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
|Description of Criteria|
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
• 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 tone is appropriate – the writer is fully aware the audience is students.
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
• 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
13 – 15
• 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
• 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.
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.
7 – 9
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
• The speech is written in paragraphs which may show some unity
in topic. Lapses in tone may be a feature.
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
• 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.
2 – 3
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
• 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
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
• 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.