SKEMA PEMARKAHAN

BAHASA INGGERIS SPM 2017 (1119/1 & 2)

KERTAS 1 & KERTAS 2

PAPER 1

SECTION A : Directed Writing : 35 marks

1. AWARDING MARKS FOR CONTENT

Content : 15 marks

Language : 20 marks

TOTAL : 35 marks

CONTENT – 15 marks

- Do not award marks for mere mention of keywords

Format :

F1 - address the report to your principal

F2 - title

F3 - include your name

Content points :

C1 bullying 1 mark
C2 stealing 1 mark
C3 playing truant 1 mark
C4 bringing handphones to school 1 mark
C5 rules and regulations are poorly reinforced 1 mark
C6 peer influence 1 mark
C7 lack interest in studies 1 mark
C8 family problems 1 mark
C9 close monitoring by teachers 1 mark
C10 counseling sessions and motivational talks 1 mark
C11 impose heavier punishment 1 mark
C12 one suggestion on what parents can do to help overcome the 1 mark
problems
 2. AWARDING MARKS FOR LANGUAGE
Marks are awarded for:
(i) Accurate English
(ii) Style and Tone appropriate to the task

Mark Description of Criteria

Range
 The language is entirely accurate apart from very few 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 appropriately linked.
 The topic is addressed with consistent relevance.
 The interest of the reader is aroused and sustained throughout the writing.
 The style and tone is appropriate – formal. The reader is convinced that this
report is meant for the Principal.
 The language is accurate; occasional errors are either minor or first draft slips.
 Vocabulary is wide enough to convey intended shades of meaning with
precision.
 Sentences show some variation of length and type, including some complex
B sentences.
16 – 18  Spelling is nearly always accurate.
 Paragraphs show some evidence of planning, having 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 the composition.
 The style and tone is formal and appropriate for a report.
 The language is largely accurate.
 Simple structures are used without error; mistakes may occur when more
C sophisticated structures are attempted.
13 - 15  Vocabulary is wide enough to convey intended meaning but may lack precision.
  Sentences may show some variety of structures and length but there is
tendency to use one type of structure, giving it a monotonous effect.
 Punctuation of simple structures ia accurate on the whole but errors may occur
in more complex uses.
 Spelling is generally accurate for common vocabulary.
 Written in paragraphs which show some 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.
 The style and tone shows some attempts have been made to achieve formality
in a report but this may not be sustained.
 The language is sufficiently accurate for meaning to come through. There will be
patches of clarity particularly when simple vocabulary and structures are used.
 There is some variety of sentence length and type but this may not be
successful in enhancing meaning or arousing interest.
D  Punctuation is generally correct but does not clarify meaning.
10 - 12  Vocabulary is adequate but lacks precision. Simple words are spelt correctly but
errors may occur when unfamiliar words are used.
 Paragraphs are used but show lack of planning or unity.
 The topic is addressed with some relevance but the reader may find composition
at this level lacking in liveliness and interest value.
 The style may not be appropriate as a report.
 Meaning is never in doubt, but single word errors are sufficiently frequent and
serious to hamper precision and speed of reading.
 Some simple structures will be accurate, but accuracy is not sustained.
 Vocabulary is limited and either too simple to convey precise meaning or is
imperfectly understood.
E  Simple words may be spelt correctly but frequent mistakes in spelling and
7-9 punctuation make reading the script difficult.
 Paragraphs lack unity. Links are incorrectly used. There may be errors of
sentence separation and punctuation.
 The style may fail to achieve the formality required of a report. If it does, it may
not show understanding of the detailed requirements of the task. The tone may
not be appropriate for a report.
  Meaning is fairly clear but the incidence of error is high and definitely mpedes
the reading.
 There will be many serious errors of various kinds throughout the script but they
are mainly of the single word type, i.e. they could be corrected without rewriting
U(i) the whole sentence.
4-6  A script at this level will have very few accurate sentences. There may be
frequent spelling errors.
 Punctuation will sometimes be used correctly but sentence separation errors
may occur.
 Paragraphs lack unity or there may not be any paragraphs at all.
 The tone and style is inappropriate for a report.
 Sense will be decipherable, but some of the errors will be multiple, requiring
the reader to re-read and re-organise before meaning becomes clear.
U(ii)  At this level, there may be only a few accurate but simple sentences.
2-3  This type of script may also be far short of the required number of words.
 Whole section of the report may make little or no sense. There are unlikely to
be one or more 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 may make no sense at all or are copied from the task.
0-1  Award “1” mark if some sense can be obtained.
 The mark “0” should only be awarded if the report makes no sense at all from the
beginning to end.
 SECTION B : Continuous Writing : 50 marks

CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF CONTINUOUS WRITING

Mark Range Description of Criteria

 Language is entirely accurate

 Sentence structure is varied
A  Vocabulary is wide
44 - 50  Punctuation is accurate
 Spelling is accurate
 Paragraphs are well-planned
 The topic is addressed properly
 Language is accurate
 Vocabulary is wide enough to convey meaning
B  Sentences show some variation
38 - 43  Punctuation is almost always accurate
 Spelling is nearly always accurate
 Paragraphs show some evidence of planning
 Relevant to the topic and interest of readers are aroused
 Language is largely accurate
 Simple structures used without errors
C  Vocabulary is wide enough to convey meaning
32 - 37  Sentences show some variety of structures
 Punctuation of simple structures is accurate
 Simple words spelt correctly
 Essay is written in paragraphs which show unity
 Language is sufficiently accurate
 Patches of clear accurate language
D  Some variety of sentence type
26 - 31  Punctuation is generally correct
 Simple words spelt correctly
 Paragraphs are used but lack planning or unity
 Topic is addressed with some relevance
 Meaning is never in doubt
 Some simple structures may be accurate
E  Vocabulary is limited
20 - 25  Simple words may be spelt correctly
 Paragraphs lack unity
 Subject matter partially explained
 High incidence of linguistic errors
U(i)  Meaning is fairly clear
14 - 19  Single word type errors
 Very few accurate sentences
 Frequent errors may cause blurring
 Sentences are simple and often repetitive
  Punctuation will sometimes be used correctly
 Paragraphs lack unity
 Make some sense but errors are multiple in nature
U(ii)  Only a few accurate simple sentences
8 - 13  Incidence of linguistic error is high
 Far too short of the required number of words
U(iii)  Almost entirely impossible to read
0-7  Make little or no sense at all
PAPER 2

SECTION A

1. C 9. C

2. C 10. B

3. B 11. C

4. C 12. C

5. A 13. D

6. D 14. B

7. C 15. D

8. B

SECTION B

16. children and young adults

17. fully trained and certified

18. breast stroke, back stroke, butterfly stroke, freestyle

19. diving techniques

20. first-aid and rescue skills

21. written

22. practical

23. life-saver’s certificate

24. Mr. Amar at 019 3388497 / Mr. Amar / 019 3388497

25. www.aqualife.com
SECTION C

Questions 26 – 30

Question Answers Mark(s)

No
26 The writer found the crumpled wallet in a street. 1
27 (a) He opened the letter with the hope to find some clues to the identity of 1
the wallet’s owner.
27 (b) She is a faithful / loyal person. 1
28 (a) The woman who bought Hannah’s house 30 years ago. 1
28 (b) I think it is because she was not married and she had no one to look 1
after her when she turned old.

(Accept any relevant answer)

29 (a) a warm smile and friendly eyes/ a warm smile / friendly eyes 1

29 (b) It was because she felt no one ever matched up Michael / she never met 1
someone like Michael.

30 (a) “It” refers to looking for Michael Goldstein. 1

30 (b) Feeling : He felt happy / excited / thrilled/ shocked/ surprised 2

Reason : It is because he finally had the chance to meet his long lost
beloved person.

