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MID YEAR EXAM 2016

Marking Scheme

SECTION A

1.C
2.D
3.B
4.A
5.D
6.D
7.A
8.A
9.C
10.B
11.C
12.D
13.A
14.B
15.D

SECTION B

16. Kindle
17. Spellebrity Video
18. 1 to 4
19. Not longer than five minutes
20. 1st June 2016
21. Kuala Lumpur
22. An all-expenses-paid trip to the 2016 Scripps National Spelling Bee
23. Five
24. upload a completed parental consent form on spellebrity.com
25. spellebrity.com

SECTION C

26. (a) Ken was bullied by a group of students [who knocked him over and sent his belongings scattering.] (1m)
(b) Mark helped Ken / Mark rushed to Kens aid [and helped him to retrieve his spectacles and books.] (1m)
27. (a) Mark found Ken to be a nice guy [and developed a strong liking for his new friend.](1m)
(b) [Ken wanted] to become a doctor/ any job related to medical studies.(1m)
28. (i) Ken was more confident/popular.(1m)
(ii) Ken looked more attractive/handsome.(1m)
29. (a) He was planning to take an overdose of sleeping pills.(1m)
(b) Incredulity (1m)
30. Ken decided not to kill himself after befriending Mark because
-Marks simple gesture of kindness led Ken to believe that there was still hope for him
-He also realised that he wanted to savour the happiness that he had found through his friendship with
Mark.
-Any acceptable answer with similar idea[s].(2m)

31. Next page


Point
Contents Marks
s

C1 Mark saw Ken being bullied, 1

C2 he rushed over to help. 1

C3 He helped him retrieved his spectacles 1

C4 and carried his books. 1

C5 Both remained friends although they went to different universities. 1

[When Ken graduated from medical school,] he invited Mark for his
C6 1
graduation ceremony.

[He had been asked to give a speech and] he wanted Mark to be


C7 1
present

1
C8 [On graduation day,] Mark noticed that Ken was very confident

1
C9 and extremely popular on campus.

C10 In his speech, Ken revealed that he had once contemplated suicide. 1

C11 Marks friendship 1

C12 and sincerity [showed him that life was worth living.] 1

When Mark saw Ken being bullied, he rushed over to help. He helped him retrieve his spectacles and carried his
books. They got to know each other over the years and eventually became best friends. After finishing school,
both of them went to different universities. When Ken graduated from medical school, he invited Mark for his
graduation ceremony. He had been asked to give a speech and he wanted Mark to be present. On graduation
day, Mark noticed that Ken was very confident and extremely popular on campus. During his speech Ken
revealed that he had once contemplated suicide. During that crucial point in his life he unexpectedly met Mark.
Marks friendship and sincerity showed him that life was worth living. He thanked Mark for unwittingly saving his
life that day. (130 words)
SUMMARY: CRITERIA FOR STYLE AND PRESENTATION
Mark PARAPHRASE Mark USE OF ENGLISH
A sustained attempt to re-phrase Very occasional first draft slips. Language
text. Expression is secure. is accurate. Varied sentence structures.
5 5
Allowance given for phrases / words Use of original complex syntax.
lifted from text that are difficult to Punctuation and spelling accurate.
substitute.
A noticeable attempt to re-phrase Language almost always accurate.
text. Free from stretches of Isolated serious errors. Some varied
4 4
concentrated lifting. Expression structures. Sentences may include
generally sound. original complex syntax. Punctuation and
spelling nearly always accurate.
Intelligent and selective lifting. Language is largely accurate. Simple
Limited attempts to re-phrase. structures tend to dominate. Noticeable
3 3
Expression may not always be serious errors but not frequent.
secure. Sentences that show some varieties and
complexities will generally be lifted from
the text. Punctuation and spelling largely
accurate.

2 Wholesale copying of text material, 2 More frequent serious errors but meaning
not a complete transcript of the never in doubt. Simple structures but
original. Own language limited to accuracy not sustained. Simple
single word substitution. Irrelevant punctuation and spelling of simple words
sections more frequent. largely accurate. Irrelevant or distorted
details might destroy sequence in places.

1 More or less a complete transcript 1 Heavy frequency of serious errors.


of the text. Random transcription of Fractured syntax. Poor punctuation and
irrelevant parts of text. spelling. Errors impede reading.

Note:
Mark for P + Mark for UE
Mark for style and presentation L = ----------------------------------- (Language)
Example: L = 3 + 4 = 7/2 = 3 = 4

SECTION D: POEM AND NOVEL


Question 32:
a. The poem is about how the persona allows his anger to become an obsession within himself.
b. i) He fed or watered it with fears and tears.
ii) He sunned it with smiles and deceitful wiles.
c. He felt relieved and happy.
d. The main theme is harbouring anger and its consequences.

Question 33:
Marks awarded are as follows:
Content : 10 marks
Language : 5 marks
Total : 10 marks

Please refer to the band descriptors below before deciding which band best fits the mark for CONTENT
and LANGUAGE.

MARK USE OF LANGUAGE

5 Language- accurate with very occasional slips.


Occasional minor errors-first draft slips.
Sentence structure-varied
Punctuation- accurate and helpful
Spelling- secure throughout response

4 Language-largely accurate
Sentence structure- some variations.
Punctuation- accurate and generally helpful
Spelling- largely accurate

3 Language- almost always accurate


Sentence structure- simple structures dominate
Punctuation- accurate and helpful
Spelling- mostly secure

2 Language- serious errors, more frequent


Sentence structure- simple structures accurate but not sustained.
Punctuation- usually correct.
Spelling- nearly always accurate.

