10 marks reach a standard ideas is very poor, and ideas is poor, and the ideas is sometimes of ideas is good of ideas is very How skilfully does described by the the argument is unclear argument is rarely clear good, and the argument and methodical; good and the student develop descriptors and unconvincing and convincing has some clarity and is the argument is methodical; the ideas? sometimes convincing clear and fairly argument is The structure of the The structure of the convincing convincing How clear and argument is vague and argument is sometimes The structure of the convincing is the confusing apparent argument is evident The structure of The structure of argument? the argument is the argument is The ideas are irrelevant The ideas are sometimes The ideas are generally coherent and consistently To what extent does relevant relevant organized coherent and the student react to organized the stimulus? The ideas are well expressed and The ideas are very relevant well expressed, relevant and engaging Written Assignment HL: Receptive and written productive skills (20%) There is a creative writing task of 500-600 words linked to ONE OF THE TWO WORKS OF LITERATURE read in class and may use related information from other reading material 150 word rationale The creative writing task may be chosen from the recommended text types listed for PAPER 2 Undertaken during second year of the course and is externally assessed Aim is to assess the ability to communicate accurately in writing for a variety of purposes student’s Source Task Text Type Rationale Literature work Dialogue with a character from Interview Introducing the assignment the short story Narrative and objectives of the task and Diary offering a brief summary of the Writing a new ending to a Interview literary work novel Articles
10 marks How skilfully does the student develop ideas? How clear and convincing is the argument? To what extent does the student react to the stimulus? reach a standard described by the descriptors ideas is very poor, and the argument is unclear and unconvincing The structure of the argument is vague and confusing The ideas are irrelevant ideas is poor, and the argument is rarely clear and convincing The structure of the argument is sometimes apparent The ideas are sometimes relevant ideas is sometimes good, and the argument has some clarity and is sometimes convincing The structure of the argument is evident The ideas are generally relevant of ideas is good and methodical; the argument is clear and fairly convincing The structure of the argument is coherent and organized The ideas are well expressed and relevant of ideas is very good and methodical; the argument is convincing The structure of the argument is consistently coherent and organized The ideas are very well expressed, relevant and engaging Written Assignment HL: Receptive and written productive skills (20%) There is a creative writing task of 500-600 words linked to ONE OF THE TWO WORKS OF LITERATURE read in class and may use related information from other reading material 150 word rationale The creative writing task may be chosen from the recommended text types listed for PAPER 2 Undertaken during second year of the course and is externally assessed Aim is to assess the student’s ability to communicate accurately in writing for a variety of purposes Source Task Text Type Rationale Literature work Dialogue with a character from the short story Writing a new ending to a novel Interview Narrative Diary Interview Articles Introducing the assignment and objectives of the task and offering a brief summary of the literary work