sop ‘anu . Brainline Os Breintyn Leaming World @WW7O Leerwéreld Brainline Internal Assessment English Home Language Grade 11 Cycle 3 Task 7 Transactional Writing and Summary Examiner: C Hamilton Moderator: L smit Total: 16/08/2019 Answer Book Student's name and surname: [ign Serugne'l : Total number of pa Student number: | S 9j4/3 42 to be submitted: ‘Scan and upload guidelines Marks awarded. Refer tothe ‘My Brainline Student Guide! for Titemal Comprenensivequdeines and suggested Comprehensive 9 Question | Marker | youernal 1. Use the following settings when you scan Mark 1 Mark 2 your Answer Bok Sean a5 xt 2 Sean at 190 x 150 gp aco = Scan using an A4 document size "Scan as black and whitelgreyscale 2. Scan your pages inthe corect order and 2 0 the same orientation t— = 3. Remember to complete and include page 1 petal ‘and page 2 of the Answer Book [30] 4. The rubric, ifincluded with the assessment, ‘should also be scanned and uploaded, 6, Save your scanned pages as a single POF, Unless stipulated otherwise. 6. When saving the scanned document, ‘name it as indicated in the upload link, including the underscores. 7. After you have saved the document, open itto make sure thatit looks comect and is. readable 8. Upload the document on brainONLINE.com, ‘8, Make sure that the document has uploaded correctly by opening and viewing Itbefore finalising the submission. Blank, legible or incorrect documents will receive ‘8 mark of zero, and resubmissions are not cepted. Hiese dokument mag sigs deur bona fide Beintyitakeraars gebruik word © Breiniy. Alle regte voorbehou. | © Branine Al ights reserved This document may ony be used by bon fide Brainine subscribers.DECLARATION OF AUTHENTICITY Complete the declaration below. This page MUST be submitted along with your assessment, be submitted separately. If this page is not submitted or completed in full, this assessment wi mark of zero. Plagiarism: Using information from a source, published or unpublished, such as a book, a webpage student's assessment, without acknowledging that source and, in this way, pretending that itis your Plagiarism is regarded as a type of theft. It includes, but isnot limited to the following: to directly cop} from a source, and to slightly change someone else’s work and present it as Your own. STUDENT'S DETAILS (Gewan, Seugoe ‘Student's full names and surname: Studentnumbe: | S| 49/4 | 3] 7 {2 a) | understand what plagiarism is, and that it is wrong to commit plagiarism. b) This assessment is my own work. |c) | did not copy someone else's work and | did not receive the answers from someone el |d) | accept that | will forfeit the marks awarded for this assessment if | am found guilty of pl andlor other transgressions with regard to the content of this document. |e) All internet material, physical study material and/or any other source material used to c this assessment, if permitted, have been acknowledged in a complete bibliography in a Student's signature: Hierdie dokument mag slegs deur bona file Breinlyn-ntekenaars gebruk word © Breinyn. Alle regte voorbehou. | © Brainiine. All rights reserved. “This document may only be used by bona ide Brainline subscribers.QUESTION 1 TRANSACTIONAL WRITING 12). © Anapproxit should be encouraged to write a text that is fully developed to meet the requirements of the assessment rubric. '* Candidates must NOT write word length at the end of theie writing. ¢_Half marks may be awarded. ASSESSMENT RUBRIC: TRANSACTIONAL WRITING (20 MARKS= 10 + 10) ‘This rubric serves to guide the marking process. “Markers should be aware that the mark for the PURPOSE AND CONTENT clement need not, ‘correspond with the mark for LANGUAGE AND REGISTER. A candidate may, for example, achieve a level 7 for PURPOSE AND CONTENT, and a level 5 for LANGUAGE AND REGISTER (7+ 5 = ate length of 200 words is a recommended guide but this is not prescriptive. Candidates PURPOSE, AUDIENCE AND CONTENT: LANGUAGE AND REGISTER: ‘The ability to use the mechanics of language; the ability to manipulate and creative. Shows clear development and commendable depth of argument. ‘Acclear, mature personal style. Skilfully adapts fo different audiences, purposes and contexts, The supplied text is used only as stimulus, with no cutting and pasting into the transactional piece. Yevel_| Mark | Specific urpos of sk espons the | ngage convention su ich the stuctre a content espns to | SE PUPOS® of question tbe woof Puspose ad anione ndividal wee, | SPROBFate ester rach purpose an “AN IMPRESSIVE SCINTILLATING | IMPRESSIVE COMMAND OF RESPONSE LANGUAGE Purpose of ak fully met; specie | AND REGISTER format of task (varied, flexible) Impressive use of language conventions; sahered. elegance of se; tone and mood, Sophisticated cogisance of audience; | appropiate tthe ask plas confidently to | wong suggests that tis isa piese of | with anguage usage; thoroughly r+ [2° | orth signiicant, has depth and | engaging. Virtually error free breadth, impressive detail ess | Dicom ighly sophisticated. developed ily. Organisation of thoughts is impressive and superior, resulting in ‘rting ta compelling and striking. Individual voice. Highly orginal Supplied text is wed only asatimaus ‘A LIVELY, ORIGINAL RESPONSE. | EXCELLENT COMMAND OF ‘Wing provides comprehensive LANGUAGE insight, understanding and reflective AND REGISTER. thought by building a focused response | Highly sophisticated use of language tothe purpose and audience. A convention and excellent understanding Cohesive viewpoint hasbeen devloped_| of ester requd forthe tse Language ay | throughout resuling in strong, |e precie and engaging, with notable 7 |8% | consitent voice Original, sincere | sme of oie and awareness of audience and purpose. Effectively incorporates a range of varied sentence patterns to reveal syntactic fluency. Writing reflects author's unique personality through carefully selected diction and register, rendering @ piece that comes to ‘A GOOD TO VERY GOOD (ABOVE AVERAGE) RESPONSE. Writing, on the whole, provides consistent focus, understanding and thought. Evidence of a focused response but lacks consistency, which could have resulted in the writing being awarded a level 7. Evidence of personal style and voice, although depth and development compromised in places/ development and ‘A GOOD TO VERY GOOD COMMAND OF LANGUAGE AND REGISTER. Competent and at times, impressive use of language. Very good understanding of register to suit the purpose of the task. Language is fluent and original with evident awareness of audience and ‘purpose. Incorporates varied sentence patterns that reveal an awareness of ©: Hier dokument mag slegs deur bona de Brenlyintekenaars gebruk word, ‘© Breinlyn. Alle regte voorbehou. | © Brainline. Al rights reserved. This document may only be used by bona fide Branline subscribers,‘depth in evidence but personal style different syntactic structures. May employ lacking or compromised. The supplied | liveliness, sincerity or humour when text is used generally as stimulus ‘appropriate; the writing at times may limited cutting and pasting integrated | be too casual/ personal/ formal to the with own ideas. ‘demands of the question. Errors do not impede readability. Some editing is needed, ‘AN ADEQUATE (AVERAGE) ‘AN ADEQUATE COMMAND OF RESPONSE. LANGUAGE AND REGISTER. ‘An ordinary, predictable response that __| Use of appropriate language and register, broadly meets the requirements of the | although not always consistently applied. task, An awareness of audience and Makes some attempt to include different purpose, although not always sentence patterns but with awkward or 6% | sonvincing/consistent. Makes an attempt | inconsistent success. Oceasional errors thal 5 H torespond sincerely albeit unconvincing | detract from the writing fluency in in places. Evidence of personal voice in| places. The purpose, audience and register places, although some areas jar with have been understood in places. Writing i the question requirements. Content ordinary. suggests that ideas could have been developed further. The supplied text is used as stimulus on oecasion — cutting and pasting integrated with own ideas. ‘A LIMITED (BELOW AVERAGE) | A LIMITED COMMAND OF RESPONSE LANGUAGE Ideas in the paragraphs may be AND REGISTER inconsistently organised. Some evidence | Register suggests limited awareness of of originality, despite limited success in| audience and purpose. Limited awareness 5% | taking into account different audiences | of audience and purpose. Limited range of | 4 3% | and purposes. Superficial response. syntactic structures. Uses words and that Limited personal style. Development of | are colourless and flat. Language may be ‘ideas is limited/partial and requires repetitious. Errors may begin to impede further elaboration: compromised readability. Editing required for clarity of development. Personal voice is limited. | ideas. Register is not consistent with Over-reliance on supplied text, which | question’s demands. hhinders personal response in places. ‘AN INADEQUATE, COMPROMISED | AN INADEQUATE COMMAND OF RESPONSE LANGUAGE AND REGISTER Ideas have in instances been Language is flawed and unsuitable for ‘compromised by insufficient depth, audience or purpose. Language patterns development and organisation. The flawed, images stereotyped. Errors imped ‘4% | Putpose ofthe task has been tackled readability, extensive editing required, 3 a ‘unsuccessfully. Vague in places. Vague, confused sentences, Register ‘An inconsistent or incomplete attempt. _| inappropriate forthe task. Limited evidence of personal voice, albeit unconvincing. The writing is compromised and lacks focus and direction, Over reliance on supplied text, which hinders personal response. ‘APOOR, MUDDLED RESPONSE —_| A POOR COMMAND OF LANGUAGI Little or no originality. Individual ideas | AND lacking. No development and focus. REGISTER E 3% | Cohesion required. No personal style. | Very flawed product. Erroneous. 