English FAL Grade 10 Paper 3 November Mock Exam 2 2026 Memo

Mock hlayiso mock exams Practice Series: Grade 10 Exam Preparation WWW.HLAYISO.COM NATIONAL SENIOR CERTIFICATE GRADE 10 ENGLISH FIRST ADDITIONAL LANGUAGE P3 NOVEMBER EXAMINATION 2026 (MOCK) MARKING GUIDELINES MARKS: 100 These marking guidelines consist of 12 pages. Copyright reserved Please turn over

English First Additional Language/P3 2 Hlayiso/Mock 2026 NSC – Marking Guidelines INSTRUCTIONS AND INFORMATION This marking guideline must be used together with the assessment rubrics for SECTIONS A, B and C at the end of this document. NOTE: All pieces of writing should be read at least TWICE during assessment: once for content and once for language. Errors must be indicated during the 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 of the ways in which the topics can be interpreted. Full credit must be given for the candidate’s own interpretation. • Marking must be objective. Give credit for relevant ideas. • Use the 50-mark rubric to mark the essays. The essays must be assessed according to the following criteria: – Content and planning (30 marks) – Language, style and editing (15 marks) – Structure (5 marks) NOTE: Adhere to the length of 150–200 words as prescribed by CAPS. Should the maximum word count be exceeded, read up to the end of the sentence in which the limit is reached. No additional penalties may be imposed, as the rubric itself imposes penalties. 1.1 The secret I could not keep [50] Narrative/Descriptive/Reflective essay • If narrative, a clear storyline must be evident: the writer is told or discovers a secret (e.g. a surprise party, a friend’s problem, a family matter, something he/she saw) and the story must show how and why the secret came out. There must be a logical sequence of events, consistent past tense and a clear ending showing the consequences (e.g. a damaged friendship, help for someone in trouble, a spoilt surprise). • If descriptive, the candidate must create a vivid picture of the situation and of the writer’s feelings (excitement, guilt, pressure, regret or relief) using the senses. • If reflective, the candidate may reflect on trust and loyalty, on when a secret should be kept and when it is right to tell an adult (e.g. when someone is in danger). NOTE: A candidate may write an essay which contains elements of more than one type of essay. Copyright reserved Please turn over

English First Additional Language/P3 3 Hlayiso/Mock 2026 NSC – Marking Guidelines 1.2 Story that includes: ‘As I stepped off the bus, I knew that something had [50] changed …’ Narrative essay • The candidate must give the essay his/her OWN title. • The given words MUST be included somewhere in the essay (at the beginning, in the middle or at the end). Penalise a candidate who does not include the words in the Content and planning criterion (the response is then not fully relevant). • A clear storyline is required: the writer arrives somewhere (home, the village, school, a new town) and notices a change (e.g. a house has been rebuilt, a family member is waiting with news, the place is empty, a celebration has been prepared, a disaster has happened). Suspense should be built up and the change must be explained by the end. • The story may also be interpreted figuratively: the writer has changed (e.g. after a long time away). 1.3 Social media does more harm than good to teenagers. Do you agree? [50] Argumentative/Discursive essay • If argumentative, the candidate must take a clear stand (agree OR disagree) and support it with convincing arguments, e.g. – Harm: cyberbullying, addiction and time-wasting, poor sleep and schoolwork, pressure to look perfect, fake news, online predators, data costs. – Good: keeping in touch, learning and study groups, creativity and small businesses, awareness of social issues, entertainment. • If discursive, both sides must be discussed in a balanced way; the candidate may give his/her own view in the conclusion. • Rhetorical questions, examples and a strong conclusion should be credited. NOTE: A candidate may write an essay which contains elements of more than one type of essay. Copyright reserved Please turn over

