WRITE IT RIGHT 2009

1.0 ACKNOWLEDGEMENT

The State Education Office, Perak Darul Ridzuan would like to thank the following for their contribution in the production of the module for writing – ZOOM IN AND WRITE.

1.1 State Programme Coordinators

Tn. Hj Mohd Yasin bin Mohamod

State Education Language Officer

En Mohd Salleh b. Mohd Arshad

Curriculum Supervisor for English

Pejabat Pelajaran Negeri Perak

1.2 Module Panelists

1. PN. Hjh Nuri Mina bt Mahalil

SMK Tun Saban

33100 Pengkalan Hulu

2. En Aimran b Mohamed Yasin Aini

SMK Pangkor

32300 Pulau Pangkor

3. Pn Norzidah bt Bakri

SMK Dato Abd Rahman Yaakob,

32600 Bota

4. En. Michael a/l Gregory

SMK Seri Iskandar

32600 Bota

5. En. Ignatius Ben a/l Stepen Julianose

SMK Sultan Yussof,

31000 Batu Gajah.

6. En Nicholas Nathan

SMK Yuk Kwan,

31000 Batu Gajah

7. Pn Monica Yeo

SMK St. George

34000 Taiping

8. Cik Ling Peck Leng

SMK Seri Manjung

32040 seri Manjung

9. Pn Theresa Wong

SMK Nan Hwa

32000 Setiawan.

2.0 INTRODUCTION

ZOOM IN AND WRITE

2.1 Rationale:

1. The students’ achievement in the English Language paper affects

the overall performance of a school, district and state.

2. Writing is identified as the main cause for low achievement

3. Insufficient relevant materials on writing that are tailored to cater to

the needs of students who are sitting for the SPM examination.

4. Students are not adequately exposed to the latest tips and

relevant techniques in answering English Language 1119 Paper 1.

2.2 Objectives:

1. To increase the percentage of passes in English Language 1119 Paper in the State of Perak.

2. To motivate and enhance students’ confidence in writing.

3. To assist teachers and students to zoom in (focus) on important

aspects of writing for SPM examination.

4. To provide teachers with tips and techniques needed for

students to acquire the skills in writing.

5. To help teachers with suitable materials to be used by students in their writing lessons.

6. To assess students‘ competency in writing for examination purpose.

2.3 Organisation of the module

This module has been designed to facilitate teachers and students in enhancing their writing skills. It is organised based on the requirements of the SPM Paper 1 – Section A (Directed Writing) and Section B (Continuous Writing) only. Selective topics in this module are to show the strategies in tackling the questions effectively. Sample essays with guidelines and examination tips are given. In addition, different formats, analysis of past years’ questions and mark schemes are provided for easy reference.

3.0 ANALYSIS OF PAST YEAR QUESTIONS (2004 – 2008)

Analysis of Directed Writing
Types of Directed Writing	Year
	2004	2005	2006	2007	2008
Formal Letter
Informal Letter		√	√
Report	√
Speech				√
Article					√

Analysis of Continuous Writing
Types of Continuos Writing	Year	Topic
Narrative	2004	Write a story ending with: “…We had never laugh so much in our lives.”
	2005	Write a story entitled: ‘An Unexpected Visitor.’
	2006	Write a story ending with: “If only I had been more careful, that wouldn’t have happenned.”
	2007	Write a story beginning with: “Kim was nervous when the door opened …”
	2008	Write a story ending with, “… Now I realized the value a true friend.”
Descriptive	2004	Describe a festival celebrated in your area.
	2005	Describe the biggest challenge in your life.
	2006	Describe an enjoyable weekend you have experienced.
	2007	Describe an embarrasing experience in your life.
	2008	Write about a person who has worked hard to success.
Argumentative	2004	-
	2005	-
	2006	-
	2007	‘Teenagers today are only interested in entertainment’. Do you agree? Support your opinion.
	2008	Examinations – good or bad.
Factual	2004	How can we help promote tourism in school.
	2005	How to keep oneself healthy.
	2006	How can television help students in their studies
	2007	-
	2008	-
Open	2004	Clothes
	2005	Music
	2006	Foods
	2007	Tomorrow
	2008	Stars
Reflective	2004	My Ideal School
	2005	If you were given a chance to be anybody, who would you like to be and why?
	2006	What changes would you like to see in your life in the next ten years.
	2007	My early years
	2008	My perfect future husband or wife

