NATIONAL

SENIOR CERTIFICATE

GRADE 11

ENGLISH FIRST ADDITIONAL LANGUAGE P3

NOVEMBER 2018

MARKING GUIDELINES

MARKS: 100

These marking guidelines consist of 12 pages.

Copyright reserved Please turn over

English First Additional Language/P3 2 DBE/November 2019
CAPS – Grade 11 – 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 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.
 No additional penalties may be imposed as the rubric itself imposes penalties.

1.1 When the lights went out

Narrative/Descriptive/Reflective

 If narrative, the essay must have a strong story line and a captivating
ending.
 If descriptive, the candidate should create a picture in words, using as
many senses as possible to make the description clear.
 If reflective, the essay should convey the writer's/candidate's reactions
and feelings.

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

than one type of essay. [50]

Copyright reserved Please turn over

English First Additional Language/P3 3 DBE/November 2019
CAPS – Grade 11 – Marking Guidelines

1.2 And so the adventure began!

Descriptive/Narrative/Reflective

 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 a captivating
ending.
 If reflective, the essay should convey the writer's/candidate's reactions
and feelings.

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

than one type of essay. [50]

1.3 It was too late …

Reflective/Narrative/Descriptive

 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 a captivating
ending.
 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. [50]

1.4 Revenge is a sign of weakness

Argumentative/Reflective/Discursive/Narrative

 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 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. The candidate may come to a particular
conclusion at the end of the essay, which should include
recommendations.
 If narrative, the essay must have a strong story line and a captivating
ending.

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

than one type of essay. [50]

Copyright reserved Please turn over

English First Additional Language/P3 4 DBE/November 2019
CAPS – Grade 11 – Marking Guidelines

1.5 'What life throws at you is not always your choice.' – Anonymous

Discursive/Argumentative/Reflective/Descriptive/Narrative

 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. 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 a captivating
ending.

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

than one type of essay. [50]

1.6 The success of a country is dependent on its people

Discursive/Argumentative/Reflective

 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. 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. [50]

Copyright reserved Please turn over

English First Additional Language/P3 5 DBE/November 2019
CAPS – Grade 11 – Marking Guidelines

1.7 Interpretation of pictures

 The candidate should give the essay a suitable title.

 The candidate may interpret the pictures in any way.
 The candidate may choose to write any type of essay.
 The interpretation must be linked to the picture.
 The candidate may write in any appropriate tense.

1.7.1 Picture: Money in a jar

Narrative/Descriptive/Reflective/Argumentative/Discursive

 Literal interpretations: money, saving money

 Figurative interpretations: being thrifty, finance management,
saving techniques, influence/impact of money [50]

1.7.2 Picture: A elderly man and a medical practitioner

Narrative/Descriptive/Reflective/Argumentative/Discursive

 Literal interpretations: a visit to the doctor/clinic/hospital, father-

daughter relationship
 Figurative interpretations: caring for the elderly, quality medical
care, relationships [50]

TOTAL SECTION A: 50

Copyright reserved Please turn over

English First Additional Language/P3 6 DBE/November 2019
CAPS – Grade 11 – 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 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.
 No additional penalties may be imposed as the rubric itself imposes
penalties.

2.1 FORMAL LETTER

A formal letter to the chairperson of the Representative Council of Learners

(RCL). The letter should address the problem and provide solutions.

 Allow for acceptable variations of format (format).

 The letter should be addressed to the chairperson of the Representative
Council of Learners (RCL).
 The tone and register of the letter should be formal.
 The letter should have an introduction, body and conclusion.
 The following aspects of format must be included:
o Address of sender
o Date
o Recipient
o Address of recipient
o Greeting/Salutation
o Subject line
o Suitable ending
o Signature
o Name of sender [30]

Copyright reserved Please turn over

English First Additional Language/P3 7 DBE/November 2019
CAPS – Grade 11 – Marking Guidelines

2.2 INTERVIEW

An interview between a prominent community member and a learner.

 A context must be provided at the beginning of the interview.

 The interview must be between the prominent community member and a
learner.
 The tone must be formal.
 The following aspects of the dialogue format must be included:
o The names of the speakers written on the left side of the page.
o A colon used after the name of the character who is speaking.
o A new line used to indicate each new speaker.
 Where necessary, actions must be given in brackets before the words are
spoken. [30]

2.3 OBITUARY

Your cousin has recently passed away.

 The tone must be formal.

 The following aspects of format must be included:
o Full name of the deceased
o Date of birth
o Date of death
o Birthplace
o Where the person was living at the time of death
o Key survivors (parents, siblings) and their names
o Date, time and place of funeral
 Biographical information may also be included.
 A tribute must be paid to the deceased. [30]

2.4 FILM REVIEW

 The review must include the following:

o The title of the film.
o The name of the producer/director.

 The review must contain a brief discussion of:

o The setting
o Characterisation
o Type of film
o The plot: outline of the story/key incidents
o Judgement and recommendation.

 The review may contain a brief discussion on:

o Sound effects
o Camera angles [30]

TOTAL SECTION B: 30

Copyright reserved Please turn over

English First Additional Language/P3 8 DBE/November 2019
CAPS – Grade 11 – 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 attached rubric:
o Content, planning and format (12 marks)
o Language, style and editing (8 marks)

NOTE:
 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.
 No additional penalties may be imposed as the rubric itself imposes
penalties.

3.1 INVITATION CARD

An invitation to the matric farewell function.

 The following aspects of format must be included:

o Date
o Venue
o Time
 Type of function should be clear.
 Language should be suited to the context.
 Full sentences are not necessary.

NOTE: Do not award marks for illustrations. [20]

3.2 DIARY ENTRIES

The candidate's feelings before and after collecting the car.

 There MUST be TWO diary entries with two different dates/ times.
 The first entry must express the candidate's feelings before the car was
collected and the second entry must express the candidate's feelings
after the car was collected.
 The diary entries must be written in the first person.
 The language must be simple and informal.
 The tone must reflect suitable emotions. [20]

Copyright reserved Please turn over

English First Additional Language/P3 9 DBE/November 2019
CAPS – Grade 11 – Marking Guidelines

3.3 INSTRUCTIONS

How to stay fit and healthy.

 The instructions may be in point or paragraph form.

 Instructions must be in a logical sequence.
 The instructions should say how one can stay fit and healthy. [20]

TOTAL SECTION C: 20
GRAND TOTAL: 100

Copyright reserved Please turn over

English First Additional Language/P3 10 DBE/November 2019
CAPS – Grade 11 – 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,
Upper level

purpose, audience and context purpose, audience and purpose, audience and context purpose, audience and context vocabulary not appropriate to
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

English First Additional Language/P3 11 DBE/November 2019
CAPS – Grade 11 – 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

English First Additional Language/P3 12 DBE/November 2019
CAPS – Grade 11 – 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