to appropriate elements of the text Paragraphs might be brief Presents a piece of writing that communicates adequately, Does not define or paraphrase elements of the topic displaying some elements of organisation Might address the topic, but from a single point of view Might discuss characters instead of the author’s 4 Demonstrates familiarity with the construction of character and the impact on readers text Presents a response that shows Engages in or describing ‘theme listing’ some understanding of the topic, using some elements of the text Might use mechanical phrases or words (“Firstly”, Shows adequate expression and “Secondly”, “in summary”) language control 3 Demonstrates limited familiarity with the text Unfinished Presents a response that shows limited awareness of the topic, Does not respond to question using some elements of the text Shows basic expression and Lacks coherence or organisation are hard to –paragraphs language control follow and lack links to topic 1-2 Demonstrates very limited Retells the story familiarity with the text Presents a response that shows Might leave this section blank very limited awareness of the topic Shows some expression and Does not respond to the question language control 0 Shows no knowledge of the text Writing is irrelevant to topic or task and/or no attempt to engage with the topic and/or only minimal control of language Writing is illegible or indecipherable SECTION B: READING AND COMPARING – TOPIC, TEXTS, COMPARISON, EXPRESSION MARKS EXPECTED QUALITIES IN OTHER WORDS... (OUT OF 10) 9-10 Demonstrates through comparison an Knows the texts well to lots of examples from –refers insightful grasp of the ideas and issues, both texts and explains them comprehensively and conceptual complexity, of the texts Achieves an assured, cohesively Compares specific elements of the text and structured piece of writing that presents a discusses similarities and differences in detail, sophisticated comparison that explores explaining the texts are similar/different the implications of the topic Makes fluent and effective use of Frequent usage of integrated quotes language 8 Refers to how each text portrays its ideas, issues Demonstrates through comparison a competent grasp of the ideas and issues, and themes different textual elements like –considers setting, characterisation, character arcs, narrative and conceptual complexity, of the texts structure, language features (eg: film techniques, Achieves a confident, well-structured imagery, symbolism, etc.) piece of writing that presents a thoughtful comparison that grapples with the implications of the topic Is specific about what ideas, issues and themes are
Paragraphs might be brief Does not define or paraphrase elements of the topic Might address the topic, but from a single point of view Might discuss characters instead of the author’s construction of character and the impact on readers Engages in ‘theme listing’ or describing Might use mechanical phrases or words (“Firstly”, “Secondly”, “in summary”) to appropriate elements of the text Presents a piece of writing that communicates adequately, displaying some elements of organisation 4 Demonstrates familiarity with the text Presents a response that shows some understanding of the topic, using some elements of the text Shows adequate expression and language control 3 Demonstrates limited familiarity with the text Presents a response that shows limited awareness of the topic, using some elements of the text Shows basic expression and language control Unfinished Does not respond to question Lacks coherence or organisation –paragraphs are hard to follow and lack links to topic Retells the story Might leave this section blank Does not respond to the question Writing is irrelevant to topic or task Writing is illegible or indecipherable 1-2 Demonstrates very limited familiarity with the text Presents a response that shows very limited awareness of the topic Shows some expression and language control 0 Shows no knowledge of the text and/or no attempt to engage with the topic and/or only minimal control of language SECTION B: READING AND COMPARING – TOPIC, TEXTS, COMPARISON, EXPRESSION MARKS (OUT OF 10) EXPECTED QUALITIES IN OTHER WORDS... 9-10 Demonstrates through comparison an insightful grasp of the ideas and issues, and conceptual complexity, of the texts Achieves an assured, cohesively structured piece of writing that presents a sophisticated comparison that explores the implications of the topic Makes fluent and effective use of language Knows the texts well –refers to lots of examples from both texts and explains them comprehensively Compares specific elements of the text and discusses similarities and differences in detail, explaining the texts are similar/different Frequent usage of integrated quotes Refers to how each text portrays its ideas, issues and themes –considers different textual elements like setting, characterisation, character arcs, narrative structure, language features (eg: film techniques, imagery, symbolism, etc.) Is specific about what ideas, issues and themes are 8 Demonstrates through comparison a competent grasp of the ideas and issues, and conceptual complexity, of the texts Achieves a confident, well-structured piece of writing that presents a thoughtful comparison that grapples with the implications of the topic
english_descriptors_0-10_for_section_a_b_c.docx