# English FAL Grade 11 Paper 3 Eastern Cape November 2014 Memo > Grade 11 English FAL Paper 3 memorandum from the Eastern Cape November 2014, 11 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/english-fal-p3-memo/de392bb4-6afa-47dc-bd03-aaf0fb5108ba - Updated: 2026-09-27 - Subject: English FAL - Grade: Grade 11 - Language: English - Document type: Memorandum - Year: 2014 - Exam period: Eastern Cape November - Paper: 3 - Curriculum: CAPS - Pages: 11 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 2014 Memo](https://www.hlayiso.com/library/english-fal-p3-memo/de392bb4-6afa-47dc-bd03-aaf0fb5108ba) ## About this document English Fal · Grade 11 · Eastern Cape November · 2014 · English. Memorandum, 11 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Matching paper and memo - [English FAL P3 QP](https://www.hlayiso.com/library/english-fal-p3-qp/9b09079d-c5d2-464d-83b4-64b5d78abeeb) — QP · 2014 · Eng ## 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 2014 ENGLISH FIRST ADDITIONAL LANGUAGE P3 MEMORANDUM MARKS: 100 This memorandum consists of 11 pages. ### Page 2 Downloaded from hlayiso.com 2 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (NOVEMBER 2014) 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 (EDUCATORS)  Candidates are required to write on ONE topic only.  The ideas listed below the topics are only some of the ways in which the topics can be interpreted. Full credit must be given for the candidates’ own interpretation.  Marking must be objective. Consider the background of the candidates and give credit for relevant ideas, even if they are not listed below the topics.  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: No additional penalties may be imposed as the rubric itself imposes penalties. 1.1 Life’s worst choices caused my misery and pain Narrative/Descriptive/Reflective  If narrative, the essay must have a strong storyline, usually written in the past tense. It must have an interesting ending.  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. [50] 1.2 A disappointing experience Narrative/Descriptive/Reflective  If narrative, the essay must have a strong storyline, usually written in the past tense. It must have an interesting ending.  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. [50] Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com (NOVEMBER 2014) ENGLISH FIRST ADDITIONAL LANGUAGE P3 3 1.3 Love relationships in the modern world are more challenging than it was the case in the distant past. Do you agree? Argumentative/Reflective  If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The writer 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 strong stance for or against the topic. The essay must convey a personal response to the above-stated issue. [50] 1.4 What I hope to have achieved by the time I reach retirement age. Narrative/Descriptive/Reflective  If narrative, the essay must have a strong storyline, usually written in the past tense. It must have an interesting ending.  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. [50] 1.5 Have people become overly dependent on technology? Discuss your views. Discursive  The essay must be objective. It must give a balanced view of both sides of the argument.  The writer may come to a particular conclusion at the end of the essay but the arguments for or against must be well-balanced and clearly elaborated on, in the essay. [50] 1.6 Why I like/dislike fashionable clothing. Descriptive/Narrative/Reflective  If descriptive, the writer should create a picture in words, trying to use as many senses as possible.  If narrative, the essay must have a strong story line, usually written in the past tense. It must have an interesting ending.  If reflective, the essay should convey emotional reactions and feelings experienced by the writer. [50] Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com 4 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (NOVEMBER 2014) 1.7 Interpretation of pictures.  The writer may interpret the picture(s) in any way.  The writer may choose to write any type of essay.  The interpretation must be linked to the picture.  The writer should give the essay a suitable title.  The writer may write in any appropriate tense. 1.7.1 Picture: Two men/boys, a woman putting on Hindu regalia, a woman putting on a head scarf. The writer may interpret the picture in the following ways, among others:  Literal interpretations: circumcision, manhood in the African context, a route to manhood, religion, people etc.  Figurative interpretations: diversity of human life, religious diversity, dynamics of human life etc. [50] 1.7.2 Picture: Brand names viz., Billabong, Puma, Nike and Adidas. The writer of the essay may interpret the pictures in the following ways, among others:  Literal interpretations: brand names, significance of brands, competition among various brands, sports clothing, sports etc.  Figurative interpretations: a world of fierce competition, survival in the business world, rivalry etc. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com (NOVEMBER 2014) ENGLISH FIRST ADDITIONAL LANGUAGE P3 5 SECTION B: LONGER TRANSACTIONAL TEXTS QUESTION 2 INSTRUCTIONS TO MARKERS  Candidates are required to answer ONE question.  Marking must be objective. Consider the background of the candidates and give credit for relevant facts.  