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SPM ENGLISH LANGUAGE 1119

GUIDELINES FOR ENHANCEMENT

IN ESSAY WRITING

Prepared by

ZANURIN BIN MOHAMAD SAFAR

Guru Cemerlang Bahasa Inggeris

Sekolah Menengah Kebangsaan Kulim

SPM DIRECTED WRITING: CRITERIA FOR MARKING LANGUAGE

MarkRange / Description
A
19 – 20 / Language accurate with maybe occasional first draft slips. Varied sentence structures in length and type. Some apt sophisticated vocabulary. Punctuation and spelling accurate. Paragraphs well-linked and show unity.Style and tone appropriate.
B
16 – 18 / Language almost always accurate. Errors arise because of attempt to use more ambitious structures. Varied sentence structures. Wide vocabulary and spelling nearly always accurate. Paragraphs appropriately linked. Style and tone generally appropriate.
C
13 – 15 / Language largely accurate. Simple structures used without errors. Mistakes may occur when more sophisticated structures are attempted. Adequate vocabulary. Punctuation generally accurate. Paragraphs show some unity. Style and tone fairly appropriate.
D
10 – 12 / Language sufficiently accurate. Meaning comes through clearly. Patches of clarity seen when simple structures used. Mistakes creep in when complex structures are attempted. Adequate vocabulary but not so apt. Spelling errors when difficult words used. Inappropriate linkers may be used. Style and tone not always appropriate.
E
7 – 9 / Sufficiently frequent errors hamper speed of reading but meaning never in doubt. Some simple accurate structures but accuracy not sustained. Limited vocabulary. Correct spelling of simple words. Paragraphs lack unity and incorrect use of linkers. Style and tone may not be appropriate.
U(i)
4 – 6 / Frequent serious errors but meaning fairly clear. High incidence of errors impedes reading. A few simple structures used accurately. Limited vocabulary. Frequent spelling and punctuation errors. On the whole lacks planning. Style and tone inappropriate.
U(ii)
2 – 3 / Multiple errors that make the reader re-read and reorganise before meaning becomes clear. Whole sections may make little or no sense. Hardly any accurate sentences, maybe one or two. Vocabulary very limited.
U(iii)
0 – 1 / Almost impossible to recognise as pieces of English. May make no sense at all. ‘0’ is awarded only when no sense at all from beginning to end.

SPM Section B : Continuous Writing

Maximum : 50 marks

CRITERIA FOR ASSESSMENT
Grade / MarkRange / Descriptors
A / 44– 50 / Language entirely accurate. Maybe occasional first draft slips. Varied sentence structures in length and type.Vocabularywide and apt. Punctuation and spellingaccurate. Paragraphs well-planned and well-linked. Topic addressed with consistent relevance. Interestaroused and sustained throughout.
B / 38 – 43 / Language accurate. Occasional errors are either minor or first draft slips. Vocabularywide and used quite aptly. Sentences show some variation. Punctuation accurate. Spellingalmost always accurate. Paragraphs show some planning. Interest aroused and sustained throughout most of the composition.
C / 32– 37 / Language largely accurate. Accurate simple structures but errors may occur when more sophisticated structures are attempted. Vocabulary wide but not so apt. Tendency to use one type of structure giving a monotonous effect. Correct spelling of simple words but errors occur when spelling difficult words. Paragraphs may show some unity but links may be absent. Interest aroused but not sustained.
D / 26 – 31 / Language sufficiently accurate. Meaning clear. Patches of clarity when simple vocabulary and structures are used. Some varieties of sentence type and length. Adequate vocabulary. More spelling errors will occur. Paragraphs lack unity and planning. Composition lacks liveliness and interest value.
E / 20– 25 / Meaning never in doubt but errors hamper reading. Simple structures may be accurate. Limited vocabulary. Frequent mistakes in spelling and punctuation. Paragraphs lack unity. Partial treatment of subject matter.
U(i) / 14 – 19 / Limitation of subject matter due to lack of linguistic skills. Meaning fairly clear. Many serious errors, mainly of one-word type. Communication established but errors may cause blurring. Sentences simple and often repetitive. There may be no paragraphs.
U(ii) / 8 – 13 / Errors multiple in nature, requiring the reader to read and re-read before being able to understand. High incidence of error makes meaning blur. Maybe short of required number of words. Able to get some sense.
U(iii) / 0 – 7 / Script almost entirely impossible to read. Full of multiple-word errors. Whole sections may make little or no sense. Where occasional patches of clarity occur, marks should be awarded. “0” is awarded only if no sense at all from beginning to end.

