MID-YEAR EXAMINATION FORM 4: ENGLISH LANGUAGE MARK SCHEME

PAPER 1 (1119/1)
Section A: Directed Writing
This question is assessed as follows:
1.

Allocation of marks:
Format
Content
Language
TOTAL

2.

3 marks
12 marks
20 marks
35
marks

Format and content marks 15 marks

FORMAT
F1 senders address
F2 recipients address
F3 Date
F4 Salutation
F5 Title
F6 Closing + name

MARK

SUBTOTAL
CONTENT POINTS
C1 complaint about poor service
C2 for the past months
C3 bus does not arrive as scheduled
C4 late for school
C5 driver is reckless
C6 dangerous
C7 does not slow down at zebra
crossings
C8 almost hit schoolchildren
C9 conductor does not follow safety
rules
C10 exceed the maximum number of
passengers
C11 suggestion to improve service 1
C12 suggestion to improve service 2
GRAND TOTAL
3.

ONE / TWO correct format(s) = 1

mark
THREE / FOUR correct formats = 2
marks
FIVE / SIX correct formats = 3
marks
3 marks
MARK
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark

15 marks

Language 20 marks
1. Marks are awarded for:
a. Accurate English
b. Style and Tone (appropriate to task)

2. Read the script and indicate all errors on language by underlining

the word, phrase or punctuation where mistake appears.
3. Please tick for appropriate vocabulary, structure and tone.
4. Award marks by referring to the criteria for marking language.
MARK
RANGE

DESCRIPTION OF CRITERIA

A
19-20

B
16-19

C
13-15

The language is entirely accurate apart from occasional first

draft slips.
Sentence structure is varied and sophisticated shows that
the candidate is able to use sentence length and type to
achieve an 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.
The topic is addressed with consistent relevance.
The interest of the reader is aroused and sustained
throughout the writing.
The style and tone are appropriate for a report to the
principal.
The language is accurate but there may be more minor or
first draft slips.
Sentences show some variation in length and type, including
the use of 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.
Written in paragraphs which show some 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 the
writing.
The style and tone are appropriate for a report to the
principal.
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 structure
although there is a tendency to use one type of structure,
giving it a monotonous effect.

D
10-12

E
7-9

U(i)
4-6

Punctuation is generally accurate although errors may occur

in more complex uses.
Spelling is generally accurate for common vocabulary.
Written in paragraphs which show some unity, although links
may be absent or inappropriate at times.
The style and tone show some attempts for a report to the
principal.
The language is sufficiently accurate for meaning to come
through.
There will be patches of clarity particularly when simple
vocabulary and sentences are used.
Mistakes will occur when more complex sentences are
attempted.
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 spelt correctly, but errors may occur when
unfamiliar words are used.
Written in paragraphs 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 tone and style may not be appropriate as a report to the
principal.
Meaning is never in doubt, but single word errors are
sufficiently frequent and serious to hamper precision and
speed of reading.
Some simple structures will be accurate but accuracy is not
sustained.
Vocabulary is limited and either too simple to convey precise
meaning or are imperfectly understood.
Simple words may be spelt correctly 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.
The tone and style may be inappropriate for a report to the
principal.
Meaning is fairly clear but the incidence of error is high and
definitely impedes 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.

U(ii)
2-3

U(iii)
0-1

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.
The tone and style is inappropriate for a report to the
principal.
Sense will be decipherable, but some of the errors will be
multiple, requiring the reader to re-read and re-organise
before meaning becomes clear.
At this 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 of errors.
Scripts in this category are entirely impossible to recognise
as pieces of English.
Whole sections may make no sense at all or are copied from
the task.
Award 1 if some sense can be obtained.
The mark of 0 should only be awarded if the composition
makes no sense at all, from the beginning to the end.

Section B: Continuous Writing

Indicate errors in language by underlining the words or phrase where the errors
occur.
Indicate by a tick ( ) any good appropriate vocabulary, structure and tone. Award
marks based on best-fit basis by referring to the table of band descriptors
below.

MARK
RANGE

DESCRIPTION OF CRITERIA

A
44-50

Language entirely accurate with some first draft slips.

Sentences varied in structure, length and type to achieve a
particular effect.
Vocabulary wide and precise.
Spelling accurate.

B
38-43

C
32-37

D
26-31

E
20-25

Punctuation accurate and helpful.

