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1119/1

MARK SCHEME FOR PAPER 1 English Language 1119/1 (Form 5) Trial 2010

Section A : DIRECTED WRITING This question is assessed as follows : 1) Allocation of Marks : FORMAT : 3 marks CONTENT : 12 marks LANGUAGE : 20 marks ---------TOTAL 35 marks ====== 2) Format: * The elements – a) Sender’s name & address b) Receiver’s name / position & address c) Date d) Salutation e) Title f) Signing off (Yours faithfully / Yours truly) g) Sender’s signature h) Sender’s name *Award marks according to the table below. Number of Marks elements 6-8 3 4-5 2 2-3 1 0-1 0

3) Contents : C1 – Buses are in bad condition C2 – Seats are worn out and broken C3 – Not punctual C4 – Passengers go to office and school late C5 – Reckless drivers C6 – Drive over the speed limit C7 – Take too many passengers C8 – Discomfort C9 – Suggestion to improve the bus service C10 – Hire courteous drivers and conductors E1 & E2 – Elaboration on any two of the content points

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1119/1

Marks for Language CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF DIRECTED WRITING Mark Range

Description of Criteria 

A 19 – 20

        

B 16 - 18

      

C 13 - 15

    

The language is entirely accurate apart from very occasional first draft slips. Sentence structure is varied and shows that the candidate is able to use various types of sentences to achieve a particular effect. Vocabulary is wide and is used with precision. Punctuation is accurate and helpful to the reader. Spelling is accurate across the full range of vocabulary used. Paragraphs are well-planned, have unity and are linked. The topic is addressed with consistent relevance. The interest of the reader is aroused and sustained throughout the writing. The tone is appropriate. The language is accurate; occasional errors are either minor or first draft slips. Sentences show some variation of length and type, including some complex sentences. Vocabulary is wide enough to convey intended shades of meaning with some precision. Punctuation is almost always accurate and generally helpful to the reader. Spelling is nearly always accurate. Paragraphs show some evidence of planning, have unity and are usually appropriately linked. The piece of writing is relevant to the topic and the interest of the reader is aroused and sustained throughout the writing. The tone is appropriate and shows dissatisfaction. The language is largely accurate. Simple structures are used without error; mistakes may occur when more sophisticated structures are attempted. Vocabulary is wide enough to convey intended meaning but lacks precision. Sentences may show some variety of structure and length but there is a tendency to use one type of structure, giving it a monotonous effect. Punctuation of simple sentences is accurate on the whole but errors may occur in more complex use.

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

Simple words may be spelt correctly but errors may occur when more sophisticated words are used.



The composition is written in paragraphs which may show some unity, although links may be absent or inappropriate. The writing is relevant but may lack originality and planning. Some interest is aroused but not sustained. The style is recognizable as formal. The tone of the letter is mostly appropriate.

  D 10 - 12

        

E 7-9

        

The language is sufficiently accurate to communicate meaning clearly to the reader. There may be patches of clear, accurate language, particularly when simple vocabulary and structures are used. There is some variety of sentence type and length but the purpose is not clearly seen. Punctuation is generally correct but does not clarify meaning. Vocabulary is usually adequate to show intended meaning but this is not developed to show precision. Simple words may be spelt correctly but more spelling errors are present. Paragraphs are used but show lack of planning or unity. The topic is addressed with some relevance but the reader may find the composition at this level lacking in liveliness and interest value. Lapses in tone may be a feature. Meaning is never in doubt, but single word errors are sufficiently frequent and serious to hamper reading. Some simple structures may be accurate, but a script at this level is unlikely to sustain accuracy for long. Vocabulary is limited – either too simple to convey precise meaning or more ambitious but imperfectly understood. Simple words may be spelt correctly but frequent mistakes in spelling and punctuation make reading the script difficult. Paragraphs lack unity or are haphazardly arranged. The subject matter may show some relevance to the topic but only partial treatment is given. The high incidence in linguistic errors is likely to distract the reader from any merits of content that the composition has. The letter may have paragraphs but these lack unity and links are incorrectly used or the speech may not be paragraphed at all. There may be errors of sentence separation and punctuation. The tone may be inappropriate for a formal letter..

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1119/1

 U(i) 4-6

       

U(ii) 2-3     

U(iii) 0-1

    

Meaning is fairly clear but the high incidence of errors throughout the writing will definitely impede the reading. There may be many serious errors of various kinds throughout the script but they are mainly of the single word type; they could be corrected without rewriting the whole sentence. A script at this level may have very few accurate sentences. Although communication is established, the frequent errors may cause blurring. Sentences may be simple and very often repetitive. Punctuation may sometimes be used correctly but sentence separation errors may occur. There may be frequent spelling errors. The tone may not be appropriate for a formal letter. It does not show understanding of the detailed requirements of the task. The reader is able to get some sense out of the script but errors are multiple in nature, requiring the reader to read and re-read before being able to understand. At this level, there may be only a few accurate but simple sentences. The content may be comprehensible, but the incidence of linguistic errors is so high that meaning is blurred. This type of script may also be far short of the required number of words. Whole sections of the letter may make little or no sense. There are unlikely to be more than one or two accurate sentences. The content is comprehensible, but its tone is hidden by the density of errors. A script in this category is almost entirely impossible to read. Whole sections of the letter may make little or no sense at all or it is copied from the task. Where occasional patches of clarity occur, marks should be awarded. Award ‘1’ mark if some sense can be obtained. The mark ‘0’ should only be awarded if the letter makes no sense at all from the beginning to the end.

