SPM Section A – Directed Writing

 

Tips for Directed Writing SPM

 

*Count how many points are already given.

Set how many more points you must come up with to get the total maximum marks of content

  • Details ; elaboration, examples, suggestions (depends on the requirement of the question)
  • If you are not proficient in English, write short but varied sentence structuress (passive,active,simple, compound etc.)
  • Use sequence and sentence connectors appropriately

ü  You must spend 45 minutes or less because you need to spend time planning and writing your 2nd composition.

ü  Write around 1 ½ pages only unless you have anough time to spare.

 

QUESTION 1 (DIRECTED WRITING)

CONTENT            – 15 marks

LANGUAGE         – 20 marks

           TOTAL – 35 marks

a) CONTENT – 15 marks

Format: (3 marks)

Content: (12 marks)

*each given point 1 mark

*any required details/elaboration – the remaining points

b) LANGUAGE – 20 marks

Marks are awarded for :

i) Accurate English

ii) Style and Tone appropriate to the task

 

CRITERIA FOR MARKING LANGUAGE (DIRECTED WRITING)

Question 1 : Directed Writing

Mark range

Description of Criteria
 

A

19 – 20

• The language is entirely accurate apart from very occasional first draft slips.

Sentence structure is varied and shows that the candidate is

able to use various types of sentences to achieve a particular

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 linked.

• The topic is addressed with consistent relevance.

• The interest of the reader is aroused and sustained throughout

the writing.

• The tone is appropriate – the writer is fully aware the audience is students.

B

16 – 18

• The language is accurate; occasional errors are either minor or

first draft slips.

Vocabulary is wide enough to convey intended shades of

meaning with some precision.

Sentences show some variation of length and type, including

some 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 throughout most of the

composition.

• The article is written in paragraphs which show some unity and

are usually linked appropriately.

• The tone is appropriate – the writer is aware the audience is

students.

 

 

C

13 – 15

 

  • The language is largely accurate.

• Simple structures are used without error; mistakes may occur

when more sophisticated structures are attempted.

Vocabulary is wide enough to convey intended meaning but may lack precision.

Sentences may show some variety of structure and length but

there is a tendency to use one type of structure, giving it a

monotonous 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 originally and planning. Some interest is aroused but not sustained.

• The speech is written in paragraphs which show some unity,

although links may be absent or inappropriate.

• The tone is mostly appropriate.

 

 

 

D

10 – 12

 

Meaning is never in doubt, but single word errors are sufficiently frequent and serious to hamper reading.

• Some simple structures may be accurate, but a script at this

level is unlikely to sustain accuracy for long.

Vocabulary is limited – either too simple to convey precise

meaning or more ambitious but imperfectly understood.

• Simple words will be spelt correctly but frequent mistakes in

spelling and punctuation make reading the script difficult.

Paragraphs lack unity or are haphazardly arranged.

• The high incidence of linguistic errors is likely to distract the

reader from any merits of content that the composition may have.

• The article will have paragraphs but these lack unity and links

are incorrectly used or the speech may not be paragraphed at all.

There may be errors of sentence separation and punctuation.

The tone may be inappropriate for the audience.

 

 

 

 

E

7 – 9

  • The language is sufficiently accurate to communicate meaning

clearly to the reader.

• There will be patches of clear language, particularly when simple vocabulary and structures are used.

• There is some variety of sentence type and length but the

purpose is not clearly seen.

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 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 speech is written in paragraphs which may show some unity

in topic. Lapses in tone may be a feature.

U (i)

4 – 6

Meaning is fairly clear but high incidence of throughout the

writing will definitely impede 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.

• Although communication is established, the frequent errors may

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.

• There may be frequent spelling errors.

• The tone may not be appropriate for the audience or, if it is, may

not show understanding of the detailed requirements of the task.

 

 

U(ii)

2 – 3

  • The reader is able to get some sense out of the script but errors

are multiple in nature, requiring the reader to read and re-read

before being able to understand.

• 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.

• Whole sections of the article 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.

 

 

U(iii)

0 – 1

• Scripts in this category are almost entirely impossible to read.

• Whole sections of the article may make little or no sense at all or are copied from the task.

• Where occasional patches of clarity occur,marks should be

awarded.

• Award ‘1’ mark if some sense can be obtained.

• The mark ‘0’ should only be awarded if it makes no sense

at all from beginning to end.

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