schemebi trial p1 bi trial p1 pahang spm 2008

8/14/2019 SchemeBI Trial P1 BI Trial P1 Pahang SPM 2008

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SPM TRIAL 2008 _PAPER 1BI_Trial_P1 Pahang SPM 20081

MARKING SCHEME FOR ENGLISH PAPER 1 TRIAL 2008

QUESTION 1 (DIRECTED WRITING)

CONTENT 15 marks

LANGUAGE 20 marks

TOTAL - 35 marks

a) CONTENT - 15 marks

Do not award marks for the mere mention of the main idea, there must be a

lead in e.g. C3 One of the objectives of the English Language Week is to encourage

students to speak in English.

Format: (3 marks)

F1 Title

F2 Paragraphing

F3 The writer of the report

Content: (12 marks)

C1 - 7th 11th April 2008

C2 - improve English through fun activities

C3 - encourage students to speak in English

C4 - open to all students

C5 - debate

C6 - choral speaking

C7 - public speaking

C8 - spelling bee

C9 - number of winners for each activity

C10 - prizes books & hampers

C11- students gain confidence

C12 - discover new talents


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b) LANGUAGE - 20 marks

Marks are awarded for :

i) Accurate Englishii) Style and Tone appropriate to the task

CRITERIAFOR MARKING LANGUAGE (DIRECTED WRITING)

Question 1 : Directed Writing

MarkRange

Description of Criteria

A

19 - 20

The language is entirely accurate apart from very occasional firstdraft slips.

Sentence structure is varied and shows that the candidate isable 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 writer is fully aware the readers arestudents.

B

16 - 18

The language is accurate; occasional errors are either minor orfirst draft slips.

Vocabulary is wide enough to convey intended shades ofmeaning with some precision.

Sentences show some variation of length and type, includingsome 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 ofthe reader is aroused and sustained throughout most of thecomposition.

The article is written in paragraphs which show some unity andare usually linked appropriately.

The tone is appropriate the writer is aware the readers arestudents.


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U (i)

4 - 6

Meaning is fairly clear but high incidence of throughout thewriting will definitely impede the reading.

There will be many serious errors of various kinds throughout thescript but they are mainly of the single word type, i.e. they couldbe corrected without rewriting the whole sentence.

A script at this level will have very few accurate sentences. Although communication is established, the frequent errors maycause blurring.

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. There may be frequent spelling errors. The tone may not be appropriate for the audience or, if it is, may

not show understanding of the detailed requirements of the task.

U(ii)

2 - 3

The reader is able to get some sense out of the script but errorsare multiple in nature, requiring the reader to read and re-readbefore 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 as to make meaning blur.

This type of script may also be far short of the required number ofwords.

Whole sections of the article may make little or no sense. Thereare unlikely to be more than one or two accurate sentences. Thecontent is comprehensible, but its tone is hidden by the densityof errors.

U(iii)

0 - 1

Scripts in this category are almost entirely impossible to read. Whole sections of the article may make little or no sense at all or

are 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 beginning to end.


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CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF CONTINUOUS

WRITING

Mark Range Description of Criteria

A

44 - 50

The language is entirely accurate apart from very occasional firstdraft slips.

Sentence structure is varied and shows that the candidate is ableto 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 thewriting.

B

38 - 43

The language is accurate; occasional errors are either minor or firstdraft slips.

Vocabulary is wide enough to convey intended shades of meaningwith some precision.

Sentences show some variation of length and type, including somecomplex sentences.

Punctuation is almost always accurate and generally helpful.

Spelling is nearly always accurate.

Paragraphs show some evidence of planning, have unity and areusually appropriately linked.

The piece of writing is relevant to the topic and the interest of thereader is aroused and sustained through most of the composition.

C

32 - 37

The language is largely accurate.

Simple structures are used without error; mistakes may occur whenmore sophisticated structures are attempted.

Vocabulary is wide enough to convey intended meaning but maylack precision.

Sentences may show some variety of structure and length but thereis a tendency to use one type of structure, giving it a monotonouseffect.

Punctuation of simple structures is accurate on the whole but errorsmay occur in more complex uses.

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

The composition is written in paragraphs which may show someunity, although links may be absent or inappropriate. The writing is

relevant but may lack originality and planning. Some interest isaroused but not sustained.

D

26 - 31

The language is sufficiently accurate to communicate meaningclearly to the reader.

There will be patches of clear, accurate language, particularly whensimple vocabulary and structures are used.

There is some variety of sentence type and length but the purposeis not clearly seen. Punctuation is generally correct but does notclarify meaning. Vocabulary is usually adequate to show intended


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meaning but this is not developed to show precision.

Simple words will be spelt correctly but more spelling errors willoccur.

Paragraphs are used but show lack of planning or unity.

The topic is addressed with some relevance but the reader may findcomposition at this level lacking in liveliness and interest value.

E

20 - 25

Meaning is never in doubt, but single word errors are sufficientlyfrequent and serious to hamper reading.

Some simple structures may be accurate, but a script at this level isunlikely to sustain accuracy for long.

Vocabulary is limited - either too simple to convey precise meaningor more ambitious but imperfectly understood.

Simple words may be spelt correctly but frequent mistakes inspelling 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 apartial 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.

U(i)

14 - 19

Meaning is fairly clear but the high incidence of errors throughoutthe writing will definitely impede the reading.

There will be many serious errors of various kinds throughout thescript but they are mainly of the single word type, i.e. they could becorrected 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.

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.

U(ii)8 - 13

The reader is able to get some sense out of the script but errors aremultiple requiring the reader to read and re-read before being ableto understand.

At this level, there may be only a few accurate but simplesentences.

The content may be comprehensible, but the incidence of linguisticerror is so high as to make meaning blur.

This type of script may also be far short of the required number ofwords.

U(iii)

0 - 7

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 beawarded.

schemebi trial p1 bi trial p1 pahang spm 2008

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