English HL 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 HOME LANGUAGE P2 NOVEMBER 2026 (MOCK) MARKING GUIDELINES MARKS: 45 These marking guidelines consist of 9 pages.

English Home Language/P2 2 Senior Phase -- 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 10 LANGUAGE, STYLE AND EDITING 5 TOTAL 15 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 -- 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 250 words or a transactional text clearly much shorter than 160 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. SECTION A: ESSAY QUESTION 1 Learners are required to write ONE essay of 250–300 words on ONE of the given topics. Learners may write in any genre: narrative, descriptive, reflective, argumentative, discursive or a combination of these. 1.1 This was the year I discovered what I am really good at. • Mainly reflective, but a narrative account of the discovery is acceptable. • The talent/strength may be academic (Mathematics, debating, public speaking), creative (drawing, singing, writing, coding, cooking), sporting, practical (fixing things, farming) or personal (listening to others, leading a team, being patient with younger children). • There should be a sense of HOW the discovery happened (a teacher, a competition, a challenge, a failure that showed another strength) and what it means to the writer now and for the future. • Credit honest reflection on feelings (surprise, pride, growing confidence). Give credit for the tense: 'this year' places the essay in the recent past/present. [30] 1.2 'I had walked past the old house on the corner a hundred times. That afternoon, for the first time, the gate was open …' • Narrative (most likely); descriptive elements may be included. 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 open gate may lead to a mystery, an adventure, danger, a ghost story, a new friendship (e.g. a lonely elderly resident), a discovery about the neighbourhood's past, a rescue, etc. • Look for suspense, a clear sequence of events, a turning point and a credible, satisfying ending (a twist is acceptable). [30] Copyright reserved Please turn over

English Home Language/P2 4 Senior Phase -- Marking Guidelines Hlayiso/Mock 2026 1.3 A busy place at its busiest moment (descriptive, using the senses) • Descriptive essay. A thin storyline is acceptable, but the focus must be on DESCRIPTION, not on a long narrative. • Learners should appeal to several senses, e.g. the hooting of taxis and the calls of the gaatjies; the smell of vetkoek, roasting mealies or diesel; the press of bodies in a crowd; the colours of fruit stalls, jerseys or concert costumes; the taste of a cold drink or the dust in the air. • Credit vivid, precise vocabulary, figurative language (similes, metaphors, personification, onomatopoeia) and a clear sense of atmosphere and movement. • The place may be any busy place the learner knows well (the examples given are suggestions only). [30] 1.4 Learners in Grade 9 are too young to choose the subjects that will shape their future. • Argumentative (one clear side) or discursive (both sides weighed, with a conclusion). Either is acceptable, but the learner's point of view must be clear. • AGREE: learners at 14–15 often do not know their strengths or the careers available; they may follow friends or choose 'easy' subjects; poor choices (e.g. dropping Mathematics) can close doors to university courses and careers later. • DISAGREE: learners know their interests and strengths best; they can get guidance from teachers, parents, Life Orientation lessons, career expos and aptitude tests; making choices teaches responsibility; subjects can sometimes be changed in Grade 10. • Look for a strong introduction stating the position, logically developed arguments supported by examples, persuasive/rhetorical devices and a convincing conclusion. [30] 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 long road leading towards mountains at sunrise; a lone walker with a backpack • Literal: a journey on foot, leaving home, a pilgrimage, walking to school or to work, a hike, running away, travelling to a new life. • Figurative: life as a journey; a new beginning (sunrise); the road ahead after Grade 9; facing challenges (mountains) alone; hope, determination, loneliness. [30] Copyright reserved Please turn over

English Home Language/P2 5 Senior Phase -- Marking Guidelines Hlayiso/Mock 2026 1.5.2 A lighthouse on the rocks in a storm; its beams sweep across the stormy sky above a small boat tossed on the waves • Literal: a shipwreck or rescue at sea, a lighthouse keeper's story, a fisherman caught in a storm, a holiday at the coast. • Figurative: a person who is a 'lighthouse' (a guide, parent, teacher, friend) during difficult times; hope in darkness; finding direction; standing firm against the storms of life. [30] 1.5.3 A dark passage; at the end, a door stands open and a figure is outlined against bright light • Literal: a mystery or ghost story, a hospital or school corridor, waiting outside an office for news, a burglar, a surprise party, a visitor late at night. • Figurative: opportunity ('a door opens'), the unknown future, fear and courage, moving from darkness (difficulty, grief, ignorance) into light (hope, knowledge, healing). [30] TOTAL SECTION A: 30 Copyright reserved Please turn over

