is being destroyed. [50] 1. 7 That smile really changed my day. • • Descriptive/Narrative essay Description/Narration of the candidate’s day before and after the smile. The candidate’s thoughts and feelings after the smile. [50] 1. 8 Interpretation of pictures. • • • • • The candidate may interpret a picture in any way. The candidate may choose to write ANY type of essay. The interpretation should be linked to the pictures. The candidate should give the essay a suitable title. The candidate may write in any appropriate tense. TOTAL SECTION A: [50] 50 Copyright reserved Please turn over English First Additional Language/P3 4 NSC – Memorandum DBE/November 2010

SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 Instructions to Markers: • • • • Candidates are required to answer ONE question. The body of each response must be between 120 and 150 words (about 12 to 15 lines) in length. Marking must be objective. Consider the background of the candidates and 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: o Content, planning and format (20 marks) o Language, style and editing (10 marks)

NOTE: No additional penalties may be imposed as any deviations are addressed by the rubric. 2. 1 INTERVIEW • • • • 2. 2 The interview must be between the manager of a government department and the candidate as an applicant for the bursary. The interview should be about the candidate’s application for a bursary. The register and tone of the interview must be formal. The dialogue format must be used. [30] FORMAL LETTER • • • • The letter should be addressed to the manager of a company. The content should include references to the success of the event and thanks for the sponsorship.

The tone and register of the letter should be formal. The following aspects of format should be included: o Address of sender o Date o Address of recipient o Greeting/Salutation (e. g. Sir, Madam, Dear Sir, Dear Madam, Dear Mr Smith) o Subject line/heading o Suitable ending (Yours sincerely/Yours faithfully) o Signature and printed name of sender. [30] Copyright reserved Please turn over English First Additional Language/P3 5 NSC – Memorandum DBE/November 2010 2. 3 NEWSPAPER ARTICLE • • • • The article must have a heading/headline. The article must be written in paragraphs.

The suggestions/advice/tips may be bulleted/numbered. The tone and register of the article may be formal or informal. The article must be on how to avoid becoming a victim of crime, i. e. the suggestions should be about preventive measures. [30] 2. 4 REPORT • • • The report may but need not have headings. The tone and register of the report should be formal. The report must be on the injury sustained by a team member from the perspective of the captain of the team, including the action taken afterwards, e. g. first-aid rendered, transportation to the hospital and treatment.

The report must be signed and dated. • [30] TOTAL SECTION B: 30 Copyright reserved Please turn over English First Additional Language/P3 6 NSC – Memorandum DBE/November 2010 SECTION C: SHORTER TEXT – TRANSACTIONAL/REFERENTIAL/INFORMATIONAL QUESTION 3 Instructions to Markers: • • • • Candidates are required to answer ONE question. The body of each response must be between 80 and 100 words (about 8 to 10 lines) in length. Marking must be objective. Consider the background of the candidates and 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 attached rubric: o Content, planning and format (13 marks) o Language, style and editing (7 marks) No additional penalties may be imposed as any deviations are addressed by the rubric. ADVERTISEMENT • • • 3. 2 The advertisement should include details about the product and persuade readers to buy it. The language, tone and register may be informal. Do not award marks for illustrations. NOTE: 3. 1 [20] FORMAL INVITATION • • • The invitation must be addressed to the RCL president of a neighbouring school.

