INSTRUCTIONS AND INFORMATION 
These marking guidelines must be used in conjunction with the attached English  FAL assessment rubrics for SECTIONS A, B and C. 
NOTE: All pieces of writing should be read at least TWICE during assessment,  once for content and once for language respectively. Errors must be  indicated in your second reading. 

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 topics can  be interpreted.
• Full credit must be given for the candidates’ own interpretation.
• Marking must be objective. Give credit for relevant ideas.
• Use the 50-mark grid to mark the essays. The texts produced by candidates  must be assessed according to the following criteria:
  • 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. 

1.11. My enemy has become my friend and … 
Narrative/Reflective/Descriptive 

• If narrative, the essay must have a strong storyline 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. [50]
1.2 Possibilities for me in the future  
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 storyline 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. [50] 
1.3 Unbelievable! 
Narrative/Reflective/Descriptive 

• If narrative, the essay must have a strong story line and an interesting ending.
• If reflective, the essay should convey the 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] 
1.4 Doing what is right is not always popular. 
Reflective/Argumentative/Discursive/Narrative 

• If reflective the essay should convey the 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 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. [50]
1.5 ‘You cannot change the past, but you can make a difference now.’  – Avis J. Williams 
Discursive/Argumentative/Descriptive/Reflective/Narrative 

• If discursive, the arguments for and against must be well-balanced and clearly  analysed in the essay. The candidate may come to a particular conclusion at  the end of the essay, which should include recommendations.
• 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 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 the emotional reactions and feelings the  candidate experiences/experienced.
• 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. [50] 
1.6 Security cameras tend to violate privacy. 
Argumentative/Discursive/Reflective/Narrative 

• 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 may come to a particular conclusion at  the end of the essay, which should include recommendations.
• If reflective the essay should convey the emotional reactions and feelings the  candidate experiences/experienced.
• If narrative, the essay must have a strong storyline and an interesting ending. 

NOTE: A candidate may write an essay which contains elements of more  than one type of essay. [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: Two dice 
Narrative/Descriptive/Reflective/Argumentative/Discursive 

• Literal interpretations: gambling, casinos, the gambling industry,  street corner gambling, dicey situations, board games: snakes and  ladders, Ludo etc.
• Figurative interpretations: luck, fate, chance, destiny, risk danger,  daring, adventure, don’t-care-attitude, dreams, obsessive and compulsive behaviour [50] 

1.7.2 Picture: Billows of smoke coming from pipe/chimney/  smokestack 
Narrative/Descriptive/Reflective/Argumentative/Discursive 

• Literal interpretation: air pollution, smog, respiratory diseases,  climate change, global warming 
• Figurative interpretation: solutions to air pollution, air purity, acid  rain, green living, green manufacturing, green energy [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 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 
Apology and explanation about textbook. 

• The following aspects of format must be included:
  • Address of sender
  • Date
  • Greeting/Salutation
  • Suitable ending
• The tone and register of the letter should be friendly and informal.
• Arrangements must be made for the return of the borrowed book. [30]

2.2 DIALOGUE 
A conversation between the candidate and father/mother. 

• The tone must be informal.
• The following ideas may be explored, among others:
  • A brief scenario (context) must be sketched before the speakers start speaking.
  • The names of the speakers must appear on the left-hand side of  the page.
  • A colon must appear after the name of each speaker.
  • A new line must be used to indicate each speaker.
  • Stage directions (tone of voice, actions etc.) must be written in brackets, if applicable. 
• The following ideas may be explored, among others:
  • Your sister’s intent to join a girls’ soccer team.
  • You persuading your father/mother to allow your sister to join the  girls’ soccer team. [30]

2.3 OBITUARY 
A best friend has 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
  • Cause of death
  • Birth place 
  • Where the person was living at the time of death
  • Key survivors 
  • Date, time and place of funeral 
• May be included: 
  • Biographical information 
• Content should include the following, among others: 
  • A tribute must be paid to the deceased.
  • State what the best friend meant to you. [30]

2.4 NEWSPAPER ARTICLE 
Service delivery protest 

• The article must have a suitable heading.
• Paragraphs must not be too long.
• The style should be personal, addressing the reader.
• The language must be formal.
• The article should be stimulating to the reader. 

The content should include: 

• dissatisfaction with the behaviour of protestors. 
• why not necessary to engage in unacceptable behaviour [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: o 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 FLYER 
Fundraising for tracksuits 

•  The following aspects should be included, among others:
  • Eye-catching headline or slogan
  • Catchy words and phrases
  • Sufficient details of items for sale
  • Contact person or names of persons doing the fundraising
• The language may be formal or informal but not slang or colloquialism. [20]

3.2 DIARY ENTRIES 
The candidate’s feelings BEFORE and AFTER delivering the acceptance  speech. 

• There must be two diary entries with two different times / dates.
• The entries must express the candidates’ feelings before and after  delivering the acceptance speech to club members.
• The diary entries must 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 Youth Centre 

• The directions may either be in point or paragraph form. 
• Complete sentences are not necessary.
• Directions must be in the correct chronological order.
• Landmarks, approximate distances and specific directions must be  included. [20] 

TOTAL SECTION C: 20 
GRAND TOTAL: 100

SECTION A: RUBRIC FOR ASSESSING ESSAY – FIRST ADDITIONAL LANGUAGE [50 MARKS] 

• Always use the rubric when marking the creative essay (Paper 3, SECTION A).
• The marks from 0–50 have been divided into 5 major level descriptors.
• In the Content, Language and Style criteria, each of the five level descriptors is divided into an upper and a lower level sub-category with the applicable mark range and descriptors.  OStructure is not affected by the upper level and lower level division.

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

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