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TRANSCRIPT
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Peer-editor's name: I violas von: W<CKolas Co
Story author's name: f\rv\av\d^
Peer Editing Guide
After reading the short story, answer the following questions to thebest of your ability.
Story title: «™ f>0
Character names: I He ^AV
Setting:
S j
Type of conflict: pMQn V/S
Description of conflict: Inc and
Conflict resolution: 1 KGU v'v\d OUJ' \AJAO iS Talc'/nti
c
COMPLIMENTS
Give the author 5 compliments on their story. Please remember to bespecific. Suggestion: compliment their word choice, organization,sentence structure, writing styles, etc.
i ) T like.d tkr parf $ktrfenr
2) | 1 1 Iced fcate 6>/- fke
3) VArv^n
4) 1 lifce. Li// ik fci dU la Ic i k p r\or/happ o »/)[/>i r '
5)1 cfe ited ik tiilfi
rSUGGESTIONS
Please give the author 5 suggestions on how to improve their story.Remember that you can give them ideas, or explain that some partswere confusing to you. Please remember to be specific.
D ^ - e s f thaf ffo tutor coM /VirJaeJ «
3)
4)
5)
CORRECTIONS
1) Circle all missing or extra capital letters. (Remember there should
be capital letters at the beginning of every sentence, and for people
and place names. There should not be capital letters in the middle of
sentences or words for no reason.)
2) Underline any spelling mistakes that you find.
3) Draw a squiggle line under any sentence that does not make
sense or is confusing. (For example if it does not contain a verb or
starts with and, if, but)
Please remember that you will be marked on the quality
of the corrections, suggestions and compliments that
you give during the peer editing process.
Brainstorm
Name: AnYlDrJQ Sro;K? i Group: 52
Get some story ideas onto paper. You can start with any of the following:
Character: think of interesting people. (Physical and personality)
Conflict: a problem to be solved.
Theme: something you want your reader to learn from your story.
Random Story ideas and thoughts
Story Map
Name: Group: _
Character(s):Prfr!
letting:CQrnp'
Theme:
Point of view: pw or u?Problem or conflict:
cawter fa /?//romp he
7
Plot
Exposition:
HQd on?//b
Rising Action:(Write out the most important events in the rising action in about 5 stepsYou can start with the last and work back. You do not have to have 5.)
(Jnrr;2.
J- pylk f
07/7) pPte i>jpn/
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Climax: E/1K Olf\\
evri a/Od"ffxlf
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00 fort
CRITERION C: STYLE AND LANGUAGE MECHANICS
How well can you:S use appropriate and varied register, vocabulary and idiom?
V use correct grammar and syntax?•S use appropriate and varied sentence structure?
•/ use correct spelling/writing (in a standard form of English)?
•/ use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express feelings?
S use language accurately?
Notes: "Oratory technique" refers to a combination of pronunciation (clarity not accent) intonation, tone, pitch, inflection, pace,
pausing, voice control, volume, projection, body language, gesture, eye contact, as applicable to English.
.This criterion can be applied to oral, written and visual work.
Achievement level Level descriptor
I do not reach a standard described by any of the descriptors below
1-2
I employ a very limited and repetitive range of appropriate vocabulary, idiom and sentence
structure. There are very frequent errors in grammar and syntax, which persistently hinder
communication. There is very little or no evidence of a register and style that serve the
context and intention. There are very frequent errors in punctuation and spelling/writing,
which persistently hinder communication. In oral/presentation work there is little or no
competence in oratory technique.
3-4
I employ a limited range of occasionally appropriate vocabulary, idiom and sentence
structure. There are frequent errors and/or a lack of variety in grammar and syntax, which
hinder communication. I make an attempt to use register and style that serve context and
intention. There are regular errors in punctuation and spelling/writing, which hinder
communication. In oral/presentation work there is limited competence in oratory
technique.
I sometimes employ a range of appropriate and somewhat varied vocabulary, idiom and
sentence structure. Grammar and syntax are usually varied and correct; some errors may
sometimes hinder communication. I sometimes use a register and style that serve the
context and intention. Punctuation and spelling/writing are largely correct, but contain
some errors, which sometimes hinder communication. In oral/presentation work there is
adequate competence in oratory technique.
IB Standardized Assessments
LCCHS 2011-2012
7-8
i employ a range of generally appropriate use of vocabulary, idiom and sentence structure.
Grammar and syntax are generally accurate; occasional errors rarely hinder communication.
I use a generally appropriate register and style that serve the context and intention.
Punctuation and spelling/writing are largely correct; infrequent errors rarely hinder
communication. In oral/presentation work there is a good level of competence in oratory
technique.
9-10
I employ an appropriate and effective range of vocabulary, idiom and sentence structure.
Grammar and syntax are accurate; very infrequent errors do not hinder communication. I
demonstrate excellent choice of a register and style that serve the context and intention.
Punctuation and spelling/writing are accurate; very infrequent errors do not hinder
communication. In oral/presentation work there is a high level of competence in oratory
technique.
o IB Standardized Assessments
LCCHS 2011-2012