Marking Band for Language in Directed Writing

FORM 4 & 5 (SPM) 1310208 FJS

MARKING BAND FOR LANGUAGE IN DIRECTED WRITING

• No mistakes in grammar (including spelling and punctuation)
• Effective use of varied sentence structures
• Wide vocabulary, used expressively/precisely
• Good style/tone
• Coherence in paragraphing

• Few mistakes in grammar – mistakes arise from more unusual/complex language use
• Some variety in sentence structures
• Some width in vocabulary – con convey shades of meaning
• Satisfactory style/tone
• Some coherence in paragraphing
• Points organized in paragraphs

• Some mistakes in grammar but language use is mainly accurate. Mistakes arise from more complex language use
• Some variety in sentence structures – but mostly repetitive sentence types
• Mainly basic vocabulary – errors use of more ambitious vocabulary
• Fair style/tone
• Some coherence in paragraphing

• Many mistakes in grammar but the meaning is still clear. Patches of accurate language use occur
• Little variety of sentence structures
• Mainly basic vocabulary – errors in use of more ambitious vocabulary
• Barely adequate style/tone
• Little coherence in paragraphing

• Many serious mistakes in grammar but the meaning is fairly clear. A few simple structures may be correct
• Little variety in sentence structures
• Only basic vocabulary – errors in use of more ambitious vocabulary
• Inadequate style/tone
• Disorganized points

• Frequent and serious mistakes in grammar vocabulary make the meaning barely comprehensible
• Only simple sentence structures
• Very basic vocabulary – many errors in use of even simple words

• Almost unrecognizable as English
• Almost no sense can be made at all

CONTINUOUS WRITING (50 MARKS)

The free composition is basically assessed by “general impression”. However, the following levels can be noted:

• Hardly any mistakes in grammar (including spelling and punctuation)
• Effective use of varied sentence structures
• Wide vocabulary, used expressively/precisely
• Good and relevant points
• Coherence in paragraphing
• Well-organized paragraphing
• Essay is very interesting and shows originality

• Few mistakes in grammar – mistakes arise from more unusual/complex language use
• Some variety in sentence structures
• Some width in vocabulary – con convey shades of meaning
• Relevant points
• Some coherence in paragraphing
• Points organized in paragraphs
• Essay is interesting

• Some mistakes in grammar but language use is mainly accurate. Mistakes arise from more complex language use
• Some variety in sentence structures. However, generally, repetitive sentence types are found
• Mainly basic vocabulary. Errors in use of more ambitious vocabulary
• Relevant points
• Some coherence in paragraphing
• Not very well-organized points
• Essay is slightly interesting

• Many mistakes in grammar but the meaning is still clear. Patches of accurate language use occur
• Little variety of sentence structures
• Only basic vocabulary. Errors in use of more ambitious vocabulary
• Points are mostly relevant; some illogical/irrelevant points
• Little coherence in paragraphing
• Not very well-organized points
• Essay is not interesting

• Many serious mistakes in grammar but the meaning is fairly clear. A few simple structures may be correct
• Little variety in sentence structures
• Only basic vocabulary. Errors in use of more ambitious vocabulary
• Topic is not well-treated
• Disorganized points
• Little coherence in paragraphing
• Essay is not interesting

• Many serious mistakes in grammar and the meaning is not very clear
• Only simple sentence structures
• Very basic vocabulary; many errors in use of words
• Poor treatment of topic due to poor linguistic ability
• Hardly any organization; probably no paragraphing

• Very frequent and serious mistakes in grammar vocabulary make the meaning barely comprehensible

• Almost unrecognizable as English
• Almost no sense can be made at all