English HL Grade 10 Paper 3 November Mock 2026 Memo (English)

Copyright reserved Please turn over 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. Copyright reserved Please turn over

English Home Language/P3 4 NSC – Marking Guidelines Hlayiso/Mock 2026 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 The secret I kept • Narrative/reflective/descriptive. • The essay should focus on a secret that the writer (or a character) kept: his/ her own secret or someone else's, e.g. a surprise, a family problem, a friend's confession, a mistake, a talent or a fear. • There should be a sense of why the secret was kept, the emotions involved (guilt, loyalty, fear, excitement) and what happened as a result (was it revealed? was keeping it the right decision?). • The essay may end with a reflection on the value or burden of keeping secrets. [50] 1.2 Teenagers today have an easier life than their parents had at the same age. • Argumentative/discursive; allow reflective or narrative responses that clearly engage with the statement. • Candidates may agree, disagree or present a balanced view. • Points might include: access to technology, information and online learning; more educational opportunities and freedoms; versus cyberbullying, social media pressure, unemployment, high costs of living, academic competition and mental-health challenges; parents' experiences of hardship (e.g. fewer opportunities, apartheid-era inequalities, walking long distances to school). • An argumentative essay must take a clear stance; a discursive essay must weigh both sides. [50] 1.3 Rain • Any genre. The topic may be interpreted literally or figuratively. • Literal: a storm, drought ending, a flood, a rainy day, the smell of rain on dust, farming, playing in the rain. • Figurative: blessing, renewal, cleansing, tears/sadness, hope after hardship ('after the rain'), troubles ('when it rains, it pours'). • The interpretation should be clear and sustained. [50] Copyright reserved Please turn over

English Home Language/P3 5 NSC – Marking Guidelines Hlayiso/Mock 2026 1.4 'The best things in life are not things.' • Reflective/argumentative/discursive/narrative. • The essay should explore the play on the word 'things': the most valuable parts of life are not material possessions but relationships, love, health, friendship, experiences, memories, freedom, peace of mind, etc. • Candidates may agree or question the statement (e.g. basic material needs such as food and shelter are necessary for happiness). • A narrative should clearly illustrate the idea, e.g. a character who learns that people matter more than possessions. [50] 1.5 Lost and found • Any genre; literal or figurative interpretations are acceptable. Both aspects ('lost' and 'found') should be addressed. • Literal: losing and finding a pet, an object, a person, one's way (e.g. being lost in a city or on a hike). • Figurative: losing and finding confidence, faith, identity, a friendship, a sense of purpose, hope; finding something unexpected after a loss. [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. 1.6.1 An old key and a sealed envelope • The picture shows an old-fashioned key lying next to a sealed envelope on a wooden table. • Possible interpretations: an inheritance, a mystery or secret, a letter from someone who has died or left, a new home, unlocking the past, opportunity, a message that changes everything, trust, responsibility. [50] 1.6.2 A lighthouse at night • The picture shows a lighthouse on dark rocks, shining its beam across a rough sea at night; a small sailing boat is on the water. • Possible interpretations: guidance, hope, safety, rescue, a person who guides others (parent, teacher, friend), loneliness, danger, finding one's way home, a storm (literal or emotional), faith. [50] 1.6.3 Big boots and small shoes • Large, worn work boots next to small child's shoes. Possible interpretations: a parent and child, growing up, following in someone's footsteps, hard work and sacrifice for the next generation, inheritance of values, the passage of time, memories of a parent or grandparent, poverty and hope, responsibility. [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 FORMAL LETTER • Format: the sender's address (school address and/or learner's details) and date; the recipient's title and address (The Principal, school name and address); salutation ('Dear Sir/Madam' or 'Dear Mr/Ms …'); a subject line; body; closing ('Yours faithfully'/'Yours sincerely' if the principal is addressed by name); signature and name. • Formal register and a respectful, persuasive tone. • Content should propose turning the unused ground into a learner-run vegetable garden and explain the benefits, e.g. fresh food for a feeding scheme or for needy learners, practical learning in Life Sciences/Agricultural Sciences, income from sales, a greener school, teamwork and responsibility. • Should suggest how it could be organised, e.g. an eco-club or committee, a teacher in charge, a timetable/roster, donations of seeds and tools from local businesses, use of rainwater tanks or recycled water. [25] 2.2 FRIENDLY LETTER • Format: the writer's address and date; informal salutation ('Dear Thandi'); body in paragraphs; informal closing ('Your friend', 'Lots of love', etc.) and first name. • Informal, warm, caring register; may include humour and shared memories; avoid excessive slang. • Should share news from home/school/friends and show empathy for the friend's difficulties in a new country and school. • Should offer encouragement and practical advice, e.g. join a club or sports team, be patient, be yourself, keep in touch through video calls, talk to a teacher or counsellor, learn about the new culture/language. [25] Copyright reserved Please turn over

English Home Language/P3 7 NSC – Marking Guidelines Hlayiso/Mock 2026 2.3 INTERVIEW • Format: written like a dialogue/script: names (or 'Interviewer'/initials) on the left margin, followed by a colon; a new line for each speaker; no inverted commas. A brief introduction setting the context (who, where, when) may be included. • The interviewer should ask open-ended, relevant questions, e.g. about the athlete's school memories, training routine, challenges and sacrifices, role models, feelings about being selected, and advice to current learners. • The athlete's answers should be believable and should develop the conversation. • Register: semi-formal, respectful and friendly, suitable for a school newsletter. The interview should end appropriately (e.g. thanks and good wishes). [25] 2.4 NEWSPAPER REPORT • Format: a headline; by-line (optional); a place/dateline; an introductory paragraph that answers the questions who, what, when, where (and why/ how); further paragraphs giving detail in order of importance; possibly quotations from participants (e.g. a learner, teacher, community member). • Register: formal, factual and objective; written in the third person and mainly in the past tense. • Content could include: the number of volunteers, the amount and kinds of rubbish collected, support from local businesses or the municipality, the impact on the community and the environment, and plans for future clean-ups. [25] 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 an older brother/sister about sharing household chores while their parent works night shifts. • Arguments might include: schoolwork and homework, extramural activities, a part-time job, fairness, age and responsibility, caring for younger siblings, cooking and cleaning. • The dialogue should show natural interaction and some development (e.g. a compromise or a roster). The register should suit siblings (informal but not slang-ridden). [25] Copyright reserved Please turn over

English Home Language/P3 8 NSC – Marking Guidelines Hlayiso/Mock 2026 2.6 SPEECH • Appropriate salutation/acknowledgement of the audience (e.g. 'Good morning, Principal, teachers and fellow learners'). • The candidate should introduce himself/herself and explain why he/she is standing for the RCL, describe his/her qualities and experience, and outline realistic plans/promises (e.g. improved communication with staff, cleaner toilets, more extramural activities, anti-bullying campaigns, a suggestion box). • The speech should be persuasive: direct address, rhetorical questions, inclusive language ('we', 'our school'), a memorable slogan and a strong conclusion asking for votes. • Register: formal to semi-formal; confident and enthusiastic tone; should end with thanks to the audience. [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 Please turn over