English HL Grade 12 Paper 1 NSC November 2026 Memo

Unofficial memo hlayiso mock exams Practice Series: Grade 12 NSC Preparation WWW.HLAYISO.COM NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH HOME LANGUAGE P1 NOVEMBER 2026 — UNOFFICIAL MARKING GUIDELINES MARKS: 70 These marking guidelines consist of 10 pages. Copyright reserved Please turn over

English Home Language/P1 2 Hlayiso/November 2026 NSC – Unofficial Marking Guidelines IMPORTANT: These are unofficial marking guidelines prepared by Hlayiso for revision. They are not the DBE's official memorandum; the official marking guidelines may differ in mark allocation and accepted alternatives. NOTE: • These marking guidelines are intended as a guide for markers. They are by no means prescriptive or exhaustive. • Candidates' responses should be considered on merit. Accept relevant responses that are not listed here. • Answers should be assessed holistically; the ticks (✓) show where the marks are earned. INSTRUCTIONS TO MARKERS Marking the comprehension: • Because the focus is on understanding, incorrect spelling and language errors in longer responses should not be penalised unless such errors change the meaning/ understanding. (Errors must still be indicated.) • Answers must be in the candidate's OWN WORDS where this is required. A quotation on its own (a "lift") is NOT credited unless the question asks for a quotation; where a lift answers the question, award a maximum of 1 mark. • If a candidate uses words from a language other than the one being examined, disregard those words, and if the answer still makes sense, do not penalise. • For open-ended questions, no marks should be awarded for YES/NO or I AGREE/ I DISAGREE. The reason/substantiation/motivation is what should be considered. A mixed response is acceptable if it is well substantiated. • "No response" or a response that merely repeats the question earns 0 marks. • When one-word answers are required and the candidate gives a whole sentence, mark correct provided that the correct word is underlined/highlighted. • When two/three facts/points are required and a range is given, mark only the first two/ three. • For multiple-choice questions, accept the letter corresponding to the correct answer, the answer written out in full, or both (the letter and the answer must then match). READING OF THE QUESTION PAPER • This guideline was drawn up from photographs of pages 1 and 3–9 and 11–13 of the 13-page paper. Page 2 (instructions) and page 10 (TEXT E and questions 4.1–4.3, worth 5 marks) were not available to us. Copyright reserved Please turn over

English Home Language/P1 3 Hlayiso/November 2026 NSC – Unofficial Marking Guidelines SECTION A: COMPREHENSION QUESTION 1: READING FOR MEANING AND UNDERSTANDING TEXT A 1.1 The single-sentence paragraph introduces the topic of the article ✓: what happens psychologically when people enjoy something but also feel awkward/ embarrassed about it (i.e. guilty pleasures). It captures the reader's interest by stating the subject briefly and directly. [Accept: to introduce the topic/to hook the reader, if linked to the subject of guilty pleasures.] (1) 1.2 • Personal values: the activity clashes with the kind of person one is or wants to be. ✓ • Social expectations: one is afraid that others will judge/disapprove of one for enjoying something society frowns upon. ✓ [Answers must be in the candidate's own words. A lift of 'personal values' and 'social expectations' alone: award 1 mark.] (2) 1.3 The writer wants to show that guilty pleasures evoke mixed/ambivalent feelings: they are enjoyable, yet they also cause shame, embarrassment and guilt. ✓ By acknowledging the negative side and linking it to the research findings, the writer appears objective/fair and credible, which makes the argument more convincing (and prepares for the positive emotions discussed in paragraph 5). ✓ (2) 1.4 C ✓ / metaphor (1) 1.5 The writer regards guilty pleasures positively/sympathetically, as natural and understandable rather than shameful. ✓ 'Intensely' shows that people experience the positive emotions (amusement, contentment, enthusiasm) more strongly than the guilt, and 'indulging' suggests treating oneself to something pleasurable; the enjoyment therefore outweighs the guilt, which explains why people keep doing it. ✓ [Award 2 marks only if the writer's view is linked to the words 'intensely' and 'indulging'.] (2) 1.6 People are concerned about the image they present to others/how others see them. ✓ The more embarrassed they are about a guilty pleasure, the more they hide it, because they fear that it will make them look silly, shallow or unsophisticated; they therefore keep it private even though they enjoy it. ✓ (2) 1.7 Yes. 'Enthusiasm' conveys eager, excited enjoyment. ✓ The writer's viewpoint in paragraph 7 is that guilty pleasures have a social value/'social utility'. ✓ The excitement people feel encourages them to share the activity with close friends and to look forward to doing it together, so the 'embarrassing interests' actually bring friends closer. The word is also emphasised by the dashes, which highlights this positive effect. ✓ OR Copyright reserved Please turn over

