# English FAL Grade 12 Paper 3 NSC November 2012 Memo > Grade 12 English FAL Paper 3 memorandum from the NSC November Exam 2012, 10 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/english-fal-p3-nov-2012-memo/0163efa2-cab8-4f40-bef4-3b53157c1bf9 - Updated: 2026-09-27 - Subject: English FAL - Grade: Grade 12 - Language: English - Document type: Memorandum - Year: 2012 - Exam period: NSC November Exam - Paper: 3 - Curriculum: CAPS - Pages: 10 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 November 2012 Memo](https://www.hlayiso.com/library/english-fal-p3-nov-2012-memo/0163efa2-cab8-4f40-bef4-3b53157c1bf9) ## About this document English Fal · Grade 12 · NSC November Exam · 2012 · English. Memorandum, 10 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 ENGLISH FIRST ADDITIONAL LANGUAGE P3 NOVEMBER 2012 MEMORANDUM MARKS: 100 This memorandum consists of 10 pages. Copyright reserved Please turn over ### Page 2 Downloaded from hlayiso.com English First Additional Language/P3 2 DBE/November 2012 NSC – Memorandum INSTRUCTIONS AND INFORMATION • This memorandum has been finalized at a memorandum discussion session at DBE at which al provinces were represented. Any omissions or queries should be referred to Chief Markers/Analytical Moderators/Internal Moderators at marking centres. All protocol must be followed. • 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. • Full credit must be given for the candidate's own interpretation. • Marking must be objective. Consider the background of the candidate and 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 attached rubric: o Content and planning (32 marks) o Language, style and editing (12 marks) o Structure (6 marks) NOTE: No additional penalties may be imposed as any deviations are addressed bythe rubric. 1.1 I am an old desk in a classroom and this is my story … Narrative/Descriptive/Reflective • If narrative, the essay must have a strong story line, 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 English First Additional Language/P3 3 DBE/November 2012 NSC – Memorandum 1.2 Write an essay that includes the following words: Suddenly there was absolute silence ... NOTE: The words given in the topic MUST be included somewhere in the essay. Narrative/Descriptive • If narrative, the essay must have a strong story line, usually written in the past tense. It must have an interesting ending. It must become clear what caused the silence. • If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description clear. [50] 1.3 The scene in the waiting area of a clinic OR a doctor's surgery Descriptive/Narrative/Reflective • 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. It must have an interesting ending. • If reflective, the essay should convey emotional reactions and feelings regarding the scene. [50] 1.4 Things I would like to achieve by the time I turn 30 years old Reflective/Descriptive • If reflective, the essay must reflect dreams or aspirations and convey feelings or emotions. • If descriptive, it must describe the aspirations/goals in detail. [50] 1.5 Today young people are influenced more by their friends than by their parents. Do you agree? Argumentative/Reflective • 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. The essay must convey a personal response to the issue. [50] Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com English First Additional Language/P3 4 DBE/November 2012 NSC – Memorandum 1.6 Freedom of choice has both advantages and disadvantages. Discuss this statement. 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 and against must be well-balanced and clearly analysed in the course of the essay. [50] 1.7 Life with my neighbours Descriptive/Narrative/Reflective • If descriptive, the writer should create a picture in words, trying to use as many senses as possible to make the description of the neighbours clear. • If narrative, the essay must have a strong story line, usually written in the past tense. It must have an interesting ending. It must become clear what life with the neighbours is like. • If reflective, the essay should convey emotional reactions and feelings regarding the neighbours. [50] 1.8 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. 1.8.1 Picture: Watch The candidate may interpret the picture in the following ways, among others: • Literal interpretations: Punctuality, fashion, oversleeping, etc. • Figurative interpretations: The passage of time, turning back time, keeping up with the times, history, time is money, etc. 1.8.2 Picture: Father with baby The candidate may interpret the picture in the following ways, among others: • Literal interpretations: Caring for a baby, reversal of gender roles, multi- tasking when Mom is ill, single parenthood, etc. • Figurative interpretations:Contentment in the family environment, removing stereotypes, coping with difficult situations, quality time, etc. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com English First Additional Language/P3 5 DBE/November 2012 NSC – Memorandum SECTION B: LONGER TRANSACTIONAL TEXT 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 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 attached rubric: o Content, planning and format (20 marks) o Language, style and editing (10 marks) NOTE: No additional penalties may be imposed as any deviations are addressed by the rubric. 