SECTION A: DIRECTED WRITING

Question1
This question is assessed as follows:

1. ALLOCATION OF MARKS:
FORMAT : 3 marks
CONTENT : 12 marks
LANGUAGE : 20 marks
_______________________
TOTAL : 35 marks

2. FORMAT AND CONTENT MARKS– 15marks

FORMAT MARKS
F1 = Sender’s Address 1

F2 = Salutation 1

F3 = Yours sincerely, / Your cousin

Signature 1

Sub-total 3
CONTENT POINTS MARKS
C1 Ask why and how he started this habit 1
C2 Mention how you felt when you heard that he had 1
started smoking
C3 Advise him to stop this habit before it is too late 1
C4 can cause cancer of the lungs and mouth 1
C5 can affect the person’s overall health 1
C6 cigarettes are expensive and a waste of money 1
C7 cigarette smoke adds to air pollution 1
C8 attend counselling sessions 1
C9 talk to people who have stopped smoking 1
C10 be positive 1
C11 own suggestion 1

C12 own suggestion 1

Sub-total 12
GrandTotal 15
LANGUAGE -20Marks

1. Marks are awarded for:

i. Accurate English
ii Style and Tone[appropriate to task]
2. Read the script and indicate all errors of language by underlining word,
phrase or punctuation where the mistake appears.
3. Please tick for good appropriate vocabulary, structure and tone.
4. Award marks by referring to the criteria for marking language.
CRITERIA FOR MARKING LANGUAGE

Section A: Directed Writing

Band/mark Band Description

 The language is entirely accurate apart from occasional first draft
A
slips
19-20  Sentence structure is varied and sophisticated- shows that the
candidate I able to use sentence length and type to achieve intended
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 appropriately linked
(Shows coherence and cohesion)
 The topic is addressed with consistent relevance.
 The interest of the reader is aroused and sustained throughout the
writing.
 The tone and style is appropriate.

 The language is accurate but there may be more minor errors or first
draft slips.
B  Sentence show some variation in length and type, including the use
of complex sentences.
16-18
 Punctuation is almost always accurate and generally helpful to the
reader.
 Vocabulary is wide enough to convey intended shades of meaning
with some precision.
 Spelling is nearly always accurate.
 Written in paragraphs which show .unity and are usually linked
appropriately.
 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 style and tone is appropriate. The reader is satisfied that genuine
attempt has been made.
  The language is generally accurate.
 Simple structures are used without errors, mistakes make occur when
C more sophisticated .
 Vocabulary is adequate to convey intended meaning although it may
13-15
not be sufficiently developed to achieve precision.
 Sentences show some variety of length and structure although there
is a tendency to use one type of structure, giving it a monotonous
effect
 Punctuation is generally accurate although errors may occur in
complex cases.
 Spelling is generally accurate for common vocabulary.
 Write in paragraphs which show some unity, although links may be
absent or inappropriate at times.
 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
the task.

 The language is sufficiently accurate for meaning to come through.

 There will be patches of clarity particularly when simple vocabulary
D structures are used.(This is a clear indication of a D band)
 Mistakes will occur when more complex sentences are attempted.
10-12
 There may be some variety of sentence length and type but this may
not be successful in enhancing meaning or arousing interest.
 Vocabulary is adequate but lacks precision.
 Punctuation is generally correct but does not enhance or clarify
meaning.
 Simple words are correctly spelt but errors may occur when
unfamiliar words are used.
 Written in paragraphs but show lack of planning or unity.
 Topic is addressed with some relevance but the reader may find
composition at this level lacking liveliness and interest value.

 Meaning is never in doubt, but single word errors are sufficiently

E
frequent and serious to hamper speed of reading
7-9  Vocabulary is limited and either too simple to convey precise
meaning or is imperfectly understood.
 Simple words maybe spelt correctly but frequent mistakes in spelling
and punctuation make reading the script difficult.
 Paragraphs may lack unity. Links are incorrectly used. There may
be errors of sentence separation and punctuation.

 Meaning is fairly clear but the incidence of error is high and

U(i) definitely impedes the reading.
 There will be many serious errors of various kinds throughout the
4-6
 script but these 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 accuratesentences
 There may be frequent spelling errors.
 Punctuation will sometimes be used correctly but sentence separation
errors may occur.
 Paragraphs may not be used, or if used, show a lack of planning.

 Sense will be decipherable, but some of the errors will be multiple in

U(ii) nature, requiringthe reader to re-read and reorganise before
meaning becomes clear.
2-3
 At this level, there may be only a few accurate but simple sentences.
 This type of scriptmay also be far short of the required number of
words.
 Whole sections 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 density of errors.

