There is a There is a focus There is a Some The essay has sustained focus on knowledge focus on some knowledge only very on knowledge questions knowledge questions limited The essay does not questions connected to the questions that are relevance to reach a connected to the prescribed title connected to connected to the prescribed Understanding – standard prescribed title developed with the prescribed the title- relevant knowledge described by and are well title with prescribed points are questions acknowledgement – levels 1-5 or chosen of different some title are descriptive. – is not a developed with perspectives and development considered, response to of linked to areas of and linking to but the essay investigation one of the and is largely different knowledge areas of prescribed titles on the perspectives /or ways of knowledge descriptive, current list and and /or with linked knowing. ways for the to of knowing. superficial or effectively current limited areas of links session. knowledge and / to areas of or ways of knowledge knowing. and /or ways of knowing. Arguments are Arguments are Some Arguments Assertions clear, supported clear, supported arguments are offered are offered by real life by real life are clear and but are but are not and and are supported by unclear and supported. examples examples are effectively evaluated; some examples; /or not Quality of evaluated; some supported by counterclaims analysis of counterclaims are identified and counterclaims effective knowledge are extensively explored are identified examples. questions explored; implications are drawn.
Understanding knowledge questions There is a sustained focus on knowledge questions connected to the prescribed title and are well chosen – developed with investigation of different perspectives and linked effectively to areas of knowledge and / or ways of knowing. There is a focus on knowledge questions connected to the prescribed title – developed with acknowledgement of different perspectives and linked to areas of knowledge and /or ways of knowing. There is a focus on some knowledge questions connected to the prescribed title – with some development and linking to areas of knowledge and /or ways of knowing. Some knowledge questions that are connected to the prescribed title are considered, but the essay is largely descriptive, with superficial or limited links to areas of knowledge and /or ways of knowing. The essay has only very limited relevance to the prescribed title- relevant points are descriptive. The essay does not reach a standard described by levels 1-5 or is not a response to one of the prescribed titles on the current list for the current session. Quality of analysis of knowledge questions Arguments are clear, supported by real life examples and are effectively evaluated; counterclaims are extensively explored; implications are drawn. Arguments are clear, supported by real life examples and are evaluated; some counterclaims are identified and explored Some arguments are clear and supported by examples; some counterclaims are identified Arguments are offered but are unclear and /or not supported by effective examples. Assertions are offered but are not supported.
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