English FAL Grade 11 P3 November Mock Exam 2 2026 Memo (English)

Copyright reserved Please turn over Mock hlayiso mock exams Practice Series: Grade 11 Exam Preparation WWW.HLAYISO.COM NATIONAL SENIOR CERTIFICATE GRADE 11 ENGLISH FIRST ADDITIONAL LANGUAGE P3 NOVEMBER EXAMINATION 2026 (MOCK) MARKING GUIDELINES MARKS: 100 These marking guidelines consist of 12 pages.

English First Additional Language/P3 2 NSC – Marking Guidelines Hlayiso/Mock 2026 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 200–250 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 moment I realised I had been wrong Narrative/Reflective/Descriptive essay • If narrative, a clear storyline must be evident: the candidate tells of a situation (e.g. judging someone unfairly, blaming a friend, ignoring a parent’s advice, a decision that went badly) and builds up to the moment of realisation. There must be a logical sequence of events and tenses and a clear outcome. • If reflective, the candidate must explore his/her thoughts and feelings at the moment of realisation (e.g. shame, guilt, relief) and what he/she learnt or changed afterwards (e.g. apologising, making amends). • If descriptive, the candidate must describe the moment vividly, using the senses and figurative language. 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 NSC – Marking Guidelines Hlayiso/Mock 2026 1.2 Just when I thought it was all over … Narrative/Descriptive/Reflective essay • The topic is open-ended. The candidate must complete the idea, e.g. a crisis that suddenly took a turn for the better or the worse, a match/competition that was won or lost at the last minute, an illness, a storm, an exam, a relationship. • If narrative, there must be a clear storyline with suspense and a twist or climax linked to the words of the topic. • If descriptive, the candidate must create a vivid picture of the moment and the feelings involved. • If reflective, the candidate may reflect on hope, endurance or second chances. NOTE: A candidate may write an essay which contains elements of more than one type of essay. [50] 1.3 Honesty is always the best policy. Argumentative/Discursive essay • If argumentative, the candidate must take a clear stand FOR or AGAINST the statement and support it with convincing arguments and examples (e.g. honesty builds trust and a good name; lies are eventually discovered; honesty in exams, relationships, business and politics VERSUS situations where the truth may hurt someone, white lies, keeping someone safe). • If discursive, the candidate must present a balanced view of both sides and may reach a conclusion at the end. • A narrative essay that clearly illustrates the statement may also be accepted. NOTE: A candidate may write an essay which contains elements of more than one type of essay. [50] 1.4 ‘Where there is a will, there is a way.’ (English proverb) Reflective/Narrative/Discursive/Argumentative essay • The candidate should show an understanding of the proverb: if a person is determined enough, he/she will find a way to succeed, even when there are obstacles. • If reflective, the candidate may reflect on his/her own goals, obstacles and determination, or on people who inspire him/her. • If narrative, the story must illustrate the proverb, e.g. a learner who succeeds despite poverty, a disability or a lack of resources. • If discursive or argumentative, the candidate may discuss whether determination alone is enough to succeed (e.g. the role of opportunity, support and resources). 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 NSC – Marking Guidelines Hlayiso/Mock 2026 1.5 Courage Narrative/Reflective/Descriptive/Argumentative essay • The topic is abstract and open to many interpretations: physical courage (e.g. saving someone in danger), moral courage (e.g. standing up to a bully, speaking the truth, refusing to give in to peer pressure), everyday courage (e.g. facing an illness, starting at a new school, speaking in public). • If narrative, the candidate must tell a story in which someone shows courage; the act of courage must be central to the storyline. • If reflective, the candidate must explore what courage means to him/her, e.g. everyday courage versus heroic courage, and people who have shown courage in his/her life. • If argumentative, the candidate may argue, for example, that true courage is acting in spite of fear. NOTE: A candidate may write an essay which contains elements of more than one type of essay. [50] 1.6 My grandmother’s kitchen Descriptive/Reflective/Narrative essay • If descriptive, the candidate must create a vivid picture of the kitchen using the senses (e.g. the smell of fresh bread or umngqusho, the sound of a kettle, the warmth of the stove) and figurative language. The description must have a clear focus and should not become a list. • If reflective, the candidate may reflect on memories, family traditions, culture, love and the role of the grandmother (or any elder) in his/her life. • If narrative, the story must be set mainly in the kitchen, e.g. a family gathering, a lesson learnt or a special event. NOTE: A candidate may write an essay which contains elements of more than one type of essay. [50] 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 young person with a backpack standing where a road divides into two; a signpost with question marks points one way towards dark trees and a storm cloud and the other way towards hills and the sun • Literal interpretations: a journey, being lost, choosing a route, travelling to a new place. • Figurative interpretations: making choices and decisions, the future after school, choosing a career or subjects, choosing between right and wrong, peer pressure, uncertainty, consequences of choices, good versus bad paths in life, hope. [50] Copyright reserved Please turn over