Paragraphs well-planned, have unity and properly linked.
Task fulfilment topic well-addressed with consistent
relevance.
Interest is aroused and sustained.
Language accurate with occasional minor errors.
Sentences some variation in length and type including
some complex structure.
Vocabulary wide enough to convey intended shades of
meaning.
Spelling nearly always accurate.
Punctuation accurate and generally helpful.
Paragraphs show some planning, have unity and
appropriately linked.
Task fulfilment the writing is relevant to the topic.
Interest is aroused and sustained.
Language largely accurate.
Sentences simple structures are accurate. Sentences may
show variety in structure and length but tend to be of one
type; monotonous.
Vocabulary sufficient to convey intended meaning but may
lack precision.
Spelling simple words are spelt correctly.
Punctuation generally helpful.
Paragraphs some planning and unity, although links may
be absent or inappropriate.
Task fulfilment the writing is relevant but may lack
originality.
Some interest is aroused but not sustained.
Language sufficiently accurate to communicate meaning.
Patches of clarity when simple sentences and vocabulary are
used.
Sentences some variety of sentence types and length but
the purpose is not clear.
Vocabulary usually adequate to show intended meaning
but inaccurate.
Spelling simple words spelt correctly.
Punctuation fairly helpful.
Paragraphs lack planning or unity.
Task fulfilment topic is addressed with some relevance.
Lacks liveliness.
Language meaning is never in doubt but single word errors
are sufficiently frequent and serious to hamper precision and
speed of reading.
Sentences simple structures may be accurate but not
sustained.
Vocabulary limited, too simple to convey precise meaning
or may be too ambitious but inaccurate.

U(i)
14-19

U(ii)
8-13

U(iii)
1-7

Spelling simple words correctly spelt but frequent errors

making reading difficult.
Punctuation fairly helpful.
Paragraphs lack unity or haphazardly arranged; links are
incorrectly used.
Task fulfilment subject matter is only partially relevant.
Lacks liveliness.
Language many serious errors of various kinds throughout
the script but meaning is fairly clear. The errors are mainly of
single word error type. They could be corrected without
rewriting the whole sentence.
Sentences simple and often repetitive.
Vocabulary frequent errors causing blurring.
Spelling frequent errors.
Paragraphs ignorant of rules; haphazardly arranged, may
be absent.
Task fulfilment limited subject matter or partially treated.
Interest in not aroused.
Language the readers are able to get some sense but
errors are multiple in nature; re-reading is necessary.
Sentences only a few accurate sentences, however simple.
Sense content may be comprehensible but high frequency
of errors distorts meaning.
Task fulfilment the script may be far too short of the
required length.
Sense/task fulfilment almost entirely impossible to read.
Make little or no sense.

*0 mark is awarded only when the candidate did not attempt to answer the
question at all.

PAPER 2 (1119/2)
SECTION A
1.
2.
3.
4.
5.
6.
7.
8.

C
B
D
D
B
C
A
C

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

16.
17.

SECTION B: INFORMATION TRANSFER

18.12 August 2016

19.12 noon
20.9 p.m.
21.RM500 vouchers
22.An all-expenses-paid overseas shopping
23.Falcon Gardens Organisation
24.fun
25.Mother-Daughter Karaoke
26.winner of the Father-Son Fashion Show
27.fly@falcongardens.my
28.
29.

SECTION C: READING COMPREHENSION

Que
stion

33. 34. 35.

26 a
39. 40. 41.
b
45. 46. 47.
27 a
i
51. 52. 53.
ii
57. 58. 59.
b
63. 64. 65.
28

30.

Answer

36.to cultivate greater interest in the

countrys rich biodiversity
42.to build a stronger bond with his daughter

Lin
es
lifted
37.Lines 4
-5
43.Line 5

32.
Mar
k
38.1

48.The rain

49.Line 10

50.1

54.Leeches

55.Line 10

56.1

61.Lines
15 - 16
67.Lines
18 - 19

62.1

73.Lines
23 - 25

74.1

79.Line 26

80.1

87.

88.2

60.The river was clean / the water tasted

good.
66.The terrain was steep and very ragged at
certain patches due to erosion and the
uprooted trees.
69. 70. 71. 72.They had another seven to eight hours of
29 a
hiking / The trek was tricky due to the
muddy paths, thorns and cascades along
the paths
75. 76. 77. 78.She recovered after a short rest and a
b
warm drink.
81. 82. 83. 84.Example:
30
85.I think they had a fruitful journey because
the writer said their trip was a holiday and
he had achieved his objective of instilling
the love of nature in his daughter and
heightened her appreciation of the
environment.
86.(any other possible answer can be
accepted)
89.
90.

trip

interchangea
ble

SECTION C: SUMMARY

31.

44.1

68.1

91.

Question 31

92.Content :

10 marks

93.Language

94.

TOTAL

95.Note
marks

5 marks
:

15 marks

Award 1 mark for each content point to a maximum of 10

96.The writers reason for the trek up Gunung

Tahan
98.C 99.to bond with his daughter
1
101. The sights and sounds during the trek
103. 104. rained heavily (river crossing
C2
treacherous)
106. 107. no traces of wildlife
C3
109. 110. hornbills flying low
C4
112. 113. awed by the vibrancy of the
C5
rainforest
115. 116. Camp Kor has one of the cleanest
C6
rivers
118. 119. survived on the clean river water
C7
121. 122. (tough ascent) as the terrain was
C8
steep and ragged
124. 125. woke up to the sounds of barbets
C9
and cicadas
127. 128. trek was tricky (with muddy paths
C10
and thorns)
130. 131. view was scenic (clear blue skies)
C11
133. 134. the air was fresh but chilly
C12
136. The feeling of achievement
138. 139. felt on top of the world
C13
141. 142. managed to instil the love of
C14
nature in his daughter
144. 145. heightened her appreciation of the
C15
environment
147.
148.

