gcse english j350 mark schemes for the controlled ... · pdf filegcse english / english...

OCR is an exempt CharityTurn over

© OCR 2014DC (SJF) 100488

*3793985611*

GCSE ENGLISH

J350 Mark Schemes for the Controlled Assessment Units

* J 3 5 0 *

2

J350 (Mark Scheme)© OCR 2014

CONTENTS

GCSE English (J350)

MARK SCHEMES FOR THE CONTROLLED ASSESSMENT UNITS

Unit Page

A640 Speaking and Listening 3

A641 Reading Literary Texts 7

A642 Imaginative Writing 11

Released June 2011This mark scheme remains live for the life of this qualificationGCSE ENGLISH / ENGLISH LANGUAGE

A640/Mark Scheme Speaking and Listening

CONTROLLED ASSESSMENTMARK SCHEME

*1319234214*

INFORMATION FOR TEACHERS

• The total number of marks for this paper is 40.• This document consists of 4 pages. Any blank pages are indicated.


© OCR 2014 [F/506/2422]DC (KN) 96806/2

* A 6 4 0 *

4


Sp

eaki

ng

an

d L

iste

nin

g M

arki

ng

Cri

teri

aC

andi

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bmit

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e ta

sks

for

asse

ssm

ent.

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h ta

sk is

mar

ked

out o

f 40

mar

ks u

sing

the

mar

king

crit

eria

bel

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ivin

g a

tota

l out

of 1

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arks

. D

ivid

e th

e to

tal m

ark

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to p

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de th

e ov

eral

l mar

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t of 4

0 fo

r th

is p

aper

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om

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nic

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and

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e de

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f cha

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role

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in v

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and

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Ban

d 2

24-3

1

Can

dida

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• co

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ently

con

vey

and

inte

rpre

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form

atio

n, id

eas

and

feel

ings

, em

phas

isin

g si

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atur

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mee

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and

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oses

• m

ake

appr

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d, e

ffect

ive

use

of s

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Eng

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• ch

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Can

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5

J350 (Mark Scheme) Turn over© OCR 2014

Ban

d/

Mar

ksC

om

mu

nic

atin

g a

nd

ad

apti

ng

lan

gu

age

(Ind

ivid

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• ef

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to a

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lish

Can

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tes

• lis

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and

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ntiv

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thro

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perc

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spon

ses

• m

ake

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ifica

nt c

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that

m

ove

disc

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ons

forw

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gage

with

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les

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rs th

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mee

t the

nee

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e a

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f voc

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Can

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iefly

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s

6


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© OCR 2014 [H/600/3289]DC (AC) 59370/3

*A635560113*



Released June 2011This mark scheme remains livefor the life of this qualificationGCSE ENGLISH

A641/Mark Scheme Reading Literary Texts


* A 6 4 1 *

8


Reading Literary Texts Marking Criteria

Candidates submit three tasks for assessment. Each task is marked out of 40, using the marking criteria below, giving a maximum of 120 marks. Divide the total by 3 to provide the overall mark out of 40 for this unit.

Band Marks Descriptors AO2

1 4039383736

• A cogent and explicitly relevant response• Explores and evaluates a range of interpretations of language and structure

as appropriate• Analyses in detail the writer’s perspective• Precise quotations/comparisons enhance analysis of writer’s intentions• Understanding of social, cultural and historical context woven into

presentation of ideas

2 3534333231

• A personal and persuasive response• Develops interpretations and evaluates language and structure as

appropriate• Identifies and discusses writer’s perspective• Apt quotations/comparisons are used to illuminate meaning• Impact of social, cultural, historical context clearly demonstrated

3 3029282726

• A personal, well developed and secure critical response• A clear understanding of how meaning is conveyed, evaluating language and

structure as appropriate• Well selected quotations/comparisons enhance analysis• Significance of social, cultural, historical context clearly demonstrated

4 2524232221

• A personal and mainly relevant response• Understands and demonstrates how meaning is conveyed• Quotations/comparisons used to justify views• Comments on how social, cultural, historical context affects reader

5 2019181716

• Begins to develop a personal and relevant response• Understands some of the ways meaning is conveyed• Uses quotations/simple comparisons to support views• Comments on the social, cultural, historical features of the text

6 1514131211

• Makes some comments relevant to task• Some attempt to show how meaning is conveyed• Quotations/comparisons used to make simple points• Aware that text features relate to social, cultural, historical context

