English HL Grade 8 Paper 2 November Mock 2026 Memo (English)

Copyright reserved Please turn over Mock hlayiso mock exams Practice Series: Grade 8 Exam Preparation WWW.HLAYISO.COM SENIOR PHASE END-OF-YEAR EXAMINATION GRADE 8 ENGLISH HOME LANGUAGE P2 NOVEMBER 2026 (MOCK) MARKING GUIDELINES MARKS: 50 These marking guidelines consist of 9 pages.

English Home Language/P2 2 Senior Phase Mock -- Marking Guidelines Hlayiso/Mock 2026 INFORMATION FOR THE MARKER In assessing a learner'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, the development of ideas and the conclusion. SUGGESTED APPROACH TO MARKING SECTION A: ESSAY Refer to the rubric for assessing an essay on page 8 of these marking guidelines. CRITERIA MARKS CONTENT AND PLANNING 15 LANGUAGE, STYLE AND EDITING 10 STRUCTURE 5 TOTAL 30 Read the whole piece and decide on a mark for CONTENT AND PLANNING. Re-read the piece and decide on a mark for LANGUAGE, STYLE AND EDITING and then for STRUCTURE. SECTION B: LONGER TRANSACTIONAL TEXT Refer to the rubric for assessing longer transactional texts on page 9 of these marking guidelines. CRITERIA MARKS CONTENT, PLANNING AND FORMAT 12 LANGUAGE, STYLE AND EDITING 8 TOTAL 20 Read the whole piece and decide on a mark for CONTENT, PLANNING AND FORMAT. Re-read the piece and decide on a mark for LANGUAGE, STYLE AND EDITING. Copyright reserved Please turn over

English Home Language/P2 3 Senior Phase Mock -- 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. • The points given below each topic serve only as a guide to markers. • Allowance must be made for a learner's own interpretation of the topic, even if it differs from the given points or from a marker's own views or interpretations. • Length: if an essay is clearly much shorter than 200 words or a transactional text clearly much shorter than 140 words, the content will usually lack development; this is reflected in the CONTENT and STRUCTURE marks. Do not count words exactly; do not deduct separately for length. • Remember that these are Grade 8 learners: reward clear, well-organised writing and a sincere, lively voice. Do not expect the maturity of a Grade 9 or Grade 10 learner in the top categories. SECTION A: ESSAY QUESTION 1 Learners are required to write ONE essay of 200–250 words on ONE of the given topics. Learners may write in any suitable genre for 1.1, 1.2 and 1.5 (narrative, descriptive, reflective, argumentative or a combination of these). Topic 1.3 must be mainly DESCRIPTIVE and topic 1.4 must be ARGUMENTATIVE/DISCURSIVE. 1.1 A promise I am glad I kept • Reflective or narrative (or both). The essay should make clear WHAT the promise was, to WHOM it was made and WHY keeping it mattered. • Possible promises: to look after a younger brother or sister, to visit or help a sick grandparent, to stay away from bad company, to keep a friend's secret, to finish a project or training programme, to study harder after a poor report, to care for a pet. • Look for tension: keeping the promise should have been difficult (temptation, sacrifice, peer pressure), followed by a reward or lesson (trust, pride, a relationship saved). • Credit honest reflection on feelings and on what the writer learnt. The tense should be mainly past, with present-tense reflection at the end. [30] Copyright reserved Please turn over

