SPM WRITING TEST- AN Understanding(1).pptx

WRITING
(1119/2-THE NEW FORMAT)
Marking Scale - An Understanding
PREPARED BY
SAALENI MURUGIAH

SPM Writing
assessment criteria (and tasks) have been developed in accordance with the CEFR
descriptors and the features of performance which they ascribe to different proficiency
levels.
There are seven main levels: Pre-A1, A1, A2, B1, B2, C1 and C2. Complimenting this are
the so-called ‘plus’ levels (e.g. A2+, B1+) which describe performance at the upper end of a
given level. Language ability at each level is described using a series of CAN DO
statements.

Provide examiners with essential background information to
the test, i.e.
• The Writing test is taken by all Form 5 students and
constitutes 25% of their overall candidate grade (the other
papers, i.e. Reading and Use of English, Listening and
Speaking also being worth 25% each).
• Three sections, all aimed at the A2/B2 CEFR range, with an
increase in level as the candidate progresses through the
test.
• Word limits in place for each test part.
• The duration of the test is 1 hour and 30 minutes.
• 60 marks are available in the test (across three tasks, all
using a five-band scale).
• Instructions for the tasks are given on the question paper.
Candidates write their answers on the question paper.

Overview of Writing Test tasks
Part 1 (Compulsory task)
Candidates have to write an email to a friend in about 80 words
Part 2 (Compulsory task)
Candidates have to write an essay in about 150 words
Part 3 (Candidates have a choice of task)
This part has three questions or tasks to choose from. The tasks types may
include an article, a review, a report or a story and candidates have to
choose one. They have to write about 250 words.
Parts 1 and 2 are compulsory and there is no choice of question. In part 3,
candidates have a choice and there are three different tasks to choose from.

SPM Writing Test Format (Part 1)
Part Task Type Number
of Items
Task Format Relevance to curriculum (examples)
1 Informal
message
1 item (20
marks)
Write an email
to a friend in
about 80 words
4.1.2: Make and respond to simple requests and
suggestions
4.1.2: Explain simple processes
4.1.3: Narrate factual and imagined events and
experiences
4.1.4: Express and respond to opinions and common
feelings such as happiness, sadness, surprise, and
interest
4.2.1: Punctuate written work with moderate
accuracy
4.2.2: Spell written work with moderate accuracy
4.2.4: Begin to use formal and informal registers
appropriate to the target audience in familiar
situations

Part 1 – Example task
You received an email from your new friend, Amy who has just moved to your hometown.
Hi, The school holiday is finally here! Let’s go for a picnic with our friends. Where shall we go and what
can we do there? What should we bring?
I’ll be waiting for your reply.
Bye!
Now write an email to your friend in about 80 words. Write your answer below.

Part Task Type Number
of Items
2 Formal text 1 (20
marks)
Guided
writing
(essay) in
about 125-
150 words
4.1.2: Explain advantages and disadvantages of (i) ideas
(ii) plans or (iii) arrangements
4.1.3: Explain the main points for and against an idea or
argument
4.1.4: Express and respond to real or imagined opinions
and feelings
4.1.5: Organise, sequence and develop ideas within a
text of several paragraphs on familiar topics and some
unfamiliar topics
4.2.1: Punctuate written work on a range of text types
with reasonable accuracy
4.2.2: Spell written work on a range of text types with
reasonable accuracy
4.2.4: Use formal and informal registers appropriate to the
target audience in most familiar and some unfamiliar
situations

You must answer this question. Write your answer in 125 – 150 words in an appropriate style.
Question 2
Your class has been discussing how they spend their money and your teacher has asked
you to write an essay about what you would spend your money on.
In your essay, you should write about:
◦ what you would like to buy
◦ reasons for your choice
◦ where do you usually buy these things
Write your essay using all the notes and giving reasons for your point of view.

Part Task Type Number of
Items
3 Extended
writing
1 (20 marks) An extended
text (200-250
words). There
are 3 tasks
and
candidates
choose one.
Tasks may
include, an
article, a
review, a
report or a
story.
4.1.2: Explain advantages and disadvantages
of (i) ideas (ii) plans or (iii) arrangements
4.1.3: Explain the main points for and against an
idea or argument
4.1.4: Express and respond to real or imagined
opinions and feelings
4.1.5: Organise, sequence and develop ideas
within a text of several paragraphs on familiar
topics and some unfamiliar topics
4.2.1: Punctuate written work on a range of text
types with reasonable accuracy
4.2.2: Spell written work on a range of text types
with reasonable accuracy
4.2.4: Use formal and informal registers
appropriate to the target audience in most
familiar and some unfamiliar situations

Article
You see this notice on the board outside the school library
Articles wanted!
My School Canteen
◦ What other types of food would you like to be served?
◦ What special facilities should your canteen have?
◦ How can you improve your canteen?
Write us an article answering these questions.
The best article will be displayed on the school magazine.
Write your article.

