# English HL Grade 12 Paper 1 NSC November Mock 2026 Memo > Grade 12 English HL Paper 1 memorandum from the NSC November Mock Exam 2026, 10 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/grade-12-english-hl-2026-nsc-november-mock-exam-memorandum-paper-1-english/4cc748e2-5bd4-4c83-a32a-df845554bc7c - Updated: 2026-10-29 - Subject: English HL - Grade: Grade 12 - Language: English - Document type: Memorandum - Year: 2026 - Exam period: NSC November Mock Exam - Paper: 1 - Publisher: Hlayiso - Curriculum: CAPS - Pages: 10 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 12](https://www.hlayiso.com/library/grade-12) › [English HL](https://www.hlayiso.com/library/grade-12/english-hl) › [English HL Grade 12 Paper 1 NSC November Mock 2026 Memo](https://www.hlayiso.com/library/grade-12-english-hl-2026-nsc-november-mock-exam-memorandum-paper-1-english/4cc748e2-5bd4-4c83-a32a-df845554bc7c) ## About this document English Hl · Grade 12 · NSC November Mock Exam · 2026 · English. Memorandum, 10 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 hlayiso mock exams Practice Series: Grade 12 NSC Preparation WWW.HLAYISO.COM NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH HOME LANGUAGE P1 MOCK EXAMINATION 2026 MARKING GUIDELINES MARKS: 70 These marking guidelines consist of 10 pages. Copyright reserved Please turn over ### Page 2 English Home Language/P1 2 Hlayiso/Mock 2026 NSC – Marking Guidelines 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. • Answers should be assessed holistically and marks awarded where applicable in terms of decisions taken at the standardisation meeting. • The marking guidelines will be discussed before the commencement of marking. 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.) • 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. However, if a word from another language is used in a text and required in an answer, this will be acceptable. • 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. • No marks should be awarded for TRUE/FALSE or FACT/OPINION. The reason/ substantiation/motivation is what should be considered. • 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. • Accept dialectal variations. • For multiple-choice questions, accept BOTH the letter corresponding to the correct answer AND/OR the answer written out in full. Copyright reserved Please turn over ### Page 3 English Home Language/P1 3 Hlayiso/Mock 2026 NSC – Marking Guidelines SECTION A: COMPREHENSION QUESTION 1: READING FOR MEANING AND UNDERSTANDING 1.1 Smartphone use is compulsive/addictive/hard to control. A quick check turns into a long, unplanned distraction (time is lost without the user noticing). [Credit valid alternative responses.] (1) 1.2 Skimming is a fast, superficial way of reading in which the reader searches for key words and gives up when the text becomes demanding. (1) Deep reading is a slow, focused/careful way of reading in which the reader follows and questions an argument, draws conclusions and imagines the experiences of others. (1) [Award only 1 mark for lifting.] (2) 1.3 Unlike speech, reading does not develop naturally; it was created by human beings/society (1) relatively recently and must be learnt/taught deliberately – the brain has to adapt existing regions to perform it. (1) (2) 1.4 The image is appropriate. Just as the body is shaped by the food it is regularly given, the brain is shaped by the kind of reading it repeatedly does. (1) A constant intake of short, shallow content ('headlines, captions and fifteen-second clips') is like a diet of 'junk food': it trains the brain to skim and weakens its capacity to concentrate. (1) [Credit valid alternative responses. Award 2 marks for a well-substantiated comment.] (2) 1.5 B – self-critical (1) 1.6 The claim is valid/convincing. When we are absorbed in a story, we imaginatively experience the lives of people who are different from ourselves (e.g. 'a widow … a refugee'), which teaches us to understand and share their feelings. Deep reading develops the patience and imagination required to see the world from another person's perspective; empathy is therefore built from this practice. OR The claim is partly valid. Although deep reading may develop empathy, it is not its only foundation – empathy is also learnt through real-life relationships and experiences. The writer offers no evidence for this sweeping claim. [Credit valid alternative/mixed responses. Award 3 marks for a critical discussion of two ideas. Award only 1 mark for lifting without discussion.] (3) 1.7 The contrast between the citizen who 'reads only headlines' and the one who 'reads deeply' highlights the consequences of reading habits for society. (1) The shallow reader is portrayed as a helpless victim ('easy prey') who is easily manipulated, while the deep reader is able to evaluate information critically and resist manipulation. The balanced sentence structure (semicolon) sharpens the opposition and makes the writer's point memorable/persuasive. (1) (2) 1.8 The writer acknowledges the advantages of digital devices (e.g. free access to books for learners without libraries). (1) By conceding that technology is Copyright reserved Please turn over ### Page 4 English Home Language/P1 4 Hlayiso/Mock 2026 NSC – Marking Guidelines valuable, the writer avoids appearing biased/extreme/anti-technology. (1) This balanced view makes the argument more reasonable and convincing: the writer is not rejecting screens but proposing a sensible middle ground ('bi-literate'). (1) [Award 3 marks for a discussion of two