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Copyright 2008, the Crown in Right of Alberta, as represented by the Minister of Education, Alberta
Education, Learner Assessment, 44 Capital Boulevard, 10044 108 Street NW, Edmonton, Alberta T5J 5E6,
and its licensors. All rights reserved.
Special permission is granted to Alberta educators only to reproduce, for educational purposes and on a
non-profit basis, parts of this document that do not contain excerpted material.
Excerpted material in this document shall not be reproduced without the written permission of the original
publisher (see credits, where applicable).
Contents
Acknowledgements ii
Introduction 1
Background 13
i
Acknowledgements
Publication of this document would not have been possible without the permission of the
students whose writing is presented. The co-operation of these students has allowed us to
continue defining the standards of writing performance expected in connection with
diploma examinations and demonstrating approaches taken by students in their writing.
This document includes the valuable contributions of many educators. Sincere thanks
and appreciation are extended to the following Standards Confirmers: Claudia Hanevy,
Keri Helgren, Sandy Lee, Brian Lindstrand, Brianna Storey, Richard Wagner, and
Kjirsten Wilson.
or by regular mail at
Alberta Education
Box 43
44 Capital Boulevard
10044 108 Street NW
Edmonton, Alberta T5J 5E6
ii
Introduction
The written responses in this document are examples of English Language Arts 30–2
Diploma Examination writing that received scores of Satisfactory (S), Proficient (Pf), or
Excellent (E). These sample responses are taken from the January 2008 administration.
Along with the commentaries that accompany them, they should help you and your
students to understand the standards for English Language Arts 30–2 Diploma
Examination writing in relation to the scoring criteria.
The purpose of the sample responses is to illustrate the standards that governed the
January 2008 marking session and that anchor the selection of similar sample responses
for subsequent marking sessions in 2008. The sample papers and the commentaries were
used to train markers to apply the scoring criteria consistently and to justify their
decisions about scores in terms of each student’s work and the criteria.
The sample responses included in this document represent a very small sample of
successful approaches to the assignments.
During their preparation for the January 2008 marking session, markers reviewed and
validated the standards represented by these sample responses. Markers then used these
sample responses as guidelines for marking the written-response sections of the January
2008 English Language Arts 30–2 Diploma Examination.
Cautions
1. The commentaries are brief.
The commentaries were written for groups of markers to discuss and apply during the
marking session. Although brief, they provide a model for relating specific examples
from student work to the details in a specific scoring criterion.
2. Neither the scoring guide nor the assignments are meant to limit students to
a single organizational or rhetorical approach in completing any diploma
examination assignment.
Students must be free to select and organize their materials in a manner that they feel
will enable them to best present their ideas. In fact, part of what is being assessed is the
final effectiveness of the content, the form and structure, and the rhetorical choices that
students make.
1
The student writing in this document illustrates just a few of the many successful
organizational and rhetorical strategies in January 2008.
We strongly recommend that you caution your students that there is no preferred
approach to an assignment except the approach that best accomplishes the student
writer’s goal of effectively communicating his or her own ideas about the topic.
We advise you not to draw any conclusions about common patterns of approach taken
by students.
3. The sample papers presented in this document must not be used as models for
instructional purposes.
Because these papers are illustrations only, and because they are sample responses to
a set topic, students must be cautioned not to memorize the content of any of these
assignments and not to use them when completing classroom assignments or when
writing future diploma examinations. Examination markers and staff at Alberta
Education take any possibility of plagiarism or cheating seriously. The consequences
for students are grave.
The approaches taken by students at the standard of excellence, not their words or
ideas, are what students being examined in the future should consider emulating. In
fact, it is hoped that the variety of approaches presented here will inspire students to
experiment with diction, syntax, and form and structure as ways of developing an
individual voice and engaging the reader in ideas and forms that the student has
considered.
4. It is essential that you consider each of these examples of student writing in light
of the constraints of the examination situation.
Under examination conditions, students produce first-draft writing. Given more time,
students would be expected to produce papers of considerably improved quality,
particularly in the dimensions of Presentation, Matters of Correctness, and
Writing Skills.