Review
You recently saw this notice in a magazine.
Reviews required!
Have you watched any interesting movies lately? Send us your movie review.
Say what you enjoyed about the movie.
Would you recommend the movie to your friends? Why?
The best reviews will be published in our newsletter.
Write your review.

Story
Your teacher has asked you to write a story for a school magazine. The story must have the
title:
A Dream Comes True
Your story should include:
◦ a description of the dream
◦ how the dream is achieved
Write your story.

THE LEVEL OF THE SPM
WRITING TEST
• The Writing test primarily targets CEFR B1-B2 with the highest results
reported at C1.
• Part 1 is at the lower end of performance and is marked at the A2/B1
level. Part 2 is slightly higher and is marked at the B1-B2 level and part 3 is
marked at the B2/C1 level.
• The assessment scales used to rate candidates’ performance are
derived from the guidance provided by the CEFR and there is a
separate scale for each part of the test
• The exam is criterion referenced (i.e. to the CEFR)
• In line with the positive ‘can do’ ethos of the CEFR, the descriptors aim
to describe communicative ability rather than inability

The assessment scales (excluding Content) are all derived from a wider CEFR-aligned
scale. The diagram below illustrates how each exam part covers various CEFR levels.

Writing and the CEFR
Compare the descriptor for B1 with the descriptor for B2
B1 Overall Written Production
Can write straightforward
connected texts on a range of
familiar subjects within their field of
interest, by linking a series of
shorter discrete elements into a
linear sequence. The texts are
understandable but
occasional unclear expressions
and/or inconsistencies may
cause a break-up in reading.
Can write clear, detailed official
and semi-official texts on a variety
of subjects related to their field of
interest, synthesising and
evaluating information and
arguments from a number of
sources. Can make a distinction
between formal and informal
language with occasional less
appropriate expressions.

Writing and the CEFR
interest, by linking a series of
shorter discrete elements into a
linear sequence. The texts are
understandable but
Can write clear, detailed official
and semi-official texts on a variety
of subjects related to their field of
interest, synthesising and
evaluating information and
arguments from a number of
sources. Can make a distinction
between formal and informal
language with occasional less
appropriate expressions.

SPM Writing and the CEFR
interest, by linking a series of shorter
discrete elements into a linear sequence.
The texts are understandable but
SPM Part 2 Band 3
Organisation
◦ Uses simple connectors and a limited
number of cohesive devices
appropriately.
Language
◦ Uses basic vocabulary appropriately.
◦ Uses simple grammatical forms with
a good degree of control.
◦ While errors are noticeable, meaning
can still be determined.

BAND DESCRIPTORS & ANALYTICAL
SCALES
SPM WRTING TEST ASSESSMENT

Assessment Scales
◦ The SPM test uses three assessment scales, one for each part of the
writing test.
◦ They all assess three writing skills, Communicative Achievement,
Organisation and Language, and the overall task fulfilment in Content.
◦ There is some overlap within the scales, i.e. the highest marks in part 1
(5555) are equivalent to the middle marks in part 2 (5333), indicating a
solid B1 level.
◦ The Content mark reflects how well the task has been achieved and is
the same across the levels.

NOTES TO PONDER
◦ This is a general overview of the assessment scales and the criteria used for marking. Take a few minutes
to think about what each subscale focuses on. The rationale for three assessment scales is that the tasks
in the writing test get progressively more difficult, therefore different scales are needed to allow for
different levels of performance. These levels of performance are linked to the CEFR and as the level
increases, the criteria for assessment changes.
◦ The following slides show extracts from the writing scales illustrating a score of 3 for each part of the test.
◦ Tip:
◦ Trainees can discuss what is meant by Communicative Achievement and how this differs from Content.
What aspects might be focused on in Language at this level.

