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NATIONAL SENIOR CERTIFICATE EXAMINATION

2014



ENGLISH HOME LANGUAGE
COMMON ASSESSMENT TASK (CAT)
FOCUS: 'ELECTIONS 2014'

Time: 4 hours 70 marks


As language educators, one of our aims is to develop the skills our learners need to become more
critical readers and listeners. The ability to observe, decode, draw conclusions, and to recognise
that no neutral position is ever possible, is vitally important in a world saturated with multiple
forms of information.

The year 2014 offers many opportunities to examine language in a critically aware and, thus, a
critically literate way. It is an election year and political speeches, both written and spoken, have
been in evidence over a number of months, especially during J anuary, February and March of
2014. For the class of 2014, this election, marking 20 years of democracy is especially significant
even if for these young people voting is not yet possible. The Grade 12 learners need to realise that
this election will have an immeasurable effect on their future in terms of tertiary education and
even whether they will choose to remain in South Africa.

Paolo Freire's definition of critical thinking, which in turn introduces the notion of critical literacy,
emphasises the idea that language is always used in a context that includes and exposes power
relationships. The rhetoric of politicians and their supporters provides ample proof of this, and it is
with this in mind that this task has been developed.

Rhetoric is defined as the art of using language to persuade or influence others; speech or writing
expressed in terms calculated to persuade. The political speeches which have been given prior to
the election and the election posters make possible an examination of rhetorical devices and enable
the learners to comment on position and voice as well. Their awareness of the many ways in which
language is used as a persuasive and manipulative tool will increase their ability to approach all
texts in a critically literate manner. This ability is, of course, valuable in Paper 1, but is also vital
for the study of literature in Paper 2. Transactional writing too requires the use of analytical
language skills.

The CAT for 2014 consists of two tasks, one written and one oral. As in previous years, discussion
prior to the writing of the essay is a very important part of the CAT, as opinions and ideas can be
shared, compared and developed in an informal context. Teachers need to guide the learners
through the formative tasks, rather than expecting learners to navigate the process completely
independently.

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The main task in this CAT is the discursive essay, which will take the place of one of the longer
pieces of writing in Section 1 of the portfolio. This means that the other two pieces in the first
section of the learner's SBA file must cover different genres. The discursive essay requires the
learner to analyse the language of political speeches and texts, and then write an essay which
arrives at a conclusion by reasoning. The learner considers in turn various aspects of the political
rhetoric and then proceeds to make a statement based on carefully considered elements. The
discursive essay is objective, calm and rational. It attempts to present both sides, or in the case of
the present essay, possibly more than two sides. It anticipates the arguments of the opposition, but
is perhaps less emotive and impassioned than the argumentative essay. The preliminary discussion
must include research which will be part of the discursive essay and the persuasive speech.

The topic of the essay will be given to the learners on 13 J une 2014 at 9:00 to obviate any seeming
advantage gained in the case of schools which have written the CAT later in the past.

Teachers are also provided with a standardised oral assessment that must be used in the
compilation of the overall oral marks. The CAT will also offer the learners an opportunity to
present a political speech. This task will again ensure that learners need to integrate and synthesise
their research.

You are most welcome to integrate and extend this CAT in any way you like into your teaching.

