English HL Grade 10 P3 November Mock Exam 2 2026 Memo (English)

Copyright reserved Please turn over Mock hlayiso mock exams Practice Series: Grade 10 Exam Preparation WWW.HLAYISO.COM NATIONAL SENIOR CERTIFICATE GRADE 10 ENGLISH HOME LANGUAGE P3 NOVEMBER EXAMINATION 2026 (MOCK) MARKING GUIDELINES MARKS: 100 These marking guidelines consist of 11 pages.

English Home Language/P3 2 NSC – Marking Guidelines Hlayiso/Mock 2026 INFORMATION FOR THE MARKER In assessing a candidate's work, the following aspects, among others, drawn from the assessment rubrics, must be borne in mind: • The overall effect of planning, drafting, proofreading and editing of the work on the final text produced. • Awareness of writing for a specific purpose, audience and context – as well as register, style and tone – especially in SECTION B. • Grammar, spelling and punctuation. • Language structures, including an awareness of critical language. • Choice of words and idiomatic language. • Sentence construction. • Paragraphing. • Interpretation of the topic that will be reflected in the overall content: the introduction, development of ideas and the conclusion. SUGGESTED APPROACH TO MARKING SECTION A: ESSAY Refer to the rubric for assessing an essay on pages 9–10 of these marking guidelines. CRITERIA MARKS CONTENT AND PLANNING (60%) 30 LANGUAGE, STYLE AND EDITING (30%) 15 STRUCTURE (10%) 5 TOTAL 50 1. Read the whole piece and decide on a category for CONTENT AND PLANNING. 2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING. 3. Re-read the piece and select the appropriate category for STRUCTURE. SECTION B: TRANSACTIONAL TEXTS Refer to the rubric for assessing transactional texts on page 11 of these marking guidelines. CRITERIA MARKS CONTENT, PLANNING AND FORMAT (60%) 15 LANGUAGE, STYLE AND EDITING (40%) 10 TOTAL 25 1. Read the whole piece and decide on a category for CONTENT, PLANNING AND FORMAT. 2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING. Copyright reserved Please turn over

English Home Language/P3 3 NSC – Marking Guidelines Hlayiso/Mock 2026 NOTE: • Various formats of transactional texts have been taught and are in current practice. This must be considered when assessing format. Give credit for appropriateness of format. • Look for a logical approach in all writing. NOTE: • The points given below each topic serve only as a guide to markers. • Allowance must be made for a candidate's own interpretation of the topic, even if it differs from the given points or a marker's own views or interpretations. SECTION A: ESSAY QUESTION 1 Candidates are required to write ONE essay of 300–350 words (approximately 1½–2 pages) on ONE of the given topics. Candidates may write in any genre: narrative, descriptive, reflective, discursive, argumentative, or any combination of these. 1.1 Homecoming • Any genre: narrative, descriptive, reflective or a combination. • Literal: returning home after a long absence (boarding school, a hospital stay, work in another city, studies or exile), the return of a family member, soldier or migrant worker, a sports team welcomed home, a pet that finds its way back. • Figurative: returning to one's roots, culture, faith or values; finding a sense of belonging; 'coming home' to oneself after a difficult period. • There should be a sense of what 'home' means to the writer/character and the emotions of the return (joy, relief, nervousness, disappointment that things have changed). [50] 1.2 Nobody noticed the stranger at the back of the hall until … • Narrative (most likely), but descriptive or reflective elements may be included. Candidates must provide their own title. • The words must appear somewhere in the essay (not necessarily at the beginning). Penalise under CONTENT if the words are not included. • The 'hall' may be a school, church, community or wedding hall, an exam venue, a court, etc. The stranger may be a mysterious visitor, a long-lost relative, a talent scout, a hero, a threat, a ghost, or the narrator himself/ herself. • The story should build suspense and show what happened once the stranger was noticed; the ending should be credible and satisfying (a twist is acceptable). [50] Copyright reserved Please turn over