English Home Language/P2 4 Senior Phase Mock -- Marking Guidelines Hlayiso/Mock 2026 1.2 'The last taxi had already left the rank, and the sky was turning a deep purple. That was when I heard someone call my name …' • Narrative (most likely). Learners must provide their OWN title (do not accept the given words as the title only). • The given words must appear somewhere in the essay, not necessarily at the beginning. If the words are omitted, the response is not fully on topic: mark CONTENT AND PLANNING in a lower category. • The voice may belong to a relative, a friend, a teacher, a kind stranger, a neighbour offering a lift, or someone frightening; it may lead to rescue, danger, an adventure, a reunion or a surprise. A twist ending is acceptable. • Look for suspense (dusk, being stranded), a clear sequence of events, a turning point and a credible ending. Credit dialogue that is correctly punctuated. [30] 1.3 My street or neighbourhood at sunrise (descriptive, using the senses) • Descriptive essay. A thin storyline (e.g. walking to the shop for bread) is acceptable, but the focus must be on DESCRIPTION, not on a long narrative. • Learners should appeal to several senses, e.g. the crowing of roosters, barking dogs, the first taxis hooting; the smell of fresh bread, wood smoke, paraffin or wet grass; the cold air on the skin; the colours of the sky changing from grey to orange; the taste of sweet tea. • Credit vivid, precise vocabulary, figurative language (similes, metaphors, personification, onomatopoeia) and a clear contrast between the quiet early morning and the neighbourhood waking up. • Any type of neighbourhood is acceptable (township, suburb, village, farm, block of flats). [30] 1.4 Homework should be banned in primary schools. • Argumentative (one clear side). A discursive essay that weighs both sides and ends with a clear conclusion is also acceptable, but the learner's point of view must be clear. • AGREE: young children need time to play, rest and be with their families; long school days already tire them; not all homes have someone to help or a quiet place to work, so homework is unfair; homework can cause stress and family arguments. • DISAGREE: homework helps learners practise and remember what they have learnt; it builds discipline and time management needed in high school; it lets parents see what their children are learning; short tasks such as reading at home are very valuable. • Look for an introduction that states the position, two or three well-developed arguments supported by examples, persuasive devices (rhetorical questions, emotive language) and a convincing conclusion. [30] Copyright reserved Please turn over

English Home Language/P2 5 Senior Phase Mock -- Marking Guidelines Hlayiso/Mock 2026 1.5 Picture prompts • There must be a clear link between the essay and the picture chosen. The link may be literal or figurative. Learners must write the correct number and their own title. 1.5.1 A dusty soccer field near a township at sunset; a lone boy in a number 10 shirt stands near a ball in front of a goal • Literal: the big match, a missed penalty, practising alone until dark, dreams of playing for a professional club or Bafana Bafana, a friendship formed through soccer, a talent scout. • Figurative: chasing a dream, determination and hard work, loneliness after the others have gone home, the end of a season or of childhood (sunset), never giving up. [30] 1.5.2 An old trunk in a dusty attic; light pours out of the open lid and a key is in the lock; footprints lead to it • Literal: finding a family treasure, old letters or photographs; a mystery or fantasy adventure (a magical object, a portal to another world); discovering a grandparent's story; a secret kept for many years. • Figurative: memories and family history; secrets coming to light; curiosity and its consequences; discovering hidden talents ('unlocking' something inside oneself). [30] 1.5.3 A road that splits in two: one road leads towards a sunny city, the other towards dark rain clouds; a learner with a school bag stands at the fork; the signpost arrows show only question marks • Literal: being lost on a journey, choosing which way to walk home, a story with two possible endings. • Figurative: making an important choice (friends, subject choices, right and wrong, peer pressure), the uncertain future, the easy road versus the difficult one, decisions and their consequences. [30] TOTAL SECTION A: 30 Copyright reserved Please turn over

