# English FAL Grade 12 Paper 3 NSC June 2016 Memo > Grade 12 English FAL Paper 3 memorandum from the NSC June Exam 2016, 11 pages. Read online or get the free PDF download, question paper linked when available. - Page: https://www.hlayiso.com/library/english-fal-p3-may-june-2016-memo/6169f4d0-3f0a-4290-8b7d-0a770572535b - Updated: 2026-09-27 - Subject: English FAL - Grade: Grade 12 - Language: English - Document type: Memorandum - Year: 2016 - Exam period: NSC June Exam - Paper: 3 - Curriculum: CAPS - Pages: 11 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 NSC June 2016 Memo](https://www.hlayiso.com/library/english-fal-p3-may-june-2016-memo/6169f4d0-3f0a-4290-8b7d-0a770572535b) ## About this document English Fal · Grade 12 · NSC June Exam · 2016 · English. Memorandum, 11 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 GRAAD 12 SENIOR CERTIFICATE EXAMINATIONS ENGLISH FIRST ADDITIONAL LANGUAGE P3 2016 MEMORANDUM MARKS: 100 This memorandum consists of 11 pages. Copyright reserved Please turn over ### Page 2 Downloaded from hlayiso.com English First Additional Language/P3 2 DBE/2016 SCE – Memorandum INSTRUCTIONS AND INFORMATION This memorandum must be used together with the attached English FAL assessment rubrics for SECTIONS A, B and C. SECTION A: ESSAY QUESTION1 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 topic could 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 assessment rubric 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: No additional penalties may be imposed as the rubric itself imposes penalties. 1.1 My entire future lay in that sealed envelope. Narrative/Reflective/Descriptive • If narrative, the essay must have a strong story line. The essay must have an interesting ending. • If reflective, the essay should convey emotional reactions and feelings experienced by the writer. • If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description clear. [50] 1.2 Write an essay that includes the following words: We could not stand each other when we met but now ... NOTE: The words given in the topic MUST be included somewhere in the essay. Narrative/Reflective/Descriptive • If narrative, the essay must have a strong story line. This topic lends itself to the possibility of being written in both the past and the present tense. The essay must have an interesting ending. • If reflective, the essay should convey emotional reactions and feelings experienced by the writer. • If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description clear. [50] Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com English First Additional Language/P3 3 DBE/2016 SCE – Memorandum 1.3 How I reached my most difficult goals. Reflective/Descriptive/Narrative • If reflective, the essay should convey emotional reactions and feelings experienced by the writer. • If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description clear. • If narrative, the essay must have a strong story line, usually written in the past tense. The essay must have an interesting ending. [50] 1.4 It was picture perfect. Descriptive/Reflective/ Narrative • If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description clear. • If reflective, the essay should convey emotional reactions and feelings experienced by the writer. • If narrative, the essay must have a strong story line, usually written in the past tense. The essay must have an interesting ending. [50] 1.5 Problems can arise if one generation fails to understand the other. Argumentative/Reflective/Discursive • 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 writer's opinion. • If reflective, the writer must still take a stance for or against the topic. • If discursive, the writer 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] 1.6 What you wear reflects who you are. Discursive/Argumentative • The writer 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. The conclusion should be a strong, clear and convincing statement of the writer's opinion. [50] Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com English First Additional Language/P3 4 DBE/2016 SCE – Memorandum 1.7 Interpretation of pictures • The candidate may interpret the pictures in any way. • The candidate may choose to write any type of essay. • The interpretation must be linked to the picture. • The candidate should give the essay a suitable title. • The candidate may write in any appropriate tense. 1.7.1 Picture: A girl reading a book • Literal interpretations: importance of reading, literacy, children's education. • Figurative interpretations: liberation, hope, escaping into a world of your own. 1.7.2 Picture: Roads • Literal interpretations: road construction, scenery, road transport, how development impacts on nature. • Figurative interpretations: career choices, making difficult decisions, road less travelled. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com English First Additional Language/P3 5 DBE/2016 SCE – Memorandum 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: No additional penalties may be imposed as the rubric itself imposes penalties. 