1.1.5 alludes to the
information that will be
provided in stage 2 body
paragraphs.
1.3.4 future implications
of the phenomena is
proposed
2.1.4 Nominalisation is
used to theme
2.2.4 sentence structures
are strategically selected
to aid readability.
3.1.4 specialised
language is used with
meaning assumed and
inferred in context
4.2.3 specialised
evidence is used and
cited.
3.1.3 specialised
language is used and
defined within a clause
1.1.4 Identifies classes
and/or subclasses of the
phenomena
1.1.3 defines the
phenomena
1.3.3 the current situation
of phenomena is stated
1.2.2 stage 2 paragraphs
are provided that each
address an element of
the phenomena
1.1.2 an identifiable
introduction is provided
2.1.3 strategic thematic
patterning is used
3.3.3 words that are
related through class and
subclass are used for
cohesion
2.2.3 complex sentences
are used
3.2.2 subordinating
conjunctions are used to
combine dependant
clauses
1.3.2 a summary
statement/s is included
1.3.1 an identifiable
conclusion is provided
4.1.2 void of subjective
language
3.3.2 synonyms are used
to create lexical cohesion
2.1.2 aspects of the
phenomena is themed
2.2.2 compound
sentences are used
3.1.2 specialised
language is used with
accompanying everyday
language
2.1.1 the phenomena is
themed
2.2.1 simple sentences
are used.
3.1.1 everyday language
is used
3.2.1 a coordinating
conjunction is used to
combine information.
3.3.1 the phenomenon is
repeated
4.2.2 specialised
knowledge is used to
explain
4.1.1 modality is used to
express certainty and/or
frequency
1.1.1 writes the question
as a title
1.2.1 an identifiable
stage 2 paragraph is
provided
4.2.1 everyday
knowledge is used to
explain
1.1.0 insufficient
evidence
1.2.0 insufficient
evidence
1.3.0 insufficient
evidence
2.1.0 insufficient
evidence
2.2.0 insufficient
evidence
3.1.0 insufficient
evidence
3.2.0 insufficient
evidence
3.3.0 insufficient
evidence
4.1.0 insufficient
evidence
4.2.0 insufficient
evidence
1.1 Stage 1
provides an
introduction.
1.2 Stage 2
provides a sequence of
events
1.3 Stage 3
describes current
situation and/or future
implications
2.1 use of theme and
rheme
2.2 use of sentence
types
3.1 use of field
(technical lexis)
3.2 use of cohesive
conjunctions
3.3 use of lexical
cohesion
4.1 use of objective
language
4.2 use of evidence
use of stages and phases
2. sentence structure
1.
3. communicating information
use of text structure
Writing a description
*Statement of intent will be required to assess the strategic use of cohesive devices and text structure choices.
4. use of language features
Level statements
28-33
At this level students can allude to information that will be provided in a stage 2 body
paragraph in the introduction. They can propose future implications of the phenomena in
the concluding paragraph. Students can use nominalisation to theme and strategically
select sentence structures that aid readability. Specialised language is used with meaning
assumed and inferred in context with specialised evidence used and cited.
26-27
At this level students have demonstrated the ability to use specialised language with
definitions provided within a clause. They can use words that are related through class
and subclass for the purpose of textual cohesion.
19-25
At this level students have demonstrated the ability to identify classes and/or subclasses
of the phenomena in the introduction. The current situation of phenomena is stated in a
concluding paragraph. Students can use strategic thematic patterning and communicate
information through the use of complex sentences. Students can select subordinating
conjunctions to combine dependant clauses. They can write a description void of
subjective language and use specialised language to explain.
14-18
At this level students have demonstrated the ability to define the phenomena in the
introduction with the inclusion of stage 2 paragraphs that address elements of the
phenomena. A summary statement is provided as a conclusion. Synonyms are used to
create lexical cohesion with modality to express certainty and/or frequency.
9-13
At this level, students have demonstrated the ability to provide an identifiable introduction
and conclusion, aspects of the phenomena are themed and compound sentences are
used with specialised language accompanied with everyday language
1-8
At this level students have demonstrated the ability to write the question as a title and
provide an identifiable stage 2 paragraph. the phenomena is themed and simple sentences
are used to communicate information. Coordinating conjunctions are used and the
phenomena is repeated to create lexical cohesion. Everyday knowledge is used to explain.
0
Insufficient evidence