English HL 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 HOME LANGUAGE P3 NOVEMBER EXAMINATION 2026 (MOCK) MARKING GUIDELINES MARKS: 100 These marking guidelines consist of 12 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 10–11 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 12 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 350–400 words (approximately 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 Thresholds • Any genre. The topic may be interpreted literally or figuratively. • Literal: the doorway/entrance of a home, school, hospital, courtroom or new workplace; stepping over the threshold of a place for the first time; a threshold in science (e.g. a pain or hearing threshold). • Figurative: the point at which something new begins – adulthood, a new school or province, a first job, a relationship, independence, leaving home, matric; the limit of one's patience or endurance ('I had reached my threshold'). • A narrative could build towards a decisive moment of crossing; a reflective essay could consider the fear and excitement of new beginnings. The interpretation must be clear and sustained. [50] 1.2 'We know what we are, but know not what we may be.' • Reflective/narrative/discursive/argumentative. • The essay should engage with the idea of potential: people are capable of becoming more (or other) than they currently imagine – through growth, opportunity, hardship, choices or change. • Possible approaches: a person who surprises himself/herself (positively or negatively); the unknown future; how circumstances change people; the danger of labels and limiting beliefs; reinvention; the uncertainty of identity in adolescence. • Candidates may also explore the darker side: people do not know what they may become under pressure (temptation, power, grief). • Knowledge of Hamlet is NOT required; do not penalise candidates who do not refer to the play. [50] Copyright reserved Please turn over

English Home Language/P3 5 NSC – Marking Guidelines Hlayiso/Mock 2026 1.3 The following words must appear in the essay: I recognised the handwriting at once … • Most likely narrative, but any genre is acceptable. • The words must appear somewhere in the essay (not necessarily at the beginning) and must be integrated meaningfully – not simply tacked on. Penalise under CONTENT if the words do not appear or are not integrated. • Possible contexts: a letter from a parent who has died or left; an anonymous note; a message in an old book; a threatening or mysterious letter; a love letter; a forged document; a note left by a friend who has disappeared; a childhood diary. • The handwriting should be linked to a person, a memory or a revelation, and should lead to development (suspense, discovery, reconciliation, grief, resolution). [50] 1.4 'If you want to go fast, go alone; if you want to go far, go together.' • Reflective/discursive/argumentative/narrative. • The proverb suggests that individual effort may bring quick results, but lasting success and long-term goals depend on co-operation, teamwork, community and support from others (ubuntu). • Possible content: a team, choir or study group that succeeded together; a family or community pulling together through hardship; a candidate who tried to do everything alone and learnt the value of help; stokvels, community projects, nation-building; friendship and mentorship. • Candidates may question the statement, e.g. groups can slow one down or hold one back, peer pressure, the value of independence and self-reliance, or the need to balance both. • A literal journey/race narrative is acceptable if the link to the figurative meaning is clear. [50] 1.5 Every learner should complete a year of community service before receiving a matric certificate. • Argumentative/discursive (allow a narrative/reflective essay that clearly engages with the statement). • For: builds responsibility, empathy and work experience; helps communities (schools, clinics, old-age homes, clean-ups); keeps youth active during unemployment; builds skills and a CV; promotes national unity. • Against: delays further study/work; learners from poor families need to earn money immediately; who will fund and supervise it; forced service may be resented; the matric certificate should reflect academic achievement only; schools/communities may not have enough placements. • An argumentative essay must take a clear, consistent stance; a discursive essay must weigh both sides fairly and reach a conclusion. [50] Copyright reserved Please turn over

English Home Language/P3 6 NSC – Marking Guidelines Hlayiso/Mock 2026 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 open birdcage • The picture shows a birdcage on a table/windowsill with its door standing open, an empty swing/perch and a feather on the floor of the cage; a bird is flying towards a window with one pane swung open, beyond which other birds fly free in the sky. • Possible interpretations: freedom, escape, release from an abusive or controlling situation, leaving home, independence, letting go of someone you love, a prisoner's release, overprotective parents, loss (a pet or a person who has 'flown away'), finding one's voice, the risks of freedom; a bird that has left the cage but is still inside the room (partial or false freedom). [50] 1.6.2 A crossroads • The picture shows a lone person (seen from behind, carrying a backpack) at the point where a road divides into two paths (left and right); a signpost with three blank arrow-shaped boards pointing left and right stands at the fork. • Possible interpretations: choices and decisions (subjects, careers, friendships, right and wrong), uncertainty about the future, being lost, a journey, peer pressure, regret about a road not taken, independence, finding direction in life. [50] 1.6.3 A lighthouse in a storm • The picture shows a lighthouse on a rock shining its beam across a dark, stormy sea in which a small sailing boat is battling high waves; rain and lightning fill the sky. • Possible interpretations: hope and guidance in dark times, a mentor/ parent/teacher who guides us, survival, danger, rescue, faith, perseverance, loneliness (the lighthouse keeper), a storm as a metaphor for depression, conflict or crisis. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

