WRITINGSUIL PELAJARAN MALAYSIA ENGLISH LANGUAGE 4. List the four sub-scales for writing assessment. a b co 4 2. What three main aspects of writing does the Language sub-scale focus on? 3. What do you understand by the term ‘overlength'? 4. Under which two sub-scales would you consider spelling and punctuation? ‘5. Which sub-scale is the same for all CEFR lovels? 6. What is the difference between ‘simple connectors’ and ‘cohesive device: 7. What is the primary focus for the Communicative Achievement sub-scale? 8. Give an example of simple idea. 9. Give two examples of ‘cohesive devil a b. 10. Under which subheading would you reward good paragraphing? 11. What is an ‘error’? refer to things being done ‘appropriately’ - what does this mean? Page | 4MODULE 3‘SUILPELAJARAN MALAYSIA ENGLISH LANGUAGE ing assessment. 2. What three main aspects of writing does the Language sub-scale focus on? 3. What do you understand by the term ‘overlength’? 4, Under which two sub-scales would you consider spelling and punctuation? 5. Which sub-scale is the same for all CEFR levels? 6. What is the difference between ‘simple connectors’ and ‘cohesive devices’? 7. What is the primary focus for the Communicative Achievement sub-scale? 8. Give in example of simple idea. 9. Give two examples of ‘cohesive devices’. a b. 10. Under which subheading would you reward good paragraphing? 11, What is an ‘error’? 12 The assessment scales refer to things being done ‘appropriately’ — what does this mean? Page |‘SIJIL PEUUARAN MALAYSIA ENGLISH LANGUAGE. ANSWER KEY: 1, List the four sub-scales for writing assessment. Content, Communicative achievement, Organisation and Language 2. What three main aspects of writing does the language sub — scale focus on? Lexical and grammatical aspects of writing, accuracy also. 3. What do you understand by the term ‘overlength’? ‘A response that is longer than the quideline number of words. It is worth noting that there is no penalty applied for over-lentgh responses if they are relevant. 4. Under which two sub-scales would you consider spelling and punctuation? Language and Organisation 5, Which sub-scale is the same for all CEFR levels? Content 6. What Is the difference between ‘simple connectors’ and ‘cohesive devices’? ‘simple connectors’ are simple linking words (e., and, or, but, so, because! ‘cohesive devices’ are more sochisticated linking words and chrases. (e.g, for example, in conclusion, however, ‘moreover, subsequently, furthermore, in other words, as a result, for that matter, etc. 7. What is the primary focus for the Communicative Achievement sub-scale? Conventions of the Communicative task. 8, Give an example of simple idea, “Like cop musi 9. Give two examples of ‘cohesive devices’ a. First of all b. Finally 10. Under which subheading would you reward good paragraphing? Organisation 14. What is an ‘error’? ‘An ‘error’ can be defined as a mistake which occurs repeatedly in a candidate response. 12 The assessment scales refer to things being done ‘appropriately’ —what does this mean? In essence, it means ‘in a manner which suits the context,” Page | 2SUILPELNIARAN MALAYSIA = ENGLISH LANGUAGE aad EXERCISE 1 ‘Some of the descriptors have been removed from the SPM Writing Part 1 mark scheme. Look at Table 1 and decide where letters A —F should go in the mark scheme. ic ‘Writing Part 4 Score Content Communicative Organisation Language Uses basic vocabulary Produces tet that cs om propria commanicstes Uses simple connectors Uses spe grammatical 5 | [Stipend ideas sng 4d nu forme witha good degree ecomentone oft oreonvel communicative task ‘appropriately. ‘While errors are noticeable, reason approretly tmearing can si be deemed 4 Performance shares features of Scores 3 and 6 Win iretvancee andor ornssioe maybe 3 | resent Testis connected ing [beset fener? | Target eaderis onthe comets wl ifomed 2 Performance shares feature of Scores 1 and 3 seduction ut Produoes base voabulary Proucton wiley tobe Seated word od 4 |. | _ duretuation and simpie | Phrases. Teret odes Semrers (a anhiny Posies tewsinpe rma normed belsedonoataen™” _ grminaial ms Contents tay wreevert ° Performance below Score 4 Page |SSUIL PELAJARAN MALAYSIA ENGLISH LANGUAGE TABLE 1 A c Produces isolated short units about simple and concrete matters, not always communicating successfully. Irreievances andlor misinterpretation of task may be present. Target reader is not informed, All content is relevant to the task. Target reader is fully Informed, Produces a text that communicates simple ideas in simple ways. Uses basic vocabulary reasonably. Uses simple grammatical forms with some degree of control Errors may impede meaning at times. Poge | 2SSUIL PELAJARAN MALAYSIA ENGLISH LANGUAGE EXERCISE 2 ‘Some of the descriptors have been removed from the SPM Writing Part 1 assessment scale, Look at Table 2 and decide which band each descriptor relates to in Part 1 of SPM Writing, Table 2 Descriptions of performance from Part 1 scales Part 1 Score? ‘All content is relevant to the task. Target reader is fully informed. O12345 | Performance shares features of Bands 3 and 5 012345 Errors may impede meaning at times. 012346 Performance shares features of Bands 1 and 3 012345 Content is totally relevant. Target reader is not informed. 012345 | Produces a text that communicates straightforward ideas | 7 using the conventions of the communicative task reasonably 012345 appropriately Text is connected using basic, high frequency connectors. 012345 Irrelevances andlor misinterpretation of task may be present 012345 |..a limited number of cohesive devices 012345 Rrodues a text thal communicates simple eas in simple o12a45 | Uses basic vocabulary appropriately 012345 | : Uses simple grammatical forms with some degree of contro. 