External Assessment Paper 1, Section B: Written Response
Please note that at standard level the written response is assessed with only one criterion.
To what extent does the candidate understand the source text and respond appropriately to it?
· Has the candidate provided all the details from the source text that are relevant to the task?
· How appropriately have the details from the source text been used in the written response without undue
copying of the source text?
· How appropriate is the use of register and style to both the type of text required and the audience?
(Levels 5 to 10 may be awarded only if the candidate has an adequate understanding of the source text.)
(Language accuracy is not formally assessed here and should be considered only where mistakes obscure meaning.)
9-10 The understanding of the source text is very good and the response is convincing.
· Many relevant details have been selected from the text.
· The details are mostly used appropriately without undue copying of the source text.
· The choice of register and style is generally appropriate to both the type of text required and the audience; language mistakes rarely obscure meaning.
7-8 The understanding of the source text is competent and the response is mostly
convincing.
· Sufficient relevant details have been selected from the text .
· The details are used appropriately to some extent, without undue copying of the source text.
· The choice of register and style tends to be appropriate to both the type of text required and the audience; language mistakes rarely obscure meaning.
5-6 The understanding of the source text is adequate but the response is not always
convincing.
· A few relevant details have been selected from the text.
· The details are not always used appropriately; there is some undue copying of the source text.
· The choice of register and style is sometimes appropriate to the type of text required or the audience; language mistakes obscure meaning at times.
3-4 The understanding of the source text is fairly limited.
· The details selected from the text may be partly insufficient and/or sometimes irrelevant.
· Some parts of the source text have been copied because of limited understanding.
· Language mistakes often obscure meaning.
1-2 The understanding of the source text is very limited.
· The details selected from the text are generally insufficient and/or irrelevant .
· Many parts of the source text have been copied because of lack of understanding.
· Language mistakes generally obscure meaning.
0 Level 1 is not achieved.
To what extent does the candidate write the language fluently and accurately?
· How varied and accurate are the grammar and vocabulary used by the candidate?
· How clear are the sentence structures? To what extent is the candidate able to use complex structures?
·
How accurate is the spelling or calligraphy?
(The importance of the spelling or calligraphy varies from language to language.
For example, calligraphy is important in languages such as Chinese and Japanese,
whereas spelling takes greater importance in languages such as English or Russian .)
· Has the candidate written the prescribed minimum number of words?
(Levels 5 to 10 may only be awarded for this criterion if at least the minimum number of words has been written.)
9-10 Command of the language is good and effective.
· A range of grammar and vocabulary is used accurately despite some errors in more complex constructions.
· Some complex sentence structures are used clearly and effectively.
· Spelling/calligraphy is generally correct and clear.
· At least the prescribed minimum number of words has been written.
7-8 Command of the language is effective despite some inaccuracies .
· A range of grammar and vocabulary is used; common constructions are generally accurate but there are errors in complex constructions.
· Commonly encountered sentence structures are used clearly, while complex structures may be unclear.
· Spelling/calligraphy is sometimes incorrect, but is understandable.
· At least the prescribed minimum number of words has been written.
5-6 Command of the language is generally adequate despite many inaccuracies.
· A fairly limited range of grammar and vocabulary is used, with some errors even in basic constructions.
· Commonly encountered sentence structures are usually clear; complex structures are either not attempted or unclear.
· Spelling/calligraphy is sometimes incorrect but is usually understandable.
· At least the prescribed minimum number of words has been written.
3-4 Command of the language is limited and generally ineffective .
· A limited range of grammar and vocabulary is used, with errors in basic constructions.
· Commonly encountered sentence structures are sometimes clear; complex structures are either not attempted or unclear.
· Spelling/calligraphy is often incorrect and difficult to understand.
1-2 Command of the language is barely existent.
· A very limited range of grammar and vocabulary is used, with many errors even in the most basic constructions.
· Commonly encountered sentence structures are rarely clear; complex structures are either not attempted or unclear.
· Spelling/calligraphy overall is incorrect and difficult to understand.
0 Level 1 is not achieved.
Criterion B: Cultural Interaction
To what extent does the candidate select language appropriate to the audience and type of text?
· How convincing is the text?
· How effective and appropriate is the choice of register and style to the task?
· Where appropriate, how varied and effective are the rhetorical devices?
(Rhetorical devices include all techniques used to present the message more vividly,
such as metaphor, exaggeration and repetition.)
· To what extent do structural elements contribute to the clarity of the text?
(Structural elements include cohesive devices.)
9-10 The text is clear and convincing.
• The choice of register and style is generally effective and appropriate to the task .
• Rhetorical devices appropriate to the type of text are generally effective and varied .
• Structural elements contribute to the clarity of the text.
7-8 The text is clear and mostly convincing.
• The choice of register and style is appropriate to the task.
• Rhetorical devices appropriate to the type of text are effective within a limited range .
• Structural elements are generally used appropriately.
5-6 The text is generally clear and partly convincing.
• The choice of register and style is generally appropriate to the tas k.
• Some rhetorical devices appropriate to the type of text are in evidence.
• Structural elements are limited but mostly appropriate.
3-4 The text is occasionally clear but barely convincing.
• The choice of register and style is sometimes consistent and/or appropriate to the task.
• Rhetorical devices appropriate to the type of text are very limited.
• Structural elements are limited.
1-2 The text is often unclear and unconvincing.
• The choice of register and style is rarely consistent and/or appropriate to the task.
• Rhetorical devices appropriate to the type of text are not used.
• Structural elements are rarely used.
0 Level 1 is not achieved.
To what extent does the candidate communicate the message in a developed and organized manner?
· How relevant are the ideas presented by the candidate?
· How developed are the ideas? How appropriate are the supporting details?
· To what extent are the ideas organized into an overall plan?
9-10 The message has been communicated well.
• The ideas are relevant.
• The development of ideas is methodical and thorough; supporting details are appropriate.
• The organization of ideas is clear.
7-8 The message has been communicated fairly well.
• The ideas are generally relevant.
• The development of ideas is fairly methodical; supporting details are generally appropriate.
• The organization of ideas is generally clear.
5-6 The message has been communicated adequately.
• The ideas are generally relevant.
• The development of ideas is generally clear; supporting details are limited or inappropriate.
• The organization of ideas is apparent but not always clear.
3-4 The message has been communicated with limited competence.
• The ideas are sometimes irrelevant and/or repetitive.
• The development of ideas is confused; supporting details are limited and/or inappropriate.
• The organization of ideas is sometimes apparent.
1-2 The message has been communicated with very limited competence .
· The ideas are often irrelevant and/or repetitive.
· The development of ideas is often confused; supporting details are very limited and/or inappropriate.
· Evidence of organization of ideas is hard to detect.
0 Level 1 is not achieved.
