PEPERIKSAAN PERCUBAAN SETARA 3 DAERAH LAWAS
SIJIL PELAJARAN MALAYSIA 2017
PERATURAN PEMARKAHAN BAHASA INGGERIS
UNTUK KEGUNAAN PEMERIKSA SAHAJA
AMARAN
PAPER 1
SECTION A : DIRECTED WRITING
ANSWER SCHEME PAPER 1
SECTION A
Format
Address to the principal
1 mark
Title
1 mark
Name
1 mark
Content
Camford
RM30
1 mark
Printed
1 mark
Easily damaged
1 mark
Vister
RM50
1 mark
Electronic
1 mark
Needs batteries
1 mark
Freeline
Free
1 mark
Virtual-based
1 mark
Needs internet
1 mark
Choice
1 mark
Reason 1
1 mark
Reason 2
1 mark
DIRECTED WRITING BAND DESCRIPTORS
MARK
RANGE DESCRIPTION OF CRITERIA
A
19 – 20
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.
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.
The tone is appropriate for a report
16 - 18
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.
Spelling is nearly always accurate.
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 a report
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 may lack precision.
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.
Simple words may be spelt correctly but errors may occur when more sophisticated words are used.
The composition is written in paragraphs which may show some unity, although links may be absent or inappropriate.
The writing is relevant but may lack originally and planning. Some interest is aroused but not sustained.
The composition is written in paragraphs which show some unity, although links may be absent or inappropriate.
The tone is mostly appropriate.
MARK
RANGE DESCRIPTION OF CRITERIA
D
10 - 12
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.
Paragraphs are used but show lack of planning and unity.
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. E
7 - 9
Meaning is never in doubt, but single word errors are sufficiently frequent and serious to hamper reading.
unlikely to sustain accuracy for long.
Vocabulary is limited–either too simple to convey precise meaning or more ambitious but imperfectly understood.
Simple words will be spelt correctly but frequent mistakes in spelling andpunctuation make reading the script difficult.
Paragraphs lack unity or are haphazardly arranged.
The high incidence of linguistic errors is likely to distract the reader from any merits of content that the composition may have.
The article will have paragraphs but these lack unity and links are
incorrectly used or the article may not be paragraphed at all. There may be errors of sentence separation and punctuation.
The tonemay be inappropriate for a report.
U (i)
4- 6
Meaning is fairly clear but high incidence of throughout the writing
will definitely impede the reading.
There will be many serious errors of various kinds throughout the scriptbut they are mainly of the single word type, i.e. they could be correctedwithout rewriting the whole sentence.
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 separationerrors may occur.
Paragraphs lack unity or there may not be any paragraphs at all.
There may be frequent spelling errors.
The tone may not be appropriate for a talk or, if it is, may not show 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-read before being able to understand.
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 article may make little or no sense. There are unlikely to be more than one or two accurate sentences.
The content is comprehensible, but its tone is hidden by the density of errors.
U (iii)
0 - 1
Scripts in this category are almost entirely impossible to read.
Whole sections of the article may make little or no sense at all or are copied from the task.
Where occasional patches of clarity occur, marks should be awarded.
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 beginning to end.
SECTION B : MARKING SCHEME FOR CONTINUOUS WRITING 1) The candidate’s response will be assessed based on impression.
underline for gross or minor errors or put in insertion 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.
CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF CONTINUOUS WRITING
MARK
RANGE DESCRIPTION OF CRITERIA
A 44 - 50
The language isentirely 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.
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 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.
Spelling is nearly always accurate.
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 through most of the composition. 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 but may lack precision.
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.
sophisticated words are used.
The composition is written in paragraphs which may 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.
D 26 - 31
The language is sufficiently accurate to communicate meaning clearly to the reader.
There will be patches of clear, accurate language, particularly when simple vocabulary and structures are used.
There is some variety of sentence type and length but the purpose is notclearly 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.
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
E 20 - 25
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.