ideas OR for one idea well discussed.] (3) 1.9 The comparison is appropriate. Like athletes who build fitness gradually through regular training, readers must build their concentration slowly and consistently. (1) The comparison suggests that deep reading is a skill that can be developed through effort and discipline, rather than a talent one either has or lacks. (1) The word 'endurance' links reading to stamina and implies that, with practice, readers will be able to sustain attention for longer periods. The comparison is therefore encouraging and makes the advice practical and achievable. (1) OR The comparison is less appropriate because, unlike sport, reading is a solitary, mental activity and many people do not enjoy the discipline of training. [Credit valid alternative responses. Award 3 marks for a critical comment.] (3) 1.10 The diction emphasises that deep reading requires effort but brings rich rewards. Words such as 'experiment', 'horrible' and 'kept reaching' convey the difficulty of breaking the habit of constant phone use (it is like a withdrawal). The phrases 'I forgot I was reading', 'the words disappeared' and 'just inside the story' capture the immersive, almost magical experience of deep reading. In paragraph 9, the verbs 'scrolled, swiped or downloaded' are associated with fast, effortless digital consumption, whereas 'grown' and 'page by patient page' suggest slow, organic and deliberate growth. This reinforces the central message that deep reading is a valuable skill that must be patiently cultivated. [Award 3 marks for a valid comment supported by TWO examples of diction. Award only 1 mark for a 'lift' that responds to the question.] (3) 1.11 The book spines are arranged in ascending order to form a staircase, suggesting that each book read helps the reader to progress/improve. (1) The young reader climbing the steps towards the rising sun implies that reading leads to growth, success and a brighter future ('Every page takes you higher'). (1) Placing the staircase on a smartphone screen suggests that reading can provide the same sense of achievement/progress that young people seek from their phones. It appeals to the target audience of teenagers. (1) [Credit valid alternative responses. Award 3 marks for two ideas well discussed.] (3) 1.12 The target audience (young people) is familiar with the language of technology. (1) The advertiser uses these terms to make reading appear modern/relevant and attractive, while cleverly suggesting that books are superior to devices because they do not depend on data or electricity/load-shedding. 'UPDATE YOUR MIND' implies that reading refreshes and improves the mind just as an update improves a phone. (1) [Award 2 marks for an explanation of ONE idea well discussed.] (2) Copyright reserved Please turn over ### Page 5 English Home Language/P1 5 Hlayiso/Mock 2026 NSC – Marking Guidelines 1.13 TEXT B offers a practical solution. TEXT A identifies the problem that fast, shallow screen-reading ('the first') is replacing deep reading ('the second'). TEXT B encourages young people to set aside time to read every day ('20 minutes a day'), which echoes the 'Drop Everything and Read' periods and the idea of building endurance gradually in TEXT A. Rewards (badges, vouchers) motivate readers to persist until, like Lerato, they experience the pleasure of deep reading. The challenge offers access to books through community libraries. OR TEXT B offers only a partial solution. A 30-day challenge may not change long-term habits, and it does not address the constant pull of the smartphone, which remains the main cause of the problem. [Award 3 marks only if the candidate refers to both TEXT B and lines 12–13 of TEXT A. Credit valid alternative/mixed responses.] (3) TOTAL SECTION A: 30 Copyright reserved Please turn over ### Page 6 English Home Language/P1 6 Hlayiso/Mock 2026 NSC – 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 are to be credited in paragraph form. (Sentences and/or sentence fragments must be coherent.) NO. QUOTATIONS NO. POINTS 1 'decide what meals you will cook during the week'/ 1 Plan meals for the week in 'Families who plan their meals in advance buy advance. only what they need.' 2 'Before leaving home, check your fridge and 2 Check what food is already cupboards' available before shopping. 3 'write a shopping list and stick to it'/'those "buy 3 Use a shopping list and avoid two, get one free" specials are only a bargain if impulse buying/specials you do you actually eat the third item.' not need. 4 'Many fruits and vegetables last far longer when 4 Store fresh produce correctly/ they are kept in the fridge at the right temperature' refrigerate perishables. 5 'leftovers stay fresh for days in sealed, airtight 5 Keep leftovers in airtight containers.' containers. 6 'move older items to the front of the fridge and put 6 Rotate food so that older items are new ones behind them' used first. 7 'A "best before" date is about quality, not safety 7 Understand the difference … A "use by" date, however, should be taken between date labels. seriously.' 8 'cook only as much as your household will eat' 8 Cook appropriate portions. 