English FAL Grade 9 Paper 2 November Mock 2026 Memo (English)

Copyright reserved Please turn over Mock hlayiso mock exams Practice Series: Grade 9 Exam Preparation WWW.HLAYISO.COM SENIOR PHASE END-OF-YEAR EXAMINATION GRADE 9 ENGLISH FIRST ADDITIONAL LANGUAGE P2 NOVEMBER 2026 (MOCK) MARKING GUIDELINES MARKS: 45 These marking guidelines consist of 8 pages.

English First Additional Language/P2 2 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 INSTRUCTIONS TO MARKERS • These marking guidelines must be used together with the assessment rubrics for SECTION A (30 marks) and SECTION B (15 marks) at the end of this document. • The notes under each topic are only some of the ways in which the topic may be interpreted. Full credit must be given for the candidate’s own relevant and creative interpretation. • All pieces of writing should be read at least TWICE: once for content and once for language. Errors are indicated during the second reading. • Candidates must show evidence of planning. Planning is not marked separately; it is credited under Content and planning. • Length: essay 160–200 words; transactional text 100–120 words (poster: 60–80 words; diary: both entries together). If the maximum is exceeded, read up to the end of the sentence in which the limit is reached. No additional penalty is imposed: the rubric itself penalises a response that is far too short or does not develop the topic. SECTION A: ESSAY QUESTION 1 Use the 30-mark essay rubric: Content and planning (15), Language, style and editing (10), Structure (5). 1.1 The day the lights went out Narrative/Descriptive essay • If narrative, a clear storyline must be evident with a beginning, a development and an ending, told in a logical sequence and mainly in the past tense. The lights may go out because of load-shedding, a storm, a cable theft or an unpaid account, during an important moment (e.g. studying for an exam, a party, a cup final on TV, cooking supper). Suspense, humour or surprise should be created. • If descriptive, the candidate should use the senses to describe the darkness, sounds, candles, cold food, the reactions of family members, etc. • A figurative interpretation is acceptable (e.g. the day someone’s hope or joy “went out”). NOTE: A candidate may write an essay which contains elements of more than one type of essay. [30] Copyright reserved Please turn over

English First Additional Language/P2 3 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 1.2 Describe a person who always makes you smile. Descriptive essay • The person may be a family member, a friend, a teacher, a neighbour, a coach or a well-known person. • The candidate should describe the person’s appearance, personality, habits, words and actions, using vivid adjectives, adverbs and figures of speech (e.g. similes). • The essay must make clear WHY this person makes the writer smile; one or two short incidents/examples may be used to illustrate this. NOTE: A candidate may write an essay which contains elements of more than one type of essay. [30] 1.3 Every teenager should help with chores at home. Argumentative/Discursive essay • If argumentative, the candidate must take a clear stand (agree OR disagree) and support it with convincing reasons, for example: Agree: it teaches responsibility, independence and life skills (cooking, cleaning, budgeting); it helps busy or working parents; family members share the load; it builds respect and teamwork; it prepares one for living alone. Disagree: too much homework and studying; extra-mural activities; teenagers need rest and time with friends; chores should be fairly divided and not forced; some chores are unsafe. • If discursive, both sides may be discussed, but the candidate MUST state a clear point of view (agree OR disagree), at the latest in the conclusion. An essay with no stand should not be credited above the Moderate level for Content. • A clear introduction (stating the issue/stand), well-developed paragraphs (one main argument per paragraph) and a conclusion that sums up are expected. NOTE: A candidate may write an essay which contains elements of more than one type of essay. [30] Copyright reserved Please turn over