SUGGESTIONS FOR THE CRITICAL ANALYSIS OF POLITICAL RHETORIC

Diction needs careful consideration: Is it positive or negative? Is it onomatopoeic? Is it formal
or informal? Does it attempt to impress the audience or shock the listeners and readers? Are
the words used archaic, uncommon or in daily use? Are the words long or short? Most
importantly, learners need to ask WHY the word was chosen.
Metaphorical language, simile, assonance, alliteration, repeated, and sustained, metaphor are
worth examining in order to evaluate the emotive level of the speech or the text.
The rise and fall of the inflection and the cadences employed to give weight to the language
can be useful tools.
Inclusive and excluding pronouns are an integral part of the critical literacy approach.
Allusion, historical and biblical references.
Appeals to authority, biblical and secular.
Facts presented in order to influence opinion.
Name-calling and other insults.
Repetition of words, phrases, sentences, particular constructions frequently repeated, such as
the use of balanced and parallel sentences.
Direct speech and quotations to give objectivity and distance to the author of the text.
Statistics and facts chosen selectively to bolster a particular point of view.
The judicious use of both loose and periodic sentences and paragraphs.
Variety of sentence and paragraph length to avoid predictability.
Over-use of modifiers, both adjectives and adverbs.
Rhetorical questions to encourage the notion of closeness and sharing.
The use of poetry and literary expressions and phrases, giving a sense of the author's erudition
and superiority.
What is left out is often as important as what is included, especially in the case of data and so-
called scientific proof. Areas are often left vague and undeveloped to give the advantage to a
particular group.
Colloquial and slang words and phrases to prove that the speaker is 'one of the guys'.
The choice of either the active or the passive voice.
The use of illustration and graphics where applicable.
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Posters and party political advertising will be a rich source of material.

The above list is by no means exhaustive, and in the preparatory discussion, learners will
undoubtedly uncover many other fascinating strategies. The more the discoveries, the more
critically literate the learner is, and the more able to cope with the exciting challenges of Paper 1.

The learner should explore many aspects, and in so doing, should note choices that are used to
present an argument to help the writing of the discursive essay and the preparation of the
persuasive speech.


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CAT WORK PLAN

Activity Time Assessment Marks
Controlled
conditions
Portfolio
inclusion
Task 1
Class discussion to
clarify the topic.
1 hour
(This can be
extended)
Informal A discussion
mark can be
awarded here
which can be
included as
part of the oral
SBA

Task 2
Individual research.
Learners need to
consult relevant
sources and compile a
summary of the data
that they have
collected.
2 3 hours
(Learners are
to complete
this in their
own time)
Written 0
Task 3
Activity 1
Write a 600 700
word discursive essay
under CONTROLLED
CONDITIONS on
13 J une 2014 from
9:00 10:30.
1,5 hours Written 50 Yes. Learners
must use their
relevant texts
and notes from
Task 2 as a
departure point
for this task.
The written task
must be
included in the
portfolio.
Task 4
Learners prepare the
political speech in their
own time their
presentation is
delivered to the class.
4 5 minutes
per speech
Oral political
speech
20 Include as one
of the speeches
for Prepared
Speech for oral
assessment.

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TASK 1 DISCUSSION 1 hours

Class need to engage in a discussion to clarify the topic, and engage in exchanging ideas. Prior to
this, learners will have been informed of the topic, and been encouraged to begin bringing
transcripts of speeches; YouTube clips of political speeches; party manifestos and party posters to
class for the purposes of a rich discussion. This provides an opportunity to assess the learners using
the discussion rubric which is attached. This can be used as one of the assessments for conversation
strategies as outlined in the SAGs. (The discussion rubric has been attached for your convenience.)

TASK 2 2 3 hours

Research on the topic: learners compile their own research on this topic by consulting media and
the Internet. This vital research component will be broad and will be used as a basis for the
discursive essay. Research will not require a particular format, but should be brought to class when
the argumentative essay is written. Learners must consult a wide variety of sources (a minimum of
FOUR different sources must be referred to within the essay). Although the research component
will not receive a mark, it will have a significant effect on the final product the discursive essay:
formal research must be accompanied by a full bibliography which must be attached to the
discursive essay. The bibliography can be prepared in advance so that it can be attached to the
controlled task when it is written.

TASK 3

Time: 1 hours under controlled conditions

This task must be completed under controlled conditions.
Learners have 1 hours in which to complete it. This task MAY NOT be completed at home.
Learners may ONLY bring the notes on their research into class with them.

Instructions, task and rubric will be made available on the IEB website at 7:00 on 13 J une 2014
prior to learners writing the task at 9:00. Learners must not be given the topic in advance.

TASK 4 4 5 minutes

For this speech, the learner needs to take on the role of an important member of a political party,
and to attempt to persuade listeners to support that party, regardless of previous loyalties.

Persuasive techniques that have been analysed in preparation for the discursive essay are of course
vital for the speech, although others are also pertinent.

