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1119/1Continuous Writing 1

SPM 1119 Paper 1PERKONGSIAN ILMU

BAHASA INGGERIS 1119


SPM 1119 Paper 1

CONTINUOUS WRITING

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.


The Assessment Objectives of Continuous Writing

To test the candidate’s 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


STANDARD ENGLISHShould 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 1119/1Continuous Writing 5

Particular emphasis is placed upon a

candidate’s 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


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 daddy’s 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.


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.


Particular emphasis is placed upon a candidate’s 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


The above objectives are assessed by impression, using the mark scheme as a guide.


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


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


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 sustained1119/1Continuous Writing 13

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


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


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


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


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


Read the composition slowly and carefully

Indicate all errors

Place ticks to indicate merit


Marking Method

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


Wrong verb form

Motorists like to raced along the road.


Tense errorWhen I tried to overtake, the motorist brake suddenly.


Word omission

They were driving the middle of the road.


Misunderstanding/misuse of words

The car slipped on the wet road.


Agreement

The driver and his passengers was seriously injured.


Errors in handling key parts of

speech, i.e. inability to handle

articles

Motorbike was driven by very young boy.


Weaknesses in spelling and

punctuation

The city is to busy and crowed with people and vehicles


MINOR ERRORS

Misspelling of a minor nature

Obvious slips of repetition or omission

Minor errors of punctuation

Inconsistent American spelling

Inappropriate language / slang


Misspelling of a minor nature

The accomodation will be in camps.


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.


Minor errors of punctuation e.g. failure to

complete pairs of commas

What, one might ask constitutes a true friend?


Inconsistent American spelling

Do you have a favourite colour? My favorite color is red. This colour is also my brother’s favourite.


Inappropriate language / slang1. This is a cool gadget.

2. It is cool to play football.


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.


Identifying MWESense 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


Examples of MWE

“Ang Pau” can have to children or people cannot married.


Examples of MWE

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


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.


▬▬▬▬

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)


MARKING SYMBOLS

/ RRepetition (circle the word or expression or place an ‘R’ above it)

L Lifting

§ Paragraphing

Merit tick


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


Marking Method

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 candidate’s best work

2. The candidate’s writing should be assessed as a whole


NB

End of Continuous Writing Session

Thank you for your participation


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Documents

piece of continuous

piece of continuous

piece of writing

reader11191continuous

easy life

particular street

writingthe language

acorn street