9 'turn them into something new'/'yesterday's rice 9 Use leftovers to create new meals. can become tomorrow's fried rice' 10 'Bread, meat and even ripe bananas can be 10 Freeze food before it goes off. frozen before they spoil' 11 'A simple compost heap in the garden turns these 11 Compost unavoidable scraps. scraps into rich soil' PARAGRAPH FORM NOTE: What follows is merely an example. It is not prescriptive and must be used very carefully. Households should plan their weekly meals and check what food they already have before shopping. They should compile a shopping list and avoid impulse buying. Perishable food must be stored correctly, leftovers sealed in airtight containers and older items placed in front so that they are used first. Families should understand that 'best before' dates indicate quality, whereas 'use by' dates indicate safety. Cooking smaller portions, reinventing leftovers, freezing surplus food and composting scraps further reduce waste. [77 words] Copyright reserved Please turn over ### Page 7 English Home Language/P1 7 Hlayiso/Mock 2026 NSC – Marking Guidelines 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: – 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 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 ### Page 8 English Home Language/P1 8 Hlayiso/Mock 2026 NSC – 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. Where an abbreviation is tested, the answer must be punctuated correctly. • 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 A paradox is a statement that appears contradictory: one cannot logically go 'nowhere' 'fast'. (1) The headline means that commuters stuck in traffic are rushing/under pressure yet making no progress; they are wasting time. MetroMove offers a way out of this frustrating situation. (1) (2) 3.2 Imperative mood (1) 3.3 The visual contrast between the two lanes reinforces the written message: the long line of cars standing still ('stand still', 'idling in traffic') is set against the bus moving freely in its own lane ('keep you moving'). The clock showing 07:42 suggests the morning rush hour and the stress of being late, while 'beep beep' conveys the frustration of motorists. The speed lines behind the bus convey effortless speed, supporting the promise that commuters will 'Arrive on time'. [Award 3 marks for a discussion of at least TWO visual elements linked to the written text.] (3) 3.4 reserved/exclusive/designated/special/set aside/separate (1) 3.5 The idiom 'life in the fast lane' usually refers to an exciting, glamorous (and sometimes reckless) lifestyle. (1) Here it is used as a pun: it refers literally to MetroMove's dedicated bus lane, which moves faster than the traffic. (1) The slogan cleverly suggests that using public transport is not dull or second-rate, but modern, efficient and even desirable; it elevates the status of bus commuters. However, the idiom's associations with reckless behaviour/ danger might be seen as inappropriate for a transport service that should promise safety. (1) [Credit valid alternative responses. Award 3 marks only for a critical comment.] (3) [10] QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA 4.1 Condescending/patronising/dismissive/arrogant/overconfident/disrespectful [Credit valid alternative responses, in context.] (1) Copyright reserved Please turn over ### Page 9 English Home Language/P1 9 Hlayiso/Mock 2026 NSC – Marking Guidelines 4.2 'Mm-hm' is a non-committal, unconvinced response. (1) It suggests that Gogo is wise/experienced and sceptical: she does not argue with Sizwe because she knows/expects that he will fail, and she is content to wait and let him learn his lesson. (1) (2) 4.3 Sizwe's arms are raised in a frantic, helpless gesture, his mouth is wide open and drops of sweat fly off his head, which shows that he is panicking/stressed/ overwhelmed. (1) The capital letters and multiple exclamation marks ('WAIT! PAUSE!') convey that he is shouting desperately, while the smoke rising from the pot shows that the situation is out of control. (1) (2) 4.4 'Sauté' is a borrowed/foreign word (from French). (1) The inverted commas indicate that Sizwe is repeating an unfamiliar word that he does not understand (the accent indicates its foreign origin/pronunciation). (1) (2) 4.5 In FRAME 1, Sizwe arrogantly takes charge of the kitchen and dismisses Gogo's 'old recipe book' as outdated, while Gogo sits passively, knitting. In FRAME 4, the roles are reversed: Gogo is in control at the stove and Sizwe sits in her chair holding her knitting, humbled. It is ironic that the modern technology Sizwe boasted about fails him (the battery dies), while the 'old' recipe book, which needs no charging, proves more reliable. Gogo's gently mocking final words emphasise the irony and create humour at Sizwe's expense. [Award 3 marks only if a critical discussion of both role reversal and irony is provided.] (3) [10] QUESTION 5: USING LANGUAGE CORRECTLY 5.1 formal/official/licensed/registered/legal [Credit valid alternative responses, in context.] (1) 5.2 preposition (1) 5.3 comes – come (… what most of his customers really come for is his advice.) (1) 5.4 He told me (that) the road of life was (1) full of potholes. (1) OR He told me, a young man, that the road of life was full of potholes. [Award 1 mark for the correct change of tense ('was') and 1 mark for a correctly constructed reported statement without quotation marks. Accept 'is' if the candidate argues that it is a general truth.] (2) 5.5 Its – It's ('It's not the potholes that break your car.') (1) 5.6 C – complex sentence (1) 5.7 has became – has become (1) Copyright reserved Please turn over ### Page 10 English Home Language/P1 10 Hlayiso/Mock 2026 NSC – Marking Guidelines 5.8 The dashes enclose/insert additional/parenthetical information (an aside/ explanation). (1) 5.9 He is asked about bursaries by students. 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