English HL 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 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 The day I stopped pretending • Narrative/reflective/descriptive. • The essay should focus on a turning point at which the writer (or a character) stops hiding his/her true self, feelings, beliefs, abilities or circumstances – e.g. pretending to be happy, pretending to fit in with a group, pretending to understand, pretending to be wealthy or confident. • There should be a sense of why the pretence existed, what triggered the change and the consequences (relief, conflict, freedom, honesty). • The day may be literal or symbolic. [50] 1.2 Social media brings us closer to strangers and pushes us further from the people we love. • 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: online connections with people across the world/shared interests; families sitting together but absorbed in their phones; superficial 'likes' versus real conversations; comparison, envy and isolation; but also how social media helps families separated by distance (migrant workers, relatives overseas) to stay in touch. • An argumentative essay must take a clear stance; a discursive essay must weigh both sides. [50] 1.3 Footprints • Any genre. The topic may be interpreted literally or figuratively. • Literal: footprints in the sand/mud, a journey, an adventure, a mystery, tracking. • Figurative: the legacy/influence of a person ('leaving footprints'), following in a parent's or role model's footsteps, a carbon/digital footprint, the marks we leave on the lives of others. • 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 way to predict the future is to create it.' • Argumentative/discursive/reflective/narrative. • The essay should engage with the idea that people can shape their own futures through action, planning, hard work and initiative, rather than waiting for or worrying about what will happen. • Candidates may agree or question the statement, e.g. by acknowledging circumstances beyond one's control (poverty, unemployment, inequality). • Narrative responses could show a character who takes control of his/her destiny. • Do not penalise the candidate for not knowing the origin of the quotation. [50] 1.5 Some lessons cannot be taught in a classroom. • Reflective/narrative/discursive/argumentative. • The focus should be on learning through life experience: loss, failure, responsibility, friendship, travel, work, hardship, mistakes, community involvement, etc. • A narrative should lead to a clear lesson learnt; a discursive/argumentative essay may compare formal education with life experience. [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 empty chair at a family dinner table • The picture shows three people at a table laid with four plates; one chair is empty and a candle burns in the centre. • Possible interpretations: the loss/death of a family member, someone who has left home (studies, work, emigration), a family conflict or estrangement, someone in hospital or prison, a long-awaited return, missing a person on a special occasion, loneliness, memory and grief. [50] 1.6.2 A door ajar in a dark room • The picture shows a dark room with a door standing slightly open and bright light streaming through the gap. • Possible interpretations: opportunity, hope, new beginnings, curiosity, the unknown, fear, escape, temptation, choices, leaving the darkness (depression/hardship) behind, a mystery or a suspense story. [50] Copyright reserved Please turn over

English Home Language/P3 6 NSC – Marking Guidelines Hlayiso/Mock 2026 1.6.3 An unfinished bridge • The picture shows two people standing at the ends of two halves of an unfinished bridge across a gorge, reaching towards each other across the gap. • Possible interpretations: reconciliation, building relationships across differences (cultures, generations, communities), communication, a broken friendship, meeting halfway/compromise, unfinished business, the gap between dreams and reality, teamwork. [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 and tone; may be concerned/frustrated/urgent but must remain respectful. • Content should refer to the article (water outages for three weeks, schools sending learners home, the elderly unable to carry water, vague promises by the municipality). • Should express a clear view and suggest solutions, e.g. a clear timeline for repairs, more water tankers, delivery to the elderly, communication with residents, budget for infrastructure; community volunteers, water-saving, reporting leaks, rainwater tanks. [25] 2.2 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 a parent/guardian about the part-time job offer. • Arguments might include: earning money, responsibility, work experience, helping the family; concerns about tiredness, homework time, safety at night, matric results. • The dialogue should show natural interaction and some development (e.g. a compromise, conditions, or a decision). The register should be appropriate (respectful, informal but not slang-ridden). [25] Copyright reserved Please turn over

English Home Language/P3 8 NSC – Marking Guidelines Hlayiso/Mock 2026 2.3 FORMAL SPEECH • Appropriate salutation/acknowledgement of the audience (e.g. 'Principal, teachers, parents and Matrics of 2026'). • The speech should bid farewell to the matrics on behalf of the Grade 11 learners: thanks for their leadership and example, memorable moments, good wishes for the final examinations and the future; the Grade 11s' commitment to take over the leadership of the school. • Tone: warm, sincere, appreciative, may include appropriate humour; formal register. • Should have a clear introduction, body and conclusion, and may end with thanks to the audience. [25] 2.4 DIARY ENTRIES • Format: TWO entries, each with a date (and optional time); written in the first person; informal, personal register; the past tense for events and the present tense for feelings. No address or signature is required, although an informal sign-off is acceptable. • The first entry should express the candidate's immediate reaction to the news (shock, anger, sadness, worry about matric, leaving friends). • The second entry (the day before leaving) should show reflection and development: farewells, packing, acceptance/hope/anxiety about the new school. • The two entries together should be about 180–200 words. [25] 2.5 REVIEW • Title of the review; the name of the book/film/series, author/director/creator, genre and (where applicable) the platform or publisher. • A brief outline of the plot/content, WITHOUT revealing the ending (spoilers). • Comment on aspects such as characters, acting, setting, themes, writing style, special effects or soundtrack. • A clear evaluation and recommendation (e.g. a star rating) suitable for learners reading the school magazine. • Register: semi-formal, lively and engaging. [25] Copyright reserved Please turn over

English Home Language/P3 9 NSC – Marking Guidelines Hlayiso/Mock 2026 2.6 MAGAZINE ARTICLE • Format: a catchy headline; by-line (optional); possibly sub-headings; paragraphs. • Content should explain why young people should not fear failure (failure is part of learning; it builds resilience, humility and problem-solving skills; famous people/everyday examples of success after failure) and how mistakes help them to grow. • Register and tone should suit a youth audience: lively, encouraging, conversational but not slang-ridden; may use rhetorical questions and direct address. [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