012345 4 wy ei i - a | Produces few simple grammatical forms with only limited 012345 control Page | 3SSUIL PELAJARAN MALAYSIA ENGLISH LANGUAGE. EXERCISE 1 Some of the descriptors have been removed from the SPM Writing Part 1 mark scheme. Look at Table 1 and decide where letters A —F should go in the mark scheme. c Wing Part ] Score Content ee Organisation Language | ati — Uses basi vocabulary Produces a text that es simple connectors | s0Pronraely. communicates Uses simple connectors ele simple grematicl 5 Steightorvard ideas using | onda itd num foms with a good degree the convention of the a contol communicative task spproprately Wile eros are ntceabe, reasoneblyaporonitly. ‘meaning can sill be determined. 4 Performance shares features of Scores 3 and § | Minor irelevances andlor emissions may be present Testis connected using a basic, high frequency “Target readers on the carmecors whale informed 2 Target reader is ‘minimally informed. Performance shares features of Scores 1 and 3 Content is totally irrelevant. Performance below Score 1 Production unlikely to be | connected, though punctuation and simple ‘connectors (ie. and) may be used on occasion. Page | 1 Produces basic vocabulary of isolated words and phrases. Produces few simple ‘grammatical forms with nly imitad contro‘SUIL PELAJARAN MALAYSIA ENGLISH LANGUAGE TABLE 1 ‘A. Produces isolated short units about simple and concrete matters, not always communicating successfully. B_Irrelevances andlor misinterpretation of task may be present. © Target reader is not informed. D__Allcontentis relevant to the task. Target reader is fully informed, E Produces a text that communicates simple ideas in simple ways. Uses basic vocabulary reasonably. Uses simple grammatical forms with some degree of control F Errors may impede meaning at times. Answers ‘Communicative ‘Score Content ‘Achievement ‘Organisation Language A Uses bose voabulary Produces text that appropri Uses simple connectors ; conmmancats, | Yess ime connect | SEES rl grammatical stoghoward ides wing forms ths good Gece 5 D stihton onesie aovons cconenions oft | cob de cron ‘communicative task | rpriately. ‘While errors are noticeable, reason appro Inesring ea st be deter Minor irrelevances and/or | 5 |renore nn bes . | reste cornet wing . £ beste hah eavency Tega readers on he ‘whole informed. | connectors Protucionunkey tebe | Produese basic vocablry 8 Conectes though | of olad werd ond 1 a punto andsinee | pases Target ears ininaly Comedie (ie ana}may | Brodees ew simple ote Belusedon oseson,””” | grammatical ome nth [es ni ted con Contents tay o irrelevant. Performance below Score 1 S Page | 2‘SUIL PELAJARAN MALAYSIA ENGLISH LANGUAGE EXERCISE 2 x ‘Some of the descriptors have been removed from the SPM Writing Part 1 assessment scale. Look at Table 2 and decide which band each descriptor relates to in Part 1 of SPM Writing, Bada Table 2 Descriptions of performance from Part 1 scales Part 4 Score? ‘All content is relevant to the task. Target reader is fully informed, 012348 Performance shares features of Bands 3 and § 012345 Errors may impede meaning at times. 012345 Performance shares features of Bands 1 and 3 012345 Content is totally irrelevant. Target reader is not informed. 012345 Produces a text that communicates straightforward ideas Using the conventions of the communicative task reasonably 012345 appropriately. Text is connected using basic, high frequency connectors 012346 Irrelevances and/or misinterpretation of task may be present. 042346 a limited number of cohesive devices 012345 Produces a text that communicates simple ideas in simple 012345 ways. a Uses basic vocabulary appropriately 012348 Uses simple grammatical forms with some degree of contro 012345 Produces few simple grammatical forms with only limited 012345 contro! Page |3MODULE 4 SETTING THE STANDARDarr To: Amygitl Obeokface.com -SPM ENGLISH LANGUAGE SCRIPT 1 (PART 1 - EMAIL) SUBSCALE MARK COMMENTARY All content is relevant to the task and the target reader is fully informed | CONTENT 5 | about the planned picnic. - — | The candidate produces a text that communicates straightforward ideas using the conventions of the communicative task, such as a consistent ‘COMMUNICATIVE 5 __ ffiendly tone and an informal register, appropriately ‘ACHIEVEMENT © Lam so glad that you have brought this up. + =. know just the place for our pienic. © twill be at Central Park... | The candidate uses cohesive devices appropriately ORGANISATION 5 ‘* We could also play ball there as the park is huge. ‘* [can handle them, though you could bring some snacks... © Alright, do update me if something comes up. Uses basic vocabulary which is relevant to the topic appropriately. ‘* holiday, picnic, supplies, planned, snacks LANGUAGE © | Uses simple grammatical forms with a good degree of control ‘© Jam totally excited and | know just the place for our picnic. © Itwill be more fun with them around. —_|___ TS Page | 1SCRIPT 9: PART 1 TE. ; Milly. Mr. alee. | OC Pete Gan beSPM ENGLISH LANGUAGE SCRIPT 9 (PART 1 - EMAIL) ‘SUBSCALE MARK COMMENTARY CONTENT 5 __Allcontent is relevant to the task. The target reader is fully informed about | ‘where the picnic will take place, what they can do there and what to bring. The text communicates simple ideas connected to arranging the picnic in a simple way. Some of the conventions of an email are used reasonably COMMUNICATIVE 4 | appropriately, such as an informal tone and register. ‘ACHIEVEMENT + Ithink there can be a perfect place for us because there have a beautiful nature. + ..fresh environment. t —_ = _— The text is linked using basic, high frequency connectors. And a limited number of cohesive devices, such as simple referencing pronouns, are used appropriately. © because ORGANISATION 3 Docong © Sungai Gabai waterfall | think there * Sungai Gabai waterfall also suitable for our pionic because # excited for that Basic vocabulary connected to picnics and activities is used reasonably through the text. * beautiful nature, fresh environment, suitable, barbeque, snack