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SPM 1119 Paper 1

PERKONGSIAN ILMU
BAHASA INGGERIS 1119

Continuous Writing

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SPM 1119 Paper 1

CONTINUOUS
WRITING
Continuous Writing

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What is Continuous
Writing?

A piece of continuous prose, not


note form
The candidate is required to
write on any one of the five
topics given.
Continuous Writing

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The Assessment Objectives


of Continuous Writing
To test the candidates ability
To produce a piece of continuous
writing in accurate Standard
English
To respond relevantly and
creatively to a task chosen from a
number of alternatives
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STANDARD ENGLISH
Should have the following qualities:
Communicates clearly to the examiner and to any
English speaking persons in any part of the world
Obeys the rules of spelling, punctuation and grammar
Vocabulary is suitable
English used should be formal. It should not contain

(a.) slang e.g. chicks are cool


(b.) expressions which are accepted in the
conversation
between friends, but are out of place
in a piece of
writing e.g. gonna, swing, crap, SMS
language
Understood by English speaking world
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Particular emphasis is placed upon a


candidates ability:

To write sentences of various lengths


and types
To use a wide vocabulary with
precision
To punctuate accurately and effectively
To write in paragraphs which are
appropriately linked and show
cohesion
Continuous Writing

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Examples of Sentences of Various Length and Types

Born with a silver spoon in my mouth, I always


had an easy life a life most would have killed
to get. Even when I started working in daddys
company, life was a breeze.
To be quite frank, I knew my sons and
daughters, and their sons and daughters
would be set for life. I also had a ruggedly
handsome boyfriend and was to be engaged
soon. Friends swarmed around me like bees to
honey and his family adored me. I knew life
was good.

Continuous Writing

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Precise Vocabulary
One day, after a fine shopping spree, I
happened to be walking down Acorn
Street. I had never walked down this
particular street before so it was weird
that I had chosen to walk down this
street on this particular day. As I was gaily
trotting down the street with my
precious clothes in the shopping bags, it
began to rain.

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Particular emphasis is placed upon a candidates ability:


[continuation of Slide 5]

To spell accurately over the full


range of vocabulary
To respond with relevance and
precision to the chosen topic
To engage and sustain the
interest of the reader

Continuous Writing

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The above objectives are


assessed by impression,
using the mark scheme
as a guide.

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Category Descriptions for the Assessment of Continuous


Writing

Grade A writing
The language is entirely accurate
Varied sentence structure
Wide vocabulary used with precision
Accurate and helpful punctuation
Spelling is accurate
Paragraphs well-planned, linked and have unity
The topic is addressed with consistent relevance
The interest of the reader is aroused and
sustained
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Grade B writing
The language is accurate occasional minor/first
draft slips
Some variation in sentence structure
Vocabulary is wide enough, used with some precision
Punctuation is almost always accurate and generally
helpful
Spelling is nearly always accurate
Paragraphs some planning, have unity and are
usually appropriately linked
The topic is addressed with relevance
The interest of the reader is aroused and sustained
through most of the writing
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Grade C writing
The language is largely accurate
Simple structures are error free, mistakes may occur in
sophisticated structures
Some variety of sentence structure & length, with the
tendency to use one type of structure, giving a monotonous
effect
Vocabulary is wide enough but may lack precision
Punctuation of simple structures is accurate; errors may
occur in more complex uses
Spelling is correct for simple words
Paragraphs may show some unity but links may be absent
or inappropriate
The writing is relevant but may lack originality and planning
Some interest is aroused but not sustained
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Grade D writing
The language is sufficiently accurate; patches of clear
accurate language
Some variety of sentence type & length, but the purpose
is not clearly seen
Vocabulary is usually adequate to show intended
meaning but not developed to show precision
Punctuation is generally correct
More spelling errors may occur
Paragraphs are used but show lack of planning or unity
The topic is addressed with some relevance
The composition may lack liveliness and interest value
Continuous Writing

