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Written assignment: Receptive and written productive skills

Weighting: 20%

This component consists of inter-textual reading linked to the core, followed by a written task of 300–400 words and a 150–200 word rationale. It must be written during the final year of the course and is externally assessed. It is not timed and must be the student’s own independent work, produced under the teacher’s guidance (see below for the role of the teacher).

Objectives

The purpose of the written assignment is to:

  • deepen understanding of a chosen topic(s) from the course
  • develop inter-textual receptive and productive skills
  • select, use and reference source texts appropriate to the chosen task
  • produce an appropriate text in the selected text type
  • organize writing purposefully and coherently
  • extend language skills
  • demonstrate intercultural understanding through reflection on the assignment.

“Inter-textual reading” refers to the ability to read across different texts one of which may be audio/audio-visual, that may be linked by a common theme.

Requirements

The assignment has two parts: a rationale and the task.

The rationale: Students must write a 150–200 word rationale introducing the assignment which must include:

  • the subject investigated
  • a brief description of each of the sources
  • the student’s intended aim(s)
  • explanation of how the student intends to achieve his or her aim(s)—choice of text types, audience, register, style and so on.

The task: Students produce a piece of writing that may be chosen from the recommended text types listed for paper 2 in this section, after discussion with the teacher as an advisor. The task should be suitable for a piece of writing no more than 400 words in length. The content must be linked to one or more of the core topics and based on the information gathered from the three (minimum) or four (maximum) sources such as articles, blogs, audio/visual materials and interviews selected by the student in consultation with the teacher.

The student should:

  • address the subject presented in the rationale
  • organize the information from the sources in a manner appropriate to the task
  • use language appropriate to the text type and communicative purpose.

Assessment criteria are used to assess the written assignment, which is worth 20% of the overall mark.

There are three assessment criteria.

Criterion A

Rationale and task

10 marks

Criterion B

Organization and development

6 marks

Criterion C

Language

8 marks

Total

24 marks

Criterion A: Rationale and task

  • How well does the student use the rationale and the task in order to accomplish the assignment?
    • How clearly has the task been introduced in the rationale?
    • How successfully does the task address the subject and aim(s) stated in the rationale?
    • How appropriate is the choice of the text type to the task?

Marks

Level descriptor

0

The work does not reach a standard described by the descriptors below.

1–2

The student uses the rationale and the task in a limited way and may have partially accomplished the assignment.

There is little reference to the sources in the rationale.

The student has barely explained what his or her aim(s) are.

The subject is hardly relevant to the chosen sources and not addressed in the task.

The chosen text type is inappropriate to the audience and aim(s) stated in the rationale.

3–4

The student somewhat uses the rationale and the task in order to accomplish the assignment to a certain extent.

There is some reference to some of the sources in the rationale.

The student has explained what his or her aims are but not how he/she intends to achieve them.

The subject stated in the rationale is partially relevant to the chosen sources or not addressed throughout the task.

The chosen text type is not completely appropriate to the audience and aim(s) stated in the rationale, and is applied inconsistently throughout the task.

5–6

The student uses the rationale and the task adequately in order to accomplish the assignment.

All three sources have been referred to but not necessarily described in the rationale.

The student has explained what his or her aims are and how he/she intends to achieve them.

The subject stated in the rationale is generally relevant to the chosen sources and addressed throughout the task.

The chosen text type is not completely appropriate to the audience and purpose stated in the rationale, but is applied consistently throughout the task.

7–8

The student uses the rationale and the task well in order to accomplish the assignment.

All sources have been described in the rationale.

The student has clearly explained what his or her aim(s) are and how he/she intends to achieve them.

The subject stated in the rationale is relevant to the chosen sources and addressed throughout the task.

The chosen text type is appropriate to the audience and purpose stated in the rationale, and is applied throughout the task.

9–10

The student uses the rationale and the task effectively in order to accomplish the assignment.

All sources have been fully described in the rationale.

The student has clearly explained what his or her aim(s) are and how he/she intends to achieve them.

The subject stated in the rationale is focused, relevant to the chosen sources and consistently addressed throughout the task.

The chosen text type is appropriate to the audience and purpose stated in the rationale, and is applied consistently throughout the task.

Criterion B: Organization and development
  • How well are ideas organized and developed?

Note: Criterion B is applied on the task only.

Marks

Level descriptor

0

The work does not reach a standard described by the descriptors below.

1–2

The organization and development of ideas is mostly ineffective.

3–4

Ideas are organized and developed mostly effectively.

5–6

Ideas are organized and developed effectively.

Criterion C: Language
  • How appropriately and effectively does the student use language in relation to the task?

Note: Criterion C is applied on the task only.

Marks

Level descriptor

0

The work does not reach a standard described by the descriptors below.

1–2

The use of language is mostly limited.

Vocabulary is limited or is generally inappropriate to the task.

Simple sentence structures are rarely clear.

The rhetorical devices are not used or are used inappropriately.

3–4

The use of language is generally adequate.

Vocabulary shows range but is sometimes used inappropriately to the task.

Simple sentence structures are clear but no complex structures have been attempted.

There is limited use of appropriate rhetorical devices.

5–6

The use of language is appropriate and is generally effective.

Vocabulary shows range and is mostly appropriate to the task.

Simple sentence structures are clear but there are errors in complex structures.

The rhetorical devices are used appropriately.

7–8

The use of language is appropriate and effective.

Vocabulary shows good range and is consistently used appropriately to the task.

Complex sentence structures are clear and effective.

The rhetorical devices are varied and used effectively.

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