English Home Language/P1 4 Hlayiso/November 2026 NSC – Unofficial Marking Guidelines No. 'Enthusiasm' suggests open excitement, but the pleasure is shared only with close friends and remains partly hidden; 'trust' would convey the point more accurately. [Award 3 marks for a well-substantiated response that links 'enthusiasm' to the writer's viewpoint. Award 1 mark only for a response that merely explains the meaning of 'enthusiasm'. No marks for YES/NO alone.] (3) 1.8 • Rhetorical questions: 'why do we indulge in them at all?'/'why not restrict ourselves …?' – they engage the reader and introduce the key issue that the paragraph goes on to answer. • Metaphor: 'emotional baggage' – negative feelings are presented as a heavy load that people carry; 'a key burning question' suggests an urgent, important question; 'a soft space to land on' – the guilty pleasure is a cushion that comforts us after stress. • Dash: '– to reduce stress' – isolates and emphasises the main reason. Listing: 'boredom, habit and … self-reward' – shows the range of reasons. • Hyperbole: 'devour a whole pizza' – exaggerates for humour and makes the situation relatable. • Inclusive pronouns: 'we', 'us', 'ourselves' – include the reader and make the experience shared. [Award 1 mark for EACH technique correctly identified with an example (max. 2) and 1 mark for a comment on its effect. Award 3 marks only if TWO techniques are discussed. Identification without an example or comment: max. 1 mark.] (3) 1.9 Yes. The title states that guilty pleasures are 'more than just giving in to temptation'. ✓ Paragraph 10 confirms this by showing that a guilty pleasure reflects 'complex psychology'/'internal mechanisms' through which we negotiate who we are, who we want to be and how we have fun. ✓ The direct address ('you'), the conjunction 'But' and the invitation to 'pause to marvel' leave the reader with something to reflect on the next time he/she is tempted, which gives the passage a satisfying, thought-provoking ending. ✓ OR No. The paragraph does not summarise the main ideas (e.g. sharing, stress relief); it ends with a new, abstract idea. [Award 3 marks only if the candidate refers to the title. Credit valid alternative/ mixed responses. No marks for YES/NO alone.] (3) TEXT B 1.10 She is self-aware/amused/unapologetic/accepting. ✓ She openly admits that she contradicts the image she presents, but in FRAME 4 she embraces her indulgences without guilt ('OWN YOUR CHOICES', 'GUILTY PLEASURES ARE JUST PLEASURES', 'NO JUDGEMENT ZONE'). ✓ [Award 1 mark for the attitude and 1 mark for the substantiation.] (2) 1.11 Each frame juxtaposes props that represent the image she wants to project with props that reveal her real indulgence: Copyright reserved Please turn over