English Home Language/P3 4 NSC – Marking Guidelines Hlayiso/Mock 2026 1.3 'Darkness cannot drive out darkness; only light can do that.' – Martin Luther King Jr • Reflective/argumentative/discursive/narrative. • Candidates should show an understanding that 'darkness' (hatred, violence, revenge, cruelty, despair, ignorance) cannot be overcome by more of the same; only 'light' (love, kindness, forgiveness, hope, education, truth) can overcome it. • Examples may be personal (responding to bullying with kindness, forgiving a family member), communal or national (reconciliation, the end of apartheid, community responses to crime), or historical (the civil-rights movement in the USA). • A narrative must clearly illustrate the idea. Candidates may also question the statement (e.g. some wrongs need to be confronted firmly), provided the argument is reasoned. [50] 1.4 Social media does teenagers more harm than good. • Argumentative or discursive. Allow narrative/reflective responses that clearly engage with the statement. • An argumentative essay must take a clear stance and support it; a discursive essay must weigh both sides before reaching a conclusion. • Harm: cyberbullying, addiction and wasted time, sleep loss, comparison and low self-esteem, unrealistic body images, fake news, online predators, privacy and digital footprint, poor concentration and marks. • Good: keeping in touch, support groups, learning and study groups, creativity and self-expression, awareness of social issues, business and career opportunities, news and information. [50] 1.5 The day I finally said 'No' • Narrative/reflective; descriptive elements may be included. • The essay should focus on a specific day when the writer (or narrator) refused something after a period of going along with it, e.g. peer pressure (drugs, alcohol, bunking, cheating, a dare), a bully, an unhealthy relationship, an unfair employer, a family expectation, or his/her own bad habit. • The word 'finally' suggests a build-up: candidates should show why it was difficult to say no, what gave them the courage, and the consequences of the decision. • The essay may end with a reflection on courage, self-respect or personal growth. [50] 1.6 Pictures Candidates may interpret the pictures in any way and write in any genre. There must, however, be a clear link between the picture and the essay. Copyright reserved Please turn over

English Home Language/P3 5 NSC – Marking Guidelines Hlayiso/Mock 2026 1.6.1 An empty swing at sunset • The picture shows a playground swing set at sunset: one seat hangs motionless while the other sways slightly, as if someone has just left it. • Possible interpretations: childhood memories, the end of childhood/growing up, loss or absence of a child or friend, a missing person (mystery), loneliness, the passing of time, a happy afternoon that has ended, nostalgia, a parent waiting. [50] 1.6.2 A seedling in cracked earth • The picture shows a young plant with two leaves growing out of dry, cracked ground under a bright sun. • Possible interpretations: hope, resilience, survival against the odds, new beginnings, growth in difficult circumstances (poverty, illness, loss), drought and climate change, the power of nature, a learner who succeeds despite hardship, faith. [50] 1.6.3 A suitcase left on a railway platform • The picture shows a suitcase standing alone on a station platform while a train pulls away; a station clock hangs from the roof. • Possible interpretations: a missed train or a missed opportunity, a journey or departure, leaving home, a decision not to leave, a lost or abandoned bag (mystery/suspense), saying goodbye, time running out, a new beginning, migration. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

