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Command of language is effective despite some inaccuracies. 'Imited range of vocabulary is used with many common errors. Spelling is often incorrect. Simple sentence structures are usually clear& complex structures are attempted but unclear. 'Command of language is limited and generally ineffective. 'He student ma(es effective use of the sources and fulfills the aims stated in the rationale. -vidence of some organi+ation 4 3 2 1 FORMAT How correct is the re,uired text type and
Command of language is effective despite some inaccuracies. 'Imited range of vocabulary is used with many common errors. Spelling is often incorrect. Simple sentence structures are usually clear& complex structures are attempted but unclear. 'Command of language is limited and generally ineffective. 'He student ma(es effective use of the sources and fulfills the aims stated in the rationale. -vidence of some organi+ation 4 3 2 1 FORMAT How correct is the re,uired text type and
Command of language is effective despite some inaccuracies. 'Imited range of vocabulary is used with many common errors. Spelling is often incorrect. Simple sentence structures are usually clear& complex structures are attempted but unclear. 'Command of language is limited and generally ineffective. 'He student ma(es effective use of the sources and fulfills the aims stated in the rationale. -vidence of some organi+ation 4 3 2 1 FORMAT How correct is the re,uired text type and
LANGUAGE How effectively and accurately does the student use language? Command of language is effective despite some inaccuracies. A range of vocabulary is used accurately with some errors. Spelling is generally correct. Common constructions are generally accurate but there are errors in complex constructions. !!"#!! words. Command of language is effective$ despite some inaccuracies. %airly limited range of vocabulary with many common errors. Spelling is often incorrect. Simple sentence structures are usually clear& complex structures are attempted but unclear. Command of language is limited and generally ineffective. 'imited range of vocabulary is used with many errors. Spelling ma(es it difficult to understand. Simple sentence structures are sometimes clear. Command of language is limited and generally ineffective. 'imited range of vocabulary is used with many basic errors. Spelling ma(es it difficult to understand. Simple sentence structures are rarely clear. 9-10 7-8 5-6 3-4 CONTENT )o what extent does the student show appreciation of the literary wor(? How s(illfully is the tas( planned? )he student ma(es effective use of the sources and fulfills the aims stated in the rationale. *se of sources is effective and wor( is organi+ed. )he student ma(es good use of the sources and mostly fulfills the aim stated in the rationale. *se of sources is good and wor( is mostly organi+ed. )he student ma(es some use of the sources and generally fulfills the aim stated in the rationale. )he use of the sources is ade,uate. -vidence of some organi+ation. )he student ma(es little use of the sources. .artially fulfills the aim stated in the rationale. *se of sources is basic and there is an attempt at organi+ation 4 3 2 1 FORMAT How correct is the re,uired text type and to what extent are the conventions of the text type appropriate? )ext type is clearly recogni+able$ appropriate and convincing. Conventions appropriate to the text type are effective and varied. 'anguage is appropriate to type of text. )ext type is sometimes recogni+able and appropriate. Conventions appropriate to the text type are effective. 'anguage is appropriate to the type of text. )ext type is hardly recogni+able or appropriate. Some conventions appropriate to the text type are evident. 'anguage is used inconsistently. )ext type is not recogni+able or appropriate. Conventions appropriate to the text type are very limited. 'anguage is not appropriate to text. 3 2 1 0 RATIONALE How clear and convincing is the rationale? )he rationale is clear$ pertinent and directly lin(ed to the sources. )he rationale is clear to some extent. )he rationale is not clear. No rationale.