# English FAL Grade 11 Paper 3 Eastern Cape November 2019 Memo > Grade 11 English FAL Paper 3 memorandum from the Eastern Cape November 2019, 12 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/engfal-p3-gr11-memo-november-2019-final/9d59168f-80e9-4644-9fc5-9dcc4d0b187d - Updated: 2026-09-27 - Subject: English FAL - Grade: Grade 11 - Document type: Memorandum - Year: 2019 - Exam period: Eastern Cape November - Paper: 3 - Curriculum: CAPS - Pages: 12 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 11](https://www.hlayiso.com/library/grade-11) › [English FAL](https://www.hlayiso.com/library/grade-11/english-fal) › [English FAL Grade 11 Paper 3 Eastern Cape November 2019 Memo](https://www.hlayiso.com/library/engfal-p3-gr11-memo-november-2019-final/9d59168f-80e9-4644-9fc5-9dcc4d0b187d) ## About this document English Fal · Grade 11 · Eastern Cape November · 2019. Memorandum, 12 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER 2019 ENGLISH FIRST ADDITIONAL LANGUAGE P3 MARKING GUIDELINE (EXEMPLAR) MARKS: 100 This marking guideline consists of 12 pages. ### Page 2 Downloaded from hlayiso.com 2 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMEBR 2019) 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: o Content and planning (30 marks) o Language, style and editing (15 marks) o Structure (5 marks) NOTE: • Adhere to the length of 200–250 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 The worst experience I ever encountered Narrative/Reflective/Descriptive essay • If narrative, the essay must have a strong storyline and an interesting ending. There must be a logical sequence of tense. • If reflective, there must be a personal account of thought processes and feelings/emotions. • If descriptive, there must be a vivid description of an experience/incident. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50] Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com (EC/NOVEMBER 2019) ENGLISH FIRST ADDITIONAL LANGUAGE P3 3 1.2 I was healed ... Descriptive/Narrative/Reflective essay • If descriptive, there must be a vivid description of an incident/experience to illustrate the statement. • If narrative, the essay must have a strong storyline and an interesting ending. There must be a logical sequence of tense. • 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 Broken things should be repaired and used again Reflective/Narrative/Descriptive essay • If reflective, the candidate must still take a stance for or against the topic. • If narrative, the essay must have a strong storyline and an interesting ending. There must be a logical sequence of tense. • If descriptive, the candidate 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 ‘Do what is right, not what is easy …’ Roy T. Bennett Narrative/Reflective/Descriptive/Discursive/Argumentative essay • If narrative, the essay must have a strong story line and an interesting ending. There must be a logical sequence of tense. • If reflective, the candidate must still take a stance for or against the topic. • If descriptive, the candidate should create the picture in words, trying to use as many senses as possible to make the description clear. • 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. • 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. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50] Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com 4 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMEBR 2019) 1.5 Mothers / Fathers are the best teachers Discursive/Argumentative/Descriptive/Reflective/Narrative essay • If discursive, the candidate may come to a particular conclusion at the end of the essay but the arguments for and against the topic must be well-balanced and clearly analysed in the course of the 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 descriptive, the candidate should create the picture in words, trying to use as many senses as possible to make the description clear. • If reflective, the candidate must still take a stance for or against the topic. • If narrative, the essay must have a strong storyline and an interesting ending. There must be a logical sequence of tense. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50] 1.6 Denial Descriptive/Reflective/Narrative essay • If descriptive, the candidate should create the picture in words, trying to use as many senses as possible to make the description clear. • If reflective, the candidate must still take a stance for or against the topic. • If narrative, the essay must have a strong story line and an interesting ending. There must be a logical sequence of tense. 