Scale Content
Communicative
Achievement
Organization Language
3
Part 1 Assessment Scale - Extract of score 3
Minor irrelevances and/or
omissions may be present.
Target reader is on the whole
informed.
Produces a text that
communicates simple
ideas in simple ways.
Text is connected
using basic, high
frequency connectors.
Uses basic vocabulary reasonably.
Uses simple grammatical forms with some
degree of control.
Errors may impede meaning at times.
3
informed.
Produces a text that
communicates
straightforward ideas
using the conventions of
the communicative task
reasonably appropriately.
Uses simple
connectors and a
limited number of
cohesive devices
appropriately.
Uses basic vocabulary appropriately.
Uses simple grammatical forms with a good
degree of control.
While errors are noticeable, meaning can still be
determined.
3
informed.
Uses the conventions of
the communicative task
to hold the reader’s
attention and
communicate
straightforward ideas
appropriately.
Text is generally well-
organised d coherent,
using a variety of
cohesive devices.
Uses a range of everyday vocabulary with
occasional inappropriate use of less common
lexis.
Uses a range of simple and some complex
grammatical forms with a good degree of
control.
Errors do not impede communication.

Assessment Scales
Content
Organisation
Communicative
Achievement
Language

What is
Content?
Content: the focus is on fulfilment of task requirements, e.g. content
elements are addressed; an arrangement to meet is provided when
asked for in the task.
Your Content score depends on how fully you answer the question.
If you fully answer the question, you get 5 (the maximum).
If you don’t answer one part of the question or include some irrelevant text, you get 3
or 4.
If you only answer a small part of the question, you get 1 or 2.
If you don’t answer the question at all, you get 0.

The focus is on fulfilment of task requirements, e.g. content elements are addressed
appropriately. If they are asked to give advice, they must do this rather than ask for advice.
content must be interpreted every time in the context of the task.
A score of 5 requires that ‘all content is relevant to the task’ and that the ‘target reader is fully
informed’. In the context of Part 1’s email this would translate to the candidate having answered
any questions posed by the input email
Similarly, in Part 2’s essay, the candidate is asked to write about three main aspects on a topic
and to provide a rationale for their point(s) of view – if a candidate fails to provide reasons, for
example, they would perhaps score 4 or 3 because their response contains ‘minor omissions’.
Low scores for content will often be the result of misinterpretation of task requirements.
For example, if a candidate misinterprets a prompt as ‘ask to borrow Sam’s book’ when it is
actually ‘offer to lend Sam a book’ the response they give in reply will be irrelevant and only
minimally inform the target reader (i.e. Sam).
CONTENT

Examiners should not assume there is a one-to-one relationship between requirements
within a task and the content scale. As the tasks often include 3-4 main points to cover,
assessment of content is based much more on the cumulative effect of the response on the
target reader.
'Fully Informed': As previously mentioned, the Content scale is mostly about task completion, whether
the candidate has done what they were asked to do. So for tasks with content points/elements
specified, a candidate who has addressed these would have 'fully informed' the target reader. It
would be expected that score points 3 to 5 will be used more often on this sub-scale as learners will
be adequately prepared to complete the SPM tasks in most cases.
KEYWORDS
FOR CONTENT
DESCRIPTORS

What is
Communicative Achievement?
CA is a mix of three things.
1.Is your text type the right type? For example, if the question needs an article, do you write an article? If the
question needs a report, do you write a report?
2.How intelligent are your ideas?
3.Do you hold your reader’s attention? In other words, do you explain your ideas clearly?
If you use the correct text type, explain your ideas clearly and communicate some complex and some simple
ideas, you get 5 for CA.
If you use the correct text type, explain your ideas clearly and communicate simple ideas, you get 3.
If you more or less use the correct text type and communicate simple ideas, you get 1.
Conclusion. Communicative Achievement is a mix of the correct text type, the intelligence of the
ideas and how clearly the ideas are explained.

The focus is on the appropriateness of the writing given the communicative task, e.g. the
correct genre and register is used for the given task.
Communicative Achievement also focuses on tone and the appropriateness of language
selected, which can include register, but also tone. For example, a message can be formal, yet
friendly, informal and yet rude etc.
some questions to ask are:
• Are the conventions of the communicative task followed?
• Does the response hold the target reader’s attention?
• Does it do this effectively, flexibly, or convincingly?
• How simple, straightforward, or complex are the ideas being
communicated?
• Were all communicative purposes achieved?

“Conventions of the communicative task” covers such things as genre, format, register, and
function, and is the primary focus of this sub-scale. For example, a personal letter should not be
written as a formal report, should be laid out accordingly, and use the right tone for the
communicative purpose. Likewise, sentences that start with “But” will be more or
less appropriate depending on the genre being produced.
Note the descriptors’ use of the words “Produces” (A2 descriptor), “Uses” (most other
descriptors). A key difference between the A2 (“Produces text that…”) and B1 (“Uses the
conventions of the communicative task…”) descriptors is awareness of genre.
“Holding the target reader’s attention” is used in the positive sense and refers to the
quality of a text that allows a reader to derive meaning and not being distracted.

