Stage 2 English as a Second Language Studies: Assessment Type 1 – Issue Analysis
Student 1 – Comments and Performance Standards
This Issue Analysis is an example of a D grade.
Written Response to Issue
Knowledge and Understanding
Analysis
 KU1 (E)
Plagiarism shows that recognition of ideas in
texts is limited.
 An2 (E)
Texts can be found
using the links but
referencing
conventions are not
followed, which shows
that information is
located but not
appropriately recorded
or recounted.
 KU 4 (E)
Not all information links with specific issue of
gender equality, or the links to the topic are
not explicitly explained.
Application
Communication
 Ap1 (E)
Limited selection of sources. General,
rather than specific to the issue analysis
question).
 C1 (E)
Significant parts of the summary are
copied, so do not provide evidence of the
student's communication.
 Ap3 (D)
The use of headings and paragraphing
adds to the meaning of the text
There is evidence of attempts to write topic
sentences for some paragraphs
(paragraphs 1, 2 and process).
 C2 (D)
Meaning can generally be understood with
some effort. Word choice, verb tense and
expression hinder clarity.
Plagiarism in paragraph 2, 3, 4, 5 demonstrate a lack of understanding of ideas in texts (KU1), vocabulary (KU4), recounting and recording of ideas (An2),
selection and use of text appropriate language (Ap1), and coherence of writing (C1).
Interactive Discussion with Teacher
Knowledge and Understanding
Analysis
Application
Communication
 KU1 (C)
Some statistics are used to support the discussion.
Main ideas are explained in general terms rather than
deeply, with detail or consistently using subject specific
vocabulary.
Information is repeated rather than detail being added.
The focus is on recall of data rather than causes and
effects.
 An2 (C)
Specific details such
as statistics
demonstrate recording
of ideas from sources.
There is some
evidence of analysis in
discussion of the
reasons for increasing
women in parliament,
and basic evaluation
of sources of
information.
 Ap1 (C)
Demonstrates ability to respond at
some length to questions within the
discussion format.
Less successful at structuring ideas
or controlling time.
 C1 (C)
General terms used rather than subject
specific vocabulary, including 1st and 2nd
person references.
 KU4 (D)
Vocabulary is able to be understood, but choices are
often inaccurate, eg. 'much' instead of 'many',
'womens', 'they' or 'stuff' instead of specific nouns.
Many grammar words rather than content words.
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Ref: A176329, 0.8
Last Updated: 2/18/2016 7:10 AM
 Ap2 (D)
Responds to questions with some
relevant information.
 Ap4 (D)
Minimal use of evidence from
sources.
 C3 (C)
Despite occasional grammatical errors,
the meaning is usually clear or
negotiated successfully.
 C4 (D)
Contributes only in a basic way to
sustaining the interaction, such as
recasting the questions and attempting
to clarify ideas when asked.
Stage 2 English as a Second Language Studies annotated student response for use from 2012
106745274 (July 2012)
© SACE Board of South Australia 2012
The response demonstrates an ability to communicate meaning, despite inaccuracies, and interaction with the teacher in a discussion setting. Answers are
sometimes given simple structure through recasting the question, although information is not always clearly ordered. The responses to questions provides
information that is broadly relevant and sometimes supported by evidence. Some analysis is demonstrated through causal relationships, opinion formation and
basic evaluation of sources.
Overall comments
The response has included some features of the oral discussion and written response, but has communicated only partial understanding and minimal analysis of
the issue, therefore the overall grade is a D. The plagiarism in the written text, in the context of the attempts to address parts of the task independently,
demonstrates a lack of understanding and communication. Some general ideas regarding women in India's parliament are stated, but without a sufficient level of
detail or strong enough links to the issue of gender equality. Vocabulary is general rather than specific. For Analysis the relevant information is located, then
recorded and described rather than analysed, synthesised or evaluated and content is presented more as an information report than a critique or analysis of an
issue. Meaning is conveyed with partial success within the unfamiliar context. Support is required to address the issue in the oral discussion, and plagiarism is
evident in the written text. Some text appropriate language used, such as headings and topic sentences in the written text. Evidence from different sources is
accessed but a lack of adaptation or evaluation of the content builds a disjointed report rather than analysis of the issue.
Speaking and writing is often inaccurate but occasionally clear and coherent. Formal language use is restricted, with reliance on general/everyday vocabulary
and expression, rather than subject specific vocabulary or more sophisticated expression. Formal and objective language tends to be copied from other texts
rather than produced.
Page 2 of 4
Ref: A176329, 0.8
Last Updated: 2/18/2016 7:10 AM
Stage 2 English as a Second Language Studies annotated student response for use from 2012
106745274 (July 2012)
© SACE Board of South Australia 2012
Performance Standards for Stage 2 English as Second Language Studies
A
Knowledge and Understanding
Analysis
Application
Communication
Comprehensive knowledge and sophisticated understanding of
the ideas, concepts, and issues in texts.
Comprehensive analysis of the
relationship between the
purpose, structure, and language
features of a range of texts.
Comprehensive selection and use of information from a
range of sources.
Consistently clear and coherent writing and
speaking, with a sophisticated vocabulary.