7 109876

• Describes some of the main features of a text in attempting to address task• Some awareness of how the writer achieves effects through simple

comparisons/quotations• Some awareness that text features relate to social, cultural, historical context

8 543210

• Some comments on text with very little or no relevance to task• Struggles to develop a response• Very little or no understanding of social, cultural, historical context

9


BLANK PAGE

10








*A635570113*

© OCR 2014 [D/600/3291]DC (AC) 59370/3



Released June 2011This mark scheme remains livefor the life of this qualificationGCSE ENGLISH

A642/Mark Scheme Imaginative Writing


* A 6 4 2 *

12


Imag

inat

ive

Wri

tin

g M

arki

ng

Cri

teri

aC

andi

date

s su

bmit

on

e ta

sk c

onta

inin

g tw

o p

arts

for

asse

ssm

ent.

Eac

h pa

rt is

mar

ked

out o

f 40

(out

of 2

6 m

arks

for

AO

3i &

AO

3ii a

nd

out

of 1

4 m

arks

fo

r A

O3i

ii), u

sing

the

mar

king

crit

eria

bel

ow, g

ivin

g a

max

imum

of 8

0 m

arks

. Div

ide

the

tota

l by

2 to

pro

vide

the

over

all m

ark

out o

f 40

for

this

uni

t.

Ban

dM

arks

Des

crip

tors

AO

3i &

AO

3ii

Mar

ksD

escr

ipto

rs A

O3i

ii

126 25 24

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:

• sh

ows

soph

istic

ated

con

trol o

f the

mat

eria

l and

mak

es e

ffect

ive

use

of

lingu

istic

dev

ices

.•

dem

onst

rate

s a

soph

istic

ated

und

erst

andi

ng o

f the

task

, add

ress

ing

it w

ith c

ompl

ete

rele

vanc

e an

d ad

aptin

g fo

rm a

nd s

tyle

with

fl ai

r to

sui

t au

dien

ce a

nd p

urpo

se.

• us

es p

reci

se v

ocab

ular

y w

hich

is fu

lly s

uite

d to

the

purp

ose

of th

e w

ritin

g, c

onve

ying

sub

tlety

of t

houg

ht a

nd s

hade

s of

mea

ning

, and

w

here

app

ropr

iate

is im

agin

ativ

e an

d am

bitio

us in

sco

pe.

• us

es s

truc

ture

to p

rodu

ce d

elib

erat

e ef

fect

s, d

evel

opin

g th

e w

ritin

g co

here

ntly

and

ski

lfully

from

a c

onfi d

ent o

peni

ng w

hich

eng

ages

the

read

er to

a v

ery

conv

inci

ng a

nd d

elib

erat

e en

ding

. •

is o

rgan

ised

into

coh

eren

t par

agra

phs

whi

ch a

re c

lear

ly v

arie

d fo

r ef

fect

and

use

d co

nfid

ently

to e

nhan

ce th

e id

eas

and

mea

ning

.

14In

this

ban

d a

cand

idat

e’s

writ

ing:

•

uses

a w

ide

rang

e of

sen

tenc

e st

ruct

ures

to e

nsur

e cl

arity

and

to

achi

eve

spec

ific

effe

cts

rele

vant

to th

e ta

sk.

• us

es a

mbi

tious

voc

abul

ary

with

ver

y fe

w s

pelli

ng e

rror

s.

• us

es p

unct

uatio

n co

nsci

ousl

y an

d se

cure

ly to

sha

pe m

eani

ng, w

ith v

ery

few

err

ors.

223 22 21

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:

• sh

ows

full

cont

rol o

f the

mat

eria

l and

mak

es s

ome

effe

ctiv

e us

e of

lin

guis

tic d

evic

es.

• de

mon

stra

tes

a co

nfid

ent u

nder

stan

ding

of t

he ta

sk, a

ddre

ssin

g it

with

co

nsis

tent

rel

evan

ce a

nd a

dapt

ing

form

and

sty

le w

ith a

ssur

ance

to

suit

audi

ence

and

pur

pose

. •

uses

imag

inat

ive

voca

bula

ry w

hich

is a

ppro

pria

te to

the

purp

ose

of th

e w

ritin

g, c

onve

ying

som

e su

btle

ty o

f tho

ught

and

sha

des

of m

eani

ng,

and

whe

re a

ppro

pria

te m

ay s

how

som

e am

bitio

n in

sco

pe.

