GRADE 11 NOVEMBER 2014 ENGLISH HOME LANGUAGE P3 · 2016-01-05 · NATIONAL SENIOR CERTIFICATE GRADE...

NATIONAL SENIOR CERTIFICATE

GRADE 11

NOVEMBER 2014

ENGLISH HOME LANGUAGE P3

MARKS: 100 TIME: 2½ hours

This question paper consists of 8 pages.

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2 ENGLISH HOME LANGUAGE P3 (NOVEMBER 2014)

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INSTRUCTIONS AND INFORMATION 1. This question paper consists of TWO sections:

SECTION A: Essay (50 marks) SECTION B: Transactional texts (50 marks)

2. Answer ONE question from SECTION A and TWO from SECTION B. 3. Write in the language in which you are being assessed. 4. Start EACH section on a NEW page. 5. You must plan (e.g. a mind map/diagram/flow chart/key words, etc.), edit

and proofread your work. The planning must appear BEFORE the answer. 6. All planning must be clearly indicated as such. It is advisable to draw a line

across all planning. 7. You are strongly advised to spend approximately:

x 80 minutes on SECTION A x 70 minutes on SECTION B

8. Number each response correctly according to the numbering system used

in this question paper. 9. Give each response a suitable title/heading, as indicated by the question. NOTE: The title/heading must NOT be considered when doing a word

count. 10. Write neatly and legibly.

(NOVEMBER 2014) ENGLISH HOME LANGUAGE P3 3


SECTION A: ESSAY QUESTION 1 Write an essay of 350–400 words (2–2½ pages) on ONE of the following topics. Write the number of the topic you have chosen.

1.1 Gifts [50] OR 1.2 “Don’t tell me the sky’s the limit when there are footprints on the moon.”

[Paul Brandt] [50] OR 1.3 “Pause, you who read this and think for a moment of the long chain of

iron or gold, of thorns or flowers, that would never have bound you, but for the formation of the first link on one memorable day.”

[Charles Dickens – Great Expectations] [50] OR 1.4 Special delivery [50] OR 1.5 “Never blame any day in your life. Good days give you happiness, bad

days give you experience, and the worst days give you a lesson.” [Morgan Leigh] [50]

OR 1.6

[Shinedown] [50] OR



1.7 The pictures reproduced below may evoke a feeling in you, stir your imagination or evoke another response. x Select ONE picture and write an essay in response. x Write the question number of your choice (1.7.1 or 1.7.2) and give

your essay a title. x There must be a clear link between your essay and the picture you

have chosen.

1.7.1

[Source: L. Knickelbein] [50] OR



1.7.2

[Source: Google images] [50] TOTAL SECTION A: 50



SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 x Respond to TWO of the following topics. x The body of EACH answer should be 180–200 words (20–25 lines). x Pay careful attention to the following:

- content and planning - audience, register, tone, language and style - structure, format and editing

2.1 LETTER TO THE PRESS

The following extract is adapted from a newspaper article that appeared in the Daily Dispatch:

Write a letter to the newspaper in reaction to this article. [25] OR 2.2 MAGAZINE ARTICLE

‘If there were just one word I would use to describe a successful person, that word would be attitude.’ This is the first sentence to an article you have been instructed to write for your school magazine. Continue the article. Provide a title.

[25] OR

DOG SHOT AND BEHEADED

A 17-year-old girl was left traumatised after her pet dog was shot and decapitated while she was studying for her exams. Alexis Daniel heard a gunshot outside her house and when she went to investigate, she saw the head of her dog, Scotty, stuck in a water drainage hole in the border wall between the house and a neighbour’s property …



2.3 LETTER OF CONGRATULATIONS The following is adapted from a magazine article that appeared in the YOU

magazine in December 2013:

Write a letter to Mr Mokgehle in which you congratulate him on his

achievement. [25] OR 2.4 DIALOGUE You and your friend have read the following quote:

“The more you think you are worth it, the more you will make it. It’s as simple as that.”

[Source: adapted from Fairlady, June 2011] Discuss your opinions. Write the dialogue in which you and your friend

give your opinion of the validity of this statement. [25] OR 2.5 SPEECH

“Pity the poor in spirit who know neither the enchantment nor the beauty of language.”

[Source: Muriel Barbery – The elegance of the hedgehog] Your English teacher has asked you to deliver a speech to the school in

which you motivate them to read. [25] OR

TEACHING’S IT GUY

Teaching wasn’t his first choice of career. Fortunately for many South African learners, Mmipe Mokgehle followed the path his parents wanted for him. Mmipe has been chosen as the winner of the Teachers for Change initiative. This teacher and deputy principal has helped more than 20 000 children in his province gain access to better information and communications technology (ICT). He organised for 49 schools in his district to receive computers and printers. A colleague entered Mmipe into the competition. “Mr Mokgehle is a hard worker. He contributed a lot to the development of the school’s ICT department. He deserves the prize.”



2.6 REVIEW

You were fortunate enough to attend the music festival.