English Home Language/P2 6 Senior Phase -- 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 160–180 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 10; LANGUAGE, STYLE AND EDITING 5). 2.1 INFORMAL/FRIENDLY LETTER • Format: writer's address (top right); date below the address; informal salutation (e.g. Dear Thabo / Dear cousin); body in paragraphs; informal ending (e.g. Your cousin, / Lots of love,) and the writer's first name. Accept the address on the left if it is consistent. • Content: refers to the cousin's voice note and fears; shares the writer's own experience of starting high school (first day, getting lost, new subjects); practical advice on making friends (join a club or sport, be yourself), finding one's way (map, asking prefects), and managing work (homework timetable, asking teachers for help). • Register and tone: warm, friendly, reassuring and encouraging; informal but no SMS language. Mild humour is acceptable. [15] 2.2 FORMAL LETTER: LETTER OF APPLICATION • Format: writer's address (top right) and date; recipient's address on the left (The Head Librarian, Kgalagadi Community Library, PO Box 4417, Kimberley, 8300); formal salutation (Dear Sir/Madam); subject line (e.g. RE: APPLICATION FOR THE POSITION OF HOLIDAY READING-CLUB HELPER); body in paragraphs; Yours faithfully (with Sir/Madam) and the writer's full name (and signature). • Content: states the position applied for and where it was advertised; gives the learner's age/grade and school; explains suitability: love of reading, experience with young children (younger siblings, Sunday school, holiday clubs), reliability, creativity for crafts and games; confirms availability from 7 to 17 December, 09:00–12:00; offers references/contact details; requests an interview. • Register and tone: formal, polite and confident; no slang or contractions. [15] Copyright reserved Please turn over

English Home Language/P2 7 Senior Phase -- 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. (shaking her head); a new line for each speaker. • Content: the friend explains the plan; the writer persuades him/her not to buy or use the answers: they are probably fake (a scam to take money); it is cheating and dishonest; serious consequences (results cancelled, disciplinary hearing, losing the trust of teachers and parents); it does not help the friend to learn the work needed in Grade 10; offer of help to study together. The dialogue should reach a conclusion (persuaded or not). • Register and tone: conversational and natural between friends; persuasive and caring; some informal language is acceptable in context, but no vulgar language. [15] 2.4 NEWS REPORT • Format: a catchy headline; the reporter's name (by-line) and the place/date (dateline); an introductory paragraph that answers the key questions (WHO? WHAT? WHEN? WHERE? WHY? HOW?); body paragraphs with further details in order of importance; quotations from participants (e.g. a learner, a teacher, a community member); a closing paragraph. Written in the third person and mainly in the past tense. Columns are not required. • Content: the clean-up last Saturday at the stream that runs past the school; learners and community working together; bags of litter removed, trees planted along the banks, signs put up; why it matters (health, wildlife, pride in the community); plans to keep the stream clean. • Register and tone: formal, factual and objective; no personal opinion except in quoted words. [15] TOTAL SECTION B: 15 GRAND TOTAL: 45 Copyright reserved Please turn over

English Home Language/P2 8 Senior Phase -- 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 20–24 15–19 9–14 0–8 NOTE: The mark range is a guide only. Add the marks awarded for the three criteria to obtain the final mark out of 30. The ranges are continuous; totals between the criterion levels arise when criteria are awarded at different levels, and this is acceptable. Copyright reserved Please turn over

English Home Language/P2 9 Senior Phase -- Marking Guidelines Hlayiso/Mock 2026 SECTION B: RUBRIC FOR ASSESSING LONGER TRANSACTIONAL TEXTS – HOME LANGUAGE [15 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 10 MARKS 8–10 – Outstanding response – Intelligent and mature ideas – Extensive knowledge of features of the type of text – Writing maintains focus – Coherence in content and ideas – Highly elaborated and all details support the topic – Appropriate and accurate format 6–7 – Very good response – Maintains focus – no digressions – Coherent in content and ideas, very well elaborated and details support the topic – Appropriate format with minor inaccuracies 4–5 – 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 3 – Basic response – Some focus but writing digresses – Not always coherent in content and ideas – Few details support the topic – Has vaguely applied the necessary rules of format – Some critical oversights 0–2 – Response reveals no knowledge of features of this type of text – Meaning is obscure with major digressions – Not coherent in content and ideas – Very few details support the topic – Has not applied the necessary rules of format LANGUAGE, STYLE AND EDITING Tone, register, style, purpose/effect, audience and context; language use and conventions; word choice; punctuation and spelling 5 MARKS 5 – Tone, register, style and vocabulary highly appropriate to purpose, audience and context – Grammatically accurate and well constructed – Virtually error-free 4 – Tone, register, style and vocabulary very appropriate to purpose, audience and context – Generally grammatically accurate and well constructed – Very good vocabulary – Mostly error-free 3 – Tone, register, style and vocabulary appropriate to purpose, audience and context – Some grammatical errors – Adequate vocabulary – Errors do not impede meaning 2 – Tone, register, style and vocabulary less appropriate to purpose, audience and context – Inaccurate grammar with numerous errors – Limited vocabulary – Meaning is obscured 0–1 – Tone, register, style and vocabulary do not correspond to purpose, audience and context – Error-ridden and confusing – Vocabulary not suitable for purpose – Meaning seriously impaired MARK RANGE 13–15 10–12 7–9 4–6 0–3 NOTE: The mark range is a guide only. Add the marks for the two criteria to obtain the final mark out of 15. The ranges are continuous; totals between the criterion levels arise when criteria are awarded at different levels, and this is acceptable. Copyright reserved