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 Picture: Hand / fingers dipping into water causing ripples • Literal interpretation: e.g. someone appreciating nature, hand in water, ripples in water, reflection(s) in the water, calm nature image etc. • Abstract interpretations: e.g. immersion in water, baptism, importance of water sources, purity of water, humans and water, repercussions of wasting water, the ripple effects of our actions etc. [50] Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com (EC/NOVEMBER 2019) ENGLISH FIRST ADDITIONAL LANGUAGE P3 5 1.7.2 Picture: Boy cleaning adult’s shoes • Literal interpretation: e.g. child labour, child doing something for his father, child-parent relations, child living in poverty etc. • Abstract interpretations: e.g. entrepreneurship, children’s rights, how children are reared in different cultures, exploitation of children, the future of children etc. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com 6 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMEBR 2019) 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: o Content, planning and format (18 marks) o 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. o No additional penalties may be imposed as the rubric itself imposes penalties. 2.1 FORMAL LETTER Thanks to the hospital staff • Allow for acceptable variations of format (address). • The letter should be addressed to the local hospital staff in the town in which your school played sport. • The tone and register should be formal. • The letter should have introduction, body and conclusion. • The following aspects of format must be included: o Address of sender o Date o Recipient: The hospital staff / CEO of hospital / Manager of hospital (Hospital should have a specific name) o Address of recipient o Greeting/Salutation o Subject line o Suitable ending o Signature o Name of sender [30] Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com (EC/NOVEMBER 2019) ENGLISH FIRST ADDITIONAL LANGUAGE P3 7 2.2 DIALOGUE A conversation between mother and daughter / son • The tone must be informal. • The following aspects of format must be included: o A brief scenario (context) must be sketched before the speakers start speaking. o The names of the speakers must appear on the left-hand side of the page. o A colon must appear after the name of each speaker. o A new line must be used to indicate each speaker. o Stage directions (tone of voice, actions etc.) must be written in brackets, if applicable. • The following ideas may be explored, among others: o Exchange of ideas between candidate and parent about the lost cell phone. o There could be conflicting opinions or candidate may be submissive. [30] 2.3 INFORMAL REPORT Relating experiences about animal treatment • The report must: o Have a subject line o Highlight the challenges and improvements that could possibly be done. o The tone of the report must be formal and polite. [30] 2.4 OBITUARY A Grade 8 learner passed away • The tone must be formal. • The following aspects of format must be included: o Full name of the deceased o Date of birth o Date of death o Birthplace o Date, time and place of funeral o Biographical information o Cause of death o Where the person was living at the time of death o Key survivors (e.g. parents, siblings) and their names • The obituary must: o State what was learned from the deceased o Pay tribute to him/her (deceased) [30] TOTAL SECTION B: 30 Copyright reserved Please turn over ### Page 8 Downloaded from hlayiso.com 8 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMEBR 2019) 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: o Content, planning and format (12 marks) o 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. o No additional penalties may be imposed as the rubric itself imposes penalties. 