2.1 FORMAL LETTER A letter of complaint • The following aspects of format should be included: o Address of sender o Date o Recipient: The Manager o Name of the store o Address of recipient o Greeting/Salutation o Topic line o Suitable ending o Signature and name of sender • The tone and register of the letter should be formal. • The candidate must give details of the complaint. • The expectations of the writer must be clear. [30] 2.2 OBITUARY A close colleague has passed away suddenly. • The tone must be formal. • The following aspects of format should be included: o Full name of the deceased o Date of birth o Date of death • The following information may also be included: o Birthplace o Where the person was living at the time of death o Key survivors (spouse, children) and their names o Date and time of funeral o Biographical information • A tribute must be paid to the deceased. [30] Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com English First Additional Language/P3 6 DBE/2016 SCE – Memorandum 2.3 REVIEW Film/DVD review • The tone and register should be appropriate for the target audience. • The content must be suitable for family viewing. • The following information should be included in the review, among others: o The title of the film/DVD o A description of plot, main characters and key incidents o A judgment or evaluation/rating of the film/DVD • Some of the following may be included: o Genre/setting/plot/style/lighting/camera angles o Director/producer of the film/DVD • Accept different formats of the review. [30] 2.4 SPEECH Speech at a wedding • The speechshould be written using a suitable salutation/greeting. • The tone and register should be appropriate for the audience. • The speech must include the following: o Purpose o Audience • The introduction must attract attention. • Points must be developed well. • A conclusion must be included. [30] TOTAL SECTION B: 30 Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com English First Additional Language/P3 7 DBE/2016 SCE – Memorandum 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 attached rubric: o Content, planning and format (12 marks) o Language, style and editing (8 marks) NOTE: No additional penalties may be imposed as any deviations are addressed bythe rubric. 3.1 ADVERTISEMENT Seeking employment • The advertisement should: o Have a catchy headline to attract the attention of the reader o Have the following details: qualifications, experience and contact details o Create interest and desire in the service o Inspire action • The target market should be clear. • The language may be formal or informal but not slang or colloquial. NOTE: Do not award marks for illustrations. [20] 3.2 DIARY ENTRIES The candidate's feelings before and after a discussion with the friend. • There MUST be TWO diary entries with two different dates. • The entries should express the candidate's feelings before and after the discussion with the friend. • The diary entries should 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 8 Downloaded from hlayiso.com English First Additional Language/P3 8 DBE/2016 SCE – Memorandum 3.3 INSTRUCTIONS Appropriate behaviour in a library • The instructions may be in point or paragraph form. • The candidate must mention the context of the library in the heading. • Instructions must be in a logical sequence. • The instructions should say how one has to behave appropriately in a library. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over ### Page 9 English First Additional Language/P3 Downloaded from hlayiso.com 9 DBE/2016 SCE – Memorandum SECTION A: ASSESSMENT RUBRIC FOR ESSAY – FIRST ADDITIONAL LANGUAGE [50 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT & 28–30 22–24 16–18 10–12 4–6 PLANNING -Outstanding/Striking response -Very well-crafted response -Satisfactory response -Inconsistently coherent -Totally irrelevant beyond normal expectations -Fully relevant and interesting -Ideas are reasonably coherent response response Upper level (Response and ideas) -Intelligent, thought-provoking and ideas with evidence of maturity and convincing -Unclear ideas and -Confused and unfocused Organisation of ideas for mature ideas -Very well organised and coherent -Reasonably organised and unoriginal ideas planning; -Exceptionally well organised and (connected), including coherent, including introduction, -Little evidence of -Vague and repetitive Awareness of purpose, coherent (connected), including introduction, body and body and conclusion/ending organisation and -Unorganised and audience and context introduction, body and conclusion/ending coherence incoherent conclusion/ending 30 MARKS 25–27 19–21 13–15 7–9 0–3 -Excellent response but lacks the -Well-crafted response -Satisfactory response but some -Largely irrelevant -No attempt to respond to exceptionally striking qualities of -Relevant and interesting ideas lapses in clarity response the topic Lower level the outstanding essay -Well organised and coherent -Ideas are fairly coherent and -Ideas tend