English First Additional Language/P2 4 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 1.4 My hopes and dreams for Grade 10 and beyond Reflective/Descriptive essay • The candidate should reflect on his/her goals and feelings about the future, e.g. choosing subjects/stream for Grade 10, a new school, passing matric, studying further (university/TVET college), a career, helping his/her family or community. • The essay may refer to the lessons learnt in Grade 9, fears and challenges, and the steps the candidate plans to take to reach the goals. • The writing should be personal (first person), thoughtful and sincere. NOTE: A candidate may write an essay which contains elements of more than one type of essay. [30] 1.5 INTERPRETATION OF THE PICTURE/SAYING • The candidate may interpret the picture or saying in any way and may write any type of essay (narrative, descriptive, reflective, argumentative, discursive). • There must be a clear link between the essay and the picture/saying. An essay that merely describes the picture should not be credited above the Moderate level for Content. • The candidate must give the essay a suitable title. 1.5.1 Picture: A teenager with a school bag standing where a road splits in two, with a signpost marked “?”, a city on one side and a village with a rising sun on the other • Literal interpretations: getting lost on the way somewhere; leaving the village for the city (or returning home); a journey; a first day at a new school; moving to another town. • Figurative interpretations: making an important choice/decision (e.g. subject choice, friends, right and wrong, peer pressure); the future; a new beginning (sunrise); uncertainty and fear of the unknown; following one’s dreams; “the road not taken”. [30] 1.5.2 Saying: Umuntu ngumuntu ngabantu – A person is a person through other people • The candidate should show understanding of the meaning: we become who we are through our relationships with others; Ubuntu – caring, sharing, respect and helping one another. • Narrative: a story in which people help someone in need (e.g. after a fire or flood, a neighbour who cares for a sick person, a community that raises money for a learner’s fees). • Reflective/discursive: the importance of Ubuntu in families, schools and communities; the people who have shaped the writer; whether Ubuntu is still alive today. [30] TOTAL SECTION A: 30 Copyright reserved Please turn over

English First Additional Language/P2 5 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 SECTION B: SHORTER TRANSACTIONAL TEXT QUESTION 2 Use the 15-mark transactional rubric: Content, planning and format (10), Language, style and editing (5). Format is assessed under Content, planning and format; a response with no recognisable format cannot be placed above the Elementary level for that criterion. 2.1 FRIENDLY LETTER A letter to a friend, congratulating him/her and sharing school news • Format: – Writer’s address (top right corner) and date below the address – Informal salutation, e.g. Dear Thabo, – Body in paragraphs: introduction (greeting/reason for writing), body, conclusion – Informal ending, e.g. Your friend, / Lots of love, followed by the writer’s first name • Content: warm congratulations on being chosen for the district athletics team; questions about the training/events; encouragement and good wishes; the writer’s own news (e.g. tests, sport, friends, a school event, plans for the holidays); a suitable closing (e.g. hoping to see each other soon). • Tone and register: informal, friendly, warm and enthusiastic; contractions and everyday language are acceptable, but slang should be limited. [15] 2.2 DIALOGUE A conversation between the candidate and a younger brother/sister • Format: – Names of the speakers on the left-hand side of the page, followed by a colon – A new line for each speaker; no quotation marks – Stage directions/actions in brackets, e.g. (sighs and drops the bag) – A short scene setting at the beginning is optional (e.g. Setting: the lounge, after the match) • Content: the younger sibling explains why he/she wants to quit (lost an important match, was laughed at, feels embarrassed); the candidate listens, shows understanding and encourages him/her, e.g. everyone loses sometimes, the team needs him/her, practise harder, ignore the teasing, think of his/her love for the game, examples of famous athletes who failed first; the sibling changes his/her mind or agrees to think about it. • Tone and register: informal, caring and persuasive; the conversation should sound natural and must flow logically. [15] Copyright reserved Please turn over

English First Additional Language/P2 6 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 2.3 DIARY ENTRIES TWO entries about giving a speech at assembly • Format: – TWO separate entries, each with a day and date (time optional), e.g. Thursday, 12 November 2026 – Dear Diary is optional – Written in the first person; informal; expresses private thoughts and feelings – Entry 1: present/future tense for plans and feelings; Entry 2: mainly past tense for what happened • Content: Entry 1 (evening BEFORE): nervousness/excitement, how the candidate prepared (writing notes, practising in front of the mirror or family), fears (forgetting the words, being laughed at). Entry 2 (evening AFTER): what happened at assembly, the reaction of learners/teachers, how the candidate feels now (proud, relieved, embarrassed, determined to do better). • The entries must show a clear change or development in feelings from the first to the second entry. [15] 2.4 POSTER A poster advertising a Grade 9 car wash • Format/features: – An eye-catching heading/slogan, e.g. SPARKLE AND SHINE! GRADE 9 CAR WASH – Short, clear phrases rather than long paragraphs; information easy to read at a glance – All the necessary details: WHAT (car wash), WHEN (date and time), WHERE (venue, e.g. the school parking area), PRICES (e.g. cars, bakkies, taxis), WHY (to raise money for the end-of-year outing), CONTACT details/name of organiser – Persuasive language, e.g. imperatives (Come one, come all!), rhetorical questions, exclamation marks, alliteration • No marks are awarded for drawings or illustrations. The poster should contain 60–80 words of written content; do not penalise a poster that is slightly shorter if all the required information is given. [15] TOTAL SECTION B: 15 GRAND TOTAL: 45 Copyright reserved Please turn over