Simple grammatical forms, such as simple present forms and modal verbs, are used reasonably appropriately. LANGUAGE 3 ‘© [think there can be a perfect place * We can doa barbeque ‘There are a number of errors with verb tenses and agreement. However, ‘meaning can still be determined in most cases. ‘© I've been received your email © I would to joined you * forus enjoyed the moments Page | 1SCRIPT 8: PART 1SPM ENGLISH LANGUAGE SCRIPT 8 (PART 1 - EMAIL) ‘SUBSCALE CONTENT MARK COMMENTARY All content is relevant to the task. The target reader is on the whole informed. There is information about what to bring and what to do during the picnic. However, there is an omission as no details are given about where to go for the picnic. COMMUNICATIVE ‘ACHIEVEMENT ORGANISATION LANGUAGE ‘The candidate has communicated simple ideas in simple ways using some of the conventions of an email in a reasonably appropriate way, such as suitable opening and closing salutations and a friendly tone, © Ivery excited with... ‘© We can do lot of things... ‘+... hope we can have a best picnic later. The candidate uses basic, high frequency connectors within the sentences to link ideas in the email, ©... our clothes and some of interesting thing for we play © We can do lot of things in there fk The candidate uses basic vocabulary which is relevant to the task in a reasonably appropriate way. © excited, barbeque, interesting ‘Simple grammatical forms are used with some degree of control, such as providing examples within clauses. ‘* =. recelved an email from you about plan to have picnic. ‘¢ We can do lot of things in there like. Errors with verb tenses and participle phrases are noticeable and meaning is impeded at times. ‘+ We should tell to our parents for her decide we can go or not. Page | 4_Seovyss 2 AveinsYaumenys vo ¥ Gar7. yaspaymeny, Phey vorSPM ENGLISH LANGUAGE. SCRIPT 2 (PART 2 - ESSAY) SUB-SCALE MARK COMMENTARY | at content is relevant to the task andthe target reader is ul informed contENT 5 | about wnet the candidate would ike to buy, the reasons for he choice and_| where to purchase The candidate uses the conventions of the communicative task, such as making general statements about the topic of money, and contrasting these with their personal ideas and describing what they do themselves. COMMUNICATIVE Straightforward ideas are communicated and the target reader's attention ACHIEVEMENT is held '* Nothing is free in this world. ‘* The reason why I want to buy a gultar Is because. © Itwould be amazing if | get... ff = | The essay is well organised and well paragraphed with each paragraph focusing on a separate idea. There is a variety of cohesive devices used to link the ideas across sentences and paragraphs. ORGANISATION 5 ‘© Therefore, when we have money.. © Forexample, .. * Moreover, | want to learn... © In that way, I don't have. The candidate uses a range of everyday vocabulary with appropriate use of ‘some less common lexis. ‘© spending, instrument, purchase, reasons ‘Simple and some more complex grammatical forms, such as conditional clauses, are used with a good degree of control. We all need money in order to buy something that we like. © We need to use it wisely * As forme, if |have money, | would... * Ican do that by watching tutorial LANGUAGE 5 Errors do not impede communication. ‘* An accoustic guitar has been in my wishlist since. Page | 2SCRIPT 6 PART 2‘SPM ENGLISH LANGUAGE SCRIPT 6 (PART 2 - ESSAY) SUB-SCALE MARK COMMENTARY CONTENT The content is relevant to the task. However, the target reader is only on the whole informed due to some irrelevance about what money can be used for and a lack of clarity about which specific shoes the writer would like to buy and why. ‘© would like to buy a pair of shoes because outside there have any logo or any brand that make me so interested about that. COMMUNICATIVE ACHIEVEMENT The candidate is able to communicate straightforward ideas using the conventions of an essay, such as a consistent tone and fairly neutral register, reasonably appropriately. © Money can make you survife ORGANISATION ‘The candidate uses basic, high frequency connectors within sentences to link their ideas. There are also a limited number of cohesive devices, such as simple referencing, which are used appropriately, © Because we can buy anything with this money. © because © about that © this thing LANGUAGE | Basic vocabulary is used appropriately, despite some spelling errors in certain words. * usualy © survife | Simple grammatical forms, such as simple modal verbs and Present tenses, are used with some degree of control. you must to save your money we can buy anything I would like to buy has a unique design Errors are noticeable but generally do not impede meaning. '* | would like to buy a pair of shoes because outside there have any logo or any brand that make me so interested about that.SCRIPT 14 (PART 2)SPM ENGLISH LANGUAGE. SCRIPT 14 (PART 2 - ESSAY) SUBSCALE MARK ‘COMMENTARY 4 CONTENT 5 __Allcontentis relevant to the task. The reader is fully informed as there is | information about what the writer would buy, why and where from. The text communicates straightforward ideas about the topic, using some of the conventions of an essay, such as an introduction and personal commumoarive 3 ns, in a reasonably appropriate way. ‘© First thing we must have a target [hope you ail can use my ideas of spend money The text is connected and there is an attempt to introduce the ideas using some cohesive devices, but this is not always successful, There is some use of simple connectors, but the sentences are often not linked in a coherent ORGANISATION 2 | way. ‘+ After that, we have to focus to your alm. Like me I want to buy a pair of shoes © Other than that reasons Basic vocabulary related to the topic is used appropriately. ‘spend, buy, focus, happy, place, smart, handsome ‘Simple grammatical forms, such as present tense, are