English First Additional Language/P3 5 NSC – Marking Guidelines Hlayiso/Mock 2026 1.8 Picture: A small seedling growing out of a crack in a concrete pavement in front of a brick wall, with a large boot stepping down right beside it • Literal interpretations: nature, plants growing in a city, a garden, the environment, pollution. • Figurative interpretations: hope, resilience, growing up in difficult circumstances, overcoming obstacles, beauty in unexpected places, vulnerability and danger, being overlooked or ignored by passers-by, being ‘stepped on’, standing out, new beginnings, never giving up. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

English First Additional Language/P3 6 NSC – Marking Guidelines Hlayiso/Mock 2026 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 FORMAL LETTER A letter of request to the Manager of a supermarket • The following aspects of format must be included: – Sender’s address (the school’s OR the candidate’s home address) and date – Recipient’s designation and address – Formal salutation (e.g. Dear Sir/Madam) – Subject line (e.g. REQUEST FOR A DONATION FOR OUR FAMILY FUN DAY) – Formal ending (e.g. Yours faithfully), signature, name and, if used, designation (e.g. Secretary, Organising Committee) • The tone must be formal, polite and persuasive. • The body must: introduce the writer and the event (what, when, where, purpose: library books); state clearly what is requested (e.g. prizes, vouchers, refreshments); explain the benefits (e.g. a better library and improved reading for learners, a community event, advertising/recognition for the supermarket at the event); and thank the manager in advance and give contact details. [30] Copyright reserved Please turn over

English First Additional Language/P3 7 NSC – Marking Guidelines Hlayiso/Mock 2026 2.2 OBITUARY A tribute to a community soccer coach • The following must be included: the full name of the deceased, date and place of birth and death (the cause of death may be mentioned), and the surviving family members. • The obituary should give a brief account of the person’s life and achievements, focusing on his/her free coaching of young people for more than twenty years and how he/she kept them off the streets (e.g. teams formed, players who succeeded, values taught). • It must pay tribute to the person and may include details of the funeral/memorial service. • The tone must be formal, respectful and sincere; the obituary is written mostly in the third person and the past tense. [30] 2.3 REVIEW A review of a book OR a film for the school newsletter • The review must have a heading and give the title, the author (book) or director/main actors (film) and the genre. The candidate may use a real or an imaginary book or film. • It must give a brief outline of the plot/setting/characters WITHOUT giving away the ending. • It must give the writer’s opinion of the strengths and weaknesses (e.g. characters, storyline, message, acting, special effects) with reasons, and end with a recommendation (e.g. a rating, the target audience). • The register may be semi-formal and must suit a teenage audience. The review is written mainly in the present tense. [30] 2.4 DIALOGUE A conversation between the candidate and his/her older sister/brother about the damaged laptop • 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, but it must suit the relationship and the situation (e.g. nervousness, anger, apology). • The candidate must confess what happened, apologise and try to put things right (e.g. offering to pay for the repair from pocket money or a part-time job, helping to rescue the assignment, asking a parent for help). The conversation must reach a conclusion. [30] TOTAL SECTION B: 30 Copyright reserved Please turn over

English First Additional Language/P3 8 NSC – Marking Guidelines Hlayiso/Mock 2026 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 INVITATION CARD An invitation to the Grade 12 farewell function • The invitation must include: the name(s) of the person(s) invited (the Grade 12 learners and their teachers), the host(s) (e.g. the Grade 11 learners/class representatives), the occasion (farewell function), the date, time and venue, and RSVP details (date and contact person/number). • Other details may be included, e.g. the dress code, the programme, entertainment, whether partners are allowed. • The language must be polite, warm and suited to the occasion. Full sentences are not necessary. • No marks are awarded for drawings or illustrations. [20] 3.2 DIARY ENTRIES The candidate’s feelings after failing the learner’s licence test and a week later after rebooking it • There must be TWO entries, each with a date (and time, if used). The dates must be about one week apart. • The first entry (the evening of the failed test) must express feelings such as disappointment, embarrassment, anger or frustration, and may mention what went wrong (e.g. road signs, rules of the road, nerves). • The second entry (a week later, after rebooking) must show a change in feelings, e.g. renewed hope, determination, a study plan, help from family or friends, nervousness about the new date. • The entries must be written in the first person. The language may be informal and should reflect emotions. [20] Copyright reserved Please turn over

English First Additional Language/P3 9 NSC – Marking Guidelines Hlayiso/Mock 2026 3.3 INSTRUCTIONS How to start and look after a small vegetable garden • The instructions must have a heading and may list what is needed (e.g. a spade, seeds/seedlings, compost, water). • The steps must be clear, logical and in the correct sequence (e.g. choose a sunny spot; clear and dig the soil; add compost; plant seeds/seedlings; water regularly; remove weeds; protect plants from pests and animals; harvest). • The imperative mood must be used (e.g. Dig, Water, Remove). The instructions may be numbered or in point form; full sentences are expected. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over