to be -Completely irrelevant and -Mature and intelligent ideas (connected), including convincing disconnected and inappropriate -Skilfully organised and coherent introduction, body and conclusion -Some degree of organisation and confusing -Unfocused and muddled (connected), including introduction, coherence, including introduction, -Hardly any evidence of body and conclusion/ending body and conclusion organisation and coherence LANGUAGE, STYLE & 14–15 11–12 8–9 5–6 0–3 EDITING -Tone, register, style and -Tone, register, style and -Tone, register, style and -Tone, register, style and -Language vocabulary highly appropriate to vocabulary very appropriate to vocabulary appropriate to purpose, vocabulary not appropriate incomprehensible Tone, register, style, purpose, audience and context purpose, audience and context audience and context to purpose, audience and -Tone, register, style and Upper level vocabulary appropriate -Language confident, exceptionally -Language is effective and a -Appropriate use of language to context vocabulary less to purpose/effect and impressive consistently appropriate tone is convey meaning -Very basic use of appropriate to purpose, context; -Compelling and rhetorically used -Tone is appropriate language audience and context Word choice; effective in tone -Largely error-free in grammar and -Rhetorical devices used to -Tone and diction are -Vocabulary limitations so Language use and -Virtually error-free in grammar and spelling enhance content inappropriate extreme as to make conventions, spelling -Very well crafted -Very limited vocabulary comprehension impossible punctuation, grammar, -Very skilfully crafted spelling 13 10 7 4 -Language excellent and -Language engaging and generally -Adequate use of language with -Inadequate use of Lower level 15 MARKS rhetorically effective in tone effective some inconsistencies language -Virtually error-free in grammar and -Appropriate and effective tone -Tone generally appropriate and -Little or no variety in spelling -Few errors in grammar and limited use of rhetorical devices sentence -Skilfully crafted spelling -Exceptionally limited -Well crafted vocabulary STRUCTURE 5 4 3 2 0–1 -Excellent development of topic -Logical development of details -Relevant details developed -Some valid points -Necessary points lacking Features of text; -Exceptional detail -Coherent -Sentences, paragraphs well- -Sentences and -Sentences and Paragraph development -Sentences, paragraphs -Sentences, paragraphs logical, constructed paragraphs faulty paragraphs faulty and sentence exceptionally well-constructed varied -Essay still makes sense -Essay still makes some -Essay lacks sense construction sense 5 MARKS MARK RANGE 43–50 33–40 23–30 13–20 0–10 Copyright reserved Please turn over ### Page 10 Downloaded from hlayiso.com English First Additional Language/P3 10 DBE/2016 SCE – Memorandum SECTION B: ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [30 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING 15–18 11–14 8–10 5–7 0–4 & FORMAT -Outstanding response -Very good response -Adequate response -Basic response -Response reveals no beyond normal demonstrating good demonstrating demonstrating some knowledge of features Response and ideas; expectations knowledge of features knowledge of features knowledge of features of the type of text Organisation of ideas -Intelligent and mature of the type of text of the type of text of the type of text -Meaning obscure with for planning; ideas -Maintains focus – no -Not completely focused -Some focus but writing major digressions Purpose, audience, -Extensive knowledge digressions -Some digressions digresses -Not coherent in content features/conventions of features of the type -Coherent in content -Reasonably coherent -Not always coherent in and ideas and context of text and ideas, very well in content and ideas content and ideas -Very few details -Writing maintains focus elaborated and details -Some details support -Few details support the support the topic 18 MARKS -Coherence in content support topic the topic topic -Necessary rules of and ideas -Appropriate format with -Generally appropriate -Necessary rules of format not applied -Highly elaborated and minor inaccuracies format but with some format vaguely applied all details support the inaccuracies -Some critical topic oversights -Appropriate and accurate format LANGUAGE, STYLE & 10–12 8–9 6–7 4–5 0–3 EDITING -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style and vocabulary highly and vocabulary very and vocabulary and vocabulary less and vocabulary do not Tone, register, style, appropriate to purpose, appropriate to purpose, appropriate to purpose, appropriate to purpose, correspond to purpose, purpose/effect, audience and context audience and context audience and context audience and context audience and context audience and context; -Grammatically -Generally -Some grammatical -Inaccurate grammar -Error-ridden and Language use and accurate and well grammatically accurate errors with numerous errors confused conventions; constructed