# English HL Grade 11 Paper 3 Eastern Cape November 2012 Memo > Grade 11 English HL Paper 3 memorandum from the Eastern Cape November 2012, 10 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/enghl-p3-n12-memo-eng/5bcc673e-6634-44ed-8edd-c7651777ea32 - Updated: 2026-09-27 - Subject: English HL - Grade: Grade 11 - Document type: Memorandum - Year: 2012 - Exam period: Eastern Cape November - Paper: 3 - Curriculum: CAPS - Pages: 10 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 11](https://www.hlayiso.com/library/grade-11) › [English HL](https://www.hlayiso.com/library/grade-11/english-hl) › [English HL Grade 11 Paper 3 Eastern Cape November 2012 Memo](https://www.hlayiso.com/library/enghl-p3-n12-memo-eng/5bcc673e-6634-44ed-8edd-c7651777ea32) ## About this document English Hl · Grade 11 · Eastern Cape November · 2012. Memorandum, 10 pages. Read online or download the PDF. 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Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com Province of the EASTERN CAPE EDUCATION NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER 2012 ENGLISH HOME LANGUAGE P3 MEMORANDUM MARKS: 100 This memorandum consists of 8 pages. ### Page 2 Downloaded from hlayiso.com 2 ENGLISH HOME LANGUAGE P3 (Memo) (NOVEMBER 2012) INFORMATION FOR THE MARKER In assessing a candidate’s work, the following aspects, among others, drawn from the assessment rubric, must be borne in mind.  The overall effect of planning, drafting, proofreading and editing of the work on the final text produced.  Awareness of writing for a specific purpose, audience and context – as well as register, style and tone – especially in sections B and C.  Grammar, spelling and punctuation.  Language structures, including an awareness of critical language.  Choice of words and idiomatic language.  Sentence construction.  Paragraphing.  Interpretation of the topic that will be reflected in the overall content: the introduction, development of ideas, and the conclusion. ### Page 3 Downloaded from hlayiso.com (NOVEMBER 2012) ENGLISH HOME LANGUAGE P3 (Memo) 3 SUGGESTED APPROACH TO MARKING SECTION A: ESSAY QUESTION 1 1.1 POSSIBLE RESPONSES  Descriptive/narrative/discursive  Title could refer to a serious problem in the country/in government/in nature/in a person’s life/medical emergency/emotional emergency  Essay should convey a sense of urgency  LO3AS1,2,3 [50] 1.2 POSSIBLE RESPONSES:  Narrative/discursive/reflective  Making a difficult decision  The importance of a particular decision and how its effects impact  Not being afraid of the future  Strengthening of resolve  A lesson learnt  Accepting the challenge of life  LO3AS1,2,3 [50] 1.3 POSSIBLE RESPONSES:  Narrative/discursive/reflective/argumentative  The importance of accepting yourself/being true to yourself  Seizing all opportunities  Determining your own happiness  LO3AS1,2,3 [50] 1.4 POSSIBLE RESPONSES:  Narrative/reflective/discursive/argumentative  Words could appear somewhere in the essay  Facing up to a difficult problem/personal problem  The importance of talking about personal problems instead of bottling them up  Discussion is better than violence  OR: Sometimes we need more action and less talking  LO3AS1,2,3 [50] 1.5 POSSIBLE RESPONSES:  Descriptive/narrative/reflective  Can focus on any of the aspects: end of summer/end of a happy time/life is not static/changes in seasons/facing another stage in life [50] ### Page 4 Downloaded from hlayiso.com 4 ENGLISH HOME LANGUAGE P3 (Memo) (NOVEMBER 2012) 1.6 POSSIBLE RESPONSES:  Discursive/narrative/reflective/argumentative  Words can hurt/inspire/spur people into action/hate speech/inciting violence  The importance of being considerate  An incident where words had important consequences  LO3AS1,2,3 [50] 1.7 1.7.1 POSSIBLE RESPONSES:  Narrative/argumentative/discursive/reflective  The importance of caring for the environment  Man’s influence on the world around him  Man holds the key to our survival  The state of the world/Africa/South Africa/local