NATIONAL

SENIOR CERTIFICATE

GRADE 11

NOVEMBER 2019

ENGLISH HOME LANGUAGE P3

MARKING GUIDELINE

MARKS: 100

This marking guideline consists of 9 pages.

2 ENGLISH HOME LANGUAGE P3 (EC/NOVEMBER 2019)

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.

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(EC/NOVEMBER 2019) ENGLISH HOME LANGUAGE P3 3

SUGGESTED APPROACH TO MARKING

SECTION A: ESSAY

Refer to SECTION A: Rubric for Assessing an Essay found on page 7–8 of these
marking guidelines.

CRITERIA USED FOR ASSESSMENT

CRITERIA MARKS
CONTENT AND PLANNING (60%) 30
LANGUAGE, STYLE AND EDITING (30%) 15
STRUCTURE (10%) 5
TOTAL 50

1. Read the whole piece and decide on a category for CONTENT AND
PLANNING.

2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE
AND EDITING.

3. Re-read the piece and select the appropriate category for STRUCTURE.

SECTION B: TRANSACTIONAL TEXTS

Refer to SECTION B: Rubric for Assessing Transactional Texts found on page 9 of

these marking guidelines.

CRITERIA USED FOR ASSESSMENT

CRITERIA MARKS
CONTENT, PLANNING AND FORMAT (60%) 15
LANGUAGE, STYLE AND EDITING (40%) 10
TOTAL 25

1. Read the whole piece and decide on a category for CONTENT, PLANNING
AND FORMAT.

2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE
AND EDITING.

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

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4 ENGLISH HOME LANGUAGE P3 (EC/NOVEMBER 2019)

NOTE:

 The points given below each topic in these marking guidelines serve only as
a guide to markers.
 Allowance must be made for a candidate’s own interpretation of the topic,
even if it differs from the given points or a marker’s own views or
interpretations.

SECTION A: ESSAY

QUESTION 1

Candidates are required to write ONE essay of 350–400 words (2–2½ pages) on ONE
of the given topics. Candidates may write in any genre: narrative, descriptive,
reflective, discursive, argumentative, or any combination of these.

1.1 ‘Imagination is more important than knowledge.’

[Albert Einstein]

 Argumentative/discursive/reflective/narrative
 Could convey: Knowledge, facts and information might be less important
than having imagination, creativity, ingenuity, inventiveness and dreams [50]

1.2 I think I finally met my match.

 Narrative/descriptive/reflective
 Description of a challenging person
 A depiction of a person with a similar personality
 Response could depict someone who challenges your opinions, or someone
who is very similar to you/your equal [50]

1.3 ‘All that is necessary for the triumph of evil is that good men do nothing.’
[Edmund Burke]

 Narrative/reflective/argumentative/discursive
 Inaction of decent/respectable people leading to wicked/malicious behaviour/
actions [50]

1.4 ‘Be kind to one another.’

 Narrative/descriptive/reflective/argumentative/discursive
 The necessity for kindness in our society
 Candidates might reference Ellen Degeneres in the image and her
‘catchphrase’ or generosity/kindness [50]

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(EC/NOVEMBER 2019) ENGLISH HOME LANGUAGE P3 5

1.5 ‘My climb was slow. I took the stairs, not the escalator.’
[Lily ‘Superwoman’ Singh]

 Narrative/reflective/descriptive
 Path or journey to success or achievement that resulted from effort and hard
work. [50]

1.6 1.6.1 Hugging

 Narrative/reflective/descriptive/argumentative/discursive
 Focus on affection/compassion/gratitude [50]

1.6.2 Music-Dandelion

 Narrative/reflective/descriptive/argumentative/discursive
 Music appreciation [50]

1.6.3 Selfie

 Narrative/reflective/descriptive/argumentative/discursive
 Focus: taking selfies or obsession with Smartphones
 Dangers of selfies
 Use of social media [50]

TOTAL SECTION A: 50

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6 ENGLISH HOME LANGUAGE P3 (EC/NOVEMBER 2019)

SECTION B: TRANSACTIONAL TEXTS

QUESTION 2

Candidates are required to respond to TWO of the topics set. The body of each response
should be 180–200 words (20–25 lines) in length. The language, register, style and tone
must be appropriate to the context.