English Home Language/P3 7 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 180–200 words (20–25 lines) in length. The language, register, style and tone must be appropriate to the context. 2.1 LETTER TO THE PRESS • Format: the sender's address and date; the editor's address (or the newspaper's name/address); salutation 'Sir/Madam' or 'The Editor'; a subject line (optional); body; formal closing ('Yours faithfully'); name (pseudonym acceptable if specified). • Formal register; the tone may be concerned, angry or urgent but must remain respectful and reasoned. • Content should refer to the article: more than 300 learners walking up to 8 km; leaving before sunrise; arriving tired and hungry; officials blaming 'contract delays' with no return date. • Views may include: the right to basic education and safe access to school; safety risks (crime, traffic, weather); the effect on concentration, attendance and results; poor communication by officials. • Suggestions might include: urgent interim transport, a clear timeline and accountability, communication with parents, community lift clubs/taxis, walking groups with adult supervision, involving the school governing body, councillors or the provincial department. [25] 2.2 INTERVIEW • Format: names of the interviewer and interviewee on the left margin, followed by a colon; a new line for each speaker; an introduction/setting may be given; no inverted commas. A brief introduction by the interviewer and a closing (thanks) are expected. • Questions should be open-ended and should draw out Ayanda's story: how and why she started, early challenges (money, skills, trust of customers, balancing studies), how the business grew, employing young people, the impact on households affected by power cuts, future plans and advice to other young entrepreneurs. • Answers must be consistent with the information in the extract (19 years old; started two years ago in her grandmother's kitchen; four employees; more than 1 000 lamps). Candidates may add plausible detail. • Register: semi-formal, respectful and lively, suitable for a school newspaper. There must be a natural flow; the interview must not become a list of questions with one-word answers. [25] Copyright reserved Please turn over

English Home Language/P3 8 NSC – Marking Guidelines Hlayiso/Mock 2026 2.3 FORMAL REPORT • Format: heading/title; To; From; Date; Subject/Terms of reference. The body should be divided into numbered sections with sub-headings, e.g. Terms of reference, Procedure/Method (interviews, questionnaires, gate registers), Findings, Conclusions, Recommendations; signature, name and designation of the writer. • Register: formal, objective and impersonal; may be written in the passive voice; no emotive language; brief and factual. • Findings might include: unreliable or expensive transport; long distances; household responsibilities (taking siblings to crèche); oversleeping/late nights on cellphones; lack of consequences; congestion at the gate; learners loitering at shops. • Recommendations might include: a late-coming register with consequences, a gate monitored by RCL members, engagement with parents, a reward system for punctuality, negotiation with transport operators, staggered start/ assembly changes, awareness campaigns. [25] 2.4 CURRICULUM VITAE (CV) AND COVERING LETTER • Covering letter: format of a formal letter – the sender's address, date, recipient's address (The Visitor Centre Manager, Thaba Nature Reserve, PO Box 2140, Polokwane, 0700), salutation, subject line referring to the position, body, 'Yours faithfully', signature and name. • The letter should refer to the advertisement; state why the candidate is interested; highlight relevant qualities (communication skills, love of the outdoors, working with children, reliability) and refer the reader to the attached CV; state availability for the December holidays and for an interview. • CV: personal details (name, contact details, date of birth/age – 16 years or older), educational background, achievements, skills, interests/ hobbies, experience (e.g. volunteer work, Eco-club, scouts, babysitting, sport coaching) and at least two referees with contact details. Point form and headings are acceptable in the CV. • Assess the two parts together; the covering letter should carry most of the writing. Register: formal and confident. • The 180–200 word count applies to the covering letter and CV together. A point-form CV is acceptable and must not be penalised for brevity; do not penalise a candidate whose combined length is slightly over because of CV headings and personal details. [25] Copyright reserved Please turn over

English Home Language/P3 9 NSC – Marking Guidelines Hlayiso/Mock 2026 2.5 SPEECH • An appropriate greeting/acknowledgement of the audience (e.g. 'Good evening, Principal, teachers, parents/guardians and Grade 9 learners'). • The speech should include the candidate's own experience of choosing subjects (doubts, mistakes, what helped) and practical advice: consider interests and strengths, career requirements (e.g. Mathematics vs Mathematical Literacy, Physical Sciences for certain careers), university/ APS requirements, speaking to teachers and career counsellors, not choosing subjects because of friends, considering workload, being honest with parents/guardians. • Because parents/guardians are present, the speech may address them too (supporting, not forcing, choices). • Tone: friendly, encouraging and sincere; register appropriate to a formal school evening; may use rhetorical questions, anecdotes and humour. There must be a clear introduction, body and conclusion, and thanks to the audience. [25] 2.6 NEWSPAPER ARTICLE • Format: a catchy headline; by-line (name of writer); possibly a sub-heading and sub-headings; short paragraphs; written in the third person or as a feature with direct address to readers. • Content should warn young people about online scams (fake job offers that ask for 'registration fees', fake competitions that ask for banking details/ OTPs, fake online shops, phishing messages and links, social-media account hacking) and explain how to protect themselves: never share passwords/ PINs/OTPs, check website reviews and contact details, be suspicious of offers that sound too good to be true, use strong passwords and two-step verification, report scams to the bank, the platform or the police, and warn friends and family. • May include an illustrative (fictional) example of a local victim. • Register: informative and concerned but accessible; suited to a community newspaper readership. [25] TOTAL SECTION B: 50 GRAND TOTAL: 100 Copyright reserved Please turn over

English Home Language/P3 10 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 11 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 12 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