Def mye2011-1127 marker's answer scheme

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SHSS Mid Year Examinations Marking Scheme for 1127 Secondary Three E and NA

SHSS Mid Year Examinations Marking Scheme for 1127 Secondary Three E and NA

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  • 1. 1127 PAPER TWO – COMPREHENSION MARKING SCHEME For 3 May 2011 Mid Year Examinations SECONDARY THREE NA/NA TT/EXPRESS Setter: Yeo Yam HweeRead Passages A and B in the insert provided carefully before you attempt any questions. Answer all questions.You are recommended to answer them in the order set. Mistakes in spelling, punctuation and grammar may bepenalized in any part of the paper.GENERAL UNDERSTANDING FOR MARKING THE SCRIPTS: • Please do not deduct any marks for grammar / misspelling or punctuation sips when marking Questions 1 to 14. • Award marks for comprehension. When in doubt, ask ourselves – Did the answer deliver an understanding of the question asked? • Determine if the candidate has understood the question and provided a reasonable answer before awarding the marks. • Do not award ½ mark under any circumstances when scoring any 1 mark question. • For an incomplete answer to a 1-mark question, award no marks. • Guidelines to O level marking of Paper 2 applies. • Feel free to check with Setter (Yeo Yam Hwee) at 96751657 if in doubt.From Passage A:From paragraph 2:1 Quote a sentence which tells you that the normal lives of the Japanese were being disrupted by the forces [1] of nature on 11 March 2011. ANSWER: One moment, all were going about their day-to-day business and then the ground began to shake. HOW TO MARK: Incomplete answer / Incomplete sentence / Any other sentence = 0 Any part of the sentence being left out, intentionally or otherwise = 0 Answer must clearly show candidate’s understanding of what a sentence is.2 What does the expression, “unimaginable ferocity” (line 13) suggest about the nature of the waves? [2] ANSWER: The waves were extremely powerful and/or violent (= ferocity) [1] , quite beyond what anybody could ever think of (= unimaginable) [1]. HOW TO MARK: Accept any other answers which adequately explain the expression. Award full marks so long as both words in the expression are being explained. Award 1 mark if the given answer is correct but only provides a partial explanation of the given expression. Do not award any marks if there is any contradiction in the answer. Do not award any marks if these words “ferocity”, “ferociousness”, “ferocious”, “imagination”, “imagined”, “imagine” or “image” are found in any part of the student’s answer.3 “…a wall of waves swept back inshore at great height” (lines 13 – 14). How high was it being reported to [1] be? ANSWER: It was three-storey high. HOW TO MARK: Award no marks to any other answers given. 2
  • 2. 4 Explain fully why people stopped diving under tables (lines 20 – 21). [2] ANSWER: There were so many aftershocks which made it useless / futile / dangerous for people to hide under the tables anymore. HOW TO MARK: Award 2 marks if these two parts are found in the answer: There were so/too many aftershocks. It was useless / futile / dangerous for them to hide under tables anymore. Award 1 mark if only this is found in the answer: There were so/too many aftershocks. Do not award any marks if only this is found in the answer: It was useless / futile / dangerous for them to hide under tables.5 The survivors “waited in lines that stretched for hours for food and water” (line 22). What does this suggest [1] about the progress of outside help to them? ANSWER: Outside help took a long time to reach the survivors. (acceptable: a very long time) Outside help was slow to reach the survivors. (acceptable: very slow) Outside help had difficulties reaching the survivors. Outside help was not efficient enough to reach the survivors. HOW TO MARK: Award 1 mark to any other suitable answer which adequately addresses “the progress of outside help”. Do not accept: There was little progress. ( This answer conveniently labels “progress” which is not what the question is asking the candidate to do. The phrase “little progress” also begs the question: how so? ) It is the “pace” which is “ongoing” that has to be addressed. If the candidate’s answer leans towards “outcome” or “extent” or prescribes by handing down a “judgement”, he is not dealing with any suggestion of “progress”. Do not accept: Outside help was insufficient or Outside help was insufficient enough. Outside help was