MAKTAB RENDAH SAINS MARA

SKEMA PEMARKAHAN
SIJIL PENDIDIKAN MRSM
2014
BAIIASAINGGERIS
KERTAS 1&2

rrt9/l

@2014 Hek Cipt, MARA

SULIT

RECOMMENDATIONS FOR MARKING PAPER

This

is a friendly reminder to

teachers

fo ensure the quality and

standard of morking and to reduce discrepancies in awarding marks.

l.
2.

Coordinated marking is a must before marking the papers.

Guidelines to coordinated marking:
Select a few random scripts from weak, average and good
students to be marked.
Teachers mark the scripts and give marks accordingly (refer to

i)

ii)

band descriptors).
iii) Discuss as a unit to come to an agreement on the final marks
that should be awarded.
3. Proceed with marking your scripts.
* Teachers are recornrnended to mark scripts
from other classes to have a
clearer assessment of students ' competency and ability.

I.

SECTIONA

Assessment objectives

To test candidatesr ability to:

Read and comprehend the rubric

,..

Use the

t
*

information given to display an understanding of the task

Generate ideas within the specific framovork provided

Use clear and accurate standard of English in the response, using a style

and tone appropriate to the task

Marking Method
Each script should be read slowly and annotated as detailed in the marking scheme. A
brief comment at the end of the script is sometimes helpflrl when checking accuracy
of the marking, particularly when the script has produced an answer which is not
entirely catered for the marking scheme, but which is a valid response to the task and
therefore should be given credit.

o
o
r

Indicate errors of language by underlining the word or phtase where the

mistake occurs
Indicate by a tick (',/) , good appropriate vocabulary, structure and tone
Award marks on 'best fit' basis by refering to the Criteria for Marking
Language

The qualities to be awarded are:

.
r

accurate standard English

style and tome appropriate to the task

Candidates need not use exact words given in the stimulus. However, own language
must convey the same meaning

The objectives above are rewarded as follows:

Detailed Marking Instructions

This question is assessed as follows:

1) Allocation of Marks:

FORMAT : 3 mark
CONTENT : 12 marks

LANGUAGE : 20 marks

TOTAL

35 marks

2) Format

&

Content Marks:

POINTS

Point
No.

Mark(s)

FORMAT
F1

title

F2

name of the writer

F3

appropriate ending

CONTENT

C1

builds confidence

E1

Elaboration of

Cl

c2

E2

improves communication skills

Elaboration of C2

C3

keep up with current issues

E3

Elaboration of C3

c4

practise regularly

Elaboration of C4

c5

advantage 3

c6

advantage 4

c7

tip 3

c8

tip 4

Total

e laborations :
El : brave to voice opinion
E2: can communicate effectively
E3: know what is happening around the world
E4: constant and continuous practice

P oss ible

P os s ib le additio nal po ints :

& C6: develops critical thinking/ sharpens mind/ other logical points
C7 & C8: read a lot/ discuss with friends/ watch debate videos/ other logical points

C5

15

Mark Ranqe

CRITERIA FOR MARKING LANGUAGE

SECTION A. DIRECTED WRITING
Description of Criteria
o The language is entirely accurate apart from occasional first draft

A
19

-20

o
o
.
r
o
o
e
o
o
o

B
16-18

o
'
.
o
.
o
o
o
o
r

13-15

r
.
o
o

slips.
shows that the
Sentence structure is varied and sophisticated
candidate is able to use sentence length and q?e to achieve an
intended effect.
Vocabulary is wide and is used with precision.
Punctuation is accurate and helpful to the reader.
Spetling is accurate across the full range ofvocabulary 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 style and tone is appropriate.
The language is accurate but there may be more minor errors or first

draft slips.
Sentences show some variation in length and tlpe, including the use
of complex sentences.
Punctuation is almost always acourate 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 some irnity and are usually linked
appropriately.
The piece of writing is relevant to the topic and the interest of the
reader is aroused and sustained through most ofthe composition.
The style and tone is appropriate. The reader is satisfied that genuine
attempt has been made.
The language is largely accurate.
Simple structures are used without errors; mistakes may occur when
more sophisticated structures are attempted.
Vocabulary is adequate to convey intended meaning although it may
not be sufficiently developed to achieve precision.
Sentences show some variety of length and sffucture 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 uses.
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 stJlle and tone shows some attempts have been made to achieve
the task.
5

.
.
o
.
D
t0 -12

o
o
o
o
o
o
.