environment  An environmental disaster  LO3AS1,2,3 [50] 1.7.2 POSSIBLE RESPONSES  Narrative/descriptive/reflective/argumentative  Lack of individuality (faceless/wooden)  Excess control over people’s lives (school/home/country/world)  The need to break free from restrictions  Looking forward to breaking free after examinations  LO3AS1,2,3 [50] INSTRUCTIONS TO MARKERS Refer to SECTION A: Rubric for Assessing an Essay found on page 8 of this memorandum. CRITERIA USED FOR ASSESSMENT CRITERIA MARKS CONTENT, PLANNING AND FORMAT 30 LANGUAGE, STYLE AND EDITING 15 STRUCTURE 5 TOTAL 50 1. Read the whole piece and decide on a category for CONTENT AND PLANNING. 2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING. 3. Re-read the piece and select the appropriate category for STRUCTURE. TOTAL SECTON A: 50 ### Page 5 Downloaded from hlayiso.com (NOVEMBER 2012) ENGLISH HOME LANGUAGE P3 (Memo) 5 SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 2.1 DIALOGUE  Confrontation and explanation  Should convey idea of the learner’s desperation/emotional trauma  Appropriate register: colloquial, but NOT slang  LO3AS1,2,3 [30] 2.2 LETTER OF COMMENDATION  Formal letter  Praising the salesperson  Stating what the salesperson did that was so impressive  Formal register and style  LO3AS1,2,3 [30] 2.3 AGENDA AND MINUTES  Focus is on the increase in bullying  Agenda should reflect the purpose of the meeting  Minutes should reflect the discussion of the problem  Possible solutions need to be provided  Formal style and register  LO3AS1,2,3 [30] 2.4 NEWSPAPER COLUMN  Is for publication in a school newspaper  Column need not focus only on the letter, but also on social network sites in general  Possible focus on: advice on dealing with the situation; the need to be discreet; the dangers of social network sites  Colloquial language acceptable  LO3AS1,2,3 [30] TOTAL SECTON B: 30 ### Page 6 Downloaded from hlayiso.com 6 ENGLISH HOME LANGUAGE P3 (Memo) (NOVEMBER 2012) INSTRUCTIONS TO MARKERS Refer to SECTION B: Rubric for Assessing Longer Transactional Texts found on page 9 of this memorandum. CRITERIA USED FOR ASSESSMENT CRITERIA MARKS CONTENT, PLANNING AND FORMAT 18 LANGUAGE, STYLE AND EDITING 12 TOTAL 30 1. Read the whole piece and decide on a category for CONTENT, PLANNING AND FORMAT. 2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING. 3. If the learner has used incorrect format, decide on a mark for content then drop slightly within that category or drop to the next category. (The seriousness of the transgression will determine the extent of the penalty.) ### Page 7 Downloaded from hlayiso.com (NOVEMBER 2012) ENGLISH HOME LANGUAGE P3 (Memo) 7 SECTION C: SHORTER TEXT TRANSACTIONAL/REFERENTIAL/INFORMATIONAL QUESTION 3 3.1 INSTRUCTIONS  Need to be relevant to coping with life’s problems  Instructions deal with NOT feeling sorry for oneself  Each instruction should be written as a separate point on a new line, but do not penalise if the instructions are written as a paragraph  Numbered or bulleted instructions are preferable  LO3AS1,2,3 [20] 3.2 POSTER  Promotion of recycling  Focus is not on pollution  Heading  Text only  Text needs to connect with illustration  Useful advice on how and what to recycle  LO3AS1,2,3 [20] 3.3 DIARY  TWO entries required  Date for each entry  Informal language, but no slang  Emotive language  The reason for the anger must be clear  LO3AS1,2,3 [20] INSTRUCTIONS TO MARKERS Refer to SECTION C: Rubric for Assessing Shorter Transactional/referential/Informational Texts found on page 10 of this memorandum. CRITERIA USED FOR ASSESSMENT CRITERIA MARKS CONTENT, PLANNING AND FORMAT 12 LANGUAGE, STYLE AND EDITING 8 TOTAL 20 1. Read the whole piece and decide on a category for CONTENT, PLANNING AND FORMAT. 