ENGLISH ASYNCHRONOUS ACTIVITY2nd TERM –

WRITING TASK- CYCLE 5

ELEVENTH GRADE -DIAGRAM SUMMARY

STUDENT´S NAME: Laura Valentina Charry Castiblanco

SCORE:

Learning Objectives.

● 11W2Select and organize relevant information and ideas into coherent paragraphs
and use a range of appropriate linking devices.

● 11W5Include data to support points.

Task: You should spend about 20 minutes on the writing task 1.

● Decide what the main features of the machines are and how they work.
● Decide what comparisons can you make.
● Write a plan: decide how many paragraphs you need and what information to include
in each paragraph.
● Write your task 150 words (at least).

Vocabulary: Blades, sensors and landscape.

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A wind turbine is a device that converts the kinetic energy of the wind into
electrical energy. Thanks to the first image we can conclude the operation of a
wind turbine as follows:

First, the wind makes the blades turn, which is taken by a sensor that indicates
the direction and speed of the wind, this then passes to a generator that allows
energy to pass through the steel tower, and finally allowing a computer to
generate energy from the wind turbine.

From the second image we can conclude that the efficiency of the energy that a
wind turbine can give is depending on where it is placed. It could be said that
the higher this is, the stronger the speed and direction of the wind towards the

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turbine will be, while being at a very low level (almost at the same sea level)
will not obtain the same result.

11TH ENGLISH – WRITING ASSESSMENT CRITERIA

GRA Task Achievement Coherence and Lexical Resource Grammatical Range

DES Cohesion and Accuracy

5.0 -Fully satisfies all the uses cohesion in such a -Uses a wide range of -Uses a wide range of
requirements of the task way that it attracts no vocabulary with very natural structures with full flexibility
attention. and sophisticated control of and accuracy; rare minor
-Clearly presents a fully lexical features; rare minor errors occur only as ‘slips’
developed response. -Skilfully manages errors occur only as ‘slips’
paragraphing

4.0. -Covers all requirements -Sequences information Uses a wide range of -Uses a wide range of
of the task sufficiently. and ideas logically. vocabulary fluently and structures.
flexibly to convey precise
-Presents, highlights and -Manages all aspects of meanings. -The majority of sentences
illustrates key cohesion well. are error-free.
features/bullet points -Skilfully uses uncommon
clearly and appropriately. -Uses paragraphing lexical items but there may -Makes only very occasional
sufficiently and be occasional inaccuracies in errors or inappropriacies
appropriately word choice and collocation.

-Produces rare errors in

spelling and/or word
formation.

3.0. -Generally, addresses the -Presents information -Uses a limited range of -Uses only a limited range of
task; the format may be with some organisation vocabulary, but this is structures. -Attempts complex
inappropriate in places. but there may be a lack minimally adequate for the sentences but these tend to be
of overall progression. task. less accurate than simple
-Recounts detail sentences.
mechanically with no clear -Makes inadequate, -May make noticeable

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 overview; there may be
no data to support the
description.
2.0. -Attempts to address the
task but does not cover
all key features/bullet
points; the format may be
inappropriate.
-May confuse key
features/bullet points with
detail; parts may be
unclear, irrelevant,
repetitive or inaccurate.
1.0. -Fails to address the task,
which may have been
completely
misunderstood.
-Presents limited ideas
which may be largely
irrelevant/repetitive.
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inaccurate or overuse of errors in spelling and/or -May make frequent
cohesive devices. word formation that may grammatical errors and
cause some difficulty for the punctuation may be faulty;
-May be repetitive reader errors can cause some
because of lack of difficulty for the reader.
referencing and
substitution.
-Presents information and -Uses only basic vocabulary -Uses only a very limited range
ideas but these are not which may be used of structures with only rare use
arranged coherently and repetitively, or which may be of subordinate clauses.
there is no clear inappropriate for the task.
progression in the -Some structures are
response. -Has limited control of word accurate, but errors
formation and/or spelling; predominate, and punctuation
-Uses some basic Errors may cause strain for is often faulty.
cohesive devices but the reader.
these may be inaccurate
or repetitive.
-Does not organise ideas -Uses only a very limited -Attempts sentence forms but
logically. range of words and errors in grammar and
expressions with very limited punctuation predominate and
-May use a very limited control of word formation distort the meaning.
range of cohesive and/or spelling.
devices, and those used
may not indicate a logical -Errors may severely distort
relationship between the message.
ideas.