Class 9 Paper 2 (Writing) Marking Scheme Notes – MYE 2024

Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They
should be applied alongside the specific content of the mark scheme or generic level descriptions for a
question. Each question paper and mark scheme will also comply with these marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• The specific content of the mark scheme or the generic level descriptions for the question
• The specific skills defined in the mark scheme or in the generic level descriptions for the question
• The standard of response required by a candidate as exemplified by the standardization scripts.
GENERIC MARKING PRINCIPLE 2:
Marks awarded are always whole marks (not half marks, or other fractions).
GENERIC MARKING PRINCIPLE 3:
Marks must be awarded positively:
• Marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for
valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as
appropriate
• Marks are awarded when candidates clearly demonstrate what they know and can do
• Marks are not deducted for errors
• Marks are not deducted for omissions
• Answers should only be judged on the quality of spelling, punctuation and grammar when these features
are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be
unambiguous.
GENERIC MARKING PRINCIPLE 4:
Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in
the application of generic level descriptions.
GENERIC MARKING PRINCIPLE 5:
Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate responses
seen).
GENERIC MARKING PRINCIPLE 6:
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be
awarded with grade thresholds or grade descriptions in mind.
Section A: Directed Writing
Question 1
This question tests the following writing assessment objectives (15 marks)
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar. and the following reading assessment
objectives (10 marks)
R3 analyze, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R5 select and use information for specific purposes.

Marking criteria for Section A, Question 1

Table A, Reading
Use the following table to give a mark out of 10 for reading.
Level Marks Description
5 9-10 • Selects a wide range of relevant facts, ideas and opinions from the text(s).(R5)
• Analyses, evaluates and develops the chosen content in a way that clearly fulfils all
elements of the task. (R3)
4 7-8 • Selects a range of relevant facts, ideas and opinions from the text(s). (R5)
• Some analysis, evaluation and development and a clear focus on the task. (R3)
3 5-6 • Identifies sufficient relevant facts, ideas and opinions from the text(s). (R5)
• Some development of ideas in a reasonably focused response. (R3)
2 3-4 • Identifies some relevant points from the text(s). (R5)
• Occasional development of ideas in a response that is sometimes focused.(R3)
1 1-2 • Attempts to identify a few relevant points from the text(s). (R5)
• Evidence of some focus on the task. (R3)
0 0 • No creditable content

Table B, Writing
Use the following table to give a mark out of 15 for writing.
Level Marks Description
5 13-15 • Content is complex, well developed and effective. (W1)
• Well-organised structure that assimilates ideas from the text(s). (W2)
• Uses a wide range of well-constructed sentences accurately, including complex
sentences. (W3)
• Precise and effective use of a wide range of vocabulary. (W3)
• Consistently appropriate tone and register for audience and purpose. (W4)
• Highly accurate use of complex spelling, punctuation and grammar. (W5)
4 10-12 • Content is developed and effective. (W1)
• Secure organization that combines ideas from the text(s). (W2)
• Uses a range of sentence structures accurately, including some complex ones. (W3)
• Effective use of a range of vocabulary. (W3)
• Mostly appropriate tone and register for audience and purpose. (W4)
• Accurate use of spelling, punctuation and grammar, including some complex language.
(W5)
 3 7-9 • Content is relevant with some development. (W1)
• Some attempt to organize and structure ideas from the text(s). (W2)
• Uses most sentence structures accurately, sometimes attempting complex ones with
success. (W3)
• Uses a straightforward range of appropriate vocabulary. (W3)
• Some awareness of an appropriate tone and register for audience and purpose. (W4)
• Uses a straightforward range of spelling, punctuation and grammar. (W5)
2 4-6 • Content is straightforward with occasional development. (W1)
• Occasional attempt to organize and structure ideas from the text(s). (W2)
• Uses simple sentence structures accurately which may be repetitive. (W3)
• Uses a range of simple vocabulary which may be repetitive. (W3)
• A little awareness of appropriate tone or register. (W4)
• Generally accurate use of more simple spelling, punctuation and grammar. (W5)
1 1-3 • Content is simple with a little development of ideas. (W1)
• Organization and structure rely largely on sequence in original text(s). (W2)
• Attempts to use simple sentence structures. (W3)
• Uses some simple vocabulary accurately. (W3)
• Some accuracy in simple spelling, punctuation and grammar. (W5)
0 0 • No creditable content

Marking criteria for Section B

Table A, Composition: Content and structure
Level Marks Description
5 9-10 Consistently effective response to the task
• A wide range of descriptive or narrative features used to create a consistently
effective response. (W1)
• Structure is clear, well balanced and carefully organized for deliberate effect.
(W2)
4 7-8 Mostly effective response to the task
• A range of descriptive or narrative features used to create a mostly effective
response. (W1)
• Structure is mostly clear, balanced and well organized, with some choices
made for deliberate effect. (W2)
3 5-6 Sometimes effective response to the task
• Some use of descriptive or narrative features to create a sometimes effective
response. (W1)
• Structure is reasonably clear, with some organization and some choices
made for deliberate effect. (W2)
2 3-4 Adequate response to the task
• A few ideas and/or experiences are expressed in an attempt to convey what
is thought, felt and/or imagined. (W1)
• Structure is occasionally clear, with some attempt at organization to achieve
effects. (W2)
1 1-2 Task is addressed
 • An attempt to convey what is thought, felt and/or imagined. (W1)
• Some attempt to structure ideas. (W2)
0 0 • No creditable content

Table B, Composition: Style and accuracy

Level Marks Description
5 13-15 • Uses a wide range of well-constructed sentences accurately, including
complex sentences. (W3)
• Precise and effective use of a wide range of vocabulary. (W3)
• Highly accurate use of complex spelling, punctuation and grammar. (W5)
4 10-12 • Uses a range of sentence structures accurately, including some complex
ones. (W3)
• Effective use of a range of vocabulary. (W3)
• Accurate use of spelling, punctuation and grammar, including some complex
language. (W5)
3 7-9 • Uses most sentence structures accurately, sometimes attempting complex
ones with success. (W3)
• Uses a straightforward range of appropriate vocabulary. (W3)
• Uses a straightforward range of spelling, punctuation and grammar. (W5)
2 4-6 • Uses simple sentence structures accurately which may be repetitive. (W3)
• Uses a range of simple vocabulary which may be repetitive. (W3)
• Generally accurate use of more simple spelling, punctuation and grammar.
(W5)
1 1-3 • Attempts to use simple sentence structures. (W3)
• Uses simple vocabulary accurately. (W3)
• Some accuracy in simple spelling, punctuation and grammar. (W5)
0 0 • No creditable content