Written assignment criterion. : Receptive and written productive skills (SL) A: Rationale and task + How welldoes the student usethe rationale and hetast.n order to accomplish the assignrnent? How cleaty has the task been introduced in the rationale? Now successfully das the task address thesubject and aims stated inthe rationale? How appreprste i the choice ofthe txt typeto the task? ‘mans | Level descriptor 0 | The work does not reacha standard described by the descriptors below. “The student uses the rationale and te taskina limited way and may have partially ‘accomplished theassignment. “There ste reterance to te sources inte rationale, 1 | The student has barely explained whathisor her aims re. ‘Tho subject hardly rolevart tthe choson seureas and not addrossedin the task ‘The chosen text types inappropriate tothe audience and aims statedin the rationale, “The student uses the rationale and the taskin order to accomplish the assignment toacertain extent. ‘Thate is some reference to some ofthesourcesinthe rationale, ‘Tho student has explained what hisor hor aims ara but not howhasshe intends to achieve 24 | thom! “The subject stated inthe ational bs prtall elerant to thechosen souress oF not addressed throughout the task. ‘The chosen terttypeis not completely appropriate to the audienceand aim) staedin ‘the rationale, ands appledinconsstenty throughout the task. ‘The student uses the rationale and the task adequately n order toaccompllsh the ‘assignment. ‘Allsources have been rere to but not necessarily described inthe rationale, ‘The student has exphined what hisor her sims are and howhe/sheintends toachieve 5-6 | them. “The subject stated inthe atonal s generally relevantto te chosen sources and adresse throughout the task. ‘The chosen terttypeis not completely appropriate to the audienceand purpose tate in the rationale, outis applied corlstantl throughout the ask. ‘The studentuses the rationale and the taskwollInordor to accomplish the ‘assignment. { saurcashavelbeon deserbod inthe rational. ‘The student nas leerly explained whathisor term) are ard how he/she htandsto 78 | achieve them. The subject stated inthe rationale is elovant tothe chosen sources and adessed throughout the task. The chosen texttype's appropyiate tothe audience and purposestated in the rationale, and isappiod throughout the task. ‘The studentuses the rationale and the taskeffectively inorder to accomplish the ‘assignment. {Al soarces have been fly descibed inthe rationele. “The student has cleerly explained whathisor her amg) are and how he/she intendsto 9-10 | athievethem. Tre subject stated inthe rationale is focused, rlevantto the chosen sources and consktertly addessed throughoutthetask. “Tho chofantoxttype ie appropriate tothe audince and purpose stated inthe rationale, and iappliod consistantly throughout thetaskCriterion 8: Organization and development + How well are eas orgarized ard developed? Note:Crterion 8s applied thetast ory. Marks | Level davarptor © | Thework doesnot eacha standard described by the desciptorsbelow. 1-2 | Theorcanzation and development of ideasis mostynefactve. 34 | ideas are organtzedand covelopes mosty erecta. 5-6 | ldeasare organized and developed efectvaly. Criterion ¢: Language + How appropriately and effectively does the student uselanguagein relation tothe task? Note-Cterion is applied onthetask ony. Marks | level esciptor 0 _| Thewerk doesnt reachastancarddescritedby the descriptors bow ‘Theuseoftanguagels mostly imited. Vocabularyis ited or isgenealyinappropratto the tsk 12 | smote sentence structures rarely clear Therhetorcal devices ate not sed orate uredinaoproprateh. Thess oflanguagels generally adequate. Vocabulary showsrarge butis sometimes used inappropiatly othe ask. 4 | simplasontonce structure we clea but no complex cts have boon ttomptod, ‘Thar s ted use ot appropri metoncl devas. Theuss oflanguagels appropriate and i generally effective. Vocabulary showerarge andie motly spproptitetothotack 5 | simple sentence stuctues ae clear bur there areertrs in complexstuctures Tharhetorkal devicesare used appropiately. Theuseoffanguagels approprlate and effective, ‘ocabulary shows good range an bs consitenty used appreprtelytothetask. 7° | compoxsentance structures are lar and affective, Thorhetorzaldoucorate vated and usd fect.