(Accept any acceptable feeling and reason)

31. Summary

NO CONTENT
1 for the phone number for the address on the envelope
2 the operator connected him/her to her supervisor
3 the operator put him/her through a woman who bought Hannah’s house (30 years ago)
4 the woman told him/her that Hannah had placed her mother in a nursing home
5 He/She (The writer) called the nursing home and found out that Hannah herself was
living in a nursing home
6 He/She (The writer) rang up the nursing home and asked if he/she could stop by to see
her
7 The director and guard took him/her up the third floor to meet Hannah
8 The writer (He/She) told Hannah about finding the wallet and showed her the letter
9 Hannah told him/her about Goldstein
10 Hannah asked him/her to tell Goldstein that she still thought of him
11 He/She (The writer) talked to the guard and showed the brown-leather case (the wallet)
to him
12 The guard recognized the wallet and informed that it belonged to Goldstein who was
staying on the eighth floor
13 The writer ran back to the director’s office and informed him about what the guard had
said
14 The director accompanied him/her to the eighth floor to see Mr Goldstein
15 He/She (The writer ) explained to him (Mr Goldstein) that he/she found his wallet
16 He/She (The writer) told him (Mr Goldstein) that he/she knew where Hannah was.

*Notes to the teachers:

 When lifting is made, pronouns have to be changed accordingly
 Only penalize the first point with incorrect pronoun. Subsequent content point will
be awarded accordingly.

Marks for Style and Presentation are awarded based on the average sum total (to the nearest
rounded fraction/decimal) of Paraphrase and Usage of English. Annotate as follows:

Paraphrase = 5 Content - 10
Use of English = 4+ Language - 5 +
_____________ ________
9 / 2 = 4.5 = 5 marks 15 marks
 STYLE AND PRESENTATION DESCRIPTORS FOR SUMMARY
MARKS PARAPHRASE MARKS USE OF ENGLISH
5  A sustained attempt to 5  Language is accurate
Excellent rephrase the text Excellent  Occasional errors
 Expression is secure  Sentence structure
 Difficult phrasesfrom varied
text may be  Marked ability to use
substituted original complex
syntax
 Punctuation accurate
 Spelling correct
throughout
4  Noticeable attempt to 4  Language is almost
Good rephrase the text Good always accurate
 Free from stretches of  Serious errors will be
lifting isolated
 Expression is generally  Some variation of
secure sentences
 Punctuation accurate
 Spelling largely
accurate
3  Intelligent and selective 3  Language largely
Fair lifting but limited Fair accurate
attempts to rephrase  Simple structures
 Expression may not dominate
always be secure  Serious errors not
frequent but
noticeable
 Spelling nearly
always accurate
2  Total lifting of text but 2  Meaning is not in
Unsatisfactory not a complete Unsatisfactory doubt
transcript  Serious errors more
 Attempts to substitute frequent
but only for single words  Simple structures
 Irrelevant sections are accurate but not
more frequent maintained
 Spelling accurate
 Some irrelevant parts
1  More or less a 1  Heavy frequency of
Poor transcript of the text Poor errors – hampers
 No originality reading
 Irrelevant sections  Fractured syntax /
copied fragmented
SECTION D

32. (a) grey

(b) awful

(c) she is old and forgetful

(d) Example

i. take care of them when they are sick

ii. spend time doing some useful activities together

(Accept any reasonable answers with a valid reason)

33. Content and Language Descriptors

Question 33 : Novel

Mark CONTENT Mark LANGAUGE

9 – 10  Response is consistently 5  Language is accurate
relevant and convincing to the  Response is very well-organised
specified task
 Detailed and well-developed
textual evidence is provided
7–8  Response relevant to the 4  Language is largely accurate
specified task  Response is well-organised
 Textual evidence with some
development is provided
5–6  Response likely to be 3  Meaning is never in doubt but
intermittently relevant to the errors are becoming frequent
specified task  Response is fairly organised
 Some textual evidence with little
development is provided
3–4  Response is of little relevance 2  Frequent errors with some
to the specified task blurring
 Little textual evidence is  Response is poorly organised
provided
1–2  Response has no relevance to 1  Makes little or no sense
the novel read  Response lacks organisation