ENGLISH FIRST ADDITIONAL LANGUAGE
GRADE 12
PAPER 3 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

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 with 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 candidate’s 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: No additional penalties may be imposed as the rubric itself imposes  penalties. 

1.1 My beautiful dream 
Narrative/Descriptive/Reflective essay 

• If narrative, a story line 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. [50]

1.2 Oh! No … 
Narrative/Descriptive/Reflective essay 

• If narrative, a strong story line must be evident in which a series of events  leads to a negative outcome. 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. [50]

1.3 The fear/fears I have 
Narrative/Descriptive/Reflective essay 

• If narrative, a strong story line 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. [50] 

1.4 The new South Africa offers a better life for a few people.  
Argumentative/Reflective/Discursive/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 reflective, the candidate must still take a stance for or against the topic.
• 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 descriptive, the candidate should create the picture in words, trying to  use as many senses as possible to make the description clear. [50] 

1.5 “A [gardener] must take responsibility for what he cultivates; he must  mind his work … preserve (keep) what can be preserved and eliminate  what cannot succeed.” – Nelson Mandela 
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 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 candidate’s opinion.
• If descriptive, the candidate should create a picture in words, trying to use  as many senses as possible to make the description clear. [50]

1.6 My solution to the problems caused by social networking. Narrative/Descriptive/Reflective/Discursive essay 

• If narrative, a strong story line 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.
• If discursive, the candidate may come to a particular conclusion at the end of the essay, but the arguments for and against must be well-balanced  and clearly analysed in the course of the essay. [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 Picture: A person’s hand 

• Literal interpretations: e.g. the work of hands/extending a hand of  help, etc. 
• Abstract interpretations: e.g. giving to others as a gesture of  kindness/caring for the poor and destitute, etc. [50]

1.7.2 Picture: Two rings for human finger 

• Literal interpretations: e.g. fashion sense/engagement/wedding  etc. 
• Abstract interpretations: e.g. love/unity/eternity, marriage,  partnerships etc. [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: No additional penalties may be imposed as the rubric itself imposes  penalties. 

2.1 FRIENDLY LETTER 

• The letter should be addressed to a friend.
• The tone and register should be informal.
• The following aspects of format should be included:
  • Address of sender
  • Date 
  • Greeting/salutation
  • Suitable ending 
  • Name of sender
    The following should be included in the letter, among others:
  • Wishing a friend well after getting driver’s licence AND advice  on road safety. [30]

2.2 INTERVIEW 

• A brief scenario (context) must be sketched before the speakers start  speaking.
• The dialogue format must be used.
• The interview must be between a learner and a sports person/star.
• Stage directions (tone of voice, actions etc.) in brackets before the  spoken words, if applicable. 
• The tone must be formal.
• The questions must be probing and to the point.
• The names/title/designation of the speakers should be followed by  colons.
• A new line should be used to indicate each new speaker.
• The following may be explored, among others:
  • Reference to sports issues as relating to the learner.
  • Reference to strengths and other ambitions in sport should be  mentioned.
  • Questions should be relevant to the learner’s performance in sport.
  • Suitable answers should be provided. [30]

2.3 MINUTES OF A MEETING 

• There should be an agreement between the agenda and minutes.
• Register and tone should be formal.
• Complete sentences are not a striking necessity. 
• Items should be numbered.
• The following should be explored, among others:
  • Clear reference to speakers and respective seconders.
  • Resolutions arrived at should be clearly indicated as such.
  • The content of the minutes should relate to proposals relating to improvements to the school buildings and grounds. [30] 

2.4 OBITUARY 

• The tone must be formal.
• The following aspects of format should be included:
  • Full name of the deceased
  • Date of birth 
  • Date of death
• The following information may also be included:
  • Brief biographical information
  • Key survivors
  • The deceased’s promotion of his/her community’s welfare
  • Tribute must be paid to the deceased. [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: No additional penalties may be imposed as the rubric itself imposes  penalties. 

3.1 FLYER 

• The following information should be included in the flyer, among  others:
  • Catchy words and phrases should be used.
  • Sufficient details about the items sold should be mentioned.
  • The language used should capture the interest of readers.
  • Contact details may be provided.
  • No marks are awarded for illustrations. [20]

3.2 DIARY ENTRY 

• There should be TWO entries.
• Each entry must bear a date.
• The tone must be personal.
• There should be reflection on feelings BEFORE and AFTER the  organisation of the entertainment programme. [20] 

3.3 INSTRUCTIONS 

• 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.
• Candidates may also choose to write each instruction on a new line or  leave lines between instructions.
• Complete sentences are not necessary.
• Instructions should give tips on how to deal with bullying in the context  of school. [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.  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]