Stolen criteria sheet

Page 1

2015 Unit 1 English

READING & RESPONDING

Stolen by Jane Harrison

Marking Criteria

Student name: …………………………………………………………………………………………………………………………………………………………. 1. UNDERSTANDING OF CHARACTERS AND THEMES

Mark Range

Mark Achieved

Thorough and insightful understanding of the ideas, characters and themes constructed and presented in the text.

5

Thorough knowledge of the ideas, characters and themes constructed and presented in the text.

4

Knowledge of the ideas, characters and themes constructed and presented in the text.

3

Some knowledge of the ideas, characters and themes constructed and presented in the text.

2

Limited knowledge of the ideas, characters and themes constructed and presented in the text.

1

2. ANALYSIS OF HOW THE AUTHOR CONSTRUCTS MEANING

Mark Range

Complex discussion and critical analysis of the structures, features and conventions used by the author to construct meaning.

5

Well-­‐developed discussion and critical analysis of the structures, features and conventions used by the author to construct meaning.

4

Discussion and some analysis of the structures, features and conventions used by the author to construct meaning.

3

Generalised discussion of the structures, features and conventions used by the author to construct meaning. Little analysis.

2

Minimal, if any, identification of the structures or features or conventions used by the author to construct meaning.

1

3. INTERPRETATION

Mark Range

Construction of a sophisticated argument which acknowledges some of the ways the text is open to different interpretations by different readers. Ideas are ordered into a logical structure and links are made between paragraphs/ideas. Construction of a well-­‐developed argument which acknowledges some of the ways the text is open to different interpretations by different readers. Ideas are ordered into a logical structure and usually links are made between paragraphs/ideas. Construction of a general interpretation which identifies the text may be open to different interpretations by different readers. Ideas may be expressed in paragraphs and sometimes link. Some evidence of an ability to construct a general response to the text. Ideas are ordered into paragraphs but do not make links between each idea/argument. Little evidence of ability to analyse the text or to identify an interpretation. Retelling rather than analysis. Poor structure and no linking of ideas.

5

4. UNDERSTANDING THE VALUES OF THE TEXT

Mark Range

Complex analysis of the ways in which social, historical and/or cultural values are embodied in the text.

5

Identification and exploration of the ways in which social, historical and/or cultural values are embodied in the text.

4

Identification of the ways in which social, historical and/or cultural values are embodied in the text.

3

Identification of a way in which social, historical and/or cultural values are embodied in the text.

2

Little, if any, identification of a way in which social, historical and/or cultural values are embodied in the text.

1

5. USE OF METALANGUAGE AND SUPPORTING EVIDENCE

Mark Range

Considered selection and use of significant textual evidence and highly appropriate use of relevant metalanguage to support analysis.

5

Careful selection and use of suitable textual evidence and appropriate use of relevant metalanguage to support analysis.

4

Suitable use of textual evidence and appropriate use of some relevant metalanguage to support analysis.

3

Some use of textual evidence and use of some relevant metalanguage to support analysis.

2

Minimal use of textual evidence or relevant metalanguage.

1

6. EXPRESSIVENESS AND FLUENCY Highly expressive, fluent writing with sophisticated control of the conventions of written English.

Mark Range 5

Mark Achieved

Expressive, fluent writing with good control of the conventions of written English.

4

Generally expressive, fluent writing with reasonable control of the conventions of written English.

3

Coherent writing with some control of the conventions of written English, though there may be numerous errors.

2

Simple expression of ideas and limited control of the conventions of written English. Not fluent.

1

Mark Achieved

Mark Achieved

4 3 2 1

Total: Marks

30 -­‐ 27

26 -­‐ 24

23

22 -­‐ 21

20

19 -­‐ 18

17

16 -­‐ 15

14

13 -­‐ 9

< 9

Grade

A+

A

B+

B

C+

C

D+

D

E+

E

UG

Mark Achieved

Mark Achieved

/30


Comments: Â Comments should reflect what the students believe was strong about the essay & what needed improvement about the essay.


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