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 NATIONAL
SENIOR CERTIFICATE

GRADE 12

SEPTEMBER 2022

ENGLISH FIRST ADDITIONAL LANGUAGE P3

MARKING GUIDELINE

MARKS: 100

This marking guideline consists of 13 pages.

2 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2022)

INSTRUCTIONS AND INFORMATION

This marking guideline 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: • Adhere to the length of 250–300 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 (page 16.)
• No additional penalties may be imposed as the rubric itself imposes
penalties.

1.1 It was exciting …

Narrative/Reflective/Descriptive

• If narrative, a storyline illustrating the statement must be evident in which

a series of events are shown. There must be a logical sequence of tense.
• If reflective, there must be a personal account of thought processes and
feelings/emotions.
• 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]

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(EC/SEPTEMBER 2022) ENGLISH FIRST ADDITIONAL LANGUAGE P3 3

1.2 Life is a journey

Descriptive/Narrative/Reflective/Discursive/Argumentative

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

to illustrate the statement.
• If narrative, a strong storyline must be evident in which a series of events
lead to a negative/positive outcome. There must be a logical sequence of
tense.
• If reflective, there must be a personal account of thought processes and
feelings/emotions.
• If discursive the arguments for and against must be well-balanced and
clearly analysed in the essay. The candidate must provide supporting
evidence for his/her arguments.
• 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. [50]

1.3 My perfect space

Reflective/Narrative/Descriptive

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

feelings/emotions.
• If narrative, a strong storyline must be evident in which a series of events
lead to a negative outcome. There must be a logical sequence of tense.
• If descriptive, the candidate should create a picture in words, trying to use
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. [50]

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4 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2022)

1.4 Forgiveness

Narrative/Reflective/Descriptive/Discursive

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

leads to a negative outcome. There must be a logical sequence of tense.
• If reflective, the candidate must still take a stance for or against the topic.
• If descriptive, the candidate should create the picture in words, trying to
use as many senses as possible to make the description clear.
• If discursive, the candidate may come to a particular conclusion at the
end of the essay but the arguments for or against must be well-balanced
and clearly analysed in the course of the essay.

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

than one type of essay/any other essay type. [50]

1.5 ‘Be careful with your words they can only be excused not forgotten.’–
Anonymous

Narrative/Descriptive/Reflective/Discursive

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

leads to a negative outcome. There must be a logical sequence of tense.
• If descriptive, the candidate should create a picture in words, trying to use
as many senses as possible to make the description clear.
• If reflective, there must be a personal account of thought processes and
feelings/emotions.
• If discursive, the candidate may come to a particular conclusion at the end
of the essay but the arguments for or against must be well-balanced and
clearly analysed in the course of the essay.

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

than one type of essay/any other essay type. [50]

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(EC/SEPTEMBER 2022) ENGLISH FIRST ADDITIONAL LANGUAGE P3 5

1.6 Money is not everything in life

Discursive//Reflective/Narrative/Descriptive/ Argumentative

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

end of the essay but the arguments for or against must be well-balanced
and clearly analysed in the course of the essay.
• If reflective, the candidate must still take a stance for or against the topic.
• 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.
• If descriptive, the candidate should create a picture in words, trying to use
as many senses as possible to make the description clear.
• 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.

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

than one type of essay/any other essay type. [50]

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6 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2022)

1.7 Interpretation of pictures

• The candidate may interpret the picture in any way.

• The candidate may choose to write any type of essay.
• The interpretation must be linked to the pictures.
• The candidate should give the essay a suitable title.
• The candidate may write in any appropriate tense.
• The following ideas, among others, may be explored in response to the
pictures.

1.7.1 Picture: Hungry sleeping child

• Literal interpretation: hunger, poverty, survival, death, struggle to
live, going without food, being healthy, children’s rights, childcare
etc.
• Figurative interpretations: the right to food, war, famine, the
family environment, neglected children, parenting, the impact of
war on the child, abandoned children, how children should be
treated, loving children etc. [50]

1.7.2 Picture: Laptop with seedling

• Literal interpretation: computers/laptops, computers and the
environment, the advantages of having a laptop, computer
technology and agriculture, computers and the environment etc.
• Figurative interpretations: growth, creativity and computers, new
opportunities for technology and the environment, sustainable
environmental practices, planting using technology, food security
and technology etc. [50]

TOTAL SECTION A: 50

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(EC/SEPTEMBER 2022) ENGLISH FIRST ADDITIONAL LANGUAGE P3 7

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:
o Adhere to the length of 120–150 words as prescribed in the CAPS document.
However, should the maximum word count be reached mid-sentence, read to
the end of that sentence.
o No additional penalties may be imposed as the rubric itself imposes penalties.

2.1 FRIENDLY LETTER

Comforting a friend and apologising.

