Zoom In And Write

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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

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Module Panelists 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

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Pn Monica Yeo SMK St. George 34000 Taiping

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Cik Ling Peck Leng SMK Seri Manjung 32040 seri Manjung

9.

Pn Theresa Wong SMK Nan Hwa

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32000 Setiawan.

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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.

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2.3

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.

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.

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ANALYSIS OF PAST YEAR QUESTIONS (2004 – 2008) Analysis of Directed Writing

Types of Directed Writing Formal Letter Informal Letter Report Speech Article Types of Continuos Writing Narrative

2004

2005

Year 2006

√

√

2007

2008

√ √ √ Year

Analysis of Continuous Writing Topic

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.”

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Descriptive

Argumentative

Factual

Open

Reflective

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.” 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. 2004 2005 2006 ‘Teenagers today are only interested in entertainment’. Do you 2007 agree? Support your opinion. 2008 Examinations – good or bad. 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 2004 Clothes 2005 Music 2006 Foods 2007 Tomorrow 2008 Stars 2004 My Ideal School If you were given a chance to be anybody, who would you like to 2005 be and why? What changes would you like to see in your life in the next ten 2006 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 Section B

: Directed Writing : Continuous Writing

35 marks 50 marks

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TOTAL 85 marks ___________________________________________________________ DIRECTED WRITING ____________________________________________ EXAMINATION GUIDELINES I. The Directed Writing is assessed in two parts:

• •

Content Language TOTAL

-

15 marks 20 marks 35 marks

 Candidates will be assessed on their ability to carry out the instructions given.  Marks will be awarded for mentioning the points given.  Candidates are also expected to analyse the stimulus provided and to develop the ideas.  In writing tasks, marks would be allocated for the usage of the correct format.

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CONTINUOUS WRITING

EXAMINATION GUIDELINES 1 The Continuous Writing is assessed by *holistic impression*. Marks for language will be awarded for :       

language accuracy sentence structure / variety paragraphing vocabulary relevant points spelling style and tone

•

Language TOTAL

-

50 marks 50 marks

Types of Directed Writing No

Types

Break down

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1

Report

i. ii. iii. iv. v.

General Report * Newspaper Reports * Minutes of Meeting Police reports Book reports

2

Speech / Talk

i. ii. iii.

A Farewell Speech A Welcoming Speech General Speech *

3

Informal Letter

i. ii. iii.

A Letter of Apology A Letter to the newspaper A General Letter *

4

Formal Letter

i. ii. iii. iv.

A Letter of Complaint * A Letter to place an Order A letter of Enquiry * A Letter Application

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Story Writing (Guided)

i.

A Story on Moral Value

6

Articles

i.

Describing Processes and Procedures Describing People *, Places * and Events

ii.

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Dialogue / Interview

i. ii. iii.

An Informal Discussion An Interview A Telephone Conversation

* These parts will be ‘zoomed in’ in this module. Allocation of Marks for Language Grades / Marks A 19 - 20

Descriptors

• • • •

Language – entirely accurate, no gross errors Sentence structures - varied Vocabulary – sophisticated and used with precision Punctuation - accurate

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B 16 - 18

C 13-15

• • • •

Spelling - accurate Paragraphing – unified and appropriately linked Tone and style – appropriate Interest – aroused and sustained throughout

•

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

• • • • • • • • •

• • • • •

Grades / Marks D 10-12

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

Descriptors

• • • • • • •

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

•

Language - meaning never in doubt , some Single

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E 7-9

F 4-6

• • • • • •

• • • • • • •

Grades / Marks G 2-3

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

Descriptors

• •

H 0-1

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

• •

Language – makes little sense, some Multiple Word Errors (MWE) which cause blurring Sentence structures - One or two accurate sentences

Language - impossible to recognise as English, makes no sense Wholesale copying of the rubric

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Types of Continuous Writing * These parts will be ‘zoomed in’ in this module. No

Types

1

Narrative

2

Reflective

Break down i. ii. iii. iv.

introduction of plot and setting characterization development of plot the resolution / ending

i.

introduction : definition / quotation / anecdote expressing personal views, thoughts and feelings use of warms tones of language show depth of thought and well organised ideas describe qualities / traits add humour if possible

ii. iii.

iv. v. vi. i. 3

Descriptive

ii. iii. iv.

v. vi.

description of people / places / events description of physical traits / qualities use of adjectives to describe sensory perception use suitable expressions / idioms / proverbs in chronological order of time and space indicate the lesson learnt or moral

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values 4

Argumentative

i. ii. iii.

make a stand advantages and disadvantages expressing opinion / providing solutions to problems expressing arguments for and against a topic / issue by supportive evidence compare and contrast something or somebody

iv. v. 5

Factual

i. ii. iii. iv. v.

definition of issues and topics identify at least 8 content points advantages and disadvantages reasons and factors measures / steps / solutions

6

Open Essay ( factual or narrative )

i. ii. iii.

factual account ( provide statistics ) definition of issues and topics advantages and disadvantages reasons and factors measures / steps / solutions narratives

iv. v. vi. Continuous Writing Question 3

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

Good

Marks Allocated 46-50

40-45

Remarks / Description • 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 • • • •

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

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•

• • • Satisfactory

34-39

• • • • • • •

Passable

24-33

• • • • • • •

Unsatisfactory

16-23

• • • • • • •

Poor

10-15

• • • • •

Some coherence in paragraphing Points are organised in paragraphs Essay is interesting in certain parts but not sustained throughout Tone of language is suitable 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 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 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 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

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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.

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