[Done Edu.joshuatly.com] Pahang STPM Trial 2011 Chemistry (w Ans)
Bi pahang 2011(2)
-
Upload
nirmala-rothinam -
Category
Documents
-
view
102 -
download
1
Transcript of Bi pahang 2011(2)
1119/2
BAHASAINGGERIS / P
Kertas2
September 20112VSJAM
BAHASA INGGERIS
Tingkatan 5
Kertas 2
Dua jam Lima Belas Minit
1119/2
JANGAN BUKA KERTAS SOALAN INI SEHINGGA DIBERITAHU.
Instructions
1. This question paper consists of four sections : Section A, Section B, Section C andSection D.
2. Answer all sections in this question paper.
3. Questions in Section A have four options.
Kertas soalan ini mengandungi 16 halaman bercetak
© 2011 Hak Cipta MPSM Pahang [Lihat halaman sebelah
Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
1119/1
SKEMA JAWAPAN
PEPERIKSAAN PERCUBAAN 2011
BAHASA INGGERIS
TINGKATAN 5
KERTAS 1
Kertas ini mengandungi halaman bercetak
© 2011 Hak cipta MPSM Pahang [Lihat halaman sebelah
MARK SCHEME for DIRECTED WRITING (REPORT)
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
Format - 3 marks :- Principal - 1 mark Title of report - 1 mark Writer’s name - 1 mark Content points - 12 marks:-
1. using rude words - C1 2. threatening others - C2
3. causing physical harm - C3
4. spreading rumours or lies - C4
5. demanding ‘protection money’ - C5
6. taking things without permission - C6
7. inform parents - C7
8. report to police - C8
9. carry out public canning - C9
10. conduct motivational talks - C10
11. attend counselling sessions - C11
12. suspend bullies from school - C12
Language: 20 marks
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
CRITERIA FOR MARKING LANGUAGE Question 1 : Directed Writing
Mark Range
Description of Criteria
A 19 – 20
*Language is entirely accurate apart from occasional first draft slips. *Sentence structure is varied and shows that the candidate is able to use sentence length and type to achieve an intended effect. * 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 writing. * The style and tone is appropriate.
B 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 through most of the composition. * The essay is written in paragraphs which show some unity and are usually linked appropriately. *The style and tone is suitable enough.
C 13 - 15
* The language is largely accurate. * 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 length and structure but there is a tendency to use one type of structure, giving it a monotonous effect. * 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 essay is written in paragraphs which may show some unity, although links may be absent or inappropriate. The style and tone is mostly appropriate.
D 10 – 12
* The language is sufficiently accurate to communicate meaning clearly to the reader. * There will be patches of clear, accurate language particularly when simple vocabulary and structures are used. * There is some variety of sentence length and type 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 may be spelt correctly but more spelling errors will occur. * Paragraphs are used but show lack of planning or unity. * The topic is addressed with some relevance but the reader may find composition at this level lacking in liveliness and interest value. * The essay is written in paragraphs which may show some unity in topic. Lapses in tone maybe a feature.
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
E 7 - 9
* Meaning is never in doubt, but single word errors are sufficiently frequent and serious to hamper reading. * Some simple structure 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 are imperfectly understood. * Simple words may be spelt accurately but frequent mistakes in spelling and punctuation make reading the script difficult. * Paragraphs lack unity or are haphazardly arranged. * The subject matter will show some relevance to the topic but only a partial treatment is given. * The high incidence of linguistic errors is likely to distract the reader from any merits of content that the composition may have. *The essay will have paragraphs but these lack unity and links are incorrectly used or the essay may not be paragraphed at all. There may be errors of sentence separation and punctuation. The style may fail to achieve the required format. The tone may be inappropriate.
U(i) 4 - 6
* Meaning is fairly clear but the high incidence of errors 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 cause blurring. * 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 frequents spelling errors. * The tone may not be appropriate or show misunderstanding of the detailed requirements of the task.
U(ii) 2 - 3
* The reader is able to get some sense out of the script but errors are multiple in nature, requiring the reader to re-read and re-read before being able to understand. * At this level, there may be only a few accurate but simple sentences. * 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 essay 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 of errors.
U(iii) 0 - 1
* Scripts in this category are almost entirely impossible to read. * Whole sections of the essay may make little or no sense at all or are copied from the task. * Where occasional patches of clarity occur, marks should be awarded. * Award ‘1’ mark if some sense can be obtained. * The mark of ‘0’ should only be awarded if the essay makes no sense at all from beginning to end.