2.1 FORMAL LETTER Applying for a bursary • The letter should be addressed to The Manager: Human Resources. • The tone and register of the letter should be formal. • The following aspects of format should be included: o Address of sender o Date o Address of recipient o Greeting/Salutation o Subject line o Suitable ending o Signature and name of sender • The candidate must give details on his/her intended career. • The candidate must motivate why he/she deserves the bursary. [30] 2.2 OBITUARY A well-known person in the community has passed away. • The tone of the obituary must be gentle/euphemistic/tactful. • The name and surname of the deceased must be mentioned. • The cause of death may be mentioned. • Details of the person's contribution to charity and community involvement must be mentioned. • Details of funeral service and other arrangements are optional. [30] Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com English First Additional Language/P3 6 DBE/November 2012 NSC – Memorandum 2.3 MEMORANDUM Suggestions for saving water and electricity • The following aspects of format should be included: o Name of school o Recipients o Sender 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. [30] 2.4 INTERVIEW Interview for the position of administrative assistant • The dialogue format must be used. • The dialogue must be between the municipal manager and the applicant. • 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] TOTAL SECTION B: 30 Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com English First Additional Language/P3 7 DBE/November 2012 NSC – Memorandum 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 produced by candidates must be assessed according to the following criteria as set out in the attached rubric: o Content, planning and format (13 marks) o Language, style and editing (7 marks) NOTE: No additional penalties may be imposed as any deviations are addressed by the rubric. 3.1 FORMAL INVITATION Prize-giving function • The following aspects of format must be included: o Date, venue and time o Type of function should be clear o Mention of the guest speaker should be made • Language should be formal and suited to the context. • Full sentences are not necessary [20] 3.2 DIARY ENTRIES The candidate's feelings about the examinations • Each entry should be dated • The diary should be written in the first person • The tone must reflect suitable emotions such as anxiety and relief • Full sentences are not necessary [20] 3.3 DIRECTIONS Directions to your house • The directions may be in point or paragraph form. • Complete sentences are not necessary. • Directions must be in the correct sequence, including at least one reference to distance, a turn and a landmark as mentioned in the question. • No marks are awarded for sketches or maps. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over ### Page 8 English First Additional Language/P3 Downloaded from hlayiso.com 8 DBE/November 2012 NSC – Memorandum SECTION A: RUBRIC FOR ASSESSING AN ESSAY – FIRST ADDITIONAL LANGUAGE (50) 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% 26–32 22½ – 25½ 19½–22 16–19 13–15½ 10–12½ 0–9½ -Content shows -Content shows good -Content shows a -Content an -Content ordinary. -Content not always -Content irrelevant. impressive insight interpretation of topic. sound interpretation adequate Gaps in coherence. clear, lacks No coherence. CONTENT & into topic. -Ideas imaginative, of the topic. interpretation of topic. -Ideas mostly coherence. -Ideas repetitive. PLANNING -Ideas thought- interesting. -Ideas interesting, -Ideas ordinary, relevant. Repetitive. -Few ideas, often -Non-existent provoking, mature. - Planning &/or convincing. lacking depth. - Planning &/or repetitive. planning/drafting. (32 MARKS) -Planning &/or drafting has produced - Planning &/or - Planning &/or drafting has -Inadequate evidence Poorly presented drafting has produced a well-crafted & very drafting has produced drafting has produced a of planning/drafting. essay. a virtually flawless, good essay. a presentable essay. produced a moderately Essay not well excellent essay. satisfactorily presentable & presented. presented essay. coherent essay. 10–12 8½–9½ 7½–8 6–7 5–5½ 4–4½ 0–3½ -Critical awareness of -Critical awareness of -Critical awareness of -Some awareness of -Limited critical -Language & -Language & impact of language. impact of language. language evident. impact of language. language awareness. punctuation flawed. punctuation seriously LANGUAGE, STYLE -Language, -Language, -Language & -Language simplistic, -Language ordinary & -Choice of words flawed. & EDITING punctuation punctuation correct; punctuation mostly punctuation punctuation often limited. -Choice of words effectively used. able to include correct. adequate. inaccurately used. -Style, tone, register inappropriate. (12 MARKS) -Figurative language figurative language -Choice of words -Choice of words -Choice of words inappropriate. -Style, tone, register used. correctly. suited to text. adequate. basic. -Error-ridden despite flawed in all aspects. -Choice of words -Choice of words -Style, tone, register -Style, tone, register -Style, tone register proofreading, editing. -Error-ridden & highly appropriate. varied & correctly suited to topic in most generally consistent lacking in coherence. confused following -Style, tone, register used. of the essay. with topic -Contains several proofreading, editing. highly suited to topic. -Style, tone, register -By and large error- requirements. errors following -Virtually error-free appropriately suited free following proof- -Still contains errors proofreading, editing. following proof- to topic. reading, editing. following proof- reading & editing. -Largely error-free reading, editing. following proof- reading, editing. 