• us

es s

truc

ture

con

scio

usly

for

effe

ct, d

evel

opin

g th

e w

ritin

g co

here

ntly

fr

om a

n op

enin

g w

hich

eng

ages

the

read

er to

a c

onvi

ncin

g an

d de

liber

ate

endi

ng.

• is

org

anis

ed in

to p

arag

raph

s w

hich

hav

e un

ity, a

re v

arie

d fo

r ef

fect

and

ar

e us

ed to

con

trol

the

cont

ent a

nd a

chie

ve o

vera

ll co

here

nce.

13 12In

this

ban

d a

cand

idat

e’s

writ

ing:

•

uses

a r

ange

of s

ente

nce

stru

ctur

es to

en

sure

cla

rity

and

to a

chie

ve s

peci

fi c

effe

cts

rele

vant

to th

e ta

sk.

• us

es m

ore

com

plex

and

irre

gula

r vo

cabu

lary

, alm

ost a

lway

s se

cure

ly

spel

led.

• us

es p

unct

uatio

n to

sha

pe m

eani

ng,

mai

nly

secu

rely

, with

err

ors

only

in m

ore

com

plex

, irr

egul

ar s

truc

ture

s.

13


Ban

dM

arks

Des

crip

tors

AO

3i &

AO

3ii

Mar

ksD

escr

ipto

rs A

O3i

ii

320 19 18

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:

• sh

ows

gene

rally

com

pete

nt c

ontr

ol o

f the

mat

eria

l but

may

not

alw

ays

conv

ey m

eani

ng c

lear

ly w

hen

usin

g m

ore

ambi

tious

ling

uist

ic d

evic

es

and

stru

ctur

es.

• de

mon

stra

tes

a se

cure

und

erst

andi

ng o

f the

task

, add

ress

ing

it in

a

rele

vant

way

and

ada

ptin

g fo

rm a

nd s

tyle

with

con

fiden

ce to

sui

t au

dien

ce a

nd p

urpo

se.

• us

es v

arie

d vo

cabu

lary

to c

reat

e di

ffere

nt e

ffect

s w

hich

are

mai

nly

appr

opria

te to

the

purp

ose

of th

e w

ritin

g, c

onve

ying

thou

ght a

nd

mea

ning

cle

arly

. •

uses

str

uctu

re d

elib

erat

ely

and

with

dire

ctio

n –

a fo

cuse

d an

d in

tere

stin

g op

enin

g, e

vent

s an

d id

eas

deve

lope

d cl

early

and

in s

ome

deta

il, a

n ap

prop

riate

end

ing.

•

uses

par

agra

phs

of v

aryi

ng le

ngth

and

str

uctu

re fo

r ef

fect

, w

hich

ef

fect

ivel

y or

gani

se a

nd li

nk id

eas

and

crea

te a

n ov

eral

l sen

se o

f co

here

nce.

11 10In

this

ban

d a

cand

idat

e’s

writ

ing:

• us

es g

ener

ally

wel

l con

trol

led

sent

ence

st

ruct

ures

whi

ch a

re v

arie

d in

leng

th

and

type

and

sho

w e

vide

nce

of b

eing

us

ed d

elib

erat

ely

to c

reat

e sp

ecifi

c ef

fect

s ap

prop

riate

to th

e ta

sk.

• sh

ows

secu

re s

pelli

ng o

f com

plex

re

gula

r w

ords

and

gen

eral

ly s

ecur

e sp

ellin

g of

irre

gula

r or

mor

e co

mpl

ex

voca

bula

ry.

• us

es p

unct

uatio

n to

enh

ance

or

clar

ify

mea

ning

– is

acc

urat

e bo

th w

ithin

and

be

twee

n se

nten

ces,

but

may

mak

e so

me

erro

rs in

com

plex

sen

tenc

e st

ruct

ures

.

417 16 15

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:

• sh

ows

gene

ral c

ontr

ol o

f the

mat

eria

l; th

e re

spon

se m

ay b

e st

raig

htfo

rwar

d an

d co

ntro

lled

but l

ingu

istic

ally

una

mbi

tious

or

may

lo

se s

ome

cont

rol i

n at

tem

ptin

g so

met

hing

am

bitio

us.

• de

mon

stra

tes

an u

nder

stan

ding

of t

he ta

sk, a

ddre

ssin

g it

in a

mai

nly

rele

vant

way

with

som

e ev

iden

ce o

f ada

ptin

g fo

rm a

nd s

tyle

to s

uit

diffe

rent

aud

ienc

es a

nd p

urpo

ses.