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF CONTINUOUS WRITING
Grade Marks Range
Description Criteria
A
44 - 50
* 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 effect. * Vocabulary is wide and is used with precision. * Punctuation is accurate and helpful to the reader. * Spelling is accurate across the whole 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 writing. - high quality of writing - very good - not necessarily perfect; errors do occur [student writes fluently, clearly, effectively but still has errors]
B
38 - 43
* 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 composition. - start to see errors - still good command of English - can write most of the part correctly - have detailed fluency/ ambitious. Some mistakes
C
32 - 37
* The language is largely accurate. * Simple structures are used without errors; 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 monotonous effect * 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 originality and planning. Some interest is aroused but not sustained. - conservative - ambitious but lots or errors - quite competent / comfortable using English language
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
D
26 - 31
* The language is sufficiently accurate to communicate meaning clearly to the reader. * There will be patches of clear, accurate 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 or unity. * The topic is addressed with some relevance but the reader may find compositions at this level lacking in liveliness and interest value. - accuracy is maintained
E
20 - 25
* Meaning is never in doubt, but single word errors are sufficiently frequent and serious to hamper reading. * Some simple structure 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 may be spelt correctly but frequent mistakes in spelling and punctuation make reading the script difficult. * Paragraphs lack unity or are haphazardly arranged. * The subject matter will show some relevance to the topic but only a partial treatment is given. * The high incidence of linguistic error is likely to distract the reader from any merits of content that the composition may have. - more SWE -no patches of accurate language
U(i)
14 - 19
* Meaning is fairly clear but the high incidence of errors 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 cause blurring. * 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. - more MWE - you can read but need to reread
U(ii)
8 - 13
* The reader is able to get some sense out of the script but errors 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 however simple sentences. *The content may be comprehensible, but the incidence of linguistic error is so high as to make the meaning blur. * This type of script may also be far short of the required number of words. - MWE quite dense - not communicating
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
U(iii)
0 – 7
* Scripts in this category are almost entirely impossible to read. * Whole sections may make little or no sense at all. * Where occasional patches of clarity occur, marks should be awarded. * The mark of 0 should only be given if script makes no sense at all, from beginning to end. - having difficulty to make sense
NB:- No script will fit nearly into any one of the categories described above. The appropriate mark for a script is therefore determined by deciding which category most nearly reflects its characteristics. Examiners should not construct any hierarchy of characteristics when allocating a mark, but should assess the article as a whole before deciding on any category and should also refer to the exemplar scripts which are discussed at the coordination stage of the marking exercise
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
1
1119/2
SKEMA JAWAPAN
PEPERIKSAAN PERCUBAAN 2011
BAHASA INGGERIS
TINGKATAN 5
KERTAS 2
Kertas ini mengandungi halaman bercetak
© 2011 Hak cipta MPSM Pahang [Lihat halaman sebelah
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
2
1. MARKING SCHEME FOR SECTION A
SECTION A
Question 1 2 3 4 5 6 7 8
Answer B A D A C D B D
Question 9 10 11 12 13 14 15
Answer B D A D B B D
SECTION B
16 At the foothills of Gunung Serapi
17 22 KM
18 Eco-tourism
19 Great natural beauty/tropical rainforest (with a stream of water)
20 Well-planned recreation and picnic area/ well-planned recreation areas/picnic
areas,
21 RM3.00
22 RM2.00
23 RM1.00
24 Night Camping Package / Corporate Event Package
25 Corporate Event Package / Night Camping Package
SECTION C : QUESTIONS 26 – 30
26. China and India ( 1 mark)
27. a) (by letting/allowing students to) spend hours reading their friends' updates/ looking at
pictures/ playing Farmville and doing all kinds of things other than their homework
27. ( b) Procrastination
28. (a) Angry/dissatisfied students can vent drama to the world
(before common sense sinks in and prevents them from hitting "share.")
28 . b) relationship is built and maintained through a website that lacks the emotion and physical
involvement of ( an unadulterated) relationship.