2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING. 3. If the learner has used incorrect format, decide on a mark for content then drop slightly within that category or drop to the next category. (The seriousness of the transgression will determine the extent of the penalty.) TOTAL SECTON C: 20 GRAND TOTAL: 100 NOTE:  Various formats of transactional/referential/informational texts have been taught/are in current practice. Therefore, this has to be considered when assessing the format.  Give credit for appropriateness of format.  Look for a logical approach in all writing. ### Page 8 Downloaded from hlayiso.com 8 ENGLISH HOME LANGUAGE P3 (Memo) (NOVEMBER 2012) SECTION A: RUBRIC FOR ASSESSING AN ESSAY – HOME LANGUAGE (50 marks) Code 7: Code 6: Code 5: Code 4: Code 3: Code 2: Code 1: Outstanding Meritorious Substantial Adequate Moderate Elementary Not achieved 80-100% 70-79% 60-69% 50-59% 40-49% 30-39% 0-29% 24-30 21-23½ 18-20½ 15-17½ 12-14½ 9-11½ 0-8½ -Content -Content -Content sound, -Content -Content mediocre, -Content not always -Content largely outstanding, highly meritorious, original. reasonably appropriate, ordinary. Gaps in clear, lacks irrelevant. No original. -Ideas imaginative, coherent. adequately coherence. coherence. coherence. CONTENT & -Ideas thought- interesting. -Ideas interesting, coherent. -Ideas mostly -Few ideas, often -Ideas tedious, PLANNING provoking, mature. - Planning &/or convincing. -Ideas interesting, relevant. Limited repetitive. repetitive. -Planning &/or drafting has - Planning &/or adequately original. originality. -Inadequate for -Inadequate drafting has produced a well- drafting has - Planning &/or - Planning &/or home language level planning/drafting. 30 MARKS produced crafted & produced a drafting has drafting has despite Poorly presented a flawlessly presentable essay. presentable & good produced a produced a planning/drafting. essay. presentable essay. essay. satisfactory, moderately Essay not well presentable essay. presentable & presented. coherent essay. 12-15 10½-11½ 9-10 7½-8½ 6-7 4½-5½ 0-4 -Critical awareness -Critical awareness -Critical awareness -Some awareness of -Limited critical -Language & -Language & of impact of of impact of of language evident. impact of language. language punctuation flawed. punctuation language. language. -Language & -Language awareness. -Choice of words seriously flawed. -Language, -Language, punctuation mostly simplistic, -Language limited. -Choice of words LANGUAGE, punctuation punctuation correct; correct. punctuation mediocre, -Style, tone, register inappropriate. effectively used. able to use figurative -Choice of words adequate. punctuation often inappropriate. -Style, tone, register STYLE & -Uses highly language. suited to text. -Choice of words inaccurately used. -Error-ridden despite flawed in all aspects. EDITING appropriate -Choice of words -Style, tone, register adequate. -Choice of words proof-reading, -Error-ridden & figurative language. varied & creative. suited to topic. -Style, tone, register basic. editing. confused following -Choice of words -Style, tone, register -Mostly error-free generally consistent -Style, tone register proof-reading, 15 MARKS exceptional, mature. appropriately suited following proof- with topic lacking in editing. -Style, tone, register to topic. reading, editing. requirements. coherence. highly suited to -Largely error-free -Still contains a few -Contains several topic. following proof- errors following errors following -Virtually error-free reading, editing. proof-reading, proof-reading, following proof- editing. editing. reading & editing. 4-5 3½ 3 2½ 2 1½ 0-1 -Coherent -Logical -Several relevant -Some points, -Most necessary -Sometimes off topic -Off topic. development of development of details developed. necessary details points evident. but general line of -Sentences, topic. Vivid, details. Coherent. -Sentences, developed. -Sentences, thought can be paragraphs STRUCTURE exceptional detail. -Sentences, paragraphs well- -Sentences, paragraphs faulty followed. muddled, -Sentences, paragraphs logical, constructed. paragraphing might but essay still makes -Sentences, inconsistent. paragraphs brilliantly varied. -Length correct. be faulty in places sense. paragraphs Length – far too 5 MARKS constructed. -Length correct. but essay still makes -Length - too constructed at an long/short. -Length in sense. long/short. elementary level. accordance with -Length almost -Length - too requirements of correct. long/short. topic. ### Page 9 Downloaded from hlayiso.com (NOVEMBER 2012) ENGLISH HOME LANGUAGE P3 (Memo) 9 SECTION B: RUBRIC FOR ASSESSING LONGER TRANSACTIONAL TEXTS – HOME LANGUAGE (30 marks) Code 7: Code 6: Code 5: Code 4: Code 3: Code 2: Code 1: Outstanding Meritorious Substantial Adequate Moderate Elementary Not achieved 80-100% 70-79% 60-69% 50-59% 40-49% 30-39% 0-29% 14½-18 13-14 11-12½ 9-10½ 7½-8½ 5½-7 0-5 -Extensive -Very good -Fair knowledge of -Adequate -Moderate -Elementary -No knowledge of specialized knowledge of requirements of text. knowledge of knowledge of knowledge of requirements of text. knowledge of requirements of text. -Writing – maintains requirements of text. requirements of text. requirements of text. Response to writing requirements of text. -Disciplined writing – focus, with minor -Writing – digresses Response to writing Response to writing task reveals a limited -Disciplined writing – maintains focus, no digressions. but does not impede task reveals a task reveals a limited focus. maintains rigorous digressions. -Mostly coherent in overall meaning. narrow focus. focus. -Writing – digresses, focus, no -Coherent in content content & ideas, -Adequately -Writing – digresses, -Writing – digresses, meaning obscure in digressions. & ideas, very well elaborated & most coherent in content meaning vague in meaning obscure in places. CONTENT, -Total coherence in elaborated & all details support topic. & ideas, some places. places. -Not coherent in PLANNING & content & ideas, details support topic. -Evidence of details support topic. -Moderately -Not always content & ideas, has highly elaborated & -Evidence of planning &/or -Evidence of coherent in content coherent in content few details which FORMAT all details support planning &/or drafting has planning &/or & ideas, some & ideas, has few support topic. topic. drafting has produced a drafting has details support topic. details which support -Inadequate -Evidence of produced a well- presentable & very produced a -Evidence of topic. planning/ drafting. 18 MARKS planning &/or crafted & good text. satisfactorily planning &/or -Inadequate for Poorly presented drafting has presentable text. -Has applied the presented text. drafting has home language level text. produced a -Has applied the necessary rules of -Has applied an produced a despite planning -Has not applied flawlessly necessary rules of format. adequate idea of moderately &/or drafting. Text necessary rules of presentable text. format very well. requirements of Presentable & not well presented, format. -Highly appropriate format. coherent text. -Has vaguely applied format. -Has a moderate necessary rules of idea of requirements format – some of format – some critical oversights. critical oversights. 10-12 8½-9½ 7½-8 6-7 5-5½ 4-4½ 0-3½ -Grammatically -Very well -Well constructed & -Adequately -Basically -Poorly constructed -Poorly constructed accurate & brilliantly constructed & easy to read. constructed. Errors constructed. Several & difficult to follow. & very difficult to constructed. accurate. -Vocabulary do not impede flow. errors. -Vocabulary requires follow. -Vocabulary highly -Vocabulary very appropriate to -Vocabulary -Vocabulary limited some remediation & -Vocabulary requires LANGUAGE, appropriate to appropriate to purpose, audience & adequate for & not very suitable not suitable for serious remediation purpose, audience & purpose, audience & context. purpose, audience & for purpose, purpose, audience & & not suitable for STYLE & context. context. -Style, tone, register context. audience & context. context. purpose. EDITING -Style, tone, register -Suitable style, tone, mostly appropriate. -Style, tone, register -Lapses in style tone -Style, tone & -Style, tone & highly appropriate. register