“All communicative purposes” refers to all the communicative requirements as set out in
the task, e.g. make a complaint, suggest an alternative.
Simple ideas typically require only one or a few words to communicate (e.g. “I like pop
music.” “Let’s go next week.”).
“Straightforward” and “complex” ideas can be distinguished by such markers as level of
concreteness/abstractness, how broad or restricted the subject area, and by the complexity
of rhetorical devices necessary to express the idea adequately.
Note that the same prompt/question may result in one candidate responding
with straightforward ideas and another responding with complex ideas.

Understanding the Descriptors
SPM Part 1
Scale Organisation
5 Uses simple connectors and a limited number of cohesive devices appropriately.
3 Text is connected using basic, high frequency connectors.
1
Production unlikely to be connected, though punctuation and simple connectors (i.e. and)
may be used on occasion.
0 Performance below Band 1

The focus is on the way the text is put together, e.g. how coherent a piece of writing is and
how the ideas have been linked.
In using this sub-scale, ask the following questions in order:
• In terms of coherence, is the text connected, generally well-organised or well organised?
• Among linking words, cohesive devices and, which is the highest order device
employed?
• Are the devices used appropriately and to generally good effect?
• Within the parameters of the task, how much variety is there in the use of these
devices?

“Linking words” are cohesive devices but are separated here to refer to higher-frequency
vocabulary which provide explicit linkage. They can range from basic high frequency items
(such as “and”, “but”) to basic and phrasal items (such as “because”, “first of all”, “finally”).
“Cohesive devices” refers to more sophisticated linking words and phrases (e.g.
“moreover”, “it may appear”, “as a result”), as well as grammatical devices such as the use
of reference pronouns, substitution (e.g. There are two women in the picture. The one on the
right…), ellipsis (e.g. The first car he owned was a convertible, the second a family car.), etc.
Linking words are simpler than cohesive devices,. A composition must show evidence of the higher
order element in the descriptor to merit the level. Thus, for a descriptor that says “uses a variety of
linking words and cohesive devices”, the performance must have used cohesive devices, (and
linking words being absent would be acceptable).

Paragraphing is a tool for organisation, among others, and is evaluated under this subscale. The use
of other cohesive devices should be taken into account when considering the appropriateness and
sufficiency of paragraphing in a response. Paragraphing is likely required to fulfil the Organisation
descriptors at the higher/CEFR C levels.
Punctuation can be a help or a hindrance to the organisation of a text. If a text is linked
with commas and no full stops, this is not appropriate. However, some short texts may not
necessarily show more than capital letters and full stops.

The focus is on the lexical and grammatical aspects of writing, e.g. range and control of
grammatical structures and accuracy.
In using this sub-scale, focus on the vocabulary and structure descriptors. Identify type of
vocabulary (everyday? less common?) or structure (simple? complex?) used, then determine the
range/variety of these, then determine what proportions of these are used in which fashion (some
control? good control? full control? generally appropriately?
appropriately?). Use the accuracy/error descriptors only as a tie-breaker as necessary.
“Basic vocabulary” refers to vocabulary such as used for survival purposes, for simple
transactions, and the like.
“Everyday vocabulary” refers to vocabulary that comes up in common situations of a
nontechnical nature in the relevant domain.
“Less common lexis” refers to lower frequency items in the relevant domain. These items often
help to express ideas more succinctly and precisely.

“Slips” are non-systematic performance errors, whereas “errors” are systematic.
“Impede communication” means getting in the way of meaning. “Meaning can still be
determined” indicates that some effort is required from the reader to determine meaning.
“Flexible” and “flexibly” refer to the ability to adapt—whether language, organisational
devices, or task conventions—evidencing better control and a wider repertoire of these.

Score Points 2 and 4
Part 1 - Band 5
Uses basic vocabulary appropriately.
Uses simple grammatical forms with a good degree of control.
While errors are noticeable, meaning can still be determined.
Part 1 - Band 4
Performance shares features of Bands 3 and 5
Part 1 - Band 3
Uses basic vocabulary reasonably.
Uses simple grammatical forms with some degree of control.
Errors may impede meaning at times.