Write the review for your school magazine. [25] TOTAL SECTION B: 50 GRAND TOTAL: 100

SA MUSIC OPEN-AIR FESTIVAL

Music fans are in for a treat as ten, yes TEN, of South Africa’s favourite bands and recording artists perform at the SA Open-Air Music Festival in October. If it’s quality you are after, you cannot go wrong! Come and be part of one of the year’s best musical events. Book now to avoid disappointment!

NATIONAL SENIOR CERTIFICATE

GRADE 11

NOVEMBER 2014

ENGLISH HOME LANGUAGE P3 MEMORANDUM

MARKS: 100

This memorandum consists of 8 pages.



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.

x The overall effect of planning, drafting, proofreading and editing of the work

on the final text produced. x Awareness of writing for a specific purpose, audience and context – as well

as register, style and tone – especially in SECTION B. x Grammar, spelling and punctuation. x Language structures, including an awareness of critical language. x Choice of words and idiomatic language. x Sentence construction. x Paragraphing. x Interpretation of the topic that will be reflected in the overall content: the

introduction, development of ideas, and the conclusion.



SUGGESTED APPROACH TO MARKING SECTION A: ESSAY 1.1 POSSIBLE RESPONSES:

x Descriptive/narrative/discursive/reflective x References to literal gifts/good qualities/experiences x The importance of using your talents x The necessity to acknowledge opportunities

1.2 POSSIBLE RESPONSES:

x Narrative/discursive/reflective x Recognising man’s achievements x Being positive/ambitious x Accepting the challenge of life


x Descriptive/narrative/reflective x Description of a moment/day/experience x The influence of a particular person/experience x Recognising the influences of people/experiences


x Narrative/reflective/discursive/descriptive x A momentous event/person/gift x Going the extra mile x Consequences/effect of the “delivery”


x Narrative/reflective/discursive/descriptive x Learning from mistakes x Remaining positive x Being accepting of difficulties/complications


x Discursive/narrative/reflective x Can agree or disagree with the topic x An incident that illustrates or negates the topic x Being bold



1.7 1.7.1 POSSIBLE RESPONSES: x Narrative/discursive/reflective/descriptive x Growth/development/a journey x Beauty of nature x Various life experiences

1.7.2 POSSIBLE RESPONSES:

x Narrative/discursive/reflective/descriptive x Enjoyment x Surprises/celebration x Joy in the midst of darkness/despair

TOTAL SECTION A: 50 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 (60%) 30 LANGUAGE, STYLE AND EDITING (30%) 15 STRUCTURE (10%) 5 TOTAL 50 Use the assessment rubric Appendix C to assess candidates’ essays.



SECTION B: TRANSACTIONAL TEXTS Learners are instructed to answer TWO questions. QUESTION 2 2.1 LETTER TO THE PRESS

x Expressing outrage (or not) x Appropriate formal register x Correct format

2.2 MAGAZINE ARTICLE

x How attitude determines success x Suitable title x Appropriate register: school magazine

2.3 LETTER OF CONGRATULATIONS

x Acknowledgement of the teacher’s efforts and the difference he

has made x Register does not have to be strictly formal x Accept formal or informal format

2.4 DIALOGUE

x Can agree or disagree x Is it only confidence that determines success? x Informal register

2.5 SPEECH

x The importance and positive results of reading x Enrichment x Formal or slightly informal register

2.6 REVIEW

x Either positive or negative x References to quality of music/sound/venue/atmosphere x Slightly informal register acceptable for school magazine



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 (60%) 15 LANGUAGE, STYLE AND EDITING (40%) 10 TOTAL 25 Use the assessment rubric Appendix D to assess candidates’ transactional texts. NOTE: x Various formats of transactional/referential/informational texts have been

taught/are in current practice. Therefore, this has to be considered when assessing the format.

x Give credit for appropriateness of format. x Look for a logical approach in all writing.

TOTAL SECTION B: 50 GRAND TOTAL: 100



SECTION A: ASSESMENT RUBRIC FOR ASSESSING ESSAY [50 marks] O Always use the rubric when marking the creative essay (Paper 3, SECTION A). O The marks from 0–50 have been divided into 5 major level descriptors. O In the Content, Language and Style criteria, each of the five level descriptors is divided into an upper and a lower level sub-category with the applicable mark range and descriptors. O Structure is not affected by the upper level and lower level division.

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

Uppe

r lev

el 27–30 22–23 15–17 9–11 3–5

- 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

Lowe

r lev

el

24–26 18–21 12–14 6–8 0–2 - 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

Uppe

r lev

el

14–15 10–11 6–7 2–3 0 - 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.

Lowe

r lev

el

13–12 9–8 5–4 1–0 - 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 1 - Excellent development of topic. - Exceptional detail. - Sentences and paragraphs exceptionally well-

constructed.

- Logical development of details. - Coherent. - Sentences, paragraphs logical and

varied.

- Relevant details developed. - Sentences and paragraphs

well-constructed. - Essay still makes some 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



SECTION B: 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

12–15 9–11 6–8 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.

- 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

8–10 6–7 4–5 2–3 0–1 - 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

GRADE 11 NOVEMBER 2014 ENGLISH HOME LANGUAGE P3 · 2016-01-05 · NATIONAL SENIOR CERTIFICATE GRADE...

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