JABATAN PELAJARAN NEGERI SABAH

EXCEL 1 FORM 4
ENGLISH LANGUAGE
PAPER 1
MARKING SCHEME

SECTION A – DIRECTED WRITING

ASSESSMENT OBJECTIVES
To test candidates’ ability to:
• read and comprehend the rubric
• use the information given to display an understanding of the task
• generate ideas within the specific framework provided
• use clear and accurate Standard English in the response
• use a style and tone appropriate to the task

The objectives above are awarded as follows:

CONTENT – 15 marks
LANGUAGE – 20 marks
TOTAL – 35 marks

MARKING METHOD
Each script should be slowly read and annotated as detailed in the marking scheme. A brief comment
at the end of the script is sometimes helpful when checking accuracy of the marking, particularly
when the script has produced an answer which is not entirely catered for the marking scheme, but
which is a valid response to the task, and therefore should be given credit.

1 AWARDING MARKS FOR CONTENT

Content – 15 MARKS
 Do not award mark for mere mention of key words.

Format – 3 marks
F1 - Address (left hand side), Date (right hand side)
F2 - Salutation and title (Dear... )
F3 - Close (Yours sincerely/Yours faithfully…signature & name (at the
left hand side))

Content Points – 7 marks

C1 - rude librarians

C2 - insufficient space to sit and read

C3 - old and uncomfortable furniture
C4 - old and torn books
C5 - media equipment not functioning
C6 - reason 1
C7 - reason 2

Elaboration – 5 marks

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 2 AWARDING MARKS FOR LANGUAGE
Marks are awarded for:
i) Accurate English
ii) Style and tone appropriate to the task
* * Candidates need not use the exact words given in the stimulus. However, own language must
convey the same meaning.
MARKING METHOD
Indicate errors of language by underlining the word or phrase where the mistake occurs. Indicate
by a tick (√), good appropriate vocabulary, structure and tone. Award marks on a ‘best-fit’ basis
by referring to the Criteria for Marking Language.

Mark Range Description of Criteria

• The language is entirely accurate apart from very occasional first draft slips.
A • Sentence structure is varied and sophisticated - shows that the candidate is able to
19 – 20 use various types of sentences to achieve a particular effect.
• Vocabulary is wide and is used with precision.
• Punctuation is accurate and helpful to 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 writing.
• The style and tone are appropriate – formal, informative yet subtle criticism. The
reader is convinced that this could be a real complaint letter to a principal.
• The language is accurate; occasional errors are either minor or first draft slips.
B • Sentences show some variation in length and type, including complex sentences.
16 – 18
• Vocabulary is wide enough to convey intended shades of meaning with precision.
• Punctuation is almost always accurate and generally helpful to reader.
• Spelling is nearly always accurate.
• Paragraphs show some evidence of planning, have unity and are usually
appropriately linked.
• The composition is relevant to the topic and the interest of the reader is aroused and
sustained throughout most of the composition.
• The style and tone are formal, and appropriate for a letter to a principal. The reader
is satisfied that a genuine attempt has been made to write a formal letter to a
principal.
• The language is largely accurate.
C • Simple structures are used without error; mistakes may occur when more
13 – 15 sophisticated structures are attempted.
• 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.
• Vocabulary is adequate to convey intended meaning but lack precision.
• Punctuation of simple structure is generally accurate; errors may occur in more
complex uses.
• Spelling is generally accurate; errors may occur when sophisticated words are used.
• Written in paragraphs which show some unity; links may be absent or inappropriate.
• The writing is relevant but may lack originality and planning. Some interest is
aroused but not sustained.