•

uses

som

e va

riety

of v

ocab

ular

y to

cre

ate

diffe

rent

effe

cts

and

to

suit

the

purp

ose

of th

e w

ritin

g, b

ut w

hich

may

be

impr

ecis

e or

fail

to

conv

ey s

hade

s of

mea

ning

. •

uses

str

uctu

re w

ith a

sen

se o

f dire

ctio

n –

a cl

ear

and

focu

sed

open

ing,

str

aigh

tforw

ard

deve

lopm

ent o

f ide

as, a

n at

tem

pt to

ach

ieve

an

app

ropr

iate

end

ing.

•

is o

rgan

ised

into

par

agra

phs

whi

ch m

ay b

e va

ried

for

effe

ct a

nd

whi

ch a

re c

aref

ully

link

ed to

geth

er to

mak

e th

e se

quen

ce o

f eve

nts

or

deve

lopm

ent o

f ide

as c

lear

to th

e re

ader

.

9 8In

this

ban

d a

cand

idat

e’s

writ

ing:

• us

es s

ente

nce

stru

ctur

es w

hich

sho

w

som

e va

riety

. May

tend

to r

epea

t se

nten

ce ty

pes,

lose

con

trol

of m

ore

ambi

tious

str

uctu

res,

or

mak

e so

me

synt

actic

al e

rror

s.•

usua

lly s

pells

com

plex

reg

ular

wor

ds

secu

rely

; may

mak

e er

rors

with

irr

egul

ar o

r m

ore

com

plex

voc

abul

ary.

• us

es p

unct

uatio

n in

an

atte

mpt

to

crea

te s

ome

spec

ific

effe

cts;

is u

sual

ly

accu

rate

for

sent

ence

sep

arat

ion

and

som

etim

es w

ithin

sen

tenc

es, b

ut m

ay

mak

e le

ss s

ecur

e us

e of

spe

ech

mar

ks,

colo

ns a

nd s

emi c

olon

s.

14


Ban

dM

arks

Des

crip

tors

AO

3i &

AO

3ii

Mar

ksD

escr

ipto

rs A

O3i

ii

514 13 12

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:

• m

ay n

ot a

lway

s sh

ow c

ontr

ol o

f the

mat

eria

l; th

e re

spon

se m

ay b

e si

mpl

e an

d co

ntro

lled

but l

ingu

istic

ally

una

mbi

tious

, or

may

atte

mpt

so

met

hing

am

bitio

us b

ut te

nd to

lose

con

trol

. •

dem

onst

rate

s so

me

unde

rsta

ndin

g of

the

task

, add

ress

ing

it in

a

som

etim

es r

elev

ant w

ay a

nd w

ith s

ome

atte

mpt

to a

dapt

form

and

st

yle

to s

uit a

udie

nce

and

purp

ose.

•

uses

voc

abul

ary

to c

reat

e so

me

limite

d ef

fect

s, w

hich

may

how

ever

be

too

sim

ple

to c

onve

y sh

ades

of m

eani

ng, n

ot fu

lly u

nder

stoo

d or

not

ap

prop

riate

and

may

con

tain

som

e id

iom

atic

err

ors.

• us

es s

truc

ture

with

som

e se

nse

of d

irect

ion

– a

gene

rally

cle

ar a

nd

focu

ssed

ope

ning

, som

e de

velo

pmen

t of i

deas

, a li

mite

d at

tem

pt to

ac

hiev

e an

app

ropr

iate

end

ing.

• us

es p

arag

raph

s w

hich

may

occ

asio

nally

be

varie

d fo

r ef

fect

and

/or

are

linke

d to

geth

er to

mak

e th

e se

quen

ce o

f eve

nts

or d

evel

opm

ent

of id

eas

fairl

y cl

ear

to th

e re

ader

.

7 6In

this

ban

d a

cand

idat

e’s

writ

ing:

•

uses

sen

tenc

e st

ruct

ures

whi

ch s

how

a

little

var

iety

; may

tend

rep

eat s

ente

nce

type

s, lo

se c

ontr

ol o

f mor

e am

bitio

us

stru

ctur

es, a

nd/o

r in

clud

e sy

ntac

tical

er

rors

. •

usua

lly s

pells

sim

ple

regu

lar

voca

bula

ry

secu

rely

but

may

mak

e er

rors

with

co

mpl

ex r

egul

ar v

ocab

ular

y.