5–6 4½ 4 3–3½ 2½ 2 0–1½ -Coherent -Logical development -Several relevant -Some points, -Some necessary -Sometimes off topic. -Off topic. STRUCTURE development of topic. of details. Coherent. details developed. necessary details points evident. General line of -Sentences, Vivid detail. -Sentences, -Sentences, developed. -Sentences, thought difficult to paragraphs muddled, (6 MARKS) -Sentences, paragraphs logical, paragraphs well -Sentences, paragraphs faulty but follow. inconsistent. paragraphs varied. constructed. paragraphing might ideas can be -Sentences, -Length – far too coherently -Length correct. -Length correct. be faulty in places understood. paragraphs long/short. constructed. but essay still makes -Length – too constructed at an -Length in sense. long/short. elementary level. accordance with -Length almost -Length – too requirements of topic. correct. long/short. [From: Examination Guidelines: Languages Paper 3/2 – January 2009] Copyright reserved Please turn over ### Page 9 English First Additional Language/P3 Downloaded from hlayiso.com 9DBE/November 2012 NSC – Memorandum SECTION B: RUBRIC FOR ASSESSING LONGER TRANSACTIONAL TEXTS – FIRST ADDITIONAL LANGUAGE (30) 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% 16–20 14–15½ 12–13½ 10–11½ 8–9½ 6–7½ 0–5½ -Specialised -Good knowledge of -Fair knowledge of -Adequate -Moderate knowledge -Elementary -No knowledge of knowledge of requirements of the requirements of the knowledge of of requirements of knowledge of requirements of the requirements of the text. text. requirements of the the text. Response to requirements of the text. text. -Disciplined writing – -Writing – learner text. writing task reveals a text. Response to -Writing – learner -Disciplined writing – learner maintains maintains focus, with -Writing – learner narrow focus. writing task reveals a digresses, meaning CONTENT, maintains thorough focus, hardly any minor digressions. digresses from topic -Writing – learner limited focus. is obscure in places. PLANNING & focus, no digressions. digressions. -Text is coherent in but does not impede digresses, meaning -Writing – learner -Text not coherent in FORMAT -Text fully coherent in -Text is coherent in content & ideas, and overall meaning. is vague in places. digresses, meaning is content & ideas, too content & ideas & all content & ideas, with details support the -Text adequately -Text moderately obscure in places. few details to support (20 MARKS) details support the all details supporting topic. coherent in content & coherent in content & -Text not always topic. topic. the topic. -Evidence of planning ideas & some details ideas and has basic coherent in content & -Planning/drafting -Evidence of planning -Evidence of planning &/or drafting has support the topic. details which support ideas, and has few non-existent. Poorly &/or drafting has &/or drafting has produced a -Evidence of planning the topic. details which support presented text. produced a virtually produced a well- presentable & good &/or drafting has -Evidence of planning the topic. -Has not applied the flawlessly crafted, presentable text. produced a &/or drafting has -Inadequate planning necessary rules of presentable text. text. -Has applied most of satisfactorily produced a &/or drafting. Text not format. -Has applied all the -Has applied the the necessary rules presented text. moderately well presented. necessary rules of necessary rules of of format/substantial. -Has applied an presentable & -Has vaguely applied format/outstanding. format/meritorious. adequate idea of the coherent text. the necessary rules requirements of -Has a moderate idea of format. format. of requirements of format – some critical oversights. 8–10 7–7½ 6–6½ 5–5½ 4–4½ 3–3½ 0–2½ -Text is -Text is well -Text is well -Text is adequately -Text is basically -Text is poorly -Text is poorly grammatically constructed & constructed & easy to constructed. Errors constructed. Several constructed constructed and LANGUAGE, STYLE accurate & well accurate. read. do not impede flow. errors. & difficult to follow. muddled. & EDITING constructed. -Vocabulary is mostly -Vocabulary is -Vocabulary is -Vocabulary is limited -Vocabulary requires -Vocabulary requires -Vocabulary is very appropriate to appropriate to adequate for the & not very suitable remediation & not serious remediation (10 MARKS) appropriate to purpose, audience & purpose, audience & purpose, audience & for the purpose, suitable for purpose, & not suitable for purpose, audience & context. context. context. audience & context. audience & context. purpose. context. -Style, tone and -Style, tone, register -Style, tone, register -Lapses in style. -Style, tone & register -Style, tone & register -Style, tone, register register