used with a good degree of control LANGUAGE $ ‘After that, we have to focus toyour aim + Iwant to buy a pair of shoes. * Ian buy my favourite shoes at sport planet There are some noticeable errors, but meaning can still be determined. ———— | Poge | 2‘ Aerms.irngs.s 498. mpeg... tna. nAn,.4..cameeah Spent MINA. f9ea BAG. ANICKS yn JOON ov heavy Sood. Jy such 4 Btomach effect" cee ANG ADIN AMA bey odo ABR, AD, APRA, ofan Aen hg. 20M... nny... Fave oi SOD. GAD. BARE BRAY W. AeNOe Meats, MIN. on..cre tenon NEA tO. SPeNA mo ne oF Otners. Scanned with CamScanner‘SPM ENGLISH LANGUAGE SCRIPT 3 (PART 2 - ESSAY) ‘SUB-SCALE MARK COMMENTARY CONTENT 5 _| Allcontent is relevant to the task and the target reader is fully informed ‘about how and where the candidate spends money, The conventions of an essay, such as describing personal experience and expressing facts and opinions about a topic, are used to hold the target COMMUNICATIVE 5 _| Teader's attention and to communicate stralghtfonvard ideas appropriately ‘ACHIEVEMENT ‘* The best partis you lose the money but you get the treat. | © You can spend it on different kind of food. ‘* _Itgives us that “butterfly on your stomach” effect. The text is generally well organised and coherent. There Is a variety of cohesive devices to link the ideas throughout the text. © Asa teenager... ORGANISATION 5 © What! would | like to spend... * Other than that... © Plus, the best part... The candidate uses basic vocabulary, which is connected to the topic, appropriately * clothes, transportation, money, concert tickets There is a range of simple grammatical forms used with a good degree of control. However, there are also some noticeable errors but meaning can LANGUAGE 3 | stillbe determined. a normal teenager usually spend their money itgive food is the only thing that make the money is on our hand | buy ontine in this one website recycled through out of time Page | 2SCRIPT 5 PART 3‘SPM ENGLISH LANGUAGE SCRIPT 5 (PART 3 - STORY) COMMENTARY Although the candidate has written about dreams, there is some misinterpretation of the task. Instead of giving information about the dream and how it has been achieved, the candidate talks about dreams in general. The target reader is minimally informed. COMMUNICATIVE ‘ACHIEVEMENT Produces a text that communicates straightforward ideas about dreams. Although there is no narrative or narrative tenses, there is some attempt at describing feelings and there is a personal viewpoint expressed, so some conventions of a story are used reasonably appropriately. © Suddenly when you dream * Sometimes I dream and hoping © Lalways dreaming when I sleep ORGANISATION 1 The text uses simple connectors within the paragraphs to link some ideas within the sentences. There are a limited number of cohesive devices which are sometimes used appropriately. © because when we dream ‘* and then sometimes J dream ‘* and! hoping LANGUAGE, ° There is some basic vocabulary related to the topic of dreams which is used | | ina reasonable way. ‘© reality, hoping, sleep, wake up, happy There are some simple grammatical forms used with some degree of control. * when we hope something in dreaming © will become true There are a number of errors which sometimes impede meaning. ‘© Lalways think my dreaming for one day. Its not problems for dreaming Page | 3SCRIPT 9: PART 3 Page | 3‘SPM ENGLISH LANGUAGE SCRIPT 9 (PART 3 - REVIEW) ‘SUB-SCALE | MARK COMMENTARY conrent | 5 | Aontntisreovant tothe task andthe age ade uly vomed The candidate communicates straightforward ideas using some of the conventions of a review, such as personal opinions and descriptive language, in a reasonably appropriate way. However, the frequent language COMMUNICATIVE 4 eMOrs affect how well the ideas are communicated. ‘ACHIEVEMENT ORGANISATION 2 LANGUAGE 2 * Lately, I've been watched a movie at cinema. Vm 50 excited... ike to this movie because of one little kid with a lio. I'm very enjoyed it. ‘Text is generally well organised. The paragraphs focus on separate ideas | and there is some use of cohesive devices and simple connectors to link | the ideas through the text. However, these are not always used accurately. ‘* Unfortunately, the kid was.. ‘* After that, the movie show us about * So, very lot's of people shocked for that Everyday vocabulary related to films and cinema is used appropriately. * cinema, title, fantasy, action, enjoyed ‘Simple grammatical forms are used with a good degree of control, but when more complex structures are attempted, errors occur. ‘© .1l'm very enjoyed it at al The movie was great edited at all. Whenever the young kid, must have a lion follow it. So, very lots of people shocked for that. Their also like a family and take care for each other. Although the errors are noticeable, meaning can generally be determined. Between the young kid and the lion is a lion always protect the young kid Page | 3Schoc/ Confers Gariflen by Svegk th aof sure “ow ofhen schoo/'t consecas “beYYen Yhon LAges envks WAe ash noke o o Aer ey. Thi meme 0% YS oats. Yon kav yerconteen “% Confer a. “vhou/¥ fave 169 tefousron . ofvyenss. to Meare. OY whoo fe. he 00a wAon “Uke ww Yokes Our Mo4%een 14 oaf, of, sper Soother a. (Only, Aten vs momnurey fo. ony ofso morvorion Ye tort nye Dd, ef. Jd b¢ e08y Fee vr ty Yhe beaming MIEKIA® vg Hof thous MILs SIvitonfy we nee aa “e He Hoy rontenn., vents Ave rs sae YoSPM ENGLISH LANGUAGE. SCRIPT 2 (PART 3 - ARTICLE) ‘SUBSCALE MARK COMMENTARY | | ] All content is relevant to the task. The target reader is fully informed on how CONTENT 5 | the candidate's school canteen can be improved. ‘The conventions of an article, such as an informative tone and a neutral register, are used appropriately to communicate straightforward ideas. The target reader's attention is held and the communicative purposes of the task, to provide personal opinions about how the school canteen can be COMMUNICATIVE