considering -Mostly error-free fairly appropriate. & register. register register do not -Virtually error-free demands of task. following proof- -A few errors -Several errors inappropriate. correspond with 12 MARKS following proof- -Largely error-free reading & editing. following proof- following proof- -Error-ridden despite topic reading & editing. following proof- -Length correct. reading & editing. reading & editing. proof-reading, -Error-ridden and -Length correct. reading & editing. -Length almost -Length – too editing. confused following -Length correct. correct. long/short. -Length – too proof-reading, long/short. editing. -Length – far too long/short. ### Page 10 Downloaded from hlayiso.com 10 ENGLISH HOME LANGUAGE P3 (Memo) (NOVEMBER 2012) SECTION C: RUBRIC FOR ASSESSING SHORTER TRANSACTIONAL/REFERENCE/INFORMATIONAL TEXTS - HOME LANGUAGE (20 marks) Code 7: Code 6: Code 5: Code 4: Code 3: Code 2: Code 1: Outstanding Meritorious Substantial Adequate Moderate Elementary Not achieved 80-100% 70-79% 60-69% 50-59% 40-49% 30-39% 0-29% 10-12 8½-9½ 7½-8 6-7 5-5½ 4-4½ 0-3½ -Extensive specialized -Very good knowledge of -Fair knowledge of -Adequate knowledge of -Moderate knowledge of -Elementary knowledge -No knowledge of knowledge of requirements of text. requirements of text. requirements of text. requirements of text. of requirements of text. requirements of text. requirements of text. -Exhibits a broad -Exhibits a general -Exhibits some Response to writing task Response to writing task -Exhibits no knowledge of -Exhibits a profound awareness of wider awareness of wider awareness of wider reveals a narrow focus. reveals a limited focus. wider contexts in writing awareness of wider contexts in writing. contexts in writing tasks. context in writing tasks -Exhibits rather limited -Exhibits a limited tasks. contexts in writing. -Disciplined writing – -Writing – learner Writing – learner knowledge of wider knowledge of wider -Writing – learner -Disciplined writing – learner maintains focus, maintains focus, with digresses but does not contexts in writing tasks. contexts in writing tasks digresses, meaning CONTENT, learner maintains no digressions. minor digressions. impede overall meaning. -Writing – learner -Writing – learner obscure in places. PLANNING & rigorous focus, no digressions. -Text is coherent in content & ideas, very well -Text is mostly coherent in content & ideas, -Text adequately coherent in content & digresses, meaning vague in places. digresses, meaning obscure in places. -Text not coherent in content & ideas, has few FORMAT -Total coherence in elaborated & all details elaborated & most details ideas, some details -Text moderately -Text not always details which support content & ideas, highly support topic. support topic. support topic. coherent in content & coherent in content & topic. elaborated & all details -Evidence of planning -Evidence of planning -Evidence of planning ideas, some details ideas, has few details -Inadequate planning/ 12 MARKS support topic. &/drafting has produced &/or drafting has &/or drafting has support topic. which support topic. drafting. Poorly -Evidence of planning a well-crafted & produced a presentable produced a satisfactorily -Evidence of planning -Inadequate for home presented text. &/or drafting has presentable text. & very good text. presented text. &/or drafting has language level despite -Has not applied produced a flawlessly -Has applied the -Has applied the -Has applied an produced a moderately planning &/or drafting. necessary rules of presentable text. necessary rules of format necessary rules of adequate idea of presentable & coherent Text not well presented. format. -Has produced a highly very well. format. requirements of format. text. -Has vaguely applied appropriate format. -Has a moderate idea of necessary rules of requirements of format – format. some critical oversights. 