 Scripts in this category are almost entirely impossible to recognise as

U(iii)
pieces of English.
0-1  Whole sections may make no sense at all or copied from the task.
 Award ‘1’ mark if some sense can be obtained.
 The mark ‘0’ should only be awarded if the writing makes no sense at
all from beginning to end.
 CRITERIA FOR MARKING LANGUAGE
Section B: Continuous Writing

MARK DESCRIPTION OF CRITERIA

RANGE
 Language – entirely accurate, with occasional first draft slips
 Sentence structures, varied and sophisticated – achieve particular effect
 Vocabulary – wide and precise – shades of meaning
A  Punctuation and spelling – accurate and helpful
44-50  Paragraphs – well-planned, unified and linked
 Topic – consistently relevant
 Interest – aroused and sustained throughout writing

 Language – accurate, with occasional minor errors or firstdraft slips

 Sentence – varied lengths and types, some complex sentences
 Vocabulary – wide and precise – shades of meaning
B  Punctuation and spelling – nearly always accurate
38-43  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 structures – error-free, errors with more ambitious structures,
 Vocabulary – wide enough to convey meaning but lack precision
 Punctuation in simple sentences – accurate, with errors in more complex use
C  Spelling – simple words, correct but misspelt with moresophisticated words
32-37
 Paragraphs – show unity, at times inappropriately linked
 Writing – relevant , lack originality and interest
 Some interest – aroused but not sustained

 Language – sufficiently accurate

 Patches of clear, accurate language – especially, when simple structures and
D vocabulary used
26-31
 Some variety in sentence type and length
 Vocabulary – adequate but not developed to show intended meaning and
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
 Vocabulary – limited, too simple or when more ambitious, it’s imperfectly
understood
E
 Spelling – simple words spelt correctly
20-25
 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
 Vocabulary – many serious errors of various kinds, mainlysingle-word type,
U(i) but could be corrected without rewriting
14-19  Sentences – very few are accurate, often simple and repetitive
 Punctuation and spelling – sometimes used correctly
 Paragraphs – lack unity or no paragraphs at all

 Makes some sense

 Multiple Word Errors (MWE) – very frequent, requires rereading
U(ii) before being understood, impedes reading / blurring
8-13  Only a few accurate sentences –mostly simple sentences
 Length – shorter than of the required length

 Almost entirely impossible to read / blurring

 Whole sections make little or no sense at all
U (iii)  Occasional patches of clarity (marks awarded)
0-7  Vocabulary – simple words used
 “0” to scripts with no sense from beginning till the end
 PAPER 2

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

Section B : Information Transfer

16. Perak State Education Department and Malaysian Nature Society

17. Malaysian Plantation Industry and Green Products Sdn Bhd
18. 1st March to 31 May 2018
19. raise awareness among Malaysian students on the importance of recycling
20. Bringing People Closer To Nature
21. 20,000 Form 1 students
22. Can Collection Campaign
23. Music Competition
24. talks on the importance of recycling
25. 15 February 2018

Section C : Reading Comprehension

No. Answers Marks

26 He had a genetic disorder. (Line 10) 1

27 He was undersized and underweight. (Line 12) 1

28 (a) i. Every single cell in his body would be duplicated even with the tiniest 1
wounds. (Line 20 - 21)

ii. anecdotes 1

(b) i. Kevin laughed when his sister started flinging herself from one side of his 1
head to the other. (Line 28 – 29)

ii. erupted into a grin (Line 30) 1

29 (a) Tracy’s father helped her to build a crawling track in their living room to 1
help her son move. (Line 43 - 44 )
(b) Tracy filled her living room with mats and flashcards with words and dots 1
for counting. (Line 48 – 49)
30 Advice: Do not give up (but make effort to deal with the situation) 1
Reason: Anything is possible if we try. Otherwise we would regret if we 1
did not do it.

Accept any suitable answer.

Question 31

Award 1 mark for each of the following point up to a maximum of 10 marks.

For language and expressions, use the criteria set in the language band. Award up to a maximum of 5
marks.