The tone and register of the invitation must be formal. Important details of the event must be included (e. g. date, time, venue dress code, the name of the speaker and RSVP details). NOTE: Accept BOTH the invitation card and the formal letter format. [20] 3. 3 DIRECTIONS • • The directions given must be from Lucky’s Supermarket (point X) to the post office (point Y). Candidates must make reference to streets AND landmarks on the route that they have chosen. [20] TOTAL SECTION C: GRAND TOTAL: 20 100 NOTE: There is more than one route to the post office. Copyright reserved Please turn over English First Additional Language/P3 NSC – Memorandum DBE/November 2010 SECTION A: RUBRIC FOR ASSESSING AN ESSAY – FIRST ADDITIONAL LANGUAGE (50) Code 7: Outstanding 80 – 100% 26 – 32 -Content shows impressive insight into topic. -Ideas thoughtprovoking, mature. -Planning &/or drafting has produced a virtually flawless, excellent essay. 10 – 12 -Critical awareness of impact of language. -Language, punctuation effectively used. Figurative language used. -Choice of words highly appropriate. -Style, tone, register highly suited to topic. -Virtually error-free following proofreading & editing. Code 6: Meritorious 70 – 79% 22? – 25? Content shows good interpretation of topic. -Ideas imaginative, interesting. – Planning &/or drafting has produced a well-crafted & very good essay. Code 5: Substantial 60 – 69% 19? – 22 -Content shows a sound interpretation of the topic. -Ideas interesting, convincing. – Planning &/or drafting has produced a presentable essay. Code 4: Adequate 50 – 59% 16 – 19 -Content an adequate interpretation of topic. -Ideas ordinary, lacking depth. – Planning &/or drafting has produced a satisfactorily presented essay. 6–7 -Some awareness of impact of language. -Language simplistic, punctuation adequate. Choice of words adequate. -Style, tone, register generally consistent with topic requirements. -Still contains errors following proofreading, editing. Code 3: Moderate 40 – 49% 13 – 15? -Content ordinary. Gaps in coherence. -Ideas mostly relevant. Repetitive. – Planning &/or drafting has produced a moderately presentable & coherent essay. 5 – 5? -Limited critical language awareness. -Language ordinary & punctuation often inaccurately used. -Choice of words basic. -Style, tone register lacking in coherence. -Contains several errors following proofreading, editing. Code 2: Elementary 30 – 39% 10 – 12? Content not always clear, lacks coherence. -Few ideas, often repetitive. -Inadequate evidence of planning/drafting. Essay not well presented. 4 – 4? -Language & punctuation flawed. -Choice of words limited. -Style, tone, register inappropriate. -Error-ridden despite proofreading, editing. Code 1: Not achieved 0 – 29% 0 – 9? -Content irrelevant. No coherence. -Ideas repetitive. -Non-existent planning/drafting. Poorly presented essay. CONTENT & PLANNING (32 MARKS) 8? – 9? -Critical awareness of impact of language. -Language, punctuation correct; able to include figurative language correctly. Choice of words varied & correctly used. -Style, tone, register appropriately suited to topic. -Largely error-free following proofreading, editing. 4? -Logical development of details. Coherent. -Sentences, paragraphs logical, varied. -Length correct. 7? – 8 -Critical awareness of language evident. -Language & punctuation mostly correct. -Choice of words suited to text. -Style, tone, register suited to topic in most of the essay. -By and large errorfree following proofreading, editing. 0 – 3? -Language & punctuation seriously flawed. -Choice of words inappropriate. -Style, tone, register flawed in all aspects. Error-ridden & confused following proofreading, editing. LANGUAGE, STYLE & EDITING (12 MARKS) 5–6 -Coherent development of topic. Vivid detail. -Sentences, paragraphs coherently constructed. -Length in accordance with requirements of topic. 4 -Several relevant details developed. -Sentences, paragraphs well constructed. -Length correct. 3 – 3? -Some points, necessary details developed. -Sentences, paragraphing might be faulty in places but essay still makes sense. -Length almost correct. 2? -Some necessary points evident. -Sentences, paragraphs faulty but ideas can be understood. -Length – too long/short. 2 0 – 1?