2
English Language Arts 30–2 January 2008 Writing Assignments
January 2008
English Language Arts 30–2
Part A: Written Response
Grade 12 Diploma Examination
Description Instructions
Time: 2½ hours. This examination was • Complete all three assignments.
developed to be completed in 2½ hours;
however, you may take an additional • You may use the following print
½ hour to complete the examination. references:
–an English and/or bilingual dictionary
Plan your time carefully. –a thesaurus
–an authorized writing handbook
Part A: Written Response contributes
50% of the total English Language • Space is provided in this booklet for
Arts 30–2 Diploma Examination mark and planning and for your written work.
consists of three assignments.
• Use blue or black ink for your written
• Assignment I: work.
Visual Reflection
Value 10% of total examination mark
Additional Instructions for Students
• Assignment II:
Literary Exploration
Using Word Processors
Value 25% of total examination mark
• Format your work using an easy-to-read
• Assignment III: 12-point or larger font such as Times.
Persuasive Writing in Context
Value 15% of total examination mark • Double-space your final copy.
3
ASSIGNMENT I: VISUAL REFLECTION
Suggested time: 30 to 40 minutes
4
ASSIGNMENT I: VISUAL REFLECTION
Examine the photograph on page 2. Reflect upon the ideas and impressions suggested by
the photograph.
.
The Assignment
You must
• select a prose form that is appropriate to the ideas you wish to express and that will
enable you to effectively communicate to the reader
Initial Planning
5
ASSIGNMENT II: LITERARY EXPLORATION
Suggested time: 70 to 80 minutes
Read the following excerpt from a novel and complete the assignment that follows.
After all hope of rescue is gone, the survivors of an airplane crash in the Libyan desert
attempt to build a new airplane from the wreckage before their water runs out. Moran
is the first officer, and Towns is the pilot.
Elleston Trevor
1
taut—tight
Trevor, Elleston. The Flight of the Phoenix. London: Heinemann, 1970. Reproduced with permission
from the Spectrum Literary Agency. Copyright © 1964 by Elleston Trevor. Available in paperback from
HarperCollins.
6
The Assignment
In this excerpt, the author describes how, even in the most desperate of circumstances,
people need something that gives them hope because hope offers the possibility of
survival.
.
You must
• discuss a character from literature or film that you have studied in English Language
Arts 30–2. You may choose to discuss more than one character
• ensure the details you select support your opinion of the idea that hope is an important
quality
You should
• reflect upon your own knowledge and/or experience and/or the reading selection
provided
• carefully consider your controlling idea or how you will create a strong unifying
effect in your response. Organize your discussion so that your ideas are clearly and
effectively presented
7
Assignment II: Literary Exploration
Initial Planning
Please use this space for your initial planning. This information assists markers in
identifying the text(s) and character(s) you have chosen. The markers who read your
composition will be very familiar with the literary texts you have chosen.
Author(s) ______________________________________________________
Character(s) ______________________________________________________
Briefly explain why you chose this character to develop your opinion of the idea that
hope is an important quality. Markers will consider the information you provide here
when determining the effectiveness of your response.
8
ASSIGNMENT III: PERSUASIVE WRITING IN CONTEXT
Suggested time: 40 to 50 minutes
Read the situation described below and use it to complete the assignment that follows.
The Situation
Campus Canada, a Canadian broadcasting company, has proposed a new reality-TV show
entitled Most Likely To Succeed and has selected Prosper High School to be featured on
the program. This seven-week program will feature 10 students, five males and five
females, as they reveal the life of typical Grade 12 students. Supporters of the proposal
cite the many benefits to the school and to the students, particularly those chosen for the
show. Those opposed have concerns ranging from the major disruptions in the school
year to the potential for emotional distress for all students.
In deciding whether to accept the proposal, the Prosper School Board has invited
concerned individuals to make their views known. You are Jan Freeland, a Grade 12
student at Prosper High School. You have considered information and opinions from a
variety of sources (see pages 22 and 23). After considering the advantages and
disadvantages of the proposal, you have reached a decision. You now need to write a
persuasive letter that clearly explains
• your decision on whether the school should participate in the reality-TV show
• the reasons why you believe your decision to be the best decision
The Assignment
Remember that you must clearly and directly choose either to accept or reject the
proposed development.