ineffective or Outside help was ineffective enough.From paragraph 3:6 What is the wisest thing to do for those living along high-tsunami-risk coastlines during a tsunami attack? [1] The wisest thing in this sentence refers to “the axiom” (Passage A Line 26) which is a complete understanding or knowledge held by the people living under similar conditions. It does not break up into discrete courses of action. It refers to the full course of action. ANSWER: The people should run inland and then run uphill. HOW TO MARK: Do not accept any PART or INCOMPLETE answer. Do not accept any answer which changes the meaning of the original advice given in the passage. This is a wrong answer: The people should run inland OR run uphill. (The original text does not provide any choice at all.) 3
  • 3. 7 Explain fully in your own words why it is hopeless to try to escape from a tsunami if you are on flat land. [2] RELEVANT AREA OF TEXT from which answer is taken from: …and if flat terrain denies you any chance of sprinting to a hilltop to try to escape its wrath, then you cannot avoid the inevitable: it will catch you, it will drown you, and its forces will pulverise you out of all recognition… (lines 31-34) ANSWER (Own Words): There is no highland or high level area for a person to run to higher grounds. [1] When the powerful waves engulf a person, it will certainly overwhelm /smother him and crush him completely, killing him. [1] HOW TO MARK: Award 2 marks if the answer “explains fully” and “given in own words”. Award I mark to any part of the answer which “explains fully” and “given in own words”. Do not award any marks for answers not “given in own words”.From paragraph 4:8 Write down, using your own words as far as possible, any two pieces of evidence showing through the [2] actions of the survivors that they desire to return to a semblance of day-to-day orderliness in the aftermath of the natural disaster. ANSWER: People build origami boxes from newspaper to put their shoes in. [1] Lines at gas stations and grocery stores are orderly. [1] HOW TO MARK: Do not award any marks to any other answers.From Passage B:From paragraph 1:9 “…and yet all sorts of troubles short of total disaster seemed to have occurred” (lines 2 -3). Explain the [2] comment made by the narrator with regard to the progress of the expedition. ANSWER: It was an expedition fraught with a lot of problems [1] but none threatening enough to put an end to it. [1] HOW TO MARK: Award 2 marks for a complete answer. Award 1 mark if the student provides only the first part of the answer. Do not award any marks if the student provides only the second part of the answer. Do not award any marks if both parts of the answer contradict each other.From paragraph 2:10 Why was it crucial for “food and equipment to be repacked in lighter loads” (line 10)? [2] ANSWER: It is so because the crew had to share out the loads to make the ascent [1] by establishing a chain of camps [1] in order to climb up the mountain. HOW TO MARK: Accept any other answer which reasonably explains the need for the crew to carry the food and equipment up the mountain for setting up camps so that they could continue their climb. Award 1 mark to any incomplete but correct answer. 4
  • 4. From paragraph 3:11 Why would the camps built higher up probably not be elaborately furnished? [1] ANSWER: They were simply being used as shelters for a night or two. HOW TO MARK: Do not award any marks if the answer does not include “for a night or two” or suggest “a short / temporary stay”. Do not accept any other answers.From paragraph 4:12 What was “the enemy we feared most” (line 29)? [1] ANSWER: The enemy was “the tremors”. HOW TO MARK: Do not accept any other answers.From paragraph 7:13 Explain fully how the leader and the narrator’s quick jump off the ridge had helped save the lives of the [2] porters who had fallen off the other side of the ridge. ANSWER: When the leader and the narrator fell off their side of the ridge, they acted as a counterweight to the fallen porters on the other side. [1] Then both parties slowly climbed back up the ridge together to safety. [1] HOW TO MARK: Award 2 marks to any other answers which fully (and similarly) address the question. Award 1 mark for each incomplete but correct answer.From Passage A and Passage B:14 For each of the following words, give one word or short phrase (of not more than seven words) which has [5] the same meaning that the word has in the passage. From Passage A: From Passage B: 1 withdrawn (line 4) 4 clung (line 23) The geological consent can be withdrawn at any We clung to handholds on the cliff face. time. Held (on) tightly Recalled Held tightly Removed Grip Retracted Grasp Taken back Grab tightly Taken away Recanted Rescinded Withheld Discontinued 5