Simple words may be spelt correctly but frequent mistakes in spelling andpunctuation make reading the script difficult.
Paragraphs lack unity or are haphazardly arranged.
The subject matter will show some relevance to the topic but only a partial treatment is given.
The high incidence of linguistic errors is likely to distract the reader from any merits of content that the composition may have.
U (i) 14 - 19
Meaning is fairly clear but the high incidence of errors throughout the writing will definitely impede 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 the whole sentence.
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.
MARK
RANGE DESCRIPTION OF CRITERIA
U (ii) 8 - 13
The reader is able to get some sense out of the script but errors are multiple requiring the reader to read and re-read before being able to understand.
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.
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
PAPER 2
SECTION A
1 D
2 A
3 D
4 B
5 C
6 C
7 D
8 A
9. D 10. A
11. D 12. B 13. A 14. D 15. B
SECTION B
Answers Marks
16 KEYSKIM MILK
1 mark each
. 17. JOY VITAMIN ORANGE
18. MULTI-VITS 19. ALL ROUND IRON 20. SUPER CALCIUM
21. It results in skin rejuvenation and prefect complexion
22. It is rich in calcium but low in calories
23. All the necessary vitamins in the best proportions 24. Take one tablespoon a day
25. It is important for replacing red blood cells
SECTION C
Question Answer Lines
lifted
Mark
26 When she was working in a shipping company. 2 1 m
27 (a) It is because writing makes her happy. 13 1 m
(b) It was because she was uncertain / unsure about her future if
she became a writer. 14 1 m
28 (a) ‘squirrelled away’ 19 1 m
(b) Greece / Bali / Italy / Thailand / western Mongolia / Australia’s
Great Barrier Reef /Iceland 29-31 1 m
29 (a) Adventurous / Brave / Daring
(Accept appropriate answer) 1 m
(b) She enjoys travelling to places all over the world. 1 m 30 (a) Places the narrator had visited previously 36 1 m
(b) Choice : She becomes a writer.
Reason : It is because she prefers to pursue personal happiness and satisfaction
(Accept appropriate answer)
31
No Point Line
1 moved back with parents 10
2 worked regular / a nine-to-five desk job 11
3 planned her next move 17
4 squirreled / saved much money 19
5 went to travel around the world 23-25
6 worked on her blog 20
7 spent a year building up the content 21
8 growing her social media 21
9 setting up freelance writing contracts 22
10 quitted her job 29
11 prefer to travel slowly 35
12 went back to places she had been before 36
13 gave up comfortable life 38
The Assessment Objectives for summary writing are to assess students’ ability to: - Select and retrieve relevant information from a given text source.
- Use the information in the passage given to display an understanding of the task. - Organize specific information from the passage coherently.
- Paraphrase effectively and concisely.
- Present the information in Standard English, in accurate and fluent form. The above objectives are rewarded as follows :
Content - 10 marks
Style and presentation - 5 marks
Total - 15 marks
CHECKLIST FOR MARKING CONTENT 1 Introductory Words
- no penalty for omission
- no penalty for any errors made in them or for incompleteness 2 Length
- draw a double line where the introductory words end or should end - count to 120 the numbers of words used after the double line - draw another set of double lines after the 120th word 3 Marking Method
- number and circle each valid CONTENT point - then assess the quality of writing for LANGUAGE (PARAPHRASE & USE OF ENGLISH)
Content - 10 marks Language - 5 marks
Total - 15 marks
- awarding LANGUAGE marks : add the marks for PARAPHRASE and USE OF ENGLISH together and divide by two. Raise any half-marks to the nearest whole number.
4 Sequence Errors
LANGUAGE DESCRIPTORS Question 31 : Summary
Mark Paraphrase Mark Use Of English
5 There is a sustained attempt to rephrase the text language
Allow phrases from the text which are difficult to substitute.
Expression is secure
5 The language is accurate.
Any occasional errors are either first draft slips or minor error.
