FEEDBACK ON AST WRITING TASK
AST WRITING TASK RESPONSES
- Some topics will always be avoided at all costs because they are too provocative eg abortion, multi-culturalism. You will always be given the opportunity to look at both sides of the issue.
- Your response is scored by 4 markers.
- The markers consider if your essay is thematic or dialectical (arguing for or against).
- When assessing your essay, the markers try to recognise the virtues of your response not to penalise you.
- If divergent students are strong English students, then your response may attain a good result but if weak then you won’t be successful eg clever satire related to the topic is likely to be appreciated by the markers.
- Look for a major issue related to the stimulus material, focus on this issue and then develop an argumentative essay which develops logically and coherently.
- Natural order and logic is valued by the markers.
- Don’t try to deal with every aspect of the topic as you will only create a superficial argument. The markers want to read about more than the stimulus material.
- Do not paraphrase the stimulus material.
- Don’t name any of the stimulus material in your essay.
- You should try to capture the marker’s attention straight away. Begin with an effective title that shows clearly what you are going to argue and then continue with a focussed, interesting and relevant introduction.
- The markers are looking at the quality of your thought and the content of the essay.
- The markers value ‘voice’ in your writing.
- Your language control is assessed.
- Your essay is marked out of 10. Approximately 8% attain 10 out of 10 and approximately 8% attain 9 out of 10.
- The thought, content and structure are assessed as well as a clear connection to the stimulus material.
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- This writing task is performance testing of thinking through your writing.
WritingTask Pointers
• First step is to look for a line of argument in the stimulus material.
• Those students who do best in the Writing Task are likely to show breadth of vision.
• The markers value insight into the material.
• You can look at both sides and then make a final decision in the conclusion.
• Students must present a point of view about some aspect of the topic.
• Don’t make up your own topic; don’t discuss peripheral issues.
• You need to construct ideas.
• Students should look for a sequence in their writing and for a development in their ideas that will build up to a climax and give shape to the piece of writing.
• Don’t paraphrase the provided material.
• Don’t rely on the stimulus material. There is nothing to gain by quoting the stimulus material.
• Make a clear distinction between planning and drafting. Plan first and then draft the essay.
• Find ways of analysing the material conceptually.
• The argument isn’t necessarily impersonal, it may be personal.
• The essay must be lucid and must sustain a clear argument.
• “Voice” is valued.
• Focus on the specific; don’t try to cover every angle.
• This is an exercise in developing a clear argument in writing that is coherent with quality evidence or supporting arguments.
• Avoid clichés, slogans, sweeping statements and obvious comments.
• Control of language is as important as is quality of argument.
Here are a few notes from the markers:
• A few students forgot to give a title. Some may find it easier to give title after completing the essay. Remember to add it.
• Give a title that indicates the major issue to be discussed. Some were minimal, e.g. Censureship. Which major issue associated with Censureship? Be more original and informative.
• Some essays seem to have been dashed off very hurriedly without planning.
• One of the main weaknesses was in simply repeating the stimulus material. Sometimes this was direct copy, without quotation marks. Some used quotation marks, but used too many quotations. Some accepted opinions in stimulus material as facts without critical assessment. Some simply re-used examples from stimulus – find your own! Some used no examples to support ideas.
• There were numbers of sweeping statements, generalisations, exaggerations, statements without supporting evidence, oversimplifications of complex issues.
• Some took freedom in a democracy, including freedom of expression, to mean unlimited freedom with no regard to consequences or repercussions.
• Some expression was wordy; some sentences were long, rambling or incomplete. Some used a string of unanswered questions. There were some instances of gobbledegook! Take care with logic, relevance, coherence.
• Students should remember to proofread carefully, checking clarity, punctuation and spelling – especially words in common use or in the printed material.
• Many students had a thoughtful approach but could aim for more originality rather than repeating ideas in stimulus material. The most interesting responses took this material as a starting point. These students developed their views, supported their statements with valid evidence and were able to present a balanced discussion.
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