MARK SCHEME

SEKTOR SEKOLAH BERASRAMA PENUH

PEPERIKSAAN PERCUBAAN
SIJIL PELAJARAN MALAYSIA 2007
English Language 1119/1

Section A : DIRECTED WRITING

This question is assessed as follows :

1) Allocation of Marks :

FORMAT : 1 marks
CONTENT : 14 marks
LANGUAGE : 20 marks
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TOTAL 35 marks
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2) Format & Content Marks :

Point POINTS Mark(s)

No.

FORMAT

F1 Opening (greeting) and Closing (Thank you) 1

Both items must be present to obtain 1 mark.

CONTENT

C1 interesting ways of exercising 1

E1 Any relevant elaboration 1
C2 meaningful use of free time 1
E2 Any relevant elaboration 1
C3 builds character 1
E3 Any relevant elaboration 1
C4 develops leadership qualities 1
E4 Any relevant elaboration 1
C5 encourages sportsmanship 1
E5 Any relevant elaboration 1
C6 helps to get scholarship 1
E Any relevant elaboration 1
6
C7 make more friends 1
E Any relevant elaboration 1
7
Grand Total 15

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DIRECTED WRITING – LANGUAGE

Mark Range Description of Criteria

• Language, accurate with occasional first draft slips
• Sentence structures, varied
A
• Sentence length and type employed to achieve intended effect
19 – 20
• Vocabulary, sophisticated and used with precision
• Punctuation, accurate and helpful
• Spelling accurate throughout
• Paragraphs, unified and appropriately linked
• Tone always appropriate

• Language, almost always accurate with more minor or first draft

errors
• Errors from more ambitious structures which are imperfectly
B understood
16 – 18 • Sentences, some variation of length and type
• Complex structures, confidently used
• Punctuation, almost always accurate
• Vocabulary, wide enough, conveying intended shades of meaning
with some precision
• Spelling, nearly always accurate
• Paragraphs have some unity and appropriate linkage
• Tone generally appropriate

• Language, largely accurate to communicate meaning clearly

• Simple structures, used without error; mistakes in only more
sophisticated structures
C
• Vocabulary, adequate to convey meaning but not developed to
13 – 15
precision
• Sentences, some variety of length and structure
• Tendency to repeat some sentence types creating monotony
• Punctuation, generally accurate; errors in more complex use.
• Paragraphs, some unity but absent or inappropriate linkage
• Tone occasional lapses but attempt to remain friendly and
appropriate

• Language, sufficiently accurate

• Simple structures, patches of clarity
D
• Mistakes with more complex sentences
10 – 12
• Vocabulary, adequate but lacks precision
• Simple words, spelt correctly with errors from unfamiliar words
• Punctuation, generally correct but not enhancing or clarifying
meaning
• Sentence separation errors
• Paragraphs have some unity
• Tone not always appropriate

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• Meaning never in doubt

• Single Word Error (SWE), sufficiently frequent, serious enough to
E
hamper precision and speed of reading
7–9
• Vocabulary limited – too simple or imperfectly understood
• Simple words spelt accurately but mistakes with more difficult ones
• Paragraphs lack unity, with links incorrectly used
• Sentence separation errors
• Punctuation errors
• Tone, inappropriate

• Meaning, usually fairly clear

• Correction of SWE may produce fairly accurate English
U (i)
4–6 • High incidence of errors impede speed of reading
• Accurate sentences, a few
• Vocabulary, does not extend beyond a simple range – inadequate to
express intended shades of meaning
• Punctuation, sometimes used correctly but with sentence separation
errors
• Paragraphs, not used, or when used, show lack of planning
• Frequent spelling errors
• Detailed requirements of task, understanding not shown
• Tone, inappropriate

• Sense, decipherable
U (ii) • Multiple Word Error (MWE),
2–3 • Requires re-reading and re-organising before meaning becomes
clear
• Whole sections make little sense
• Accurate sentence, unlikely to be one or two
• Content, comprehensible
• Tone hidden by density of errors

• Scripts, almost entirely impossible to recognize as anything English

U (iii) • Whole sections do not make sense or rubrics copied
0–1 • “0” mark awarded if writing makes no sense at all from beginning to
end

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MARK SCHEME FOR CONTINUOUS WRITING

(SECTION B)

1) The assessment of the candidate’s response will be 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
omission 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.

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CONTINUOUS WRITING

MARK DESCRIPTION OF CRITERIA

RANGE

• Language, entirely accurate, with occasional first draft slips

• Sentence structures, varied
A • Vocabulary, wide and precise
44 – 50
• Punctuation, accurate and helpful; spelling, accurate
• Spelling, entirely accurate
• 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
B • Sentences of some varied lengths and types, some complex
38 – 43 sentences
• Vocabulary, wide enough to show shades of intended meaning with
some precision
• Punctuation, almost always accurate
• Spelling, nearly always accurate
• Paragraphs with some evidence of planning, unified and
appropriately linked
• Writing, relevant, mostly arousing and sustaining interest

• Language, largely accurate

• Simple structures, error-free; errors with more ambitious structures
• Vocabulary, wide enough to convey meaning but lack precision
C
32 – 37 • Punctuation in simple sentences, accurate, with errors in more
complex use
• Simple words, spelt correctly but misspelt when used with more
sophisticated words
• Paragraphs, used with some unity or at times not unified or
inappropriately linked
• Writing, relevant but lack originality and planning
• Some interest, aroused but not sustained

• Language, sufficiently accurate, communicates clearly

• Simple structures and vocabulary, with patches of clear, accurate
D language
26 – 31 • Some variety of sentence type and length but purpose, not clearly
seen
• Vocabulary, usually adequate to show intended meaning but not
developed to precision
• Punctuation, generally correct but does not clarify meaning
• Spelling of simple words, correct but more errors occur
• Writing, some relevance but lacking in liveliness and interest value

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• Meaning, never in doubt

• Errors, sufficiently frequent and serious to hamper reading
• Simple structures, some accurate but unlikely to sustain accuracy
E
long
20 - 25
• Vocabulary, limited, too simple or more ambitious, imperfectly
understood
• Simple words, spelt correctly but with frequent mistakes in
spelling and punctuation
• Paragraphs, lack unity or haphazardly arranged
• Some relevance, but partially treated
• High incidence of linguistic errors, distract from merits of content
in composition

• Meaning, fairly clear

• High incidence of errors impede reading
• Vocabulary, many serious errors of various kinds, mainly single-
U (i)
word type, but could be corrected without rewriting
14 – 19
• Sentences, very few accurate ones
• Sentences, simple but often repetitive
• Errors, frequently causing blurring
• Punctuation, used correctly, also with sentence separation errors
• Paragraphs, lack unity or no paragraphs at all

• Some sense, with multiple word errors

• Requires re-reading before being understood
U (ii) • Only a few accurate simple sentences
8 – 13
• Content, comprehensible
• Incidence of linguistic error, high
• Meaning, blur
• Far short of required length

• Almost entirely impossible to read

U (iii) • Whole sections make little or no sense at all
0–7 • Occasional patches of clarity (marks awarded)
• Vocabulary - simple words used
• Frequent errors cause blurring
• “0” to scripts with no sense from beginning till the end