STRUCTURE (6 MARKS) -Sometimes off topic. -Off topic. General line of -Sentences, thought difficult to paragraphs muddled, follow. inconsistent. -Sentences, Length – far too paragraphs long/short. constructed at an elementary level. -Length – too long/short. [From: Examination Guidelines: Languages Paper 3/2 – January 2009] Copyright reserved Please turn over English First Additional Language/Paper 3 8 NSC – Memorandum DBE/November 2010 SECTION B: RUBRIC FOR ASSESSING LONGER TRANSACTIONAL TEXTS – FIRST ADDITIONAL LANGUAGE (30) Code 7: Outstanding 80 – 100% 16 – 20 -Specialised knowledge of requirements of the text. Disciplined writing – maintains thorough focus, no digressions. -Text fully coherent in content & ideas & all detail support the topic. -Evidence of planning &/or drafting has produced a virtually flawlessly presentable text. -Has applied all the necessary rules of format/outstanding. Code 6: Meritorious 70 – 79% 14 – 15? -Good knowledge of requirements of the text. -Disciplined writing – learner maintains focus, hardly any digressions. -Text is coherent in content & ideas, with all details supporting the topic. -Evidence of planning &/or drafting has produced a well crafted, presentable text. Has applied the necessary rules of format/meritorious. Code 5: Substantial 60 – 69% 12 – 13? -Fair knowledge of requirements of the text. -Writing – learner maintains focus, with minor digressions. -Text is coherent in content & ideas, and details support the topic. -Evidence of planning &/or drafting has produced a presentable & good text. -Has applied most of the necessary rules of format/substantial. Code 4: Adequate 50 – 59% 10 – 11? -Adequate knowledge of requirements of the text. -Writing – learner digresses from topic but does not impede overall meaning. Text adequately coherent in content & ideas & some details support the topic. -Evidence of planning &/or drafting has produced a satisfactorily presented text. -Has applied an adequate idea of the requirements of format. Code 3: Moderate 40 – 49% 8 – 9? -Moderate knowledge of requirements of the text. Response to writing task reveals a narrow focus. -Writing – learner digresses, meaning is vague in places. -Text moderately coherent in content & ideas and has basic details which support the topic. -Evidence of planning &/or drafting has produced a moderately presentable & coherent text. Has a moderate idea of requirements of format – some critical oversights. 4 – 4? -Text is basically constructed. Several errors. -Vocabulary is limited & not very suitable for the purpose, audience & context. -Lapses in style, -Text contains several errors following proofreading, editing. -Length – too long/short. Code 2: Elementary 30 – 39% 6 – 7? -Elementary knowledge of requirements of the text. Response to writing task reveals a limited focus. -Writing – learner digresses, meaning is obscure in places. -Text not always coherent in content & ideas, and has few details which support the topic. Inadequate planning &/or drafting. Text not well presented, -Has vaguely applied the necessary rules of format. Code 1: Not achieved 0 – 29% 0 – 5? -No knowledge of requirements of the text. -Writing – learner digresses, meaning is obscure in places. -Text not coherent in content & ideas, too few details to support topic. -Planning/ drafting non- existent. Poorly presented text. -Has not applied the necessary rules of format. CONTENT, PLANNING & FORMAT (20 MARKS) 8 – 10 -Text is grammatically accurate & well constructed. -Vocabulary is very appropriate to purpose, audience & context. -Style, tone, register very appropriate. Text virtually errorfree following proofreading, editing. -Length correct. 7 – 7? -Text is well constructed & accurate. -Vocabulary is mostly appropriate to purpose, audience & context. -Style, tone and register mostly appropriate -Text largely errorfree following proofreading, editing. -Length correct. 6 – 6? -Text is well constructed & easy to read. -Vocabulary is appropriate to purpose, audience & context. -Style, tone, register generally appropriate. -Text mostly errorfree following proofreading, editing. -Length correct. 5 – 5? -Text is adequately constructed. Errors do not impede flow. Vocabulary is adequate for the purpose, audience & context. -Style, tone, register adequately appropriate. -Text still contains a few errors following proofreading, editing. -Length almost correct. 3 – 3? -Text is poorly constructed & difficult to follow. -Vocabulary requires remediation & not suitable for purpose, audience & context. -Style, tone & register inappropriate. -Text error-ridden despite proofreading, editing. -Length – too long/short. 0 – 2? LANGUAGE, STYLE & EDITING (10 MARKS) -Text is poorly constructed and muddled. -Vocabulary requires serious remediation & not suitable for purpose. Style, tone & register do not correspond with topic -Text error-ridden and confused following proofreading, editing. -Length – far too long/short. [From: Examination Guidelines: Languages Paper 3/2 – January 2009] Copyright reserved Please turn over English First Additional Language/P3 9 NSC – Memorandum DBE/November 2010 SECTION C: RUBRIC FOR ASSESSING SHORTER TRANSACTIONAL/REFERENCE/INFORMATIONAL TEXTS FIRST ADDITIONAL LANGUAGE (20) Code 7: Outstanding 80 – 100% 10? – 13 -Specialised knowledge of requirements of text. -Disciplined writing – learner maintains thorough focus, no digressions. Text fully coherent in content & ideas, and all details support topic. -Evidence of planning &/or drafting has produced a virtually flawless, presentable text. -Has applied all the necessary rules of format. Code 6: Meritorious 70 – 79% 9? – 10 -Good knowledge of requirements of text. -Disciplined writing – learner maintains focus, hardly any digressions. -Text is coherent in content & ideas with all details supporting the topic. -Evidence of planning &/or drafting has produced a well crafted & presentable text. -Has applied the necessary rules of format. Code 5: Substantial 60 – 69% 8–9 -Fair knowledge of requirements of the text. Writing – learner maintains focus, with minor digressions. -Text is coherent in content & ideas, and details support topic. -Evidence of planning &/or drafting has produced a presentable and good text. -Has applied most of the necessary rules of format. Code 4: Adequate 50 – 59% 6? – 7? -Adequate knowledge of requirements of text. -Writing – learner digresses but does not impede overall meaning. -Text adequately coherent in content & ideas and some details support topic. -Evidence of planning &/or drafting has produced a satisfactorily presented text. -Has applied an adequate idea of the requirements of format.

