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IGCSE: English Language Writing Mark Scheme (0500) COURSEWORK Component 4 (Assignments 1, 2 and 3)

|Band, Mark, Descriptor |W1 - CONTENT |W2 - PARAGRAPHS |W3 – SS and LEXIS |W4 - TONE |W5 - SPAG |

| |Articulate experience and express what is|Order and present facts, ideas and |Understand and use a range of appropriate|Use language and register appropriate to |Accurate, effective use of paragraphs, |

| |thought, felt and imagined |opinions |vocabulary |audience and context |grammatical structures, sentences, SPAG |

|Band 1 |Candidates describe and reflect |Facts, ideas and opinions are ordered |Candidates write with assurance, using a |Candidates vary their style with |Candidates write accurately. They use |

|(36–40) |effectively upon experience, give detail |logically, each stage in the argument |wide range of effective |assurance to suit audience and context in|punctuation and |

| |and analyse thoughtfully |or narrative carefully linked to the |vocabulary and varied, well-constructed |all three assignments. |grammatical structures to define shades |

|Confident and stylistic |what is felt and imagined. Arguments are |next. Paragraphing is a strength, and |sentences. | |of meaning. They spell simple, complex |

|completion of |cogent and developed in mature, |candidates confidently experiment where | | |and technical words |

|challenging tasks |persuasive thought. |appropriate in the structure of | | |with precision. |

|throughout the portfolio| |expressive writing. | | | |

|Band 2 |Candidates describe and reflect upon |Facts, ideas and opinions are often well |Candidates write with some confidence, |Candidates give evidence of understanding|Candidates show some signs of |

|(31–35) |experience and analyse with occasional |ordered so that the construction of |demonstrating an emergent range of varied|the need to write appropriately to |understanding how |

| |success what is |the writing is clear to the reader. |vocabulary and some fluency in the |audience and context even if there is not|punctuation and grammatical structures |

|Frequent merit and |felt and imagined. Some argument is well |Sentences within paragraphs are mostly |construction of sentences. |complete consistency in the three |can be used to aid communication. Errors |

|interest in the choice |developed and interesting, although the |well sequenced, although some paragraphs | |assignments. |of spelling, punctuation and grammar are |

|of content and the |explanation may |may finish less effectively than they | | |minor, and rare at the top of this band. |

|manner of writing |not always be consistent. |begin. | | | |

|Band 3 |Candidates express clearly what is felt |A clear attempt is made to present facts,|Candidates write competently, using |Candidates make a clear attempt in at |Candidates use punctuation and grammar |

|(26–30) |and imagined and supply some detail, |ideas and opinions in an orderly way, |appropriate if sometimes |least one assignment to write with a |competently |

| |explanation and |although there may be some insecurity in |unadventurous vocabulary and writing |sense of audience and there may also be |although the range is not great. There |

|Competent writing with |exemplification for the benefit of the |the overall structure. |sentences that mostly link ideas |some evidence of adapting style to |may be a number of minor errors |

|some development of |reader. Arguments are expressed in a | |successfully. |context. |especially at the bottom of |

|ideas |competent series of | | | |this band and even occasional errors of |

| |relevant points and a clear attempt is | | | |sentence separation. |

| |made to develop some of them. | | | | |

| |

|Band 4 |Candidates express with some clarity what|There is evidence of overall structure, |Candidates write with occasional |Candidates show occasional evidence of |Limited range of punctuation and |

|(21–25) |is felt and imagined. Arguments are |but the writing may be presented more |competence, using a mixture of effective |writing with some understanding of |grammatical structures with some care, |

| |relevant to the topic and are developed |carefully in some sections than in |and straightforward vocabulary and some |audience and context, but this is not |although occasionally grammatical error |

|Satisfactory content |partially with some brief effectiveness. |others. There may be examples of |complex and some simple sentences. |sustained. |will cause the reader some difficulty. |

|with brief development | |repetition and the sequence of sentences | | |There may be quite numerous errors, esp. |

|and acceptable | |within paragraphs may be insecure in | | |sentence separation and comma misuse. |

|expression | |places. | | | |

|Band 5 |Candidates express intelligibly what is |Facts, ideas and opinions are presented |Candidates use simple straightforward |Candidates make slight variations of |Candidates show knowledge of simple |

|(16–20) |felt and imagined. Arguments are |in paragraphs which may be |vocabulary. Simple sentences |style according to audience and context, |punctuation and |

| |expressed with variable |inconsistent. The overall structure is |are correctly used and there may be an |although this does |grammar, but the amount of error, |

|Simple writing, the |relevance, logic and development. |unsound in places. |attempt to write complex sentences which |not seem deliberate. |especially of tense and the use of |

|meaning of which is not | | |have a slight lack | |prepositions, is sometimes considerable. |

|in doubt | | |of clarity. | |Sentences separation is often poor, but |

| | | | | |error does not prevent the reader from |

| | | | | |understanding what is written. |

|Band 6 |Candidates make a simple attempt to |Facts, ideas and opinions may appear in |Candidates use simple, mainly accurate |Candidates may show occasional, brief |Candidates occasionally use appropriate |

|(11–15) |express what is felt and imagined. |partially formed paragraphs of |vocabulary. Attempts to write complex |acknowledgement of the possibility of |punctuation |

| |Arguments are expressed very simply and |inappropriate length and some attempt is |sentences may involve repetition of |writing for different audiences and |and can spell simple words, but the |

|Writing can be followed |briefly. |made to provide a beginning and an end. |conjunctions and some blurring. |contexts, but overall there is little |reader is not convinced that their |

|despite difficulties | | | |variation of style. |understanding, especially of |

|with expression | | | | |grammar, is adequate. |

|Band 7 |Candidates occasionally express what is |Inadequate presentation of facts, ideas |Candidates demonstrate a narrow |Candidates occasionally write |Weaknesses in spelling, punctuation and |

|(6–10) |felt, thought and imagined, but they are |and opinions creates blurring, although |vocabulary and there are unlikely to be |inappropriately or their command of |grammar are persistent, but the reader is|

| |hampered by their command of language. |there may be some signs of an overall |more than a few accurate sentences. |language is not strong enough to |able to follow at least part of the |

|Some of the writing can | |structure | |acknowledge audience or context. |writing. |

|be followed | | | | | |

|Band 8 |Very simple meanings are attempted, but |An absence of overall structure and |Very simple meanings are attempted, but |There is insufficient evidence of |The amount and breadth of error prevents |

|(0–5) |most of the work is too inaccurate and |paragraphing leads to confusion. |the candidate’s knowledge of |audience or context to reward. |sufficient |

| |blurred to make sense. | |vocabulary and sentence structures is too| |communication of meaning. |

|Failure to communicate | | |slight to make adequate sense. | | |

|adequately | | | | | |

Assignment 3: Directed Writing in Response to Textual Stimulus

The final Writing marks for the three pieces of Language Coursework are out of 40 marks, assessed on W1-W5. The average is taken of these and stands as their final mark.

Assignment 3 has an extra 10 marks for reading, which should be assessed according to the table below.

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