DIVER FORMS: REVISION OF BASIC GRAMMAR RULES FOR TENSES

Tense / Usage / Formula / Example
Simple present / To show a habitual or regular action / to state a truth or fact / to show an action that happens at present / Singular subject / + singular
Uncountable noun verb
Plural subject / + plural Plural noun verb
[me…../ber……] / She plays netball.
Ali buys a new car.
They play netball.
My teachers buy some books.
Simple past / To show an action that happened at a certain time in the past / Singular past
/ Plural + tense
subj. verb
[me…./ber……] / She played netball ten minutes ago.
Ali bought a new car yesterday.
They played netball last week.
My teachers bought some books two days ago.
Continuous tense / To show an action taking place at the moment of speaking
To show an action that was happening in the past while another action took place or was taking place / Am, is, are verb
+ &
Was, were ing
[sedang me……] / She is playing netball.
Ali is buying a new car.
They are playing netball.
My teachers are buying some books.
Siti was playing netball when I saw her.
They were buying a new car when I telephoned them.
She was playing netball when he was reading the novel.
They were buying a new car while I was admiring a sports car.
Perfect tense / To show an action that has just happened or completed but the time is not specified / Has, have + past participle
Had verb
[telah me……]
*Teacher may need to revise past participle verbs / She has played netball.
They have bought a new car.
She had played netball.
They had bought a new car.
Passive verb / To show something is done to something else or someone / is, are + past
was, were participle
verb
[di………….] / The game is played by her.
The cars are bought by them.
She was sent home.
We were sent home.

DIVER FORMS (Different Verb Forms) Version 2.0

Developed by

ZANURIN BIN MOHAMAD SAFAR

Sekolah Menengah Kebangsaan Kulim

FORM 4

PRACTICE 1
  1. Advise
  2. Is advised
  3. Have advised
  4. Are advising
  5. Advised
  6. Advises
/ PRACTICE 2
  1. Burns
  2. Burnt
  3. Is burning
  4. Are burnt
  5. Has burnt
  6. Burn
/ PRACTICE 3
  1. Have compared
  2. Compare
  3. Compares
  4. Is compared
  5. Are comparing
  6. Compared
/ PRACTICE 4
  1. Divided
  2. Is dividing
  3. Were divided
  4. Divides
  5. Divide
  6. Has divided

PRACTICE 5
  1. Was explained
  2. Are explaining
  3. Explain
  4. Explains
  5. Has explained
  6. Explained
/ PRACTICE 6
  1. Face
  2. Is faced
  3. Have faced
  4. Are facing
  5. Faced
  6. Faces
/ PRACTICE 7
  1. Guesses
  2. Guessed
  3. Is guessing
  4. Are guessed
  5. Has guessed
  6. Guess
/ PRACTICE 8
  1. Have hunted
  2. Hunt
  3. Hunts
  4. Is hunted
  5. Are hunting
  6. Hunted

PRACTICE 9
  1. Introduced
  2. Is introducing
  3. Were introduced
  4. Introduces
  5. Introduce
  6. Has introduced
/ PRACTICE 10
  1. Killed
  2. Have killed
  3. Are killed
  4. Kill
  5. Kills
  6. Is killing
/ PRACTICE 11
  1. Label
  2. Is labeled
  3. Have labeled
  4. Are labeling
  5. Labeled
  6. Labels
/ PRACTICE 12
  1. Mixes
  2. Mixed
  3. Is mixing
  4. Are mixed
  5. Has mixed
  6. Mix

PRACTICE 13
  1. Have observed
  2. Observe
  3. Observes
  4. Is observed
  5. Are observing
  6. Observed
/ PRACTICE 14
  1. Presented
  2. Is presenting
  3. Were presented
  4. Presents
  5. Present
  6. Has presented
/ PRACTICE 15
  1. Rejected
  2. Have rejected
  3. Are rejected
  4. Reject
  5. Rejects
  6. Is rejecting
/ PRACTICE 16
  1. Support
  2. Is supported
  3. Have supported
  4. Are supporting
  5. Supported
  6. Supports

PRACTICE 17
  1. Tastes
  2. Tasted
  3. Is tasting
  4. Are tasted
  5. Has tasted
  6. Taste
/ PRACTICE 18
  1. Have weighed
  2. Weigh
  3. Weighs
  4. Is weighed
  5. Are weighing
  6. Weighed
/ PRACTICE 19
  1. Scattered
  2. Is scattering
  3. Were scattered
  4. Scatters
  5. Scatter
  6. Has scattered
/ PRACTICE 20
  1. Protected
  2. Have protected
  3. Are protected
  4. Have protected
  5. Protect
  6. Protects