7-9

r
.
.
o
.

(r)

4-6

o
.
o
o

u (ii)
2-3

u (iiD
0-1

o
.
.

The language is sufficiently accurate for meaning to come through.

There will be patches of clarity particularly when simple vocabulary
and structures are wed. (Ihis is a clear indication ofa D band.)
Mistakes will occur when more complex sentences are attempted.
There may be some variety of sentence length and type but this may
not be successfirl in enhancing meaning or arousing interest.
Vocabulary is adequate but lacks precision.
Punctuation is generally correct but does not enhance or clmifr
meaning.
Simple words are spelt correctly but errors may occur when
unfamiliar words are used.
Written in paragraphs but show lack ofplanning 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 precision and speed ofreading.
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.
Simple words may be spelt conectly but frequent mistakes in spelling
and punctuation make reading the script difficult.
Paragraphs lack unity. Links are incorrectly used. There may be
errors of sentence separation and punctuation.
Meaning is fairly clear but the incidence of enor is high and
definitely impedes the reading.
There will be many serious errors ofvarious kinds throughout the
script but there are mainly ofthe 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.
There may be frequent spelling erors.
Punctuation will sometimes be used correctly but sentence separation
erors may occur.
Paraqraphs may not be used, or ifused, show a lack ofplanning.
Sense will be decipherable, but some of the errors will be multiple in
nature, requiring the reader to re-read and re-organise before meaning
becomes clear.
At ttris level, there may be only a few accurate but simple sentences.
This type of script may 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 the density oferrors.
Scripts in this category are almost entirely impossible to recognise as
pieces of English.
Whole seciions may make no sense at all or are 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.

*Refer to page 5 for Marking Symbols.

NB

No scrip will fit into any one of the

categories described above. The

appropriate mark for a script is therefore determined by deciding which
category most nearly reflects its characteristics' Examiners should not
construct any hierarchy of characteristics when allocating a mark, but should
assess the writing as a whole before deciding on any category and should
also refer to the previous scripts which have been marked earlier.

Use a sensible approach when dealing to content points.

* Additional points need to be sensible.
* For mere t rention of content points, the candidates still get marks
conte ts but only a maximum of 3 marks for language.

for

MARK SCHEME
LAITGUAGE ACCI,]RACY
These notes set out categories of serious and minor errors of English relevant to the
various descriptors in the mark band.

SERIOUS ERRORS
Wrong verb fomrs e.g. Motorists like to raced along the road.,.
Serious tense erors, i.e. inconsistency of time setting e.g' When I tried to
overtahe, lhe motorisl brake suddenly. '.
Omission or obvious misuse of prepositions, e.g. They were driving al lhe
middle in the road.,.
Wholesale misunderstanding/misuse of words e.g. The car slipped on lhe wel

.
o

.
o
r
.

road
Serious errors of agreem ent e.g. The

driv* and

his passengew was seriously

injured
Serious errors in handling key parts of speech, i.e. use of wrong pronoun,
inability to handle articles. E.g. Molorbike was drive by very young boy,
Ingrained weaknesses of punctuation e'g. commas replacing full stops, wrong
use of colon, etc...
SMS language.

MINORERRORS
o Misspelling of a minor nature. Count as serious enor when the form of t}te

o
o
o
.

word is severely mangled or is unrecogrizable'

Obvious slips of repetition or omission.
Minor erors of punctuation, e.g. failure to complete pairs of commas etc. "
Be consistent in either British or American English spelling'
Inappropriate language./slang unless it is done deliberately and effectively with
the content.

