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ENGLISH FIRST ADDITIONAL LANGUAGE PAPER 3 GRADE 12 MEMORANDUM - NSC EXAMS PAST PAPERS AND MEMOS NOVEMBER 2018

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ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 3
GRADE 12 
NSC EXAMS
PAST PAPERS AND MEMOS NOVEMBER 2018

INSTRUCTIONS AND INFORMATION 
This memorandum must be used together with the attached English FAL assessment  rubrics for SECTIONS A, B and C. 

MEMORANDUM 

SECTION A: ESSAY 
QUESTION 1 
Instructions to Markers: 

  • Candidates are required to write on ONE topic only.
  • The ideas listed below the topics are only some ways in which the topic could be  interpreted.
  • Full credit must be given for the candidate's own interpretation.
  • Marking must be objective. Give credit for relevant ideas. 
  • Use the 50-mark assessment rubric to mark the essays. The texts produced by  candidates must be assessed according to the following criteria as set out in the  assessment rubric:
    • Content and planning (30 marks)
    • Language, style and editing (15 marks)
    • Structure (5 marks) 

NOTE: 

  • Adhere to the length of between 250 and 300 words as prescribed in the CAPS document. However, should the maximum word count be reached mid-sentence,  read to the end of that sentence.
  • No additional penalties may be imposed as the rubric itself imposes penalties.  

1.1 Everything was going according to plan when … 
Narrative/Reflective/Descriptive 

  • If narrative, the essay must have a strong story line and an interesting  ending. 
  • If reflective, the essay should convey emotional reactions and feelings the  candidate experiences/experienced.
  • If descriptive, the writer should create a picture in words using as many  senses as possible to make the description clear.
    NOTE: A candidate may write an essay which contains elements of more  than one type of essay/any other essay type. [50]

1.2 'We can change the world and make it a better place. It is in your hands  to make a difference.' – Nelson Mandela 
Reflective/Argumentative/Discursive/Narrative  

  • If reflective, the essay should convey emotional reactions and feelings the  candidate experiences/experienced.
  • If argumentative, the essay must reflect a specific argument or viewpoint  for or against the topic. The candidate should give a range of arguments  to support his/her view. The conclusion should be a strong, clear and  convincing statement of the writer's opinion.
  • If discursive, the arguments for and against must be well-balanced and clearly analysed in the essay. The candidate must provide supporting  evidence for arguments. The candidate may come to a particular  conclusion at the end of the essay, which should include  recommendations. 
  • If narrative, the essay must have a strong story line and an interesting  ending. 
    NOTE: A candidate may write an essay which contains elements of more  than one type of essay/any other essay type. [50] 

1.3 Hidden treasure 
Descriptive/Narrative/Reflective 

  • If descriptive, the candidate should create a picture in words using as  many senses as possible to make the description clear.
  • If narrative, the essay must have a strong story line and an interesting  ending. 
  • If reflective, the essay should convey emotional reactions and feelings the  candidate experiences/experienced.
    NOTE: A candidate may write an essay which contains elements of more  than one type of essay/any other essay type. [50]

1.4 'Go for it now. The future is promised to no-one.' – Dr Wayne Dyer
Reflective/Argumentative/Discursive/Narrative  

  • If reflective, the essay should convey emotional reactions and feelings the  candidate experiences/experienced.
  • If argumentative, the essay must reflect a specific argument or viewpoint  for or against the topic. The candidate should give a range of arguments  to support his/her view. The conclusion should be a strong, clear and  convincing statement of the writer's opinion.
  • If discursive, the arguments for and against must be well-balanced and  clearly analysed in the essay. The candidate must provide supporting  evidence for arguments. The candidate may come to a particular  conclusion at the end of the essay, which should include  recommendations. 
  • If narrative, the essay must have a strong story line and an interesting  ending. 
    NOTE: A candidate may write an essay which contains elements of more  than one type of essay/any other essay type. [50] 

1.5 You do not need someone else's approval to feel good about yourself. 
Argumentative/ Discursive/Reflective 

  • If argumentative, the essay must convey a specific argument or viewpoint  for or against the topic. The candidate should give a range of arguments  to support his/her view. The conclusion should be a strong, clear and  convincing statement of the writer's opinion. 
  • If discursive, the arguments for and against must be well-balanced and  clearly analysed in the essay. The candidate must provide supporting  evidence for arguments. The candidate may come to a particular  conclusion at the end of the essay, which should include  recommendations. 
  • If reflective, the essay should convey emotional reactions and feelings the  candidate experiences/experienced.
    NOTE: A candidate may write an essay which contains elements of more  than one type of essay/any other essay type. [50]

