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

> Grade 9 English FAL Paper 2 memorandum from the November Mock Exam 2026 (English), 8 pages. Read online or get the free PDF download, question paper linked when available.

- Page: https://www.hlayiso.com/library/grade-9-english-fal-2026-november-mock-exam-memorandum-paper-2-english/29bfb2f6-5cb5-42aa-bea3-fc3a025527cf
- Updated: 2026-10-26
- Subject: English FAL
- Grade: Grade 9
- Language: English
- Document type: Memorandum
- Year: 2026
- Exam period: November Mock Exam
- Paper: 2
- Publisher: Hlayiso
- Curriculum: CAPS
- Pages: 8

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## About this document

English FAL · Grade 9 · November Mock Exam · 2026. Memorandum, 8 pages. Read online or download the PDF.

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### Page 1

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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.

### Page 2

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]
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### Page 3

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]
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### Page 4

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
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### Page 5

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]
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### Page 6

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
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### Page 7

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
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### Page 8

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
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