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Grade E writing
Meaning is never in doubt. Errors are sufficiently frequent to
hamper reading
Some accurate simple structures but unable to sustain
accuracy for long
Vocabulary is limited too simple to convey precise
meaning / more ambitious but imperfectly understood
Simple words may be spelt correctly but frequent mistakes
in spelling and punctuation make reading 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 error is likely to distract the
reader from any merits of content that the composition may
have
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Grade Ui writing

Meaning is fairly clear but high incidence of errors


will impede the reading
Many serious errors of various kinds but they are
mainly SWEs
Very few accurate sentences
Communication is established but the frequent
errors may cause blurring
Simple and often repetitive sentences
Punctuation will sometimes be used correctly but
sentence separation errors may occur
Paragraphs lack unity or there may not be any
paragraphs at all
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Grade Uii writing


Able to get some sense from the script but
errors are multiple in nature (MWEs),
requiring the reader to read and re-read
before being able to understand
Only a few accurate, however simple
sentences
Comprehensible but the incidence of
linguistic error is so high as to make
meaning blur.
May be far short of the required number of
words
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Grade Uiii writing


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 of 0 should only be given if
the script makes no sense at all, from
beginning to end

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Marking Method
Read the composition slowly
and carefully
Indicate all errors
Place ticks to indicate merit

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SERIOUS ERRORS

Wrong verb form


Tense errors
Errors of sentence structure
Omission or obvious misuse of
prepositions
Word omission
Misunderstanding/misuse of words
Agreement
Errors in handling key parts of speech
Weaknesses in spelling and punctuation

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Wrong verb form


Motorists like to raced along the road.

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Tense error
When I tried to overtake, the
motorist brake suddenly.

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Word omission
They were driving the
middle of the road.

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Misunderstanding/misuse
of words
The car slipped on the wet road.

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Agreement
The driver and his passengers
was seriously injured.

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Errors in handling key parts of


speech, i.e. inability to handle
articles

Motorbike was driven


by very young boy.
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Weaknesses in spelling and


punctuation

The city is to busy and


crowed with people and
vehicles
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MINOR ERRORS
Misspelling of a minor nature
Obvious slips of repetition or
omission
Minor errors of punctuation
Inconsistent American spelling
Inappropriate language / slang

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Misspelling of a minor nature

The accomodation will be in


camps.

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Obvious slips of repetition or


omission

Looking out the window of


the house which I would no
longer occupy, I saw the the
lorry pull up on the driveway.

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Minor errors of punctuation e.g. failure to


complete pairs of commas

What, one might


ask constitutes a
true friend?
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Inconsistent American
spelling

Do you have a favourite


colour? My favorite color is
red. This colour is also my
brothers favourite.

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Inappropriate language /
slang
1. This is a cool gadget.

2. It is cool to play
football.

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Identifying SWE
Errors are serious but do not affect
meaning.
Sense comes through
Single-word omission or intrusion
(sentence can be corrected by simply
filling in or removing a word
Can correct the error(s) by removing,
replacing or inserting
There is no need to reorder/rearrange the
words.
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Identifying MWE
Sense can only be made if the
sentence is reorganized by
rearranging and/or putting
in/omitting words
or
Sentence can only be corrected
by rearranging/reorganizing
words
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Examples of MWE

Ang Pau can have to


children or people cannot
married.

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Examples of MWE
Student with it will
enable them how to
study and way to
understand more on
what you are studying.

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Examples of MWE
The have so many ways to
cope with stress, the example
is the student must their
regular exercise. Not only their
school work or tuisyen work
enough. But they must do their
on exercise.

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MARKING SYMBOLS

Single-word major error [SWE] (single


word underlining)
Minor error (underlining with a wavy
line)
Multiple-word error [MWE] (denote
with a double vertical line in the right
margin)
Omission (place symbol where the word
is omitted)

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Repetition (circle the word or expression or


/ R place an R above it)

Lifting

Paragraphing

Merit tick

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Marking Method
Assign the piece of writing to one
of the levels of performance
according to the mark scheme on a
best fit basis

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NB
1. Remember that the candidate is
working within a strict time limit in
examination conditions and may
therefore, make occasional first
draft errors which are not typical
of the candidates best work
2. The candidates writing should be
assessed as a whole

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End of Continuous Writing


Session
Thank you for your participation

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