The following aspects of format must be included:

o Address of sender
o Date
o Greeting/Salutation
o Suitable ending

• The tone and register of the letter should be friendly and informal.
• The candidate must comfort and apologise to his/her friend for the trouble
experienced. [30]

2.2 MINUTES OF MEETING

There should be an agreement between the agenda and minutes.

• Register and tone should be formal.

• Complete sentences are not necessary.
• Items should be numbered.

• The following should be explored, among others:

o Clear reference to speakers and respective seconders.
o Resolutions arrived at should be clearly indicated as such.
o The content of the minutes should relate to proposals relating to the
planning of the community arts festival. [30]

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 8 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2022)

2.3 MAGAZINE ARTICLE

An article for a magazine

• The article must have a suitable heading.

• The article must have clearly defined paragraphs.
• The style should be personal, addressing the reader.
• The language must be formal.
• The article should be stimulating to the reader/encourage the youth to
achieve their dreams.
• The article must provide the reader with practical advice on steps to follow
to make dreams come true. [30]

2.4 DIALOGUE

A conversation between you and your grandmother.

• A context must be provided at the beginning of the dialogue.

• The following aspects of the dialogue format must be included:

o The names of the speakers should be followed by colons.

o A new line should be used to indicate each new speaker.
o Stage directions if used must be indicated in brackets, before the words
are spoken.

• The dialogue must be between yourself and your grandmother.

• The tone must be informal.
• A conversation with your grandmother to convince her that she must be
vaccinated and reassurance that she will be safe.
• The ‘convincing’ of the grandmother must be clear. [30]

TOTAL SECTION B: 30

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(EC/SEPTEMBER 2022) ENGLISH FIRST ADDITIONAL LANGUAGE P3 9

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: 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 friends and relatives for surprise celebration.

• The invitation must include the following aspects:

o Recipient
o Date, venue and time
o Type of function must be clear
o Language should be suited to the context
o Full sentences are not necessary

• The following details may be included, among others:

o Name of invitee
o Dress code
o RSVP

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

3.2 DIARY ENTRY

Candidate’s feelings BEFORE and AFTER the first day at catering college.

• There MUST be ONE diary entry with a date and time.

• The entry should express the candidate's feelings before and after the first
day at a catering college.
• The diary entry should be written in the first person.
• The language should be simple and informal.
• The tone must reflect suitable emotions. [20]

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10 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2022)

3.3 INSTRUCTIONS

Safety measures for learners and teachers

• Numbers or bullets may be used to indicate each new instruction.

• Instructions may be in point form.
• The language should be clear and instructive.
• Candidates may also choose to write each instruction on a new line or
leave lines between instructions.
• Complete sentences are not necessary. [20]

TOTAL SECTION C: 20
GRAND TOTAL: 100

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 (EC/SEPTEMBER 2022) ENGLISH FIRST ADDITIONAL LANGUAGE P3 11

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 normal - Very well-crafted response. - Satisfactory response - Inconsistently coherent - Totally irrelevant response.
Organisation of ideas for 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 unoriginal - Vague and repetitive.
Upper level
planning ideas - Very well organised and coherent - Reasonably organised and - Little evidence of - Unorganised and incoherent.
Awareness of purpose, - Exceptionally well organised and coherent (connected) including introduction, body coherent including introduction, organisation and coherence.
audience and context (connected) including introduction, body and and conclusion/ending. body and conclusion/ending
30 MARKS conclusion/ending.
25–27 19–21 13–15 7–9 0–3
- Excellent response but lacks the exceptionally - Well-crafted response. - Satisfactory response but some - Largely irrelevant response. - No attempt to respond to the topic
striking qualities of the outstanding essay - Relevant and interesting ideas. lapses in clarity. - Ideas tend to be - Completely irrelevant and
- Mature and intelligent ideas - Well organised and coherent (connected) - Ideas are fairly coherent and disconnected and confusing. inappropriate
Lower level

- Skilfully organised and coherent (connected) including introduction, body and convincing. - Hardly any evidence of - Unfocused and muddled
including introduction, body and conclusion. - Some degree of organisation and organisation and coherence.
conclusion/ending. coherence including introduction,
body and 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 context appropriate to purpose, audience and vocabulary appropriate to vocabulary not appropriate to - Tone, register, style and vocabulary
- Language confident, exceptionally impressive context. purpose, audience and context. purpose, audience and less appropriate to purpose,
Tone, register, style,
– compelling and rhetorically effective in tone. - Language is effective and a consistently - Appropriate use of language to context. audience and context
Upper level

vocabulary appropriate to - Virtually error-free in grammar and spelling. appropriate tone is used. convey meaning. - Very basic use of language. - Vocabulary limitations so extreme as
purpose/effect and context - Highly skilfully crafted. - Largely error-free in grammar and - Tone is appropriate. - Tone and diction are to make comprehension impossible
Word choice spelling. - Rhetorical devices used to inappropriate.
Language use and - Very well crafted. enhance content. - Very limited vocabulary.
conventions, punctuation, 13 10 7 4
grammar, spelling - Language excellent and rhetorically effective - Language engaging and generally - Adequate use of language with - Inadequate use of language.
15 MARKS in tone. effective some inconsistencies. - Little or no variety in
Lower level

