SSC English Answer Sheet – Principles of Evaluation:: FAQS (FREQUENTLY ASKED QUESTIONS) RELATED TO SSC EXAMINATIONS:
Are our students able to comprehend the textbook independent texts?
Ans: Yes, this is not a new practice , but the given passage should be appropriate to the level of the class.
How to get good marks in ‘Editing part’?
Ans: a. The teachers should take up discourse editing exercise on a regular basis.
b. Besides the textbook, the students should be exposed to a variety of texts
c. An activity, wherein the students write the paragraph/s with errors and exchange them for correction, can be taken up in the class.
What are the areas to be covered in editing?
Ans: This cannot be specified. The information is given on page no. 56&57(Steps 1-3) maybe helpful in this regard.
Should the correction (editing of the errors) be made exactly as given in the textbook?
Ans: Yes. If there is any ambiguity in answers, it will be provided in the key and marks will be awarded accordingly.
How many open-ended questions are to be asked? What are the indicators for such questions?
Ans: More than one. The number of factual questions should be minimum.
Should the poems be taken from the suggested ones or from the external sources?
Ans: Any poem suitable to the level of the class can be taken.
Should the proper layout be followed for minor discourses?
Ans: Yes
Is there any prescribed layout for minor discourses?
Ans: Yes. Please refer Teacher’s Handbook.
Is it possible for to get 10/10 in major discourses?
Ans: Yes, if all the indicators are met.
Should the answers be written in the sequence as given in the question paper?
Ans: Not necessarily.
If the answers are repeated (without being struck off), should only the first one be considered?
Ans: Strictly yes
Can the passages for reading comprehension (Paper-II) be extracted from the textbooks of the lower classes?
Ans: Yes, if they are not read by the students earlier.
Is colouring necessary for the poster? Should we give weightage for colouring?
Ans: Not necessary. No weightage is given. Relevant illustrations will be considered under format and the way it communicate.
Should the profile be written in the tabular form or in a paragraph?
Ans: Both the ways depending on the question.
What should be the length of the exchangers in a conversation?
Ans: Depending on the context. Minimum 10 exchanges should be there which are contextually relevant.
What is the difference between a conversation and an interview?
Ans: Please refer Teacher’s Handbook.
In a question with internal choice, can we consider the best answer when both are attempted?
Ans: Yes
Should the discourses be covered in a graded manner from Class VI onwards?
Ans: No. All the discourses are compulsory for all the classes. The features are class specific.
Can we prescribe specific discourses for SA-I and SA –II?
Ans: No
Are there any norms for giving picture as an input for major and minor discourses?
Ans: Yes, can be given with the discretion of the paper setter.
What are the indicator for open ended questions?
Ans: Contextual relevance and well formed sentences (If it 1 mark ½ mark each: If it is 2 marks 1 mark each).
What is the difference in Paper-I and II?
Ans: Paper-I is based on the textbooks and Paper-II is based on the textbook independent. The discourses under Paper-I and II are totally different.
PERFORMANCE INDICATORS FOR MAJOR DISCOURSES
| Discourse | Discourse Specific Features | Marks allotted |
|---|---|---|
| Narrative | Sequencing events and dialogues | 2 Marks |
| Setting and sensory perceptions | 2 Marks | |
| Expressing emotions | 2 Marks | |
| Conversation | Writing dialogues contextually(min. 10 exchanges) | 2 Marks |
| Sequencing the dialogues | 2 Marks | |
| Using social norms and discourse markers | 2 Marks | |
| Description | Creating vivid images using attributes and describing words | 2 Marks |
| Using different kinds of sentences (short sentences, question forms, passivization, etc.) | 2 Marks | |
| Giving personal reflections on event or person | 2 Marks | |
| Interview | Proper introduction and beginning | 1 Mark |
| Using discourse markers and language appropriate to the context | 2 Marks | |
| Questions relevant to the context and relevant to the responses | 2 Marks | |
| Appropriate closing/ending to the interview | 1 Mark | |
| Discourse | Discourse Specific Features | Marks allotted |
| Script for drama/play | Maintaining proper beginning, rising actions and ending | 2Marks |