97.Lifting of lines
100. 4-5 (As a nature
daughter)
102.
105. 10 (Day 1: It
treacherous)
108. 11-13 (As this was
dung)
111. 13-14 (Hornbills flying
low noises)
114. 14 (Karen was awed
rainforest)
117. 15 (Camp Kor, the
around)
120. 15-16 (All through the
stream)
123. 18-19 (Day two: Karen
trees)
126. 22-23 (Day three: We
day)
129. 23-24 (The trek was
progress)
132. 29-30 (Day four: It
apparent)
135. 31-32 (The air was
times)
137.
140. 31 (We looked beyond
world)
143. 36-37 (It was a
environment)

149. LANGUAGE DESCRIPTORS

150. Question 31: Summary
152. M
AR
K
156.

157.
158.
159. 5

164.

165.
166.

167. 4

172.

173.
174.

175. 3

180.

181. 2

184.

185.

186. 1

151.
153. PARAPHRASE
154. M
AR
K
There is a sustained attempt
160.
161.
to rephrase the text
162.
language.
163. 5
Allow phrases from the text
which are difficult to

substitute.
Expression is secure.

There is a noticeable attempt

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

168.
169.
170.
171. 4

Limited attempt to rephrase

the text.
Intelligent and selective
lifting, i.e. when groups of
words are combined with own
words.
Expression may not always
be secure but the attempt to
substitute will gain credit.
Wholesale copying of text
material, i.e. in chunks.
Attempts to substitute with
own language will be limited to
single word expression.
Irrelevant sections of the text
may be present at this level.
Mindless lifting.
More or less a complete
transcript of the text.
Originality barely noticeable.

176.
177.
178.
179. 3

155. USE OF ENGLISH

The language is accurate.
Any occasional errors are
either first draft slips or minor
errors.
Very well organized and
coherent throughout.
Marked ability to use original
complex structures.
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.
The language is sufficiently
accurate.
Serious errors are becoming
more frequent.
Fairly well-organised and
coherent in some parts.

182.
183. 2

Meaning is not in doubt.

Frequent serious errors.
Poorly organised and lacks
coherence.

187.
188.
189. 1

Heavy frequency of serious

errors, impeding the reading
in many places.
Fractured syntax is much more
pronounced at this level.
Incoherent.

190.
191.
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).
192.
2. For a more or less complete transcript within the prescribed area of the text,
maximum mark for USE OF ENGLISH is 2.
193.

194.

195. SECTION D: LITERATURE COMPONENT

196. Question 32
197.
No.
200.
a
203.
b
206.
c
209.
d

220.
221.

198. Answer
201.

Her big hand holds mine, white hand in black hand.

199. M
ark
202. 1

204. The persona mentions that her grandmother has gone

to a place that grandmothers go, somewhere unknown,
unthinkable.
207. She was getting old and forgetful

205.

208.

210. Something else: Things in the house that belong to the

grandmother / things they have done together / song they
enjoyed listening to
211. (accept any possible answer)
212.
213. Reason: All the things remind her of her grandmother as
the persona reminiscing their unforgettable moments
together.
214. (accept any possible answer)

215. 1
216.
217.
218.
219. 1

222. Content and Language Descriptors

223. Question 33: Novel
224. MA
RK
225. RA
NGE
229. 9 10

226. CONTENT

231. 7 8

233. 5 6

235. 3 4

237. 1 2

A consistently
relevant and
convincing response
to the task
specified.
Always provides
detailed and welldeveloped textual
evidence.
Response is relevant
to the task
specified.
Usually provides
textual evidence
with some
development.
Response is likely
to be intermittently
relevant to the task
specified.
Provides some
textual evidence
with little
development.
Response of little
relevance to the
task specified.
Little textual
evidence.
Response has no
relevance to the
task.
Has no
understanding of
the requirements of
the task.

227. MA
RK
RANGE
230. 5

228. LANGUAGE

232. 4

234. 3

236. 2

238. 1

239.
240.
241.

242.

Note: The mark of 0 should be awarded if

The response is in a language other than English
The response is not related to any of the novels

The language is
accurate.
Very wellorganised.

The language is
largely accurate.
Well- organised.

Meaning is never in
doubt but errors
are becoming more
frequent.
Fairly wellorganised.
Frequent errors with
some blurring in
meaning.
Poorly organised.
Makes little or no
sense at all.
Lacks organisation.