English Home Language/P1 5 Hlayiso/November 2026 NSC – Unofficial Marking Guidelines • FRAME 1: the wine glass, 'CLASSIC NOVEL' and 'ART FILM FEST' poster (sophistication) versus the reality show on TV and the bowl of popcorn. ✓ • FRAME 2: the 'SAVINGS BOX' versus the new jersey, shopping bags and 'TREAT YOURSELF' sign. ✓ • FRAME 3: the 'HEALTH JUICE', yoga pose and 'MIND BODY SOUL' sign versus the jar of 'DOUBLE CHOCOLATE REGRET COOKIES'. The contrast reinforces the message that everyone has guilty pleasures which contradict the values they claim to hold – and that this is normal/acceptable. ✓ [Award 1 mark for EACH of TWO frames/ways correctly explained and 1 mark for linking the props to the message of the cartoon.] (3) 1.12 The cartoonist uses familiar stereotypes: the 'sophisticated' person who drinks wine, reads classics and watches art films; the impulsive shopper who justifies spending with 'treat yourself'; the health-and-wellness/yoga enthusiast; and the comfort eater wrapped in a blanket with ice cream and popcorn. ✓ Because these types are instantly recognisable, the reader can relate to the character and laugh at the contradictions, which makes the message about guilty pleasures clear and humorous. ✓ However, the stereotypes may be criticised for reinforcing narrow/gendered images of young women as shopaholics, dieters and binge eaters. ✓ [Award 3 marks only for a critical discussion: identification of stereotype(s) and a comment on their effect/purpose. Credit valid alternative responses.] (3) TEXTS A AND B 1.13 TEXT B supports paragraph 9 to a large extent. Paragraph 9 states that guilty pleasures involve 'conflicting feelings' – the 'angel and … devil' – and that our choices are 'not simple or solely black and white'. ✓ In FRAMES 1–3 the character wrestles between what she claims to value ('I PRETEND', 'I SAY', 'I PREACH') and what she actually does, so each frame captures the angel/ devil conflict. ✓ Her comment 'BALANCE IS EVERYTHING … JUST NOT ALL AT ONCE' shows that her choices are a complex mix rather than black and white. ✓ OR TEXT B supports paragraph 9 only partially. Although the frames show contradictions, FRAME 4 resolves the conflict too easily ('GUILTY PLEASURES ARE JUST PLEASURES'), whereas TEXT A stresses the complexity of wrestling with these feelings. [Award 3 marks only if the candidate refers to BOTH TEXT B and paragraph 9 of TEXT A. Credit valid alternative/mixed responses.] (3) TOTAL SECTION A: 30 Copyright reserved Please turn over

English Home Language/P1 6 Hlayiso/November 2026 NSC – Unofficial Marking Guidelines SECTION B: SUMMARY QUESTION 2: SUMMARISING IN YOUR OWN WORDS Use the following main points that the candidate should include in the summary as a guideline. Any 7 valid points (the effect of music on society) are to be credited in paragraph form. (Sentences and/or sentence fragments must be coherent.) NO. QUOTATIONS NO. POINTS 1 'the rare ability to connect people emotionally, 1 Music brings people together on socially and culturally' an emotional, social and cultural level. 2 'an important tool for education, as many songs 2 It teaches/educates through have profound messages' meaningful lyrics. 3 'it can be used for entertainment and relaxation' 3 Listeners use it for enjoyment and to unwind. 4 'creates a safe space for people to express their 4 It provides a safe outlet for emotions in a healthy way' expressing feelings constructively. 5 'allows for people to connect with an integral part 5 It helps people connect with their of themselves' identity/culture. 6 'Hearing someone who sings in the same 6 Shared language creates a bond language as yours can automatically make you between listener and singer. feel more connected with that person.' 7 'allows artists to express their social and political 7 It gives artists a voice on social views'/'it educates people about what is and political issues and informs happening in the world' listeners about world events. 8 'rap music on explicit topics can negatively 8 Explicit rap can have a harmful influence the youth' effect on young people. [Do not credit points about the musicians themselves (e.g. 'they are able to explore their creativity'), as the question asks for the effect on society. Accept 'it shapes how society is' as a valid point.] PARAGRAPH FORM NOTE: What follows is merely an example. It is not prescriptive and must be used very carefully. Music unites people emotionally, socially and culturally. It teaches listeners through meaningful lyrics and keeps them informed about world events. People also turn to it for fun and to unwind. It offers a safe outlet for expressing feelings constructively and helps listeners reconnect with their own identity and culture. Hearing an artist sing in one's home language creates a sense of closeness to that artist. Musicians also use it to voice their social and political opinions, although explicit rap songs can have a harmful influence on young people. [88 words] Marking the summary: Marking is on the basis of the inclusion of valid material and the exclusion of invalid material. The summary should be marked as follows: • Mark allocation: Copyright reserved Please turn over

English Home Language/P1 7 Hlayiso/November 2026 NSC – Unofficial Marking Guidelines – 7 marks for 7 points (1 mark per main point) – 3 marks for language – Total marks: 10 • Distribution of language marks when candidate has not quoted verbatim: – 1–3 points correct: award 1 mark – 4–5 points correct: award 2 marks – 6–7 points correct: award 3 marks • Distribution of language marks when candidate has quoted verbatim: – 6–7 quotations: award no language mark – 4–5 quotations: award 1 language mark – 2–3 quotations: award 2 language marks NOTE: • Word count: Markers are required to verify the number of words used. • Do not deduct any marks if the candidate fails to indicate the number of words used or if the number of words used is indicated incorrectly. If the word limit (90 words) is exceeded, read up to the last sentence above the stipulated upper limit and ignore the rest of the summary. TOTAL SECTION B: 10 Copyright reserved Please turn over