3 Reveals no awareness of the purpose of | Demonstrates lack of control of language the task. Voice is flat and conventions, exhibiting frequent errors lunconvineing/no voice. Relies solely on | which impede understanding, supplied text. ‘AN INCORERENT RESPONSE INCOHERENT/INAPPROPRIATE No evidence of originality or cohesion; | LANGUAGE AND REGISTER ' 2% | no attention to purpose, context. Incoherent language/inappropriate 21 | Development lacking. A completely language. Preponderance of errors of style flawed response/ does not address the | Ilogical. question Hiertie dokument mag segs deur bona fide Brenly-inokenaars gebruik word © Breiniyn, Alle regte voorbehou. | © Brainline. All rights reserved. ‘This document may only be used by bona fide Brainne subscribers.al number: ‘Students name and eumame: Question 1 The Ry, Honorable The Lord Coe CHIMBE The Presiden. The Totecnotionar Association of Ame -G Quoi Antoine aer BP269 Mc%@007, Monaco c August AOi4 Deor Lord Coe. TLAAF DEctStTon RE TESTOSTERONE TESTING OF FEMALES WITH OSD Z_om deeply troubled by the recently onnqunced regulations that discriminate. _ against Female athletes th Would cequie ther bo_Undergea medical intervention shoutd theic Leatosterone litis be naturally € aerated os O._geecondiion to Participation 11 spot: Z Onn tenia ded of b Mennegut bicled “Horr 'S0n Recgecon” a. Which Os; “Obioinym Alo exis veobehou | © Bromine, Al ghiserene. This document may only be used by bona fide Brainine subscribers.{Student number: |Pueere ‘name and sumame: society !0 which, the outhor bes Cx. gover 1, F LOA 10. handicaps 0 any iadiy:dual_ io pessecgion CO eve eptiona talent. Th straciz otion htm _ewate,, Forno ce: being Physiologically advantaged, hos 2 Pry siolog: are ee deedraraeyd i \ed_bg Sonne of humanity's Ww Ooities, Under 409) Your ruling is the unvoiced assumption that Such @ athletes ore Lloger to men than woman nd Should Hot Ve allowed to compere 03 worran. This _ {9 aa_affront to their dignity. as human, Put simply then were bora woman, and should therdgce ver allowed ws compet Ogginst other woman iceSpective 994 fdkwo\_ePUsio loajcal oss 0hones. The very Fock thot they possess A natural _ compotitive edge Should oot be used te \ thue gotentiat Possess Sart ene Hierdie dokument mag segs deur bona fide Breinlyrintckenasrs gebruk word : © Breiniyn, Alle egte voorbehou. | © Brainlne. Al rights reserved. ‘This document may only be used by bona fide Branline subscribers.[Student number [Students name and surname: them to experience incceased red -blood _ cel ass, Ad therefore ehpeneiré/ a hove cpeomenertahoncad mugen _didespeser coctying, ob Nit hen, ae these fequ\ ations “opeled to these people. onary — others? _— eens Tom mai the fock thot the (yung Was Mode on Flawed doto, While testosterone may hove Some, impact (00 pertoemance, the | peel oy which fe Wes Sa is fundamental iMpossible _ ko ad Tus. fs ble infact, to Bag, Wot “tereased putformanee ta not the result of other fous related to Leave ing Alehoagh the Cikts So-called _ scientitic dota, Une Fock of the matter _ femoing that You_hove, yee bo release | ay meniaghat GPa exidene bo Suppor _ «je posivion on _khe matter. tages segently “wy vaest thot YOU You hand e decision ot the peril ¥ ary Joe. _ thowsan ds_ia_lober Years ‘mag slegs deur bona ie Breinlynintekenaars gebruik word. © Breiniyn. Alle egte voorbehou. | © Brainiine. Al rights reserved. This document may onty be used by bona fide Brainline subscribers.‘Student number [Students name and sumame: due to your Unjust decision. TESTOSTERONE LEVELS IN FEMALE ATHLeiES Treccased testoatecone lever boosh athletic. peorraante. lay incceosing cordiotseulor UFcrcacy musde mose (whch olfeds Skeength) Bone steergth (which sapports These Mfects of bestosterone hos prov be _ be significantly odVarkraQrous ko wonder Female cthietes. A recent steady sompled Z\ G00_ a Byeac _ thas Shown bhot 3! Athlekes Perlgacmn _ ud bt 4.57% peccent better in_middle~ distances "Here dokument mag slegs deur tone fide Beinn-intekeraars Gebrk word . © Breinyn, Ale regte voorbehou. | © Brainine. Al rights reserved. This document may only be used by bona fide Brainlne subscribers.[Student number Student's name and sumame: oad Feld events than women with comparotilely _ ower testosterone levels. These Fngingg NOY, Wee Submit -OFFeck the egipilty oF Comoe events, — _ Hierde dokument mag slegs deur bona de Brenly-intokenaars gebruik Word © Breiniyn. Alle regte voorbehou. | © Brainline. All rights reserved. This document may only be used by bona fide Brainine subscribers.