mostly generally appropriate. adequately -Text contains inappropriate. do not correspond very appropriate. appropriate -Text mostly error- appropriate. several errors -Text error-ridden with topic. -Text virtually error- -Text largely error- free following proof- -Text still contains a following proof- despite proofreading, -Text error-ridden free following proof- free following proof- reading, editing. few errors following reading, editing. editing. and confused reading, editing. reading, editing. -Length correct. proofreading, editing. -Length – too -Length – too following proof- -Length correct. -Length correct. -Length almost long/short. long/short. reading, editing. correct. -Length – far too long/short. Copyright reserved Please turn over ### Page 10 English First Additional Language/P3 Downloaded from hlayiso.com 10 DBE/November 2012 NSC – Memorandum SECTION C: RUBRIC FOR ASSESSING SHORTER TEXTS – TRANSACTIONAL/REFERENTIAL/INFORMATIONAL – FIRST ADDITIONAL LANGUAGE (20) 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% 10½–13 9½–10 8–9 6½–7½ 5½–6 4–5 0–3½ -Specialised -Good knowledge of -Fair knowledge of -Adequate -Moderate knowledge -Elementary -No knowledge of knowledge of requirements of text. requirements of the knowledge of of requirements of knowledge of requirements of the requirements of text. -Disciplined writing – text. requirements of text. the text. Response to requirements of the text. -Disciplined writing – learner maintains -Writing – learner -Writing – learner writing task reveals a text. Response to -Writing – learner learner maintains focus, hardly any maintains focus, with digresses but does narrow focus. writing task reveals a digresses, meaning CONTENT, thorough focus, no digressions. minor digressions. not impede overall -Writing – learner limited focus. is obscure in places. PLANNING & digressions. -Text is coherent in -Text is coherent in meaning. digresses, meaning -Writing – learner -Text not coherent in FORMAT -Text fully coherent in content & ideas with content & ideas, and -Text adequately vague in places. digresses, meaning content & ideas and content & ideas, and all details supporting details support topic. coherent in content & -Text moderately obscure in places. too few details to (13 MARKS) all details support the topic. -Evidence of planning ideas and some coherent in content & -Text not always support the topic. topic. -Evidence of planning &/or drafting has details support topic. ideas and has basic coherent in content & -Planning and -Evidence of planning &/or drafting has produced a -Evidence of planning details which support ideas, and has few drafting non-existent. &/or drafting has produced a well- presentable and good &/or drafting has the topic. details which support Poorly presented produced a virtually crafted & presentable text. produced a -Evidence of planning topic. text. flawless, presentable text. -Has applied most of satisfactorily &/or drafting that has -Planning/drafting -Has not applied the text. -Has applied the the necessary rules presented text. produced a inadequate. Text not necessary rules of -Has applied all the necessary rules of of format. -Has applied an moderately well presented. format. necessary rules of format. adequate idea of the presentable & -Has vaguely applied format. requirements of coherent text. the necessary rules format. -Has a moderate idea of format. of requirements of the format – some critical oversights. 6–7 5–5½ 4½ 3½–4 3 2½ 0–2 -Text is -Text is well -Text is well -Text is adequately -Text is basically -Text is poorly -Text is poorly grammatically constructed and constructed and easy constructed. Errors constructed. Several constructed and constructed and LANGUAGE, STYLE accurate and well accurate. to read. do not impede flow. errors. difficult to follow. muddled. & EDITING constructed. -Vocabulary is mostly -Vocabulary is very -Vocabulary is -Vocabulary is limited -Vocabulary requires -Vocabulary requires (7 MARKS) -Vocabulary is very appropriate to appropriate to adequate for and not very suitable some remediation serious remediation appropriate to purpose, audience purpose, audience purpose, audience & for purpose, and not suitable for & not suitable for purpose, audience and context. and context. context. audience and purpose, audience purpose. and context. -Style, tone and -Style, tone, register -Style, tone and context. and context. -Style, tone & register -Style, tone, register register mostly generally appropriate. register adequately -Lapses in style, tone -Style, tone and do not correspond very appropriate. appropriate. -Text mostly error- appropriate. and register. register with topic. -Text virtually error- -Text largely error- free following proof- -Text still contains -Text contains inappropriate. -Text error-ridden free following proof- free following proof- reading, editing. few errors following several errors -Text error-ridden and confused reading and editing. reading, editing. -Length correct. proofreading, editing. following proof- despite proofreading, following proof- -Length correct. -Length correct. -Length almost reading, editing. editing. reading, editing. correct. -Length – too -Length – too -Length – far too long/short. long/short. long/short. 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