English Home Language/P2 6 Senior Phase Mock -- Marking Guidelines Hlayiso/Mock 2026 SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 Learners are required to respond to ONE of the topics set. The body of the response should be 140–160 words. The language, register, style and tone must be appropriate to the context. Mark with the rubric for longer transactional texts (CONTENT, PLANNING AND FORMAT 12; LANGUAGE, STYLE AND EDITING 8). 2.1 INFORMAL/FRIENDLY LETTER • Format: writer's address (top right); date below the address; informal salutation (e.g. Dear Sipho / Dear Lindi); body in paragraphs; informal ending (e.g. Your friend, / Best wishes,) and the writer's first name. Accept the address on the left if it is consistent. • Content: a sincere thank-you that refers to the broken arm and the specific ways the friend helped (copying notes, carrying the bag, helping with schoolwork); how much it meant (e.g. passing the June examination, not falling behind); news about the rest of the year (school events, sport, results, family news); asks about the friend's new town and school; suggests a visit or keeping in touch. • Register and tone: warm, grateful and friendly; informal but no SMS language or slang that would confuse the reader. [20] 2.2 FORMAL LETTER (to the Ward Councillor) • Format: writer's address (top right) and date; recipient's address on the left (e.g. The Ward Councillor, Ward 12, followed by the municipal address); formal salutation (Dear Sir/Madam or Dear Councillor + surname); subject line (e.g. RE: DANGEROUS ROAD CROSSING NEAR … SCHOOL); body in paragraphs; Yours faithfully (with Sir/Madam) or Yours sincerely (with a name), and the writer's full name (and signature). • Content: introduces the writer (name, grade, school); explains the problem clearly: a busy road, no pedestrian crossing, no scholar patrol, two near-accidents this term, speeding cars and taxis, young learners at risk; suggests solutions: paint a pedestrian crossing, put up warning signs or speed humps, train a scholar patrol, ask traffic officers to be present at peak times; asks for urgent action and a reply/meeting. • Register and tone: formal, polite, serious and clear; no slang or contractions; firm but not rude. [20] Copyright reserved Please turn over

English Home Language/P2 7 Senior Phase Mock -- Marking Guidelines Hlayiso/Mock 2026 2.3 DIALOGUE • Format: a title; a short setting/context in brackets at the start (where, when, who); names of the speakers on the left margin followed by a colon; NO inverted commas; stage directions/actions in brackets, e.g. (sighing); a new line for each speaker. • Content: the learner raises the camp; the parent/guardian voices concerns (the cost of R1 200, safety in the mountains, missing household chores, whether it is really educational); the learner answers each concern persuasively: what will be learnt (geography, nature, teamwork, hiking skills), teachers and trained guides will supervise, offers to save pocket money, do extra chores or pay in instalments; it is a once-in-a-lifetime experience. The dialogue should reach a conclusion (permission given, refused or a compromise). • Register and tone: respectful towards the parent/guardian; persuasive but polite; natural, conversational language. [20] 2.4 NEWS REPORT • Format: a catchy headline (e.g. WORD WIZARD TUMI SPELLS HER WAY TO VICTORY); the reporter's name (by-line) and the place/date (dateline, e.g. POLOKWANE – ); an introductory paragraph that answers the key questions (WHO? WHAT? WHEN? WHERE? WHY? HOW?); body paragraphs with further details in order of importance; at least one quotation; a closing paragraph. Written in the third person and mainly in the past tense. Columns are not required. • Content: must use the notes correctly: Tumi Mahlangu (13), Grade 8, Thabakgolo Secondary School, won the Provincial Spelling Bee final on Saturday 7 November 2026 at the City Hall, Polokwane; 40 finalists; final word 'conscientious'; practised every evening with her grandmother using an old dictionary; prize: a tablet and R10 000 worth of books for the school library; Tumi's quotation. Learners may add reasonable details (e.g. reactions of the principal or family) but must not contradict the notes. • Register and tone: formal, factual and objective; no personal opinion except in quoted words. Do not credit copying the notes in point form: the information must be written as a report. [20] TOTAL SECTION B: 20 GRAND TOTAL: 50 Copyright reserved Please turn over

