spm trial 2010 bi ans (pahang)

8/8/2019 SPM Trial 2010 BI Ans (Pahang)

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SULIT 1119/1

1119/1 @2010 Hak Cipta PKSPM Pahang

MARK SCHEME FOR PAPER 1English Language 1119/1

(Form 5) Trial 2010

Section A : DIRECTED WRITING

This question is assessed as follows :1) Allocation of Marks :

FORMAT : 3 marksCONTENT : 12 marksLANGUAGE : 20 marks

----------TOTAL 35 marks

======2) Format:* The elements a)Senders name & address

b) Receivers name / position & addressc) Date

d) Salutatione) Titlef) Signing off (Yours faithfully / Yours truly)g) Senders signatureh) Senders name

*Award marks according to the table below.Number ofelements

Marks

6-8 34-5 22-3 10-1 0

3) Contents :C1 Buses are in bad conditionC2 Seats are worn out and brokenC3 Not punctualC4 Passengers go to office and school lateC5 Reckless driversC6 Drive over the speed limitC7 Take too many passengersC8 DiscomfortC9 Suggestion to improve the bus serviceC10 Hire courteous drivers and conductorsE1 & E2 Elaboration on any two of the content points

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SULIT 1119/1


Marks for LanguageCATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF DIRECTEDWRITING

Mark

Range

Description of Criteria

A19 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 particulareffect.

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 throughoutthe writing.

The tone is appropriate.

B16 - 18

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

Sentences show some variation of length and type, includingsome complex sentences.

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

Punctuation is almost always accurate and generally helpful tothe reader.

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 throughout the writing.

The tone is appropriate and shows dissatisfaction.

C

13 - 15

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 butthere is a tendency to use one type of structure, giving it amonotonous effect.

Punctuation of simple sentences is accurate on the whole buterrors may occur in more complex use.



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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.

The style is recognizable as formal. The tone of the letter ismostly appropriate.

D10 - 12

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

There may be patches of clear, accurate language, particularlywhen simple vocabulary and structures are used.

There is some variety of sentence type and length but thepurpose 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 interestvalue.

Lapses in tone may be a feature.

E7 - 9

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 thislevel is unlikely to sustain accuracy for long.

Vocabulary is limited either too simple to convey precisemeaning or 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 may show some relevance to the topic butonly partial treatment is given.

The high incidence in linguistic errors is likely to distract thereader from any merits of content that the composition has.

The letter may have paragraphs but these lack unity and linksare incorrectly used or the speech may not be paragraphed atall.

There may be errors of sentence separation and punctuation. The tone may be inappropriate for a formal letter..



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U(i)4 - 6

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

There may be many serious errors of various kinds throughoutthe script but they are mainly of the single word type; they couldbe 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 sentenceseparation errors may occur.

There may be frequent spelling errors.

The tone may not be appropriate for a formal letter. It does notshow 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 errors

are 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 simplesentences.

The content may be comprehensible, but the incidence oflinguistic errors is so high that meaning is blurred.

This type of script may also be far short of the required numberof words.

Whole sections of the letter may make little or no sense. Thereare unlikely to be more than one or two accurate sentences.

The content is comprehensible, but its tone is hidden by thedensity of errors.

U(iii)0 - 1

A script in this category is almost entirely impossible to read.

Whole sections of the letter may make little or no sense at all orit is copied from the task.

Where occasional patches of clarity occur, marks should beawarded.

Award 1 mark if some sense can be obtained.

The mark 0 should only be awarded if the letter makes nosense at all from the beginning to the end.



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Section B : CONTINUOUS WRITING

CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF CONTINUOUSWRITING

Mark Range Description of Criteria

A

44 - 50

The language is entirely accurate apart from very occasionalfirst draft slips.

Sentence structure is varied and shows that the candidate isable to use various types of sentences to achieve a particulareffect.

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.

B

38 - 43

The language is accurate; occasional errors are either minoror first 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 andare usually appropriately linked.

The piece of writing is relevant to the topic and the interest ofthe reader is aroused and sustained through most of thecomposition.

C

32 - 37

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 butmay lack precision.

Sentences may show some variety of structure and length butthere is a tendency to use one type of structure, giving it amonotonous effect.