English First Additional Language/P3 4 Hlayiso/Mock 2026 NSC – Marking Guidelines 1.4 ‘If you want to go fast, go alone. If you want to go far, go together.’ – [50] African proverb Reflective/Narrative/Discursive essay • The candidate should show an understanding of the proverb: working alone may be quicker, but people achieve more and last longer when they work together and support one another (teamwork, family, community, ubuntu). • If narrative, the story must illustrate the proverb, e.g. a team, a study group or a community project that succeeded because people worked together, or someone who failed by trying to do everything alone. • If reflective, the candidate may reflect on his/her own experiences of working alone and with others. • If discursive, the candidate may discuss the advantages of working alone and of working together. NOTE: A candidate may write an essay which contains elements of more than one type of essay. 1.5 Where I see myself in ten years’ time [50] Reflective/Descriptive/Narrative essay • The candidate must describe his/her dreams and goals for the future (e.g. career, studies, family, home, contribution to the community) and explain why these goals are important to him/her. • The candidate should also show how he/she plans to achieve these goals (e.g. working hard at school, choosing the right subjects, applying for bursaries, avoiding negative influences) and may mention possible obstacles. • Future tense and conditional forms (I will/I would) should be used correctly. NOTE: A candidate may write an essay which contains elements of more than one type of essay. Copyright reserved Please turn over

English First Additional Language/P3 5 Hlayiso/Mock 2026 NSC – Marking Guidelines 1.6 Young people today have an easier life than their parents had. Discuss. [50] Discursive/Argumentative essay • If discursive, the candidate must present both sides in a balanced way, e.g. – Easier: technology, cellphones and the internet, more schools and bursaries, free education and school meals, more freedom and rights. – Harder: unemployment, high cost of living, peer pressure, social media pressure, crime, drugs, competition for places at universities. The candidate may give his/her own view in the conclusion. • If argumentative, the candidate must take a clear stand and support it with convincing reasons and examples. NOTE: A candidate may write an essay which contains elements of more than one type of essay. INTERPRETATION OF PICTURES • The candidate may interpret the picture in any way and write any type of essay. • The interpretation must be clearly linked to the picture. • The candidate should give the essay a suitable title. 1.7 Picture: A learner with a backpack standing where a road splits into two [50] paths, with a signpost showing question marks • Literal interpretations: getting lost, a journey, walking to school, a hike, choosing which way to go, an adventure in the countryside. • Figurative interpretations: making an important decision/choice, choosing subjects or a career, the future, peer pressure (the right path and the wrong path), uncertainty, standing at a crossroads in life, finishing school. 1.8 Picture: Birds flying out of an open birdcage through an open window [50] • Literal interpretations: a pet bird that escaped, setting birds free, a story about a bird, nature, animals. • Figurative interpretations: freedom, independence, leaving home/finishing school, breaking free from a bad situation (e.g. abuse, addiction, a bad relationship), new beginnings, following one’s dreams, hope, release from prison, the end of lockdown. TOTAL SECTION A: 50 Copyright reserved Please turn over

English First Additional Language/P3 6 Hlayiso/Mock 2026 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 rubric to mark the responses. The texts must be assessed according to the following criteria: – Content, planning and format (18 marks) – Language, style and editing (12 marks) NOTE: Adhere to the length of 120–150 words as prescribed by CAPS. Should the maximum word count be reached in the middle of a sentence, read to the end of that sentence. No additional penalties may be imposed, as the rubric itself imposes penalties. 2.1 FRIENDLY LETTER [30] A letter to a friend congratulating him/her on being selected for the provincial team • The following aspects of format must be included: sender’s address, date, informal salutation (e.g. Dear Lerato), suitable informal ending (e.g. Your friend), name. • The tone and register must be informal, warm and sincere. The writer may admit disappointment, but the letter must be positive and not bitter. • The content must congratulate the friend (e.g. praise his/her hard work and talent, wish him/her well for the tournament) AND share the writer’s plans to improve (e.g. extra practice, a fitness programme, joining a club, asking the coach for advice) so that he/she can be selected next year. 2.2 DIALOGUE [30] A conversation in which the candidate tries to persuade a friend not to stay away from school on the day of a test • A brief context/scene must be given at the beginning. • The following aspects of dialogue format must be used: names of speakers on the left followed by a colon; a new line for each new speaker; stage directions/actions in brackets (if used). • The register may be informal (friends), but language must be correct. Slang should be limited. • The candidate must give convincing reasons (e.g. the test counts for the year mark, a missed test means a zero unless there is a valid reason, lying to parents and teachers, safety in town during school hours (no adult knows where he/she is), the show will come again, going after the test or on a weekend instead). The friend’s objections must be answered, and the conversation must reach a conclusion. Copyright reserved Please turn over