The ability to use vocal techniques to strengthen the message can be studied on YouTube.
Speeches by international politicians are also readily available.
The speech should be between 4 to 5 minutes long.
Professional card use, a variety of vocal tone and expression and a lack of reliance on reading
will make the speech more effective.
Audience contact and strong rapport are the life-blood of the political speech.
Body language, facial expression, stance and the confidence that is portrayed are important
when the speaker is attempting to persuade listeners.

Learners will present this speech as one of their oral assessments. Evidence of this speech must be
available for the oral moderator later in the year. The marks for this speech must be included in the
spreadsheet of oral assessments, NOT in the written portfolio.

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ADDENDUM A

HOW TO WRITE A DISCURSIVE ESSAY

Reading and Viewing The learner is able to read and view for understanding and make use of
various reading and strategies for comprehension and research purposes.
Writing and Presenting The learner is able to write and present for a wide range of purposes
and audiences using conventions and formats appropriate to diverse contexts; to demonstrate
planning skills for writing for a specific purpose, audience, and contexts; to demonstrate the use
of writing strategies and techniques for first drafts: reflect on, analyse and evaluate own work,
considering the opinion of others, and present a final draft.
Language The learner is able to use language structures and conventions appropriately and
effectively.

In discursive writing, the writer changes from one subject to another by reasoning or argument. It is
suggested that discursive writing is synonymous with 'argumentative writing' or 'controversial
writing'. If any distinction is to be made between 'discursive writing' and 'argumentative writing', it
must be made in terms of the TONE and FACTUAL CONTENT. The discursive essay is more
OBJ ECTIVE and should strive to see both sides of an argument calmly and rationally.

Definition

A discursive composition is one in which the writer arrives at a conslusion by reasoning. He/She
considers in turn various aspects of his subject matter and then proceeds to make a statement of
his/her own carefully thought out views about that subject.

What is essential in discursive writing?

The writer should reflect a genuine interest in the subject under discussion and have an adequate
fund of information about that subject.

The writer should be aware of objections to a particular view whilst striving to advance a
considered opinion.

The writer should move steadily through conflicting views (arguments) and present a clear
conclusion at the end.

There must be a conclusion, i.e. your own opinion of where the balance lies.

The marker is looking for a calm, reasoned statement of your opinion based on facts as you have
presented them.

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Planning the discursive essay

Introduction

The introduction should provide a brief lead-in to the subject, perhaps referring to its history and
stating its importance in terms of how it is impacting on us as individuals or on society at large.

Body

This must consist of paragraphs that deal equally with aspects for and against the subject.

Conclusion

The writer gives his/her carefully considered opinion, i.e. a clear statement of his/her final
conviction.
[English First Language HG and SG CAT 2005]


Register and style

The register must be formal.
Learners must present their argument in a clear and convincing style without resorting to
arrogance or aggression.
Learners need to employ a sincere and credible tone.

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ADDENDUM B


NATIONAL SENIOR CERTFICATE EXAMINATION
ENGLISH HOME LANGUAGE
PREPARED SPEECH RUBRIC

Learner's Name:

Criteria for
Assessing a
Prepared
Speech
Level 7
80 100
Level 6
70 79
Level 5
60 69
Level 4
50 59
Level 3
40 49
Level 2
30 39
Level 1
0 29
Structure

Demonstrate
planning and
research skills
for oral
presentation
Organise
material
coherently
by choosing
main ideas
and relevant
and accurate
details or
examples for
support
Prepare
effective
introduc-
tions and
conclusions
The structure is
flawless. There
is a clear,
riveting
introduction
and an
insightful
relevant
conclusion.
Information is
effectively
organised and
new ideas flow
smoothly from
one to the other.
The structure is
clear and well
developed,
although there
are times when
transitions
between ideas
could be better.
There is a clear
introduction
and a pleasing
conclusion,
which fulfils
the function of
signposting the
speech, as well
as rounding off
the speech
effectively.
There is a sense
of structure, but
there are times
when this is not
well sustained.
There is an
introduction
and conclusion,
but these are
functional
rather than
enhancing the
quality of the
speech.
There is a basic
structure and
evidence of an
introduction,
body and
conclusion.
However, the
overall speech
lacks logical
development
and cohesion.
The
introduction
and conclusion
do not fulfil
their purpose
adequately.
The structure is
lacking
cohesion. There
is no clear
distinction
between new
ideas. The
speech may
lack either an
introduction or
a conclusion.
There is little
evidence of
structure. The
speech has been
sequenced
illogically and
ideas do not
follow on
meaningfully
fromeach
other. The
speech is
without an
introduction
and/or
conclusion.
There is no
evidence of
structure. The
learner does not
seemto have
made any effort
to prepare
sufficiently and
meanders
through the
speech without
any real sense
of purpose.
There is no
evidence of an
introduction or
conclusion.
Content