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 • The style and tone are recognised as a formal letter to a principal. The tone is mostly
appropriate.
• The language is sufficiently accurate to communicate meaning clearly.
D • There will be patches of clear, accurate language, particularly when simple
10 – 12 vocabulary and structures are used.
• Mistakes will occur when more complex sentences are attempted.
• 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.
• Written in paragraphs but show lack of planning and unity.
• The topic is addressed with some relevance but may lack liveliness and interest
value.
• Lapses in tone and style.
• Meaning is never in doubt, but single word errors are sufficiently frequent and
E serious to hamper reading.
7–9 • Some simple structures may be accurate, but accuracy is not sustained.
• There may be errors of sentence separation and punctuation.
• Vocabulary is limited – either too simple to convey meaning or more ambitious but
imperfectly understood.
• Simple words may be spelt correctly but frequent mistakes and punctuation make
reading the script difficult.
• Paragraphs lack unity or links and are haphazardly arranged; or there may not be
paragraphed at all.
• The subject matter may show some relevance to the topic.
• The tone and style may be inappropriate for a formal letter to a principal.
• The high incidence of linguistic errors is likely to distract the reader from any merits
of content that the script may have.
• Meaning is fairly clear but the high incidence of errors throughout the script will
U (i) definitely impede the reading.
4–6 • There will be many serious errors of various kinds throughout the script but they are
mainly single word type (they could be corrected without rewriting the whole
sentence)
• A script at this level will have very few accurate sentences.
• Sentences will be simple and very often repetitive.
• Punctuation will sometimes be used correctly but sentence separation errors may
occur.
• There may be frequent spelling errors.
• Paragraphs lack planning or there may not be paragraphed at all.
• The tone and style may be inappropriate for a formal letter to a principal, or may not
show understanding of the detailed requirement of the task.
• The reader is able to get some sense out of the script but errors are multiple, requiring
U (ii) the reader to re-read and re-organise before meaning becomes clear.
2–3 • 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 of words.
• Whole sections of the letter may make little or no sense. There are unlikely to be

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 more than one or two accurate sentences. The content is comprehensible but its tone
is hidden by the density of errors
• Scripts in this category are almost entirely impossible to read.
U (iii) • Whole sections of the letter may make the little or no sense at all or are copied from
0–1 the task.
• 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 end.

NB No script will fit into any one of the categories described above. The appropriate mark for a
script is therefore determined by deciding which category most nearly reflects its
characteristics. Examiners should not construct any hierarchy of characteristics when
allocating a mark, but should assess the formal letter as a whole before deciding on any
category.

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SECTION B – CONTINUOUS WRITING

ASSESSMENT OBJECTIVES
To test candidates’ ability to:
• produce a piece of continuous prose in accurate Standard English
• respond relevantly and creatively to a task chosen from a number of alternatives.

Particular emphasis is placed upon the candidates’ ability to:

• write sentences of various lengths and types, using a variety of sentence structures as
an aid to meaning.
• use a wide range of vocabulary with precision.
• punctuate accurately and effectively.
• write in paragraphs which are appropriate linked and show cohesion.
• spell accurately over the full range of vocabulary.
• respond with relevance and precision to the chosen topic.
• engage and sustain the interest of the reader.

MARKING METHOD
• The whole of each composition should be read slowly and carefully, indicating all errors by
underlining the word or phrase where the mistake occurs and placing ticks to indicate good
use of language or subject matter
• When script has been read, it should be assigned to one of the levels of performance
described. No script will fit exactly to any category perfectly, but examiners must judge
which level best fits the characteristics described in the grade descriptions.

CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF CONTINUOUS WRITING

Mark
Description of criteria
range
A • The language is entirely accurate apart from very occasional first drafts slips
44 - 50 • Sentence structure is varied and sophisticated – shows 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 consistence relevance
• The interest of the reader is aroused and sustained throughout the writing
B • The language is accurate; occasional errors are either minor of first draft slips
38 - 43 • Sentences show some variation of length and type, including some complex
sentences
• Vocabulary is wide enough to convey intended shades of meaning with some

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 precision
• Punctuation is almost always accurate and generally helpful
• Spelling is nearly always accurate
• Paragraphs show some evidence of planning, have unity and usually linked well
• The piece of writing is relevant to the topic and the interest of the reader is
aroused and sustained through most of the composition

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 Mark
Description of criteria
range
C • The language is largely accurate
32 – 37 • Simple structures are used without error; mistakes occur when sophisticated
structures are attempted
• Sentences may show some variety of structure and length but there is a tendency
to use one type structure, giving it a monotonous effect
• Vocabulary is wide enough to convey intended meaning but lacks precision
• Punctuation of simple structures is accurate on the whole but errors may occur in
complex sentences
• Simple words may be spell correctly but errors may occur in more sophisticated
words
• The composition is written in paragraphs which may show some unity, the writing
is relevant but may lack originality and planning
• Some interest is aroused but not sustained