9
What is the proposal to participate in the reality-TV show?
Even though this show will have only two big winners, no one will lose. As we film our
contestants in their daily activities, all students will see the assets of their school and
possibly see themselves on national television. The school will gain upgraded air
conditioning, electrical systems, and a renovated cafeteria and gymnasium, all of which
are required for our filming. In addition, the school will gain national acclaim for its
excellent offerings for students who are on the way to being the best they can be.
Our Grade 12 students are busy enough without being distracted for nearly two months
from their primary task of successfully completing their Grade 12 studies. And we all
know that the distraction created by this show will detract from other important school
activities and constitute a major invasion of privacy. This show also emphasizes the
worst form of competition. Along with the very real potential for disappointment and
envy, the emotional stress of auditioning, competing, and gossiping seem to preclude
anyone from being the best they can be.
10
Opinions on the proposal to participate in the reality-TV show
I think this is a wonderful opportunity for our young people to test their mettle, so to
speak. After all, they’ll be going out into the real world next year and could use this
experience to get a taste of both self-preservation and self-presentation. I intend to
encourage my twins to audition. Even if I weren’t their parent, I’d have to acknowledge
their many fine accomplishments in academics, athletics, music, and volunteerism. They
have been successful so far, and I know that they will continue to be.
When I was in high school, I was voted “Student Most Likely To Succeed” by my
classmates. While some people deemed it to be simply a popularity contest, I have used
my title throughout my life to remind myself that I, too, had high expectations for myself.
I think all our young people could benefit from the same vision. The school can use this
opportunity to act toward achieving major goals for education; for example, exploring
strategies for lifelong learning and inspiring students to think outside the box.
11
If you are using a word processor, staple your Assignment III finished work here.
You may make corrections directly on your printed page(s).
Written Work
Standards for student achievement start with the demands of the Program of Studies for
Senior High School English Language Arts and with the interpretation of those demands
through learning resources and classroom instruction. These agreed-upon standards are
also exemplified in the kinds of tasks and the degree of independence expected of
students. All of these complex applications of standards precede the design,
development, and scoring of each diploma examination.
There are two essential parts to applying standards at the point of examination scoring:
the expectations embedded in the scoring criteria and the examples of students’ work that
illustrate the scoring criteria within each scoring category. The scoring categories and
scoring criteria are available to teachers and students via the 2007–2008 English
Language Arts 30–2 Information Bulletin. During each of the January and June marking
sessions, example papers selected by members of the Standards Confirmation Committee
are used to train markers. Subsequent to each marking session, the example papers that
received scores of Satisfactory (S), Proficient (Pf), and Excellent (E) are posted on the
Alberta Education website at www.education.gov.ab.ca in the documents entitled
Examples of the Standards for Students’ Writing.
13
Impressions of Standards Confirmers
January 2008
Assignment I: Visual Reflection
The photograph of the nine-year-old girl elicited strong writing from students, including a
variety of creative narrative responses. Many students developed “global” ideas that
included discussions of the plight of people in developing countries, the economic
disparity that exists between North America and parts of Asia, and the harsh realities that
many children face in the “modern” world. Written work included discussions of the
physical reality experienced by the girl in the photograph, a reality that was often
contrasted with the student’s own. Students also frequently identified the responsibility
that people in developed countries have to people in the developing world and the
necessity of using our good fortune to help others. Some students observed that, despite
her humble surroundings, the girl had created a home and seemed to be healthy and
happy. Such responses often included discussion of ideas such as the human will to
survive and thrive in a diverse range of physical and economic environments. Students’
determination of the geographical locale of the photograph varied with references, for
example, to “suffering cold temperatures.” Such observations did not affect the quality
of the responses.