ADDITIONAL GUIDANCE…
• In every instance, the primary consideration is: which descriptor best describes the composition
being evaluated. If you are unsure about other considerations (e.g. this seems to be covered
under both sub-scale x and y; I may be penalising the candidate more than once; but what
about feature x?; would this candidate pass or not; why is no one getting a 5), go back to asking
this fundamental question.
• Positive phrasing of descriptors does not mean that a performance at that level has no
weaknesses. By comparing a descriptor to those adjacent to it, above and below, it should be
evident what level of ability and weakness is being described.
• Candidates may achieve high marks on one criterion but low marks on another criterion; they
should be marked accordingly. For example, a composition may cover and develop all
content elements, but use the wrong genre and register. In that case, it may get a 5 for Content
and a 1 for Communicative Achievement.

• When achievement of descriptors vary, (e.g. stronger vocabulary coupled with weaker grammar,
content elements covered but not appropriately developed), or not all parts of the descriptor
achieved, the adjacent score point may be the most appropriate.
• Score points 2 and 4: There are two ways for compositions to receive the undefined levels (2 and
4): (1) a performance that reflects part of the higher descriptor and part of the lower descriptor,
and (2) a performance is clearly better than the lower descriptor and also clearly worse than the
higher descriptor.
• Base evaluations on the totality of the writing presented. For example, do not overly focus on any
one particular instance of a spelling error, and do not let that one particular instance over-
influence the candidate’s mark for Language.

• Overlength/underlength scripts: Length is not a criterion in the mark scheme.
Scripts should be read in full and marked as presented. A response that is longer/shorter than the
guideline number of words may be entirely appropriate, and its score should not be affected. On
the other hand, an over-length script may result in irrelevance (assessed under Content) or have
an adverse effect on the target reader (assessed under Communicative Achievement) and
should be marked down as appropriate in those sub-scales. Similarly, an under-length script may
not exhibit an adequate range of language, may not communicate effectively and/or provide
adequate information, which would affect its score in the relevant sub-scales.
• Lifting from the input beyond key words and phrases: Candidates should not be given credit for
parts of their response that have been lifted from the input. Lifted output may however provide
negative evidence about candidates’ abilities and should be considered and evaluated
accordingly.
• Varieties of English: Candidates are expected to use a particular variety of English with some
degree of consistency in areas such as spelling, and not for example switch from using a British
spelling of a word to an American spelling of the same word in the same written response to a
given task.

• Spelling is considered under the Language criterion.
• Punctuation is one factor among others under the
Organisation criterion.

SPM Writing test assessment
Rating of Performances
SAMPLE SCRIPTS

◦ Task - Part 1
◦ You received an email from your new friend, Amy who has just moved to
your hometown.
◦ Hi, The school holiday is finally here! Let’s go for a picnic with our friends.
Where shall we go and what can we do there? What should we bring?
◦ I’ll be waiting for your reply.
◦ Bye!
◦
◦ Now write an email to your friend in about 80 words. Write your answer
below.

SUB-SCALE MARK COMMENTARY
CONTENT 5
All content is relevant to the task and the target reader is fully informed about the planned picnic.
COMMUNICATIVE
ACHIEVEMENT
5
The candidate produces a text that communicates straightforward ideas using the conventions of the
communicative task, such as a consistent friendly tone and an informal register, appropriately.
· I am so glad that you have brought this up…
· … I know just the place for our picnic.
· It will be at Central Park...
ORGANISATION 5
The candidate uses cohesive devices appropriately.
· We could also play ball there as the park is huge.
· I can handle them, though you could bring some snacks...
· Alright, do update me if something comes up.
LANGUAGE 5
Uses basic vocabulary which is relevant to the topic appropriately.
· holiday, picnic, supplies, planned, snacks
Uses simple grammatical forms with a good degree of control.
· I am totally excited and I know just the place for our picnic.
· It will be more fun with them around.

CONTENT 5
All content is relevant to the task. The target reader is fully informed about where the picnic will take place,
what they can do there and what to bring.
COMMUNICATIVE
ACHIEVEMENT
4
The text communicates simple ideas connected to arranging the picnic in a simple way. Some of the
conventions of an email are used reasonably appropriately, such as an informal tone and register.
· I think there can be a perfect place for us because there have a beautiful nature.
· …fresh environment.
ORGANISATION 3
The text is linked using basic, high frequency connectors. And a limited number of cohesive devices, such as
simple referencing pronouns, are used appropriately.
· …because
· …and
· Sungai Gabai waterfall. I think there
· Sungai Gabai waterfall also suitable for our picnic because
· excited for that
LANGUAGE 3
Basic vocabulary connected to picnics and activities is used reasonably through the text.
· beautiful nature, fresh environment, suitable, barbeque, snack
Simple grammatical forms, such as simple present forms and modal verbs, are used reasonably appropriately.
· I think there can be a perfect place
· We can do a barbeque
There are a number of errors with verb tenses and agreement. However, meaning can still be determined in
most cases.
· I’ve been received your email
· I would to joined you

