# English FAL Grade 12 Paper 3 Eastern Cape Mock 2020 Memo > Grade 12 English FAL Paper 3 memorandum from the Eastern Cape Mock Exam 2020, 12 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/engfal-p3-gr12-memo-sept2020-printready-17-august-2020/56727156-4b29-427e-ad80-d85a609cf01f - Updated: 2026-09-27 - Subject: English FAL - Grade: Grade 12 - Document type: Memorandum - Year: 2020 - Exam period: Eastern Cape Mock Exam - Paper: 3 - Curriculum: CAPS - Pages: 12 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 12](https://www.hlayiso.com/library/grade-12) › [English FAL](https://www.hlayiso.com/library/grade-12/english-fal) › [English FAL Grade 12 Paper 3 Eastern Cape Mock 2020 Memo](https://www.hlayiso.com/library/engfal-p3-gr12-memo-sept2020-printready-17-august-2020/56727156-4b29-427e-ad80-d85a609cf01f) ## About this document English Fal · Grade 12 · Eastern Cape Mock Exam · 2020. 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 12 SEPTEMBER 2020 ENGLISH FIRST ADDITIONAL LANGUAGE P3 MARKING GUIDELINE MARKS: 100 This marking guideline consists of 12 pages. ### Page 2 Downloaded from hlayiso.com 2 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2020) INSTRUCTIONS AND INFORMATION This marking guideline 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 as set out in the assessment rubric: o Content and planning (30 marks) o Language, style and editing (15 marks) o 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 My pleasant/frightening experience 1. 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 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/any other essay type. [50] Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com (EC/SEPTEMBER 2020 ENGLISH FIRST ADDITIONAL LANGUAGE P3 3 1.2 And now this … 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 experienced. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50] 1.3 Changing your mindset Reflective/Descriptive/Narrative  If reflective, the essay should convey the emotional reactions and feelings the candidate experienced.  If descriptive, the writer 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. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50] 1.4 Choices Reflective/Descriptive/Argumentative/Narrative  If reflective, the essay should convey the emotional reactions and feelings the candidate experienced.  If descriptive, the candidate 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 his/her view. The conclusion should be a strong, clear and convincing statement of the writer’s opinion.  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/any other essay type. [50] Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com 4 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2020) 1.5 ‘I have decided to stick with love. Hate is too great a burden to bear.’ – Martin Luther King Jnr. 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 may 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 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/any other essay type. [50] 1.6 Toxic (poisonous) friendship Reflective/Narrative/Descriptive  If reflective, the essay should convey the emotional reactions and feelings the candidate experienced.  If narrative, the essay must have a strong storyline and an interesting ending.  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/any other essay type. [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. Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com (EC/SEPTEMBER 2020 ENGLISH FIRST ADDITIONAL LANGUAGE P3 5 1.7.1 Picture: Railway track and discarded shoes Narrative/Descriptive/Reflective/Argumentative/Discursive  Literal interpretations: journey by rail, rail destination(s), abandoned shoes, giving up, abandonment, etc.  Figurative interpretations: your life’s journey, destiny, dreams, the future, loneliness, depression, etc. [50] 1.7.2 Picture: Person with empty pocket and single coin in his/her hand Narrative/Descriptive/Reflective/Argumentative/Discursive  Literal interpretation: broke, unemployment, nothing to give, bankrupt, lean economic times, poverty, living below the breadline etc.  Figurative interpretation: underpayment, economic opportunities, investment, poor economic conditions, savings, miserliness, entrepreneurship etc. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com 6 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2020) 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.  No additional penalties may be imposed as the rubric itself imposes penalties. 2.1 FRIENDLY LETTER Comfort and assurance to friend  The following aspects of format must be included: o Address of sender o Date o Greeting/Salutation o Suitable ending  The tone and register of the letter should be friendly and informal.  Comforting a friend and giving assurance about change of situation. [30] 2.2 OBITUARY Obituary of an activist  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 Where the person was living at the time of death o Key survivors (e.g. parents, siblings) and their names  The following information may be included: o Date, time and place of funeral o Biographical information o Cause of death o The obituary must pay tribute to the deceased.  Mention must also be made of his/her contribution to the development of the community. [30] Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com (EC/SEPTEMBER 2020 ENGLISH FIRST ADDITIONAL LANGUAGE P3 7 2.3 INTERVIEW An interview between a candidate and the director of a company  A brief context must be provided at the beginning of the interview.  A dialogue format must be used.  The dialogue must be between a candidate and director of a company.  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. [30] 2.4 NEWSPAPER ARTICLE How teenagers can prevent teen-suicide and seek help  The article must have a suitable heading.  Paragraphs must be well developed and not too long.  The style should be personal, addressing the reader.  The language must be formal.  