29.(a) - Students can concern themselves with politics, philosophy, art, and other matters
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
3
(more serious than wild pictures from Ashley's party)
- Ss should not share too much information
- Ss should not post incriminating photos, obnoxious status updates (and other things that
shouldn't be viewed by one's 1,245 friends)
- Ss should protect their privacy
(choose any two)
29. After college, Ss can look for a job using FB
30. Accept any possible answer. (Note: MUST use own words.)
Summary
1) FB can cause study distractions
2) Can go wherever a student can go
3) may run the risk of increasing procrastination
4) evolve into addiction
5) can vent drama to the world
6) may lead to over-dependency on Facebook for social interaction
7) affect their social communication skills and the value of relationships
8) distracts students from paying attention to more important social concerns
9) (can divulge / is open to) the TMI, or "too much information"
10) no protection of privacy
11) help students communicate with each other
12) provides students the opportunity to stay in touch
13) able to find information and a network of like-minded people
14) serve as a networking resource after college
# choose only 10 points.
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
4
LANGUAGE DESCRIPTORS
Question 31 : Summary
MARK PARAPHRASE MARK USE OF ENGLISH
5 There is a sustained attempt
to re-phrase the text language
Allow phrases from the text
which are difficult to
substitute
Expression is secure
5
The language is accurate
Any occasional errors are
either first draft slips or minor
errors
Very well organised and
coherent throughout
Marked ability to use original
complex structures
4
There is a noticeable attempt
to re-phrase the text
The summary is free from
stretches of concentrated
lifting
Expression is generally
sound
4
The language is largely
accurate
Serious errors are not
frequent although they are
noticeable
Well-organised and coherent
in most parts
Some ability to use original
compound/complex structures
3 Limited attempt to re-phrase
the text
Intelligent and selective
lifting, i.e. when groups of
words are combined with
own words
Expression may not always
be secure but the attempt to
substitute will gain credit
3
The language is sufficiently
accurate
Serious errors are becoming
more frequent
Fairly well-organised and
coherent in some parts
2 Wholesale copying of text
material, i.e. in chunks.
Attempts to substitute with
own language will be limited
to single word expression
Irrelevant sections of the text
may be present at this level
2
Meaning is not in doubt
Frequent serious errors
Poorly organised and lacks
coherence
1 Mindless lifting
More or less a complete
transcript of the text
Originality barely noticeable
1
Heavy frequency of serious
errors, impeding the reading
in many places
Fractured syntax is much
more pronounced at this level
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
5
Incoherent
Note:
1. The mark of 0 is awarded if the material used is totally outside the prescribed text (totally
irrelevant) or if the candidate copies the entire passage (no attempt to summarise)
2. For a ‘more or less complete transcript within the prescribed area of the text’, maximum
mark for USE OF LANGUAGE is 3.
SECTION D
Answer for Questions 32-34
Question 32
a) The deceiving eyes of the man
b) betrayed
c) i) they just want to have fun.
ii) they will use a girl and then dump her
(accept any other suitable answers)
d)i) Be careful when you get involved with men.
ii) Don’t follow your heart blindly ,
(accept any other suitable answers)
Question 33
a) (albino) buffalo
b) sunrise/ early morning
c) They accepted their hardship without any complaints . (accept any other suitable answers)
d) Yes, although the life is full or harship, you can live in peace.
(accept any other suitable answers)
No, life is too difficult wihtout material comforts.
(accept any other suitable answers)
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
6
Marking scheme for question 34
For this question, marks are awarded as follows:
Content - 10 marks
Language - 5 marks
Total - 15 marks
MARKING METHOD
1. Read the script carefully before deciding which band it best fits and the CONTENT mark
it deserves. If the response meets all or nearly all the descriptors given in the band, the
response should be placed at the top level of the mark range for that particular band.
2. Then assess the quality of writing under the provision for LANGUAGE.
3. The final mark will be expressed as CONTENT plus LANGUAGE and the total is shown
in the right hand margin.
4. No response will fit perfectly into any band but examiners must judge which level best
fits the descriptors described in the bands.
Content and Language Descriptors
Question 34 : Novel
MARK
RANGE
CONTENT MARK
RANGE
LANGUAGE
9 - 10
A consistently relevant
and convincing response
to the task specified
Always provides
detailed and well-
developed textual
evidence
5
The language is accurate
Very well-organised
7 - 8
Response is relevant to
the task specified
Usually provides textual
evidence with some
development
4
The language is largely
accurate
Well-organised
Response is likely to be
intermittently relevant to
Meaning is never in
doubt but errors are
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
7
5 - 6 the task specified
Provides some textual
evidence with little
development
3 becoming more frequent
Fairly well-organised
3 - 4
Response of little
relevance to the task
specified
Little textual evidence
2
Frequent errors with
some blurring in
meaning
Poorly organised
Response has no
relevance to the task
Has no understanding of
the requirements of the
task
1
Makes little or no sense
at all
Lacks organisation
Note: The mark of 0 should only be awarded if
the response is in a language other than English
the response is not related to any of the novels
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/
http://banksoalanspm.blogspot.com/http://banksoalanspm.blogspot.com/