MARK SCHEME

ENGLISH LANGUAGE
PAPER 1 & 2
(1119/1 & 1119/2)
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SULIT MARK SCHEME

PAPER 1

MARKING SCHEME FOR SECTION A: Directed Writing

ASSESSMENT OBJECTIVES
To test candidates’ ability to:
• read and comprehend the rubrics
• use the information given to display an understanding of the task
• generate ideas within the specific framework provided
• use clear and accurate Standard English in the response
• use a style and tone appropriate to the task

The objectives above are rewarded as follows:

CONTENT - 15 marks
LANGUAGE - 20 marks
TOTAL - 35 marks

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 helpful when checking accuracy of the
marking, particularly when the script has produced an answer which is not entirely catered
for by the marking scheme, but which is a valid response to the task, and therefore should
be given credit.

1 AWARDING MARKS FOR CONTENT

Content marks should be identified by the letter C followed by the content number
and circled, for example (C1). Place a (1) in the right-hand margin of the script for
each mark awarded. Put the total for CONTENT at the bottom right-hand margin of
the script.

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CONTENT - 15 marks
** Do not award one mark for the mere mention of the main idea.

Format points:

F1 Sender’s name and address and recipient’s name and address 1 mark
F2 Salutation and title 1 mark
F3 Signing off 1 mark

Content Points: mere listing of points not eligible to obtain content marks.
Problems
C1 face mask (e.g. students put on mask temporarily) 1 mark
C2 hand sanitising (e.g. students sanitise their hands incorrectly) 1 mark
C3 no physical distancing (e.g. students walk/stand close to their friends) 1 mark
C4 sharing food (e.g. students share food when they eat in their class) 1 mark
C5 symptomatic students show up to school
(e.g. students who has fever still come to school) 1 mark
C6 one more problem (e.g. students do not sneeze in an appropriate manner such as
not into their elbow) 1 mark

Solutions
C7 fine (e.g. fine the students for taking off their masks) 1 mark
C8 hand sanitising demonstration 1 mark
C9 Supervision by teachers 1 mark
C10 daily reminder about the danger of food sharing (e.g. by teacher-on-duty) 1 mark
C11 isolate symptomatic students (e.g. take them to the isolation room) 1 mark
C12 own idea (which relates to C6 ; e.g. provide students with tissue) 1 mark

2 AWARDING MARKS FOR LANGUAGE

Marks are awarded for:

i. accurate English
ii. style and tone appropriate for the task

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

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MARKING METHOD

Indicate errors of language by underlining the word of phrase where the mistake occurs.
Indicate by a tick (√) for good appropriate vocabulary, structure, and tone. Award marks on a
best-fit basis by referring to the Criteria for Marking Language.

CRITERIA FOR MARKING LANGUAGE

Section A: Directed Writing

Mark Range Description of Criteria

A ● Language – accurate with occasional first draft slips

19 – 20 ● Sentence structures – varied and sophisticated
● Sentence length and type – employed to achieve intended effect
● Vocabulary – wide, sophisticated and used with precision
● Punctuation – accurate and helpful
● Spelling – accurate
● Paragraphs – unified and well-linked
● Style – formal, informative and concise, and, tone – always
appropriate. The reader is convinced that this could be a real letter
to the principal.

B ● Language – almost always accurate with minor or first draft errors

16 – 18 ● Sentences – varied in length and type
● Complex structures – confidently used
● Vocabulary – wide, conveying intended shades of meaning with
some precision
● Punctuation and spelling – almost always accurate
● Style and tone – appropriate to the task. The reader is satisfied
that a genuine attempt has been made to write a letter to the
principal.

C ● Language – largely accurate

13 – 15 ● Simple structures – no errors, mistakes in only more
sophisticated structures
● Vocabulary – adequate to convey meaning but not developed to
achieve precision
● Sentences – some variety of length and structure
● Tendency to use one type of structure
● Punctuation and spelling – generally accurate; errors in more
complex use
● Paragraphs – some unity
● Style and tone – generally appropriate to the task

D ● Language – sufficiently accurate

10 – 12 ● Patches of clarity – simple vocabulary and structures

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● Mistakes with more complex sentences

● Limited sentence length and type
● Vocabulary –adequate but lacks precision
● Punctuation, generally correct
● Simple words – spelt correctly with errors from unfamiliar
words
● Written in paragraphs but lacks unity
● Style and tone – may not be entirely appropriate

E ● Meaning – never in doubt

7–9 ● Single-Word Errors (SWEs) – frequent and hampers reading
● Simple sentence structures – accurate but not sustained
● Vocabulary- limited
● Spelling – simple words accurate but mistakes with more
difficult words
● Paragraphs – lacks unity
● May have punctuation errors
● Style and tone – unlikely appropriate

U (i) ● Meaning – fairly clear, errors impede reading.

