This memorandum consists of 4 pages.
USING THE ASSESSMENT RUBRICS FOR THE WRITING PAPER
INFORMATION FOR THE MARKER
In evaluating a candidate's work pay careful attention to the following aspects, drawn from the assessment rubric.
1.Interpretation of the topic that will be reflected in the overall content: the introduction and conclusion and development of ideas.
2.Awareness of writing for a specific purpose, audience and context, especially in Sections B and C.
3.Grammar, spelling and punctuation.
4.Language structures, including an awareness of critical language.
5.Choice of words and idiomatic language.
7.Register, style and tone, especially in Sections B and C.
SUGGESTED APPROACH TO MARKING:
Refer to the Assessment rubric for Sections A, B and C.
1. Read the whole piece and decide on a category for CONTENT.
2. Reread the piece and select the appropriate category for LANGUAGE.
3. Establish where the two categories intersect on the grid and place the mark for the text within the range in that block.
|For example: | | | |The essay is read as a whole and satisfies the descriptors of ‘Meritorious’ under CONTENT on the vertical axis of the grid. | |A second reading shows that the language does not satisfy the ‘Meritorious’ descriptors. The essay does, however, satisfy the descriptors of | |‘Substantial’ on the LANGUAGE axis of the grid. | |Where ‘Meritorious’ and ‘Substantial’ intersect on the grid, there is a mark range of 33 – 37 out of 50. | |The final mark for the essay is drawn from this range. |
USE THE FOLLOWING AS A GUIDE TO MARKING THE THREE SECTIONS.
SECTION A: CREATIVE WRITING
Although there is a wide range of possible interpretations – and in marking you should be aware of the different approaches – the following is a guide as to how the topics might be approached. It is not meant to be prescriptive or restrictive to either the candidate or the marker.
| |POSSIBLE TYPE OF WRITING |POSSIBLE TOPIC | | |Section A: 50 marks | | |1.1 |Reflective / narrative |Dreams | |1.2 |Narrative / reflective |A trophy carries dust | |1.3 |Discursive / argumentative |Facts and education | |1.4 |Argumentative / reflective |Woman is invisible. Her story must be told. | |1.5 |Descriptive / narrative |I gasped at the sheer splendour of it. | |1.6 |Narrative |The story that changed my life | |1.7 |Argumentative / Discursive |Eighteen is the legal age limit ... | |1.8.1 |Picture 1: own interpretation (possibly narrative) |He sits...