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Botswana General Certificate of Secondary Education
Confidential Mark Scheme
SPECIMEN
For Examination from 2025
1234/01
Paper 1 Composition and Directed Writing
Maximum Mark: 60
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PAPER 1 SECTION A Composition Writing
Question 1 or 2 (30 marks)
The question tests the following assessment objectives:
AO2 Language use and communication
2.1 articulate what is thought, felt and imagined.
2.2 organise and structure responses coherently for deliberate effect.
2.3 use a range of appropriate vocabulary and grammatical structures.
2.4 produce accurate spoken and written language with particular emphasis on spelling, grammar, punctuation, pronunciation and intonation as
appropriate.
AO3 Analysis, evaluation, and integration
3.2 extend, exemplify, and develop viewpoints and perspectives through argument, narrative, description and oral presentation.
Question Task Marks
1 EITHER 30
Use this extract to write a descriptive composition:
When I was five years of age, the silence in my home was disturbed by the arrival of a stranger. I remember
being unhappy about it. I began to resent my new brother, who occupied my mother’s time so fully.
Question Task Marks
2 OR 30
Write a narrative composition which includes these words:
‘Please forgive me, I know I acted unwisely,’ his friend cried bitterly.
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MARKING CRITERIA
Use this table to give a mark out of 30: Composition Writing Table A: Content, structure, style & accuracy
Level Marks General criteria Narrative writing Descriptive writing
Level 8 26 – 30 The topic is addressed with consistent Powerful plot that has Convincing images are created and
relevance; the interest of the reader is features of fiction writing such fully developed. The description is
aroused and sustained throughout. A wide as characterisation, theme, detailed, original and has a strong
range of descriptive / narrative features is atmosphere, and climax. appeal to the senses.
used to create a consistently effective and
highly accurate response.
• Paragraphs have unity, are linked,
and show evidence of planning.
• Sentence structure is varied for
effects and demonstrates the
candidate’s creativity and style.
• Verb forms are largely correct and
appropriate tenses consistently used.
• Vocabulary is wide and precise.
• Punctuation is almost always
accurate and is helpful to the reader.
• Spelling is accurate.
Level Marks General criteria Narrative writing Descriptive writing
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Level 7 22 – 25 The response is relevant, and the interest of The plot has interesting Clear images and details are formed.
the reader is aroused and sustained through features of fiction such as An impression of reality is brought
most of the composition. Descriptive and characterisation, theme, out. There is consistency.
narrative features are used to create an atmosphere, and climax.
effective and accurate response. Occasional
errors are either slips or arise from ambition.
• Paragraphs have unity, are helpfully
sequenced and usually linked
appropriately.
• Sentences show some variation of
length and type, including the confident
use of complex sentences.
• Occasional slips in verb forms or tense
formation.
• Vocabulary is wide enough to convey
intended shades of meaning with some
precision.
• Punctuation is accurate and generally
helpful to the reader.
• Spelling is nearly always accurate
across the range of vocabulary used.
Level Marks General criteria Narrative writing Descriptive writing
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Level 6 18 -21 The composition is relevant and will arouse A simple, straightforward plot There are some relevant ideas and
some interest in the reader though there with some features of fiction. images. There is repetition of ideas
may be an impression of lack of originality which creates monotony.
and/ or some evidence of lack of planning.
Some descriptive/narrative features are
used to create a straightforward response
that is mostly accurate. Mistakes occur
when more sophistication is attempted ( e.g.
inclusion of direct speech).
• Paragraphs show some unity,
although links may be absent or
inappropriate.
• Some variety of sentence structures,
but a tendency to repeat sentence
types may produce a monotonous
effect.
• Errors may occur in irregular verb
forms, but control of tense is
sufficient to sustain clear
progression of events or ideas.
• Vocabulary is mainly used correctly;
errors may occur with more
ambitious words.
• Straightforward punctuation is
generally accurate.
• Spelling of straightforward
vocabulary is accurate.
Level Marks General criteria Narrative writing Descriptive writing
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Level 5 14 – 17 A genuine attempt has been made to Overly simple but relevant There is a lot of simplicity and a
address the topic but there may be plot. Limited features of series of ordinary details. Images do
digressions or failure of logic. Simple narrative fiction. not come out clearly.
descriptive/narrative features are used,
though compositions may lack liveliness and
interest. The language is sufficiently
accurate to communicate meaning clearly,
although it may be insufficiently developed
to achieve precision. There may be patches
of simple, clear and accurate language use.
• Paragraphs are used but may lack unity
or coherence.
• Some variety of sentence length and
structure, but the intended purpose is
unclear.
• Errors in verb forms and tense
consistency may cause uncertainty in
sequence of events or disturb ease of
communication.
• Vocabulary is usually adequate to
convey intended meaning.
• Punctuation used may not always be
helpful, occasional sentence separation
errors.