  • 5. Terminated Revoked 2 conveniently (line 29) 5 perpendicular (line 30) …conveniently flat airport locations… …an almost perpendicular ice wall had made it necessary for us to come out for a few yards … Easily available Easily accessible Exactly vertical Easily deployable Vertical Readily available Right-angled Readily accessible Readily deployable 3 utter (line 34) …as a thing of utter insignificance… Total Absolute Complete Pure SheerFrom Passage B:15 You were a newspaper journalist who was covering the story of the K3 expedition crew. Using your own [25] words as far as possible, summarise the preparations, challenges and dangers faced by the crew in their attempt to climb the mountain. USE ONLY THE MATERIAL IN PASSAGE B FROM PARAGRAPHS 2 TO 7. Your summary, which must be in continuous writing (not note form), must not be longer than 150 words (not counting the words given to help you begin). Begin your summary as follows: The crew members of the K3 expedition team…Content Use of English Use of Own WordsAccept maximum of 15 points for - Language - Relevant Vocabularycontent points Maximum 10/10m Maximum 10/10m1 point = 1 markMaximum 15/15m Divide by 2 25/25mSUMMARY QUESTIONContent Ponts – 15 / 15Mark to a maximum of 15 out of 19 – 20 (depending on the passage and the question requirement) for points. Award amaximum of 10 marks for STYLE. 1. Points to be rewarded and their marks are indicated. 2. Introductory words – No penalty for omission; no penalty for any errors made in them or for incompleteness, but take into account any punctuation or grammatical error immediately following them when assessing STYLE. 3. Length – • Draw a double line where the introductory words end, or should end. • Count to 150 the number of words used by the candidate after the double line and write down this number at the bottom left of the candidate’s answer. • DO NOT use the candidate’s word-total without checking it. • STOP at 150 and cross out excess words. 4. For answers shorter than the 150 words apply the following maxima for the STYLE mark: 6
  • 6. Words Maxima00 – 25 026 – 50 251 - 75 476 - 100 6101 - 125 8 5. If the candidate uses NOTE-form throughout the answer, give O for the STYLE mark but allow the points where they are clearly made. 6. Sequence Errors – in general, only withhold the mark for a point if it is wildly out of sequence or totally unsupported. Do not penalize the point that then follows.STYLE Assessment (10 marks)The mark for STYLE incorporates TWO categories of writing, namely OWN WORDS and USE OF ENGLISH. Inassessing the overall mark for STYLE, first of all assign the script to a mark level under the category of OWN WORDS.Then arrive at the mark level for USE OF ENGLISH. Before deciding the mark for this level, take the accuracy of thewriting into account, in particular the absence or frequency of serious and minor errors. Indicate these errors byunderlining.Add the marks for OWN WORDS and USE OF ENGLISH together and divide by two. Raise any half marks to the nearestwhole number.Add this mark to the CONTENT mark and show as a total in the right-hand margin.What are SERIOUS ERRORS? What are MINOR ERRORS?Wrong verb forms Mis-spellings of a minor nature. Count as a serious error when the form of the word is severely mangled.Serious tense errors Obvious slips of repetition or omission.Serious errors of sentence structure, especially in settingup subordination. Minor errors of punctuation, i.e. the failure to complete pairs of commas in parenthetical phrases / clauses.Omission or obvious misuse of prepositions. Omission of stops after introductory words like ‘however’.Wholesale misunderstanding over the meanings of words The key here is to see how far the misuse or omissionused. destroys the reading sense. Major destruction will count as a serious error.Serious errors of agreement. Inconsistent American spelling.Ingrained weakness of punctuation, i.e. the habitualcomma replacing the necessary full stop.Summary Style DescriptorsMark Own Words Mark Use of English09-10 Candidate makes a sustained attempt to re- 09-10 Apart from very occasional slips, the phrase the text language. language is accurate. Allow phrases from the text which are difficult to Any occasional errors are either slips or minor substitute. errors. Sentence structure is varied and there is a marked ability to use original complex syntax outside text structures. Punctuation is accurate and helpful to the reader. Spelling is secure across the full range of vocabulary used.07-08 There is a noticeable attempt to re-phrase 07-08 The language is almost always accurate. the text. Serious errors will be so isolated as to be 7