4–6 ● Accurate sentences – a few
● Vocabulary – inadequate to express meaning
● Spelling and Punctuation – frequent errors
● Paragraphs – sometimes used correctly, show lack of planning.
● Style and tone –inappropriate.

U (ii) ● Sense – decipherable

2–3 ● requires re-reading and reorganising before meaning becomes
clear
● Little or no sense – whole sections
● Accurate sentence – likely to be one or two, most simple
● sentences
● Content – comprehensible
● Style and tone – hidden by density of errors

U (iii) ● Scripts – almost entirely impossible to recognise as English

0–1 ● Whole sections - may not make sense or copied from text
● Award “1” mark if some sense can be obtained.
● “0” mark awarded if writing makes no sense at all from
beginning to end

NB No script 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 letter as a whole before deciding on any
category.

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SECTION B: CONTINUOUS WRITING

[50 MARKS]

MARKING METHOD:
1. Each composition should be read slowly and carefully.
2. Underline all errors and place ticks (√) to indicate good use of language or
subject matter.
3. Assign the script to one of the levels of performance described. If the script meets
all or nearly all the criteria given in the description. It should be placed at the top
of the mark range for that level. On the other hand, a script 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.

CRITERIA FOR MARKING SCHEME FOR DIRECTED WRITING LANGUAGE

MARK
DESCRIPTION OF CRITERIA
RANGE
• The language is entirely accurate apart from very occasional draft
slips.
• Sentence structure is varied and shows that the candidate is able to
A use various types of sentences to achieve a particular effect.
• Vocabulary is wide and is used with precision.
44 – 50 • 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 linked.
• The topic is addressed with consistent relevance.
• The interest of the reader is aroused and sustained throughout the
writing.

• The language is accurate; occasional errors are either minor of first

draft slips.
• Vocabulary is wide enough to convey intended shades of meaning
B with some precision.
• Sentences show some variations of length and type, including some
38 – 43 complex sentences.
• Punctuation is almost always accurate and generally helpful.
• Spelling is nearly always accurate.
• Paragraphs show some evidence of planning, have unity and are
usually appropriately linked.
• The piece of writing is relevant to the topic and the interest of the
reader is aroused and sustained through most of the composition.

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• The language is largely accurate.

• Simple structures are used without errors; mistakes may occur when
more sophisticated structures are attempted.
• Vocabulary is wide enough to convey intended meaning but may lack
precision.
C • Sentences may show some variety of length and structures but there
is a tendency to use one type of structure, giving it a monotonous
32 – 37 effect.
• Punctuation of simple structures is accurate on the whole, but errors
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.

• The language 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.
D • There is some variety of sentence type and length, but the purpose is
not clearly seen.
26 – 31 • Punctuation is generally correct but does not clarify 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
composition at this level lacking in liveliness and interest value.

• Meaning is never in doubt, but errors are sufficiently frequent and

serious to hamper precision and speed of reading.
• Some simple structures may be accurate, but a script at this level is
unlikely to sustain accuracy for long.
E • Vocabulary is limited - either too simple to convey precise meaning or
more ambitious but imperfectly understood.
20 – 25 • Simple words may be spelt correctly but frequent mistakes in spelling
and punctuation make reading the script 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 errors is likely to distract the reader
from any merits of content that the composition may have.

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• 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 without rewriting the whole sentence.
U (i) • A script at this level will have very few accurate sentences.
• Although communication is established, the frequent errors may
14 – 19 cause blurring.
• Sentences will be simple and very often repetitive.
• Punctuation will sometimes be used correctly but sentence
separation errors may occur.
• Paragraphs lack unity or there may not be any paragraphs at all.