CONTENT 3
All content is relevant to the task. The target reader is on the whole informed. There is information about
what to bring and what to do during the picnic. However, there is an omission as no details are given about
where to go for the picnic.
COMMUNICATIVE
ACHIEVEMENT
4
The candidate has communicated simple ideas in simple ways using some of the conventions of an email in
a reasonably appropriate way, such as suitable opening and closing salutations and a friendly tone.
· I very excited with…
· We can do lot of things…
· … i hope we can have a best picnic later.
ORGANISATION 3
The candidate uses basic, high frequency connectors within the sentences to link ideas in the email.
· … our clothes and some of interesting thing for we play…
· We can do lot of things in there like…
LANGUAGE 3
The candidate uses basic vocabulary which is relevant to the task in a reasonably appropriate way.
· excited, barbeque, interesting
Simple grammatical forms are used with some degree of control, such as providing examples within clauses.
· … I received an email from you about plan to have picnic…
· We can do lot of things in there like…
Errors with verb tenses and participle phrases are noticeable and meaning is impeded at times.
· We should tell to our parents for her decide we can go or not.

Task - Part 2
Your class has been discussing how they spend their money and your teacher has
asked you to write an essay about what you would spend your money on.
In your essay, you should write about:
• what you would like to buy
• reasons for your choice
• where do you usually buy these things
Write your essay using all the notes and giving reasons for your point of view.

CONTENT 5
All content is relevant to the task and the target reader is fully informed about what the candidate would like
to buy, the reasons for the choice and where to purchase it.
COMMUNICATIVE
ACHIEVEMENT
5
The candidate uses the conventions of the communicative task, such as making general statements about
the topic of money, and contrasting these with their personal ideas and describing what they do themselves.
Straightforward ideas are communicated and the target reader’s attention is held.
· Nothing is free in this world.
· The reason why I want to buy a guitar is because…
· It would be amazing if I get…
ORGANISATION 5
The essay is well organised and well paragraphed with each paragraph focusing on a separate idea. There is
a variety of cohesive devices used to link the ideas across sentences and paragraphs.
· Therefore, when we have money…
· For example, …
· Moreover, I want to learn...
· In that way, I don’t have…
LANGUAGE 5
The candidate uses a range of everyday vocabulary with appropriate use of some less common lexis.
· spending, instrument, purchase, reasons
Simple and some more complex grammatical forms, such as conditional clauses, are used with a good
degree of control.
· We all need money in order to buy something that we like.
· We need to use it wisely.
· As for me, if I have money, I would...
· I can do that by watching tutorials…
Errors do not impede communication.
· An accoustic guitar has been in my wishlist since…

CONTENT 3
The content is relevant to the task. However, the target reader is only on the whole informed due to some
irrelevance about what money can be used for and a lack of clarity about which specific shoes the writer
would like to buy and why.
· I would like to buy a pair of shoes because outside there have any logo or any brand that make me so
interested about that.
COMMUNICATIVE
ACHIEVEMENT
3
The candidate is able to communicate straightforward ideas using the conventions of an essay, such as a
consistent tone and fairly neutral register, reasonably appropriately.
· Money can make you survife
ORGANISATION 2
The candidate uses basic, high frequency connectors within sentences to link their ideas. There are also a
limited number of cohesive devices, such as simple referencing, which are used appropriately.
∙ Because we can buy anything with this money.
· because
· about that
· this thing
LANGUAGE 2
Basic vocabulary is used appropriately, despite some spelling errors in certain words.
∙ usualy
∙ survife
Simple grammatical forms, such as simple modal verbs and present tenses, are used with some degree of
control.
· you must to save your money
· we can buy anything
· I would like to buy
· has a unique design
Errors are noticeable but generally do not impede meaning.
∙ I would like to buy a pair of shoes because outside there have any logo or any brand that make me so
interested about that.