Complex meaning that is conveyed and exchanged
appropriately in familiar and unfamiliar contexts.
Evidence of sophisticated grammatical control
and complexity.
Comprehensive use of text-appropriate language features
to make meaning.
Precise use of formal and objective language.
Comprehensive knowledge and understanding of the relationship
between contexts and texts.
Thorough knowledge and understanding of the ways in which
texts are composed for specific purposes and audiences.
Comprehensive knowledge and sophisticated understanding of
context-specific or technical vocabulary.
B
Well-considered knowledge and understanding of the ideas,
concepts, and issues in texts.
Detailed knowledge and understanding of the relationship
between contexts and texts.
Effective and considered knowledge and understanding of the
ways in which texts are composed for specific purposes and
audiences.
Effective and considered knowledge and understanding of
context-specific or technical vocabulary.
C
Considered knowledge and understanding of the ideas, concepts,
and issues in texts.
Appropriate knowledge and understanding of the relationship
between contexts and texts.
Some considered knowledge and understanding of the ways in
which texts are composed for specific purposes and audiences.
Some considered knowledge and understanding of contextspecific or technical vocabulary.
D
Some recognition and understanding of the ideas, concepts, and
issues in texts.
Some recognition and understanding of the relationship between
contexts and texts.
Some recognition and awareness of the ways in which texts are
composed for specific purposes and audiences.
Some recognition and awareness of context-specific or technical
vocabulary.
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Highly effective location,
recording, analysis, synthesis,
and evaluation of ideas,
information, and opinions from a
range of texts.
Effective analysis of the
relationship between the
purpose, structure, and language
features of a range of texts.
Effective and considered
location, recording, analysis,
synthesis, and evaluation of
ideas, information, and opinions
from a range of texts.
Appropriate analysis of the
relationship between the
purpose, structure, and language
features of a range of texts.
Appropriate location and
recording, and some analysis,
synthesis, and evaluation of
ideas, information, and opinions
from a range of texts.
Partial recognition of the
relationship between the
purpose, structure, and language
features of mainly familiar texts.
Some location, recording, and
description of ideas, information,
and/or opinions from a narrow
range of texts.
Adaptation and use of evidence from a range of sources to
build logical and coherent texts or arguments.
Fluent use of interpersonal language to
sustain spoken interaction.
Effective and considered selection and use of information
from a range of sources.
Usually clear and coherent writing and
speaking, with a sound vocabulary.
Meaning that is conveyed and exchanged appropriately in
familiar and unfamiliar contexts.
Evidence of sound grammatical control and
complexity.
Effective use of text-appropriate language features to make
meaning.
Proficient use of formal and objective
language.
Adaptation and use of evidence from a range of sources to
build mostly logical and coherent texts or arguments.
Effective use of interpersonal language to
sustain spoken interaction.
Appropriate selection and use of information from a range
of sources.
Generally clear and coherent writing and
speaking, with an appropriate vocabulary.
Simple meaning that is conveyed and exchanged
appropriately in familiar and unfamiliar contexts.
Evidence of appropriate grammatical control
and complexity.
Considered use of text-appropriate language features to
make meaning.
Appropriate use of formal and objective
language.
Adaptation and use of evidence from a range of sources to
build mostly logical texts or arguments.
Appropriate use of interpersonal language to
sustain spoken interaction.
Partially successful selection and use of information from a
narrow range of sources.
Occasionally clear and coherent writing and
speaking, with a restricted vocabulary.
Partial meaning that is conveyed and exchanged in a
narrow range of familiar and unfamiliar contexts.
Evidence of partial grammatical control and
complexity.
Partial use of text-appropriate language features to make
meaning.
Restricted use of formal and objective
language.
Adaptation and use of evidence from a range of sources to
build partially logical texts or arguments.
Basic use of interpersonal language to sustain
spoken interaction.
Stage 2 English as a Second Language Studies annotated student response for use from 2012
106745274 (July 2012)
© SACE Board of South Australia 2012
E
Knowledge and Understanding
Analysis
Application
Communication
Limited recognition or awareness of the ideas, concepts, and
issues in texts.
Limited analysis of the
relationship between the
purpose, structure, and language
features of familiar texts.
Limited selection and use of information from a narrow
range of sources.
Limited clarity and coherence of writing and
speaking, with a limited vocabulary.
Limited meaning that is conveyed and exchanged in a
narrow range of familiar contexts.
Evidence of limited grammatical control and
complexity.
Attempted use of text-appropriate language features to
make meaning.
Attempted use of formal and objective
language.
Attempted adaptation and use of evidence from a narrow
range of sources to build a simple logical text or argument.
Attempted use of interpersonal language to
sustain spoken interaction.
Limited awareness of the relationship between contexts and
texts.
Limited recognition or awareness of the ways in which texts are
composed for specific purposes and audiences.
Limited recognition or awareness of context-specific or technical
vocabulary.
Page 4 of 4
Ref: A176329, 0.8
Last Updated: 2/18/2016 7:10 AM
Attempted location, recording,
and recount of simple ideas,
information, or opinions from a
narrow range of texts.
Stage 2 English as a Second Language Studies annotated student response for use from 2012
106745274 (July 2012)
© SACE Board of South Australia 2012