Engfal p3 QP Memo Gr11 Nov 2020 D

NATIONAL
SENIOR CERTIFICATE
GRADE 11
NOVEMBER 2020
ENGLISH FIRST ADDITIONAL LANGUAGE P3

EXEMPLAR
MARKS: 100
TIME: 2½ hours
*IENGFA3*
This question paper consists of 7 pages.
Please turn over

2 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMBER 2020)
INSTRUCTIONS AND INFORMATION
1. This question paper consists of THREE sections:
SECTION A: Essay (50)

SECTION B: Longer Transactional Text (30)
SECTION C: Shorter Transactional Text (20)
2. Answer ONE question from EACH section.
3. Write in the language in which you are being assessed.
4. Start EACH section on a NEW page.
5. You must plan (e.g. using a mind map/diagram/flow chart/key words, etc.),
edit and proofread your work. The plan must appear BEFORE each text.
6. All planning must be clearly indicated as such. It is advisable to draw a line

through all planning.
7. You are strongly advised to spend approximately:
x 80 minutes on SECTION A
x 40 minutes on SECTION B
x 30 minutes on SECTION C
8. Number the answers correctly according to the numbering system used in this
question paper.
9. Give each response a suitable title/heading.
10. Do NOT consider the title/heading when doing a word count.
11. Write neatly and legibly.
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(EC/NOVEMBER 2020) ENGLISH FIRST ADDITIONAL LANGUAGE P3 3
SECTION A: ESSAY
QUESTION 1
x Write an essay of between 200 and 250 words in length on ONE of the following
topics.
x Write down the NUMBER and TITLE of the essay you have chosen correctly,
for example 1.1 An experience that taught me my parent/parents was/were
right.
x Give your OWN title if your choice is QUESTION 1.7.1 OR 1.7.2.
x Spend approximately 80 minutes on this section.
1.1 An experience that taught me my parent/parents was/were right. [50]
1.2 Appearances can be misleading. [50]
1.3 A mother is the most creative person. [50]
1.4 Focus! [50]
1.5 ‘Education is the passport to the future, for tomorrow belongs to those who
prepare for it [tomorrow] today.’ – Malcolm X [50]
1.6 My past does not define me. [50]
1.7 Choose ONE of the following pictures and write an essay on a topic that
comes to mind. Write the question number (1.7.1 OR 1.7.2) and give your
essay a suitable title.
NOTE: There must be a clear link between your essay and the picture you
have chosen.

1.7.1
[Source: Photo essays pin interest] [50]
OR
1.7.2
[Source: Photo essays pin interest] [50]
TOTAL SECTION A: 50

SECTION B: LONGER TRANSACTIONAL TEXT
QUESTION 2
x Respond to ONE of the following transactional writing texts.

x The body of your response should be between 120 and 150 words in length.
x Write down the number and the heading of the text you have chosen, for example
2.1 FRIENDLY LETTER.
x Pay particular attention to format, language and register.
2.1 FRIENDLY LETTER
Your mother/father/parent is celebrating his/her 50th birthday. You and your

siblings are planning a surprise celebration, but you are not sure how to make
the occasion really memorable.
Write a letter to your best friend, whose mother is very good at planning, and
ask for advice. [30]
2.2 OBITUARY
A young man/woman whom you knew very well has died tragically during a
protest march in your community. His/Her family has asked you to write his/her
obituary.
Write out the obituary. You must also pay tribute to him/her. [30]
2.3 REVIEW
A new fast food restaurant has opened for business at your local garage. You
and a few friends have visited the restaurant and have enjoyed a meal there.
Write a review of your visit to the fast food restaurant. [30]

2.4 DIALOGUE
Your parent’s friend visited your home. Your father asked you to take him/her
home in his car. On your way back home, you had a minor accident. You had
to inform your father about the accident.
Write out the conversation that took place between yourself and your father.
NOTE: Use the dialogue format. [30]
TOTAL SECTION B: 30

QUESTION 3: SHORTER TRANSACTIONAL TEXT
x Choose ONE of the following topics and write a short transactional text.
x The body of your response should be between 80 and 100 words in length.
x Write down the NUMBER and the HEADING of the text you have chosen, for
example 3.1. INVITATION CARD.
3.1 INVITATION CARD
Your local rugby/soccer/netball club is celebrating its 10th anniversary. The club
plans to have a tournament to celebrate this important occasion. You have
been asked to send out an invitation to all the local rugby/soccer/netball clubs
to participate in the tournament.
Write out the invitation.
NOTE: No marks are awarded for drawings and illustrations. [20]
3.2 DIARY ENTRIES
You were experiencing sleepless nights due to a severe toothache.

