skema jawapan english sarawak

PEPERIKSAAN PERCUBAAN SETARA 3
DAERAH LAWAS
SIJIL PELAJARAN MALAYSIA
2017

PERATURAN PEMARKAHAN
BAHASA INGGERIS

UNTUK KEGUNAAN PEMERIKSA SAHAJA

AMARAN
Peraturan pemarkahan ini SULIT dan Hak Cipta Kerajaan Malaysia.
Kegunaannya khusus untuk pemeriksa yang berkenaan sahaja.Sebarang
maklumat dalam peraturan pemarkahan ini tidak boleh dimaklumkan kepada
sesiapa.Peraturan pemarkahan ini tidak boleh dikeluarkan dalam apa-apa juga
bentuk media.

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

Vister

Freeline

RM30

1 mark

Printed

1 mark

Easily damaged

1 mark

RM50

1 mark

Electronic

1 mark

Needs batteries

1 mark

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

B










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




16 - 18












C
13 - 15








MARK
RANGE

DESCRIPTION OF CRITERIA




D

10 - 12

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
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.







E





7-9



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.
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











U (i)
4- 6











U (ii)
2-3









U (iii)
0-1





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.
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.
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.
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.
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 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










B
38 – 43







C
32 - 37








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.
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.
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








D
26 - 31









E
20 - 25









U (i)
14 - 19







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 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
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.
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.
Paragraphs lack unity or there may not be any paragraphs at all.

MARK
RANGE

DESCRIPTION OF CRITERIA


U (ii)
8 - 13





U (iii)
0-7






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.

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
The mark ‘0’ should only be given if the script makes no sense at all from the
beginning to end

PAPER 2

SECTION A
1
2
3
4
5

D
A
D
B
C

6
C
7
D
8
A
9. D
10. A

11. D
12. B
13. A
14. D
15. B

SECTION B
Answers
16 KEYSKIM MILK
17. JOY VITAMIN ORANGE
18. MULTI-VITS
19. ALL ROUND IRON
20. SUPER CALCIUM
21. It results in skin rejuvenation

Marks

1 mark each

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
26
27

(a)
(b)

28

(a)
(b)

29

(a)

30

(b)
(a)
(b)

Answer
When she was working in a shipping company.
It is because writing makes her happy.
It was because she was uncertain / unsure about her future if
she became a writer.
‘squirrelled away’
Greece / Bali / Italy / Thailand / western Mongolia / Australia’s
Great Barrier Reef /Iceland
Adventurous / Brave / Daring
(Accept appropriate answer)
She enjoys travelling to places all over the world.
Places the narrator had visited previously
Choice : She becomes a writer.
Reason : It is because she prefers to pursue personal
happiness and satisfaction
(Accept appropriate answer)

Lines
lifted
2
13

Mark

14

1m

19

1m

29-31

1m

1m
1m

1m
36

1m
1m
1m
1m

31
No
1
2
3
4
5
6
7
8
9
10
11
12
13

Point
moved back with parents
worked regular / a nine-to-five desk job
planned her next move
squirreled / saved much money
went to travel around the world
worked on her blog
spent a year building up the content
growing her social media
setting up freelance writing contracts
quitted her job
prefer to travel slowly
went back to places she had been before
gave up comfortable life

Line
10
11
17
19
23-25
20
21
21
22
29
35
36
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
- withhold the mark for a point if it is wildly out of sequence
- do not penalise the points that then follow

LANGUAGE DESCRIPTORS
Question 31 : Summary
Mark
5

Paraphrase
There is a sustained attempt to
rephrase the text language
Allow phrases from the text which are
difficult to substitute.
Expression is secure





Mark
5

Use Of English





4

There is a noticeable attempt to
rephrase the text.
The summary is free from stretches of
concentrated lifting.
Expression is generally sound.





4






3





2







1





2
3

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.

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

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.

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 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.

The language is sufficiently accurate.
Serious errors are becoming more
frequent.
Fairly well-organised and coherent in
some parts.

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)
For a ‘more or less complete transcript within the prescribed area of the text’, maximum
mark for USE OF LANGUAGE is 2
Copying text materials in chunk, the maximum marks for USE OF LANGUAGE is 3

SECTION D

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
CHARACTER

POSITIVE
QUALITIES
Helpful

Newton Newman

EVENTS
-

Brave

-

caring

-

independent

-

Helps JJ to correct spelling at
Sullivan’s Jewelry store.
walks Mr Clay home after realising
that he is lost and confused
Helps Cecil to take down the bass
drum from the dumpster although he
was afraid of height
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.
He is able to take care of himself
while his parents are busy at the
hospital.

LITERATURE DESCRIPTOR
MARK
9-10






7-8






CONTENT AND LANGUAGE DESCRIPTORS
CONTENT
MARK
LANGUAGE
Response – relevant to specified
5
 accurate language
task
Elaborations given – well  occasional minor errors
supported and linked with
 varied sentence structure
evidence or knowledge from text
 vocabulary - wide and precise
Main and supporting ideas –
 punctuation & spelling
relevant to specified task
Ideas – clearly presented, wellorganised and easily understood
Response – relevant to specified
4
 almost always accurate
task
Elaborations given – usually
language
 mistakes in complex structures
supported and linked with
evidence or knowledge from text
 some sentence variations
Main and supporting ideas –
 vocabulary - wide but lacks

mostly relevant to specified task
 Ideas – clear and can be
understood

5-6

3-4

0-2

precision
 punctuation & spelling – nearly
always accurate & secure

3
 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
 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
 Response – no understanding of
specified task
 . Elaborations given – incoherent
and unlikely linked to the
 text
 . Ideas – no relevance to
specified task

largely accurate language
sentence structures – simple
patches of clarity
vocabulary - adequate but lacks
precision
 punctuation & spelling – largely
accurate & secure





2
 errors – frequent
 meaning - never in doubt
 vocabulary - limited and too
simple
 punctuation & spelling – usually
accurate but not very secure
0-1

 serious errors
 errors impede meaning
 inaccurate punctuation and
spelling