Demonstrate
planning and
synthesis skills
for oral
presentation
Synthesise
the content
of a topic by
including
and referring
to a wide
range of
sources
The content has
substance, is
thought-
provoking,
persuasive and,
at times,
profound. The
learner has
selected
appropriate and
relevant content
for the topic.
The content has
been effectively
synthesised into
the speech.
The content has
substance and is
persuasive but
this is not
always
sustained. The
learner has
selected
relevant content
which has been
synthesised
successfully
into the speech.
The content is
competent and
learner has
made a
concerted effort
to be
persuasive.
There has been
careful
selection of
content, but the
content has not
been fully
developed and
the synthesis is
not always
seamless.
The content is
adequate. There
is evidence of
selection and an
attempt to
persuade the
audience, but
the synthesis is
flawed at times,
and affects the
overall quality
of the content.
The content is
very superficial
and there is
very little
evidence of
persuasion. The
synthesis is
awkward.

There is very
little real
content and the
speech tends to
be almost
wholly
narrative. It
does not convey
the sense of
having been
prepared and
the marker has
to trawl for
content.
Some ideas
relating to the
topic are
evident, but
they are almost
completely
undeveloped
and seemto
emerge by
coincidence
rather than
design. There is
a great deal of
irrelevant
rambling.
Appropriate use
of Register and
Vocabulary

Demonstrate
critical
awareness of
language use
in oral
situations
Use and
evaluate
appropriate
language
varieties,
styles and
registers to
suit purpose,
audience
and context
Identify and
use a wide
range of
persuasive
The use of
register is
excellent and is
sustained
successfully
throughout the
speech. The
level of
vocabulary is
sophisticated
and the learner
employs the
vocabulary
correctly and
meticulously.
The use of
register is
pleasing and
very
appropriate.
However, the
control of
register is not
consistently
fluent. The
level of
vocabulary is
rich and varied
and the learner
employs the
vocabulary
correctly.
The use of
register is
correct,
although some
errors in
register may
occur. The
vocabulary is
correct but
ordinary /or has
minor flaws.
The use of
register is not
always
appropriate and
tends to be
either too
colloquial or
too forced.
While the
learner uses
vocabulary
competently for
the most part,
errors in correct
usage and
context do
occur.
The use of
register is too
casual and can
be deemed
inappropriate.
There are errors
in vocabulary,
context and
grammatical
structure which
hamper
communication.
The use of
register is
incorrect and
tends towards
slang and an
overuse of
contractions.
The learner
makes
numerous errors
in grammar and
the vocabulary
is limited.
The use of
register is
incorrect and
the learner is
entirely too
colloquial. The
learner's use of
grammar is
flawed and the
vocabulary is
inappropriate or
inaccurate.
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techniques
Make
inferences
and
judgements
and motivate
with
evidence
Delivery

