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
endorsed, questioned or critiqued by each text 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 texts’ views and values –what they are ‘getting at’ through their portrayals of particular ideas, issues and themes Refers to authors’ intentions and effect on readers Makes fluent and confident use of language 7 Demonstrates through comparison a clear grasp of the ideas and issues, and complexity, of the texts Achieves a well-structured piece of writing that presents a thoughtful comparison that considers the implications of the topic Shows a sound grasp of the use of language Responds to question – contention Compares elements of the text and discusses similarities and differences –looking at how they’re similar or different Refers to how each text portrays its ideas, issues and themes –but sticks to 1-2 main textual elements 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 Paragraphs might be brief Does not define or paraphrase elements of the topic Might address the topic, but from a single point of view Engages in ‘theme listing’ or describing 6 Demonstrates through comparison an adequate grasp of the ideas and issues, and complexity, of the texts Develops an organised piece of writing that demonstrates both a comparison and an understanding of the topic Uses language with clarity 5 Demonstrates through comparison a basic grasp of the ideas and issues in the texts Presents a piece of writing that has some organisation and some comparison in responding to the topic Uses language with clarity 4 Shows some comparison between texts and some awareness of their ideas and/or issues Attempts a piece of writing that shows basic organisation Uses language that is fundamentally clear