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Section B : CONTINUOUS WRITING CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF CONTINUOUS WRITING Mark Range

Description of Criteria 

A



44 - 50        B

 

38 - 43    

   C



32 - 37

 

The language is entirely accurate apart from very occasional first draft slips. Sentence structure is varied and shows that the candidate is able to use various types of sentences to achieve a particular effect. Vocabulary is wide and is used with precision. Punctuation is accurate and helpful to the reader. Spelling is accurate across the full range of vocabulary used. Paragraphs are well-planned, have unity and are linked. The topic is addressed with consistent relevance. The interest of the reader is aroused and sustained throughout the writing. The language is accurate; occasional errors are either minor or first draft slips. Vocabulary is wide enough to convey intended shades of meaning with some precision. Sentences show some variation of length and type, including some complex sentences. Punctuation is almost always accurate and generally helpful. Spelling is nearly always accurate. Paragraphs show some evidence of planning, have unity and are usually appropriately linked. The piece of writing is relevant to the topic and the interest of the reader is aroused and sustained through most of the composition. The language is largely accurate. Simple structures are used without error; mistakes may occur when more sophisticated structures are attempted. Vocabulary is wide enough to convey intended meaning but may lack precision. Sentences may show some variety of structure and length but there is a tendency to use one type of structure, giving it a monotonous effect. Punctuation of simple structures is accurate on the whole but errors may occur in more complex uses. Simple words may be spelt correctly but errors may occur

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1119/1



 D  26 - 31 

  

  E



20 - 25

   

  U(i)

14 - 19

 

when more sophisticated words are used. The composition is written in paragraphs which may show some unity, although links may be absent or inappropriate. The writing is relevant but may lack originality and planning. Some interest is aroused but not sustained. The language is sufficiently accurate to communicate meaning clearly to the reader. There will be patches of clear, accurate language, particularly when simple vocabulary and structures are used. There is some variety of sentence type and length but the purpose is not clearly seen. Punctuation is generally correct but does not clarify meaning. Vocabulary is usually adequate to show intended meaning but this is not developed to show precision. Simple words will be spelt correctly but more spelling errors will occur. Paragraphs are used but show lack of planning or unity. The topic is addressed with some relevance but the reader may find the composition at this level lacking in liveliness and interest value. Meaning is never in doubt, but single word errors are sufficiently frequent and serious to hamper reading. Some simple structures may be accurate, but a script at this level is unlikely to sustain accuracy for long. Vocabulary is limited - either too simple to convey precise meaning or more ambitious but imperfectly understood. Simple words may be spelt correctly but frequent mistakes in spelling and punctuation make reading the script difficult. Paragraphs lack unity or are haphazardly arranged. The subject matter will show some relevance to the topic but only partial treatment is given. The high incidence of linguistic errors is likely to distract the reader from any merits of content that the composition may have. Meaning is fairly clear but the high incidence of errors throughout the writing will definitely impede the reading. There will be many serious errors of various kinds throughout the script but they are mainly of the single word type, i.e. they could be corrected without rewriting the whole sentence. A script at this level will have very few accurate sentences. Although communication is established, the frequent errors may cause blurring.

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1119/1

    U(ii) 8 - 13    U(iii) 0-7

  

Sentences will be simple and very often repetitive. Punctuation will sometimes be used correctly but sentence separation errors may occur. Paragraphs lack unity or there may not be any paragraphs at all. The reader is able to get some sense out of the script but errors are multiple requiring the reader to read and re-read before being able to understand. At this level, there may be only a few accurate but simple sentences. The content may be comprehensible, but the incidence of linguistic error is so high that meaning is blurred. This type of script may also be far short of the required number of words. Scripts in this category are almost entirely impossible to read. Whole sections may make little or no sense at all. Where occasional patches of clarity occur, marks should be awarded.

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Form 5 Answer scheme Bahasa Inggeris (SPM Trial Exam) Section A Questions 1 – 8 1. 2. 3. 4. 5. 6. 7. 8.

B D A C C D A B

(Questions 9 – 15) 9. 10. 11. 12. 13. 14. 15.

B B D C A C A

Section B 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

learn the dangers of borrowing from loan sharks / how to manage your finances. Basic self-defense for women free advice / obtain information on keeping the school safe and protected from bullies. Rotary Club’s ‘Stress-Buster’ Camp An audiometric test. At the Pahang Anti-Bully Society / www. anti-bully.com Ear, Nose and Throat Centre at Kuantan Garden Learn self-defense at community hall of Taman Seri Temerloh. Damai Jaya Beach Resort, Kuantan Attend a talk given by an officer from the Credit Management and Counselling Agency of Bank Negara / Sign him up for the talk on the Ah Long scourge.