PAPER 1

Format of the Paper :

The English Language 1119/1 Paper deals with writing skills

Section A : Directed Writing 35 marks

Section B : Continuous Writing 50 marks

TOTAL 85 marks

___________________________________________________________

DIRECTED WRITING

____________________________________________

EXAMINATION GUIDELINES

I. The Directed Writing is assessed in two parts:

· Content - 15 marks

· Language - 20 marks

TOTAL 35 marks

Ø Candidates will be assessed on their ability to carry out the

instructions given.

Ø Marks will be awarded for mentioning the points given.

Ø Candidates are also expected to analyse the stimulus provided and to develop the ideas.

Ø In writing tasks, marks would be allocated for the usage of the correct format.

CONTINUOUS WRITING

EXAMINATION GUIDELINES

1 The Continuous Writing is assessed by *holistic impression*. Marks for

language will be awarded for :

Ø language accuracy

Ø sentence structure / variety

Ø paragraphing

Ø vocabulary

Ø relevant points

Ø spelling

Ø style and tone

· Language - 50 marks

TOTAL 50 marks

Types of Directed Writing

No	Types	Break down
1	Report	i. General Report * ii. Newspaper Reports * iii. Minutes of Meeting iv. Police reports v. Book reports
2	Speech / Talk	i. A Farewell Speech ii. A Welcoming Speech iii. General Speech *
3	Informal Letter	i. A Letter of Apology ii. A Letter to the newspaper iii. A General Letter *
4	Formal Letter	i. A Letter of Complaint * ii. A Letter to place an Order iii. A letter of Enquiry * iv. A Letter Application
5	Story Writing (Guided)	i. A Story on Moral Value
6	Articles	i. Describing Processes and Procedures ii. Describing People *, Places * and Events
7	Dialogue / Interview	i. An Informal Discussion ii. An Interview iii. A Telephone Conversation

* These parts will be ‘zoomed in’ in this module.

Allocation of Marks for Language

Grades / Marks	Descriptors
A 19 - 20	Language – entirely accurate, no gross errors Sentence structures - varied Vocabulary – sophisticated and used with precision Punctuation - accurate Spelling - accurate Paragraphing – unified and appropriately linked Tone and style – appropriate Interest – aroused and sustained throughout
B 16 - 18	Language - almost always accurate - minor or first draft slip Sentence structures – some variations Vocabulary – wide enough with some precision Punctuation – almost always accurate Spelling – almost accurate Paragraphing – some unity; appropriately linked Tone and style – almost appropriate Interest – aroused and sustained almost throughout
C 13-15	Language - largely accurate Sentence structures - simple structures used without errors; mistakes occur in more sophisticated structures, tendency to repeat some sentence types creating monotony Vocabulary – wide enough to convey meaning but lack precision Punctuation - generally accurate Spelling – simple words spelt correctly; errors occur when sophisticated words are used Paragraphing – some unity; inappropriate linkage Interest – some aroused but not sustained

Grades / Marks	Descriptors
D 10-12	Language - sufficiently accurate, patches of clarity Sentence structures – mostly simple structures Vocabulary – adequate but not developed to precision Punctuation – less accurate Spelling – some errors in the usage of simple words Paragraphing – lack unity Interest - lacking
E 7-9	Language - meaning never in doubt , some Single Word Errors (SWE) which hamper reading Sentence structures – unable to sustain accuracy Vocabulary – limited Punctuation – more errors Spelling – more errors in the usage of simple words Paragraphing – not well-arranged Interest – distracted due to partial relevance to the topic
F 4 - 6	Language - meaning fairly clear, frequent SWEs which hamper reading Sentence structures - very few accurate sentences Vocabulary - inadequate Punctuation – major errors Spelling – mostly errors Paragraphing - may not have any paragraph Interest - barely

Grades / Marks	Descriptors
G 2 - 3	Language – makes little sense, some Multiple Word Errors (MWE) which cause blurring Sentence structures - One or two accurate sentences
H 0 - 1	Language - impossible to recognise as English, makes no sense Wholesale copying of the rubric

Types of Continuous Writing

* These parts will be ‘zoomed in’ in this module.

