English FAL Grade 11 Paper 3 November Mock 2026 Memo (English)

Copyright reserved Please turn over 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 10 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 day I stood up for myself Narrative/Descriptive/Reflective essay • If narrative, a clear storyline must be evident: the candidate describes a situation (e.g. bullying, peer pressure, unfair treatment) in which he/she finally stood up for himself/herself. There must be a logical sequence of tenses and a clear ending/outcome. • If descriptive, the candidate must vividly describe the moment and his/her feelings, using the senses. • If reflective, the candidate must give a personal account of his/her thoughts and feelings about the experience and what he/she learnt from it. 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 Home is where the heart is. Reflective/Descriptive/Narrative/Discursive essay • If reflective, the candidate may reflect on what ‘home’ means to him/her: a place, family, community or feeling of belonging. • If descriptive, the candidate must create a vivid picture of a home and the feelings it evokes. • If narrative, the story could be about leaving home, returning home or finding a new ‘home’. • If discursive, the candidate must weigh up different views on whether home is a place or a feeling. NOTE: A candidate may write an essay which contains elements of more than one type of essay. [50] 1.3 Social media does more harm than good to teenagers. Argumentative/Discursive essay • If argumentative, the candidate must take a clear stand for OR against the statement and support it with a range of convincing arguments (e.g. cyberbullying, addiction, sleep loss and unrealistic expectations versus learning, connection, creativity and opportunities). • If discursive, the arguments for and against must be well balanced; the candidate may reach a conclusion at the end. NOTE: A candidate may write an essay which contains elements of more than one type of essay. [50] 1.4 A journey I will never forget Narrative/Descriptive/Reflective essay • If narrative, a storyline must be evident with a clear beginning, development and ending. The journey may be literal (a trip, a taxi ride, a hike) or figurative (a journey of growth, recovery or learning). • If descriptive, the candidate must use the senses to describe the journey vividly. • If reflective, the candidate must explain why the journey was memorable and how it affected him/her. 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 ‘Umuntu ngumuntu ngabantu’ (A person is a person through other people.) Reflective/Discursive/Argumentative/Narrative essay • The candidate should show an understanding of ubuntu: people depend on one another, and our humanity is shown in how we treat others. • If reflective, the candidate may reflect on people who have shaped him/her or on the importance of community. • If discursive or argumentative, the candidate may discuss whether ubuntu is still practised today. • If narrative, the story must illustrate the proverb, e.g. a community helping a family in need. NOTE: A candidate may write an essay which contains elements of more than one type of essay. [50] 1.6 The secret Narrative/Descriptive/Reflective essay • The topic is open to many interpretations: a secret kept or revealed, a surprise, a family secret, the ‘secret’ of success. • If narrative, a clear storyline must be evident, with suspense and a logical ending. • If reflective, the candidate may reflect on the effects of keeping or sharing secrets. 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 small figure at the foot of a long staircase leading up to a door in the clouds • Literal interpretations: climbing stairs, a building, a journey upwards, a door that opens onto something new. • Figurative interpretations: dreams and ambitions, working step by step towards a goal, success, education, overcoming obstacles, the start of a new phase in life, hope. [50] 1.8 Picture: A bird flying out of an open cage towards the sun • Literal interpretations: a pet bird escaping, setting an animal free, nature. • Figurative interpretations: freedom, independence, leaving home, breaking free from abuse/addiction/fear, release from prison, new beginnings, hope. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

English First Additional Language/P3 5 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 complaint to the Manager of Waste Services • The following aspects of format must be included: – Sender’s address and date – Recipient’s designation and address – Formal salutation (e.g. Dear Sir/Madam) – Subject line (e.g. RE: ILLEGAL DUMPING NEXT TO … SCHOOL) – Formal ending (e.g. Yours faithfully), signature and name • The tone must be formal, polite and firm. • The body must state the problem clearly (where, how long, effects: smell, rats, danger to children) and suggest solutions (e.g. clearing the site, placing skips/bins, fencing, signs, fines, regular collection). [30] 2.2 FRIENDLY LETTER A letter to a friend about settling in at a new school • The following aspects of format must be included: sender’s address, date, informal salutation (e.g. Dear Lebo), suitable informal ending (e.g. Your friend), name. • The tone and register must be informal and friendly. • The content must describe the new school (e.g. teachers, learners, subjects, facilities, activities) and the writer’s feelings about the move (e.g. excitement, loneliness, missing old friends). [30] Copyright reserved Please turn over

English First Additional Language/P3 6 NSC – Marking Guidelines Hlayiso/Mock 2026 2.3 DIALOGUE A conversation between the candidate and his/her cousin • 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. • The candidate must try to persuade the cousin to stay at school (e.g. better job opportunities with a matric certificate, only one year left after this one, bursaries, the car wash job is low-paid and insecure). The conversation must reach a conclusion. [30] 2.4 NEWSPAPER ARTICLE A report on the school’s achievement in a provincial competition • The article must have a catchy headline and may include the name of the reporter (by-line). • The article must answer the questions WHO, WHAT, WHERE, WHEN, WHY and HOW. • The article may include quotations from learners, teachers or the principal. • The article must be written in the third person, mostly in the past tense, in paragraphs. The register must be formal/semi-formal. [30] TOTAL SECTION B: 30 Copyright reserved Please turn over

English First Additional Language/P3 7 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 ADVERTISEMENT An advertisement for a second-hand bicycle • The advertisement must include: a catchy heading, a description of the bicycle (e.g. make, size, colour, condition, extras), the price, and contact details (name and cellphone number). • The language must be persuasive and suited to the target audience. Full sentences are not necessary. • No marks are awarded for drawings or illustrations. [20] 3.2 DIARY ENTRIES The candidate’s feelings before and after the first day at work • There must be TWO entries, each with a date (and time, if used). • The first entry must express feelings BEFORE the first day (e.g. nervousness, excitement); the second must express feelings AFTER the first day (e.g. relief, tiredness, pride, disappointment). • The entries must be written in the first person. The language may be informal and should reflect emotions. [20] 3.3 DIRECTIONS Directions from the taxi rank to the candidate’s home • The directions must be clear, logical and in the correct sequence. • The candidate must use words of direction (e.g. turn left/right, go straight, cross, at the second robot) and landmarks (e.g. a church, a spaza shop, a clinic). • The approximate distance or time may be given. The final destination (house number/description) must be clear. • The directions may be written in point form or in a paragraph. A map is not required and earns no marks. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over

English First Additional Language/P3 8 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 9 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 10 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