Section C Questions 26 – 30 26 27 (a)

37 / thirty-seven times he didn’t lose his temper any more

(b) i. every time he held his temper ii. even if the nails were pulled out, the fence will never be the same or one must be careful of what is spoken as the hurt will remain 28 (a) (b)

must achieve something with his life the world and the boss

29 (a) (b)

the money will be needed to look after himself and his family responsible

30

we can earn respect from people if we achieve something, Nobody will respect us if we are useless Accept any other suitable answer

[2 marks]

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Summary

[15 marks]

C1

are learned the hard way but some could be learned by watching the experiences of others C2 life is not fair C3 have to get used to it C4 the world expects you to achieve something / cannot expect the rest of the world to respect you C5 you have to do well in life to feel good C6 do not complain that your father is hard on you or that your teacher is strict as the world will be harsher C7 if you make a mess of things, it’s not your parents’ fault C8 learn from other people’s mistakes C9 if you make serious mistakes in real life, you will pay for it C10 having and holding an honest job is important in life for a responsible man C11 be nice to people Language Descriptors

Marks for Style and Presentation are awarded based on the average sum total (to the nearest rounded fraction/decimal) of Paraphrase and Use of English. Annotate as follows : Paraphrase Use of English

= 5 = 4 ------9 ÷ 2 = 4.5 = 5 marks STYLE AND PRESENTATION DESCRIPTORS SUMMARY

MARKS

PARAPHRASE 

5 Excellent

text  

 4 Good

 

MARKS    

a sustained attempt to rephrase the expression is secure difficult phrases from text may be substituted

5 Excellent

 

 noticeable attempt to rephrase the text free from stretches of lifting expression is generally secure

4 Good

intelligent and selective lifting but limited attempt to rephrase  expression may not always be

   



 3 Fair

USE OF ENGLISH

3 Fair

  

language is accurate occasional errors sentence structure varied marked ability to use original complex syntax punctuation accurate spelling correct throughout

language is almost always accurate serious errors will be isolated some variation of sentences punctuation accurate spelling largely accurate

language is sufficiently accurate simple structures dominate serious errors not frequent but noticeable spelling nearly always

2

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secure  

2 Unsatisfactory



  0-1 Poor

 

total lifting of text but not a complete transcript attempts to substitute but only for single words irrelevant sections more frequent more or less a transcript of the text no originality irrelevant sections copied

   2 Unsatisfactory

 

 0-1 Poor

 

accurate fairly well-organised and coherent in some parts meaning is not in doubt serious errors more frequent simple structures accurate but not maintained spelling accurate some irrelevant parts

heavy frequency of errors – hampers reading fractured syntax / fragmented incoherent

Note : 1. The mark 0 is awarded if the material used is from outside the prescribed text (totally irrelevant) 2. For a ‘more or less complete transcript of text’ maximum for USE OF ENGLISH is 3.

SECTION D 32. a) Autumn / Fall.(1 mark) b) He decided to take the first road later. (1 mark) c) The persona was not sure whether he would be able to return to the junction and take the first road / The persona knew that things do not always turn out as we plan. (1 mark) d) Daring / Adventurous / Brave / Courageous / A risk-taker. (1 mark) because he dares to take the road that not many people travel on (1 mark) *Any expression with a similar idea 33. a) Her husband has gone droving. (1 mark) b) She dresses herself, tidies the children, smartens-up the baby (1 mark) and goes for a lonely walk along the bush track (1 mark) c) Yes / No. Any acceptable answer. (2 marks) 34. For this question, marks are awarded as follow : Content - 10 marks Language - 5 marks Total - 15 marks Note: 1. Read the script carefully before deciding which band it best fits and the content mark it deserves. 2. If the response meets all or nearly all the descriptors given in the bands, the response should be placed at the top level of the mark range for that particular band. 3. Then assess the quality of writing under the provision for LANGUAGE. 4. The final mark will be expressed as CONTENT plus LANGUAGE and the total is shown in the right hand margin of the script. 5. No response will fit perfectly into any band but examiners must judge which level best fits the descriptors described in the bands.

3

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MARK RANGE 9 – 10

7-8

5-6

3-4

1-2

CONTENT * a consistently relevant and convincing response to the task specified * almost always provide textual evidence with details and well-developed * a relevant response to the task * usually provides textual evidence ( some development ) * an intermittently relevant response to the task * provide some textual evidence with little development * a response of very little relevance of task * hardly any textual evidence * shows barely any understanding of the requirement(s) of the task * response has no relevance to the task

MARK RANGE 5

LANGUAGE * accurate * very well - organised

4

* largely accurate * well-organised

3

* frequent errors but meaning is never in doubt * fairly organised

2

* some blurring in meaning * poorly organised

1

* makes little or no sense at all * lacks organisation

4