- Virtually error-free in grammar and spelling. - Appropriate and effective tone. - Tone generally appropriate and sentence.
- Skilfully crafted. - Few errors in grammar and spelling. limited use of rhetorical devices. - Exceptionally limited
- Well-crafted vocabulary.

5 4 3 2 0–1
STRUCTURE
Features of text - Excellent development of topic - Logical development of details - Relevant details developed - Some valid points - Necessary points lacking
Paragraph development and - Exceptional detail - Coherent - Sentences, paragraphs well- - Sentences and paragraphs - Sentences and paragraphs faulty
sentence construction - Sentences, paragraphs exceptionally well- - Sentences, paragraphs logical, varied constructed faulty
constructed - Essay still makes some sense - Essay still makes sense
5 MARKS despite flaws.
MARKS RANGE 40–50 30–39 20–29 10–19 0–9

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12 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2022)

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

Criteria Exceptional Skilful Moderate Elementary Inadequate

15–18 11–14 8–10 5–7 0–4
CONTENT PLANNING - Outstanding response beyond - Very good response - Adequate response - Basic response - Response reveals no
AND FORMAT normal expectations demonstrating good demonstrating demonstrating some knowledge of features
- Intelligent and mature ideas knowledge of features of knowledge of features knowledge of of the type of text
(Response and ideas) - -Extensive knowledge of features the type of text. of the type of text. features of the type - Meaning is obscure
Organisation of ideas of the type of text - Maintains focus – no - Not completely focused of text. with major
for planning - Writing maintains focus digressions. – some digressions. - Some focus but digressions.
Purpose, audience and - Coherence in content and ideas. - Coherent in content and - Reasonably coherent writing digresses. - Not coherent in
features/conventions - Highly elaborated and all details ideas, very well in content and ideas - Not always coherent in content and ideas.
and context support the topic elaborated and details - Some details support content and ideas. - Very few details
- Appropriate and accurate format support topic. the topic - Few details support support the topic.
18 MARKS - Appropriate format with - Generally appropriate the topic. - Has not applied
minor inaccuracies. format but with some - Has vaguely applied necessary rules of
inaccuracies. necessary rules of format.
format
- Some critical
oversights.
10–12 8–9 6–7 4–5 0–3
LANGUAGE, STYLE - Tone, register, style, vocabulary - Tone, register, style and - Tone, register, style - Tone, register, style - Tone, register, style and
AND EDITING highly appropriate to purpose, vocabulary very and vocabulary and vocabulary less vocabulary do not
audience and context. appropriate to purpose, appropriate to purpose, appropriate to purpose, correspond to purpose,
Tone, register, style, - Grammatically accurate and well- audience and context audience and context. audience and context audience and context.
purpose/effect, constructed - Generally, grammatically - Some grammatical -Inaccurate grammar - Error-ridden and
audience and context - Virtually error-free. accurate and well- errors with numerous errors confused
Language use and constructed - Adequate vocabulary -Limited vocabulary - Vocabulary not suitable
conventions. - Very good vocabulary - Errors do not impede -Meaning is obscured. for purpose
Word choice - Mostly free of errors meaning - Meaning seriously
Punctuation, spelling impaired

12 MARKS
MARKS RANGE 25–30 19–23 14–17 9–12 0–7

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(EC/SEPTEMBER 2022) ENGLISH FIRST ADDITIONAL LANGUAGE P3 13

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

Criteria Exceptional Skilful Moderate Elementary Inadequate

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.
12 MARKS inaccuracies. necessary rules of
format
- Some critical
oversights.
7–8 5–6 4 3 0–2
LANGUAGE, STYLE - Tone, register, style, vocabulary - Tone, register, style and - Tone, register, style - Tone, register, style - Tone, register, style
AND EDITING highly appropriate to purpose, vocabulary very and vocabulary and vocabulary less and vocabulary do not
audience and context. appropriate to purpose, appropriate to purpose, appropriate to correspond to
Tone, register, style, - Grammatically accurate and well- audience and context audience and context. purpose, audience and purpose, audience and
purpose/effect, constructed - Generally, grammatically - Some grammatical context context.
audience and context - Virtually error-free. accurate and well- errors - Inaccurate grammar - Error-ridden and
Language use and constructed - Adequate vocabulary with numerous 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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