ETL411 Semester 1, 2013

MARKSHEET FOR ASSIGNMENT 1

Name: Mark Smith
Student Number: s254336
Grade: PASS Solid
(Please see the following page for additional information)
General Requirements as derivable from the assignment specification
Fulfilment of task = Lean
Suitability of design = Lean
Identification of context = Lean
Analysis and use of context = Lean
Strength of argumentation = Lean
Demonstration of rhetorical skill = Okay
Prioritisation of literacies development = Lean
Academic literacy (APA referencing, ... ) = Well done
Persuasive Writing Criteria as indicated in the NAPLAN Marking Guide
Audience (writer/reader relationship) = Mainly effective
Text structure (organisation) = Consistently effective
Ideas (relevance) = Mainly effective
Persuasive devices (values, emotions) = Consistently effective
Vocabulary (range, precision) = Consistently effective
Cohesion (thread, relationships) = Consistently effective
Paragraphing (argumentation) = Mainly effective
Sentence structure (grammar, meaning) = Consistently effective
Punctuation (correct, appropriate) = Consistently effective
Spelling (accuracy, difficulty) = Consistently effective
Comments on the submission
Hi Mark, Thank you for your assignment. For Assignment 2, you might further deepen your engagement
with your colleagues as a source of input and reflection, with a view to fostering a collegial network.
(You mentioned problems with Collaborate - have you contacted Learnline and conveyed the
information to your colleagues?) A more detailed and nuanced expression of the context should lead
you to develop a deeper understanding of the range of literacies present, and the pedagogies you
might employ to good effect in an effective learning experience for Assignment 2.
Marker: Debbie Prescott
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ETL411 Semester 1, 2013
MARKSHEET FOR ASSIGNMENT 1 (cont.)
Additional Information
Key:
Well done --- the response comprehensively fulfils or surpasses the requirement
Okay --- the response adequately fulfils the requirement
Lean --- the response addresses but does not fulfil the requirement
Skipped --- the response does not address the requirement
Grading:
The following criterion-based grade elaborations are derived from the University's Grading Policy.
However, as the Grading Policy is subsumed by the University's Assessment and Moderation Policy, you
should be aware that results posted on Learnline for your assignments may not necessarily reflect your
final grade. The Examiners' meetings held at the end of Semester will determine whether marks need
to be further moderated before the official grade for the unit is released to you via My Student Info on
the CDU website.
High Distinction
Indicates an imaginative assignment of publishable quality; very well-balanced and thoroughly
persuasive; highly proficient in all areas of the assignment.
Distinction
Indicates a well-researched and well-argued response; demonstrates understanding of the less obvious
aspects of the unit; ideas drawn from a range of sources are adapted to context.
Credit
Indicates a well-written and well-organised response; key ideas are applied with relevance and insight;
displays some use of analytical skills.
Pass
Indicates a coherent response that adequately addresses the assignment specification; demonstrates
knowledge of fundamental concepts.
Pass Conceded
Indicated an assignment that falls short of the basic requirements, but has one or more compensating
strengths in relation to the unit's learning outcomes. (Note: this grade cannot be assigned as a final
grade for the unit overall.)
Fail
Indicates a partially developed or inadequate response to the assignment specification and without
compensating strengths.
Additional Grade Descriptors (where used):
Emerging --- inconsistent performance at this grade level; some evidence of performance at the
previous grade level
Solid --- consistent evidence of performance at this grade level
Comprehensive --- thorough evidence of performance at this grade level; some evidence of
performance at the next grade level (if applicable)
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