SUB-SCALE
MARK COMMENTARY
CONTENT 5
All content is relevant to the task. The reader is fully informed as there is information about what the writer
would buy, why and where from.
COMMUNICATIVE
ACHIEVEMENT
3
The text communicates straightforward ideas about the topic, using some of the conventions of an essay,
such as an introduction and personal opinions, in a reasonably appropriate way.
· First thing we must have a target
· I hope you all can use my ideas of spend money
ORGANISATION 2
The text is connected and there is an attempt to introduce the ideas using some cohesive devices, but this is
not always successful. There is some use of simple connectors, but the sentences are often not linked in a
coherent way.
· After that, we have to focus to your aim. Like me I want to buy a pair of shoes
· Other than that reasons
LANGUAGE 3
Basic vocabulary related to the topic is used appropriately.
· spend, buy, focus, happy, place, smart, handsome
Simple grammatical forms, such as present tense, are used with a good degree of control.
· After that, we have to focus toyour aim
· I want to buy a pair of shoes.
· I can buy my favourite shoes at sport planet
There are some noticeable errors, but meaning can still be determined.

CONTENT 5
All content is relevant to the task and the target reader is fully informed about how and where the candidate
spends money.
COMMUNICATIVE
ACHIEVEMENT
5
The conventions of an essay, such as describing personal experience and expressing facts and opinions about
a topic, are used to hold the target reader’s attention and to communicate straightforward ideas
appropriately.
· The best part is you lose the money but you get the treat.
· You can spend it on different kind of food.
· It gives us that “butterfly on your stomach” effect…
ORGANISATION 5
The text is generally well organised and coherent. There is a variety of cohesive devices to link the ideas
throughout the text.
· As a teenager…
· What I would I like to spend…
· Other than that…
· Plus, the best part…
LANGUAGE 3
The candidate uses basic vocabulary, which is connected to the topic, appropriately.
· clothes, transportation, money, concert tickets
There is a range of simple grammatical forms used with a good degree of control. However, there are also
some noticeable errors but meaning can still be determined.
· a normal teenager usually spend their money
· it give
· food is the only thing that make
· the money is on our hand
· I buy online in this one website
· recycled through out of time

Task - Part 3
Your teacher has asked you to write a story for a school magazine. The
story must have the title:
A Dream Comes True
Your story should include:
• a description of the dream
• how the dream is achieved
Write your story

CONTENT 2
Although the candidate has written about dreams, there is some misinterpretation of the task. Instead of
giving information about the dream and how it has been achieved, the candidate talks about dreams in
general. The target reader is minimally informed.
COMMUNICATIVE
ACHIEVEMENT
1
Produces a text that communicates straightforward ideas about dreams. Although there is no narrative or
narrative tenses, there is some attempt at describing feelings and there is a personal viewpoint expressed, so
some conventions of a story are used reasonably appropriately.
· Suddenly when you dream
· Sometimes I dream and hoping
· I always dreaming when I sleep
ORGANISATION 1
The text uses simple connectors within the paragraphs to link some ideas within the sentences. There are a
limited number of cohesive devices which are sometimes used appropriately.
· because when we dream
· and then sometimes I dream
· and I hoping
LANGUAGE 0
There is some basic vocabulary related to the topic of dreams which is used in a reasonable way.
· reality, hoping, sleep, wake up, happy
There are some simple grammatical forms used with some degree of control.
· when we hope something in dreaming
· will become true
There are a number of errors which sometimes impede meaning.
· I always think my dreaming for one day. Its not problems for dreaming

Task - Part 3
Reviews required!
Have you watched any interesting movies lately? Send us your movie review.
Write your review.

CONTENT 5 All content is relevant to the task and the target reader is fully informed.
COMMUNICATIVE
ACHIEVEMENT
1
The candidate communicates straightforward ideas using some of the conventions of a review, such as
personal opinions and descriptive language, in a reasonably appropriate way. However, the frequent
language errors affect how well the ideas are communicated.
· Lately, I’ve been watched a movie at cinema.
· I’m so excited…
· I like to this movie because of one little kid with a lion…
· I’m very enjoyed it…
ORGANISATION 2
Text is generally well organised. The paragraphs focus on separate ideas and there is some use of cohesive
devices and simple connectors to link the ideas through the text. However, these are not always used
accurately.
· Unfortunately, the kid was…
· After that, the movie show us about…
· So, very lot’s of people shocked for that
LANGUAGE 2
Everyday vocabulary related to films and cinema is used appropriately.
· cinema, title, fantasy, action, enjoyed
Simple grammatical forms are used with a good degree of control, but when more complex structures are
attempted, errors occur.
· …I’m very enjoyed it at all.
· The movie was great edited at all.
· Whenever the young kid, must have a lion follow it.
· So, very lots of people shocked for that.
· Their also like a family and take care for each other.

