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In order to attain an A*, I must ensure I provide evidence of the following in all pieces of Language Coursework:

|W1 |W2 |W3 |W4 |W5 |

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

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

|I use different sentence lengths for purpose:|I ensure that all of my basic punctuation is |I use the appropriate structure for my work, |I use topic sentences: the first sentence of |I use a wide variety of different sentence |

|I know the effect of shorter, simple |perfect: I make no errors with capital |whether it is argue (60:40), persuade |each paragraph both answers the question, |structures (simple, compound, complex, |

|sentences and use them to improve my writing;|letters, full stops, commas, inverted commas.|(100:0), describe (not narrative), or |summarises the paragraph to come, and clearly|fragment) throughout my work – this variety |

|I know the effect of longer, more complex | |analytical (SIFA intro; extended PEEE body) |indicates the link between paragraphs. |is clear in almost every paragraph. |

|sentences, and use them for purpose when | | | | |

|necessary. | | | | |

|I am acutely aware of the need to write |I ensure that my writing is grammatically |I give exciting content, exploring different |I experiment with my structure and manipulate|I have an introduction that is crafted to |

|formally (and even if I am writing |accurate: my tenses, for example, are |angles, showing evidence of thorough |my essay in interesting ways (such as by |grabs the attention of the reader, and a |

|informally, I am aware that my ultimate |consistent; I use the active and passive mood|research, planning and drafting. I am |linking introduction to conclusions; by |conclusion that is purposeful and, ideally, |

|audience is the [middle-aged] examiner) and |appropriately; I use clauses, participles, |actually interested in my topic, and this |integrating one-sentence/one-word paragraphs)|linked to the introduction. |

|my writing reflects that |speech and reported speech accurately. |shows in my writing. | | |

|I use effective, carefully-planned rhetorical|I think very carefully about the persona I am|I use discourse markers purposefully and | |I use rich vocabulary, and balance using |

|devices (AFOREST, SIASAMOP) as well as |writing as (whether I am a detached narrator,|effectively to help direct the reader through| |sophisticated lexis with using the best word |

|judicious choices of writing elements such as|for example, or if I am role-playing a |my argument. | |for purpose (I don’t just use long, posh |

|verbs, adjectives, adverbs, etc. |particular character, like a complaining | | |words from because I think it |

| |parent), and choose words and phrasing to | | |makes me look clever) |

| |reflect that persona | | | |

|I double-, triple-check my spelling to ensure|I ensure that I use a wide variety of |I think very carefully about my intended | |I structure my paragraphs logically (each |

|that my writing is perfectly spelled. I don’t|sophisticated punctuation – there is, |audience and what type of people they are | |paragraph builds and develops on what has |

|rely on the computer’s spell-check – I do the|throughout my piece, at least two excellent |(whether I write to the Prime Minister or | |just been said) – there is a clear reason why|

|hard work myself. |examples of semi-colons and colons; where |deliver a speech to the 4th form), and choose| |my work is ordered this way. |

| |possible, I try to show that I can |words and phrasing to reflect that audience | | |

| |effectively use dashes and ellipsis. | | | |

In order to attain an A*, I must ensure I provide evidence of the following in all pieces of Language Coursework:

|W1 |W2 |W3 |W4 |W5 |

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

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

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