2.1 CURRICULUM VITAE AND COVERING LETTER

 Covering letter should follow formal letter format, and appropriate tone and
register
 Should express interest in the job applied for and candidate’s suitability
 CV details: personal information, education and qualifications, work
experience, additional skills and interests, contactable references [25]

2.2 NEWSPAPER ARTICLE

 Suitable headline, by-line (optional) and author of article

 The name of the person and manner in which this person has acquired fame
should be evident
 Appropriate style and register [25]

2.3 INTERVIEW

 Dialogue format
 Questions should express an interest in and elicit the origins of and success of
the Invictus Games
 Answers should be insightful and demonstrate understanding of topic
 Interaction required [25]

2.4 FORMAL LETTER

 Formal language
 Should include:
o title and author
o information about the text and its suitability
o correct format [25]

2.5 LETTER TO THE PRESS

 Formal format, register and tone

 Letter should address high death toll rates on SA roads [25]

2.6 INFORMAL SPEECH

 Should include:
o acknowledgement of audience
o sharing of experience and its consequences
o advice [25]

TOTAL SECTION B: 50
GRAND TOTAL: 100

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 7 ENGLISH HOME LANGUAGE P3 (EC/NOVEMBER 2019)

SECTION A: ASSESSMENT RUBRIC FOR ESSAY – HOME LANGUAGE [50 MARKS]

NOTE:
 Always use the rubric when marking the creative essay (Paper 3, SECTION A).
 Marks from 0–50 have been divided into FIVE major level descriptors.
 In the Content, Language and Style criteria, each of the five level descriptors is divided into an upper-level and a
lower-level subcategory with the applicable mark range and descriptors.
 Structure is not affected by the upper-level and lower-level division.

Criteria Exceptional Skilful Moderate Elementary Inadequate

CONTENT AND 28–30 22–24 16–18 10–12 4–6
PLANNING - Outstanding/Striking response - Very well-crafted response - Satisfactory response - Inconsistently coherent - Totally irrelevant
(Response and ideas) beyond normal expectations - Fully relevant and interesting - Ideas are reasonably coherent response response
Upper level

Organisation of ideas - Intelligent, thought-provoking and - Ideas with evidence of maturity and convincing - Unclear ideas and - Confused and
for planning
Awareness of mature ideas - Very well organised and - Reasonably organised and unoriginal unfocused ideas
purpose, audience - Exceptionally well organised and coherent (connected) including coherent including - Little evidence of - Vague and repetitive
and context coherent (connected) including introduction, body and introduction, body and organisation and - Unorganised and
introduction, body and conclusion/ending conclusion/ending coherence incoherent
30 MARKS conclusion/ending
25–27 19–21 13–15 7–9 0–3
- Excellent response but lacks the - Well-crafted response - Satisfactory response but - Largely irrelevant response - No attempt to respond
exceptionally striking qualities of - Relevant and interesting ideas some lapses in clarity - Ideas tend to be to the topic
Lower level

the outstanding essay - Well organised and coherent - Ideas are fairly coherent and disconnected and - Completely irrelevant
- Mature and intelligent ideas (connected) including convincing confusing and inappropriate
- Skilfully organised and coherent introduction, body and - Some degree of organisation - Hardly any evidence of - Unfocused and
(connected) including introduction, conclusion and coherence including organisation and muddled
body and conclusion/ending introduction, body and coherence
conclusion

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8 ENGLISH HOME LANGUAGE P3 (EC/NOVEMBER 2019)

SECTION A: ASSESSMENT RUBRIC FOR ESSAY – HOME LANGUAGE [50 MARKS] (CONTINUED)

NOTE:
 Always use the rubric when marking the creative essay (Paper 3, SECTION A).
 Marks from 0–50 have been divided into FIVE major level descriptors.
 In the Content, Language and Style criteria, each of the five level descriptors is divided into an upper-level and a
lower-level subcategory with the applicable mark range and descriptors.
 Structure is not affected by the upper-level and lower-level division.