3.1 INVITATION CARD Invitation to birthday party • The invitation must include the following aspects: o Date, venue and time o Type of function o Language should be suited to the context. o Full sentences are not necessary. NOTE: No marks are awarded for drawings or illustrations. [20] 3.2 DIARY ENTRIES The candidate’s feelings BEFORE and AFTER the wedding reception • There MUST be TWO diary entries with two different dates/times. • The entries should express the candidate’s feelings before and after the wedding reception. • The diary entries should be written in the first person. • The language should be simple and informal. • The tone must reflect emotions suited to the topic. [20] Copyright reserved Please turn over ### Page 9 Downloaded from hlayiso.com (EC/NOVEMBER 2019) ENGLISH FIRST ADDITIONAL LANGUAGE P3 9 3.3 INSTRUCTIONS Behavioural expectations on first date • 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. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over ### Page 10 Downloaded from hlayiso.com 10 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMBER 2019) SECTION A: RUBRIC FOR ASSESSING ESSAY – ADDITIONAL LANGUAGE [50 MARKS] O Always use the rubric when marking the creative essay (Paper 3, SECTION A). O The marks from 0–50 have been divided into 5 major level descriptors. O 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. O Structure is not affected by the upper level and lower level division. Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT AND PLANNING 28–30 22–24 16–18 10–12 4–6 (Response and ideas) - Outstanding/Striking response beyond normal - Very well-crafted response. - Satisfactory response - Inconsistently coherent - Totally irrelevant response. Organisation of ideas for expectations. - Fully relevant and interesting. - Ideas are reasonably coherent response - Confused and unfocused ideas. - Intelligent, thought-provoking and mature - Ideas with evidence of maturity and convincing. - Unclear ideas and unoriginal - Vague and repetitive. Upper level planning ideas - Very well organised and coherent - Reasonably organised and - Little evidence of - Unorganised and incoherent. Awareness of purpose, - Exceptionally well organised and coherent (connected) including introduction, body coherent including introduction, organisation and coherence. audience and context (connected) including introduction, body and and conclusion/ending. body and conclusion/ending 30 MARKS conclusion/ending. 25–27 19–21 13–15 7–9 0–3 - Excellent response but lacks the exceptionally - Well-crafted response. - Satisfactory response but some - Largely irrelevant response. - No attempt to respond to the topic striking qualities of the outstanding essay - Relevant and interesting ideas. lapses in clarity. - Ideas tend to be - Completely irrelevant and - Mature and intelligent ideas - Well organised and coherent (connected) - Ideas are fairly coherent and disconnected and confusing. inappropriate Lower level - Skilfully organised and coherent (connected) including introduction, body and convincing. - Hardly any evidence of - Unfocused and muddled including introduction, body and conclusion. - Some degree of organisation and organisation and coherence. conclusion/ending. coherence including introduction, body and conclusion. LANGUAGE, STYLE AND 14–15 11–12 8–9 5–6 0–3 EDITING - Tone, register, style, vocabulary highly - Tone, register, style and vocabulary very - Tone, register, style and - Tone, register, style and - Language incomprehensible appropriate to purpose, audience and context appropriate to purpose, audience and vocabulary appropriate to vocabulary not appropriate to - Tone, register, style and vocabulary - Language confident, exceptionally impressive context. purpose, audience and context. purpose, audience and less appropriate to purpose, Tone, register, style, – compelling and rhetorically effective in tone. - Language is effective and a consistently - Appropriate use of language to context. audience and context Upper level vocabulary appropriate to - Virtually error-free in grammar and spelling. appropriate tone is used. convey meaning. - Very basic use of language. - Vocabulary limitations so extreme as purpose/effect and context - Highly skilfully crafted. - Largely error-free in grammar and - Tone is appropriate. - Tone and diction are to make comprehension impossible Word choice spelling. - Rhetorical devices used to inappropriate. Language use and - Very well crafted. enhance content. - Very limited vocabulary. conventions, punctuation, 13 10 7 4 grammar, spelling - Language excellent and rhetorically effective - Language engaging and generally - Adequate use of language with - Inadequate use of language. 