• Simple words will usually be spelt
accurately.
Level Marks General criteria Narrative writing Descriptive writing
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Level 4 10 – 13 The subject matter will show some A simple series of partially Presentation of ideas and details
relevance with limited evidence of a believable events that are not does not come out clearly, question
descriptive / narrative approach. Though so clear. has been partially answered.
overall meaning is never in doubt, the Accuracy is not maintained for long.
incidence of linguistic error is likely to
distract / slow down the reader..
• Paragraphs may be used
haphazardly.
• Some simple sentence structures
are accurate.
• Errors in verb forms and tenses will
sometimes confuse sequence of
events.
• Vocabulary is too limited to convey
precise meaning and/or imperfectly
understood.
• Simple punctuation is usually
accurate, but there may be frequent
sentence separation errors.
• Inconsistency and/or fairly frequent
mistakes in spelling.
Level Marks General criteria Narrative writing Descriptive writing
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Level 3 6–9 Limited evidence of relevant subject A little evidence of relevant Ideas are very few but not clear
matter, and weight of linguistic error subject matter though enough to form a convincing
neutralises its effect. Unclear and/or narrates events picture/image.
unconvincing narrative / description. indiscriminately.
• Paragraphs are not used.
• Sentences are repetitive in structure
and often inaccurate.
• Frequent errors in verb forms and
haphazard changes of tense
confuse meaning.
• Vocabulary is simple and imprecise.
• Simple punctuation is sometimes
accurate.
• Persistent spelling errors obscure
meaning at times.
Level Marks General criteria Narrative writing Descriptive writing
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Level 2 2–5 The content is comprehensible on occasion Subject matter is rarely Ideas and images are
but hidden by the density of the linguistic relevant and/or response is incomprehensible. There is
error. The descriptive and narrative features very brief and undeveloped. incoherence.
are incoherent.
• There are unlikely to be more than a
few accurate sentences, however
simple, in the whole composition.
• Sense will usually be decipherable
but some of the errors will be
multiple i.e. requiring the reader to
re-read and re-organise before
meaning becomes clear.
Level 1 1 The response is almost entirely impossible Whole sections make no Whole sections make no sense at
to recognise as a piece of English language sense at all. No clear all.
writing. Descriptive and narrative features beginning or end.
are almost non-existent.
Level 0 0 Insufficient to meet the criteria for Level 1.
The mark of 0 is reserved for scripts that
make no sense at all.
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PAPER 1 SECTION B Directed Writing
Question 3 (30 marks)
This question tests the following assessment objectives :
AO1 Knowledge and understanding.
1.1 understand explicit meanings and specific instructions.
1.2 understand implicit meanings, suggestions, and inferences.
1.3 recognise and use visual and non-verbal features of communication.
1.4 identify and use information for specific purposes.
AO2 Language use and communication
2.1 articulate what is thought, felt and imagined.
2.2 organise and structure responses coherently for deliberate effect.
2.3 use a range of appropriate vocabulary and grammatical structures.
2.4 produce accurate spoken and written language with particular emphasis on spelling, grammar, punctuation, pronunciation and intonation as
appropriate.
AO3 Analysis, evaluation, and integration
3.1 evaluate attitude, opinion, and argument.
3.2 extend, exemplify, and develop viewpoints and perspectives through argument, narrative, description and oral presentation.
3.3 respond appropriately to context, audience, and purpose.
3.4 analyse how language can be used to influence others.
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Question Task Marks
3 Task: You are a youth leader. Write a speech persuading young people to pay less attention to ideas 30
of artificial beauty.. Base your speech on what you have read in both texts but be careful to use your own words.
Write about 350-400 words.
In your speech you should address all of the following guidelines:
• being content with one’s natural appearance compared to artificial beauty
• the pros and cons of artificial beauty
• health implications of artificial beauty products and modifications
• the limitations of using artificial beauty for self-gratification
• ways in which the youth could embrace their natural beauty.
Up to 15 marks are available for Content & task fulfilment [Table B] and up to 15 marks for Language
[Table C]
Notes on task: Responses might use the following ideas:
Text 1
• How we look as we age is affected by genetics / family likeness, so not something we can affect
• Age affects different people differently so is part of our individual identity
• Wrinkles are considered (unfairly) by some to be unattractive / we should celebrate signs of ageing
• (It is inappropriate) to praise older people simply for looking younger than they are
• People should spend less time looking in the mirror / are too focused on what they look like
Text 2
• Anti-aging products do not stop the ageing process
• Advertising for anti-aging products is misleading
• Treatments/products can be very expensive and are likely to be a waste of money
• There is insufficient research/science-based evidence to prove the effects of anti-aging interventions
• There can be unwanted side effects of treatments/products
• Aging is part of the natural cycle and beautiful in itself
• All living creatures and plants age, so we need to accept that it happens.
