Tertiary Education Commission
Write to Communicate
Assessment manual
Your club
Task A
Email to celebrity
Task B
Instructions for hall
Contents
Section 1
Learner task sheets...........................................................................1–6
Section 2
Administration instructions.................................................................7–9
Section 3
Marking guide................................................................................10–23
Instructions ....................................................................................10
Marking criteria.........................................................................11–14
Task A exemplars.....................................................................15–19
Task B exemplars ....................................................................20–23
Developed by NZCER and ACER
Copyright © TEC 2010
Write to Communicate
Learner task sheets
Your club
Task A
Email to celebrity
Task B
Instructions for hall
Given name:
Family name:
Organisation:
Gender:
Yes
No
Yes
No
Year of birth:
Is English your first language?
If no, what is your first language?
What ethnic group(s) to you belong to?
(For example, New Zealand European, Maori, Samoan, Tongan.)
Learner Identification (optional)
NSN:
SMS ID:
Developed by NZCER and ACER
Learner task sheets
YOUR CLUB
Task A Instructions
EMAIL TO CELEBRITY
A club you belong to is holding a fundraising event. You are asked to
invite a celebrity guest. Decide who you will invite.
Write an email to that person asking them to attend. Your guest could be
a sporting hero, someone from television, a politician or any other wellknown person.
In your email, tell them:
• about the fund-raiser
• why you think they should come
• the time, date and place of the event
• who will be meeting them
• parking
• any other information you think is important
Copyright © TEC 2010
Section 1
2
Learner task sheets
Name: _________________________________________
YOUR CLUB – TASK A
Email
To:
Cc:
Subject:
Educator use only:
Aud
0-3
Section 1
Spell
0-3
LC
0-2
PofS
0-1
PinS
0-2
SS
0-2
TC
0-2
QI
0-3
3
Learner task sheets
YOUR CLUB
Task B Instructions
INSTRUCTIONS FOR HALL
Your club has its own hall which is often hired to other groups. Inside the
hall there are:
•
a microwave and a fridge
•
6 tables
•
60 chairs
•
mugs, plates and glasses
Write a list of instructions to be displayed on the wall so that the hall will
always be left clean and tidy.
Section 1
4
Learner task sheets
Name: _________________________________________
YOUR CLUB – TASK B
instructions for Hall
1.
Kitchen
Cleaning and tidying kitchen
1. Turn off at power point
2. Wipe inside
Microwave
Fridge
Sink and work surfaces
Rubbish removal
2.
Hall area
Cleaning and tidying hall
Floor
Tables and chairs
3.
Lock up
Locking up
Windows and doors
Leave keys at caretaker’s house
Keys
Educator use only:
Aud
0-3
Section 1
Spell
0-2
QI
0-3
5
Learner task sheets
Section 1
6
Administration instructions
Write to Communicate
Administration instructions
Please read through these instructions BEFORE administering the writing assessment.
TIME NEEDED
Introduction and background details on front cover
Assessment
Total
5 minutes
20 minutes
25 minutes
THE WRITING ASSESSMENT
The writing assessment involves learners completing two short writing tasks.
The tasks should be completed in one sitting and are designed so that learners can work their way
through them by themselves.
All instructions are given with each task. Learners read the task instructions, and then complete the task on
the page following the instructions.
BEFORE THE ASSESSMENT
Preparation
Make sure the room you will be using has enough space for learners to sit comfortably while they are doing
the assessment.
Requirements
You need:
• these instructions
• enough copies of the two assessment tasks for each learner and for yourself (downloaded from this
manual, then photocopied and stapled or clipped together)
• extra pens or pencils
• a watch or clock.
Each learner needs:
• a pen or a pencil.
Giving help during the assessment
•
Read the task instructions to learners in your class if you feel that they would benefit by having them read
aloud. You may read complete tasks or any part of the tasks to individuals or to whole groups.
•
Learners should not use dictionaries, nor should they have access to other reading material during the
assessment.
•
If, during the assessment, learners are uncertain about any aspect of a task, you may explain by rereading the task instructions at any time.
BUT: learners should not be given assistance with their writing.
• Do not brainstorm ideas or allow learners to discuss the writing topics.
• Do not discuss the task requirements or give hints about how to write to the tasks.
Using these instructions
Some of the instructions are labelled READ and enclosed in boxes, like this:
READ
Read page 2 of your task sheets. It has the assessment name and the instructions for Task A.
Please read aloud, or paraphase, the text in the boxes.