English Home Language/P1 8 Hlayiso/November 2026 NSC – Unofficial Marking Guidelines SECTION C: LANGUAGE STRUCTURES AND CONVENTIONS Marking SECTION C: • Spelling: One-word answers must be marked correct even if the spelling is incorrect, unless the error changes the meaning of the word. In full-sentence answers, incorrect spelling should be penalised if the error is in the language structure being tested. • Sentence structures must be grammatically correct and given in full sentences/as per instruction. • For multiple-choice questions, accept BOTH the letter corresponding to the correct answer AND/OR the answer written out in full as correct. QUESTION 3: ANALYSING ADVERTISING 3.1 To make the public aware of human trafficking and to encourage people to identify and report possible victims (by calling the Human Trafficking Hotline). ✓ [Accept: to raise awareness of/fight human trafficking.] (1) 3.2 The advertiser contrasts the help that is available to victims ('safe housing, health, food, income, employment and interpretation services') ✓ with the reality that victims are hidden/invisible and cannot reach that help unless someone notices them ('but first they must be found'). ✓ [Award 2 marks only if both sides of the contrast are explained.] (2) 3.3 The imperative 'LOOK' is a direct command that calls on the reader to pay attention and be observant/alert. ✓ It conveys the message that human trafficking is hidden in everyday life and that ordinary members of the public have a responsibility to notice the signs and act (call the hotline). ✓ (2) 3.4 The young woman looks like an ordinary teenager/young woman in casual clothes, standing on an everyday street; ✓ on the 'surface' there is no visible sign that anything is wrong, which supports the copy 'A victim of trafficking may look like many of the people you see each day'. ✓ However, her serious, unsmiling expression, direct and guarded gaze at the viewer, hunched shoulders and hands hidden in her pockets suggest unspoken fear/distress, inviting the reader to 'look beneath the surface' to recognise the hidden victim. ✓ [Award 3 marks only for a critical discussion that links the visual to the slogan. Award 1 mark only for a description of the image.] (3) 3.5 enslave – e.g. Traffickers enslave vulnerable young people by promising them well-paid jobs. ✓ [Award 1 mark only if the verb 'enslave' (enslaves/enslaved/enslaving) is used correctly in a full sentence. Do not accept 'slave' used as a noun.] (1) 3.6 D ✓ / compound sentence [Two independent clauses joined by the co-ordinating conjunction 'but'.] (1) [10] Copyright reserved Please turn over

English Home Language/P1 9 Hlayiso/November 2026 NSC – Unofficial Marking Guidelines QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA 4.1–4.3 (TEXT E) (5 marks): Page not available to us; memo for 4.1–4.3 to follow. TEXT F 4.4 The cartoon satirises the failure of government/society to create jobs for young people, even though Youth Day is officially celebrated. ✓ Visual cues: the young man sits on the ground beside his books with the sign 'QUALIFIED, NO JOB', while the 'YOUTH DAY RALLY' sign points away from him. The barefoot boy wears a T-shirt printed with 'HOPE' and a rising sun. ✓ Verbal cue: 'NICE SHIRT! … I HAD ONE JUST LIKE IT …' implies that the young man was once hopeful too, but his hope was lost when education did not lead to work; the ironic thumbs-up suggests that the boy's hope will also be crushed. ✓ [Award 3 marks only if the satirical message is discussed with reference to BOTH visual and verbal cues.] (3) 4.5 unemployed ✓ [Accept: jobless/workless.] (1) 4.6 hopeless ✓ (1) [10] QUESTION 5: USING LANGUAGE CORRECTLY 5.1 regular/common/frequent/usual/ordinary ✓ (1) 5.2 It keeps the family stable/grounded/united/holds the family together. ✓ (1) 5.3 become – becomes ✓ (… the real power of these habits becomes clear.) (1) 5.4 'Humiliated' and 'belittled' mean the same thing/both mean 'made to feel small or inferior', so the idea is unnecessarily repeated. ✓ (1) 5.5 adolescence ✓ (1) 5.6 envelop – develop ✓ (1) 5.7 They are also more likely to succeed academically, eat healthier foods, and build strong language and social skills. ✓ (1) 5.8 Robin Fox explained that a meal was about civilising their children. ✓ ✓ [Award 1 mark for the change of tense ('is' to 'was') and 1 mark for the change of pronoun ('our' to 'their'). Quotation marks must be removed; 'that' is optional.] (2) 5.9 It indicates a contraction/omission of a letter ('It's' = 'It is'). ✓ [Do not accept 'possession'.] (1) [10] TOTAL SECTION C: 30 GRAND TOTAL: 70 Copyright reserved Please turn over