1.6 Beyond these walls 
Descriptive/Narrative/Reflective  

  • If descriptive, the candidate should create a picture in words using as  many senses as possible to make the description clear.
  • If narrative, the essay must have a strong story line and an interesting  ending. 
  • If reflective, the essay should convey emotional reactions and feelings the  candidate experiences/experienced.
    NOTE: A candidate may write an essay which contains elements of more  than one type of essay/any other essay type. [50] 

1.7 Interpretation of pictures 
The candidate: 

  • must give the essay a suitable title.
  • may interpret the pictures in any way, relevant to the picture.
  • may choose to write any type of essay, relevant to the picture.
  • must link the interpretation to the picture.
  • may write in any appropriate tense. 

1.7.1 Picture: Computer 
Narrative/Descriptive/Reflective/Argumentative/Discursive 

  • Literal interpretations: Communicating electronically, use of  computers, working in an office, electronic learning. 
  • Figurative interpretations: the effects of technology on our lives, modern life, the world of work. [50]

1.7.2 Picture: Lion 
Narrative/Descriptive/Reflective/Argumentative/Discursive 

  • Literal interpretations: lions as an endangered species, king of  the jungle, wildlife.
  • Figurative interpretations: survival of the fittest, law of the jungle, power, fear. [50]

TOTAL SECTION A: 50

SECTION B: LONGER TRANSACTIONAL TEXT 
QUESTION 2 
Instructions to Markers: 

  • Candidates are required to answer ONE question.
  • Marking must be objective. Give credit for relevant ideas.
  • Use the 30-mark assessment rubric to mark the responses in this section. The  texts produced by candidates must be assessed according to the following criteria  as set out in the assessment rubric: 
    • Content, planning and format (18 marks) 
    • Language, style and editing (12 marks) 

NOTE: 

  • Adhere to the length of between 120 and 150 words as prescribed in the CAPS document. However, should the maximum word count be reached mid-sentence,  read to the end of that sentence.
  • No additional penalties may be imposed as the rubric itself imposes penalties. 

2.1 DIALOGUE 
A conversation between siblings.  

  • A brief context must be provided at the beginning of the dialogue. 
  • The dialogue must be between the siblings.  
  • The tone must be informal.
  • The following aspects of the dialogue format must be included: 
    • The names of the speakers written on the left side of the page.
    • A colon after the name of the character who is speaking. 
    • A new line to indicate each new speaker. 
    •  Where necessary, actions must be given in brackets before the  words are spoken. [30] 

2.2 OBITUARY 
A learner has recently passed away.  

  • The tone must be formal.
  • The following aspects of format must be included:
    • Full name of the deceased
    • Date of birth
    • Date of death
    • Birthplace
    • Where the person was living at the time of death
    • Key survivors (e.g. parents, siblings) and their names
  • The following information may be included:
    • Date, time and place of funeral
    • Biographical information
    • Cause of death. 
  • The obituary must pay tribute to the deceased. [30]

2.3 NEWSPAPER ARTICLE 
An article for a community newspaper. 

  • The article must have a suitable heading.
  • Paragraphs should not be too long. 
  • The style should be personal, addressing the reader.
  • The language may be formal.
  • The article should be stimulating to the reader/encourage the reader to  recycle.
  • The article must provide the reader with suggestions on how residents  can recycle at home. [30] 

2.4 FORMAL LETTER 
Complaint to the manager. 

  • Allow for acceptable variations of the format, e.g. addresses.
  • The letter must be addressed to the manager of the store.
  • The tone and register of the letter must be formal.
  • The letter must include an introduction, a body and a conclusion.
  • The following aspects of format must be included: 
    • Address of sender
    • Date
    • Recipient: The Manager
    • Address of recipient
    • Greeting/Salutation
    • Subject line
    • Suitable ending
    • Signature 
    • Name of sender
  • The following information must be included in the letter, among others: 
    • Details about the purchase of the garment
    • Dissatisfaction with the service [30]

TOTAL SECTION B: 30 

SECTION C: SHORTER TRANSACTIONAL TEXT 
QUESTION 3 
Instructions to Markers:  

  • Candidates are required to answer ONE question.
  • Marking must be objective. Give credit for relevant ideas.
  • Use the 20-mark assessment rubric to mark the responses in this section. The  texts produced by candidates must be assessed according to the following criteria  as set out in the assessment rubric: 
    • Content, planning and format (12 marks)
    • Language, style and editing (8 marks) 

NOTE: 

  •  Adhere to the length of between 80 and 100 words as prescribed in the CAPS  document. However, should the maximum word count be reached mid-sentence,  read to the end of that sentence.
  • No additional penalties may be imposed as the rubric itself imposes penalties. 

