question and offered by the student in the introduction? YES YES Attempted Not attempted Limits discussion to one PARAGRAPHS: Student has repeated the sentence last two points at least twice depending on the depth of technique analysis provided you – should attempt to develop two to three TEPAs per paragraph PARAGRAPHS: Sophisticated, Appropriate Not clear, does not use No evidence of No evidence of – Concluding sentence contextualises and summarises the evaluative language; evaluative language; concluding sentence defends the use of the paragraph; attempts to may be a statement mere statement or not evidence from the text use evaluative language. rather than an evaluation evident and its effectiveness in Attempts to establish addressing the question. either an insight or a Uses sophisticated lesson. evaluative language. Presents a significant insight or lesson that can be learned from the text. CONCLUSION Succinct topic sentence Conclusion evident; Conclusion is weak No genuine conclusion No conclusion – – that links directly to the presents a sentence on does not really address some statements but question and opening each text that evaluates the question or, does not link back to the sentence of the essay. its role in defending the addresses the question question or have any One succinct sentence argument. Makes an superficially or insights present. on each text that attempt to present an repetitively without evaluates its role in insight or lesson. presenting evaluative defending the argument. insights. Evaluative final sentence that ensures insights are appreciated and lessons
question and offered by the student in the introduction? PARAGRAPHS: Student has repeated the last two points at least twice depending on the depth of technique analysis provided – you should attempt to develop two to three TEPAs per paragraph YES YES Attempted Not attempted Limits discussion to one sentence PARAGRAPHS: Concluding sentence Sophisticated, contextualises and defends the use of the evidence from the text and its effectiveness in addressing the question. Uses sophisticated evaluative language. Presents a significant insight or lesson that can be learned from the text. Appropriate – summarises the paragraph; attempts to use evaluative language. Attempts to establish either an insight or a lesson. Not clear, does not use evaluative language; may be a statement rather than an evaluation No evidence of evaluative language; mere statement or not evident No evidence of concluding sentence CONCLUSION Succinct topic sentence that links directly to the question and opening sentence of the essay. One succinct sentence on each text that evaluates its role in defending the argument. Evaluative final sentence that ensures insights are appreciated and lessons Conclusion evident; presents a sentence on each text that evaluates its role in defending the argument. Makes an attempt to present an insight or lesson. Conclusion is weak – does not really address the question or, addresses the question superficially or repetitively without presenting evaluative insights. No genuine conclusion – some statements but does not link back to the question or have any insights present. No conclusion
conceptual_essay_workshop_notes.docx