improved, are fulfilled. ‘ACHIEVEMENT 4 ‘© Special facilities that my canteen should have is vending machine. ‘© These are my suggestions to improve my schoo! canteen... © By doing that, the canteen will be clean. ‘© Healthy food can keep our mind focused in class. Moreover, | would like my school canteen. The essay is well organised and coherent with each paragraph introducing new ideas. There is a variety of cohesive devices at the beginning of sentences, but ORGANISATION 4 | Neyfewnkere ore used Betweon clausos to Ik eae within setenees. ‘© Because of that, ‘© Moreover, | © Last but not least, ‘The candidate uses a range of vocabulary including less common lexis related to food and school appropriately. © servers, recess, facilities, healthy, hungry, improve There is a range of simple and complex grammatical forms used with good control. ‘© Every schoo! has their own canteen. ‘© Because of that, some of us didn’t have time to eat because the line was too long. LANGUAGE, 4 Occasional errors are present but do not impede communication, It would be easy for us to get some snacks at the vending machine. | ‘+ Ive seen the canteens at other country’s school. Page |3sh MMO B10... AMATE,..BM: 1-2 HONE...BOM, WAENES 2219. ND. INE. R.2 Me... WP, dnge. ant nope ANE. MAN aN \Lneal a onaknae on. ded MIE PRIME TAED, TARDE... AD. Reon. Ain 00. Ng Ane, SANDS, ALM, PMSA, AR CON, She...KOKG.. AiR MD. 18 Lbecquse. ute. of BONO, ony.32..00...01.. 4 A... POA. AOA. A1..08...00! APRS... AOR. ANB OAT. jre out of wort, arated. $09}... dime iS. AM, cont 22 COMOH my. .atenhon, Net. .PROPIC... g¥eES.. With. ANE. chorasiens. Scanned with CamScanner7 ‘Aa. Renew Lng ous THGAL...JNE, ARCS... Aah. SAME AHING:.. iS Him ano’ 3 A. MMe mot he con Ae iL, he can, Fewrtna. tne... GSH ou Lnagpenng. tna Alana dum to be a ‘ OM... ama ADA2.... HOPPER AEA. LAS oo bud. hot talteaes, RVREN,.. SRN oat 868 Hf 3K. He MAT, ARSON. "Pie view | ot. le. at.SCRIPT 3 ( PART 3C) 22S NANG-L....wour...tmougnss, Scanned with CamScannerSPM ENGLISH LANGUAGE SCRIPT 3 (PART 3 - MOVIE REVIEW) ‘SUB-SCALE CONTENT COMMUNICATIVE ‘ACHIEVEMENT ORGANISATION LANGUAGE MARK COMMENTARY All content is relevant to the task and the target reader is fully informed about the movie and why the writer would recommend it to others. ‘The conventions of a review, such as language of description and recommendation, are used to communicate straightforward ideas and to hold the target reader's attention. However, some plot elements are described in specific detail rather than analysed and evaluated. ‘© The first thing why | enjoyed the movie is the movie concept... © Second, the story line. Why the story line, '* Talk about themes, the colors that they us: ‘The essay is well organised with each paragraph focusing on a new aspect of the film which the writer enjoyed. The text is connected through the use of cohesive devices such as sequential discourse markers and more simple linking words. © The first thing. © Second. © Third. ‘There is a range of everyday vocabulary related to the specific film described. ‘© 200, films, wave, ocean ‘Simple and some more complex grammatical forms, including past and present tense, are used with a good degree of control. ‘* They use an Indian boy instead of other different coloured boys to represent the Indian theme. ‘© This scene really caught my attention... There are a few errors with 3% person endings, but these do not impede communication, © Life of Pi teach me that. ‘© Life of P is a story about an Indian boy, who live in India, Page |3aa hein. ki LAS MEL REDO rereecnee MEAG AR heeled atte. TALS. thtecrnteegbt. canteen Second sections E.eteyane. PERM Goo BML SEER OLARM too tah ele. 8ASPM ENGLISH LANGUAGE sie oa SCRIPT 15 (PART 3 - ARTICLE) ‘SUBSCALE CONTENT COMMUNICATIVE ‘ACHIEVEMENT MARK ‘COMMENTARY All content is relevant to the task. Target reader is fully informed on how the candidate’s school canteen can be improved. ‘The candidate uses the conventions of an article effectively and the target reader's attention is held with ease. There is an introduction to the topic which describes the role of a canteen in general terms, and the candidate's, ‘own views and opinions are given. There is language of description and explanation and all communicative purposes are fulfilled. * The schoo! canteen is an important part of the schoo! '* The schoo! canteen should serve a well-balanced meal for the students ORGANISATION The candidate’s response is well organised and coherent. There is a clear structure to the text and the paragraphs are well planned and focus on separate ideas. There is a variety of cohesive devices, such as sequential discourse markers as well as appropriate conjunctions within sentences, to join clauses. * The schoo! canteen is visited every schoo! day, so itis important, © Firstly, | would like to start with the food ‘* Junk food is not healthy and shouldn't be eaten for five consecutive days ‘© Lastly, the canteen can. LANGUAGE ‘The candidate uses a range of vocabulary, including some less common lexis related to food and health, appropriately. ‘© upgrade, benefit, importance, providing, containers There is range of simple and complex grammatical forms used with control and flexibility ‘© For example, form 5 students can eat at their own sections. ‘This way, the canteen will be less chaotic and more organised © By doing this, we can reduce the usage, Occasional errors with plural agreement are present but they do not impede communication, * Every students should never vandalise the school canteen * The schoo! canteen is a place where every students gather * How the schoo! canted can be provided in our schoo! Page 13MODULE 4 APPLYING THE STANDARDTo: amy OFe7@ ymor/ com se | of Ye some wme vo Von's | vw 49% 9aY auascacon. OSker hoa Kaving 9 pi swimming 9% Yhe Be Lor 9s. foray Fee aLesuare Fone. We whoy/Y 9/0SPM ENGLISH LANGUAGE SCRIPT 2 (PART 1 - EMAIL) ‘SUBSCALE MARK CONTENT 5 COMMENTARY All content is relevant to the task and the target reader is fully informed about the planned picnic. COMMUNICATIVE ‘ACHIEVEMENT ORGANISATION 5 ‘The candidate produces a text that communicates straightforward ideas using the conventions of the communicative task, such as a friendly tone and an informal register, appropriately. ‘© The best place to go for a picnic would be at the beach. © That's all we need to do. ‘The candidate uses simple connectors and a limited number of cohesive devices appropriately. | © It’s very hot but windy...s0 don’t forget to... ‘* Other than having a picnic, we can go... ‘* Lastly, we should bring... LANGUAGE 5 The candidate uses basic vocabulary appropriately. © picnic, beach, swimming, amazing, sand ‘Simple grammatical forms are used with a good degree of control. ‘© The view is really amazing. © We should also bring food and drinks for the penic. * See yousoon! Page | 1“SCRIPT 4: PART 1 fo: a Am jubject: | Lu’s : brio jie next Sing '‘SPM ENGLISH LANGUAGE SCRIPT 4 (PART 1 - EMAIL) ‘SUBSCALE MARK COMMENTARY CONTENT 4. Allcontent is relevant to the task but the target reader is partially informed as the candidate has omitted what they can do during the picnic. | The text communicates simple ideas in a simple way. The format and tone of the text is appropriate for an email to a friend and some functional COMMUNICATIVE |_| language to give instructions and explanations is used ‘ACHIEVEMENT * I think we should go.. * First, we need to buy the staf * 1lbe waiting for your reply. The text is connected using basic, high frequency linking words. ©. and drink ORGANISATION 3 But, we need to bring. * First, we need to. «then each person Uses basic vocabulary which is related to the topic in an appropriate way. * callother friends, join us ‘Simple grammatical forms are used with some degree of control, and these structures are repeated throughout the text. LANGUAGE 4 ‘© [think we should go. © [think we can call. © We need to buy Errors are noticeable, particularly the spelling of ‘staff’, which is repeated, ‘but meaning can still be determined. * «each person take some.. Page | 2Script 13 (Part 1) Page | 1.‘SPM ENGLISH LANGUAGE SCRIPT 13 (PART 1 - EMAIL) ‘SUB-SCALE MARK COMMENTARY CONTENT 5 | All content is relevant to the task. The target reader is fully informed. The conventions of an informal email, such as a friendly, positive tone and language of suggestion, are used reasonably appropriately. Straightforward COMMUNICATIVE 5 _| ideas are communicated, ‘ACHIEVEMENT © We can bring some bread to feed the fish © [think we just need to bring The text is connected, with the information presented in a logical sequence. Very few connectors are used, but there is an overall cohesion to the text. | ORGANISATION 3 + Apionic at Taman Botani. © Taman Botant is @ nice place for us * [think we just need to bring... and the most important is Basic vocabulary related to a picnic and outdoor activities is used appropriately © feed the fish, tree, chat, money, food, drink, map, radio, music ‘The text contains simple grammatical forms, such as present and future LANGUAGE 4 | tenses, which are used with some degree of control. | © fam planning got © While we are eating ‘The errors are minimal due to the simplicity of the sentences and lack of complex structures. Page | 1SCRIPT 11 PART 1 S Evie Subject: i 2 f se ith our fiiSPM ENGLISH LANGUAGE SCRIPT 11 (PART 1 - EMAIL) ‘SUB-SCALE ] MARK COMMENTARY CONTENT All content is relevant to the task. The target reader is on the whole informed due to the fact that there is a minor omission. Although activities are mentioned, they are not specified, COMMUNICATIVE ACHIEVEMENT The writer communicates simple ideas about the arrangements for the picnic in simple ways, using a friendly tone. * [received your email last week ‘© This will be fun if you guys come along ‘© Ican’t wait until that day ORGANISATION Although there is very litte linking between sentences, the text is. linked through the use of basic, high frequency connectors, such as simple referencing and clear sentence boundaries marked by punctuation, © That a good idea our belongins such as be doing some activities there This will be fun until that day LANGUAGE Basic vocabulary is used reasonably appropriately. ‘© Belongins, basket, fun, guys, beach ‘Simple grammatical forms are used with some degree of control. The sentence structures are quite simple and mainly consist of one idea. The errors are non-impeding, but this is partly due to the simplicity of the ideas being expressed. © I hope | can heard for your replySCRIPT 5 PART 2 wn a phot eo CORAANE: Joecause, Ni i. Acasa. A.. ead... Leads... Soule,‘SPM ENGLISH LANGUAGE. SCRIPT 5 (PART 2 - ESSAY) ‘SUBSCALE MARK | CONTENT 3 COMMUNICATIVE 2 ACHIEVEMENT ORGANISATION 2 | LANGUAGE 2 COMMENTARY ‘Some of the content is relevant to the task but there is some irrelevant material as the candidate focuses on the importance of saving money rather than answering about what the candidate spends his/her money on. The target reader is on the whole informed as there is information about what money is spent an: ‘cosmetics’; with a brief explanation of why, “because | ike makeup’, but the candidate does not describe where they usually buy these things. The candidate is able to communicate straightforward ideas using a reasonably appropriate tone and register for an essay. There is some language of explanation and a conclusion is attempted. However, not all ideas are communicated successfully due to the frequent errors. And last, we should save money properly we also must arrange time to use the money ‘The candidate uses simple connectors and a limited number of basic, high frequency cohesive devices. The text is connected at sentence level, but, there is a lack of overall cohesion to the text. We must spend the money with better because, not