  • 7. The summary is free from stretches of almost unnoticeable. concentrated lifting. Sentences show some variation, including original complex syntax. Punctuation is accurate and generally helpful. Spelling is nearly always secure.05-06 There are recognizable but limited attempts to 05-06 The language is largely accurate. re-phrase the text detail. Simple structures tend to dominate and Groups of text expression are interfaced with serious errors are not frequent, although own words. they are noticeable. The expression may not always be secure, but Where sentences show some variety and the attempt to substitute the text will gain credit. complexity, they will generally be lifted from the text. Serious errors may occur when more sophisticated structures are attempted. Punctuation is generally accurate. Spelling is mostly secure. Errors may occur in the use of own and / or ambitious vocabulary.03-04 Wholesale copying of large area of the text, 03-04 Meaning is not in doubt but serious errors but not a complete transcript. are becoming more frequent. Attempts to substitute own language will be Some simple structures will be accurate, limited to single word expression. although this accuracy is not sustained for Irrelevant sections of the text will be more long. frequent at this level and below. Simple punctuation will usually be correct, with occasional errors of sentence separation. Spelling is largely accurate, but mistakes will occur in handling the more difficult words. Irrelevant or distorted detail will destroy the sequence in places.00-02 Pretty well a complete transcript of the text 00-02 Heavy frequency of serious errors, expression. impeding the reading in many places. Originality is barely noticeable. Fractured syntax is much more There will also be random transcription of pronounced at this level. irrelevant sections of the text. Errors of sentence separation are liable to be frequent.Important In assessing the range of OWN WORDS, note that wholesale or sustained irrelevance in the content of the answer, even though set largely in own words, will limit the overall mark for STYLE to max. of 4. The mechanical accuracy and the range/quality of syntax will then determine the overall mark for STYLE between 0 and 4. 8
  • 8. Question 15: Summary QuestionA Preparations B Challenges C Dangers1 Established base camps as close to the mountain as possible.2 Unpacked, inspected and sorted supplies3 Repacked into lighter loads for transportation to advanced camps 4 Spent long hours studying maps and charts 5 Spent longer hours studying the mountain through telescope and field glasses 6 Surveyed glacier thoroughly7 Planned route across glacier 8 Backbreaking labour of moving supplies up mountain9 Establishing camps higher up 10 Moving up and down uneven glacier 11 Shortage of manpower as more camps were built 12 Using axes to cut thousands of steps in the icewalls 13 Clinging to handholds on the cliff face 14 Straining at ropes as far as they could tolerate 15 Battling storms and winds 16 Dealing with difficulties in breathing / high-altitude related sickness 17 Sending sick and injured men down to base camp 18 Dealing with tremors 19 Climbing an almost perpendicular ice wall with a knife-thin ridge 20 Forced the crew to tread on the exposed crest of the ridge 21 The rocks were coated with smooth ice 22 On either side the mountain dropped away 5000 feet straight down 23 A porter slipped when the quivers struck 24 Plunged sideways into space 25 Another screaming porter fell away on the same side 26 Man next to leader tried to dig into the ridge with his axe in vain to attempt to hold the weight of the falling men 27 The leader shouted for people on his side to jump when he 9
  • 9. jumped 28 Followed by two other men who fell off the other side 29 An avalanche had been triggered 30 The men hung for a moment 31 Then swung in slowly to the side of the mountain 32 The weight on both side of the ridge exactly balanced each other 33 With the rope at their waist, men on both sides climbed slowly back up the ridge at leader’s command.10