1. The Criteria

2.  Criterion A: Content (Receptive and Productive)  Criterion B: Organisation  Criterion C: Style and Language Mechanics  You can achieve a maximum of 10 for each criterion.  They are added together to give your child a final mark out of 30.

3. 307H 143H297M 133M+287L 123M276H 113L+266M+ 103L256M 92H246L 82M+235H 72M225M+ 62L+215M 52L205L 41H194H 31M+184M+ 21M174M 11L+164L+ 01L154L

4.  Criterion A assess your child’s ability to:  Understand and analyse language, content, structure, meaning and significance of both familiar and previously unseen oral, written and visual texts.  Compare and contrast works, and connect themes across and within genres.  Analyse the effects of the author’s choices on an audience.  Express an informed and independent response to literary and non-literary texts.  Apply language A terminology in context.  Compose pieces that apply appropriate literary and/or non-literary features to serve the context and intention.

5.  Criterion B assess your child’s ability to:  Create work that employs organizational structures and language-specific conventions throughout a variety of text types.  Organize ideas and arguments in a sustained, coherent and logical manner.  Employ appropriate critical apparatus.

6.  Criterion C assess your child’s ability to:  Use appropriate and varied register, vocabulary and idiom.  Use correct grammar and syntax.  Use appropriate and varied sentence structure.  Use correct spelling/writing.  Use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express feelings.  Use language accurately.

7.  Grade 10 Criteria/Rubrics are set.  (only)Task specific modification for Grade 10.  The Criteria is stepped for Grades 6 through 9.

8. 7-8  The student consistently employs organizational structures and language specific conventions that serve the context and intention.  The work is usually well-organized, clear and coherent and the ideas being expressed build on each other.  The student employs critical apparatus correctly. 9-10  The student consistently employs sophisticated organizational structures and language-specific conventions that serve the context and intention.  The work is consistently well-organized, clear and coherent and the ideas being expressed build on each other in a sophisticated manner.  The student integrates critical apparatus correctly and effectively.

9. 7-8  Ideas organised by clustering related points or by time sequence. (S1)  Ideas are organised simply with a fitting opening and closing, sometimes linked. (S1)  Ideas or materials generally in logical sequence but overall direction of writing not always clearly signalled. (S1)  Paragraphs/ sections help to organise content, e.g. main idea usually supported or elaborated by following sentences. (S2)  Within paragraphs/ sections, limited range of connections between sentences, e.g. overuse of ‘also’ or pronouns. (S2)  Some attempts to establish simple links between paragraphs/ sections not always maintained, e.g. firstly, next. (S2) 9-10  Material is structured clearly, with sentences organised into appropriate paragraphs. (S1)  Development of material is effectively managed across text, e.g. closings refer back to openings (S1)  Overall direction of the text supported by clear links between paragraphs. (S1)  Paragraphs clearly structure main ideas across text to support purpose, e.g. clear chronological or logical links between paragraphs. (S2)  Within paragraphs/ sections, a range of devices support cohesion, e.g. secure use of pronouns, connectives, references back to text. (S2)  Links between paragraphs/ sections generally maintained across whole text. (S2)