ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 1
GRADE 12 
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 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 250–300 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 An escape  
Narrative/Reflective/Descriptive 

  • If narrative, the essay must have a strong story line and an interesting  ending. The essay is usually written in the past tense. 
  • If reflective, the essay should convey emotional reactions and feelings  the candidate experiences/experienced. 
  • If descriptive, the candidate 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. [50]

1.2 We have been friends since Grade 1 
Narrative/Reflective/Descriptive 

  • If narrative, the essay must have a strong story line and an interesting  ending. This topic lends itself to the possibility of being written in both the  past tense and the present tense. 
  •  If reflective, the essay should convey emotional reactions and feelings  the candidate experiences/experienced.
  • If descriptive, the candidate 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. [50] 

1.3 The home in which I grew up 
Descriptive/Reflective/Narrative 

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

1.4 'Life is really simple, but we insist on making it complicated.' – Confucius Discuss this statement. 
Discursive/Narrative/Reflective/Descriptive/Argumentative 

  • If discursive, the arguments for and against must be well-balanced and  clearly analysed in the essay. Supporting evidence must be provided for  arguments given. 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.
  • 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.
  • 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 and substantiate his/her view. The conclusion should be a strong,  clear and convincing statement of the writer's opinion.
    NOTE: A candidate may write an essay which contains elements of more  than one type of essay. [50] 

1.5 We are responsible for what future generations will inherit from us Argumentative/Reflective/Discursive 

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

1.6 Freedom of speech is both a right and a responsibility. Do you agree? 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 and  substantiate 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. Supporting evidence must be provided for  arguments given. The candidate may come to a particular conclusion at  the end of the essay which should include recommendations.  [50]

1.7 Interpretation of pictures 
Narrative/Descriptive/Reflective/Argumentative/Discursive 

  • The candidate should give the essay a suitable title.
  • The candidate may interpret the pictures in any way.
  • The candidate may choose to write any type of essay.
  • The interpretation must be linked to the picture.
  • The candidate may write in any appropriate tense. 

1.7.1 Picture: Tap 

  • Literal interpretations: the importance of water in our lives, lack  of service delivery, access to water.
  • Figurative interpretations: drought, water conservation. 

1.7.2 Picture: An athlete 

  • Literal interpretations: sport, talents, competition.
  • Figurative interpretations: rat-race, competing to be the best,  taking up challenges. [50] 

 TOTAL SECTION A: 50

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

Related Items

  • 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 120–150 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 FRIENDLY LETTER 
A letter of congratulations 

  • The letter should have an introduction, a body and a conclusion. 
  • The tone and register of the letter should be friendly and informal. 
  • The following aspects of format must be included: 
    • Address of sender 
    • Date 
    • Greeting/Salutation 
    • Suitable ending 
  • The candidate must express his/her congratulations to the friend. [30]

2.2 LETTER OF APPLICATION 
Application for the position of general assistant 

  • Acceptable variations of format must be allowed.
  • The letter should be addressed to the production manager.
  • The tone and register of the letter should be formal.
  • The letter should have an introduction, a body and conclusion.
  • The following aspects of format must be included: 
    • Address of sender 
    • Date 
    • Recipient: The Production Manager
    • Name of the production company 
    • Address of recipient 
    • Greeting/Salutation 
    • Subject line 
    • Suitable ending 
    • Signature 
    • Name of sender 
  • The purpose of the letter must be clear. [30]

2.3 INFORMAL REPORT 
A report on a project  

  • The report must have: 
    • A topic 
    • A recipient 
    •  A sender 
  • The report must be written using an informal format but formal language.  [30]
  • Slang or colloquial language is NOT acceptable. 
  • Information about the project must be included. 

2.4 INTERVIEW 
Interview with a private nurse  

  • A context must be provided at the beginning of the interview. 
  • The dialogue must be between yourself and the nurse. 
  • The tone and register should be appropriate to the person being  interviewed. 
  • The questions must be probing and to the point. 
  • The names of the speakers should be followed by colons. 
  • A new line should be used to indicate each new speaker. [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 attached rubric: 
    • Content, planning and format (12 marks)
    • Language, style and editing (8 marks)
      NOTE:
    • Adhere to the length of 80–100 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 INVITATION CARD 
Invitation to a farewell dinner 

  • The invitation must include the following aspects: 
    • Date, venue and time 
    • Type of function 
  • Language should be suited to the context. 
  • Full sentences are not necessary. 
  • No marks should be awarded for illustrations. [20]

3.2 DIARY ENTRIES 
The candidate's feelings before and after his/her first day at work. 

  • There MUST be TWO diary entries with two different dates/times.
  • 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 from the shopping centre to the local post office 

  • The directions may be in point or paragraph form. 
  • Complete sentences are not necessary. 
  • Directions must be in the correct sequence, including reference to  distance, turns and landmarks.
  • No marks are awarded for sketches or maps. [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, including introduction, body and conclusion
  • Very well-crafted response
  • Fully relevant and interesting ideas with evidence of maturity
  • Very well organised and coherent, including
    introduction, body and conclusion
  • Satisfactory response -Ideas are reasonably coherent and convincing
  • Reasonably organised and coherent, including introduction, body and conclusion
  • 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, including introduction, body and conclusion 
  • Well-crafted response
  • Relevant and interesting ideas
  • Well organised and coherent, 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 topicCompletely 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
  • Exceptionally impressive use of language,
  • 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
  • Rhetorical devices used to enhance content
  • Tone, register, style and vocabulary less appropriate to purpose, audience and context
  • Very basic use of language
  • Diction is inappropriate
  • Very limited vocabulary
  • Language incomprehensible
  • Tone, register, style and vocabulary not appropriate to purpose, audience and context
  • Vocabulary limitations so extreme as to make comprehension impossible
Lower level  13 10 7 4  
  • 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 sentences
  • Exceptionally limited vocabulary
 
STRUCTURE
Features of text;
Paragraph development and sentence
construction
5 MARKS
  5 4 3 2 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 point lacking
  • Sentences an 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
18MARKS 
 15-18 11-14 8-10 5-7 0-4
  • Outstanding response beyond normal expectations
  • Intelligent and mature ideas
  • xtensive 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 & 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 for planning;
Purpose, audience, features/conventions and context
12MARKS 
 10-12 8-9 6-7 4-5 0-3
  • Outstanding response beyond normal expectations
  • Intelligent and mature ideas
  • xtensive 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 & EDITING
Tone, register, style, purpose/effect, audience and context;
Language use and conventions;
Word choice;
Punctuation and spelling
8 MARKS  
 7-8 5-6 4 3  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 Monday, 09 August 2021 08:09