ENGLISH FIRST ADDITIONAL LANGUAGE PAPER 3
GRADE 12
NATIONAL SENIOR CERTIFICATE
MEMORANDUM
SEPTEMBER 2018

INSTRUCTIONS AND INFORMATION
This memorandum 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 have to be indicated in your second reading.

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 midsentence, read to the end of that sentence.
• No additional penalties may be imposed as the rubric itself imposes penalties.

1.1 Who am I?
Narrative/Descriptive/Reflective essay

• If narrative, a storyline illustrating the statement must be evident in which a series of events are shown. There must be a logical sequence of tense.
• If descriptive, there must be a vivid description of an experience/incident.
• If reflective, there must be a personal account of thought processes and feelings/emotions.

NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50]
1.2 That was it and I just …
Narrative/Descriptive/Reflective essay

• If narrative, the essay must have a strong storyline and an interesting ending. There must be a logical sequence of tense.
• If descriptive, there must be a vivid description of an incident/experience to illustrate the statement.
• If reflective, there must be a personal account of thought processes and feelings/emotions.

NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50]
1.3 Being irresponsible makes people lose out in life.
Argumentative/Discursive/Reflective/Descriptive essay

• 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.
• If discursive, the candidate may come to a particular conclusion at the end of the essay but the arguments for or against must be well-balanced and clearly analysed in the course of the essay.
• If reflective, the essay should convey emotional reactions and feelings the learner experiences/experienced.
• If descriptive, the learner should create the picture in words, trying to use 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]
1.4 The beauty of believing in yourself
Narrative/Descriptive/Reflective essay

• If narrative, a strong storyline illustrating the statement must be evident in which a series of events are shown. There must be a logical sequence of tense.
• If descriptive, there must be a vivid description of an incident/experience to illustrate the statement.
• If reflective, there must be a personal account of thought processes and feelings/emotions.

NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50]
1.5 ‘Nothing worth having in life comes without effort.’ – John C Maxwell
Discursive/Reflective/Argumentative/Descriptive essay

• If discursive, the candidate may come to a particular conclusion at the end of the essay but the arguments for or against must be well-balanced and clearly analysed in the course of the essay.
• If reflective, the essay should reflect emotional reactions and feelings experienced by the candidate.
• If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The learner 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 candidate’s opinion.
• If descriptive, the learner should create a picture in words, trying to use 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]
1.6 An amazing achievement
Narrative/Descriptive/Reflective Essay

• If narrative, a strong storyline illustrating the statement must be evident in which a series of events are shown. There must be a logical sequence of tense.
• If descriptive, there must be a vivid description of an incident/experience to illustrate the statement.
• If reflective, there must be a personal account of thought processes and feelings/emotions.

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 may interpret the picture in any way.
• The candidate may choose to write any type of essay.
• The interpretation must be linked to the pictures.
• The candidate should give the essay a suitable title.
• The candidate may write in any appropriate tense.
• The following ideas, among others, may be explored in response to the pictures:

1.7.1 A picture of stairs

• Literal interpretations: e.g. climbing up, going down, ascending to success etc.
• Abstract interpretations: e.g. rising from the ashes, achieving success, retrogression etc. [50]

1.7.2 A picture of a zebra

• Literal interpretations: e.g. wildlife, the big five, the animal kingdom etc.
• Abstract interpretations: e.g. beauty of nature, the environment, animal welfare etc. [50]

TOTAL SECTION A: 50

SECTION B: LONGER TRANSACTIONAL TEXT
QUESTION 2
INSTRUCTIONS TO MARKERS:

• Learners 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 learners 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 FORMAL LETTER TO THE PRESS
A letter expressing concerns about environmental destruction

• Acceptable variations of format must be allowed.
• The letter should be addressed to the editor of the Daily Dispatch.
• The tone and register of the letter should be formal.
• The following aspects of format should be included:
  • Address of sender
  • Date
  • Recipient (editor of Daily Dispatch)
  • Address of Daily Dispatch
  • Salutation
  • Subject line
  • Suitable ending
  • Signature
  • Name of sender [30]

2.2 CURRICULUM VITAE (CV) AND COVERING LETTER
A covering letter for a job application

• The curriculum vitae (CV) should be short and relevant to the job applied for.
• The letter should be addressed to the manager of a marketing company.
• The tone and register of the letter should be formal.
• The following aspects of format should be included:
  • Address of sender
  • Date
  • Recipient (Manager of marketing company)
  • Address of recipient
  • Salutation
  • Subject line
  • Suitable ending
  • Signature
  • Name of sender [30]

2.3 INFORMAL REPORT
A report about the successes and challenges of the women and child abuse
awareness campaign

• The report must have:
  • A topic
  • A sender
  • Date
  • The format is informal but the language should be formal.
  • Slang or colloquial language is unacceptable.

2.4 SPEECH
A speech to wish a learner well for a sports competition

• The speech should be written using a suitable salutation/greeting.
• The tone and register should be appropriate for the audience.
• The speech must include the following:
  • An introduction that attracts attention
  • Well-developed points
  • A conclusion

[30]
TOTAL SECTION B: 30

SECTION C: SHORTER TRANSACTIONAL TEXT
QUESTION 3
INSTRUCTIONS TO MARKERS:

• Learners 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 learners 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 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
An invitation to honour the elderly people

• The following aspects of format must be included:
  • The name of the occasion
  • Date, venue and time
  • Type of function should be clear
• Language should be formal and suitable for the context.
• Full sentences are not necessary.
• Do not award marks for drawings and illustrations. [20]

3.2 DIARY ENTRY
The learner’s feelings before and after the interview

• There should be TWO entries.
• The entries should be written in the first person.
• Each entry must bear a date/time.
• The tone must be personal. [20]

3.3 INSTRUCTIONS
Instructions on protective measures against social networking crimes/cyber crime

• Instructions may be in point or paragraph form.
• Numbers or bullets may be used to indicate each new instruction.
• The language should be clear and instructive.
• Complete sentences are not necessary.
• Instructions should be logical. [20]

TOTAL SECTION C: 20
GRAND TOTAL: 100

SECTION A: RUBRIC FOR ASSESSING ESSAY – 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.
• Structure is not affected by the upper level and lower level division.

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

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]