Criteria A: Analysing

0 1-2 3-4 5-6 7-8

i. identify and comment The student does not The student provides The student provides The student provides The student provides
upon significant aspects reach a standard minimal identification adequate identification substantial perceptive
of texts described by any of the and comment upon and comment upon identification and identification and
descriptors significant aspects of significant aspects of comment upon comment upon
texts texts significant aspects of significant aspects of
texts texts

ii. identify and comment The student does not The student provides The student provides The student provides The student provides
upon the creator’s reach a standard minimal identification adequate identification substantial perceptive
choices described by any of the and comment upon the and comment upon the identification and identification and
descriptors creator’s choices creator’s choices comment upon the comment upon the
creator’s choices creator’s choices

iii. justify opinions and The student does not The student rarely The student justifies The student sufficiently The student gives
ideas, using examples, reach a standard justifies opinions and opinions and ideas with justifies opinions and detailed justification of
explanations and described by any of the ideas with examples or some examples and ideas with examples and opinions and ideas with
terminology descriptors explanations; uses little explanations, though explanations; uses a range of examples,
or no terminology this may not be accurate terminology and thorough
consistent; uses some explanations; uses
terminology accurate terminology
 0 1-2 3-4 5-6 7-8

iv. identify similarities The student does not The student identifies The student identifies The student describes The student compares
and differences in reach a standard few similarities and some similarities and some similarities and and contrasts features
features within and described by any of the differences in features differences in features differences in features within and between
between texts. descriptors within and between within and between within and between texts
texts texts texts
Criteria B: Organizing

0 1-2 3-4 5-6 7-8

i. employ organizational The student does not The student makes The student makes The student makes The student makes
structures that serve reach a standard minimal use of adequate use of competent use of sophisticated use of
the context and described by any of the organizational organizational organizational organizational
intention descriptors structures, though structures that serve structures that serve structures that serve
these may not always the context and the context and the context and
serve the context and intention intention intention effectively
intention

ii. organize opinions and The student does not The student organizes The student organizes The student organizes The student effectively
ideas in a logical manner reach a standard opinions and ideas with opinions and ideas with opinions and ideas in a organizes opinions and
described by any of the a minimal degree of some degree of logic logical manner, with ideas in a logical manner
descriptors logic ideas building on each with ideas building on
other each other in a
sophisticated way

iii. use referencing and The student does not The student makes The student makes The student makes The student makes
formatting tools to reach a standard minimal use of adequate use of competent use of excellent use of
create a presentation described by any of the referencing and referencing and referencing and referencing and
style suitable to the descriptors formatting tools to formatting tools to formatting tools to formatting tools to
context and intention.
create a presentation create a presentation create a presentation create an effective
style that may not style suitable to the style suitable to the presentation style
always be suitable to the context and intention context and intention
context and intention
Criteria C: Producing text
i. produce texts that
demonstrate thought
and imagination while
exploring new
perspectives and ideas
arising from personal
engagement with the
creative process
ii. make stylistic choices
in terms of linguistic,
literary and visual
devices, demonstrating
awareness of impact on
an audience
iii. select relevant details
and examples to support
ideas.
0 1-2 3-4 5-6 7-8
The student does not The student produces The student produces The student produces The student produces
reach a standard texts that demonstrate texts that demonstrate texts that demonstrate texts that demonstrate
described by any of the limited personal adequate personal considerable personal a high degree of
descriptors engagement with the engagement with the engagement with the personal engagement
creative process; creative process; creative process; with the creative
demonstrates a limited demonstrates some demonstrates process; demonstrates a
degree of thought or thought or imagination considerable thought or high degree of thought
imagination and and some exploration of imagination and or imagination and
minimal exploration of new perspectives and substantial exploration perceptive exploration
new perspectives and ideas of new perspectives and of new perspectives and
ideas ideas ideas
The student does not The student makes The student makes The student makes The student makes
reach a standard minimal stylistic choices some stylistic choices in thoughtful stylistic perceptive stylistic
described by any of the in terms of linguistic, terms of linguistic, choices in terms of choices in terms of
descriptors literary and visual literary and visual linguistic, literary and linguistic, literary and
devices, demonstrating devices, demonstrating visual devices, visual devices,
limited awareness of some awareness of demonstrating good demonstrating clear
impact on an audience impact on an audience awareness of impact on awareness of impact on
an audience an audience
The student does not The student selects few The student selects The student selects The student selects
reach a standard relevant details and some relevant details sufficient relevant extensive relevant
described by any of the examples to support and examples to support details and examples to details and examples to
descriptors ideas ideas support ideas support ideas
Criteria D: Using language

0 1-2 3-4 5-6 7-8

i. use appropriate and The student does not The student uses a The student uses an The student uses a The student effectively
varied vocabulary, reach a standard limited range of adequate range of varied range of uses a range of
sentence structures and described by any of the appropriate vocabulary appropriate vocabulary, appropriate vocabulary, appropriate vocabulary,
forms of expression descriptors and forms of expression sentence structures and sentence structures and sentence structures and
forms of expression forms of expression forms of expression
competently

ii. write and speak in an The student does not The student writes and The student sometimes The student writes and The student writes and
appropriate register and reach a standard speaks in an writes and speaks in a speaks competently in a speaks in a consistently
style described by any of the inappropriate register register and style that register and style that appropriate register
descriptors and style that do not serve the context and serve the context and and style that serve the
serve the context and intention intention context and intention
intention

iii. use correct grammar, The student does not The student uses The student uses The student uses The student uses
syntax and punctuation reach a standard grammar, syntax and grammar, syntax and grammar, syntax and grammar, syntax and
described by any of the punctuation with punctuation with some punctuation with a punctuation with a high
descriptors limited accuracy; errors degree of accuracy; considerable degree of degree of accuracy;
often hinder errors sometimes accuracy; errors do not errors are minor and
communication hinder communication hinder effective communication is
communication effective
 0 1-2 3-4 5-6 7-8

iv. spell (alphabetic The student does not The student The student The student The student
languages), write reach a standard spells/writes and spells/writes and spells/writes and spells/writes and
(character languages) described by any of the pronounces with pronounces with some pronounces with a pronounces with a high
and pronounce with descriptors limited accuracy; errors degree of accuracy; considerable degree of degree of accuracy;
accuracy
often hinder errors sometimes accuracy; errors do not errors are minor and
communication hinder communication hinder effective communication is
communication effective

v. use appropriate non- The student does not The student makes The student makes The student makes The student makes
verbal communication reach a standard limited and/or some use of appropriate sufficient use of effective use of
techniques. described by any of the inappropriate use of non-verbal appropriate non-verbal appropriate non-verbal
descriptors non-verbal communication communication communication
communication techniques techniques techniques
techniques