English First Additional Language/P2 7 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 SECTION A: ASSESSMENT RUBRIC FOR ESSAY – FIRST ADDITIONAL LANGUAGE [30 MARKS] • Use this rubric to mark the essay (SECTION A). Award a mark for each criterion and add the three marks. • Use the MARK RANGE row to check that the total agrees with the overall impression of the essay. Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT AND PLANNING 13–15 10–12 7–9 4–6 0–3 (Response and ideas; organisation of ideas for planning; awareness of purpose, audience and context) 15 MARKS – Outstanding response to the topic – Ideas exceptionally creative, interesting and mature – Excellent planning and drafting improve the essay: introduction, body and conclusion – Very well-crafted response – Fully relevant and interesting ideas with evidence of maturity – Good planning and drafting improve the essay: introduction, body and conclusion – Satisfactory response – Ideas are reasonably coherent and convincing – Satisfactory planning; introduction, body and conclusion present – Inconsistently coherent response – Unclear and unoriginal ideas – Little evidence of organisation and coherence – Totally irrelevant response – Confused and unfocused ideas – Vague and repetitive – Unorganised and incoherent LANGUAGE, STYLE AND EDITING 9–10 7–8 5–6 3–4 0–2 (Tone, register, style and vocabulary appropriate to purpose/effect and context; word choice; language use and conventions: punctuation, grammar, spelling) 10 MARKS – Language excellent and rhetorically effective in tone – Virtually error-free in grammar and spelling – Skilfully crafted – Language engaging and generally effective – Appropriate and effective tone – Few errors in grammar and spelling – Well crafted – Adequate use of language with some inconsistencies – Tone generally appropriate; limited use of rhetorical devices – Inadequate use of language – Little or no variety in sentences – Exceptionally limited vocabulary – Language incomprehensible – Vocabulary limitations so extreme that comprehension is impossible STRUCTURE 5 4 3 2 0–1 (Features of text; paragraph development and sentence construction) 5 MARKS – Excellent development of topic – Exceptional detail – Sentences and paragraphs exceptionally well constructed – Logical development of details – Coherent – Sentences and paragraphs logical and varied – Relevant details developed – Sentences and paragraphs well constructed – Essay still makes some sense – Some valid points – Sentences and paragraphs faulty – Essay still makes sense – Necessary points lacking – Sentences and paragraphs faulty – Essay lacks sense MARK RANGE 25–30 19–24 13–18 7–12 0–6 Copyright reserved Please turn over

English First Additional Language/P2 8 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 SECTION B: ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [15 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING AND FORMAT 9–10 7–8 5–6 3–4 0–2 (Response and ideas; organisation of ideas for planning; purpose, audience, features/conventions and context) 10 MARKS – Outstanding response – Intelligent and mature ideas – Extensive knowledge of features of the type of text – Writing maintains focus; coherent in content and ideas – Highly elaborated; all details support the topic – Appropriate and accurate format – Very good response – Maintains focus; no digressions – Coherent in content and ideas; very well elaborated; details support the topic – Appropriate format with minor inaccuracies – Adequate response – Not completely focused; some digressions – Reasonably coherent in content and ideas – Some details support the topic – Generally appropriate format but with some inaccuracies – Basic response – Some focus but writing digresses – Not always coherent in content and ideas – Few details support the topic – Has vaguely applied the rules of format; some critical oversights – Response reveals no knowledge of features of this type of text – Meaning is obscure with major digressions – Not coherent; very few ideas support the topic – Has not applied the rules of format LANGUAGE, STYLE AND EDITING 5 4 3 2 0–1 (Tone, register, style, purpose/effect, audience and context; language use and conventions; word choice; punctuation and spelling) 5 MARKS – Tone, register, style and vocabulary highly appropriate to purpose, audience and context – Grammatically accurate and well constructed – Virtually error-free – Tone, register, style and vocabulary very appropriate – Generally grammatically accurate and well constructed – Mostly good vocabulary; mostly error-free – Tone, register, style and vocabulary appropriate – Some grammatical errors – Adequate vocabulary – Errors do not impede meaning – Tone, register, style and vocabulary less appropriate – Inaccurate grammar with numerous errors – Limited vocabulary – Meaning is obscured – Tone, register, style and vocabulary do not correspond to purpose, audience and context – Error-ridden and confusing – Meaning seriously impaired MARK RANGE 13–15 10–12 7–9 4–6 0–3 Copyright reserved