No	Types	Break down
1	Narrative	i. introduction of plot and setting ii. characterization iii. development of plot iv. the resolution / ending
2	Reflective	i. introduction : definition / quotation / anecdote ii. expressing personal views, thoughts and feelings iii. use of warms tones of language iv. show depth of thought and well organised ideas v. describe qualities / traits vi. add humour if possible
3	Descriptive	i. description of people / places / events ii. description of physical traits / qualities iii. use of adjectives to describe sensory perception iv. use suitable expressions / idioms / proverbs v. in chronological order of time and space vi. indicate the lesson learnt or moral values
4	Argumentative	i. make a stand ii. advantages and disadvantages iii. expressing opinion / providing solutions to problems iv. expressing arguments for and against a topic / issue by supportive evidence v. compare and contrast something or somebody
5	Factual	i. definition of issues and topics ii. identify at least 8 content points iii. advantages and disadvantages iv. reasons and factors v. measures / steps / solutions
6	Open Essay ( factual or narrative )	i. factual account ( provide statistics ) ii. definition of issues and topics iii. advantages and disadvantages iv. reasons and factors v. measures / steps / solutions vi. narratives

Continuous Writing

Question 3

The continuous writing is basically assessed by *general impression*. However, the following levels can be noted:

Category	Marks Allocated	Remarks / Description
Excellent	46-50	Hardly any mistakes in grammar (including spelling and punctuation) Effective use of varied sentence structures Wide vocabulary, used precisely and expressively Good and relevant points Coherence in paragraphing Well-organised points Essay is very interesting and shows originality throughout Tone of language is accurate
Good	40-45	Few mistakes in grammar. Mistakes arise from unusual or complex language use. Some variety in sentence structures Some width in vocabulary – can convey shades of meaning. Relevant points Some coherence in paragraphing Points are organised in paragraphs Essay is interesting in certain parts but not sustained throughout Tone of language is suitable
Satisfactory	34-39	Some mistakes in grammar but language use is mainly accurate Some variety in sentence structures. However, generally, repetitive sentence type are found. Mainly basic vocabulary. Errors in use of more ambitious vocabulary. Relevant points Some coherence in paragraphing Not very well organised points Essay is slightly interesting
Passable	24-33	Many mistakes in grammar but the meaning is still clear. Patches of accurate language use occur. Little variety in sentence structure. Simple structure dominates the composition. 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 organised points Essay is not interesting
Unsatisfactory	16-23	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 discussed Disorganized points Little coherence in paragraphing Essay is not interesting
Poor	10-15	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
	6-9	Very frequent and serious errors in grammar and vocabulary make the meaning barely comprehensible
	0-5	Almost unrecognisable as English Almost no sense can be made of it all

REFERENCE

1. Ministry of Education, 2009. Koleksi Kertas Peperiksaan Sebenar. Kuala Lumpur: CERDIK.

2. Lee, A and Nan Y.A et al, 2002 150 Model Compositions for SPM, Kuala Lumpur: Fajar Bakti.

3. R Tan, J and Ainon Zuba’ar (2007) Longman Reference Text Series, Shah Alam: Pearson Longman.

4. Koh S.C 2002 Bahasa Inggeris 1119 Petaling Jaya; Sasbadi

5. Sebastian, Mary 2004: (Step by Step Series, ‘Model Compositions for SPM 1119 English, Penerbit ESPI.

6. Sebastian Mary, Roy, Jayati 2007: ‘Spot On’ Model Composition and Summaries for SPM 1119 English Oxford Fajar.