English Home Language/P3 6 NSC – Marking Guidelines Hlayiso/Mock 2026 SECTION B: TRANSACTIONAL TEXTS QUESTION 2 Candidates are required to respond to TWO of the topics set. The body of each response should be 150–180 words in length. The language, register, style and tone must be appropriate to the context. 2.1 LETTER TO THE PRESS • Format: the writer's address and date; the recipient ('The Editor', name and address of the newspaper); salutation ('Dear Sir/Madam' or 'Sir/Madam'); a subject line (optional); body; closing ('Yours faithfully'); signature, name (and surname). Credit appropriate variations. • Formal register; the tone may be concerned, disappointed or critical, but must remain respectful and reasoned. • The letter should refer to the headline and state the writer's view, e.g. the library is a safe study space, many learners have no internet or books at home, pensioners and job-seekers use it, reading and literacy will suffer, it supports school projects and homework. • Should suggest how the library could be kept open, e.g. volunteers or retired teachers to staff it, sponsorship from local businesses, a fundraising event, a petition to the council, shorter daily hours rather than fewer days, sharing staff with a nearby library. [25] 2.2 MAGAZINE ARTICLE • Format: a catchy headline/title; the writer's name (by-line); an engaging introduction; well-developed paragraphs (sub-headings are acceptable); a conclusion. • Register: semi-formal, lively and informative, suited to fellow learners; may use direct address, rhetorical questions or a little humour. • The article should refer to the survey information (7 out of 10 learners have used AI chatbots for schoolwork; fewer than half check the answers; most use them 'to save time'). • Should discuss wise and honest use, e.g. use AI to explain concepts, generate practice questions or give feedback, not to write assignments for you; always check answers against the textbook or teacher, as chatbots can be wrong; follow the school's rules; acknowledge help; never submit AI work as your own (plagiarism/dishonesty); protect personal information; AI cannot replace thinking, practice and learning. [25] Copyright reserved Please turn over

English Home Language/P3 7 NSC – Marking Guidelines Hlayiso/Mock 2026 2.3 FORMAL SPEECH • Appropriate salutation/acknowledgement of the audience (e.g. 'Programme director, honoured guests, elders, ladies and gentlemen and fellow youth'). • The candidate should introduce himself/herself and the purpose of the speech. • Content should explain why young people should know and preserve their heritage, e.g. it gives identity, belonging and pride; language, stories, music, food, clothing, ceremonies and values are passed down by elders and could be lost; respect for diversity and other cultures; understanding history (e.g. South Africa's struggle for freedom); heritage sites and tourism. • May suggest practical ways, e.g. speaking and writing in one's home language, recording grandparents' stories, learning traditional songs, dances or recipes, visiting heritage sites, celebrating all cultures at school. • Register: formal; respectful, sincere and inspiring tone; rhetorical devices (rhetorical questions, repetition, inclusive 'we'); should end with thanks. [25] 2.4 OBITUARY • Format: a heading with the full name of the deceased (e.g. 'Grace Molefe 1948–2026', dates may be invented); the date and place/cause of death may be mentioned sensitively; details of birth, family background and life story; achievements and contribution to the community; surviving family members; details of the memorial/funeral service (place, date, time) and, if appropriate, requests regarding donations. • Register: formal, respectful and sincere; mainly third person and past tense. • Content should pay tribute to Mrs Molefe's free after-school homework club in her garage for over thirty years, e.g. the number of learners she helped, former learners who became doctors or teachers, her patience and kindness, the meals or support she provided, how she will be remembered and missed. • Allow a slightly personal touch (e.g. a short tribute from a former learner), but the text must read as an obituary, not as a eulogy or a letter. [25] Copyright reserved Please turn over