The reading selection from Elleston Trevor’s The Flight of the Phoenix proved
accessible, and the writing assignment addressing the importance of hope proved
engaging for student writers. Students discussed their ideas on the topic in relation to
personal observations, their own experiences, and literature and film studied in
ELA 30–2. Unifying effects were varied: some students chose to focus primarily on the
literature, while others developed responses that focused on the significance of hope in
the lives of individuals and related it to personal experience and to characters from
literature or film. In addition, many students explored the converse of the topic to
develop ideas that focused on the consequences of a lack of hope (or of hopelessness).
Markers were reminded that the focus of this assignment is on the idea that the student
develops in relation to the topic and on how effectively the student explores and supports
this idea. While the literary example is essential, it is only one component of the
response as a whole. Because literary examples are often brief and tightly focused on a
particular situation or character, markers were reminded to read the information provided
by students in the Personal Reflection on Choice of Character(s) from Literary Text(s)
and to ensure that they were familiar with the literature or films chosen. Popular literary
selections included Fallen Angels, A Streetcar Named Desire, Night, Tuesdays with
Morrie, One Flew Over the Cuckoo’s Nest (both the novel and the play), and The Bean
Trees. Students also used films such as Coach Carter, The Shawshank Redemption,
Finding Forrester, Brokedown Palace, and The Pianist.
14
Assignment III: Persuasive Writing in Context
The reality TV show Most Likely to Succeed received mixed reviews from student critics.
Students chose to either accept or reject staging the show at Prosper High and provided a
variety of details in support of their position. Students drew key details from the source
material and occasionally supplemented their arguments with references to their own
personal observations and experiences. Many students discussed the questionable
wisdom of subjecting already busy Grade 12 students to months of disruption that would
potentially compromise their ability to gain access to post-secondary education. Others
responded strongly to the spectre of public humiliation and unhealthy competition.
Students who supported the proposal frequently identified the benefits of such a process,
including the opportunity that students would have to showcase their talents. Others felt
that the competitive environment created would better prepare students for the challenge
of the “real world.” Some students also chose to acknowledge and refute positions from
the opposing side. Most students were well aware of their purpose in persuading the
Prosper School Board and maintained an appropriate tone.
15
Examples of Students’ Writing with Teachers’ Commentaries
English Language Arts 30–2
Visual Reflection Assignment, January 2008
(Page 1 of 2)
16
English Language Arts 30–2
Visual Reflection Assignment, January 2008
(Page 2 of 2)
17
English Language Arts 30–2
Visual Reflection Assignment, January 2008
• The student’s perceptions The student’s perceptions that “this girl has a very
are appropriate but may be low standard of life,” and that the government and
generalized. citizens “could help out” are appropriate but
general.
Presentation (S)
18
English Language Arts 30–2
Visual Reflection Assignment, January 2008
(Page 1 of 2)
19
(Page 2 of 2)
20
English Language Arts 30–2
Visual Reflection Assignment, January 2008
• The student’s perceptions The student’s perception that “There are many
are thoughtful and people in the world that have everything and still
considered. find emptiness, and in contrast there are many
people who have barely anything and are grateful”
is thoughtful and considered.
Presentation (Pf)
• The student’s voice is The student’s voice is distinct and the tone is well
distinct and the tone is well considered, as in “But who am I to assume that
considered. this girl isn’t as happy as the rest of us?” and “Both
the have’s and the have-not’s are people, we have
cultures and beliefs, the only things that seperate us
are our possessions and outlook on life.”
21
English Language Arts 30–2
Visual Reflection Assignment, January 2008
(Page 1 of 2)
22
English Language Arts 30–2
Visual Reflection Assignment, January 2008
(Page 2 of 2)
23
English Language Arts 30–2
Visual Reflection Assignment, January 2008
• The student’s perceptions The student’s perception that “The part that we
are insightful and carefully don’t think about is that the same people we saw
considered. that day don’t have a home or family to turn to
after a rough day” is insightful and carefully
considered.