Very well-organised ad coherent throughout.
Marked ability to use original complex structures.
4 There is a noticeable attempt to rephrase the text.
The summary is free from stretches of concentrated lifting.
Expression is generally sound.
4 The language is largely accurate. Serious errors are not frequent
although they are noticeable.
Well-organised and coherent in most parts.
Some ability to use original compound / complex structures.
3 Limited attempt to rephrase the text Intelligent and selective lifting Expression may not always be secure
but the attempt to substitute will gain credit
3 The language is sufficiently accurate. Serious errors are becoming more
frequent.
Fairly well-organised and coherent in some parts.
2 Copying of the text material in chunks with little evidence of selection and care.
Attempts to substitute own language will be limited to single word
expression.
Irrelevant sections of the text may be present at this level.
2 Meaning is not it doubt. Frequent serious errors.
Poorly organized and lacks coherence.
1 Mindless lifting.
More or less a complete transcript of the text
Originality barely noticebale.
1 Heavy frequency of serious errors, impeding the reading in many places. Fractured syntax is much more
pronounced at this level Incoherent
No sense
Note :
1 The mark of 0 is awarded if the material used is totally outside the prescribed text or if the candidate copies the entire passage (no attempt to summarise)
2 For a ‘more or less complete transcript within the prescribed area of the text’, maximum mark for USE OF LANGUAGE is 2
3 Copying text materials in chunk, the maximum marks for USE OF LANGUAGE is 3
32 a. 600 b. Blundered c.trapped
d. Yes, because it is my duty to protect my country.
OR
No, because I do not want to die early.
ACCEPT ANY ACCEPTABLE ANSWERS
d. i) Yes / No (1 mark)
ii) The foe should be given the chance to resolve the misunderstanding / Accept appropriate answers.
33. Accept any suitable answers.
Students must provide minimum 3 positive qualities of a character and how to inspire them to become a better person.
SUGGESTED
Helpful - Helps JJ to correct spelling at Sullivan’s Jewelry store.
- walks Mr Clay home after realising that he is lost and confused
Brave - Helps Cecil to take down the bass drum from the dumpster although he was afraid of height
caring - He offersto make breakfast for his family every morning
- He always asks his parents about Chris’s condition and wants to see him at the hospital.
independent - He is able to take care of himself while his parents are busy at the hospital.
LITERATURE DESCRIPTOR
CONTENT AND LANGUAGE DESCRIPTORS
MARK CONTENT MARK LANGUAGE
9-10 Response – relevant to specified task
Elaborations given – well - supported and linked with evidence or knowledge from text Main and supporting ideas –
relevant to specified task Ideas – clearly presented, well-
organised and easily understood
5
accurate language occasional minor errors varied sentence structure vocabulary - wide and precise punctuation & spelling
7-8 Response – relevant to specified task
Elaborations given – usually supported and linked with evidence or knowledge from text Main and supporting ideas –
4
almost always accurate language
mostly relevant to specified task Ideas – clear and can be
understood
precision
punctuation & spelling – nearly always accurate & secure
5-6
Response – intermittently relevant to specified task
Elaborations given – supported and linked with some evidence or knowledge from text
Some ideas – relevant to specified task
Ideas – generally clear, can be understood but lack organisation
3
largely accurate language sentence structures – simple patches of clarity
vocabulary - adequate but lacks precision
punctuation & spelling – largely accurate & secure
3-4 Response – barely relevant to specified task
Elaborations given – unlikely identified or even when identified, not likely to be linked to the text Ideas – hardly relevant to
specified task and difficult to understand
2
errors – frequent meaning - never in doubt vocabulary - limited and too
simple
punctuation & spelling – usually accurate but not very secure 0-2 Response – no understanding of
specified task
. Elaborations given – incoherent and unlikely linked to the
text
. Ideas – no relevance to specified task
0 - 1 serious errors errors impede meaning inaccurate punctuation and