MARKING SYMBOLS
./

Merit
Serious error (single word error)

Minor error (single word error)

ll

MWE multiple in nature

(Two parallel lines in the right:!44C
Omission

Repetition

Lifting

IR

Irrelevant

Paragraph

FE

Factual Error (for novel)

44Ig!4)-

MARK SCHEME
SECTION B
ASSESSMENT OBJECTIVES
To test candidates' ability to:
produce a piece ofcontinuous prose in accurate Standard English.
respond retevantly and creatively to a task chosen from a number of
alternatives.

o
.

Particular emphasis is placed upon the candidate's ability to ;

r
write sentences of yarious lengths and types, using a variety of
sentence structures as an aid to meaning.
.
use a wide range ofvocabulary with precision.
o punctuate accurately and effectively.
o write in paragraphs which are appropriately linked and show

.
o
.

cohesion.
spell accurately over the full range of vocabulary.
respond with relevance and precision to the chosen topic.
engage and sustain the interest ofthe reader.

The above objectives are assessed by impression, using as guides the attached
grade descriptions, and sample scripts showing performance across the expected
range of achievement.

MARKINGMETHOD
.
The whole of each composition should be read slowly and carefully,
indicating all errors by underlining the word or phrase where the mistake
occurs and placing ticks (rf in the body of composition to indicate good

.
.

NB

use of language or subject matter.

When the script has been read, it should be assigned to one

ofthe levels of
performance described. No scrip will fit exactly to any category perfectly,
but examiners mustjudge which level best fits the characteristics described

in the grade descriptions.

meets all or nearly all the criteria given in the descriptions, the
script should be placed at the top end of the mark range for that level. A
scrip that fits the description but is less complete in its coverage of the
criteria should be placed at the bottom end of the mark range for that
particular level. Sample scripts should be used as further guides for
awarding the correct mark.

If the script

When assessing a piece of continuous writing'' it is important to

remember that the candidate is working within a strict time limit
under examination conditions and may therefore, make occasional
'first draft errors' which are not typical of the candidate's best work.
Should there be any doubt on lhe srudenl's level of wtiling, refer to
his/her Directed llriting essay to gauge inlo the right band.

MARK SCHEME
SPMRSMPl &P2
CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF
CONTINUOUS WRITING
Section B
Description of Criteria
Mark Range
o The language is entirely accurate apart from very occasional first
draft slips.
o Sentence structure is varied and sophisticated - shows that the
candidate is able to use various types of sentences to achieve a
particular effect.
44-50
o Vocabulary is wide and is used with precision.
o Punctuation and spelling is accurate and helpful to the reader.
. Paragraphs are well-planned, have unity atrd are linked.
r The topic is addressed with consistent relevance.
o The interest of the reader is aroused and sustained throughout the
writine.
o The language is accurate; occasional errors are either minor or first
draft slips.
o Sentences show some variation of length and type, including some
complex structures.
o
Vocabulary is wide enough to convey intended shades of meaning
38-43
with some precision.
o Punctuation is almost always accurate and generally helpful.
o Spelling is nearly always accurate.
. Paragraphs show some evidence of planning, have unity and are
usually appropriately linked.
o The piece of writing is relevant to the topic and the interest of the

o
o
C
32-37

reader is aroused and sustained through !qSC!

The language is largely accurate.

dthg-99rtp9$&g-

Simple structures are used without error; mistakes may occur

when more sophisticated structures are attempted.

Sentence may show some variety of structure and length but there
is a tendency to use one type of structure, given it a monotonous
effect.
Vocabulary is wide enough to convey intended meaning but may
lack precision.
Punctustion of simple structures is accurate on the whole but
erors 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 originality and planning. Some interest is
aroused but not sustained'
Ambitious candidates write one form of compound and complex
sentences only and are still incorrect
Play-safe candidates '(e.g.: using simple vocabulary/ using only
coniunctionsto combine two

o
.

