thesis in relation to the arguments presented. sustained for each argument offered. linking across all arguments. question. Not sustained for each argument presented. INTRODUCTION: The student has presented one to two sentences establishing an argument for each text used. Arguments clearly link to the thesis. Student has a clear and defined structure for the essay. Sophisticated and insightful, detailed links and structure is clear and explicitly stated Appropriate, structure is present but may have a lapse in terms of argument presentation. Some evidence of a structure but not explicit and may lead to ambiguity or may have repetition of earlier arguments Little evidence of a structure being presented for the work No evidence of a structure presented INTRODUCTION: The student developed a closing sentence for the introduction that reiterates the thesis and links to the first sentence of the next paragraph. Sophisticated evaluative sentence that reiterates thesis and uses a word or phrase that will be echoed in the topic sentence of the first paragraph to create flow. Appropriate sentence- may use a word or phrase to link to topic sentence. Attempts to be evaluative. May have closing sentence but does not clearly link to the topic sentence of next paragraph. Repeats the question in a superficial way. No closing sentence or sentence does not reiterate thesis or link to next paragraph No concluding sentence PARAGRAPHS: The student has used a topic sentence that uses language from the question and clearly states the text being addressed and the thesis/argument being presented Sophisticated and detailed – no waffle – perfect sentence; uses explicit language or accurate synonyms from the question establishing the argument and thesis. States text clearly, uses formatting appropriate to text type. Appropriate, uses some from the question; clear sentence and direction established. Lacks polish. May be waffly – no links to the question – uses inaccurate synonyms. Ambiguous arguments. Topic sentence is awkward and does not define an argument, introduce a text or have clear grammatical structure Very weak topic sentence that does not state an argument or the text being presented
PARAGRAPHS: The student has provided a context statement for the text – one sentence that suggests the core themes, issues and ideas, historical context or composer’s context for the text in the context of your study? YES – clear and explicit- grammatically correct. Insightfully places the context at the forefront of the markers attention. Context is evident but sentence is not clear or choice of contextual material not exactly relevant to the thesis and question. Attempts to state context but is inaccurate or lacks any depth. Superficial mention of dates or lacks flow or relevance to the question. Context sentence lacks any depth or understanding of the requirements of the question. No context sentence. PARAGRAPHS: The next sentence introduces the first TEPA and presents a succinct sentence that identifies an idea, followed by a technique or accumulation of techniques, provides evidence and suggests purpose? Sophisticated, links to the argument, links to the question, uses a sophisticated idea, presents the technique or accumulation of techniques – (‘the significance of identity is evident through the verb… which creates a personified image in order to), establishes purpose. May have techniques but does not link to idea, may use weaker techniques, purpose verb may be suitable but not insightful (‘to create’ rather than ‘to evoke’ for example) Some evidence of techniques but discussion is not clear or is simplistic- identifies a noun but does not identify complex techniques or figurative language. Begins sentence with quotes. Technique discussion is repetitive and restated Minimal discussion or identification of techniques- presents a series of statements with no textual evidence No identification of techniques PARAGRAPHS: Demonstrates how the next sentence or two sentences presented a succinct analysis of how the techniques chosen present evidence that supports the thesis presented by the Sophisticated and insightful - analysis that explicitly uses the evidence to support the argument and sustain the thesis offered for this text. Appropriate – analysis is present but may not be sophisticated or insightful Some evidence of analysis but has weaknesses and does not present a clear link to any argument. Very little evidence of analysis – statements that are not clear and make no relevant sense in terms of the argument No analysis
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
offered by the text have been identified. Checklist: Highlight where relevant: Identifies verbs used to construct tone, personification or metaphor Identifies adjectives – accumulation to construct sensory imagery or create metaphors or tone Identifies adverbs - tone or personification Identifies abstract nouns – tone, insightful metaphors Identifies specific or intentional use of pronouns to Sophisticated Appropriate Sound Limited Missing many aspects needed to develop a competent and clear response