• Support is precise,
purposefully chosen, and
strongly connected to the
Support, as in “We all know that there will
always be a meal on the table, family members
to talk to, and a warm bed inviting you to sleep
E
student’s ideas and in” and “Imagine yourself living as they are, not
impressions. having a shirt to stain, not having water to drink
or to bathe in, and not having a meal for days,”
is precise, purposefully chosen, and strongly
connected to the student’s ideas and
impressions.
24
English Language Arts 30–2
Visual Reflection Assignment, January 2008
25
English Language Arts 30–2
Literary Exploration Assignment, January 2008
26
English Language Arts 30–2
Literary Exploration Assignment, January 2008
27
English Language Arts 30–2
Literary Exploration Assignment, January 2008
28
English Language Arts 30–2
Literary Exploration Assignment, January 2008
29
English Language Arts 30–2
Literary Exploration Assignment, January 2008
30
English Language Arts 30–2
Literary Exploration Assignment, January 2008
31
English Language Arts 30–2
Literary Exploration Assignment, January 2008
32
English Language Arts 30–2
Literary Exploration Assignment, January 2008
33
English Language Arts 30–2
Literary Exploration Assignment, January 2008
34
English Language Arts 30–2
Literary Exploration Assignment, January 2008
(Page 1 of 2)
35
English Language Arts 30–2
Literary Exploration Assignment, January 2008
(Page 2 of 2)
36
English Language Arts 30–2
Literary Exploration Assignment, January 2008
• The student’s ideas are The student’s ideas are thoughtfully explored in the
thoughtfully explored. discussion that hope is an “excellent way to dream and to
imagine something great happening,” that “hope can
change someone’s life” and that “Every single person
• Support is specific and Support, such as “one day I can look out of my living
relevant. room window and see a beautiful lake with white
swans,” Amir’s “glorious day” when his father told him
“the exact words Amir had desired to hear all of his life”
and the description of hopes that “vary with every
person” is specific and relevant.
37
English Language Arts 30–2
Literary Exploration Assignment, January 2008
• A controlling idea or The controlling idea that “Hopes come in every shape
unifying effect is and size” is sustained throughout the response.
sustained throughout the
response.
38
English Language Arts 30–2
Literary Exploration Assignment, January 2008
• Stylistic choices contribute Stylistic choices, such as “open arms and heavy
to the creation of a praise,” “vary with every person,” and “Many
competent voice. hopes and dreams have been crushed,” contribute to
the creation of a competent voice.
39
English Language Arts 30–2
Literary Exploration Assignment, January 2008
40
English Language Arts 30–2
Literary Exploration Assignment, January 2008
41
English Language Arts 30–2
Literary Exploration Assignment, January 2008
(Page 1 of 3)
42
English Language Arts 30–2
Literary Exploration Assignment, January 2008
(Page 2 of 3)
43
English Language Arts 30–2
Literary Exploration Assignment, January 2008
(Page 3 of 3)
44
English Language Arts 30–2
Literary Exploration Assignment, January 2008
• The student’s ideas are The student’s ideas are perceptively explored
perceptively explored. through the discussion of Moran and Towns’s trust
in hope as a “means of escape from a barren
wasteland,” Elie’s reliance on “hope and patience
which eventually led to his freedom and rescue,”
and the student’s own confidence in “hope for my
parents and me.”
45
English Language Arts 30–2
Literary Exploration Assignment, January 2008
46
English Language Arts 30–2
Literary Exploration Assignment, January 2008
47
English Language Arts 30–2
Literary Exploration Assignment, January 2008
48
English Language Arts 30–2
Persuasive Writing in Context Assignment, January 2008
(Page 1 of 2)
49
English Language Arts 30–2
Persuasive Writing in Context Assignment, January 2008
(Page 2 of 2)
50
English Language Arts 30–2
Persuasive Writing in Context Assignment, January 2008
51
English Language Arts 30–2
Persuasive Writing in Context Assignment, January 2008
• The selection and use of The selection and use of words and structures
words and structures are are occasionally effective: “I have considered
occasionally effective. everyones opinions and now I would like to give
mine” and “I would like to thank you for taking
52
English Language Arts 30–2
Persuasive Writing in Context Assignment, January 2008
(Page 1 of 1)
53
English Language Arts 30–2
Persuasive Writing in Context Assignment, January 2008
54
English Language Arts 30–2
Persuasive Writing in Context Assignment, January 2008
• The selection and use of The selection and use of words and structures
words and structures are are frequently effective: “to voice my opinion
frequently effective. on the proposal,” “In order to get more
supportive parents they ultimately must know
what exactly their children are doing in school,”
“and therefore could provide more funding,” and
“since the price of tuition has risen
dramatically.” Pf
• This writing demonstrates This writing demonstrates competent control of
competent control of correct sentence construction, usage, grammar,
correct sentence and mechanics.
