# English FAL Grade 12 Paper 3 NSC November 2025 Memo > Grade 12 English FAL Paper 3 memorandum from the NSC November Exam 2025, 12 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/grade-12-english-fal-2025-nsc-november-exam-question-paper-paper-3-english/0b4a3b1b-0818-49a0-a240-e5c69780ed27 - Updated: 2026-10-29 - Subject: English FAL - Grade: Grade 12 - Language: English - Document type: Memorandum - Year: 2025 - Exam period: NSC November Exam - Paper: 3 - Curriculum: CAPS - Pages: 12 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 2025 Memo](https://www.hlayiso.com/library/grade-12-english-fal-2025-nsc-november-exam-question-paper-paper-3-english/0b4a3b1b-0818-49a0-a240-e5c69780ed27) ## About this document English Fal · Grade 12 · NSC November Exam · 2025 · English. Memorandum. 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 NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH FIRST ADDITIONAL LANGUAGE P3 NOVEMBER 2025 MARKING GUIDELINES MARKS: 100 These marking guidelines consist of 12 pages. Copyright reserved Please turn over ### Page 2 English First Additional Language/P3 2 DBE/November 2025 NSC – Marking Guidelines INSTRUCTIONS AND INFORMATION These marking guidelines 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 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: • Adhere to the length of between 250 and 300 words as prescribed in the CAPS document. However, should the maximum word count be exceeded, refer to the First Additional Language Examination Guidelines Grade 12, 2021. • No additional penalties may be imposed as the rubric itself imposes penalties. 1.1 The story behind my smile Reflective/Narrative/Descriptive/Discursive/Argumentative • If reflective, the essay should convey the writer's/candidate's reactions and feelings. • If narrative, the essay must have a strong story line and an interesting ending. • If descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear. • If discursive, the arguments for and against the topic must be well-balanced and clearly analysed in the essay. The candidate must provide supporting evidence for his/her arguments. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • 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. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type, relevant to the topic. [50] Copyright reserved Please turn over ### Page 3 English First Additional Language/P3 3 DBE/November 2025 NSC – Marking Guidelines 1.2 It gets easier Discursive/Reflective/Narrative/Argumentative/Descriptive • If discursive, the arguments for and against the topic must be well-balanced and clearly analysed in the essay. The candidate must provide supporting evidence for his/her arguments. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • If reflective, the essay should convey the writer's/candidate's reactions and feelings. • If narrative, the essay must have a strong story line and an interesting ending. • 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 descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type, relevant to the topic. [50] 1.3 A promise I could not keep Narrative/Reflective/Descriptive/Discursive/Argumentative • If narrative, the essay must have a strong story line and an interesting ending. • If reflective, the essay should convey the writer's/candidate's reactions and feelings. • If descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear. • If discursive, the arguments for and against the topic must be well-balanced and clearly analysed in the essay. The candidate must provide supporting evidence for his/her arguments. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • 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. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type, relevant to the topic. [50] Copyright reserved Please turn over ### Page 4 English First Additional Language/P3 4 DBE/November 2025 NSC – Marking Guidelines 1.4 When the mask falls off Reflective/Descriptive/Narrative/Discursive/Argumentative • If reflective, the essay should convey the writer's/candidate's reactions and feelings. • If descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear. • If narrative, the essay must have a strong story line and an interesting ending. • If discursive, the arguments for and against the topic must be well-balanced and clearly analysed in the essay. The candidate must provide supporting evidence for his/her arguments. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • 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. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type, relevant to the topic. [50] 1.5 'We don't see things as they are, we see them as we are.' – Anaïs Nin Discursive/Argumentative/Reflective/ Descriptive/Narrative • If discursive, the arguments for and against the topic must be well-balanced and clearly analysed in the essay. The candidate must provide supporting evidence for his/her arguments. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • 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 essay should convey the writer's/candidate's reactions and feelings. • If descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear. • If narrative, the essay must have a strong story line and an interesting ending. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type, relevant to the topic. [50] Copyright reserved Please turn over ### Page 5 English First Additional Language/P3 5 DBE/November 2025 NSC – Marking Guidelines Interpretation of pictures The candidate: • must give the essay a suitable title. • may interpret the pictures in any way. • may choose to write any type of essay. • must link the interpretation to the picture. • may write in any appropriate tense. 1.6 Picture: Old man Narrative/Descriptive/Reflective/Argumentative/Discursive • Literal interpretations: aging, grandparents • Figurative interpretations: wisdom, maturity [50] 1.7 Picture: Cub snarling Descriptive/Narrative/Reflective/Argumentative/Discursive • Literal interpretations: wild animals, youth • Figurative interpretations: strength, tenacity [50] 1.8 Picture: Eggs on a cloth Descriptive/Narrative/Discursive/Reflective/Argumentative • Literal interpretations: eggs, food • Figurative interpretations: rebirth, fragility [50] TOTAL SECTION A: 50 Copyright reserved Please turn over ### Page 6 English First Additional Language/P3 6 DBE/November 2025 NSC – Marking Guidelines 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: • Adhere to the length of between 120 and 150 words as prescribed in the CAPS document. However, should the maximum word count be reached mid-sentence, read to the end of that sentence. • No additional penalties may be imposed as the rubric itself imposes penalties. 2.1 E-MAIL An e-mail to a former teacher • Allow for acceptable variations of format. • The e-mail should be addressed to the former teacher. • The tone and register of the e-mail should be formal. • The following aspects of format must be included: o The recipient's e-mail address o Subject o Salutation/Greetings o Message o Suitable ending o Sender's name • The e-mail must include a message of gratitude and share future plans. [30] 2.2 REVIEW A review of a restaurant • The review must include the following: o The name and location of the restaurant o Atmosphere and ambiance o Quality of service o The type of food offered o Rating • The review may contain a brief discussion of: o Assessment of food quality (specific dishes sampled) o Value for money/pricing [30] Copyright reserved Please turn over ### Page 7 English First Additional Language/P3 7 DBE/November 2025 NSC – Marking Guidelines 2.3 DIALOGUE A conversation about a damaged book. • A brief context must be provided at the beginning of the dialogue. • The tone should be appropriate. • The following aspects of the dialogue format must be included: o The names of the speakers or references to the speakers written on the left side of the page. o A colon after the name of the character who is speaking. o A new line to indicate each new speaker. Where necessary, actions must be given in brackets before the words are spoken. [30] 2.4 SPEECH A farewell speech from the outgoing RCL chairperson • The speech should have a suitable salutation/greeting. • The tone and register should be appropriate for the audience. • The speech must include the following: o An introduction that captures the listener's attention o Well-developed points o A suitable conclusion [30] TOTAL SECTION B: 30 Copyright reserved Please turn over ### Page 8 English First Additional Language/P3 8 DBE/November 2025 NSC – Marking Guidelines 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 assessment rubric: o Content, planning and format (12 marks) o Language, style and editing (8 marks) NOTE: • Adhere to the length of between 80 and 100 words as prescribed in the CAPS document. However, should the maximum word count be reached mid-sentence, read to the end of that sentence. • No additional penalties may be imposed as the rubric itself imposes penalties. 3.1 FLYER Flyer promoting a career exhibition • The following information should be included in the flyer, among others: o Eye-catching headline, slogan or logo o Catchy words and phrases should be used. o Sufficient details of the career exhibition (e.g. date, time, and venue.) o Contact details (school/organiser) • The language may be formal or informal. • The language must speak directly to the reader. NOTE: Do NOT award marks for illustrations or drawings. [20] 3.2 WHATSAPP MESSAGE A WhatsApp message for movie night ideas • Allow for acceptable variations of the format. • The tone and register of the text should be informal. • The text must be clear and concise. • Formal salutations and endings are not necessary, but the recipients should be addressed appropriately. [20] Copyright reserved Please turn over ### Page 9 English First Additional Language/P3 9 DBE/November 2025 NSC – Marking Guidelines 3.3 INSTRUCTIONS Instructions on how to clean white sneakers The instructions: • may be in point or paragraph form. • must be logical. • must be written in the imperative. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over ### Page 10 English First Additional Language/P3 10 DBE/November 2025 NSC – Marking Guidelines 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 response beyond normal expectations -Fully relevant and interesting -Ideas are reasonably coherent response -Confused and unfocused ideas Upper level (Response and ideas) -Intelligent, thought-provoking ideas with evidence of and convincing -Unclear ideas and unoriginal -Vague and repetitive Organisation of ideas for and mature ideas maturity -Reasonably organised and -Little evidence of organisation -Unorganised and incoherent planning; -Exceptionally well organised -Very well organised and coherent, including introduction, and coherence Awareness of purpose, and coherent (connected), coherent (connected), body and conclusion/ending audience and context including introduction, body and including conclusion/ending introduction, body and 30 MARKS conclusion/ending 25–27 19–21 13–15 7–9 0–3 -Excellent response but lacks -Well-crafted response -Satisfactory response but some -Largely irrelevant response -No attempt to respond to the the exceptionally striking -Relevant and interesting lapses in clarity -Ideas tend to be topic Lower level qualities of the outstanding ideas -Ideas are fairly coherent and disconnected and confusing -Completely irrelevant and essay -Well organised and coherent convincing -Hardly any evidence of inappropriate -Mature and intelligent ideas (connected), including -Some degree of organisation organisation and coherence -Unfocused and muddled -Skilfully organised and coherent introduction, body and and coherence, including (connected), including conclusion introduction, body and introduction, body and conclusion conclusion/ending 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 incomprehensible vocabulary highly appropriate to vocabulary very appropriate to vocabulary appropriate to vocabulary less appropriate to -Tone, register, style and Tone, register, style, purpose, audience and context purpose, audience and purpose, audience and context purpose, audience and context vocabulary not appropriate to Upper level vocabulary appropriate -Language confident, context -Appropriate use of language to -Very basic use of language purpose, audience and context to purpose/effect and exceptionally impressive -Language is effective and a convey meaning -Tone and diction are -Vocabulary limitations so context; -Compelling and rhetorically consistently appropriate tone -Tone is appropriate inappropriate extreme as to make Word choice; effective in tone is used -Rhetorical devices used to -Very limited vocabulary comprehension impossible Language use and -Virtually error-free in grammar -Largely error-free in grammar enhance content conventions, and spelling and spelling punctuation, grammar, -Very skilfully crafted -Very well crafted spelling 13 10 7 4 -Language excellent and -Language engaging and -Adequate use of language with -Inadequate use of language Lower level 15 MARKS rhetorically effective in tone generally effective some inconsistencies -Little or no variety in sentence -Virtually error-free in grammar -Appropriate and effective -Tone generally appropriate and -Exceptionally limited and spelling tone limited use of rhetorical devices vocabulary -Skilfully crafted -Few errors in grammar and spelling -Well crafted STRUCTURE 5 4 3 2 0–1 -Excellent development of topic -Logical development of -Relevant details developed -Some valid points -Necessary points lacking Features of text; -Exceptional detail details -Sentences, paragraphs well- -Sentences and paragraphs -Sentences and paragraphs Paragraph development -Sentences, paragraphs -Coherent constructed faulty faulty and sentence exceptionally well-constructed -Sentences, paragraphs -Essay still makes sense -Essay still makes some sense -Essay lacks sense construction logical, varied 5 MARKS Copyright reserved Please turn over ### Page 11 English First Additional Language/P3 11 DBE/November 2025 NSC – Marking Guidelines 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 of -Coherent in content -Reasonably coherent -Not always coherent in and ideas and context 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 Copyright reserved Please turn over ### Page 12 English First Additional Language/P3 12 DBE/November 2025 NSC – Marking Guidelines 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 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 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 of -Coherent in content -Reasonably coherent -Not always coherent in and ideas 12 MARKS 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 topic oversights -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 -Mostly free of errors meaning -Meaning seriously spelling impaired 8 MARKS Copyright reserved ## Related documents - [English FAL P3 Nov 2020 Memo](https://www.hlayiso.com/library/english-fal-p3-nov-2020-memo/4f4fba72-fa43-414c-9c35-38295b464929) — English FAL · Memo · 2020 · Eng - [English FAL P3 Nov 2015 Memo](https://www.hlayiso.com/library/english-fal-p3-nov-2015-memo/88c6d9e5-effc-4b3d-9fc0-b358f34fab7a) — English FAL · Memo · 2015 · Eng - [English FAL P3 Nov 2014 Memo](https://www.hlayiso.com/library/english-fal-p3-nov-2014-memo/57a23fba-5a52-4c79-8128-9f3ce7633793) — English FAL · Memo · 2014 · Eng - [English FAL P3 Nov 2023](https://www.hlayiso.com/library/english-fal-p3-nov-2023/162a625f-1553-4430-b2d7-3a3df65cf301) — English FAL · QP · 2023 · Eng - [English FAL P3 Nov 2020](https://www.hlayiso.com/library/english-fal-p3-nov-2020/872e1402-fe79-4150-bb7f-a01ae5a40144) — English FAL · QP · 2020 · Eng - [English FAL P3 Nov 2019](https://www.hlayiso.com/library/english-fal-p3-nov-2019/f8649897-e807-4e62-a5a3-39c0f3a830b8) — English FAL · QP · 2019 · 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. 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