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

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

- Page: https://www.hlayiso.com/library/grade-9-english-hl-2026-november-mock-exam-memorandum-paper-2-english/25c818b0-0240-4800-8ccd-f31f4dc49fa2
- Updated: 2026-10-26
- Subject: English HL
- Grade: Grade 9
- Language: English
- Document type: Memorandum
- Year: 2026
- Exam period: November Mock Exam
- Paper: 2
- Publisher: Hlayiso
- Curriculum: CAPS
- Pages: 9

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## About this document

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

Read it free online on the page above; download the PDF from there.

## Matching paper and memo

- [Grade 9 English HL P2 November 2026 Mock](https://www.hlayiso.com/library/grade-9-english-hl-2026-november-mock-exam-question-paper-paper-2-english/c049663f-536d-412d-a51d-bdcf1589c6f2) — QP · 2026 · Eng

## Document text

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

### Page 2

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.
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### Page 3

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]
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### Page 4

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]
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### Page 5

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
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### Page 6

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]
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### Page 7

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
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### Page 8

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.
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### Page 9

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.
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