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SULIT 1119/1

MARK SCHEME FOR PAPER 1

English Language 1119/1
(Form 5) Trial 2010

Section A : DIRECTED WRITING

This question is assessed as follows :
1) Allocation of Marks :
FORMAT : 3 marks
CONTENT : 12 marks
LANGUAGE : 20 marks
----------
TOTAL 35 marks
======
2) Format:
* The elements – a) Sender’s name & address
b) Receiver’s name / position & address
c) Date
d) Salutation
e) Title
f) Signing off (Yours faithfully / Yours truly)
g) Sender’s signature
h) Sender’s name
*Award marks according to the table below.
Number of Marks
elements
6-8 3
4-5 2
2-3 1
0-1 0

3) Contents :
C1 – Buses are in bad condition
C2 – Seats are worn out and broken
C3 – Not punctual
C4 – Passengers go to office and school late
C5 – Reckless drivers
C6 – Drive over the speed limit
C7 – Take too many passengers
C8 – Discomfort
C9 – Suggestion to improve the bus service
C10 – Hire courteous drivers and conductors
E1 & E2 – Elaboration on any two of the content points

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SULIT 1119/1

Marks for Language

CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF DIRECTED
WRITING

Mark Description of Criteria

Range
 The language is entirely accurate apart from very occasional first
A draft slips.
19 –  Sentence structure is varied and shows that the candidate is
20 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.

 The language is accurate; occasional errors are either minor or

B first draft slips.
16 - 18  Sentences show some variation of length and type, including
some complex sentences.
 Vocabulary is wide enough to convey intended shades of
meaning with some precision.
 Punctuation is almost always accurate and generally helpful to
the reader.
 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 the writing.
 The tone is appropriate and shows dissatisfaction.

 The language is largely accurate.

C  Simple structures are used without error; mistakes may occur
13 - 15 when more sophisticated structures are attempted.
 Vocabulary is wide enough to convey intended meaning but
lacks 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 sentences is accurate on the whole but
errors may occur in more complex use.

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 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 originality and planning. Some interest is
aroused but not sustained.
 The style is recognizable as formal. The tone of the letter is
mostly appropriate.

 The language is sufficiently accurate to communicate meaning

D clearly to the reader.
10 - 12  There may 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 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 may be spelt correctly but more spelling errors are
present.
 Paragraphs are used but show lack of planning or unity.
 The topic is addressed with some relevance but the reader may
find the composition at this level lacking in liveliness and interest
value.
 Lapses in tone may be a feature.
 Meaning is never in doubt, but single word errors are sufficiently
E frequent and serious to hamper reading.
7-9  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 and punctuation make reading the script difficult.
 Paragraphs lack unity or are haphazardly arranged.
 The subject matter may show some relevance to the topic but
only partial treatment is given.
 The high incidence in linguistic errors is likely to distract the
reader from any merits of content that the composition has.
 The letter may have paragraphs but these lack unity and links
are incorrectly used or the speech may not be paragraphed at
all.
 There may be errors of sentence separation and punctuation.
 The tone may be inappropriate for a formal letter..

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 Meaning is fairly clear but the high incidence of errors throughout

U(i) the writing will definitely impede the reading.
4-6  There may be many serious errors of various kinds throughout
the script but they are mainly of the single word type; they could
be corrected without rewriting the whole sentence.
 A script at this level may have very few accurate sentences.
 Although communication is established, the frequent errors may
cause blurring.
 Sentences may be simple and very often repetitive.
 Punctuation may sometimes be used correctly but sentence
separation errors may occur.
 There may be frequent spelling errors.
 The tone may not be appropriate for a formal letter. It does not
show understanding of the detailed requirements of the task.

 The reader is able to get some sense out of the script but errors
U(ii) are multiple in nature, requiring the reader to read and re-read
2-3 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 errors is so high that meaning is blurred.
 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 more than one or two accurate sentences.
 The content is comprehensible, but its tone is hidden by the
density of errors.