Code 3: Moderate 40 – 49% 5? – 6 -Moderate knowledge of requirements of the text. Response to writing task reveals a narrow focus. -Writing – learner digresses, meaning vague in places. -Text moderately coherent in content & ideas and has basic details which support the topic. -Evidence of planning &/or drafting that has produced a moderately presentable & coherent text. -Has a moderate idea of requirements of the format – some critical oversights. 3 -Text is basically constructed. Several errors. -Vocabulary is limited and not very suitable for purpose, audience and context. -Lapses in style, tone and register. Text contains several errors following proofreading, editing. -Length – too long/short. Code 2: Elementary 30 – 39% 4–5 -Elementary knowledge of requirements of the text. Response to writing task reveals a limited focus. -Writing – learner digresses, meaning obscure in places. -Text not always coherent in content & ideas, and has few details which support topic. -Planning/drafting inadequate. Text not well presented, -Has vaguely applied the necessary rules of format. Code 1: Not achieved 0 – 29% 0 – 3? -No knowledge of requirements of the text. -Writing – learner digresses, meaning is obscure in places. Text not coherent in content & ideas and too few details to support the topic. -Planning and drafting non-existent. Poorly presented text. -Has not applied the necessary rules of format. CONTENT, PLANNING & FORMAT (13 MARKS) 6–7 -Text is grammatically accurate and well constructed. -Vocabulary is very appropriate to purpose, audience and context. -Style, tone, register very appropriate. -Text virtually errorfree following proofreading and editing. -Length correct. 5 – 5? -Text is well constructed and accurate. -Vocabulary is mostly appropriate to purpose, audience and context. -Style, tone and register mostly appropriate. Text largely errorfree following proofreading, editing. -Length correct. 4? -Text is well constructed and easy to read. -Vocabulary is very appropriate to purpose, audience and context. -Style, tone, register generally appropriate. -Text mostly errorfree following proofreading, editing. -Length correct. 3? – 4 -Text is adequately constructed. Errors do not impede flow. -Vocabulary is adequate for purpose, audience & context. -Style, tone and register adequately appropriate. -Text still contains few errors following proofreading, editing. -Length almost correct. 2? -Text is poorly constructed and difficult to follow. Vocabulary requires some remediation and not suitable for purpose, audience and context. -Style, tone and register inappropriate. -Text error-ridden despite proofreading, editing. -Length – too long/short. 0–2 -Text is poorly constructed and muddled. -Vocabulary requires serious remediation & not suitable for purpose. -Style, tone & register do not correspond with topic -Text error-ridden and confused following proofreading, editing. -Length – far too long/short. LANGUAGE, STYLE & EDITING (7 MARKS) [From: Examination Guidelines: Languages Paper 3/2 – January 2009] Copyright reserved

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