# English FAL Grade 12 Paper 3 NSC November 2013 Memo > Grade 12 English FAL Paper 3 memorandum from the NSC November Exam 2013, 10 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/english-fal-p3-nov-2013-memo/27314421-5765-480d-83f3-81aef8a3f48f - Updated: 2026-09-27 - Subject: English FAL - Grade: Grade 12 - Language: English - Document type: Memorandum - Year: 2013 - 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 2013 Memo](https://www.hlayiso.com/library/english-fal-p3-nov-2013-memo/27314421-5765-480d-83f3-81aef8a3f48f) ## About this document English Fal · Grade 12 · NSC November Exam · 2013 · English. Memorandum, 10 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 Nov 2013](https://www.hlayiso.com/library/english-fal-p3-nov-2013/3e9c3792-c35a-4624-a4ba-d6a7af4f9b66) — QP · 2013 · Eng ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH FIRST ADDITIONAL LANGUAGE P3 NOVEMBER 2013 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 2013 NSC – 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 QUESTION 1 Instructions to Markers: • Candidates are required to write on ONE topic only. • The ideas listed below the topics are only some ways in which the topics could be interpreted. • 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 assessment 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 the rubric itself imposes penalties. If contractions are used, they should be punctuated correctly. If not, they should be indicated as spelling mistakes. 1.1 Those were the days! • Narrative/Descriptive/Reflective essay • The following must be considered: o If narrative, a story with a strong story line must be evident in which a series of events leads to the realisation that things were different in the past. There must be a logical sequence of tense. o If descriptive, there must be a vivid description of the way things were in those days. o If reflective, there must be a personal account of thought processes and feelings/emotions. [50] Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com English First Additional Language/P3 3 DBE/November 2013 NSC – Memorandum 1.2 I finally found the courage to make that decision. • Narrative/Reflective essay • The following must be considered: o If narrative, a story with a strong story line must be evident in which a series of events leads to a decision being taken. There must be a logical sequence of tense. o If reflective, there must be a personal account of thought processes and feelings/emotions. NOTE: The words given in the topic MUST be included somewhere in the essay. [50] 1.3 South Africa is truly an amazing country. • Descriptive/Argumentative/Narrative/Reflective essay • The following must be considered: o If descriptive, there must be a vivid description of what makes South Africa amazing. o If argumentative, the essay must offer one distinct opinion; therefore the essay must either be FOR OR AGAINST the topic given. There should be a clear defence/motivation/ argument of the position taken. o If narrative, a story with a strong story line must be evident in which a series of events proves that South Africa is truly amazing. There must be a logical sequence of tense. o If reflective, there must be a personal account of thought processes and feelings/emotions. [50] 1.4 Moments before the final Grade 12 examination results are released • Descriptive/Reflective essay • The following must be considered: o If descriptive, there must be a vivid description of the moments before the release of the results. o If reflective, there must be a personal account of thought processes and feelings/emotions. [50] 1.5 Your present circumstances will determine your future. Do you agree? • Argumentative essay • The following must be considered: o The essay must offer one distinct opinion; therefore the essay must either be FOR OR AGAINST the topic given. o There should be a clear defence/motivation/argument of the position taken. [50] Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com English First Additional Language/P3 4 DBE/November 2013 NSC – Memorandum 1.6 Do South African children have suitable role models? Discuss your views. • Discursive essay • The following must be considered: o The essay must offer a balanced view of both sides of the argument. o Opposing views must be presented impartially. [50] 1.7 Interpretation of pictures • Candidates may interpret the pictures in any way. • The interpretation should be linked to the pictures. • Candidates should give the essay a suitable title. • Candidates may write in any appropriate tense. • The following ideas may be explored in response to the pictures, among others: 1.7.1 o Literal interpretation: e.g. planting trees/caring for nature/ the beauty of nature, etc. o Abstract interpretation: e.g. nurturing/growth/tenderness/ being protective/the fragility of nature, etc. 1.7.2 o Literal interpretation: e.g. conservation/the beauty of nature, etc. o Abstract interpretation: e.g. family/individuality/working together/having vision/being alert, 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 2013 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 assessment rubric: o Content, planning and format (20 marks) o Language, style and editing (10 marks) NOTE: No additional penalties may be imposed as the rubric itself imposes penalties. In questions 2.1 and 2.3 contractions are not allowed. 2.1 FORMAL LETTER • The letter should be addressed to the manager of a business. • 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/Name of sender • The following information should be included in the letter, among others: o A clear expression of gratitude o Reference to the field and place of study o Any other relevant information [30] 2.2 INTERVIEW • The correct dialogue format must be used: o The names of the characters on the left-hand side of the page o A colon after the name of each speaker o A new line to indicate each speaker o Stage directions (tone of voice, actions, etc.) in brackets before the spoken words, if applicable • The following ideas may be explored, among others: o Reference to the job o Questions relevant to the job interview o Suitable answers • The tone should be formal and should be relevant to the position. [30] Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com English First Additional Language/P3 6 DBE/November 2013 NSC – Memorandum 2.3 FORMAL REPORT • The report may be written in point or paragraph form. • The writer and the recipient of the report should be clearly indicated. • The subject/topic should be indicated. • The report must be dated. • The tone must be formal. • The following information should be included in the report, among others: o Who attended the camp o When and where the camp took place o Activities that took place o Accept different approaches to the presentation of the report. [30] 2.4 MAGAZINE ARTICLE • The heading must be interesting. • The style should be personal, speaking directly to the teenage reader. • The style can be descriptive. • The article should stimulate interest. • Paragraphs should not be too long, but easy to read. • Consider the following: o The content of the article should be relevant and appealing to teenagers. o Fashion trends should be clearly indicated. [30] TOTAL SECTION B: 30 Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com English First Additional Language/P3 7 DBE/November 2013 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 assessment rubric: o Content, planning and format (13 marks) o Language, style and editing (7 marks) NOTE: No additional penalties may be imposed as the rubric itself imposes penalties. 3.1 ADVERTISEMENT • The candidate should use persuasive techniques in the advertisement. • The following should be included, among others: o Description of the product/company/service/event o Where applicable, there should be evidence of a brand name and a slogan. o If it is a product/service/company, information on where to find it must be given. o If it is an event, the details of the venue and the date must be given. [20] 3.2 DIARY ENTRIES • There should be TWO separate entries, each bearing a date. o The first entry should have a tone of anticipation. o The second entry should contain an evaluation of the event. • The tone should be personal. • There must be some indication of what type of occasion it was. [20] 3.3 INSTRUCTIONS • The content of the instructions should relate to taking care of the shop. • Instructions may be based broadly or specific to each day. • Instructions should be given in a logical sequence. • The instructions may be in point or paragraph form. • The language should be clear and instructive. [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 NSC – Memorandum DBE/November 2013 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 9 NSC – Memorandum DBE/November 2013 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) detail 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. [From: Examination Guidelines: Languages Paper 3/2 – January 2009] Copyright reserved Please turn over ### Page 10 English First Additional Language/P3 Downloaded from hlayiso.com 10 NSC – Memorandum DBE/November 2013 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 -Vocabulary requires -Vocabulary requires -Vocabulary is very appropriate to appropriate to adequate for limited and not very some remediation serious remediation (7 MARKS) appropriate to purpose, audience purpose, audience purpose, audience & suitable 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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