Task - Part 3
You see this notice on the board outside the school library
Articles wanted!
My School Canteen
• What other types of food would you like to be served?
• What special facilities should your canteen have?
• How can you improve your canteen?
Write us an article answering these questions.

Script 2: part 3 page 1 (article)

CONTENT 5 All content is relevant to the task. The target reader is fully informed on how the candidate’s school canteen
can be improved.
COMMUNICATIVE
ACHIEVEMENT 4
The conventions of an article, such as an informative tone and a neutral register, are used appropriately to
communicate straightforward ideas. The target reader’s attention is held and the communicative purposes of
the task, to provide personal opinions about how the school canteen can be improved, are fulfilled.
· Special facilities that my canteen should have is vending machine.
· These are my suggestions to improve my school canteen…
· By doing that, the canteen will be clean…
· Healthy food can keep our mind focused in class. Moreover, I would like my school canteen…
ORGANISATION 4
The essay is well organised and coherent with each paragraph introducing new ideas.
There is a variety of cohesive devices at the beginning of sentences, but very few linkers are used between
clauses to link ideas within sentences.
· Because of that,
· Moreover,
· Last but not least,
LANGUAGE 4
The candidate uses a range of vocabulary including less common lexis related to food and school
appropriately.
· servers, recess, facilities, healthy, hungry, improve
There is a range of simple and complex grammatical forms used with good control.
· Every school has their own canteen.
· Because of that, some of us didn’t have time to eat because the line was too long.
Occasional errors are present but do not impede communication.
· It would be easy for us to get some snacks at the vending machine…
· I’ve seen the canteens at other country’s school…

Task - Part 3
Reviews required!
Have you watched any interesting movies lately? Send us your
movie review.
Write your review.

Script 3: part 3 page 1 (movie review)

CONTENT 5
All content is relevant to the task and the target reader is fully informed about the movie and why the writer
would recommend it to others.
COMMUNICATIVE
ACHIEVEMENT
3
The conventions of a review, such as language of description and recommendation, are used to
communicate straightforward ideas and to hold the target reader’s attention. However, some plot elements
are described in specific detail rather than analysed and evaluated.
· The first thing why I enjoyed the movie is the movie concept…
· Second, the story line. Why the story line…
· Talk about themes, the colors that they use…
ORGANISATION 4
The essay is well organised with each paragraph focusing on a new aspect of the film which the writer
enjoyed. The text is connected through the use of cohesive devices such as sequential discourse markers and
more simple linking words.
· The first thing…
· Second…
· Third…
LANGUAGE 3
There is a range of everyday vocabulary related to the specific film described.
· zoo, films, wave, ocean
Simple and some more complex grammatical forms, including past and present tense, are used with a good
degree of control.
· They use an Indian boy instead of other different coloured boys to represent the Indian theme...
· This scene really caught my attention…
There are a few errors with 3rd person endings, but these do not impede communication.
· Life of Pi teach me that…
· Life of Pi, is a story about an Indian boy, who live in India…

CONTENT 5 All content is relevant to the task. Target reader is fully informed on how the candidate’s school canteen can
be improved.
COMMUNICATIVE
ACHIEVEMENT 5
The candidate uses the conventions of an article effectively and the target reader’s attention is held with
ease. There is an introduction to the topic which describes the role of a canteen in general terms, and the
candidate’s own views and opinions are given. There is language of description and explanation and all
communicative purposes are fulfilled.
· The school canteen is an important part of the school
· The school canteen should serve a well-balanced meal for the students
ORGANISATION 5
The candidate’s response is well organised and coherent. There is a clear structure to the text and the
paragraphs are well planned and focus on separate ideas. There is a variety of cohesive devices, such as
sequential discourse markers as well as appropriate conjunctions within sentences, to join clauses.
· The school canteen is visited every school day, so it is important...
· Firstly, I would like to start with the food
· Junk food is not healthy and shouldn’t be eaten for five consecutive days
· Lastly, the canteen can...
LANGUAGE 5
The candidate uses a range of vocabulary, including some less common lexis related to food and health,
appropriately.
· upgrade, benefit, importance, providing, containers
There is range of simple and complex grammatical forms used with control and flexibility.
· For example, form 5 students can eat at their own sections.
· This way, the canteen will be less chaotic and more organised
· By doing this, we can reduce the usage...
Occasional errors with plural agreement are present but they do not impede communication.
· Every students should never vandalise the school canteen
· The school canteen is a place where every students gather

SPM WRITING TEST- AN Understanding(1).pptx

SPM WRITING TEST- AN Understanding(1).pptx

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