easy to look for ‘money However, we must arrange time to use the money Uses basic vocabulary connected to the topic appropriately. | © cosmetic, makeup, cheaper, quality, salary, hospital Uses simple grammatical forms with some degree of control. + Money can buy anything * You can use the money when ‘We must use money properly Errors connected to spelling are noticeable and sometimes meaning is. impeded due to sentence construction and wrong word choices. Money will have when you already work When we in problem, we can use the money preciouse produck Page |2Page | 2‘SPM ENGLISH LANGUAGE, SCRIPT 13 (PART 2 - ESSAY) ‘SUB-SCALE MARK COMMENTARY All content is relevant to the task. The target reader is fully informed about CONTENT 5 what the writer buys, why and where from. The text communicates straightforward ideas using some of the conventions of an essay, such as an introduction and conciusion, as well as 3 | a factual tone and personal opinions, in a reasonably appropriate way. ‘* [like to use my money ‘© Iwill use my money carefully COMMUNICATIVE ACHIEVEMENT The text is connected and there is an attempt to use a range of cohesive devices. However, the sentences are often quite short and some of the cohesive devices are unnecessary, and simple connectors are under-used. It is because / ike to eat. Even though I love to eat but ! will use my ‘money carefully. Besides that © After full, |won’t buy the food again. It is becaus ORGANISATION 3 ‘The candidate uses basic vocabulary connected to the topic of money and food appropriately. ‘© food, restaurant, cafe ‘The text consists of mainly simple sentences with simple grammatical forms. These are used with a good degree of control. ‘¢ Hike to use my money to buy food © Its because I Jove to eat LANGUAGE 3 There are some noticeable errors but meaning can still be determined, © I gota reason for buying © won't buy again Page | 2inte, Coruetton witely.ond, alse, be Seect on Z_pcetss, Fesision boous 3‘SPM ENGLISH LANGUAGE SCRIPT 10 (PART 2 - ESSAY) ‘SUBSCALE MARK COMMENTARY CONTENT ‘COMMUNICATIVE ‘ACHIEVEMENT ORGANISATION All content is relevant to the task and the target reader is fully informed on what the candidate would like to buy, reasons for the choice and where to Purchase it. ‘The candidate has communicated straightforward ideas about what he ‘would like to buy and explains the reasons for his choice. There are some conventions of an essay, such as a neutral tone and an appropriate introduction and conclusion. The candidate also states personal opinions and general truths about money. * Over the years, money has become a crucial part of our lives © Iprefer to spend my money on Its important to spend wisely. We should differentiate our needs from our desires spent wisely and also be spent on beneficial purposes. lfferentiate our needs from our desires in order to be financially stable. The text is generally well organsied and coherent. The candidate has sequenced their ideas in a logical and appropriate way, using paragraphs effectively to present different ideas. There is a variety of cohesive devices, ‘such as paraphrasing to avoid repetition, used to introduce ideas and to link them through the text. © money, rich and poor, currency ‘+ [tan be the reason... or it could also be the reason ‘* Atleast, these are the things | can afford for now. In the future, © Allinall. LANGUAGE There is a range of vocabulary used appropriately and some less common lexis is attempted. ‘* crucial, sustain, currency, pros and cons, beneficial, full, fascination © divulges into corruption, the presence my studies of curreency, accomplished There is a range of simple and some complex grammatical forms, such as a range of tenses and compound sentences, used with a good degree of control Errors, mainly related to wrong word choices, do not impede communication, ‘+... once | have accomplished my studies and have entered a job. +. strive to be successful... reason a person divulges Into corruption. Page | 2SCRIPT 7 (PART 3) reminds me to 1 lived a normal tife with my famin‘SPM ENGLISH LANGUAGE SCRIPT 7 (PART 3 - STORY) ‘SUBSCALE MARK COMMENTARY All content is relevant to the task. The target reader is fully informed about the dream: ‘winning a competition’; and how the dream was achieved. ‘* I think the dream show me that | will win competitions even not the first place. CONTENT 5 The conventions of a story, such as language of description, personal feelings and a sequence of events, are used reasonably appropriately to 2 | communicate straightforward ideas. The target reader's attention is held. * Iwas excited because the grand prize was amazing * Ife! challenge because there are many students who participate COMMUNICATIVE ACHIEVEMENT The text is generally well organised. There is a coherent sequence of events presented in a logical order and the ideas within the text are linked through tthe use of simple connectors and a limited number of cohesive devices. However, these are not all used correctly and the lack of tense control affects the overall cohesion, ORGANISATION 2 Because of that Bur this year After that I worked hard every day until | done One month had passed ‘There is a range of everyday vocabulary which is used appropriately. Some less common lexis is attempted, for example some colloquial expressions, but these are not always successful * grand prize, novel, challenge, participate * kill my time, support me behind ‘Simple grammatical forms including past and present tense are used with a good degree of control, but there are some inconsistencies within the sentences due to lack of tense control and word order errors. LANGUAGE 2 © they didn’t allowed it it will disturbing Thad dream weird | feel challenge Errors are noticeable especially with verb agreement, but meaning can still be determined. © My parents always reminds * The competitions doesn’t kill ¢ The teacher's call