sente@

10

MARK SCHEME
SPMRSM PI & P2

.
r
o

D
26-31

o
.
.
.
r

Th. t""gr"g. 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 not clearly seen.
Punctuation is generally correct but does not clarifr 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
compoiition at this level lacking in liveliness and interest value'
The patches of clarity (j'4 error-free continuous lines) show a
clear "D" band
* Existence o.f some Single Woril Erron (SllEs).
Mea.t"g ts *rer in doubt, but errors are sulficiently 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 are spelt corectly but frequent mistakes in spelling
and punctuation make reading the script diffrcult'
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 irom any merits ofcontent that the composition may have'
* Single Word Enors (SWEs) -frequent and setious enough to
hamper reading.
* Exiitence of a few Mutliple Word Enors (MWEs) 4eserves a low 'E''

o
.

E
20

-25

o
.

.
.

U(D
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 corectly but sentence
separation errors may occur.
Single Word Errors (SWEs) are ver] frequent and imPede
reading/ cause blurring.
More serious MWEs that require reorganisation of errors in order
to anive at the intended meaning.
Paragraphs lack unity or there may not be any paragraphs at all'
11

MARK SCHEME
SPMRSM PI & P2

U (iD

r
r

8-13

o
o
o

u (iii)
0-7

* Refer to page

NB

e
o

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
eror is so high as to make meaning blur.
This t)ape of script may also be far short of the required number of
words.

Whole sections may make little or no sense at all.

Where occasional patches of clarity occur, marks should be
awarded.

Scripts in this category are almost entirely impossible to read.

The mark "0" should be given if the script makes no sense at all,
from the beginning to end.

for Marhing

Symbols.

When assessing pieces of continuous writing, it is important to remember

that the candidate is working within a strict time limit, in examination
conditions. No script will fit neatly into any one of the categories described
above. The appropriate mark for a script is therefore determined by deciding
which category most nearly reflects its characteristics. Examiners should not
construct any hierarchy of characteristics when allocating a mark, but should
assess the writing as a whole before deciding otr atry category and should
also refer to the previous scripts which have been marked earlier.

t2

MARK SCHEME
SPMRSMPl &P2
PAPER2

SECTIONA
The assessment objective for Section A is to assess students' ability to:
demonstrate an understanding ofreading and comprehension skills and sub-

skills at recognition level

1.

)
3.

D
D
C
C

9.
10.
11.

12.

B
C

5.
6.

13.

14.

B
D
D

7.
8.

15.

4.

13

MARKSCMME
SPMRSM PI & P2
SECTION B
students' ability to:
The assessment objective for Section B is to assess
another
transfer relevant information from one text type to

=:'.ig!;.-?!i{. .'
'-,
16.

physical abuse

17. emotional abuse

18.

:-' :'

i..,

,,..

AccePt anY three

0/1

In any order

0/1

school problem(s)
0/1

peer pressure

family conflict(s)
diffrcult situation at home

t9:

talk to someone You trust

20. contact your local Safe Place programme

Accept any two

0ll

In atry order

0/1

get out ofyour cunent living situation

0/l

21. helps runawaY Youth

22.

live on the street

23. do not attend school

Atty lwo answers

0/1

*allempted suicide
not accePted

0/1

take drugs

24.

*Do not include the

stdtistics
Mandalory lo have
verbs (email, call,
contact, Phone)

ffigmail.com/
Email nru@gmail.com

0323- Call Rumah Bakti Aman at 03-21 647721 Call

2164772

Correct spelling and punctuation are mandatory'

t4

Mandatory to have
email address and

0/l
0/1

MARK SCHEME
SPMRSMPl &P2

SECTION C
Answers for Questions 26 - 30
:
The Assessment Objectives for Section C are to assess students' ability to
at recognition
demonstrate an understanding ofreading and comprehension skills and sub-skills

level.
level'
apply lower order and higher order comprehension skills and sub-skills at recognition
use language competently to convey meaning.

.
.