An appointment was made for you at a dentist.
Write TWO diary entries in which you express how you felt BEFORE and
AFTER you visited the dentist. [20]
3.3 INSTRUCTIONS
Your family has a small business which manufactures a certain product. Your
father/mother has asked for your help in writing a set of instructions on how to
use the product appropriately.
Write out a set of instructions on how to use and care for the product. [20]
TOTAL SECTION C: 20
GRAND TOTAL: 100

NATIONAL
SENIOR CERTIFICATE
GRADE 11
NOVEMBER 2020
ENGLISH FIRST ADDITIONAL LANGUAGE P3

MARKING GUIDELINE
EXEMPLAR
MARKS: 100
This marking guideline consists of 12 pages.

2 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMEBR 2020)
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
Candidates are required to write on ONE topic only.
The ideas listed below the topics are only some ways in which the topics can
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 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: x Adhere to the length of 200–250 words as prescribed in the CAPS

document. However, should the maximum word count be reached mid-
sentence, read to the end of that sentence.
x No additional penalties may be imposed as the rubric itself imposes
penalties.
1.1 An experience that taught me my parent/parents was/were right.
Narrative/Reflective/Descriptive essay
x If narrative, a storyline illustrating the statement must be evident in which
a series of events is shown. There must be a logical sequence of tense.
x If reflective, there must be a personal account of thought processes and
feelings/emotions.
x If descriptive, there must be a vivid description of an experience/incident.
NOTE: A candidate may write an essay which contains elements of more

than one type of essay/any other essay type. [50]
1.2 Appearances can be misleading.
Descriptive/Narrative/Reflective/Discursive essay
x If descriptive, there must be a vivid description of an incident/experience to

illustrate the statement.
x If narrative, a strong storyline must be evident in which a series of events
leads to a negative/positive outcome. There must be a logical sequence of
tense.

x If reflective, there must be a personal account of thought processes and

feelings/emotions.
x If discursive, the candidate 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.

1.3 A mother is the most creative person.
Reflective/Narrative/Descriptive/Discursive essay
x If reflective, the candidate must still take a stance for or against the topic.
leads to a negative/positive outcome. There must be a logical sequence
of tense.
x If descriptive, the candidate should create pictures in words, trying to use
as many senses as possible to make the description clear.
x If discursive, the candidate 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.

1.4 Focus!
Narrative/Reflective/Descriptive/Discursive essay

tense.
x If discursive, the candidate 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.


1.5 ‘Education is the passport to the future, for tomorrow belongs to those
who prepare for it [tomorrow] today.’ – Malcolm X
Discursive/Descriptive/Reflective/Narrative essay

tense.

1.6 My past does not define me.
Discursive/Reflective/Narrative/Descriptive essay

tense.


1.7 Interpretation of pictures

x The candidate may interpret the picture in any way.
x The candidate may choose to write any type of essay.
x The interpretation must be linked to the pictures.
x The candidate should give the essay a suitable title.
x The candidate may write in any appropriate tense.
x The following ideas, among others, may be explored in response to the
pictures.
1.7.1 Picture: Young person on launching pad, running and launching

out in flight
x Literal interpretation: e.g. launching out, being young,
youthfulness, sport, athletics, running, flying, the future, the weather
etc.
x Abstract interpretation: the sky is the limit, facing challenges,
flying into the future, sporting careers, advancement in life, dreams,
reaching for the sky etc. [50]
1.7.2 Picture: African pot loaded with coins and notes

x Literal interpretation: e.g. the pot of gold at the end of the rainbow,
African roots, African values, how African society views/values
money, African living, African cuisine food/diet, lucky charms etc.
x Abstract interpretation: e.g. entrepreneurship, unemployment,
how traditional monetary systems work, poverty alleviation,
treasure, a lucky find etc. [50]
TOTAL SECTION A: 50