construction, usage,
grammar, and mechanics.
55
English Language Arts 30–2
Persuasive Writing in Context Assignment, January 2008
(Page 1 of 2)
56
English Language Arts 30–2
Persuasive Writing in Context Assignment, January 2008
(Page 2 of 2)
57
English Language Arts 30–2
Persuasive Writing in Context Assignment, January 2008
58
English Language Arts 30–2
Persuasive Writing in Context Assignment, January 2008
• The selection and use of The selection and use of words (“showcase,”
words and structures are “potentially humiliating,” “students/contestants,”
effective. and “back-stab and manipulate”) and structures
(“Most high schools have enough drama
anyways,” “How can students write a test when
all they can hear from the hallways is ‘And
E
action…!?’” and “Is that a price you are willing
to pay?”) are effective.
59
Scoring Categories and Criteria
Scoring Categories and Ideas and Impressions (5% of total examination mark)
Scoring Criteria for Cross-reference to the Program of Studies for Senior High
2007–2008 School English Language Arts 2.1 2.2 2.3 4.1
Assignment I:
Visual Reflection When marking Ideas and Impressions, the marker should consider
• the quality of the ideas generated by the student to explore the visual
text(s) and the impressions that the student has formed to reflect
upon the visual text(s)
• the effectiveness and consistency of the support provided
60
Scoring Categories and Presentation (5% of total examination mark)
Scoring Criteria for Cross-reference to the Program of Studies for Senior High
2007–2008 School English Language Arts 3.1 3.2 4.1 4.2
Assignment I:
Visual Reflection When marking Presentation, the marker should consider
(Continued)
• the effectiveness of voice and its appropriateness to the intended
audience of the prose form that the student has chosen
• the quality of language and expression
• the appropriateness of development and unifying effect to prose
form
Consider the proportion of error in terms of the complexity and
length of the response.
Proficient (Pf) The student’s voice is distinct and the tone is well
considered. Stylistic choices are specific and
frequently effective. The writing is coherently
developed, and the unifying effect is capably
sustained.
61
Scoring Categories and Thought and Support (10% of total examination mark)
Scoring Criteria for Cross-reference to the Program of Studies for Senior High
2007–2008 School English Language Arts 2.1 2.3 3.2 4.1 4.2
Assignment II:
Literary Exploration When marking Thought and Support, the marker should consider
how effectively
• the student’s ideas reflect an understanding of the topic
• the literary example relates to the student’s ideas
• the support explains and/or clarifies the response
Consider ideas presented in the Personal Reflection on Choice of
Character(s) from Literary Text(s).
62
Scoring Categories and Form and Structure (5% of total examination mark)
Scoring Criteria for Cross-reference to the Program of Studies for Senior High
2007–2008 School English Language Arts 2.2 3.1 4.1 4.2
Assignment II:
Literary Exploration When marking Form and Structure, the marker should consider how
(Continued) effectively the student’s organizational choices result in
• the development and maintenance of a controlling idea or unifying
effect
• the creation of a coherent, shaped, and concluded discussion in
response to the assignment
63
Scoring Categories and Matters of Choice (5% of total examination mark)
Scoring Criteria for Cross-reference to the Program of Studies for Senior High
2007–2008 School English Language Arts 4.2
Assignment II:
Literary Exploration When marking Matters of Choice, the marker should consider how
(Continued) effectively the student’s choices enhance communication. The
marker should consider
• diction, including connotative language, imagery, idiomatic
expressions, and dialect
• syntax, including such choices as parallelism, balance, inversion,
sentence length, and variety
• the contribution of stylistic choices to the creation of voice
64
Scoring Categories and Matters of Correctness (5% of total examination mark)
Scoring Criteria for Cross-reference to the Program of Studies for Senior High
2007–2008 School English Language Arts 4.2
Assignment II:
Literary Exploration When marking Matters of Correctness, the marker should consider
(Continued) the correctness of
• sentence construction (completeness, consistency, subordination,
coordination, predication)
• usage (accurate use of words according to convention and meaning)
• grammar (subject-verb/pronoun-antecedent agreement, pronoun
reference, consistency of tense)
• mechanics (punctuation, spelling, capitalization)
Consider the proportion of error in terms of the complexity and
length of the response.