LANGUAGE, 14–15 11–12 8–9 5–6 0–3

STYLE AND - Tone, register, style, vocabulary - Tone, register, style and - Tone, register, style and - Tone, register, style and - Language
EDITING highly appropriate to purpose, vocabulary very appropriate to vocabulary appropriate to vocabulary less incomprehensible
Upper level

audience and context purpose, audience and context purpose, audience and appropriate to purpose, - Tone, register, style
Tone, register, style, - Language confident, exceptionally - Language is effective and a context audience and context and vocabulary not
vocabulary
appropriate to impressive – compelling and consistently appropriate tone is - Appropriate use of language - Very basic use of appropriate to purpose,
purpose/effect and rhetorically effective in tone used to convey meaning language audience and context
context - Virtually error-free in grammar and - Largely error-free in grammar - Tone is appropriate - Diction is inappropriate. - Vocabulary limitations
Word choice spelling and spelling - Rhetorical devices used to - Very limited vocabulary so extreme as to make
Language use and
- Highly skilfully crafted - Very well crafted enhance content comprehension
conventions,
punctuation, grammar, 13 10 7 4 impossible
spelling - Language excellent and rhetorically - Language engaging and - Adequate use of language - Inadequate use of
Lower level

15 MARKS effective in tone generally effective with some inconsistencies language

- Virtually error-free in grammar and - Appropriate and effective tone. - Tone generally appropriate - Little or no variety in
spelling - Few errors in grammar and and limited use of rhetorical sentence
- Skilfully crafted spelling devices - Exceptionally limited
- Well-crafted vocabulary
STRUCTURE 5 4 3 2 0–1
Features of text
Paragraph - Excellent development of topic - Logical development of details. - Relevant details developed - Some valid points - Necessary points
development and - Exceptional detail - Coherent - Sentences, paragraphs well- - Sentences and lacking
sentence construction - Sentences, paragraphs - Sentences, paragraphs logical, constructed paragraphs faulty - Sentences and
5 MARKS exceptionally well-constructed varied - Essay still makes sense - Essay still makes sense paragraphs faulty
despite flaws
MARKS RANGE 40–50 30–39 20–29 10–19 0–9

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(EC/NOVEMBER 2019) ENGLISH HOME LANGUAGE P3 9

SECTION B: ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – HOME LANGUAGE [25 MARKS]

Criteria Exceptional Skilful Moderate Elementary Inadequate

CONTENT 13–15 10–12 7–9 4–6 0–3
PLANNING - Outstanding response beyond - Very good response - Adequate response - Basic response - Response reveals no
AND FORMAT normal expectations demonstrating good knowledge demonstrating knowledge demonstrating some knowledge of features of
Response and - Intelligent and mature ideas of features of the type of text of features of the type of knowledge of features of the the type of text
ideas - Extensive knowledge of - Maintains focus – no text type of text - Meaning is obscured with
Organisation of features of the type of text digressions - Not completely focused – - Some focus but writing major digressions
ideas for - Writing maintains focus - Coherent in content and ideas, some digressions digresses - Not coherent in content
planning - Coherence in content and very well elaborated and details - Reasonably coherent in - Not always coherent in and ideas. Very few details
Purpose, ideas support topic content and ideas content and ideas support the topic
audience and - Highly elaborated and all - Appropriate format with minor - Some details support the - Few details support the topic - Has not applied necessary
features/ details support the topic inaccuracies topic - Has vaguely applied rules of format
conventions and - Appropriate and accurate - Generally appropriate necessary rules of format
context format format but with some - Some critical oversights
15 MARKS inaccuracies
LANGUAGE, 9–10 7–8 5–6 3–4 0–2
STYLE AND - Tone, register, style, - Tone, register, style and - Tone, register, style and - Tone, register, style and - Tone, register, style and
EDITING vocabulary highly appropriate vocabulary very appropriate to vocabulary appropriate to vocabulary less appropriate to vocabulary do not
Tone, register, to purpose, audience and purpose, audience and context purpose, audience and purpose, audience and correspond to purpose,
style, purpose/ context - Generally grammatically context context audience and context
effect, audience - Grammatically accurate and accurate and well-constructed - Some grammatical errors - Inaccurate grammar with - Error-ridden and confused
and context well-constructed - Very good vocabulary - Adequate vocabulary numerous errors - Vocabulary not suitable for
Language use - Virtually error-free - Mostly free of errors - Errors do not impede - Limited vocabulary purpose
and meaning - Meaning is obscured - Meaning seriously
conventions. obscured
Word choice
Punctuation,
spelling
10 MARKS
MARKS RANGE 20–25 15–19 10–14 5–9 0–4

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