 A script in this category is almost entirely impossible to read.

U(iii)  Whole sections of the letter may make little or no sense at all or
0-1 it is 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 letter makes no
sense at all from the beginning to the end.

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SULIT 1119/1

Section B : CONTINUOUS WRITING

CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF CONTINUOUS
WRITING

Mark Range Description of Criteria

 The language is entirely accurate apart from very occasional

first draft slips.
A  Sentence structure is varied and shows that the candidate is
able to use various types of sentences to achieve a particular
44 - 50 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 language is accurate; occasional errors are either minor

or first draft slips.
B  Vocabulary is wide enough to convey intended shades of
meaning with some precision.
 Sentences show some variation of length and type, including
38 - 43 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.

 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.
C  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.
32 - 37  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

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SULIT 1119/1

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 originality and planning.
Some interest is aroused but not sustained.

 The language is sufficiently accurate to communicate

D meaning clearly to the reader.
 There will be patches of clear, accurate language, particularly
26 - 31 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 or unity.
 The topic is addressed with some relevance but the reader
may find the composition at this level lacking in liveliness and
interest value.

 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.
E  Vocabulary is limited - either too simple to convey precise
meaning or more ambitious but imperfectly understood.
20 - 25  Simple words may be spelt correctly but frequent mistakes in
spelling and punctuation make reading the script difficult.
 Paragraphs lack unity or are haphazardly arranged.
 The subject matter will show some relevance to the topic but
only 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.

 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
U(i) 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
14 - 19 may cause blurring.

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 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.
 The reader is able to get some sense out of the script but
U(ii) errors are multiple requiring the reader to read and re-read
8 - 13 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 that meaning is blurred.
 This type of script may also be far short of the required
number of words.
U(iii)  Scripts in this category are almost entirely impossible to read.
 Whole sections may make little or no sense at all.
0-7  Where occasional patches of clarity occur, marks should be
awarded.

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Form 5
Answer scheme
Bahasa Inggeris (SPM Trial Exam)

Section A
Questions 1 – 8

1. B
2. D
3. A
4. C
5. C
6. D
7. A
8. B

(Questions 9 – 15)

9. B
10. B
11. D
12. C
13. A
14. C
15. A

Section B
16. learn the dangers of borrowing from loan sharks / how to manage your finances.
17. Basic self-defense for women
18. free advice / obtain information on keeping the school safe and protected from bullies.
19. Rotary Club’s ‘Stress-Buster’ Camp
20. An audiometric test.
21. At the Pahang Anti-Bully Society / www. anti-bully.com
22. Ear, Nose and Throat Centre at Kuantan Garden
23. Learn self-defense at community hall of Taman Seri Temerloh.
24. Damai Jaya Beach Resort, Kuantan
25. Attend a talk given by an officer from the Credit Management and Counselling Agency of
Bank Negara / Sign him up for the talk on the Ah Long scourge.

Section C
Questions 26 – 30

26 37 / thirty-seven times
27 (a) he didn’t lose his temper any more

(b) i. every time he held his temper

ii. even if the nails were pulled out, the fence will never be the same or one must be careful
of what is spoken as the hurt will remain

28 (a) must achieve something with his life

(b) the world and the boss

29 (a) the money will be needed to look after himself and his family
(b) responsible

30 we can earn respect from people if we achieve something,

Nobody will respect us if we are useless [2 marks]
Accept any other suitable answer
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31 Summary [15 marks]

C1 are learned the hard way but some could be learned by watching the experiences of
others
C2 life is not fair
C3 have to get used to it
C4 the world expects you to achieve something / cannot expect the rest of the world to
respect you
C5 you have to do well in life to feel good
C6 do not complain that your father is hard on you or that your teacher is strict as the
world will be harsher
C7 if you make a mess of things, it’s not your parents’ fault
C8 learn from other people’s mistakes
C9 if you make serious mistakes in real life, you will pay for it
C10 having and holding an honest job is important in life for a responsible man
C11 be nice to people