Demonstrate
the skills of
listening to
and delivering
oral
presentations

Use and
evaluate
rhetorical
devices such
as
anecdotes,
rhetorical
questions,
pauses and
repetition
Use tone,
voice
projection,
pace, eye
contact,
posture and
gestures
correctly
and respond
appropriate-
ly
Pronounce
words
without
distorting
meaning
The delivery is
superior and
displays flair
and
individuality.
The learner has
used pace,
pause and
varied
intonation to
enhance the
quality of the
speech. Eye
contact is
convincingly
maintained and
the audience is
effectively
addressed. The
learner is
spontaneous,
fluent and
sincere.
The delivery is
of a high
standard.
However, there
are some
elements
relating to pace,
pause and
intonation that
could be
improved. Eye
contact is not
always
sustained. The
learner is
sincere but the
delivery lacks
the overall
polish and flair.
The delivery is
of a pleasing
standard, but
the learner is
not able to alter
the elements of
pace, pause and
intonation
effectively. The
learner tries to
employ eye
contact, but this
is quite
sporadic. There
is often a
dependence on
key cards. This
affects the
learner's
sincerity and
conviction.
The quality of
delivery is
competent. The
learner may be
hesitant, or else
speak too fast.
Pause, pace and
intonation have
not been given
sufficient
consideration
which impacts
on the overall
delivery. Eye
contact is
limited and the
learner is
tending towards
relying heavily
on key cards.
The learner may
move
unnecessarily,
which is
distracting to
the audience.
The quality of
delivery is
lacklustre. The
learner lacks
fluency. There
is minimal
attention to
pause, pace and
intonation. Eye
contact is very
limited and the
learner is
tending towards
reading the
speech. The
speech does not
reveal a sense
of the learner's
personality.
The learner may
employ
distracting
movement,
which detracts
fromthe overall
quality of the
speech.
The quality of
delivery is less
than adequate.
It is difficult to
follow the
speech because
of a halting
delivery, which
is monotonous.
The learner
does not
employ any eye
contact and is
reading the
speech entirely
or constantly
looking for
his/her place on
cue cards. The
learner may
engage in
excessive
movement
which serves no
specific
purpose.
The delivery is
very poor. The
learner cannot
use techniques
of delivery with
any success and
is often
inaudible and
inarticulate. The
delivery is
hesitant and
stumbling with
distracting
movements.
Consequently,
the speech is
generally
muddled and
nonsensical.

Feedback to the learner:












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ADDENDUM C


NATIONAL SENIOR CERTIFICATE EXAMINATION
ENGLISH HOME LANGUAGE
A SUGGESTED 10 POINT SCALE FOR THE GRADING OF ORAL
CONVERSATION

Point Description Symbol Characteristics/Criteria
9 10 Excellent A
(i) Spoken language at highest level to be expected of learner.
(ii) Excellent in all the positive characteristics listed below.
(iii) Has interesting points to make and can both challenge and defend a
point of view effectively. Shows good judgement and critical ability.
7 8 Very good A
(i) Understands questions the first time round. Responds satisfactorily to
expected and unexpected questions.
(ii) Makes good use of questions, challenges a point of view where
appropriate and is able to sustain an argument. Has a wide knowledge
of the topic, and introduces ideas appropriately.
(iii) Uses effectively a wide variety of structures, vocabulary and idioms.
Speaks confidently.
6 7 Good B
(i) Understands questions but may experience problems with some
unexpected questions.
(ii) Will initiate some questions and challenges, but is more inclined to
respond than direct the conversation.
Refers to relevant information, though in a narrow range.
(iii) Uses an adequate variety of structures, vocabulary and idioms. Speaks
fairly fluently, sometimes hesitant.
5 6 Satisfactory C
(i) Experiences no problems with expected questions, and responds
reasonably well to unexpected questions, especially after rephrasing.
(ii) Does not ask many questions nor challenge points of view.
Has limited knowledge, but does use relevant information.
(iii) Uses a limited variety of structures and vocabulary, with few idioms.
Makes few mistakes within this range.
4 5 Adequate
D

(i) Experiences some problems with questions, but manages after
rephrasing of questions to respond adequately
(ii) Does not ask questions nor challenge points of view. Is passive on the
whole, but, when pressed, can give information or knowledge not
always relevant however.
(iii) Uses a limited variety of structures and vocabulary, but very few
idioms.
Makes mistakes.
2 4 Poor E
(i) Experiences problems even with expected questions, but tries to
answer.
(ii) Shows incomplete knowledge and understanding of topic under
discussion, and sometimes gives faulty and irrelevant answers.
(iii) Has elementary, limited vocabulary and uses faulty sentence structures.
0 2 Very weak F
(i) Does not understand the majority of questions posed, and experiences
serious problems in responding.
(ii) Has incomplete or faulty knowledge
(iii) Has very limited vocabulary. Sentence structure very faulty.