SECTION B: LONGER TRANSACTIONAL TEXT
QUESTION 2
x Candidates are required to answer ONE question.

x Marking must be objective. Give credit for relevant ideas.
x 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)
NOTE:
x Adhere to the length of 120–150 words as prescribed in the CAPS document.
x However, should the maximum word count be reached mid-sentence, read to the
end of that sentence.
x No additional penalties may be imposed as the rubric itself imposes penalties.
2.1 FRIENDLY LETTER
A letter to a friend
x The following aspects of format must be included:

o Address of sender
o Date
o Greeting/Salutation
o Suitable ending
x The tone should be friendly and informal.
x The letter should be about requesting assistance from a friend’s mother. [30]
2.2 OBITUARY
A young man/woman died tragically in a community protest
x The tone must be formal.

x The following aspects of format should be included:
o Full name of the deceased
o Date of birth
o Date of death
o Birth place
o Where the person was living at the time of death
o Key survivors
x The following aspects may be included:
o Biographical information
o Cause of death
o Date, time and place of funeral
x Tribute must be paid to the deceased. [30]

2.3 REVIEW
Review of new fast food restaurant at the local garage
x The review must include the following:

o The name of the restaurant
o The atmosphere of the place
o The quality and kind of service rendered
o The quality and kind of food served and prices
x The review must include a brief discussion of
o Judgement and recommendation. [30]
2.4 DIALOGUE
A conversation between yourself and your father
x A context must be provided at the beginning of the dialogue.

x The following aspects of format must be included:
o The names of speakers should be followed by a colon
o A new line should be used to indicate each new speaker
o Stage directions can be included and must be enclosed in brackets (if
used)
x The dialogue must be between yourself and your father.
x The tone must be formal.
x The conversation must be about informing your father about the
accident. [30]
TOTAL SECTION B: 30

SECTION C: SHORTER TRANSACTIONAL TEXT
QUESTION 3
x Candidates are required to answer ONE question.
x Marking must be objective. Give credit for relevant ideas.
x 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)
NOTE: o Adhere to the length of 80–100 words as prescribed in the CAPS

document. However, should the maximum word count be reached mid-
sentence, read to the end of that sentence.
o No additional penalties may be imposed as the rubric itself imposes
penalties.
3.1 INVITATION CARD
Invitation to 10th anniversary celebrations of rugby/soccer/netball club.
x The invitation must include the following aspects:

o Date, venue and time
o Type of function
o A theme may be included
x Language should be suited to the context.
x Full sentences are not necessary.
NOTE: No marks are awarded for drawings and illustrations. [20]
3.2 DIARY ENTRIES
Candidates’ feelings before and after a visit to a dentist.
x There MUST be TWO diary entries with two different dates/times.

x The entries should express the candidates’ feelings before and after a
visit to a dentist.
x The diary entries should be written in the first person.
x The language should be simple and informal.
x The tone must reflect suitable emotions. [20]

3.3 INSTRUCTIONS
Instructions on how to use and care for a product.
x The following aspects should be included:
o Instructions may be in point or paragraph form.

o Numbers or bullets may be used to indicate each new instruction.
o The language should be clear and instructive.
o Candidates may also choose to write each instruction on a new line or
leave lines between instructions.
o Complete sentences are not necessary.
o The name of the product should be clear.
x The following may be included:
o Points on how to use and care for a product. [20]
TOTAL SECTION C: 20
GRAND TOTAL: 100

SECTION A: RUBRIC FOR ASSESSING ESSAY – ADDITIONAL LANGUAGE [50 MARKS]