Page | 3Scanned with CamScanner‘SPM ENGLISH LANGUAGE SCRIPT 1 (PART 3 ~ MOVIE REVIEW) ‘SUB-SCALE MARK COMMENTARY All content is relevant to the task. Target reader is fully informed about why CONTENT 5 | the movie is recommended. L a ‘The candidate uses the conventions of the communicative task, such as outlining the plot, mentioning important scenes and characters and, using language of description and recommendation, effectively to hold the target reader's attention. Straightforward and more complex ideas are ‘COMMUNICATIVE communicated with ease. ‘ACHIEVEMENT 5 The movie's action scenes are quite consistent throughout. Then, there are also scene: From being sad, you are then giggling. Thanos who is the antagonist... The ending was the best moment of the movie. This made everyone emotional as they... The candidate's response is well organised and coherent using a range of cohesive devices and organisational patterns to good effect. The ideas are linked appropriately throughout the text, through the use of sequential discourse markers, ORGANISATION 5 * The movie starts out directly after the events... ‘©The first bit of the movie... «Then there is the action. ‘* The ending was the best moment... ‘* In conclusion, | rate the movie. The candidate uses a range of vocabulary, including less common lexis, related to the specific film and movies in general, accurately. ‘© installment, collaborating, casualties, franchise, vicious, vanishing | There is @ range of simple and complex grammatical forms used with control and flexibility ‘© Thanos who is the antagonist in the fil ‘* This scene was one of the most dramatic scenes in my opinion. | © Overall, the ending was truly shocking. LANGUAGE 5 Oceasional errors are present but do not impede communication. © Thousands of soldiers group up in an epic battle. ‘© One of the wellfavorite character © truly Page 13SCRIPT 11 PART 3SPM. ENGLISH LANGUAGE SCRIPT 11 (PART 3 - ARTICLE) SUB-SCALE MARK COMMENTARY The content is relevant to the task. The target reader is on the cONTENT. 3 | Whole informed as the idea about ‘special facilities’ has been omitted. The information about providing tables and chairs is an improvement. COMMUNICATIVE ACHIEVEMENT ‘The text communicates straightforward ideas in a reasonably appropriate way, using some of the conventions of an article, such as including an introduction and a conclusion, as well as personal feelings. ‘* Iam going to talk about my schoo! canteen ‘* give more space to the students to enjoy their meals ORGANISATION The text has some examples of simple connectors to link the ideas within sentences. © and, such as There are a limited number of cohesive devices used at the start of the paragraphs, and some simple referencing. © Next, Lastly © This is because * their meals + these kind of requests, LANGUAGE Uses basic vocabulary relevant to the task in a reasonably appropriate way. ‘* healthy food, chair, tables, enjoy Simple grammatical forms, such as future forms, are used with 2 good degree of control. © Lam going to talk about ‘© Thope principal will see While errors are noticeable, meaning can still be determined. Errors do not impede meaning.always. nice. walsh. a. movie. afer. Ce godt... shat le. and awe g iy speed. ped. ones. Howavac, it ae sur. . 8nd a..noa. that. is 4 ayn has... diface: an dhe. yp se vane, ee andar. area, thes. actin la a ater, what: fype..oP. Alen we..predeVote say. thet: tere, hay on. Ahem... Wh nail, War... in yet. tbe. bgoftn wa ued... lok, gasped. . As fpsced frp the. reve. Tt was aw, eneticral fi _rnbhat bor cfd for tuoSPM ENGLISH LANGUAGE SCRIPT 12 (PART 3 - MOVIE REVIEW) SUB-SCALE CONTENT MARK COMMENTARY All content is relevant to the task. Target reader is fully informed about why the movie is recommended, COMMUNICATIVE ACHIEVEMENT ‘The candidate uses the conventions of a review, such as language of description and recommendation as well as a positive tone, effectively to hold the target reader's attention. All communicative purposes of the task, such as expressing personal opinions and summarizing the events of the film, are fulfilled with ease. ORGANISATION The candidate's response is well organised and coherent, using paragraphs effectively to structure the text. There is a variety of cohesive devices used appropriately throughout. © Tosumitallup.. © Thus, © Forthose who are fans o LANGUAGE The candidate is able to use a range of vocabulary, including some less ‘common lexis related to the topic, accurately. ‘© Absolutely, masterpiece, emotional roller coaster ride. There is a range of simple and some more complex grammatical forms used with a good degree of control. © Ilaughed a lot, gasped, cried and cheered throughout the movie ‘© remembered that | cried for two days after | watched the movie ‘© allthe waiting and wondering was worth it Errors do not impede communication ‘© -.did not mix up the story order of the movie but lay off the plot really well. Page |3SCRIPT 6 PART 3we ttin, inj on SPM Bs a moe ENGLISH LANGUAGE SCRIPT 6 (PART 3 - ARTICLE) SUB-SCALE MARK COMMENTARY ‘The target reader is minimally informed due to the length of the CONTENT + | text. However, the text whichis there is relevant to the task. Due to the length of the text, only simple ideas are communicated COMMUNICATIVE, o_ There is some information linked to the candidate’s personal | ‘ACHIEVEMENT experience, which is appropriate for an article, but this is not developed. Due to the length of the text, there is not much opportunity to use many connectors or cohesive devices. However, the text is ORGANISATION 1 | connected * and © itwould have Basic vocabulary related to the topic is used appropriately and simple grammatical forms, such as the present tense and simple modal verbs, are used with a good degree of control. LANGUAGE 1 © I would like to join * Itwould have many Errors are noticeable, but meaning can still be determined.