English Home Language/P1 10 Hlayiso/November 2026 NSC – Unofficial Marking Guidelines HOW DID OUR PREDICTION DO? The real November 2026 P1 compared with the Hlayiso 2026 English HL P1 Prediction Q Part Real paper asked Our closest prediction item(s) Verdict Covered 1 TEXT A Single-sentence paragraph (1); two criteria Pred 1.3 single-sentence paragraph; 1.5 3 16/19 (article) (2); purpose of balanced view (2); writer's point in own words; 1.2 purpose figure-of-speech MCQ (1); writer's view via of a technique; 1.7 one-mark MCQ 'intensely'/'indulging' (2); self-presentation (attitude, not figure of speech); 1.9 (2); is the word effective (3); two stylistic diction; 1.4 rhetorical questions; 1.10 techniques (3); conclusion vs title (3) conclusion. Paradox and validity of claim not asked 1 TEXT B Character's attitude (2); props in frames 1–3 Cartoon as TEXT B (board: likely); 1.11 3/7 7/11 (cartoon) + (3); stereotypes (3); to what extent TEXT B visual cues/state of mind; 1.13 "to what A&B supports para 9 (3) extent" A+B for 3 marks. No stereotype item 2 Summary Effect of music on society: 7 points, 90 7 points, 90 words, 7 + 3 marks; we 3 10/10 words framed it as HOW (listening) rather than effects 3 Advert (ONE Purpose (1); contrast (2); imperative 'LOOK' Two adverts (D and E); 3.1 headline 3 9/10 text) (2); image vs slogan (3); verb form 'enslave' contrast; 3.2 technique incl. imperative; (1); compound sentence MCQ (1) 3.5 visual image; 3.3/5.10 word formation; 5.9 sentence-type MCQ. Purpose of the advert not set 4 Cartoons 4.1–4.3 on TEXT E (page not seen); Zapiro 4.4 irony/humour/satire; 5.1 synonym; 3 5/5 (+5 ?) satire (3); 'NO JOB' in one word (1); suffix word formation (suffix) 'hopeless' (1) 5 Language in Antonym (1); idiom (1); concord (1); 5.1 synonym; 5.3 concord; 5.8 3 8/10 context tautology (1); abstract noun (1); redundancy; 5.10 noun form; 5.6 malapropism (1); split infinitive (1); indirect malapropism; 4.5 reported speech; 5.5 speech (2); apostrophe (1) punctuation function. No idiom, no split infinitive Marks of the real paper covered by our prediction (5 marks on page 10 unknown) 55/65 A learner who had practised our prediction paper would have met about 55 of the 65 visible marks (85%) as familiar question types. The remaining 5 marks (TEXT E, 4.1–4.3) are not known to us. In English P1 the passages are always unseen, so a "hit" here means the same question type or skill, not the same content. What we got right What we missed • The skeleton: TEXT A article + a cartoon as • Split infinitive and the meaning of an idiom (2 TEXT B (our even-year call), with the 3-mark marks): not on our board at all. "to what extent does TEXT B support • Stereotypes in TEXT B (3) and "two stylistic paragraph X" question. techniques" (3); our diction/paradox/validity • The near-certain items: a 1-mark MCQ in Q1, items were replaced by these. "is paragraph 10 an effective conclusion" (3), a • Q3 used ONE advert, not two; the summary single-sentence paragraph, the writer's view, asked for effects, not HOW. cartoon satire (3). • Predicted items that did not appear (on the • Summary: 7 points, 90 words, 7 + 3 marks. pages we saw): passive voice, error of tense, • Q5 menu: concord, tautology/redundancy, slang to formal English, paradox, validity of a malapropism, noun form, punctuation function, claim. plus reported speech and a sentence-type MCQ (now in Q3). Rating: 8/10. The structure, the cartoon TEXT B and most of the Section C menu were right; the misses were a few less common language items (split infinitive, idiom) and the stereotype question. Copyright reserved