SPM English Paper 1 - Marking Scheme

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p. 1

marking scheme for spm paper 1 english 1119/1 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 content marks format all features must be mentioned to merit format marks marks i f1 ii f2 iii f3 sub-total content if content point is not mentioned no elaboration point can be awarded 1 1 1 3 all keywords have to be mentioned before any content point is awarded c1 c2 c3 c4 c5 c6 c7 c8 c9 c10 c11 c12 content point c1 content point c2 content point c3 content point c4 content point c5 content point c6 content point c7 content point c8 content point c9 content point c10 content point c11 content point c12 sub-total grand total 1 1 1 1 1 1 1 1 1 1 1 1 12 15

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p. 2

directed writing ­ language mark range description of criteria a 19 ­ 20 language ­ accurate with occasional first draft slips sentence structures ­ varied and sophisticated sentence length and type ­ employed to achieve intended effect vocabulary ­ wide sophisticated and used with precision punctuation ­ accurate and helpful spelling ­ accurate paragraphs ­ unified and well-linked topic ­ consistent relevance style ­ formal informative and concise and tone ­ always appropriate language ­ accurate with minor or first draft errors sentences ­ varied in length and type complex structures ­ confidently used vocabulary ­ wide conveying intended shades of meaning with some precision punctuation and spelling ­ almost always accurate style and tone ­ appropriate to the task writing ­ relevant and interest sustained throughout language ­ largely accurate simple structures ­ no errors mistakes in only more sophisticated structures vocabulary ­ adequate to convey meaning but not developed to precision sentences ­ some variety of length and structure tendency to use one type of structure punctuation and spelling ­ generally accurate errors in more complex use paragraphs ­ some unity but absent or inappropriate linkage writing ­ relevant interest not sustained throughout style and tone ­ appropriate to the task language ­ sufficiently accurate patches of clarity ­ simple vocabulary and structures limited sentence length and type mistakes with more complex sentences vocabulary ­ limited adequate but lacks precision simple words ­ spelt correctly with errors from unfamiliar words punctuation generally correct style and tone ­ appropriate written in paragraphs but lacks unity b 16 ­ 18 c 13 ­ 15 d 10 ­ 12 2

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p. 3

e 7­9 meaning ­ never in doubt single word errors swes ­ frequent and hampers reading simple sentence structures ­ accurate but not sustained vocabulary limited spelling ­ simple words accurate but mistakes with more difficult words style and tone ­ at times inappropriate paragraphs ­ lacks unity punctuation errors meaning ­ fairly clear swe ­ frequent and impedes reading accurate sentences ­ a few spelling and punctuation ­ frequent errors paragraphs ­ sometimes used correctly frequent spelling errors style and tone ­ often inappropriate multiple word errors mwe ­ requires re-reading and reorganising before meaning becomes clear sense ­ decipherable little or no sense ­ whole sections accurate sentence ­ likely to be one or two most simple sentences content ­ comprehensible style and tone ­ hidden by density of errors scripts ­ almost entirely impossible to recognize as english whole sections do not make sense or copied from text 0 mark awarded if writing makes no sense at all from beginning to end u i 4­6 u ii 2­3 u iii 0­1 3

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p. 4

marking scheme for continuous writing section b 1 the candidate s response will be assessed based on impression 2 the examiner shall read and re-read the response carefully and at the same time underline for gross or minor errors or put in insertion marks where such errors occur 3 the examiner should also mark for good vocabulary or expressions by putting a merit tick at the end of such merits 4 the examiner shall fit the candidate s response against the most appropriate band having most of the criteria as found in the band the examiner may have to refer to upper or lower bands to the band already chosen to best fit the student s response to the most appropriate band the marks from the band decided on for the script also depend on the number of criteria that are found in the script 5 justify the band and marks given if necessary by commenting on the strengths and weaknesses of the candidate s response using the criteria found in the band 4

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p. 5

continuous writing mark range description of criteria language ­ entirely accurate with occasional first draft slips sentence structures varied and sophisticated ­ achieve particular effect vocabulary ­ wide and precise ­ shades of meaning punctuation and spelling ­ accurate and helpful paragraphs ­ well-planned unified and linked topic ­ consistently relevant interest ­ aroused and sustained throughout writing language ­ accurate with occasional minor errors or first draft slips sentence ­ varied lengths and types some complex sentences vocabulary ­ wide and precise ­ shades of meaning punctuation and spelling ­ nearly always accurate paragraphs ­ evidence of planning appropriately linked writing ­ relevant interest aroused and sustained throughout language ­ largely accurate sentences ­ some variety in length and type tendency to use one type simple structures ­ error-free errors with more ambitious structures vocabulary ­ wide enough to convey meaning but lack precision punctuation in simple sentences ­ accurate with errors in more complex use spelling ­ simple words correct but misspelt with more sophisticated words paragraphs ­ show unity at times inappropriately linked writing ­ relevant lack originality and interest aroused and sustained throughout some interest ­ aroused but not sustained language ­ sufficiently accurate patches of clear accurate language ­ especially when simple structures and vocabulary used some variety in sentence type and length vocabulary ­ adequate but not developed to show intended precision punctuation and spelling ­ generally correct writing ­ relevant but lacks interest a 44 ­ 50 b 38 ­ 43 c 32 ­ 37 d 26 ­ 31 5

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p. 6

e 20 25 meaning ­ never in doubt single word errors swe ­ frequent and serious to hamper reading sentence structures ­ accurate but not sustained for long vocabulary ­ limited too simple or when more ambitious it s imperfectly understood spelling ­ simple words spelt correctly paragraphs ­ lack unity or haphazardly arranged some relevance ­ topic partially treated high incidence of linguistic errors meaning ­ fairly clear swe ­ very frequent and impedes reading/blurring vocabulary ­ many serious errors of various kinds mainly single-word type but could be corrected without rewriting sentences ­ very few are accurate often simple and repetitive punctuation and spelling ­ sometimes used correctly paragraphs ­ lack unity or no paragraphs at all some sense multiple word errors mwe ­ very frequent requires rereading before being understood impedes reading blurring only a few accurate sentences ­ mostly simple sentences length ­ short almost entirely impossible to read blurring whole sections make little or no sense at all occasional patches of clarity marks awarded vocabulary ­ simple words used 0 to scripts with no sense from beginning till the end u i 14 ­ 19 u ii 8 ­ 13 u iii 0­7 6

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