Contents : 10 marks
Language: 5 marks

C Line Summary points as in text (C) Sentences Marks

1 21 every single cell in his body would Kevin had developmental 1
be duplicated even with the tiniest problems because every single cell
wounds in his body would be duplicated
with the tiniest wounds.
He would likely face obstacles in
2 24 obstacles in speech, mobility and speech, mobility and learning. 1
learning There were monthly visits to an
early intervention clinic for
3 33-34 monthly visit to an early rudimentary physical therapy. 1
intervention clinic Tracy pushed the therapists for
4 34 rudimentary physical therapy better ways to address Kevin’s 1
5 36-37 pushed therapists for better ways to disorders. 1
address Kevin’s disorder She continued reading books on
read books on disability and the disability and the brain.
6 42-43 brain Then, her father helped her build a 1
father helped her build a crawling crawling track in the living room
7 43-44 track in the living room which would help Kevin to move. 1
help Kevin to move Tracy reorganised the main floor
reorganised the main floor of their of their house for their son’s
8 45-46 house for their son’s therapy therapy. 1
9 48 filled the room with mats and They filled the room with mats 1
flashcards with words and dots for and flashcards with words and
counting dots for counting.
10 49 hold up the flashcards daily Tracy and her husband hold up the 1
flashcards daily.
eat food free from allergies and They made sure Kevin eats food
11 51 inflammatory free from allergies and 1
inflammatory.
12 53 1
STYLE AND PRESENTATION DESCRIPTOR FOR LANGUAGE
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.
Paraphrase :5
Use of English :4
9 ÷ 2 = 4.5 = 5 marks
MARK PARAPHRASE
5  Sustained rephrasing
 Phrases that are too difficult
to extract can be taken from
the text.
 The expression used by the
candidate is secure.
4  There is noticeable
rephrasing,
 It is free from stretches of
sentences being lifted from
the text.
 The expressions used arte
generally sound.
3  There is limited rephrasing.
 There is intelligent and
selected lifting.
 The expression is not always
secure.
2  There is evidence of copying
some relevant sentences
from the text or wholesale
copying.
 There are attempts to
substitute with their own
language and this is limited
to single words only.
 There is more or less a
1 complete transcript of the
original text.
 There is word for word
copying.
 The originality of the
candidate’s writing is barely
noticeable.
 There is mindless lifting,
which includes the irrelevant
MARK USE OF ENGLISH
5  The language is accurate.
 There are some slips or
minor errors.
 Language is very well
organised and coherent
throughout the piece of
writing.
 Ability to use original
sentences and write complex
structures.
4  The language is largely
accurate.
 There are isolated serious
errors.
 Text is well organized and
coherent in most parts.
 There is some ability to use
original and complex
structures.
3  The language is sufficiently
accurate.
 There are noticeable serious
errors.
 It is fairly well organized
and coherent in some parts.
2  The meaning of the
summary is not in doubt.
 There are frequent serious
errors.
 The text is poorly organized
and it lacks coherence.
1  There is a high incidence of
serious errors.
 The syntax is fractured.
 The text is incoherent.
 sentences as well.

NOTE:

 If the summary is outside the given text which is considered totally irrelevant, then the mark of “0” is
awarded.
 If the candidate copies more or less the text, the MAXIMUM marks awarded for the section on USE
OF ENGLISH is “3”.
 If a candidate writes in note form throughout the answer, a mark of “0” is given for STYLE and
PRESENTATION. The candidate will not get any marks for sections on PARAPHRASE and USE OF
ENGLISH.
 The length for the summary is 130 words, including the 10 given words. If a candidate does not make
use of the 10 given words, he/she is allowed to write a total of 120 words.
 Draw 2 slanting lines // after the 130th or 120th word. Content points and language marks will not be
considered after the stipulated number of words. The candidate cannot be penalised if the total number
of words exceed the total number.
 Contractions are counted as 2 words except for can’t which is a word (cannot). Proper nouns are not
counted as one.

Section D (20 marks)

N0. ANSWER MARK REMARK

(a) The leader/ captain/ commander/ chief 1

(b) Possible answers:

i. Theirs not to make reply If the students give more
ii. Theirs not to reason why than one line- award “0”
1
iii. Theirs but to do and die mark

Accept any ONE of the lines.

(c) Possible answers:
i. They were attacked by the enemies Students are allowed to lift
ii. They were injured from the poem
iii. They died
1
iv. They rode into the jaws of Death
v. They rode into the mouth of Hell

Accept other reasonable answers

Possible answers:
i. Be patriotic
ii. Appreciate the natural resources
iii. Value the history of the country for the
new generation 1
iii. Be loyal to one’s country

Accept other reasonable answers

 Question 33 - NOVEL

Marks awarded are as follows:

CONTENT : 10 marks
LANGUAGE : 5 marks
TOTAL : 15 marks

Please refer to the band descriptors below before deciding which band BESTFITS the mark for CONTENT
and LANGUAGE.
MARKING FOR CONTENT MARKING FOR LANGUAGE
Score Band Descriptors Mark Use of Language
10 - 9 an always relevant response to the 5 accurate
task very well-organised
almost always provide textual easily understood
evidence (detailed and well
developed)
maintains a consistent and
convincing point of view

8-7 a relevant response to the task 4 largely accurate

usually provides textual evidence well-organised
maintains a consistent point of view easily understood
doesn’t convince ( argument not as
developed as 9/10 but with some
development)
more towards narration
6-5 an intermittently relevant response to 3 frequent errors but meaning not
the task in doubt
provides little textual evidence fairly organised
point of view consistent in parts can be understood
4-3  a response of very little relevance 2 some blurring in meaning
to the task poorly organised
hardly any textual evidence generally difficult to
point of view difficult to establish understand

2-1  show barely any understanding 1 makes little or no sense at

of the requirement(s) of the task all/hard to follow
point of view not establish lacks organisation
difficult to understand

Note : The mark ‘0’ should only be awarded if

there is no understanding of the requirement(s) of the task
the response is in language other than English
there is no response

*1 mark is awarded if candidate mentions something about the novel

END OF MARK SCHEME