O Always use the rubric when marking the creative essay (Paper 3, SECTION A).
O The marks from 0–50 have been divided into 5 major level descriptors.
O In the Content, Language and Style criteria, each of the five level descriptors is divided into an upper and a lower level sub-category with the applicable mark range and descriptors.
O Structure is not affected by the upper level and lower level division.
Criteria Exceptional Skilful Moderate Elementary Inadequate

CONTENT AND PLANNING 28–30 22–24 16–18 10–12 4–6
(Response and ideas) - Outstanding/Striking response beyond - Very well-crafted response. - Satisfactory response - Inconsistently coherent - Totally irrelevant response.
Organisation of ideas for 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.
planning ideas - Very well organised and coherent - Reasonably organised and unoriginal - Unorganised and incoherent.
Awareness of purpose, - Exceptionally well organised and coherent (connected) including introduction, coherent including introduction, - Little evidence of
audience and context (connected) including introduction, body body and conclusion/ending. body and conclusion/ending organisation and
Upper level
and conclusion/ending. coherence.
25–27 19–21 13–15 7–9 0–3
- Excellent response but lacks the - Well-crafted response. - Satisfactory response but some - Largely irrelevant response. - No attempt to respond to the topic
exceptionally striking qualities of the - Relevant and interesting ideas. lapses in clarity. - Ideas tend to be - Completely irrelevant and
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
- Skilfully organised and coherent body and conclusion. - Some degree of organisation - Hardly any evidence of
30 MARKS (connected) including introduction, body and coherence including organisation and
and conclusion/ending. introduction, body and coherence.
Lower level
conclusion.
LANGUAGE, STYLE AND 14–15 11–12 8–9 5–6 0–3
EDITING - Tone, register, style, vocabulary highly - Tone, register, style and vocabulary very - Tone, register, style and - Tone, register, style and - Language incomprehensible
appropriate to purpose, audience and appropriate to purpose, audience and vocabulary appropriate to vocabulary not - Tone, register, style and vocabulary
context context. purpose, audience and context. appropriate to purpose, less appropriate to purpose,
Tone, register, style,
- Language confident, exceptionally - Language is effective and a consistently - Appropriate use of language to audience and context. audience and context
vocabulary appropriate to impressive – compelling and rhetorically appropriate tone is used. convey meaning. - Very basic use of - Vocabulary limitations so extreme as
purpose/effect and context effective in tone. - Largely error-free in grammar and - Tone is appropriate. language. to make comprehension impossible
Word choice - Virtually error-free in grammar and spelling. spelling. - Rhetorical devices used to - Tone and diction are
Language use and - Highly skilfully crafted. - Very well crafted. enhance content. inappropriate.
Upper level
conventions, punctuation, - Very limited vocabulary.
grammar, spelling 13 10 7 4
- Language excellent and rhetorically - Language engaging and generally - Adequate use of language with - Inadequate use of
effective in tone. effective some inconsistencies. language.
- 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 sentences.
- Well-crafted devices. - Exceptionally limited
vocabulary.
Lower level
STRUCTURE 5 4 3 2 0–1
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 - Sentences and paragraphs faulty
sentence construction - Sentences, paragraphs exceptionally well- - Sentences, paragraphs logical, varied constructed paragraphs faulty
constructed. - Essay still makes some sense - Essay still makes sense
despite flaws.
5 MARKS
MARKS RANGE 40–50 30–39 20–29 10–19 0–9

SECTION B: ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – ADDITIONAL LANGUAGE [30 marks]

15–18 11–14 8–10 5–7 0-–4
CONTENT, - Outstanding response beyond - Very good response - Adequate response - Basic response - Response reveals no
PLANNING AND normal expectations demonstrating good demonstrating demonstrating some knowledge of features
FORMAT - Intelligent and mature ideas knowledge of features of knowledge of features knowledge of of the type of text.
- Extensive knowledge of features the type of text. of the type of text. features of the type - Meaning is obscure
(Response and ideas) of the type of text - Maintains focus – no - Not completely focused of text. with major digressions.
Organisation of ideas - Writing maintains focus digressions. – some digressions. - Some focus but - Not coherent in content
for planning - Coherence in content and ideas. - Coherent in content and - Reasonably coherent writing digresses. and ideas.
Purpose, audience and - Highly elaborated and all details ideas, very well in content and ideas - Not always coherent in - Very few details
features/conventions support the topic elaborated and details - Some details support content and ideas. support the topic.
and context - Appropriate and accurate format support topic. the topic - Few details support - Has not applied
- Appropriate format with - Generally appropriate the topic. necessary rules of
minor inaccuracies. format but with some - Has vaguely applied format.
inaccuracies. necessary rules of
format.
- Some critical
18 MARKS 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 audience and context.
purpose/effect, constructed - Generally grammatically - Some grammatical and 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. impaired
12 MARKS
MARKS RANGE 25–30 19–23 14–17 9–12 0–7

