GCE O' Level 1123 Examiner's Report Sum up

GCE’ O Level
1123 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 Ideas
Note 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 Ideas
Note 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.

SSummaryummary
 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 Questions
Literal
 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 Questions
Inferential
 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.

GCE O' Level 1123 Examiner's Report Sum up

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GCE O' Level 1123 Examiner's Report Sum up