English Home Language/P3 8 NSC – Marking Guidelines Hlayiso/Mock 2026 2.5 DIALOGUE • Format: names of the speakers on the left margin, followed by a colon; a new line for each speaker; stage directions/tone in brackets (in the present tense); no inverted commas. A brief setting may be given at the beginning. • The conversation must be between the candidate and his/her aunt about the week-long robotics camp. • Arguments might include: the cost (fees, transport, pocket money) versus a possible bursary, sponsorship or fundraising; safety and supervision (teachers, a programme, contact numbers); the value of the camp (skills, careers in engineering and technology, being selected as an honour); who will help the aunt at home while the candidate is away. • The dialogue should show respect towards the aunt, natural interaction and some development (e.g. a compromise or agreement to visit the school together). The register should suit the relationship: polite and warm, without slang. [25] 2.6 INTERVIEW • Format: written like a dialogue/script: names (or 'Presenter'/initials) on the left margin, followed by a colon; a new line for each speaker; no inverted commas. Because it is a radio interview, there should be a suitable introduction (station/programme, welcome to listeners, introduction of the guest) and a closing (thanks to the guest and listeners). • Questions should be open-ended and relevant, e.g. why she had to leave school as a young girl, what made her decide to return to her studies, how she balanced studying with family responsibilities, which subjects she found difficult, who supported her, how it felt to receive her results, her plans now, and her advice to young people and to other adults. • Mrs Dlamini's answers should be believable and should develop the conversation; the presenter should address her respectfully (e.g. 'Mrs Dlamini' or 'Gogo Dlamini'). • Register: semi-formal, respectful, warm and lively, suited to radio listeners. [25] TOTAL SECTION B: 50 GRAND TOTAL: 100 Copyright reserved Please turn over

English Home Language/P3 9 NSC – Marking Guidelines Hlayiso/Mock 2026 SECTION A: ASSESSMENT RUBRIC FOR ESSAY – HOME LANGUAGE [50 MARKS] NOTE: Marks from 0–50 have been divided into FIVE major level descriptors. In the Content and Planning and the Language, Style and Editing criteria, each level is divided into an upper-level and a lower-level subcategory with the applicable mark range and descriptors. Structure is not affected by the upper-level and lower-level division. Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT AND PLANNING (Response and ideas) Organisation of ideas for planning; awareness of purpose, audience and context 30 MARKS Upper level 28–30 – Outstanding/striking response beyond normal expectations – Intelligent, thought-provoking and mature ideas – Exceptionally well organised and coherent (connected), including introduction, body and conclusion/ending 22–24 – Very well-crafted response – Fully relevant and interesting ideas with evidence of maturity – Very well organised and coherent, including introduction, body and conclusion/ending 16–18 – Satisfactory response – Ideas are reasonably coherent and convincing – Reasonably organised and coherent, including introduction, body and conclusion/ending 10–12 – Inconsistently coherent response – Unclear ideas and unoriginal – Little evidence of organisation and coherence 4–6 – Totally irrelevant response – Confused and unfocused ideas – Vague and repetitive – Unorganised and incoherent Lower level 25–27 – Excellent response but lacks the exceptionally striking qualities of the outstanding essay – Mature and intelligent ideas – Skilfully organised and coherent, including introduction, body and conclusion/ending 19–21 – Well-crafted response – Relevant and interesting ideas – Well organised and coherent, including introduction, body and conclusion 13–15 – Satisfactory response but some lapses in clarity – Ideas are fairly coherent and convincing – Some degree of organisation and coherence, including introduction, body and conclusion 7–9 – Largely irrelevant response – Ideas tend to be disconnected and confusing – Hardly any evidence of organisation and coherence 0–3 – No attempt to respond to the topic – Completely irrelevant and inappropriate – Unfocused and muddled Copyright reserved Please turn over