6½-8 6 5½ 4-4½ 3½ 2½-3 0-2 -Text grammatically -Text very well -Text well-constructed & -Text adequately -Text is basically -Text is poorly -Text is poorly accurate and brilliantly constructed & accurate. easy to read. constructed. Errors do constructed. Several constructed & difficult to constructed & very LANGUAGE, constructed. - Vocabulary is highly -Vocabulary very appropriate to purpose, -Vocabulary appropriate to purpose, audience & not impede flow. -Vocabulary adequate for errors. -Vocabulary limited & not follow. -Vocabulary requires difficult to follow. -Vocabulary requires STYLE & appropriate to purpose, audience & context. context. purpose, audience & very suitable for purpose, some remediation & not serious remediation & not EDITING audience and context. -Style, tone, register -Suitable style, tone & register considering -Style, tone, register mostly appropriate. context. -Style, tone, register audience & context. -Lapses in style, tone & suitable for purpose, audience & context. suitable for purpose. -Style, tone & register do highly appropriate. demands of task. -Text mostly error-free fairly appropriate. register. -Style, tone & register not correspond with topic. 8 MARKS -Text virtually error free following proof reading. -Text largely error-free following proof-reading & following proof-reading & editing. -Text still contains few errors following proof- -Text contains several errors following proof- inappropriate. -Text error-ridden despite -Text error-ridden and confused following proof- -Length correct. editing. -Length correct. reading & editing. reading & editing. proof-reading, editing. reading, editing. -Length correct. -Length almost correct. -Length – too long/short. -Length – too long/short. -Length – far too long/short. ## Related documents - [ENGHL P3 N12 QP Eng](https://www.hlayiso.com/library/enghl-p3-n12-qp-eng/b983af22-5a9c-477c-b9ed-96493cd69a6e) — English HL · QP · 2012 · Eng - [ENGHL P1 N12 Memo Eng](https://www.hlayiso.com/library/enghl-p1-n12-memo-eng/894c0fd1-c8c6-4086-93b4-ee99e29c39f0) — English HL · Memo · 2012 · Eng - [ENGHL P3 GR11 QP MEMO NOV 2020 D](https://www.hlayiso.com/library/enghl-p3-gr11-qp-memo-nov-2020-d/46389925-7f58-46de-afa3-d7a555470937) — English HL · Memo · 2020 - [ENGHL P3 GR11 MEMO Nov 2020](https://www.hlayiso.com/library/enghl-p3-gr11-memo-nov-2020/c058b1b2-cca3-494c-bca1-334c961d9fe1) — English HL · Memo · 2020 - [ENGHL P3 GR11 MEMO Nov 2020 D](https://www.hlayiso.com/library/enghl-p3-gr11-memo-nov-2020-d/cf1a3164-9cfa-4e0e-a105-94124e8f0ca1) — English HL · Memo · 2020 - [ENGHL P3 GR11 MEMO NOV 2019 D](https://www.hlayiso.com/library/enghl-p3-gr11-memo-nov-2019-d/54db1dd4-1fac-4c99-9b50-bdaf7b94439f) — English HL · Memo · 2019 ## More from Grade 11 English HL - [Grade 11 English HL P1 November 2026 Mock](https://www.hlayiso.com/library/grade-11-english-hl-2026-november-mock-exam-question-paper-paper-1-english/60ecd319-3ed5-4ef9-bc7b-40d74241bb88) — QP · 2026 · Eng - [Grade 11 English HL P2 November 2026 Mock](https://www.hlayiso.com/library/grade-11-english-hl-2026-november-mock-exam-question-paper-paper-2-english/0e29b8f5-c33d-45d4-938e-448f7904cb40) — QP · 2026 · Eng - [Grade 11 English HL P3 November 2026 Mock](https://www.hlayiso.com/library/grade-11-english-hl-2026-november-mock-exam-question-paper-paper-3-english/152f512f-e3e1-4179-831d-0fa8ca7e4282) — QP · 2026 · Eng - [Grade 11 English HL P1 November 2026 Mock 2](https://www.hlayiso.com/library/grade-11-english-hl-2026-november-mock-exam-2-question-paper-paper-1-english/c17aebfd-5732-46b7-ac9a-a3747c9d1502) — QP · 2026 · Eng - [Grade 11 English HL P2 November 2026 Mock 2](https://www.hlayiso.com/library/grade-11-english-hl-2026-november-mock-exam-2-question-paper-paper-2-english/8ecc9c51-dc0a-48a6-a7d7-f09a627f8bc4) — QP · 2026 · Eng - [Grade 11 English HL P3 November 2026 Mock 2](https://www.hlayiso.com/library/grade-11-english-hl-2026-november-mock-exam-2-question-paper-paper-3-english/39383695-a61b-42c5-8066-43bd14abebb7) — 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. 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