English First Additional Language/P3 7 Hlayiso/Mock 2026 NSC – Marking Guidelines 2.3 OBITUARY [30] An obituary for Mr Daniel Mokoena, the school caretaker • The obituary should include the following: full name (Mr Daniel Mokoena), dates of birth and death or age, place of birth (may be invented), family details (spouse, children, grandchildren), career/work (more than thirty years as caretaker of the school buildings and gardens), qualities and achievements, and details of the memorial service/funeral. • A tribute must be paid: e.g. his kindness to learners, his hard work and pride in the school gardens, his reliability, a personal memory. • The tone must be formal, respectful and sympathetic. Past tense should be used when referring to his life. 2.4 INFORMAL REPORT [30] A report on the class Clean-Up Day for the Life Orientation teacher • The report should have a heading (e.g. REPORT ON THE GRADE 10 CLEAN-UP DAY), may be addressed to the teacher (To/From/Date/Subject) and must be signed with the writer’s name. • The report must be written in the past tense and in a logical order, with paragraphs or sub-headings, e.g. Introduction (date, place, who took part), What was done (collecting litter, sorting recyclables, cleaning drains, planting trees), Problems noticed (illegal dumping, broken bins, littering at taxi ranks and shops), Recommendations (more bins, recycling points, awareness campaigns, a monthly clean-up, reporting illegal dumping to the municipality). • The register must be semi-formal and factual. Personal opinions should be limited to the recommendations. TOTAL SECTION B: 30 Copyright reserved Please turn over

English First Additional Language/P3 8 Hlayiso/Mock 2026 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 rubric to mark the responses. The texts must be assessed according to the following criteria: – Content, planning and format (12 marks) – Language, style and editing (8 marks) NOTE: Adhere to the length of 80–100 words as prescribed by CAPS. Should the maximum word count be reached in the middle of a sentence, read to the end of that sentence. No additional penalties may be imposed, as the rubric itself imposes penalties. 3.1 DIARY ENTRIES [20] TWO diary entries expressing feelings before and after an eye test • Each entry must have a date (and may have a time). The two dates must be logical (the second entry after the eye test). A salutation (Dear Diary) is optional. • The entries must be written in the first person and in an informal, personal register. Note the change in tense (present/future before the test, past after the test). • Before: feelings such as worry, fear, embarrassment about wearing glasses, frustration about not seeing the board, fear of being teased. • After: feelings such as relief, surprise at how clearly he/she can see, excitement or embarrassment about the new glasses, hope that marks will improve. • Emotions must be clearly expressed. Full sentences are expected, but a diary may include short exclamations. 3.2 POSTER [20] A poster advertising the school’s ‘Bottle Recycling Week’ • The poster must include: a catchy heading/slogan, the name of the event, the organiser (the Environmental Club), the date(s), where bottles must be brought (e.g. collection point at the school gate), what learners must bring (clean, empty plastic bottles), the reason (recycling, protecting the environment) and any prizes or incentives (if given) and a contact person. • The language must be short, persuasive and eye-catching (e.g. imperatives, rhetorical questions, alliteration). Full sentences are not necessary. • The layout should be clear (e.g. different sizes of lettering). No marks are awarded for drawings or illustrations. Copyright reserved Please turn over

English First Additional Language/P3 9 Hlayiso/Mock 2026 NSC – Marking Guidelines 3.3 DIRECTIONS [20] Directions from the taxi rank to the community library • The directions must be clear, logical and in sequence, from the starting point (taxi rank) to the destination (community library). • The following MUST be included: landmarks (e.g. a garage, a church, a school, a clinic, a robot/traffic light, a supermarket), distances (e.g. walk 200 metres; the library is the third building on the left) and specific directions (e.g. turn left, go straight, cross the road at the robot). • Imperatives should be used (e.g. Turn right at the …). Directions may be numbered. A heading must be included. No marks are awarded for drawings or maps. • The candidate may end with the meeting time or a contact number in case the learner gets lost. TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over

