English descriptors: Expected qualities in each range SECTION A: ANALYTICAL INTERPRETATION OF A TEXT – TOPIC, TEXT, EXPRESSION MARKS EXPECTED QUALITIES IN OTHER WORDS… 9-10 Demonstrates a close and Knows the text well to lots of examples and explains –refers perceptive reading of the text, them comprehensively, provides contrasts between exploring complexities of its characters/the way ideas are represented/different parts of concepts and construction text Demonstrates an understanding of the implications of the topic, using Frequent usage of integrated quotes an appropriate strategy for dealing with it, and exploring its complexity Refers to how the text is put together and presented (eg: from the basis of the text narrative structures, characterisation, dialogue, narrative Develops a cogent, controlled and voice, literary devices adjectives, symbolism etc) –imagery, well-substantiated discussion using precise and expressive language Wide vocabulary 8 Demonstrates a close reading of the text, exploring its concepts and Uses metalanguage effectively construction Demonstrates an understanding of In depth analysis and complexity at the topic from –looks the implications of the topic, different angles with lots of examples and explanation exploring it from the basis of the text the provides ‘Thinks outside box’: uses original evidence, Develops a detailed, substantiated contrasts (of circumstance/situations) or challenges the and coherent discussion using topic to a degree language fluently and confidently Detailed - use of adverbs, specific verbs Convincing arguments up by a range of evidence –backed and strong explanations Refers to and values they are author’s views –what ‘getting of particular ideas and at’ through their portrayals characters Refers to intentions and effect on readers author’s 7 Demonstrates a clear knowledge of the text, including some elements Responds to question contention – of its concepts and construction Understands the topic, developing Might resort to listing ideas in the introduction an appropriate and supported response Uses some evidence Develops an organised piece of writing using language accurately Uses essay structure TEEL – and appropriately 6 Demonstrates an adequate Retelling at times knowledge of the text Develops a response to the topic, Lacks analysis and complexity is more descriptive – supported appropriately by elements of the text Can be repetitive at times Presents a generally organised piece of writing using language that Uses vague or overused words basic vocabulary –a is mostly accurate and appropriate 5 Demonstrates a basic knowledge of Some points may lack explanation and connection to the the text topic Presents a response that shows an understanding of the topic, referring
English descriptors: Expected qualities in each range SECTION A: ANALYTICAL INTERPRETATION OF A TEXT – TOPIC, TEXT, EXPRESSION MARKS EXPECTED QUALITIES IN OTHER WORDS… 9-10 Demonstrates a close and perceptive reading of the text, exploring complexities of its concepts and construction Demonstrates an understanding of the implications of the topic, using an appropriate strategy for dealing with it, and exploring its complexity from the basis of the text Develops a cogent, controlled and well-substantiated discussion using precise and expressive language Knows the text well –refers to lots of examples and explains them comprehensively, provides contrasts between characters/the way ideas are represented/different parts of text Frequent usage of integrated quotes Refers to how the text is put together and presented (eg: narrative structures, characterisation, dialogue, narrative voice, literary devices –imagery, adjectives, symbolism etc) Wide vocabulary Uses metalanguage effectively In depth analysis and complexity –looks at the topic from different angles with lots of examples and explanation ‘Thinks outside the box’: uses original evidence, provides contrasts (of circumstance/situations) or challenges the topic to a degree Detailed - use of adverbs, specific verbs Convincing arguments –backed up by a range of evidence and strong explanations Refers to author’s views and values –what they are ‘getting at’ through their portrayals of particular ideas and characters Refers to author’s intentions and effect on readers 8 Demonstrates a close reading of the text, exploring its concepts and construction Demonstrates an understanding of the implications of the topic, exploring it from the basis of the text Develops a detailed, substantiated and coherent discussion using language fluently and confidently 7 Demonstrates a clear knowledge of the text, including some elements of its concepts and construction Understands the topic, developing an appropriate and supported response Develops an organised piece of writing using language accurately and appropriately Responds to question – contention Might resort to listing ideas in the introduction Uses some evidence Uses essay structure – TEEL Retelling at times Lacks analysis and complexity – is more descriptive Can be repetitive at times Uses vague or overused words –a basic vocabulary Some points may lack explanation and connection to the topic 6 Demonstrates an adequate knowledge of the text Develops a response to the topic, supported appropriately by elements of the text Presents a generally organised piece of writing using language that is mostly accurate and appropriate 5 Demonstrates a basic knowledge of the text Presents a response that shows an understanding of the topic, referring