65
Scoring Categories and Thought and Support (10% of total examination mark)
Scoring Criteria for Cross-reference to the Program of Studies for Senior High
2007–2008 School English Language Arts 2.1 2.2 2.3 4.1 4.2
Assignment III:
Persuasive Writing When marking Thought and Support, the marker should consider
in Context • how effectively the student has addressed the significance and
complexity of the issue
• the persuasiveness and consistency of the argument(s) presented
• how well the supporting evidence is integrated, synthesized, and/or
developed to support the student’s arguments
• awareness of audience and effectiveness of voice
Excellent (E) A perceptive and thorough understanding of the issue
is demonstrated. The student’s arguments are adept
and convincing. Support is well defined and
purposefully chosen to reinforce the student’s ideas in
a deliberate and judicious way. A precise awareness of
audience is effectively sustained.
Proficient (Pf) A thoughtful and competent understanding of the issue
is demonstrated. The student’s arguments are well
considered and sound. Support is accurate and
occasionally purposefully chosen to reinforce the
student’s ideas in a logical and clear way. Awareness
of audience is sustained.
Satisfactory (S) A sufficient but generalized understanding of the issue
is demonstrated. The student’s arguments are
appropriate and straightforward. Support is relevant
but general, and may be occasionally lacking in
persuasiveness and consistency. Awareness of
audience is generally sustained.
Limited (L) An incomplete, vague, or confused understanding of
the issue is demonstrated. The student’s arguments are
oversimplified and/or inconsistent. Support is
superficial, unclear, contradictory, inappropriate, or
merely a restatement of what is provided in the
examination. Awareness of audience may be apparent
but is not sustained.
Poor (P) An inaccurate or minimal understanding of the issue is
demonstrated. The student’s arguments are of
questionable logic or are unrelated to the issue under
discussion. Support is irrelevant, overgeneralized, or
lacking. Little awareness of audience is apparent.
Insufficient • The marker can discern no evidence of an attempt to
(INS) fulfill the assignment OR
• The writing is so deficient in length that it is not
possible to assess Thought and Support.
66
Scoring Categories and Writing Skills (5% of total examination mark)
Scoring Criteria for Cross-reference to the Program of Studies for Senior High
2007–2008 School English Language Arts 4.2
Assignment III:
Persuasive Writing When marking Writing Skills, the marker should consider the extent
in Context to which the writing demonstrates control of
(Continued)
• syntax
• diction
• grammar
• mechanics
Consider the proportion of error in terms of the complexity and
length of the response.
Excellent (E) The selection and use of words and structures are
effective. This writing demonstrates confident
control of correct sentence construction, usage,
grammar, and mechanics.
Proficient (Pf) The selection and use of words and structures are
frequently effective. This writing demonstrates
competent control of correct sentence
construction, usage, grammar, and mechanics.
Satisfactory (S) The selection and use of words and structures are
occasionally effective. This writing demonstrates
basic control of correct sentence construction,
usage, grammar, and mechanics.
Limited (L) The selection and use of words and structures are
frequently ineffective. This writing demonstrates
faltering control of correct sentence construction,
usage, grammar, and mechanics.
Poor (P) The selection and use of words and structures are
ineffective. This writing demonstrates lack of
control of correct sentence construction, usage,
grammar, and mechanics.
67