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Use this table to give a mark out of 15: Directed Writing Table B: Content & task fulfilment
Level Marks Description
Level 5 13-15 • Very good understanding of purpose.
• Clear awareness of the specified situation and audience.
• Text type entirely appropriate.
• All required points developed in detail, fully amplified and well organised.
• Given information well used to justify personal opinion and interpretation.
• Tone and register entirely appropriate.
Level 4 10-12 • Good understanding of purpose.
• Awareness of the specified situation and audience.
• Text type appropriate.
• All required points addressed not always developed in detail.
• Given information organised to support personal opinion.
• Tone and register appropriate.
Level 3 7-9 • Some understanding of purpose.
• Some awareness of the specified situation and audience.
• Text type generally appropriate.
• At least two required points addressed (both partially/fully developed).
• Given information may not be logically organised to support opinion.
• Tone usually appropriate although there may be slips of register.
Level 2 4-6 • Only partial understanding of purpose.
• Some confusion as to the specified situation and audience.
• Text type may be inappropriate.
• At least one required point addressed (partially/fully developed).
• Given information may be used irrelevantly.
• Tone and register may be uneven.
Level 1 1-3 • Misunderstanding of purpose.
• Confusion as to the specified situation and purpose.
• Little evidence of the specified text type.
• None of the required points addressed.
• Given information misunderstood or irrelevant.
• Tone may be inappropriate.
Level 0 0 • Insufficient to meet the criteria for Level 1.
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Use this table to give a mark out of 15: Directed Writing Table C Language
Level Marks Description
Level 8 14-15 Highly accurate writing, apart from very occasional slips.
⦁ Paragraphs have unity, are linked, and show evidence of planning.
⦁ Sentence structure is varied for effects.
⦁ Verb forms are largely correct and appropriate tenses consistently used.
⦁ Vocabulary is wide and precise.
⦁ Punctuation is accurate and helpful.
⦁ Spelling is accurate.
Level 7 12-13 Accurate writing, occasional errors are either slips or caused by ambition.
⦁ Paragraphs have unity, are helpfully sequenced and usually linked appropriately.
⦁ Sentence structures show some variation to create some natural fluency.
⦁ Occasional slips in verb forms or tense formation, but sequence consistent and clear throughout.
⦁ Vocabulary is precise enough to convey intended shades of meaning.
⦁ Punctuation is accurate and generally helpful.
⦁ Spelling is nearly always accurate.
Level 6 10-11 Mostly accurate writing, errors from ambition do not mar clarity of communication.
• Paragraphs show some unity, although links may be absent or inappropriate.
⦁ Some variety of sentence structures, but a tendency to repeat sentence types may produce a monotonous
effect.
⦁ Errors may occur in irregular verb forms, but control of tense is sufficient to sustain clear progression of
events or ideas.
⦁ Vocabulary is mainly used correctly; errors may occur with more ambitious words.
⦁ Straightforward punctuation is generally accurate.
⦁ Spelling of straightforward/high-frequency vocabulary is accurate.
Level 5 8-9 Writing is sufficiently accurate to communicate meaning, with patches of clear, accurate language.
• Paragraphs are used but may lack unity or coherence.
• Some variety of sentence length and structure, but the intended purpose is unclear.
• Errors in verb forms and tense consistency may cause uncertainty in sequence of events or disturb ease of
communication.
• Vocabulary is usually adequate to convey intended meaning, idiom may be uncertain.
• Punctuation used may not always be helpful, occasional sentence separation errors.
• Simple words will usually be spelt accurately.
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Level Marks Description
Level 4 6-7 Overall meaning never in doubt, but errors sufficiently frequent and serious to hamper precision and distract reader
from content.
• Paragraphs may be used haphazardly.
• Some simple sentence structures are accurate.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary is too limited to convey precise meaning and/or imperfectly understood.
• Simple punctuation is usually accurate, but there may be frequent sentence separation errors.
• Inconsistency and/or fairly frequent mistakes in spelling.
Level 3 4-5 The writing has many serious errors of various kinds of ‘single word’ type (i.e. they could be corrected without re-
writing the sentence).
• Paragraphs are not used.
• Sentences are repetitive in structure and often inaccurate.
• Frequent errors in verb forms and haphazard changes of tense confuse meaning.
• Vocabulary is simple and imprecise; significant idiomatic errors.
• Simple punctuation is sometimes accurate.
• Persistent spelling errors obscure meaning at times.
Level 2 2-3 Sense is occasionally decipherable but some errors will be ‘multiple’ (i.e. requiring the reader to re-read and re-
organise)
• There are unlikely to be more than a few accurate sentences, however simple, in the whole response.
• Meaning may be partly hidden by density of linguistic error.
Level 1 1 Response is almost entirely impossible to recognise as a piece of English language writing, whole sections make
no sense at all.
• Occasional patches of relative clarity are evident.
Level 0 0 • Insufficient to meet the criteria for Level 1.
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