GCE’ O Level1123 ENGLISH

LANGUAGE

Concentration on correct tenses and agreement. Repetitive vocabulary as sentence openings should

be avoided. Inclusion of text messaging language, abbreviations

and expressions such as ‘gonna’ and ‘wanna’ suggest wrong register and are best avoided.

Avoid using offensive language and the use of vague words such as ‘things’ and ‘stuff’.

Use proper punctuation especially full stops. Also, the use of dashes instead of full stops is best avoided.For headings, use capital letters and no inverted commas.

It is essential to write in full sentences, even in informal writing – e.g. ‘I hope your family is all well’ rather than ‘Hope your family is all well.’

Write naturally unless the use of a difficult word is fully understood.

their/ there this /these wish/ hope prize/ price since/ for principal/ principle then/ than

FormatFormat Follow the rubrics. If letter is to be started with ‘Dear Sir’, do not give addresses. Employ an ‘appropriate’ format especially for speeches. Use rhetorical devices (usually questions) to engage

with the audience.

Use rallying calls such as ‘Plant a tree today for a better tomorrow’.

Remember to write in paragraphs in both sections. Make 5 paragraphs for directed writing. For creative writing, minimum 6 and maximum 10

paragraphs should be formed. Paragraph should be 6- 12 lines long. Avoid rubric infringements, taking careful note of the

suggested word lengths. Essays that are too long or too short tend to penalize themselves.

Putting a word count at the end of an essay is a waste of a time which should be used for checking the script.

Section 1 (directed writing) involves more reading. It is important to satisfy the requirements of the bullet points

and develop them evenly. Read the question carefully. Do not change important facts in the situation.Task Fulfilment will be judged on: Clear understanding of purpose, situation and audience. Use of a correct format; appropriate tone and register.• For instance, in speech, use persuasive techniques, tone should

be appealing to the readership. Like, ‘We will all remember for a long time..’ or refer to ‘our country’ and ‘our school’.

Descriptive EssayDescriptive Essay Describe in detail and use the wording of the question for guidance. It is advisable to make a plan. Planning or any rough work should be crossed

out with a pencil. Demonstrate the ability to use adjectives vividly. A descriptive piece of writing if resorted to

narrative would be a disadvantage.

Use a good range of vocabulary in detailing the different sights and sounds.

Invoke the five senses, to create a vivid picture.

For instance, for describing a crowded bus, give lively descriptions of rickety buses, exhausted passengers, unruly children and resigned elders. Also evoke the sense of the unpleasant heat, humidity and consequent body odours in the poorly maintained bus. Write about the antics of the drivers and conductors as well.

Employ appropriate tone, structure and style. Demonstrate the ability to present fluent,

imaginative and accurate writing. The best essays are those that are more

measured and thoughtful in their approach. They build up tension and expectation, and embed the specified sentence naturally and fluently, without any sense of awkwardness

and modification.

Few prepared openings of essays if used work to the benefit of candidates.

Avoid writing prepared essays as they are not wholly relevant to the set questions or could not include a prescribed sentence in a natural way.

While describing a character, give both physical and behavioural aspects.

Avoid descriptions and scenarios of a violent nature. The weakest scripts are those which simply tell a

story which lacks an adequate sense of reflection, are predictable, offering little in terms of building up tension or based on a common theme.

“The narrator had very often got up late in the morning and had to rush to school or work…”

Or spend too long on the narrative opening, beginning with waking up, showering, having breakfast, leaving home and arriving at the bus

stop….

“The essence of all religions is one. Only their approaches are

different.” Mahatma Gandhi

So there is no need to include religious content in any part of the paper.

Avoid writing Assalam o Alaikum in the letter or speech or Inshaa Allah/ Mashaa Allah

Likewise, restrain from crafting the plot of your story on any religious issue.

Section 1: Reading for IdeasSection 1: Reading for IdeasNote Making Write at least 15 content points excluding

the given examples. The candidate may write more than 15 points. If written in phrase than the point should be

sensible. Do not add information to the given passage.

Section 1: Reading for IdeasSection 1: Reading for IdeasNote Making Candidates are advised that content points will not score if they are

spread over two bullets with no obvious link, or if they are put in the wrong boxes.

Candidates need to be encouraged to write within the frame. Use of ellipsis, as in (……),instead of writing out the points in full,

leads to the loss of such points. Focus on the main ideas of the subject, give no details or examples. Present information in the text rather than introducing material

from your own knowledge.

SSummary ummary Write the notes in your own words. Practise the use of connectives such as ‘nevertheless’ and

furthermore’. Writing draft answers in pencil, before going over them in

pen, can cause problems with legibility and is best avoided.

Short Q/AShort Q/A Read the rubrics properly. Do not tick more than one box, if instructed. In personal opinion and experience question, do not include

examples mentioned in the passage.

Section 2: Reading for MeaningSection 2: Reading for Meaning Read the passage thoroughly before

answering the questions. Candidates should read all questions’ wording

thoroughly; merely glancing at it sometimes results in a crucial instruction being missed.

To deal with a passage written as a first person narrative, candidates should practise answering questions in the third person only.

Section 2: Reading for MeaningSection 2: Reading for Meaning Answer the questions precisely, considering what is

demanded by them. Answers outside the parameters, or on any other

page, can result in parts of a response not being seen by the Examiner.

Avoid annotating scripts with unnecessarily confusing arrows, ticks or crosses.

Some candidates included the Insert with their question paper booklets. This is also a practice which should be discontinued.

Explicit Meaning QuestionsExplicit Meaning QuestionsLiteral Candidates have to distil their answers from

the text, avoiding the use of direct speech.

Quotation Candidates are advised that when the rubric specifies

a one word answer, they should follow this instruction.

Vocabulary Provide contextual meaning of words.• It is advisable in all questions, including the vocabulary

question, to avoid offer in a number of alternative responses as only the first response will be marked.

Implicit Meaning QuestionsImplicit Meaning QuestionsInferential Draw the inferences from a sensible context linked to

the text.

Own words Identify the key words in such questions and substitute

these key words with your own. Avoid couching the synonyms of key words in note form, as in ‘shift -- move, never breathe again – death.’ Writer’s Craft Relate to the effect created by the phrase.