and well constructed -Adequate vocabulary -Limited vocabulary -Vocabulary not suitable Word choice; -Virtually error-free -Very good vocabulary -Errors do not impede -Meaning obscured for purpose Punctuation and -Mostly free of errors meaning -Meaning seriously spelling impaired 12 MARKS MARK RANGE 25–30 19–23 14–17 9–12 0–7 Copyright reserved Please turn over ### Page 11 Downloaded from hlayiso.com English First Additional Language/P3 11 DBE/2016 SCE – Memorandum SECTION C: ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [20 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING 10–12 8–9 6–7 4–5 0–3 & FORMAT -Outstanding response -Very good response -Adequate response, -Basic response, -Response reveals no beyond normal demonstrating good demonstrating demonstrating some knowledge of features Response and ideas; expectations knowledge of features knowledge of features knowledge of features of of the type of text Organisation of ideas; -Intelligent and mature of the type of text of the type of text the type of text -Meaning obscure with Features/conventions ideas -Maintains focus – no -Not completely focused -Some focus but writing major digressions and context -Extensive knowledge digressions –some digressions digresses -Not coherent in content of features of the type -Coherent in content -Reasonably coherent -Not always coherent in and ideas 12 MARKS of text and ideas, very well in content and ideas content and ideas -Very few details -Writing maintains focus elaborated and details -Some details support -Few details support the support the topic -Coherence in content support topic the topic topic -Necessary rules of and ideas -Appropriate format with -Generally appropriate -Necessary rules of format not applied -Highly elaborated and minor inaccuracies format but with some format vaguely applied all details support the inaccuracies -Some critical oversights topic -Appropriate and accurate format LANGUAGE, STYLE & 7–8 5–6 4 3 0–2 EDITING -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style and vocabulary highly and vocabulary very and vocabulary and vocabulary less and vocabulary do not Tone, register, style, appropriate to purpose, appropriate to purpose, appropriate to purpose, appropriate to purpose, correspond to purpose, vocabulary appropriate audience and context audience and context audience and context audience and context audience and context to purpose and context; -Grammatically -Generally -Some grammatical -Inaccurate grammar -Error-ridden and Language use and accurate and well grammatically accurate errors with numerous errors confused conventions; constructed and well constructed -Adequate vocabulary -Limited vocabulary -Vocabulary not suitable Word choice; -Virtually error-free -Very good vocabulary -Errors do not impede -Meaning obscured for purpose Punctuation and spelling -Mostly free of errors meaning -Meaning seriously impaired 8 MARKS MARK RANGE 17–20 13–15 10–11 7–8 0–5 Copyright reserved ## Related documents - [English FAL P3 Feb-March 2016 Memo](https://www.hlayiso.com/library/english-fal-p3-feb-march-2016-memo/b9733d23-a167-4254-94ec-46ff9083dd9b) — English FAL · Memo · 2016 · Eng - [English FAL P3 May June 2018 Memo](https://www.hlayiso.com/library/english-fal-p3-may-june-2018-memo/5514f39c-70c0-4d2e-8ce3-601c303abd97) — English FAL · Memo · 2018 · Eng - [English FAL P1 May June 2016](https://www.hlayiso.com/library/english-fal-p1-may-june-2016/3334cfb7-12bd-490d-8a67-9717cbece38b) — English FAL · QP · 2016 · Eng - [English FAL P2 May June 2016](https://www.hlayiso.com/library/english-fal-p2-may-june-2016/2f1f1d81-037c-43f8-83cc-b1b48d7e230d) — English FAL · QP · 2016 · Eng - [English FAL P3](https://www.hlayiso.com/library/english-fal-p3/f7c69d08-7935-4741-8f7d-b65673e293db) — English FAL · QP · 2016 · Eng - [English FAL P3 May June 2018](https://www.hlayiso.com/library/english-fal-p3-may-june-2018/dc1cf6ef-f1bf-45ce-8f5f-eb00677452a0) — English FAL · QP · 2018 · Eng ## More from Grade 12 English FAL - [MTG English FAL P1](https://www.hlayiso.com/library/mtg-english-fal-p1/c03a3a13-0b56-41ba-9bf5-3dc3b766be83) — Guide · Eng - [ENGLISH FAL P1 QP GR12 SEPT 2024](https://www.hlayiso.com/library/english-fal-p1-qp-gr12-sept-2024/6df1d527-74da-4ba5-936c-24fe345cc208) — QP · 2024 · Eng - [ENGLISH FAL P2 QP SEPT 2024](https://www.hlayiso.com/library/english-fal-p2-qp-sept-2024/fce356dd-1efa-410d-8030-c33f52ee5c42) — QP · 2024 · Eng - [Gr 12 English P1 (FAL) June 2024 Question Paper](https://www.hlayiso.com/library/gr-12-english-p1-fal-june-2024-question-paper/59886984-5682-4cb4-98a3-4dea02133051) — QP · 2024 · Eng - [English FAL P2 Nov 2024](https://www.hlayiso.com/library/english-fal-p2-nov-2024/b455bd02-cb45-4fb2-a54e-dedbd1d733eb) — QP · 2024 · Eng - [ENGLISH FAL P3 GR12 QP SEPT2023](https://www.hlayiso.com/library/english-fal-p3-gr12-qp-sept2023/52206458-bf55-40fe-b59e-e2955da99916) — QP · 2023 · Eng ## Collection - [Grade 12 past papers](https://www.hlayiso.com/grade-12/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.