• The reader is able to get some sense out of the script, but errors are
U (ii) multiple in natures, requiring the reader to read and re-read before
being able to understand.
8 – 13 • At this level, there may be only a few accurate but simple sentences.
• The content may be comprehensible, but the incidence of linguistic
error is so high as to make meaning blur.
• This type of script may also be far short of the required number of
words.

• Scripts in this category are entirely impossible to read.

• Whole sections may make no sense at all.
U (iii) • Where occasional patches of clarity occur, marks should be awarded.
• The mark ‘0’ should only be given if the script makes no sense at all,
0–7 from the beginning to the end.

NB No script 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 letter as a whole before deciding on any
category.

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PAPER 2
1. MARKING SCHEME FOR SECTION A: MULTIPLE CHOICE QUESTIONS

Assessment objectives
To test candidates’ ability to:
• Show an understanding of reading and comprehension skills.

Question Answer Question Answer

1 D 9 A
2 D 10 B
3 C 11 D
4 C 12 C
5 D 13 A
6 B 14 B
7 A 15 A
8 B

2. MARKING SCHEME FOR SECTION B: INFORMATION TRANSFER

Assessment objectives
To test candidates’ ability to:
• Transfer relevant information from one text type to another accurately.

Question Answer

16 Scientific American
17 The Oprah Magazine
Upper or lower case
18 Men’s Health
accepted.
19 Cosmopolitan

20 The New Yorker

21 children

22 age group Not accepted if

words used are not
23 balanced diet found in stimulus or
number of words
24 essential exceeds.
25 brain functions

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3. MARKING SCHEME FOR SECTION C: READING COMPREHENSION

Assessment objectives
To test candidates’ ability to:
• To show an understanding of reading comprehension skills
• To select relevant information to answer questions
• Use language competently to convey meaning.
Notes
1. Minor grammar errors are acceptable as long as it does not disrupt the
meaning.
2. Intelligent lifting should be accepted.
3. Use own judgement if answers appear different from scheme for questions
requiring personal response.
4. If meaning is not clear, then the answer is not accepted.

No Answer Allowed Lifting Mark

26 a pastry chef Partial lifting 1
Line 3
a pastry chef, but Maricel is no
ordinary chef – she has no hands

27 (a) four men, (armed with long Partial lifting 1

knives) attacked them / Lines 15-16
they hacked her uncle (on the
neck) /killed him / Line 17
a man slashed her (on the neck
too.) Lines 19-20
With a long knife, a man slashed
her on the neck too.

27 (b) Not to slash her neck / not to be Lifting not allowed 1

hurt / not to be killed /not to harm
her / mercy Accept any other answer that
conveys the idea of seeking
mercy

27 (c) Lost consciousness Lifting not allowed 1

Lines 20-21

28 (a) she pretended to be dead Partial lifting 1

Line 23

Accept any other extra information

that does not disrupt the intended
answer

E.g. she pretended to be dead

until the attackers were gone and
ran back home

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28 (b) Fell off/ cut Partial lifting 1

both her hands were falling off / Lines 24-25
her hands were cut off /

29 (a) a distant relative Partial lifting 1

Line 32
Archbishop Antonio Ledesma, a
distant relative

29 (b) paid for the hospital bills /and Partial lifting 1

helped them bring the criminals to Lines 32-34
court.

30 Opinion: Tough / strong / brave No lifting 1

girl
Reason: she does not allow her Reason does not stand on its 1
disability to stop her from own.
achieving her future life.
(accept any plausible answer) 1,0 /0,0

4. MARKING SCHEME FOR SECTION C: SUMMARY

Assessment objectives
To test candidates’ ability to:
• To select relevant information from the text.
• To organise the information coherently
• Use language competently to convey meaning.
• Paraphrase effectively
• Present in standard English

MARK ALLOCATION

(i) Content - 10 marks

(ii) Language - 5 marks*
Total - 15 marks

• Language
o Paraphrase - 5 marks
o Use of English - 5 marks
Total - 10 marks /2 = 5 marks*

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SUMMARY CONTENT

Each point scores 1 mark

Maximum: 10 marks

1. attacked (by four men)