Please take note

ofthe following

Do award marks for answerJ with minor grammatical errors and spelling that do not distrupt
meaning.
Do award full marks for intelligent lifting.
different
Do remember to use your discition and good judgment for correct answers that appear
used.
from the suggested answer in the mmk sCheme interms ofexpression and structures
a personal
requires
question
that
to
a
Oo award riiks (as indicated) for any reasonable answer(s)

I
2
3
4
response.
text.
5 Do not award marks for total lifting that includes irrelevent sections of ortheunintelligible.
unclear
O Oo oot u**A any mar{<s for answeis where meaning is totally
7 Do not award marks ifone part ofthe sentence contadicts the other'
No.
26
27
(a)

Note

Answer
inert

ffi
(b)

treatment/he was
not found until the next moming

28

nowhere to go

(a)

ii)

had

o)
29
(a)

(b)

Do not accept
'because of the
delay' only

little money

!il"y figger@AGfiic reactionV he suffered

reactiqqq-

from allergic
any logical answer.
-Accept
Possible answers:
She could not accept that the son was going
to die
ii) She could not accept that she was finally
giving up

i)

* Any idea

ofnot

t5

21

0n

25

0it
0lr

29

0ll

38

011

42

0/l

being able to
accePt that the
son utds goiftg to
die

*Caring/ loving
not accePted

-trong/ very close/ inseParable

t7

Marks
0n
0/l

Line

MARK SCHEME
SPMRSMPl &P2
Ves i,e"ausa everyonel'rad already given up on
him when he finally showed signs of recovery'

was just a coincidence that the

medication was finally working at the moment
the brother whistled in his ear.

No because

it

Accept any Possible answer.

16

MARKSCMME
SPMRSM PI & P2
Question 3l: Summary
sum total (to the nearest rounded
Marks for style and Presentation are awarded based on the average
as follows:
fraction/decimal) of Paraphrase and Use of English' Annotate

Paraphrase
Use of English

:5

=4

9=2:A.5:@
LANGUAGE DESCRIPTORS
USE OFENGLISH

PARAPHRASE

o The Iangusge is accurate.

o There is a sustained attempt to

rephrase the text language.

Allow phrases from the text

which are di{ficult to substitute'

throughout.

Expression is secure.

o Marked ability to use original compler

.
.

stretches of concentrated lifting

o Expression is generallY secure

There is a noticeable attempt to

re'phrase the text.
e The summary is free from

The language largelY accurate.

Serious errors are becoming more

frequent.
Fairly well-organised and coherent in

some parts.

.
o
.

Meaning is not in dbubt

Frequent seriou.s errors.
Poorly organized and lacks

frequency ofserious errors,

impeding the reading in many places'
Fractures syntar is much more
pronounced at this level.

IHeaw

of the text.

Originalig barelY noticeable.

The mark

Serious errors are not fiequent although

they are noticeable.
Well-organised and coherent in most

o Some ability to use original compound

Note:

The language is almost largely accurate.

parts.

o Limited attempt to re-Phrase the

text.
r Intelligent and selective lifting,
i.e. when grouPs ofwords are
combined with own words'
. Expression may not always be
secure but the attemPt to
substitute will gain credit
Wholesale copying of text
matedal, i.e. in chunks'
. AtGmpt to substitute with own
language will be limited to single
word expression.
. Irrelevant sections ofthe text may
be Dresent at this level.
o Mindless lifting.
. More or less a complete transcript

Any occasional errors are either fint

draft slips or minor errors.
Very well organized and coherent

(totally irrelevant) or
the material used is totally outside the prescribed text
the entire passage (no attempt to summarise)'

of0 is awarded if

tt
.more or"opies
"-"-aiaut"
les.
a
For
is
3' "o,npt"t"
OF ENGLISH

trunlffi iitt

in ttr" pr"..riUed arei ofthe text', maximum mark for USE

17

MARK SCHEME
SPMRSMPl &P2
-

=11.113y::1::';':

2
J

--'-'

IIt b;T;t"

ili:tir;

as soon as

ffi;idG

I can./

13

13

l6

/---

-a-')

^,

it(.