English First Additional Language/P3 10 NSC – Marking Guidelines Hlayiso/Mock 2026 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 PLANNING 28–30 22–24 16–18 10–12 4–6 (Response and ideas; organisation of ideas for planning; awareness of purpose, audience and context) 30 MARKS Upper level – Outstanding response beyond normal expectations – Intelligent, thought-provoking and mature ideas – Exceptionally well organised and coherent, including introduction, body and conclusion – Very well-crafted response – Fully relevant and interesting ideas with evidence of maturity – Very well organised and coherent, including introduction, body and conclusion – Satisfactory response – Ideas are reasonably coherent and convincing – Reasonably organised and coherent, including introduction, body and conclusion – Inconsistently coherent response – Unclear ideas and unoriginal – Little evidence of organisation and coherence – Totally irrelevant response – Confused and unfocused ideas – Vague and repetitive – Unorganised and incoherent 25–27 19–21 13–15 7–9 0–3 Lower level – Excellent response but lacks the exceptionally striking qualities of the outstanding essay – Mature and intelligent ideas – Skilfully organised and coherent – Well-crafted response – Relevant and interesting ideas – Well organised and coherent, including introduction, body and conclusion – Satisfactory response but some lapses in clarity – Ideas are fairly coherent and convincing – Some degree of organisation and coherence – Largely irrelevant response – Ideas tend to be disconnected and confusing – Hardly any evidence of organisation and coherence – No attempt to respond to the topic – Completely irrelevant and inappropriate – Unfocused and muddled LANGUAGE, STYLE AND EDITING 14–15 11–12 8–9 5–6 0–3 (Tone, register, style and vocabulary appropriate to purpose and context; word choice; language use and conventions: punctuation, grammar, spelling) 15 MARKS Upper level – Tone, register, style and vocabulary highly appropriate to purpose, audience and context – Language confident and exceptionally impressive – Virtually error-free in grammar and spelling – Tone, register, style and vocabulary very appropriate – Language effective; consistently appropriate tone – Largely error-free in grammar and spelling – Tone, register, style and vocabulary appropriate – Appropriate use of language to convey meaning – Some use of rhetorical devices – Tone, register, style and vocabulary not appropriate – Very basic use of language – Very limited vocabulary – Language incomprehensible – Tone, register, style and vocabulary less appropriate – Vocabulary limitations so extreme that comprehension is impossible 13 10 7 4 Lower level – Language excellent and rhetorically effective in tone – Virtually error-free – Skilfully crafted – Language engaging and generally effective – Appropriate and effective tone – Few errors in grammar and spelling – Adequate use of language with some inconsistencies – Tone generally appropriate; limited use of rhetorical devices – Inadequate use of language – Little or no variety in sentences – Exceptionally limited vocabulary STRUCTURE 5 4 3 2 0–1 (Features of text; paragraph development and sentence construction) 5 MARKS – Excellent development of topic – Exceptional detail – Sentences and paragraphs exceptionally well constructed – Logical development of details – Coherent – Sentences and paragraphs logical and varied – Relevant details developed – Sentences and paragraphs well constructed – Essay still makes some sense – Some valid points – Sentences and paragraphs faulty – Essay still makes sense despite flaws – 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 First Additional Language/P3 11 NSC – Marking Guidelines Hlayiso/Mock 2026 SECTION B: ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [30 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING AND FORMAT 15–18 11–14 8–10 5–7 0–4 (Response and ideas; organisation of ideas for planning; purpose, audience, features/conventions and context) 18 MARKS – Outstanding response beyond normal expectations – Intelligent and mature ideas – Extensive knowledge of features of the type of text – Writing maintains focus; coherent in content and ideas – Highly elaborated; all details support the topic – Appropriate and accurate format – 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; details support the topic – Appropriate format with minor inaccuracies – 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 – 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 – Response reveals no knowledge of features of the type of text – Meaning is obscure 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 10–12 8–9 6–7 4–5 0–3 (Tone, register, style, purpose/effect, audience and context; language use and conventions; word choice; punctuation and spelling) 12 MARKS – Tone, register, style and vocabulary highly appropriate to purpose, audience and context – Grammatically accurate and well constructed – Virtually error-free – Tone, register, style and vocabulary very appropriate – Generally grammatically accurate and well constructed – Very good vocabulary – Mostly free of errors – Tone, register, style and vocabulary appropriate – Some grammatical errors – Adequate vocabulary – Errors do not impede meaning – Tone, register, style and vocabulary less appropriate – Inaccurate grammar with numerous errors – Limited vocabulary – Meaning is obscured – Tone, register, style and vocabulary do not correspond to purpose, audience and context – Error-ridden and confused – Vocabulary not suitable for purpose – Meaning seriously impaired MARK RANGE 25–30 19–23 14–17 9–12 0–7 Copyright reserved Please turn over

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