2. slashed on her neck

3. lost her hands

4. traumatised

5. had financial constraints

6. classmates’ teasing

7. totally dependent on her mother

8. learned to write

9. learned to do chores

10. accepted her disability/ got in terms with her disability

11. took up 2-year hotel and restaurant course

12. She didn’t shy away from the attention / joined cake decorating competition

13. In 2008 she graduated from a course in Hotel and Restaurant Management

14. in 2011 she finished her education to be a chef

Word count

1, didn’t = 2 words
2. 2-year = 1 word ( without hyphen, 2 words)
3. wasn’t = 2 words
4. weren’t = 2 words
5. Proper noun counted individually.
e.g. Archbishop Antonio Ledesma = 3 words

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Language Descriptors: Question 31 : Summary

MARK PARAPHRASE MARK USE OF ENGLISH

• There is a sustained attempt • The language is accurate.
5 to rephrase the text language. 5 • Any occasional errors are
• Allow phrases from the text either first draft slip or minor
which are difficult to substitute. errors.
• Expression is secure. • Very well-organised and
coherent throughout.
• Marked ability to use original
complex sentence.

• There is a noticeable attempt • The language is largely

4 to rephrase the text. 4 accurate.
• The summary is free from • Serious errors are not frequent
stretches of concentrated although they are noticeable.
lifting. • Well-organised and coherent in
• Expression is generally most parts.
sound. • Some ability to use original
compound / complex
sentences.

• Limited attempt to rephrase • The language is sufficiently

3 the text. 3 accurate.
• Intelligent and selective • Serious errors are becoming
lifting. more frequent.
• Expression may not always be • Fairly well-organised and
secure but the attempt to coherent in some parts.
substitute will gain credit.

• Copying of text material in • Meaning is not in doubt.

2 chunks with little evidence of 2 • Frequent serious errors.
selection and care. • Poorly organised and lacks
• Attempts to substitute own coherence.
language will be limited to
single word expression.
• Irrelevant sections of the text
may be present at this level.

• Mindless lifting. • Heavy frequency of serious

1 • More or less a complete 1 errors, impeding the reading in
transcript of the text. many places.
• Originality barely noticeable. • Fractured syntax is much more
pronounced at this level.
• Incoherent.

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).
2 For a ‘more or less complete transcript within the prescribed area of the text’,
maximum mark for USE OF ENGLISH is 2.
3. For copying of text materials in chunks, maximum mark for USE OF ENGLISH is 3.

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MARKING SCHEME FOR SECTION D : POEM

Assessment objectives
To test candidates’ ability to:
• To select relevant information from the text.
• To organise the information coherently
• Use language competently to convey meaning.
• Paraphrase effectively
• Present in standard English

Question 32 : Poem

(a) An old rag-doll/ old rag-doll [1 mark]

(i) the window is open/ indicates freedom [1 mark]

(b)
(ii) her money-box/ money box [1 mark]

eloping/ following trend / scammed by someone / family problems / wants

[1mark]
(c)
some freedom / peer pressure/ (accept any suitable answers)
[1 mark]

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5. MARKING SCHEME FOR SECTION D : NOVEL

Content : 10 marks
Language : 5 marks
Total : 15 marks

BAND FOR MARKING QUESTION 33 (NOVEL)

MARK MARK
CONTENT LANGUAGE
RANGE RANGE

• an always relevant response to the task

• almost always provides detailed and well • accurate
developed textual evidence • very well-organised
5
9 - 10 • maintains a consistent and convincing • easily understood
point of view
• students can relate the characters with
evidence mentioned for them

• a relevant response to the task

• usually provides textual evidence
• maintains a consistent point of view • largely accurate
• convincing point of view and with 4 • well-organised
7-8
some development • easily understood
• students can relate the characters
with some evidence

• an intermittently relevant response to

the task • frequent errors but
• provides little textual evidence 3 meaning is not in doubt
5 -6
• point of view is consistent in parts • fairly organised
• students can relate the characters with • can be understood
little evidence
• a response of very little relevance to the
task • some blurring in
• hardly any textual evidence 2 meaning
3 -4
• point of view is difficult to establish • poorly organised
• mere mention of characters • generally difficult to
• more towards narration understand
• shows barely any understanding of the • makes little or no
requirement(s) of the task sense at
1-2 • point of view is not established 1 all
• lacks organisation
• difficult to understand

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 novel
• the response did not adress any part of the task

SKEMA PEMARKAHAN TAMAT

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