I
9

10

ll

t2

24
24
24
25
26
29

13

a')

14

34-35

36

tota trim Scoq]ryg{4 !9 fine

ifrfilod alone bY his bed

TF-hAahfinld Welsh lullables

I held his hands

aldMJgg-

3't-38

qgSE! roolq

i .t--t i" S.^ff's room

She slept in

L:'. .-z{

share his sufferings'

iim6;*"itiag199nn_/i- a chqit\ in ihe waitina room

(Sometimes he was so close to fi"neilt dGA an0 she could not
except be with him and
death) all I could do was lie with do anything
chare hiq srrfferings

tiWe need Your Permission to SC

gave permission

remove all the tubes and stoP the treatment.

'nadication "
I pleaded, knowing that Jonathan Streleggea

Dr. Todd handed me the

ganting Permission to

to

stoP the

the doctor to

keep

Scotty alive a little longer'

must have nearly finished his exams'

(^^n'.

16

woda check on things

ifie

i ^--,fl-,I Li-

"Please keep Scotty alive

15

she

altrtl

I would assess the situatlon.

/*t^, hn$o f ? ta awotd C1)
I
r occrfcd him Scott would be tine
I stood on solitary guard bY Scott's

^*-- "incino

she

tell Sco1shg.q:gniry-not to give up

told Jonathan to stay Put

6d

bed

be there soon/she

said to

fell Scott I'm cominq.

Tell him to hang on.
I toiiJo"utttan not to come with me

Plaqcc

t2

wdia

little
She

PaPers

;gree-dto donate Scott's organs'

donate

qnd I sioned.

^,.cqn.
accePt that she was
Doctors and nurses had gatnereo She coutd not
him go.
around the bed. I heard mYself finally letting
saying, over and over, "l'{o, no, no

SAMPLE SCRIPT:
When Scott's mother received the call

from

the

police' sle said she would be there soon

andtotellScottthatrfr"***i'gandnottogiveup-shetoldJonathantostayput'shewould
by scott's bed, cradled

fine. tater, she stood alone

check on things and told him i""n"*"rra be
in the
hands and prayed, sleeping in his room or
him and sang old welsh lullabies. She held his
all she could do was be with him and share his
waiting room' There were times he nearly died that
a bit
treaurent but begged them to keep him alive
sufferings. She gave p"r.i,sion to stop Scott's

longer.Sheagreedtodonatescott,sorgansbutcouldnotacceptthatshewasfinallylettinghim
go.

(129 words)

l8

MARK SCHEME
SPMRSMPl &P2
SECTION D
Answers for Questions 32 - 33
Question 32

(the) flute
spend time watching the rain
gaze at the evening raYs OR

OR

Accept anY one

collect dew droPs OR

the fraqrance of flowers
UnemploYmenU Political

Accept anY one

problems / killings of PeoPle

Direct lifting is

.EIer brothers are unemPloYed

.[Ier people disunited by politics

Eer friends slaughtered

more

r Improve
-Create

allowed but do not

accePl ans$)ers

with the Pronoun

'my'

job opportunities

facilities

t9

MARKSCMME
SPMRSMPl &P2
Question 33
when marking for GoNTENTS in Question 33, you

will arrive at the correct mark by referring to

thebanddescriptionanddecidewhichbandbestfitthemarktobeawarded.

convincing response to the task

specified.
Always provides detailed and well-

response is relevant to the task

specified
uiually provides textual evidence with
Response is likelY to be
relevant to the task sPecified
Provides some textual evidence witlr

:=sponse
-

of mtle relevance to the

specilied
Little
IJTLLIg textual evidence

Merelv narration of
Response-hasno relevance to the task
and / or to any ofthe novel studied
Has no understanding ofthe

Note: 1.'0' ifthe

2.

consistenttY relevant and

The language is accurate with

only occasional errors on first

draft slips
Very well-organised.

The language is largelY accurate

Well organised

Meanine is never in doubt

erron are becoming more
frequent

Very frequent errors with blurring

in meaning
Poorly organised
Makes little or no sense at all
Lacks organisation

response is in other language

If memorised writing script but never

relate to the context: Maximum Content'

Language

20

=2