DIVER FORMS (Different Verb Forms) Version 2.0

Developed by

ZANURIN BIN MOHAMAD SAFAR

Sekolah Menengah Kebangsaan Kulim

FORM 5

PRACTICE 1
  1. Allow
  2. Allows
  3. Are allowed
  4. Has allowed
  5. Allowed
  6. Is allowing
/ PRACTICE 2
  1. Are burying
  2. Have buried
  3. Buries
  4. Bury
  5. Is buried
  6. Buried
/ PRACTICE 3
  1. Confesses
  2. Are confessing
  3. Confess
  4. Has confessed
  5. Confessed
  6. Were confessed
/ PRACTICE 4
  1. Have dropped
  2. Dropped
  3. Is dropped
  4. Drops
  5. Drop
  6. Is dropping

PRACTICE 5
  1. Expect
  2. Are expected
  3. Expects
  4. Are expecting
  5. Expected
  6. Has expected
/ PRACTICE 6
  1. Fix
  2. Fixes
  3. Are fixed
  4. Has fixed
  5. Fixed
  6. Is fixing
/ PRACTICE 7
  1. Are guiding
  2. Have guided
  3. Guides
  4. Guide
  5. Is guided
  6. Guided
/ PRACTICE 8
  1. Harasses
  2. Are harassing
  3. Harass
  4. Has harassed
  5. Harassed
  6. Were harassed

PRACTICE 9
  1. Have invited
  2. Invited
  3. Is invited
  4. Invites
  5. Invite
  6. Is inviting
/ PRACTICE 10
  1. Kicks
  2. Is kicked
  3. Are kicking
  4. Has kicked
  5. Kick
  6. Kicked
/ PRACTICE 11
  1. Launch
  2. Launches
  3. Are launched
  4. Has launched
  5. Launched
  6. Is launching
/ PRACTICE 12
  1. Are moved
  2. Have moved
  3. Moves
  4. Move
  5. Is moved
  6. Moved

PRACTICE 13
  1. Obtains
  2. Are obtaining
  3. Obtain
  4. Has obtained
  5. Obtained
  6. Were obtained
/ PRACTICE 14
  1. Have punished
  2. Punished
  3. Is punished
  4. Punishes
  5. Punish
  6. Is punishing
/ PRACTICE 15
  1. Reproduced
  2. Is reproducing
  3. Has reproduced
  4. Were reproduced
  5. Reproduces
  6. Reproduce
/ PRACTICE 16
  1. Supply
  2. Supplies
  3. Are supplied
  4. Has supplied
  5. Supplied
  6. Is supplying

PRACTICE 17
  1. Turn
  2. Have turned
  3. Are turned
  4. Turns
  5. Turned
  6. Is turning
/ PRACTICE 18
  1. Wraps
  2. Are wrapping
  3. Wrap
  4. Has wrapped
  5. Wrapped
  6. Were wrapped
/ PRACTICE 19
p
  1. Have separated
  2. Separated
  3. Is separated
  4. Separates
  5. Separate
  6. Is separating
/ PRACTICE 20
  1. Preserved
  2. Has preserved
  3. Is preserving
  4. Preserves
  5. Preserve
  6. Was preserved

PARAGRAPH WRITING SCHEME (PAWS):