Punctuation of simple structures is accurate on the whole buterrors may occur in more complex uses.

Simple words may be spelt correctly but errors may occur



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when more sophisticated words are used.

The composition is written in paragraphs which may showsome 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.

D

26 - 31

The language is sufficiently accurate to communicatemeaning clearly to the reader.

There will be patches of clear, accurate language, particularlywhen simple vocabulary and structures are used.

There is some variety of sentence type and length but thepurpose is not clearly seen. Punctuation is generally correctbut does not clarify meaning. Vocabulary is usually adequateto show intended meaning but this is not developed to showprecision.

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 readermay find the composition at this level lacking in liveliness andinterest value.

E

20 - 25

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

Some simple structures may be accurate, but a script at thislevel 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 thereader from any merits of content that the composition mayhave.

U(i)

14 - 19

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

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

A script at this level will have very few accurate sentences.

Although communication is established, the frequent errorsmay cause blurring.



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SULIT 1119/1


Sentences will be simple and very often repetitive.

Punctuation will sometimes be used correctly but sentenceseparation errors may occur.

Paragraphs lack unity or there may not be any paragraphs atall.

U(ii)8 - 13

The reader is able to get some sense out of the script buterrors are multiple requiring the reader to read and re-readbefore being able to understand.

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

The content may be comprehensible, but the incidence oflinguistic error is so high that meaning is blurred.

This type of script may also be far short of the requirednumber of words.

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 be

awarded.



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31 Summary [15 marks]

C1 are learned the hard way but some could be learned by watching the experiences ofothers

C2 life is not fairC3 have to get used to itC4 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 goodC6 do not complain that your father is hard on you or that your teacher is strict as theworld will be harsher

C7 if you make a mess of things, its not your parents faultC8 learn from other peoples mistakesC9 if you make serious mistakes in real life, you will pay for itC10 having and holding an honest job is important in life for a responsible manC11 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 = 5Use of English = 4

-------9 2 = 4.5 = 5 marks

STYLE AND PRESENTATION DESCRIPTORS SUMMARY

MARKSPARAPHRASE

MARKS USE OF ENGLISH

5Excellent

a sustained

attemptto rephrase the

text

expression issecure

difficult phrasesfrom text may besubstituted

5Excellent

language is accurate

occasional errors

sentence structure varied marked ability to use original

complex syntax

punctuation accurate

spelling correct throughout

4

Good

noticeableattemptto rephrase thetext

free fromstretches of lifting

expression isgenerally secure

4

Good

language is almost alwaysaccurate

serious errors will be isolated

some variation of sentences

punctuation accurate spelling largely accurate

3Fair

intelligent andselective lifting butlimited attempt torephrase

expression maynot always be

3Fair

language is sufficientlyaccurate

simple structures dominate

serious errors not frequent butnoticeable

spelling nearly always



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3

secure accurate

fairly well-organised andcoherent in some parts

2

Unsatisfactory

total lifting of textbut not acompletetranscript

attempts to

substitute butonly for singlewords

irrelevantsections morefrequent

2

Unsatisfactory

meaning is not in doubt

serious errors more frequent

simple structures accurate butnot maintained

spelling accurate

some irrelevant parts

0-1Poor

more or less atranscript of thetext

no originality

irrelevantsections copied

0-1Poor

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 marksLanguage - 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.



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MARKRANGE

CONTENT MARKRANGE

LANGUAGE

9 10 * a consistently relevant andconvincing response to thetask specified

* almost always providetextual evidence with

details and well-developed

5 * accurate* very well - organised

7 - 8 * a relevant response to thetask

* usually provides textualevidence ( somedevelopment )

4 * largely accurate* well-organised

5 - 6 * an intermittently relevantresponse to the task

* provide some textualevidence with little

development

3 * frequent errors but meaningis never in doubt

* fairly organised

3 - 4 * a response of very littlerelevance of task

* hardly any textual evidence

2 * some blurring in meaning* poorly organised

1 - 2 * shows barely anyunderstanding of therequirement(s) of the task

* response has no relevanceto the task

1 * makes little or no sense atall

* lacks organisation


spm trial 2010 bi ans (pahang)

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