Language, language features, expression and style Produces articulate, concise and cohesive analysis of the language used, the language features and the stylistic choices in texts. Controls language and language features for precision, fluency of expression and stylistic effect. Mechanics of grammar, spelling and punctuation Sustains control of the mechanics of grammar, spelling and punctuation. Sustains control of the mechanics of grammar, spelling and punctuation. Purpose, audience, genre Analyses the relationships between purpose, audience and genre. Controls the relationships between purpose, audience and genre. Structure Organises analysis, within a coherent structure, that addresses all of the requirements of the task. Sustains control of an effective structure. Context Applies an understanding of contexts to comprehend, interpret and evaluate texts. Integrates an understanding of context to engage audiences. Comparisons of texts Makes perceptive comparisons of texts. Supporting evidence Provides pertinent evidence (by way of quotes and/or examples) to enhance analysis. B In responding to texts, the student In creating texts, the student Language, language features, expression and style Produces clearly expressed and logical analysis of the language used and the stylistic choices made in texts. Uses language and language features for clarity of expression and development of style. Mechanics of grammar, spelling and punctuation Controls most of the mechanics of grammar, spelling and punctuation. Controls most of the mechanics of grammar, spelling and punctuation. Purpose, audience, genre Analyses the purpose, audience and genre. Applies a clear understanding of purpose, audience and genre. Structure Organises analysis, within a logical structure, that addresses most of the requirements of the task. Selects and controls most elements of structure. Context Applies an understanding of contexts to make meaning(s) of texts. Uses an understanding of context to engage audiences. Comparisons of texts Makes meaningful comparisons of texts. Supporting evidence Provides relevant evidence (by way of quotes and/or examples) to develop and support analysis. C In responding to texts, the student In creating texts, the student Language, language features, expression and style Discusses some language features and stylistic choices using some clear expression. Uses some language and language features appropriate to purpose and style of expression. Mechanics of grammar, spelling Controls some of the mechanics of grammar, spelling and punctuation. Controls some of the mechanics of grammar, spelling and punctuation.
and punctuation Purpose, audience, genre Discusses the purpose, audience and genre. Uses some understanding of purpose, audience and/or genre. Structure Provides some structure for the response while addressing some of the requirements of the task. Controls some elements of structure. Context Demonstrates some understanding of contexts. Uses some understanding of context to engage audiences. Comparisons of texts Makes some relevant comparisons of texts. Supporting evidence Provides some evidence (by way of quotes and/or examples) to support analysis. D In responding to texts, the student In creating texts, the student Language, language features, expression and style Identifies a limited range of language features and clarity of expression is limited. Uses a limited range of language and/or language features and clarity of expression is limited. Mechanics of grammar, spelling and punctuation Demonstrates limited control of the mechanics of grammar, spelling and punctuation. Demonstrates limited control of the mechanics of grammar, spelling and punctuation. Purpose, audience, genre Identifies the purpose, audience and/or genre. Demonstrates limited understanding of purpose, audience and/or genre. Structure Presents ideas within a limited structure while addressing a limited number of the requirements of the task. Provides limited evidence of structure. Context Demonstrates limited understanding of contexts. Makes limited connection between context and audience. Comparisons of texts Makes limited comparisons of texts. Supporting evidence Provides limited evidence (by way of quotes and/or examples) to support analysis. E Does not meet the requirements of a D grade and/or has completed insufficient assessment tasks to be assigned a higher grade.