SECTION C: ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – ADDITIONAL LANGUAGE [20 marks]

10–12 8–9 6–7 4–5 0–3
- 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) - Writing maintains focus digressions. – some digressions. - Some focus but - 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
minor inaccuracies. format but with some - Has vaguely applied format.
inaccuracies. necessary rules of
format
12 MARKS - 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 errors confused
conventions. - Very good vocabulary - Errors do not impede - Limited vocabulary - Vocabulary not
Word choice - Mostly free of errors. meaning. - Meaning is obscured. suitable for purpose
Punctuation, spelling - Meaning seriously
obscured
8 MARKS
MARKS RANGE 17–20 13–15 10–11 7–8 0–5

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NATIONAL

ENGLISH FIRST ADDITIONAL LANGUAGE P3

This question paper consists of 7 pages.

Please turn over

INSTRUCTIONS AND INFORMATION

1. This question paper consists of THREE sections:

SECTION A: Essay (50)

2. Answer ONE question from EACH section.

3. Write in the language in which you are being assessed.

4. Start EACH section on a NEW page.

6. All planning must be clearly indicated as such. It is advisable to draw a line

7. You are strongly advised to spend approximately:

9. Give each response a suitable title/heading.

10. Do NOT consider the title/heading when doing a word count.

11. Write neatly and legibly.

Copyright reserved Please turn over

1.1 An experience that taught me my parent/parents was/were right. [50]

1.2 Appearances can be misleading. [50]

1.3 A mother is the most creative person. [50]

1.4 Focus! [50]

1.6 My past does not define me. [50]

Copyright reserved Please turn over

[Source: Photo essays pin interest] [50]

[Source: Photo essays pin interest] [50]

Copyright reserved Please turn over

SECTION B: LONGER TRANSACTIONAL TEXT

x Respond to ONE of the following transactional writing texts.

2.1 FRIENDLY LETTER

Your mother/father/parent is celebrating his/her 50th birthday. You and your

Write a review of your visit to the fast food restaurant. [30]

NOTE: Use the dialogue format. [30]

Copyright reserved Please turn over

QUESTION 3: SHORTER TRANSACTIONAL TEXT

3.1 INVITATION CARD

Write out the invitation.

NOTE: No marks are awarded for drawings and illustrations. [20]

3.2 DIARY ENTRIES

You were experiencing sleepless nights due to a severe toothache.

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ENGLISH FIRST ADDITIONAL LANGUAGE P3

This marking guideline consists of 12 pages.

INSTRUCTIONS AND INFORMATION

NOTE: x Adhere to the length of 200–250 words as prescribed in the CAPS

NOTE: A candidate may write an essay which contains elements of more

x If descriptive, there must be a vivid description of an incident/experience to

Copyright reserved Please turn over

x If reflective, there must be a personal account of thought processes and

NOTE: A candidate may write an essay which contains elements of more

1.3 A mother is the most creative person.

NOTE: A candidate may write an essay which contains elements of more

x If narrative, a strong storyline must be evident in which a series of events

NOTE: A candidate may write an essay which contains elements of more

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x If discursive, the candidate may come to a particular conclusion at the end

NOTE: A candidate may write an essay which contains elements of more

1.6 My past does not define me.

x If discursive, the candidate may come to a particular conclusion at the end

NOTE: A candidate may write an essay which contains elements of more

Copyright reserved Please turn over