| Dialogues relevant to the context | 2Marks | |
| Stage directions ,movements and setting | 2Marks | |
| Script for Choreography | Identification of main theme and stanza wise themes | 2Marks |
| Instances for single/multiple themes | 2 Marks | |
| Sequence of actions | 2Marks | |
| Discourse | Discourse Specific Features | Marks allotted |
| Script for Speech | Contextual relevance and organization of ideas | 2 Marks |
| Use of argumentative/persuasive/interactive language | 2 Marks | |
| Citation of examples, quotes, etc. | 2 Marks | |
| News report | Use of appropriate headline and lead sentence | 2 Marks |
| Body of the report | 2 Marks | |
| Use of appropriate language | 2 Marks | |
| —- | ||
| Discourse | Discourse Specific Features | Marks allotted |
| Letter | Appropriate format/layout | 2 Marks |
| Using language appropriate to the context | 2 Marks | |
| Expressing relevant ideas sequentially | 2 Marks | |
| Essay | Title, introduction /thesis statement | 1 Mark |
| Providing main ideas and supporting details (examples, quotations ,etc.) | 2 Marks | |
| Maintaining the logical sequence of ideas | 2Marks | |
| Giving appropriate conclusion/ending | 1 Mark | |
| Biographical Sketch | Presenting relevant details/ information of the person | 2Marks |
| Quoting anecdotes, reflections , thoughts and feelings | 2Marks | |
| Maintaining the logical sequence of ideas | 2Marks |
| Language Specific Features | Marks allotted |
|---|---|
| Grammaticality(tense, aspect, agreement, PNG features ,etc. | 2 Marks |
| Conventions of writing | 1 Mark |
| Coherence — use of connectives and pronouns | 1 Mark |
| Grammaticality(tense, aspect, agreement, PNG features ,etc. | 1 Mark |
| Conventions of writing | 1 Mark |
| Coherence — use of connectives and pronouns | 2 Marks |
| Grammaticality(tense, aspect, agreement, PNG features ,etc. | 2 Marks |
| Conventions of writing | 1 Mark |
| Coherence — use of connectives and pronouns | 1 Mark |
| Grammaticality(tense, aspect, agreement, PNG features ,etc. | 1 Mark |
| Conventions of writing | 1 Mark |
| Coherence — use of connectives and pronouns | 2 Marks |
| —- | —— |
| Language Specific Features | Marks allotted |
| Use of discourse markers and appropriate cohesive devices | 2Marks |
| Well-structured sentences ( description of settings and scenes ) | 1 Mark |
| Conventions of writing | 1 Mark |
| Grammaticality(tense, aspect, agreement, PNG features ,etc. | 2 Marks |
| Conventions of writing | 1 Mark |
| Coherence — use of connectives and pronouns | 1 Mark |
| Language Specific Features | Marks allotted |
| Grammaticality(tense, aspect, agreement, PNG features ,etc. | 2 Marks |
| Conventions of writing | 1 Mark |
| Coherence — use of connectives and pronouns | 1 Mark |
| Organization of the information | 1 Mark |
| Coherence — use of connectives and pronouns | 1 Mark |
| Grammaticality(tense, aspect, agreement, PNG features ,etc. | 1 Mark |
| Conventions of writing | 1 Mark |
| Language Specific Features | Marks allotted |
| Grammaticality(tense, aspect, agreement, PNG features ,etc. | 2 Marks |
| Conventions of writing | 1 Mark |
| Coherence — use of connectives and pronouns | 1 Mark |
| Grammaticality(tense, aspect, agreement, PNG features ,etc. | 2 Marks |
| Conventions of writing | 1 Mark |
| Coherence — use of connectives and pronouns | 1 Mark |
| Grammaticality(tense, aspect, agreement, PNG features ,etc. | 2 Marks |
| Conventions of writing | 1 Mark |
| Coherence — use of connectives and pronouns | 1 Mark |
PERFORMANCE INDICATORS FOR MINOR DISCOURSES
Common Features (for Notice/ Diary/ Message/ Poster/ Invitation)
Discourse Specific : layout/ design/ illustrations – 1 Mark
Language Specific : Contextual relevance and coherence – 1 Mark
Proper sentence structure / well-formedness, Brevity – 1 Mark
Conventions of writing (Punctuation/spelling) – 1 Mark
Contextual relevance indicators under each discourse
- Notice persuasive language / exhortation/invitation /appeal
- Diary emotional reflections
- Message element of emotive(personal)
- Poster brevity , emotive language , conveying the message/ Conception
(For all the minor discourses, 1 mark for discourse specific indicators and 4 marks for language specific indicators). For other minor discourses, the features are common. Indicators for open ended questions. Contextual relevance and well formed sentences (If it 1 mark ½ mark each: If it is 2 marks 1 mark each).
Download Telangana SSS English Evaluation Principles, Indicators from here.