ENGLISH HOME LANGUAGE GRADE 12 PAPER 3 MEMORANDUM - NSC PAST PAPERS AND MEMOS SEPTEMBER 2017

Tuesday, 13 July 2021 11:09

ENGLISH HOME LANGUAGE GRADE 12 PAPER 3 MEMORANDUM - NSC PAST PAPERS AND MEMOS SEPTEMBER 2017

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ENGLISH HOME LANGUAGE
GRADE 12
PAPER 3
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

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, development of ideas, and the conclusion.

NOTE:

Various formats of transactional/referential/informational texts have been taught/are in current practice. Therefore, this has to be considered when assessing the format.
Give credit for appropriateness of format.
Look for a logical approach in all writing.

MEMORANDUM

SUGGESTED APPROACH TO MARKING
SECTION A: ESSAY
1.1 POSSIBLE RESPONSES

Narrative/reflective
Finding a solution
Looking back on a problem [50]

1.2 POSSIBLE RESPONSES

Descriptive/narrative/reflective
A change/the unexpected/the unknown/a twist/the unpredictable
Obscured future [50]

1.3 POSSIBLE RESPONSES

Argumentative/discursive/narrative/reflective
Emphasis on personal responsibility/importance of the individual
Need for change [50]

1.4 POSSIBLE RESPONSES

Argumentative/discursive/narrative/reflective
Criticism of mob mentality/conformity/blindly following
Effect of propaganda/inability to think for oneself [50]

1.5 POSSIBLE RESPONSES

Discursive/narrative/reflective/descriptive
Variety of the day/life
Changing perceptions/perspectives [50]

1.6
1.6.1 POSSIBLE RESPONSES

Narrative/discursive/reflective/descriptive
Freedom/escape/achievement
Hunting/being the hunter or the prey
Focus of attention/being alert/searching [50]

1.6.2 POSSIBLE RESPONSES

Narrative/discursive/reflective/descriptive
Gaining perspective/seeing things from another’s point of view
School [50]

1.6.3 POSSIBLE RESPONSES

Narrative/discursive/reflective/descriptive
Africa/nature/the strength of your roots/foundations
Self-reliance/dependence/independence/inter-dependence/growth [50]

TOTAL SECTION A: 50

Related Items

INSTRUCTIONS TO MARKERS
Refer to SECTION A: Rubric for Assessing an Essay found on page 7 of this memorandum.

CRITERIA USED FOR ASSESSMENT
CRITERIA	MARKS
CONTENT AND PLANNING	30
LANGUAGE, STYLE AND EDITING	15
STRUCTURE	5
TOTAL	50

Read the whole piece and decide on a category for CONTENT AND PLANNING.
Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING.
Re-read the piece and select the appropriate category for STRUCTURE.

SECTION B: TRANSACTIONAL TEXT
LEARNERS ARE INSTRUCTED TO ANSWER TWO QUESTIONS
QUESTION 2
2.1 REVIEW

Response to the modernisation and controversial changes
Reference to the aspects of a review
Recommendation to learners [25]

2.2 FORMAL LETTER TO THE PRESS

Formal register
References to/examples of consumer distrust
Consumer reaction [25]

2.3 LETTER OF REQUEST

Formal register
Identification of charity/cause/welfare association and reasons for choice
Motivation and details of required sponsorship [25]

2.4 AGENDA AND MINUTES

Formal language
Use of past tense
Minutes must be aligned to the agenda [25]

2.5 FORMAL SPEECH

Formal situation
Focus is on effective communication to ensure success at school and beyond
Peer target audience [25]

2.6 INTERVIEW

Continuation of the story of his life
Inspirational content required
Informal register acceptable [25]

INSTRUCTIONS TO MARKERS
Refer to SECTION B: Rubric for Assessing Transactional Texts found on page 8 of this memorandum.

CRITERIA USED FOR ASSESSMENT
CRITERIA	MARKS
CONTENT, PLANNING AND FORMAT	15
LANGUAGE, STYLE AND EDITING	10
TOTAL	25

Read the whole piece and decide on a category for CONTENT, PLANNING AND FORMAT.
Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING.

TOTAL SECTION B: 50
GRAND TOTAL: 100

RUBRIC FOR ASSESSING ESSAY [50 MARKS]

Criteria		Exceptional	Skilful	Moderate	Elementary	Inadequate
CONTENT AND PLANNING (Response and ideas) Organisation of ideas for planning Awareness of purpose, audience and context 30 MARKS	UPPER LEVEL	28–30	22–24	16–18	10–12	4–6
	UPPER LEVEL	Outstanding/Striking response beyond normal expectations. Intelligent, thought provoking and mature ideas Exceptionally well organised and coherent (connected) including introduction, body and conclusion/ending.	Very well-crafted response. Fully relevant and interesting. Ideas with 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
	LOWER LEVEL	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 AND 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
	UPPER LEVEL	Tone, register, style, 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. Highly 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
	LOWER LEVEL	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 with 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 well 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 sense despite flaws.	Necessary points lacking Sentences and paragraphs faulty
MARKS RANGE		40–50	30–39	20–29	10–19	0–9

ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT HOME LANGUAGE [25 MARKS]

Criteria	Exceptional	Skilful	Moderate	Elementary	Inadequate
CONTENT PLANNING AND FORMAT Response and ideas Organisation of ideas for planning Purpose, audience and features/ conventions and context 15 MARKS	13-15	10-12	7-9	4-6	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 Has vaguely applied necessary rules of format Some critical oversights.	Response reveals no knowledge of features of the type of text Meaning is obscure with major digressions. Not coherent in content and ideas. Very few details support the topic. Has not applied necessary rules of format.
LANGUAGE, STYLE AND EDITING Tone, register, style, purpose/ effect, audience and context Language use and conventions. Word choice Punctuation, spelling 10 MARKS	9-10	7-8	5-6	3-4	0-2
	Tone, register, style, 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 is 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 obscured
MARKS RANGE	20–25	15–19	10–14	5–9	0–4

Last modified on Wednesday, 14 July 2021 07:26

Published in 2017 September Grade 12 Trial Examinations