15 MARKS in tone. effective some inconsistencies. - Little or no variety in Lower level - Virtually error-free in grammar and spelling. - Appropriate and effective tone. - Tone generally appropriate and sentence. - Skilfully crafted. - Few errors in grammar and spelling. limited use of rhetorical devices. - Exceptionally limited - Well-crafted vocabulary. 5 4 3 2 0–1 STRUCTURE Features of text - Excellent development of topic - Logical development of details - Relevant details developed - Some valid points - Necessary points lacking Paragraph development and - Exceptional detail - Coherent - Sentences, paragraphs well- - Sentences and paragraphs - Sentences and paragraphs faulty sentence construction - Sentences, paragraphs exceptionally well- - Sentences, paragraphs logical, varied constructed faulty constructed - Essay still makes some sense - Essay still makes sense 5 MARKS despite flaws. MARKS RANGE 40–50 30–39 20–29 10–19 0–9 Copyright reserved Please turn over ### Page 11 Downloaded from hlayiso.com (EC/NOVEMBER 2019) ENGLISH FIRST ADDITIONAL LANGUAGE P3 11 SECTION B: ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – ADDITIONAL LANGUAGE [30 marks] Criteria Exceptional Skilful Moderate Elementary Inadequate 15–18 11–14 8–10 5–7 0-–4 CONTENT PLANNING - Outstanding response beyond - Very good response - Adequate response - Basic response - Response reveals no AND FORMAT normal expectations demonstrating good demonstrating demonstrating some knowledge of features - Intelligent and mature ideas knowledge of features of knowledge of features knowledge of of the type of text (Response and ideas ) - -Extensive knowledge of features the type of text. of the type of text. features of the type - Meaning is obscure Organisation of ideas of the type of text - Maintains focus – no - Not completely focused of text. with major for planning - Writing maintains focus digressions. – some digressions. - Some focus but digressions. Purpose, audience and - Coherence in content and ideas. - Coherent in content and - Reasonably coherent writing digresses. - Not coherent in features/conventions - Highly elaborated and all details ideas, very well in content and ideas - Not always coherent in content and ideas. and context support the topic elaborated and details - Some details support content and ideas. - Very few details - Appropriate and accurate format support topic. the topic - Few details support support the topic. 18 MARKS - Appropriate format with - Generally appropriate the topic. - Has not applied minor inaccuracies. format but with some - Has vaguely applied necessary rules of inaccuracies. necessary rules of format. format - Some critical oversights. 10–12 8–9 6–7 4–5 0–3 LANGUAGE, STYLE - Tone, register, style, vocabulary - Tone, register, style and - Tone, register, style - Tone, register, style - Tone, register, style and AND EDITING highly appropriate to purpose, vocabulary very and vocabulary and vocabulary less vocabulary do not audience and context. appropriate to purpose, appropriate to purpose, appropriate to purpose, correspond to purpose, Tone, register, style, - Grammatically accurate and well- audience and context audience and context. audience and context audience and context. purpose/effect, constructed - Generally grammatically - Some grammatical -Inaccurate grammar - Error-ridden and audience and context - Virtually error-free. accurate and well- errors with numerous errors confused Language use and constructed - Adequate vocabulary -Limited vocabulary - Vocabulary not suitable conventions. - Very good vocabulary - Errors do not impede -Meaning is obscured. for purpose Word choice - Mostly free of errors meaning - Meaning seriously Punctuation, spelling impaired 12 MARKS MARKS RANGE 25–30 19–23 14–17 9–12 0–7 Copyright reserved Please turn over ### Page 12 Downloaded from hlayiso.com 12 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMBER 2019) SECTION C: ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – ADDITIONAL LANGUAGE [20 marks] Criteria Exceptional Skilful Moderate Elementary Inadequate 10–12 8–9 6–7 4–5 0–3 - Outstanding response beyond - Very good response - Adequate response - Basic response - Response reveals no normal expectations demonstrating good demonstrating demonstrating some knowledge of features CONTENT PLANNING - Intelligent and mature ideas knowledge of features of knowledge of features knowledge of of the type of text AND FORMAT - -Extensive knowledge of features the type of text. of the type of text. features of the type - Meaning is obscure of the type of text - Maintains focus – no - Not