The article should be stimulating to the reader. [30] TOTAL SECTION B: 30 Copyright reserved Please turn over ### Page 8 Downloaded from hlayiso.com 8 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2020) 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:  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 Surprise function for retiring educator  The following aspects of format must be included: o Date o Venue o Time o RSVP details  The type of function should be clear.  The name of the retiring educator must be included.  Language must be appropriate to the context.  Full sentences are not necessary. NOTE: No marks are awarded for drawings and illustrations. [20] 3.2 DIARY ENTRIES Feelings BEFORE and AFTER undergoing medical tests  There must be TWO diary entries with two different times / dates.  The entries must express the candidates’ feelings before and after having undergone medical tests.  The diary entries must be written in the first person.  The language should be simple and informal.  The tone must reflect suitable emotions. [20] Copyright reserved Please turn over ### Page 9 Downloaded from hlayiso.com (EC/SEPTEMBER 2020 ENGLISH FIRST ADDITIONAL LANGUAGE P3 9 3.3 INSTRUCTIONS Instructions to a domestic worker  Instructions may either be in point or paragraph form.  Complete sentences are not necessary.  May be written in the imperative.  Language should be instructional. [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/SEPTEMBER 2020) SECTION A: RUBRIC FOR ASSESSING ESSAY – FIRST 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 with - Ideas are reasonably coherent response - Confused and unfocused ideas - Intelligent, thought-provoking and mature 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, less style and - Language incomprehensible appropriate to purpose, audience and context appropriate to purpose, audience and vocabulary appropriate to vocabulary appropriate to - Tone, register, style and vocabulary - Language confident, exceptionally impressive context purpose, audience and context purpose, audience and not appropriate to purpose, audience Tone, register, style, - Compelling and rhetorically effective in tone - Language is effective and a consistently - Appropriate use of language to context 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 - Essay lacks sense 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/SEPTEMBER 2020) ENGLISH FIRST ADDITIONAL LANGUAGE P3 11 SECTION B: ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [30 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate 15–18 11–14 8–10 5–7 0-–4 CONTENT, - Outstanding response beyond - Very good response - Adequate response - Basic response - Response reveals no PLANNING AND normal expectations demonstrating good demonstrating demonstrating some knowledge of features FORMAT - Intelligent and mature ideas knowledge of features of knowledge of features knowledge of of the type of text - -Extensive knowledge of features the type of text of the type of text features of the type - Meaning is obscure (Response and ideas) of the type of text - Maintains focus – no - Not completely focused of text with major digressions Organisation of ideas - Writing maintains focus digressions – some digressions - Some focus but - Not coherent in for planning - Coherence in content and ideas. - Coherent in content and - Reasonably coherent writing digresses content and ideas Purpose, audience and - Highly elaborated and all details ideas, very well in content and ideas - Not always coherent in - Very few details features/conventions support the topic elaborated and details - Some details support content and ideas support the topic and context - Appropriate and accurate format support topic the topic - Few details support - Has not applied - Appropriate format with - Generally appropriate the topic necessary rules of 18 MARKS minor inaccuracies format but with some - Has vaguely applied format inaccuracies necessary rules of 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/SEPTEMBER 2020) SECTION C: ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – FIRST 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, - Intelligent and mature ideas knowledge of features of knowledge of features knowledge of of the type of text PLANNING AND - Extensive knowledge of features the type of text. of the type of text. features of the type - Meaning is obscure FORMAT of the type of text - Maintains focus – no - Not completely focused of text with major digressions. - Writing maintains focus digressions – some digressions - Some focus but - Not coherent in Response and ideas; - Coherence in content and ideas - Coherent in content and - Reasonably coherent writing digresses. content and ideas Organisation of ideas - Highly elaborated and all details ideas, very well in content and ideas - Not always coherent in - Very few details for planning support the topic elaborated and details - Some details support content and ideas support the topic Purpose, audience and - Appropriate and accurate format support topic. the topic - Few details support - Has not applied features/conventions - Appropriate format with - Generally appropriate the topic necessary rules of and context minor inaccuracies format but with some - Has vaguely applied format inaccuracies necessary rules of 12 MARKS 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 GR12 QP SEPT2020 (Printready 17 August 2020)](https://www.hlayiso.com/library/engfal-p3-gr12-qp-sept2020-printready-17-august-2020/17e3cf34-a0b2-4814-8412-009368d025b9) — English FAL · QP · 2020 - [English FAL P3 Nov 2020 Memo](https://www.hlayiso.com/library/english-fal-p3-nov-2020-memo/4f4fba72-fa43-414c-9c35-38295b464929) — English FAL · Memo · 2020 · Eng - [ENGFAL P3 GR12 MEMO SEPTEMBER 2022](https://www.hlayiso.com/library/engfal-p3-gr12-memo-september-2022/1b1c0e71-9825-40d2-9f94-ab92354c6d1a) — English FAL · Memo · 2022 - [ENGFAL P3 GR12 MEMO SEPT2021](https://www.hlayiso.com/library/engfal-p3-gr12-memo-sept2021/12744b83-901f-450d-9b53-a3f8ef23ac81) — English FAL · Memo · 2021 - [ENGFAL P3 GR12 MEMO SEPT 2014](https://www.hlayiso.com/library/engfal-p3-gr12-memo-sept-2014/21daa2e3-9754-4ea6-bf36-d9241215800f) — English FAL · Memo · 2014 - 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