1 Language- serious errors, heavy frequency


Sentence Structure- rampant fractured syntax.
Punctuation- falters.
Spelling- mostly inaccurate
ANSWER SCHEME
MID-TERM SPM 2016
ENGLISH LANGUAGE 1119- PAPER 1

SECTION A

Detailed Marking Instructions


FORMAT 3 MARKS
CONTENT 12 MARKS
LANGUAGE 20 MARKS
____________________________
TOTAL 35 MARKS
____________________________

Format: 3 Marks
F1 Senders address and date 1 mark
*Note: mark will only be awarded if the two items are written correctly
F2 Salutation/greeting Dear John/Dear Alice etc 1 mark
F3 Closing Your friend/yours truly 1 mark
_______________
3 marks
_______________

Content: 12 Marks
C1 Invite to come over 1 mark
C2 Reason 1 for inviting 1 mark
C3 Reason 2 for invitng 1 mark
C4 Name of the 1st place to visit 1 mark ] mentioned
C5 Activity of the 1st place 1 mark ] together
C6 Reason for visiting the 1st place 1 mark ]
C7 Name of the 2nd place to visit 1 mark ] mentioned
C8 Activity of the 2nd place 1 mark ] together
C9 Reason for visiting the 2nd place 1 mark ]
C10 Other interesting plan 1 1 mark
C11 Other interesting plan 2 1 mark
C12 Looking forward to the cousins visit 1 mark
Note: All notes must be completed before any content point can be awarded. If any idea is
incomplete, content point cannot be awarded.

Language: 20 Marks
1. Marks are awarded for:
i. Accurate English

ii. Style and Tone appropriate to the task

2. Read the script and indicate all the errors of language by underlining word, phrase or
punctuation where the mistake appears.

3. Please take note for good appropriate vocabulary, structure and tone.

4. Award marks by referring to the criteria for marking language.

DIRECTED WRITING: CRITERIA FOR MARKING LANGUAGE


Mark
Range Description
The language is entirely accurate apart from very occasional first draft slips.
Sentence structure is varied and shows that the candidate is able to use various
types of sentences to achieve a particular effect.
Vocabulary is wide and is used with precision.
A Punctuation is accurate and helpful to the reader.
19 20
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 for an informal letter.
The language is accurate; occasional errors are either minor or first draft slips.
Vocabulary is wide enough to convey intended shades of meaning with some
precision.
Sentences show some variation of length and type, including some complex
sentences.
Punctuation is almost always accurate and generally helpful.
B
Spelling is nearly always accurate.
16 18
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 of the reader is aroused
and sustained throughout most of the composition.
The composition is written in paragraphs which show some unity and are usually
linked appropriately.
The tone is appropriate for an informal letter.
The language is largely accurate.
Simple structures are used without error; mistakes may occur when more
sophisticated structures are attempted.
C
Vocabulary is wide enough to convey intended meaning but may lack precision.
13 15
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.
Punctuation of simple structures is accurate on the whole but errors may occur in
more complex uses.
The language is sufficiently accurate to communicate meaning clearly to the reader.
There will be patches of clear language, particularly when simple vocabulary and
structures are used.
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.
D Paragraphs are used but show lack of planning and unity.
10 12 The topic is addressed with some relevance but the reader may find composition at
this level lacking in liveliness and interest value.
The article is written in paragraphs which may show some unity in topic.
Lapses in tone may be a feature.
Meaning is never in doubt, but single word errors are sufficiently frequent and
serious to hamper reading.
Some simple structures may be accurate, but a script at this level is unlikely to
sustain accuracy for long.
Vocabulary is limited either too simple to convey precise meaning or more
ambitious but imperfectly understood.
E Simple words will be spelt correctly but frequent mistakes in spelling and
79 punctuation make reading the script difficult.
SECTION B

1. The candidates 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 occurs.
3. The examiner should also mark for good vocabulary or expression by putting a merit tick at
the end of such merits.
4. The examiners shall fit the candidates response against the most appropriate band having the
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 students response to the most appropriate band.
The marks for the band decide on for the script also depends on the number of criteria that are
found in the script.
5. Justify the band marks given, if necessary, by commenting on the strengths and weaknesses of
the candidates response, using the criteria found in the band.

MARKING RANGE AND DESCRIPTION OF CRITERIA FOR CONTINUOUS WRITING

MARKING RANGE DESCRIPTION OF CRITERIA

Language entirely accurate, with occasional first draft slips


Sentence structures, varied and sophisticated achieved
particular effect
A Vocabulary wide and precise shades of meaning
44 50
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 of first draft


slips
B Sentence varied lengths and types, some complex sentences
38 43 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 structure error-free, errors with more ambitious
structures
Vocabulary wide enough to convey meaning but lack
C
precision
32 37
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 in appropriately 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
D structure and vocabulary used
26 31 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

Meaning never in doubt


Single Word Errors (SWE) frequent and serious to hamper
reading
Sentence structures accurate but not sustained for long
E
Vocabulary limited, too simple or when more ambitious, its
20 25
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
U(i) Vocabulary many serious errors of various kinds, mainly
14 19 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
U (ii) Multiple Word Errors (MWE) very frequent, requires re-
8 13 reading before being understood, impedes reading/ blurring
Only a few accurate sentences mostly simple sentences
Length short

Almost entirely impossible to read / blurring


U (iii) Whole sections make little or no sense at all
07 Occasional patches of clarity (marks awarded)
Vocabulary simple words used
0 to scripts with no sense from beginning till the end