• us

es p

unct

uatio

n w

hich

som

etim

es

help

s cl

arify

mea

ning

, usu

ally

acc

urat

ely

for

sent

ence

sep

arat

ion

and

som

etim

es

succ

essf

ully

with

in s

ente

nces

.

611 10 9

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:

• do

es n

ot a

lway

s sh

ow c

ontr

ol o

f the

mat

eria

l; th

e re

spon

se m

ay h

ave

a le

vel o

f lin

guis

tic e

rror

that

dis

trac

ts th

e re

ader

from

the

mer

its o

f the

co

nten

t. •

dem

onst

rate

s a

limite

d un

ders

tand

ing

of th

e ta

sk a

nd a

ddre

sses

it

with

som

e re

leva

nce,

mak

ing

a lim

ited

atte

mpt

to a

dapt

form

and

sty

le

to s

uit a

udie

nce

and

purp

ose.

•

uses

voc

abul

ary

whi

ch is

som

etim

es c

hose

n fo

r va

riety

and

inte

rest

bu

t lik

ely

to b

e lim

ited

in r

ange

, som

etim

es in

appr

opria

te a

nd m

ay

cont

ain

som

e id

iom

atic

err

ors.

• st

ruct

ures

writ

ing

with

som

e se

nse

of d

irect

ion

whi

ch m

ay n

ot b

e su

stai

ned;

a fa

irly

clea

r op

enin

g, s

ome

limite

d de

velo

pmen

t of i

deas

, so

me

sens

e of

an

endi

ng.

• us

es p

arag

raph

s w

hich

cre

ate

som

e se

nse

of s

eque

nce

for

the

even

ts

or th

e de

velo

pmen

t of i

deas

but

whi

ch m

ay la

ck u

nity

or

have

littl

e or

no

evi

denc

e of

link

s be

twee

n th

em.

5 4In

this

ban

d a

cand

idat

e’s

writ

ing:

• us

es r

epet

itive

sen

tenc

e st

ruct

ures

, w

hich

are

mai

nly

sim

ple

or c

ompo

und,

or

leng

thy

with

som

e se

nse

of c

ontr

ol.

• us

ually

spe

lls s

impl

e re

gula

r vo

cabu

lary

ac

cura

tely

but

may

mak

e a

num

ber

of

typi

cal e

rror

s.

• so

met

imes

use

s pu

nctu

atio

n ac

cura

tely

fo

r se

nten

ce s

epar

atio

n bu

t has

lim

ited

succ

ess

with

atte

mpt

s to

use

it w

ithin

se

nten

ces

to c

larif

y m

eani

ng.

15


Ban

dM

arks

Des

crip

tors

AO

3i &

AO

3ii

Mar

ksD

escr

ipto

rs A

O3i

ii

78 7 6

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:•

show

s lim

ited

cont

rol o

f the

mat

eria

l; th

e le

vel o

f lin

guis

tic e

rror

may

re

quire

the

read

er to

re-

read

som

e se

nten

ces

befo

re th

e m

eani

ng is

cl

ear.

• de

mon

stra

tes

a ve

ry li

mite

d un

ders

tand

ing

of th

e ta

sk, a

ddre

ssin

g it

with

occ

asio

nal f

ocus

and

mak

ing

limite

d at

tem

pts

to a

dapt

form

and

st

yle

to s

uit a

udie

nce

and

purp

ose.

• us

es v

ocab

ular

y to

cre

ate

occa

sion

al v

arie

ty a

nd in

tere

st b

ut w

hich

is

like

ly to

be

very

lim

ited

in r

ange

and

ofte

n in

appr

opria

te w

ith s

ome

idio

mat

ic e

rror

s.•

show

s so

me

sign

s of

org

anis

atio

n an

d so

me

sens

e of

dire

ctio

n –

a lim

ited

atte

mpt

to c

reat

e an

ope

ning

, ver

y si

mpl

e or

ram

blin

g de

velo

pmen

t of i

deas

, may

com

e to

a s

top

rath

er th

an a

chie

ving

a

delib

erat

e en

ding

.•

uses

par

agra

phs

whi

ch m

ay s

igna

l onl

y ob

viou

s de

velo

pmen

t of

even

ts o

r id

eas,

or

whi

ch m

ay b

e ha

phaz

ard

and

lack

cle

ar li

nks

or

over

all u

nity

.