completely focused of text. with major digressions. (Response and ideas) - Writing maintains focus digressions. – some digressions. - Some focus but - Not coherent in Organisation of ideas - Coherence in content and ideas. - Coherent in content and - Reasonably coherent writing digresses. content and ideas. for planning - Highly elaborated and all details ideas, very well in content and ideas - Not always coherent in Very few details Purpose, audience and support the topic elaborated and details - Some details support content and ideas. support the topic. features/conventions - Appropriate and accurate format support topic. the topic - Few details support - Has not applied and context - Appropriate format with - Generally appropriate the topic. necessary rules of minor inaccuracies. format but with some - -Has vaguely applied format. 12 MARKS inaccuracies. necessary rules of format - -Some critical oversights. 7–8 5–6 4 3 0–2 LANGUAGE, STYLE - Tone, register, style, vocabulary - Tone, register, style and - Tone, register, style - Tone, register, style - Tone, register, style AND EDITING highly appropriate to purpose, vocabulary very and vocabulary and vocabulary less and vocabulary do not audience and context. appropriate to purpose, appropriate to purpose, appropriate to correspond to Tone, register, style, - Grammatically accurate and well- audience and context audience and context. purpose, audience and purpose, audience and purpose/effect, constructed - Generally grammatically - Some grammatical context context. audience and context - Virtually error-free. accurate and well- errors - Inaccurate grammar - Error-ridden and Language use and constructed - Adequate vocabulary with numerous errors confused conventions. - Very good vocabulary - Errors do not impede - Limited vocabulary - Vocabulary not Word choice - Mostly free of errors. meaning. - -Meaning is obscured. suitable for purpose Punctuation, spelling - -Meaning seriously obscured 8 MARKS MARKS RANGE 17–20 13–15 10–11 7–8 0–5 Copyright reserved Please turn over ## Related documents - [ENGFAL P3 GR11 QP NOVEMBER 2019 final](https://www.hlayiso.com/library/engfal-p3-gr11-qp-november-2019-final/ce8b40d0-29cc-4114-bc67-e70b54867303) — English FAL · QP · 2019 - [ENGFAL P3 MEMO GR11 NOV 2020](https://www.hlayiso.com/library/engfal-p3-memo-gr11-nov-2020/91e58e5b-0945-4a9e-976b-9687dcb0469f) — English FAL · Memo · 2020 - [ENGFAL P3 MEMO GR11 NOV 2020 D](https://www.hlayiso.com/library/engfal-p3-memo-gr11-nov-2020-d/d44e2431-b012-472c-9cfd-b02e26f1c1a5) — English FAL · Memo · 2020 - [ENGFAL P3 QP MEMO GR11 NOV 2020 D](https://www.hlayiso.com/library/engfal-p3-qp-memo-gr11-nov-2020-d/33ce6e6d-78aa-4aa9-a229-a2f0e323e783) — English FAL · Memo · 2020 - [English FAL P3 Grade 11 Nov 2018 Memo](https://www.hlayiso.com/library/english-fal-p3-grade-11-nov-2018-memo/9b6d42e2-d178-4628-b022-33204d808ad3) — English FAL · Memo · 2018 · Eng - [English FAL P3 Memo](https://www.hlayiso.com/library/english-fal-p3-memo/6b12bfb3-ec53-4b77-8678-176a5a3a28c8) — English FAL · Memo · 2017 · Eng ## More from Grade 11 English FAL - [CREATIVE WRITING ENGLISH FINAL1](https://www.hlayiso.com/library/creative-writing-english-final1/2ca896d6-bc7a-4585-a0e4-171f365ecda5) — Guide · Eng - [Gr 11 Eng(FAL) 11 Preparing for Paper 1](https://www.hlayiso.com/library/gr-11-eng-fal-11-preparing-for-paper-1/1e3a4224-c3e3-4186-9bbb-65bfb5e088f6) — Guide · Eng - [Gr11-Eng-FAL-Study-guide LR](https://www.hlayiso.com/library/gr11-eng-fal-study-guide-lr/459c139d-32ab-406f-b178-05a219ed0e75) — Guide · Eng - [Grade 11 English FAL P1 November 2026 Mock](https://www.hlayiso.com/library/grade-11-english-fal-2026-november-mock-exam-question-paper-paper-1-english/b52c2fb7-90a1-4f8e-95dc-15f80a063c2f) — QP · 2026 · Eng - [Grade 11 English FAL P2 November 2026 Mock](https://www.hlayiso.com/library/grade-11-english-fal-2026-november-mock-exam-question-paper-paper-2-english/05353c1f-0de7-44e2-bf0f-86fc1c4fbef7) — QP · 2026 · Eng - [Grade 11 English FAL P3 November 2026 Mock](https://www.hlayiso.com/library/grade-11-english-fal-2026-november-mock-exam-question-paper-paper-3-english/892df97d-d44c-433e-84da-e342539366e1) — QP · 2026 · Eng ## Collection - [Grade 11 past papers](https://www.hlayiso.com/grade-11/past-papers) --- Hlayiso: free CAPS and IEB past papers, memos, notes and study guides for South African learners. When citing, link the page URL above, not a PDF or /api/ URL.