3.1 FLYER 
Service to the elderly 

  • The following aspects should be included in the flyer, among others:
    • Eye-catching headline or slogan
    • Catchy words and phrases 
    • Sufficient details of services offered
    • Contact details of the person offering the service 
  • The language may be formal or informal but not slang or colloquial.
    NOTE: Do NOT award marks for illustrations or drawings. [20]

3.2 DIARY ENTRIES 
The candidate's feelings BEFORE and AFTER informing his/her family of the  decision taken. 

  • There MUST be TWO diary entries with two different dates/times. 
  • The entries must express the candidate's feelings before and after informing his/her family. 
  • The diary entries should be written in the first person.
  • The language should be simple and informal.
  • The tone must reflect suitable emotions. [20]

3.3 DIRECTIONS 
Directions to the clinic 

  • The directions may be in either point or paragraph form. 
  • Complete sentences are not necessary. 
  • Directions must be in the correct chronological order. 
  • Approximate distance, turns and landmarks must be included.
    NOTE: Do NOT award marks for illustrations. [20] 

TOTAL SECTION C: 20
GRAND TOTAL: 100

ASSESSMENT RUBRIC FOR ESSAY – FIRST ADDITIONAL LANGUAGE [50 MARKS]

Criteria 

 

Exceptional 

Skilful 

Moderate 

Elementary 

Inadequate

CONTENT &  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

  • 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

  • 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 &  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

  • Tone, register, style and  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 
  • Very 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 less 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 not appropriate to  purpose, audience and context
  • ocabulary limitations so  extreme as to make  comprehension impossible

LOWER LEVEL

13 

10 

4

 
  • Language excellent and  rhetorically effective in tone
  • irtually 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

 

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 some sense
  • Necessary points lacking
  • Sentences and paragraphs  faulty
  • Essay lacks sense

ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [30 MARKS]

Criteria 

Exceptional 

Skilful 

Moderate 

Elementary 

Inadequate

CONTENT, PLANNING  & FORMAT 

Response and ideas; Organisation of ideas  for planning; 

Purpose, audience,  features/conventions  and context 

18 MARKS

15–18 

11-14 

8-10 

5-7 

0–4

  • 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
  • Necessary rules of  format vaguely applied -Some critical  oversights
  • Response reveals no  knowledge of features  of the type of text -Meaning obscure with  major digressions
  • Not coherent in content  and ideas
  • Very few details  support the topic
  • Necessary rules of  format not applied

LANGUAGE, STYLE &  EDITING 

Tone, register, style,  purpose/effect,  

audience and context; Language use and  conventions; 

Word choice; Punctuation and  spelling 

12 MARKS

10–12 

8–9 

6–7 

4-5 

0–3

  • Tone, register, style  and 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 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  impaired

MARK RANGE 

25–30 

19–23 

14-17 

9-12 

0–7

ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [20 MARKS]

Criteria 

Exceptional 

Skilful 

Moderate 

Elementary 

Inadequate

CONTENT, PLANNING  & FORMAT 

Response and ideas; Organisation of ideas;  Features/conventions  and context 

12 MARKS

10–12 

8-9 

6-7 

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
  • Necessary rules of  format vaguely applied
  • Some critical  oversights
  • Response reveals no  knowledge of features  of the type of text
  • Meaning obscure with  major digressions
  • Not coherent in content  and ideas 
  • Very few details  support the topic
  • Necessary rules of  format not applied

LANGUAGE, STYLE &  EDITING 

Tone, register, style,  vocabulary appropriate  to purpose and context; Language use and  conventions; 

Word choice; Punctuation and  spelling 

8 MARKS

7–8 

5-6 

0–2

  • Tone, register, style  and 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 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  impaired

MARK RANGE 

17–20 

13–15 

10-11 

7-8 

0–5

Last modified on Tuesday, 21 September 2021 09:41