Siti and her friends used different strategies to study. … / The book exhibition was very good. … / We did many things to decorate our class. … / The students took care of their safety all the time at the camp. … / I studied at a local university ten years ago. …
Our holiday in Penang was great. … / Yesterday, my family and I went shopping. … / I just attended a very interesting camping. … / My friends and I had a great time when we were in form 3. / My first date with Lisa yesterday was memorable.
Last week, Shila and I went to K.Lumpur. … / My new neighbour moved in last week. … / We sat for our first test last week. … / I flew to Singapore last week. … / I organized my birthday party last month. …
DESCRIBE YOUR EXPERIENCE TAKING PART IN A SCHOOL PROGRAMME AND HOW YOU FELT.
Last week, Boboi, Yaya, Gopal, Ying and I joined our school language camp. The camp was held at a two-star hotel in Ipoh. We did not have to pay anything. Everything was sponsored. There were ten groups. I was in Group 10. The members in my group came from different classes. But all of us were form 5 students. [59 words]
Seri, from Class 5 Permai, was our group leader. Seri was a very pretty girl. I liked her so much. I knew the other boys also liked Seri. We named our group Seri Bombastic. In the first activity, we created our group‘s logo, motto and song. When we presented our song, everybody liked it. [54 words]
On the second day, we had many language games. We had spelling competition, vocabulary game, drama and many other games. Our group won the drama competition. We presented a very good drama. We presented a story about a princess who fell in love with a fisherman. Seri played the role of a princess and of course I was the poor but handsome fisherman. The activities went on until 10.00 p.m. We were very tired but enjoyed ourselves a lot. [79 words]
On the third day we had a jungle trekking in a forest nearby the hotel. We had to climb hills. We also had to answer many difficult questions. It was very challenging. Seri was not feeling well. She could not walk fast. I had to walk slowly. I did not want Seri to be alone. Finally, we reached our destination. Seri smiled at me. She gave me her photo and thanked me. [72 words]
I was very happy. Seri was happy too. After the language camp, Seri and I got closer. We planned to join the language camp again next year. [27 words] / 2
4
6
8
10
12
14
16
18
20
DESCRIBE YOUR VISIT TO A PUBLIC PLACE AND WHOM YOU MET.
I am the most handsome boy in class. I look like the hero of Hindi movies. I am very happy with my good look. My friends call me Alif the Handsome Hero. I have a girlfriend. She is very beautiful. She is beautiful like Miss World. No, I think she is more beautiful than Miss World. I call her Chom the “Bomb!” [62 words]
I have a handsome father. My father looks like Shahrukh Khan. Shahrukh Khan is a very famous Hindi superstar. My father is 49 years old. He is a businessman. He has six restaurants. His restaurants are very famous. Many people like to eat at his restaurants. [46 words]
Yesterday, I followed my handsome and caring father to visit my uncle at a hospital. We left home at about 5.00 p.m. and reached the hospital at 6.15 p.m. The hospital was a new hospital. It was opened two months ago. It was clean and big. There were many people at the hospital. [53 words]
My uncle was also handsome. He was more handsome than my father but I was more handsome than my uncle. In short, I was the most handsome man. I was happy to be the most handsome man in the family. My uncle was a chronic diabetic. He was in the hospital because his sugar level was very high. [58 words]
My uncle‘s ward was at the second floor. The lift was very big and fast. I saw a nurse in the lift. The nurse was my mother‘s old friend. She talked to my father. She told us that my uncle was doing alright. After talking to the nurse, my father and I went to Room 515. My uncle was very happy to see my father and me. [67 words]
There was a young doctor. The doctor said that my uncle was getting better and he could go home soon. My father talked to my uncle for one hour. I felt bored so I went out of the room. I went to level one. I saw a young nurse. She smiled at me. I smiled at her. She looked like Seri, my girlfriend. [63 words]
Then, I went to the hospital café. The café was not big but clean. I saw the young nurse again. She smiled at me again. The young nurse came to my table. I smiled at her. I did not know what to say. I ate my fried rice quickly. After that I ate my burger. Later, I ate another plate of fried rice. I did not say anything to the young nurse. [72 words]
Suddenly, the young nurse stood up and left me. She still smiled. I quickly went to Room 515. My father was waiting for me. I said goodbye to my uncle. Then, my father and I went home. I could not forget the young nurse. [44 words]
TOTAL [465 WORDS] / 2
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ESSAY 1

Source:

A young and successful executive was traveling down a neighbourhood street, going a bit too fast in his new Jaguar. He was watching for kids darting out from between parked cars and slowed down when he thought he saw something. As his car passed, no children appeared. Instead, a brick smashed into the Jag's side door! He slammed on the brakes and spun the Jag back to the spot from where the brick had been thrown.
He jumped out of the car, grabbed some kid and pushed him up against a parked car shouting, "What was that all about and who are you? Just what the heck are you doing?!" Building up a head of steam he went on. That's a new car and that brick you threw is going to cost a lot of money. Why did you do it?"
"Please, mister, please. I'm sorry, I didn't know what else to do," pleaded the youngster. "I threw the brick because no one else would stop..." Tears were dripping down the boy's chin as he pointed around the parked car.
"It's my brother," he said. "He rolled off the curb and fell out of his wheelchair and I can't lift him up." Sobbing, the boy asked the executive, "Would you please help me get him back into his wheelchair? He's hurt and he's too heavy for me."
Moved beyond words, the driver tried to swallow the rapidly swelling lump in his throat. He lifted the young man back into the wheelchair and took out his handkerchief and wiped the scrapes and cuts, checking to see that everything was going to be okay. "Thank you and may God bless you," the grateful child said to him.
The man then watched the little boy push his brother down the sidewalk toward their home. It was a long walk back to his jaguar....a long, slow walk. He never did repair the side door. He kept the dent to remind him not to go through life so fast that someone has to throw a brick at you to get your attention. [347 words]