English Home Language/P2 8 Senior Phase Mock -- Marking Guidelines Hlayiso/Mock 2026 SECTION A: RUBRIC FOR ASSESSING AN ESSAY – HOME LANGUAGE [30 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT AND PLANNING Response and ideas; organisation of ideas for planning; awareness of purpose, audience and context 15 MARKS 12–15 – Outstanding/striking response beyond normal expectations – Intelligent, thought-provoking and mature ideas – Exceptionally well organised and coherent (connected), including introduction, body and conclusion/ending 10–11 – Very well-crafted response – Fully relevant and interesting ideas with evidence of maturity – Very well organised and coherent, including introduction, body and conclusion/ending 8–9 – Satisfactory response – Ideas are reasonably coherent and convincing – Reasonably organised and coherent, including introduction, body and conclusion/ending 5–7 – Inconsistently coherent response – Unclear ideas and unoriginal – Little evidence of organisation and coherence 0–4 – Totally irrelevant response – Confused and unfocused ideas – Vague and repetitive – Unorganised and incoherent LANGUAGE, STYLE AND EDITING Tone, register, style, vocabulary appropriate to purpose/effect and context; word choice; language use and conventions; punctuation, grammar, spelling 10 MARKS 8–10 – Language excellent and rhetorically effective in tone – Virtually error-free in grammar and spelling – Skilfully crafted 6–7 – Language engaging and generally effective – Appropriate and effective tone – Few errors in grammar and spelling – Well crafted 5 – Adequate use of language with some inconsistencies – Tone generally appropriate and limited use of rhetorical devices 3–4 – Inadequate use of language – Little or no variety in sentences – Exceptionally limited vocabulary 0–2 – Language incomprehensible – Vocabulary limitations so extreme as to make comprehension impossible 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 2–3 – Relevant details developed – Sentences and paragraphs well constructed – Essay still makes sense 1 – Some valid points – Sentences and paragraphs faulty – Essay still makes sense 0 – Necessary points lacking – Sentences and paragraphs faulty – Essay lacks sense MARK RANGE 25–30 20–22 15–17 9–12 0–6 NOTE: The mark range is a guide only. Add the marks awarded for the three criteria to obtain the final mark out of 30. Copyright reserved Please turn over

English Home Language/P2 9 Senior Phase Mock -- Marking Guidelines Hlayiso/Mock 2026 SECTION B: RUBRIC FOR ASSESSING LONGER TRANSACTIONAL TEXTS – HOME LANGUAGE [20 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING AND FORMAT Response and ideas; organisation of ideas and planning; purpose, audience, features/conventions and context 12 MARKS 10–12 – Excellent interpretation of the topic – Interesting, imaginative and convincing ideas – Evidence of planning results in a very well-constructed and relevant text – Writing maintains focus; all details support the topic – Appropriate and accurate format 8–9 – Appropriate interpretation of the topic – Relevant, well-developed ideas – Evidence of planning results in a well-constructed text – Maintains focus with few digressions – Appropriate format with minor inaccuracies 6–7 – Adequate interpretation of the topic – Average ideas, lacking depth – Evidence of planning results in a satisfactory text – Some digressions – Generally appropriate format but with some inaccuracies 4–5 – Content lacks coherence – Few ideas; ideas often repeated – Little planning; poorly constructed text – Writing digresses – Format vaguely applied; some critical oversights 0–3 – Irrelevant content; no coherence – Mediocre, repetitive ideas – No evidence of planning – No knowledge of the features of this type of text – Format not applied LANGUAGE, STYLE AND EDITING Tone, register, style, purpose/effect, audience and context; language use and conventions; word choice; punctuation and spelling 8 MARKS 7–8 – Tone, register, style and vocabulary completely appropriate to purpose, audience and context – Accurate use of language structures and conventions – Virtually error-free 5–6 – Tone, register, style and vocabulary suitable to purpose, audience and context – Mostly accurate use of language structures and conventions – Mostly error-free 4 – Tone, register, style and vocabulary generally suitable to purpose, audience and context – Satisfactory use of language structures and conventions – Some errors; meaning is clear 3 – Tone, register, style and vocabulary not always appropriate to purpose, audience and context – Inaccurate use of language structures and conventions – High frequency of errors 0–2 – Tone, register, style and vocabulary completely inappropriate to purpose, audience and context – Poor use of language structures and conventions – Text riddled with errors; confuses the reader MARK RANGE 17–20 13–15 10–11 7–8 0–5 NOTE: The mark range is a guide only; a learner's marks for the two criteria may fall in different columns. Add the marks for the two criteria to obtain the final mark out of 20. Copyright reserved