English First Additional Language/P3 10 Hlayiso/Mock 2026 NSC – Marking Guidelines SECTION A: ASSESSMENT RUBRIC FOR ESSAY – FIRST ADDITIONAL LANGUAGE [50 MARKS] • Use this rubric to mark the essay (SECTION A). • The marks from 0–50 are divided into five major level descriptors. • For Content and planning and for Language, style and editing, each level is divided into an upper and a lower sub-level, each with its own mark range. Structure is not divided into sub-levels. Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT AND 28–30 22–24 16–18 10–12 4–6 PLANNING (Response and – Outstanding – Very well-crafted – Satisfactory – Inconsistently – Totally irrelevant ideas; organisation of response beyond response response coherent response response ideas for planning; normal expectations – Fully relevant and – Ideas are – Unclear ideas and – Confused and awareness of – Intelligent, interesting ideas with reasonably coherent unoriginal unfocused ideas purpose, audience thought-provoking evidence of maturity and convincing – Little evidence of – Vague and and context) and mature ideas – Very well organised – Reasonably organisation and repetitive 30 MARKS – Exceptionally well and coherent, organised and coherence – Unorganised and Upper level organised and including coherent, including incoherent coherent, including introduction, body introduction, body introduction, body and conclusion and conclusion and conclusion 25–27 19–21 13–15 7–9 0–3 Lower level – Excellent response – Well-crafted – Satisfactory – Largely irrelevant – No attempt to but lacks the response response but some response respond to the topic exceptionally striking – Relevant and lapses in clarity – Ideas tend to be – Completely qualities of the interesting ideas – Ideas are fairly disconnected and irrelevant and outstanding essay – Well organised and coherent and confusing inappropriate – Mature and coherent, including convincing – Hardly any – Unfocused and intelligent ideas introduction, body – Some degree of evidence of muddled – Skilfully organised and conclusion organisation and organisation and and coherent coherence coherence LANGUAGE, STYLE 14–15 11–12 8–9 5–6 0–3 AND EDITING (Tone, register, style – Tone, register, style – Tone, register, style – Tone, register, style – Tone, register, style – Language and vocabulary and vocabulary and vocabulary very and vocabulary and vocabulary not incomprehensible appropriate to highly appropriate to appropriate appropriate appropriate – Tone, register, style purpose and context; purpose, audience – Language – Appropriate use of – Very basic use of and vocabulary less word choice; and context effective; consistently language to convey language appropriate language use and – Language appropriate tone meaning – Very limited – Vocabulary conventions: confident and – Largely error-free – Some use of vocabulary limitations so punctuation, exceptionally in grammar and rhetorical devices extreme that grammar, spelling) impressive spelling comprehension is 15 MARKS – Virtually error-free impossible Upper level in grammar and spelling 13 10 7 4 Lower level – Language excellent – Language – Adequate use of – Inadequate use of and rhetorically engaging and language with some language effective in tone generally effective inconsistencies – Little or no variety – Virtually error-free – Appropriate and – Tone generally in sentences – Skilfully crafted effective tone appropriate; limited – Exceptionally – Few errors in use of rhetorical limited vocabulary grammar and devices spelling STRUCTURE 5 4 3 2 0–1 (Features of text; – Excellent – Logical – Relevant details – Some valid points – Necessary points paragraph development of topic development of developed – Sentences and lacking development and – Exceptional detail details – Sentences and paragraphs faulty – Sentences and sentence – Sentences and – Coherent paragraphs well – Essay still makes paragraphs faulty construction) paragraphs – Sentences and constructed sense despite flaws 5 MARKS exceptionally well paragraphs logical – Essay still makes constructed and varied some sense MARK RANGE 40–50 30–39 20–29 10–19 0–9 Copyright reserved Please turn over