Language Descriptors

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

Paraphrase = 5
Use of English = 4
-------
9 ÷ 2 = 4.5 = 5 marks

STYLE AND PRESENTATION DESCRIPTORS SUMMARY

MARKS PARAPHRASE MARKS USE OF ENGLISH

 language is accurate
 a sustained  occasional errors
attempt  sentence structure varied
to rephrase the  marked ability to use original
5 text 5 complex syntax
Excellent  expression is Excellent  punctuation accurate
secure  spelling correct throughout
 difficult phrases
from text may be
substituted
 language is almost always
 noticeable accurate
attempt  serious errors will be isolated
4
to rephrase the
4  some variation of sentences
Good
text
Good  punctuation accurate
 free from  spelling largely accurate
stretches of lifting
 expression is
generally secure
 language is sufficiently
 intelligent and accurate
selective lifting but  simple structures dominate
3 3
Fair
limited attempt to
Fair  serious errors not frequent but
rephrase noticeable
 expression may  spelling nearly always
not always be
2
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secure accurate
 fairly well-organised and
coherent in some parts

 total lifting of text  meaning is not in doubt

but not a  serious errors more frequent
complete  simple structures accurate but
transcript not maintained
 attempts to  spelling accurate
2 2
Unsatisfactory
substitute but
Unsatisfactory  some irrelevant parts
only for single
words
 irrelevant
sections more
frequent
 more or less a  heavy frequency of errors –
transcript of the hampers reading
0-1 text 0-1  fractured syntax / fragmented
Poor  no originality Poor  incoherent
 irrelevant
sections copied

Note :
1. The mark 0 is awarded if the material used is from outside the prescribed text (totally
irrelevant)
2. For a ‘more or less complete transcript of text’ maximum for USE OF ENGLISH is 3.

SECTION D

32. a) Autumn / Fall.(1 mark)

b) He decided to take the first road later. (1 mark)
c) The persona was not sure whether he would be able to return to the junction and take the
first road / The persona knew that things do not always turn out as we plan. (1 mark)
d) Daring / Adventurous / Brave / Courageous / A risk-taker. (1 mark)
because he dares to take the road that not many people travel on (1 mark)
*Any expression with a similar idea

33. a) Her husband has gone droving. (1 mark)

b) She dresses herself, tidies the children, smartens-up the baby (1 mark)
and goes for a lonely walk along the bush track (1 mark)
c) Yes / No. Any acceptable answer. (2 marks)

34. For this question, marks are awarded as follow :

Content - 10 marks
Language - 5 marks
Total - 15 marks

Note:
1. Read the script carefully before deciding which band it best fits and the content mark it
deserves.
2. If the response meets all or nearly all the descriptors given in the bands, the response should be
placed at the top level of the mark range for that particular band.
3. Then assess the quality of writing under the provision for LANGUAGE.
4. The final mark will be expressed as CONTENT plus LANGUAGE and the total is shown in the
right hand margin of the script.
5. No response will fit perfectly into any band but examiners must judge which level best fits the
descriptors described in the bands.
3
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MARK CONTENT MARK LANGUAGE

RANGE RANGE
9 – 10 * a consistently relevant and 5 * accurate
convincing response to the * very well - organised
task specified
* almost always provide
textual evidence with
details and well-developed
7-8 * a relevant response to the 4 * largely accurate
task * well-organised
* usually provides textual
evidence ( some
development )
5-6 * an intermittently relevant 3 * frequent errors but meaning
response to the task is never in doubt
* provide some textual * fairly organised
evidence with little
development
3-4 * a response of very little 2 * some blurring in meaning
relevance of task * poorly organised
* hardly any textual evidence
1-2 * shows barely any 1 * makes little or no sense at
understanding of the all
requirement(s) of the task * lacks organisation
* response has no relevance
to the task