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 attached rubric. o Content, planning and format (18 marks). o Language, style and editing (12 marks) NOTE: No additional penalties may be imposed as any deviations are addressed by the rubric. 2.1 INTERVIEW Interview between the learner and the sportman/woman.  A dialogue format must be used.  The dialogue must be between a learner and sportsman/woman.  The tone must be semi-formal/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] 2.2 NEWSPAPER ARTICLE Insufficient/no coverage of educational issues in a local newspaper.  The title must capture the readers’ interest.  The article must speak directly to the readers.  The article must also stimulate interest.  Paragraphs should not be too long, to facilitate easy reading.  The content of the article should relate to a complaint about the lack of or insufficient coverage of educational issues in a local newspaper. [30] Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com 6 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (NOVEMBER 2014) 2.3 MEMORANDUM Appreciation for CAPS AND input on how it may improve education.  The following aspects of format should be included: o Name of school o Recipient (Principal) o Sender (Learner) o Date o Subject/heading. o Signature and name of sender.  The tone may be formal or semi-formal.  The content must be simple, concise and clear with no salutations. 2.4 EDITORIAL Latest fashion trends among teenagers in 2014.  The editorial must have an interesting heading. [  It should make a special appeal to readers. 3  Its content should not be long-winded and inclusive of 0 monotonous details. ]  Content should be colourful and interesting. [  It must stimulate interest and make readers feel as if they want 3 to read further. 0  The content should relate to latest fashion trends among ] teenagers in 2014. [30] TOTAL SECTION B: 30 Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com (NOVEMBER 2014) ENGLISH FIRST ADDITIONAL LANGUAGE P3 7 SECTION C: SHORTER TEXT – TRANSACTIONAL/REFERENTIAL/ INFORMATIONAL QUESTION 3 INSTRUCTIONS TO MARKERS  Candidates are required to answer ONE question.  Marking must be objective. Consider the background of the candidates and give credit for relevant ideas.  Use the 20-mark assessment rubric to mark the responses in this section. The texts 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 by the rubric. 3.1 FLYER Career guidance to learners.  Content should include details about many career options.  Language should be appropriate to the target group.  Use of persuasive language should be evident.  The following should be included, among others: o Presence of famous career guidance counsellor. o Information about some of careers guidance will be given. [20] 3.2 E-MAIL Thanking the manager of a company for sponsorship. The following may be included:  The e-mail should be addressed to the manager of the company.  The recipient’s address should indicate the server point. [  Candidates may choose to CC (copy) other management 2 components of the company. 0  The e-mail should have a subject that sums up its content. ]  The sender of the e-mail may choose to provide other contact [ details at the end (of e-mail). 2  The content of the e-mail should relate to thanking the manager for 0 sponsorship AND explanation on how sponsorship is going to help ] the team. [20] Copyright reserved Please turn over ### Page 8 Downloaded from hlayiso.com 8 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (NOVEMBER 2014) 3.3 INSTRUCTIONS Tips on things to be avoided to produce successful leadership.  Instructions should be given in logical sequence.  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.  The content of the instructions should relate to things to be avoided to produce successful leadership. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over ### Page 9 (NOVEMBER 2014) Downloaded from hlayiso.com ENGLISH FIRST ADDITIONAL LANGUAGE P3 9 SECTION A: RUBRIC FOR ASSESSING AN ESSAY – FIRST ADDITIONAL LANGUAGE (50 marks) Criteria Exceptional Skilful Moderate Elementary Inadequate 27–30 22–23 15–17 9–11 3–5 - Outstanding/Striking response beyond - Very well-crafted response. - Satisfactory response - Inconsistently coherent - Totally irrelevant response. normal 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 - Vague and repetitive. Upper level ideas - Very well organised and coherent - Reasonably organised and unoriginal - Unorganised and incoherent. CONTENT AND PLANNING - Exceptionally well organised and coherent (connected) including introduction, coherent including introduction, - Little evidence of (Response and ideas) (connected) including introduction, body and body and conclusion/ending. body and conclusion/ending. organisation and Organisation of ideas for conclusion/ending. coherence. planning 24–26 18–21 12–14 6–8 0–2 Awareness of purpose, - Excellent response but lacks the - Well-crafted response. - Satisfactory response but some - Largely irrelevant response. - No attempt to respond to the topic audience and context exceptionally striking qualities of the - Relevant and interesting ideas. lapses in clarity. - Ideas tend to be - Completely irrelevant and 30 MARKS outstanding essay - Well organised and coherent - Ideas are fairly coherent and disconnected and inappropriate - Mature and intelligent ideas (connected) including introduction, convincing. confusing. - Unfocused and muddled Lower level - Skilfully organised and coherent body and conclusion. - Some degree of organisation - Hardly any evidence of (connected) including introduction, body and and coherence including organisation and conclusion/ending. introduction, body and coherence. conclusion. 