D • The language is sufficiently accurate to communicate meaning clearly to the

26 - 31 reader
• There will be patches of clear, accurate language with simple vocabulary/
structures
• There is some variety of sentence type and length. Punctuation is generally
correct but does not clarify meaning. Vocabulary is usually adequate to show
intended meaning
• 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 composition at this level lacks
liveliness and interest value
E • Meaning is never in doubt, but errors are sufficiently frequent/ serious to hamper
20 - 25 reading
• Some simple structures may be accurate, but unlikely to sustain accuracy for long
• Vocabulary is limited - too simple or more ambitious but imperfect
• Simple words may be spelt correctly but frequent mistakes in spelling and
punctuation
• Paragraphs lack unity or haphazardly arranged
• The subject matter will show some relevance to the topic but only partial treatment
given
The high incidence of linguistic errors is likely to distract the reader from merits
of content the composition may have

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Mark
Description of criteria
range
U (i) • Meaning is fairly clear but the high incidence of errors throughout the writing will
14 - 19 definitely impede the reading
• There will be many serious errors of various kinds throughout the script, mainly
single word type
• 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) • The reader is able to get some sense out of the script but errors are multiple in
8 - 13 nature, requiring the reader to read and re-read before being able to understand
• At this level, there may be comprehensive, 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 of words

U (iii) • Whole sections may make little or no sense at all

0-7 • Where occasional patches of clarity occur, marks should be awarded
• Scripts in this category are almost entirely impossible to read
• The mark ‘0’ should only be given if script makes no sense at all from, beginning
to end

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 SECTION B: Continuous Writing (Suggested Points)

**Please bear in mind that these are only SUGGESTED points. Accept candidates’
interpretation of the topic as long as it is relevant.

Question 1: Write a story ending with:

“ ………. She was really glad that she took her teacher’s advice”.
Introduction
• Introduce the character – a rebellious teenager
• Describe briefly teenager’s character and unruly behavior
- stubborn; rebellious; mix with wrong company/ drug user/ smoker/ shoplifting/ bullying
Body
• Highlight teacher’s concern for teenager
- advise him/her to turn over a new leaf; teenager does not listen
• Describe a serious incident where teacher’s advice helped to save teenager from a
tight spot
-when, where and what happened
-who was involved and how teenager came to be involved
Conclusion
• Mention teenager’s feelings/response to the advice
- finally came to her senses; listened to teacher

Question 2: Describe an important event that you have attended.

Introduction
• Describe the details of the event
-date, place and time (other relevant points; eg. sponsors, organizers)
-good crowd turnout, support from VIPs
Body
• Describe the purpose of the event
-to introduce local culture to tourists
-to raise funds for community projects
• State the programme details of the event
-stalls selling local delicacies, handicrafts etc.
-entertainment by local dance group and artistes
-children’s contest eg. colouring
• Describe the support from the visitors
-many VIPs pledged to financially support community projects
-express appreciation to be introduced to local cultures and delicacies
• Describe the publicity
-wide media coverage: photographers, journalists from various newspapers and magazine
publications
Conclusion
• Event was successful
• Achieve its aims
• Personal comments

Question 3: What would you invent to help save the earth and why?

Introduction

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 • Describe the state of the earth today – ozone depletion, deforestation, global warming
etc.
• Reasons why it is important to save the earth – ecosystem, good health, extinction
• State the invention – gadget to help reduce the level of pollutants in the air/gadget
powered by solar or wind energy/gadget that can help save petrol etc.
Body
• Describe the invention – colour, size, special features, price etc.
• Describe how the invention works –what it does, how it is operated, etc.
• Ways how it could save the earth – state at least three ways and give specific
examples
Conclusion
• Hope that such inventions will be invented in the future to help save the earth
• As inhabitants of earth, it is our responsibility to preserve the planet for future
generations

Question 4: Advertisements on junk food should be banned. Do you agree?

Introduction:
• State your stand – agree – junk food – hardly any nutritious value – should not be consumed
excessively by children

Body:
• Explain the content of junk food – sugar, food colouring, preservatives and other harmful
substances

• Manufactures use attractive advertisements – entice children

• Colourful packaging – attractive to children

• Sometimes sold with toy inside – ‘added value’ for children

• Many chemicals used – found to be harmful and can cause cancer

• Advertisements – purposely screened in the evenings when children are watching television

• Children do not have ability to evaluate the nutritional value of food – will buy the most
attractive packaging and the product most commonly advertised

Conclusion:
• Advertisement on junk food should be banned so that children are not misled – parents should
also supervise their children’s meals especially in schools – educate them on which food to
avoid

Question 5: Dreams

Accept any relevant answer

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