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

> Grade 11 English FAL Paper 3 memorandum from the November Mock Exam 2026 (English), 10 pages. Read online or get the free PDF download, question paper linked when available.

- Page: https://www.hlayiso.com/library/grade-11-english-fal-2026-november-mock-exam-memorandum-paper-3-english/7f64bdb7-fab6-41bb-93d1-b6251802acbb
- Updated: 2026-10-19
- Subject: English FAL
- Grade: Grade 11
- Language: English
- Document type: Memorandum
- Year: 2026
- Exam period: November Mock Exam
- Paper: 3
- Publisher: Hlayiso
- Curriculum: CAPS
- Pages: 10

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## About this document

English FAL · Grade 11 · November Mock Exam · 2026. Memorandum, 10 pages. Read online or download the PDF.

Read it free online on the page above; download the PDF from there.

## Matching paper and memo

- [Grade 11 English FAL P3 November 2026 Mock](https://www.hlayiso.com/library/grade-11-english-fal-2026-november-mock-exam-question-paper-paper-3-english/892df97d-d44c-433e-84da-e342539366e1) — QP · 2026 · Eng

## Document text

Text extracted from the PDF. Layout, diagrams and tables may not survive extraction.

### Page 1

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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.

### Page 2

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]
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### Page 3

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]
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### Page 4

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
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### Page 5

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]
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### Page 6

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
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### Page 7

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
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### Page 8

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
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### Page 9

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
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### Page 10

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
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- [Grade 11 English FAL P2 November 2026 Mock 2](https://www.hlayiso.com/library/grade-11-english-fal-2026-november-mock-exam-2-question-paper-paper-2-english/2e095297-7359-46d9-a538-4187c0cad31e) — QP · 2026 · Eng
- [Gr 11 English FAL ATP 2023-24](https://www.hlayiso.com/library/gr-11-english-fal-atp-2023-24/e13a05bd-3725-415d-9aca-1a24d5755512) — ATP · Eng

## Collection

- [Grade 11 past papers](https://www.hlayiso.com/grade-11/past-papers)

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Hlayiso: free CAPS and IEB past papers, memos, notes and study guides for South African learners. When citing, link the page URL above, not a PDF or /api/ URL.