14–15 10–11 6–7 2–3 0 - Tone, register, style, vocabulary highly - Tone, register, style and vocabulary - Tone, register, style and - Tone, register, style and - Language incomprehensible appropriate to purpose, audience and very appropriate to purpose, audience vocabulary appropriate to vocabulary not appropriate - Tone, register, style and vocabulary LANGUAGE, STYLE AND context and context. purpose, audience and context. to purpose, audience and less appropriate to purpose, EDITING - Language confident, exceptionally - Language is effective and a - Appropriate use of language to context. audience and context impressive – compelling and rhetorically consistently appropriate tone is used. convey meaning. - Very basic use of - Vocabulary limitations so extreme as Upper level Tone, register, style, effective in tone. - Largely error-free in grammar and - Tone is appropriate. language. to make comprehension impossible vocabulary appropriate to - Virtually error-free in grammar and spelling. spelling. - Rhetorical devices used to - Tone and diction are purpose/effect and context - Highly skilfully crafted. - Very well crafted. enhance content. inappropriate. - Very limited vocabulary. Word choice 12–13 8–9 4–5 0–1 Language use and - Language excellent and rhetorically - Language engaging and generally - Adequate use of language with - Inadequate use of conventions, punctuation, effective in tone. effective. some inconsistencies. language. Lower level grammar, spelling - Virtually error-free in grammar and spelling. - Appropriate and effective tone. - Tone generally appropriate and - Little or no variety in 15 MARKS - Skilfully crafted. - Few errors in grammar and spelling. limited use of rhetorical devices. sentence. - Well-crafted. - Exceptionally limited vocabulary. 5 4 3 2 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 10 10 Downloaded from hlayiso.com ENGLISH FIRST ADDITIONAL LANGUAGE P3 (NOVEMBER 2014) SECTION B: RUBRIC FOR ASSESSING LONGER TRANSACTIONAL TEXTS – FIRST ADDITIONAL LANGUAGE (30 marks) Criteria Exceptional Skilful Moderate Elementary Inadequate 16–18 13–15 9–12 6–8 0-–5 - 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 ) - Some focus but - Writing maintains focus. digressions. – some digressions. - 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 the and context - 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 correspond to purpose, Tone, register, style, - Grammatically accurate and well- audience and context. audience and context. purpose, audience and audience and context. purpose/effect, constructed - Generally grammatically - Some grammatical context. - Error-ridden and audience and context - Virtually error-free. accurate and well- errors. - Inaccurate grammar confused. Language use and constructed. - Adequate vocabulary. with numerous - Vocabulary not suitable conventions. - Very good vocabulary. - Errors do not impede errors. for purpose. Word choice - Mostly free of errors. meaning. - Limited vocabulary. - Meaning seriously Punctuation, spelling - Meaning is obscured. obscured. 12 MARKS MARKS RANGE 24–30 18–23 14–17 6–11 0–5 Copyright reserved Please turn over ### Page 11 (NOVEMBER 2014) Downloaded from hlayiso.com ENGLISH FIRST ADDITIONAL LANGUAGE P3 11 SECTION C: RUBRIC FOR ASSESSING SHORTER TRANSACTIONAL/REFERENCE/INFORMATIONAL TEXTS – FIRST ADDITIONAL LANGUAGE (20 marks) Criteria Exceptional Skilful Moderate Elementary Inadequate 9–12 7–8 5–6 3–4 0-–2 - 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) - Some focus but - Writing maintains focus. digressions. – some digressions. - 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 12 MARKS minor inaccuracies. format but with some - -Has vaguely applied format. 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 confused. conventions. - Very good vocabulary. - Errors do not impede errors. - Vocabulary not Word choice - Mostly free of errors. meaning. - Limited vocabulary. suitable for purpose. Punctuation, spelling - Meaning is - Meaning seriously obscured. obscured. 8 MARKS MARKS RANGE 24–30 18–23 14–17 6–11 0–5 Copyright reserved Please turn over ## Related documents - [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 - [English FAL P3 Grade 11 Nov 2018](https://www.hlayiso.com/library/english-fal-p3-grade-11-nov-2018/0b4629ae-5763-4448-a5fe-1fa2d7d7b709) — English FAL · QP · 2018 · Eng - [English FAL P3 Grade 11 Nov 2017](https://www.hlayiso.com/library/english-fal-p3-grade-11-nov-2017/ccad99ef-88f0-4b70-b5f4-f8d9d2da0a46) — English FAL · QP · 2017 · Eng - [ENGLISH FAL P1 GR11 QP MEMO NOV2020 DD](https://www.hlayiso.com/library/english-fal-p1-gr11-qp-memo-nov2020-dd/113a0695-1ff7-4fc7-bba1-3410a00dfed7) — English FAL · Memo · 2020 · Eng - [ENGLISH FAL P1 GR11 QP MEMO NOV2020 D](https://www.hlayiso.com/library/english-fal-p1-gr11-qp-memo-nov2020-d/5d3ec7a0-1556-43c8-a677-761a799726ae) — English FAL · Memo · 2020 · 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. 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