English Home Language/P3 10 NSC – Marking Guidelines Hlayiso/Mock 2026 SECTION A: ASSESSMENT RUBRIC FOR ESSAY – HOME LANGUAGE (continued) Criteria Exceptional Skilful Moderate Elementary Inadequate LANGUAGE, STYLE AND EDITING Tone, register, style, vocabulary appropriate to purpose/effect and context; word choice; language use and conventions, punctuation, grammar, spelling 15 MARKS Upper level 14–15 – Tone, register, style and vocabulary highly appropriate to purpose, audience and context – Language confident, exceptionally impressive – compelling and rhetorically effective in tone – Virtually error-free in grammar and spelling – Highly skilfully crafted 11–12 – Tone, register, style and vocabulary very appropriate to purpose, audience and context – Language is effective and a consistently appropriate tone is used – Largely error-free in grammar and spelling – Very well crafted 8–9 – Tone, register, style and vocabulary appropriate to purpose, audience and context – Appropriate use of language to convey meaning – Tone is appropriate – Rhetorical devices used to enhance content 5–6 – Tone, register, style and vocabulary less appropriate to purpose, audience and context – Very basic use of language – Diction is inappropriate – Very limited vocabulary 0–3 – Language incomprehensible – Tone, register, style and vocabulary not appropriate to purpose, audience and context – Vocabulary limitations so extreme as to make comprehension impossible Lower level 13 – Language excellent and rhetorically effective in tone – Virtually error-free in grammar and spelling – Skilfully crafted 10 – Language engaging and generally effective – Appropriate and effective tone – Few errors in grammar and spelling – Well crafted 7 – Adequate use of language with some inconsistencies – Tone generally appropriate and limited use of rhetorical devices 4 – Inadequate use of language – Little or no variety in sentences – Exceptionally limited vocabulary STRUCTURE Features of text; paragraph development and sentence construction 5 MARKS 5 – Excellent development of topic – Exceptional detail – Sentences and paragraphs exceptionally well constructed 4 – Logical development of details – Coherent – Sentences and paragraphs logical, varied 3 – Relevant details developed – Sentences and paragraphs well constructed – Essay still makes sense 2 – Some valid points – Sentences and paragraphs faulty – Essay still makes sense despite flaws 0–1 – Necessary points lacking – Sentences and paragraphs faulty MARK RANGE 40–50 30–39 20–29 10–19 0–9 Copyright reserved Please turn over

English Home Language/P3 11 NSC – Marking Guidelines Hlayiso/Mock 2026 SECTION B: ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – HOME LANGUAGE [25 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING AND FORMAT Response and ideas; organisation of ideas for planning; purpose, audience, features/ conventions and context 15 MARKS 13–15 – Outstanding response beyond normal expectations – Intelligent and mature ideas – Extensive knowledge of features of the type of text – Writing maintains focus – Coherence in content and ideas – Highly elaborated and all details support the topic – Appropriate and accurate format 10–12 – Very good response demonstrating good knowledge of features of the type of text – Maintains focus – no digressions – Coherent in content and ideas, very well elaborated and details support topic – Appropriate format with minor inaccuracies 7–9 – Adequate response demonstrating knowledge of features of the type of text – Not completely focused – some digressions – Reasonably coherent in content and ideas – Some details support the topic – Generally appropriate format but with some inaccuracies 4–6 – Basic response demonstrating some knowledge of features of the type of text – Some focus but writing digresses – Not always coherent in content and ideas – Few details support the topic – Has vaguely applied necessary rules of format – Some critical oversights 0–3 – Response reveals no knowledge of features of the type of text – Meaning is obscured with major digressions – Not coherent in content and ideas – Very few details support the topic – Has not applied necessary rules of format LANGUAGE, STYLE AND EDITING Tone, register, style, purpose/effect, audience and context; language use and conventions; word choice; punctuation and spelling 10 MARKS 9–10 – Tone, register, style and vocabulary highly appropriate to purpose, audience and context – Grammatically accurate and well constructed – Virtually error-free 7–8 – Tone, register, style and vocabulary very appropriate to purpose, audience and context – Generally grammatically accurate and well constructed – Very good vocabulary – Mostly free of errors 5–6 – Tone, register, style and vocabulary appropriate to purpose, audience and context – Some grammatical errors – Adequate vocabulary – Errors do not impede meaning 3–4 – Tone, register, style and vocabulary less appropriate to purpose, audience and context – Inaccurate grammar with numerous errors – Limited vocabulary – Meaning is obscured 0–2 – Tone, register, style and vocabulary do not correspond to purpose, audience and context – Error-ridden and confused – Vocabulary not suitable for purpose – Meaning seriously obscured MARK RANGE 20–25 15–19 10–14 5–9 0–4 Copyright reserved