3 2In

this

ban

d a

cand

idat

e’s

writ

ing:

• us

es s

impl

e re

petit

ive

sent

ence

st

ruct

ures

with

littl

e co

ntro

l of m

ore

com

plex

one

s an

d fr

eque

nt s

ynta

ctic

al

faul

ts.

• sp

ells

som

e si

mpl

e re

gula

r vo

cabu

lary

ac

cura

tely

but

mak

es r

ando

m e

rror

s.•

uses

som

e ba

sic

punc

tuat

ion

with

so

me

succ

ess

betw

een

sent

ence

s bu

t, w

ithin

sen

tenc

es, u

sual

ly m

isus

es o

r om

its it

.

85 4 3

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:

• of

fers

occ

asio

nal r

elev

ant a

nd c

ompr

ehen

sibl

e co

nten

t, bu

t den

sity

of

lingu

istic

err

or m

ay r

equi

re th

e re

ader

to r

e-re

ad a

nd r

e-or

gani

se th

e te

xt b

efor

e m

eani

ng is

cle

ar.

• de

mon

stra

tes

a lit

tle a

war

enes

s of

the

task

, add

ress

ing

it w

ith

inte

rmitt

ent f

ocus

; for

m a

nd s

tyle

may

occ

asio

nally

be

appr

opria

te to

au

dien

ce a

nd/o

r pu

rpos

e, b

ut th

is is

unl

ikel

y to

be

delib

erat

e.•

uses

voc

abul

ary

whi

ch is

ver

y oc

casi

onal

ly c

hose

n fo

r va

riety

and

/or

inte

rest

but

whi

ch is

ver

y lim

ited

in r

ange

and

ofte

n in

appr

opria

te,

with

obv

ious

idio

mat

ic e

rror

s.•

show

s oc

casi

onal

sig

ns o

f org

anis

atio

n an

d a

very

lim

ited

– if

any

– se

nse

of d

irect

ion.

• us

es p

arag

raph

s oc

casi

onal

ly to

sig

nal v

ery

obvi

ous

chan

ges

in th

e di

rect

ion

of e

vent

s or

idea

s, b

ut w

hich

may

nee

d to

be

re-r

ead

or

re-o

rgan

ised

bef

ore

the

mea

ning

is c

lear

.

1In

this

ban

d a

cand

idat

e’s

writ

ing:

• us

es r

ecog

nisa

ble

sent

ence

str

uctu

res,

w

ith s

ome

accu

racy

in th

e us

e of

mor

e si

mpl

e on

es.

• us

es e

rrat

ic s

pelli

ng w

hich

may

be

reco

gnis

able

for

mos

t wor

ds b

ut is

ac

cura

te fo

r on

ly a

lim

ited

num

ber.

• us

es p

unct

uatio

n w

hich

is o

ccas

iona

lly

succ

essf

ul b

ut is

inco

nsis

tent

and

like

ly

to b

e in

accu

rate

.

16


Ban

dM

arks

Des

crip

tors

AO

3i &

AO

3ii

Mar

ksD

escr

ipto

rs A

O3i

ii

Bel

ow

b

and

82 1 0

In th

is b

and

a ca

ndid

ate’

s w

ritin

g•

is v

ery

shor

t or

com

mun

icat

es v

ery

little

, with

som

e se

ctio

ns m

akin

g no

se

nse

at a

ll; m

ay g

ain

som

e m

arks

whe

re th

ere

is o

ccas

iona

l cla

rity.

• sh

ows

alm

ost n

o aw

aren

ess

of ta

sk, a

udie

nce

or p

urpo

se.

• us

es v

ocab

ular

y w

hich

is s

erio

usly

lim

ited.

• sh

ows

alm

ost n

o si

gns

of o

rgan

isat

ion

or s

ense

of d

irect

ion.

•

uses

par

agra

phs

– if

at a

ll –

in a

hap

haza

rd w

ay s

uch

that

, in

spite

of

re-r

eadi

ng a

nd r

e-or

gani

sing

, ver

y lit

tle s

ense

em

erge

s.

0In

this

ban

d a

cand

idat

e’s

writ

ing:

•

uses

spe

lling

and

pun

ctua

tion

so

impr

ecis

ely

that

ver

y lit

tle m

eani

ng is

co

mm

unic

ated

.

17


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