English First Additional Language/P3 11 Hlayiso/Mock 2026 NSC – Marking Guidelines SECTION B: ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [30 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, 15–18 11–14 8–10 5–7 0–4 PLANNING AND FORMAT (Response and – Outstanding – Very good – Adequate response – Basic response – Response reveals ideas; organisation of response beyond response demonstrating demonstrating some no knowledge of ideas for planning; normal expectations demonstrating good knowledge of knowledge of features of the type purpose, audience, – Intelligent and knowledge of features of the type features of the type of text features/conventions mature ideas features of the type of text of text – Meaning is obscure and context) – Extensive of text – Not completely – Some focus but with major 18 MARKS knowledge of – Maintains focus; no focused; some writing digresses digressions features of the type digressions digressions – Not always – Not coherent in of text – Coherent in content – Reasonably coherent in content content and ideas – Writing maintains and ideas; very well coherent in content and ideas – Very few details focus; coherent in elaborated; details and ideas – Few details support support the topic content and ideas support the topic – Some details the topic – Has not applied – Highly elaborated; – Appropriate format support the topic – Has vaguely necessary rules of all details support the with minor – Generally applied necessary format topic inaccuracies appropriate format rules of format; some – Appropriate and but with some critical oversights accurate format inaccuracies LANGUAGE, STYLE 10–12 8–9 6–7 4–5 0–3 AND EDITING (Tone, register, style, – Tone, register, style – Tone, register, style – Tone, register, style – Tone, register, style – Tone, register, style purpose/effect, and vocabulary and vocabulary very and vocabulary and vocabulary less and vocabulary do audience and highly appropriate to appropriate appropriate appropriate not correspond to context; language purpose, audience – Generally – Some grammatical – Inaccurate purpose, audience use and conventions; and context grammatically errors grammar with and context word choice; – Grammatically accurate and well – Adequate numerous errors – Error-ridden and punctuation and accurate and well constructed vocabulary – Limited vocabulary confused spelling) constructed – Very good – Errors do not – Meaning is – Vocabulary not 12 MARKS – Virtually error-free vocabulary impede meaning obscured suitable for purpose – Mostly free of – Meaning seriously errors impaired MARK RANGE 25–30 19–23 14–17 9–12 0–7 Copyright reserved Please turn over

English First Additional Language/P3 12 Hlayiso/Mock 2026 NSC – Marking Guidelines SECTION C: ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [20 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, 10–12 8–9 6–7 4–5 0–3 PLANNING AND FORMAT (Response and – Outstanding – Very good – Adequate response – Basic response; – No knowledge of ideas; organisation of response beyond response demonstrating some knowledge of features of the type ideas for planning; normal expectations demonstrating good knowledge of features of the type of text purpose, audience, – Intelligent and knowledge of features of the type of text – Meaning obscure; features/conventions mature ideas features of the type of text – Writing digresses major digressions and context) – Extensive of text – Some digressions – Few details support – Has not applied 12 MARKS knowledge of – Maintains focus; no – Some details the topic necessary rules of features of the type digressions support the topic – Some critical format of text – Details support the – Generally oversights in format – Writing maintains topic appropriate format focus; coherent – Appropriate format with some – Appropriate and with minor inaccuracies accurate format inaccuracies LANGUAGE, STYLE 7–8 5–6 4 3 0–2 AND EDITING (Tone, register, style, – Tone, register, style – Tone, register, style – Tone, register, style – Tone, register, style – Tone, register, style purpose/effect, and vocabulary and vocabulary very and vocabulary and vocabulary less and vocabulary do audience and highly appropriate appropriate appropriate appropriate not correspond to context; language – Grammatically – Generally – Some grammatical – Numerous errors; purpose use and conventions; accurate and well grammatically errors limited vocabulary – Error-ridden and word choice; constructed accurate – Errors do not – Meaning is confused punctuation and – Virtually error-free – Very good impede meaning obscured – Meaning seriously spelling) vocabulary; mostly impaired 8 MARKS free of errors MARK RANGE 17–20 13–15 10–11 7–8 0–5 Copyright reserved