Section 2
7
Administration instructions
BEGINNING THE ASSESSMENT
Introduction
Make sure the learners are sitting comfortably and that each of them has the required equipment (see
Requirements above). Then
READ
Today you are going to be doing a writing assessment so that we can find out how well you can
write. It is important that you do your best.
Your writing will be marked on how appropriately you write for a given audience, how clearly
you express yourself, and the quality of your ideas.
There are two short assessment tasks. The instructions for each part are given with the task.
I am going to give out the writing task sheets now.
When you receive your task sheets, you may start filling out the information on the front cover.
Please do not read the tasks or start writing until I tell you.
ADMINISTERING THE ASSESSMENT
1
Handing out the Learner task sheets
Give all pages for the assessment to each learner.
2
Completing the front cover of the Learner task sheets
Learners should fill in the information on the front cover of the task sheets (name, organisation, etc.) to
assist your record keeping and to assist the organisation in its reporting purposes, and in its review and
evaluation of programmes.
Learners should also write their names on the task sheets.
3
Administering the tasks
During the assessment, learners should not talk or interact with each other.
READ
Look at page 2 of your task sheet.
On page 2 you will see instructions for Task A.
On the page following the instructions is a space for you to complete Task A.
Have a quick look through your task sheets. After the first task, you will see there are
instructions for Task B, followed by a space to complete that task.
This means you have to complete two pieces of writing.
Give the learners a moment – not too long – to look through their task sheets.
Section 2
8
Administration instructions
READ
Now turn back to page 2 and read the instructions for Task A.
Read the instructions carefully. If you like, you can make notes on the instruction page.
If you have a question, or want to have something read to you, I will help. Just indicate and
I will come.
When you have finished Task A, move straight on to Task B.
You should complete Task A before you begin Task B.
Write your name on the answer sheets in the space provided.
You now have 20 minutes to do both parts of the assessment.
We will be finishing at (say the finishing time).
Keep going until you have completed both tasks.
If you finish early, check your work.
YOU MAY START NOW.
Check that everyone understands what to do. Deal with any problems.
Make sure learners work independently.
As learners work, supervise them to make sure they are completing the tasks. Be alert to learners with
weak reading skills. Refer learners to the instructions if they are having difficulty and read these aloud
where necessary.
If learners finish early, encourage them to reread and edit their work. If enough time remains, encourage
them to add more ideas.
Do not collect the task sheets yet.
4
Completing the assessment tasks
Warn learners when they have five minutes left.
READ
You have five minutes left to finish the writing tasks. If you have finished already, check and
edit your work. You may make corrections or additions.
When the final 5 minutes has elapsed, check to see if most have finished. You may give an extra few
minutes if any learners are still working productively.
READ
Your writing time is now finished. Please stop writing the assessment now.
Collect all task sheets, including the cover page and instruction pages. Check the cover page to make
sure that all required background information has been filled in.
MARKING THE ASSESSMENT TASKS
Use the marking guide in this document to mark the assessment tasks. Instructions on how to mark
accompany the guide.
Section 2
9
Write to Communicate
Marking guide
Your club
Task A
Email to celebrity
Mark using all criteria
Task B
Instructions for hall
Mark using criteria 1, 2 and 8
The marking guide
The marking guide consists of
1. the marking criteria
2. samples of learners’ work (the exemplars) that have been scored side by side
with commentaries that explain the scoring.
Instructions
Familiarisation
1. Download the marking guide.
2. Read the marking criteria, and the exemplars and their commentaries in
conjunction with the marking criteria.
Together, these parts are to be used to help educators mark consistently.
The exemplars
Task A
Email to celebrity
Ally
Biyansi
All Blacks
Young children
Greg Murphy
Task B
Instructions for hall
Be cefil
Clean inside
Sanitized
Rats
Marking
1. Using the exemplars as a guide, mark your learners’ work.
2. For each criterion used, assign a category score by judging:
- What category best matches the writing?
- Which exemplar is the script closest to?
3. Enter your scores online.
NOTE: To avoid identification of individuals, personal details on
some exemplars have been blanked out.
Marking guide – Marking criteria
Purpose and Audience
Spelling
1. Purpose and Audience
2. Spelling [note: use only categories 0, 1 and 2 for Task B]
Skill focus:
The writer’s capacity to orient and engage the reader by providing relevant information and by
consistently using an appropriate register.
Purpose and
audience:
Task A (Email): To persuade a person of influence to attend a community event.
Task B (Instructions for hall): To write a list of instructions for users of a community hall in order to
influence their behavior.
Skill focus:
The writer’s capacity to generate and spell correctly words with a range of difficulties.
Common words used in Task instructions (not to be considered when assessing spelling):
Notes:
Category
score
0
1
When marking this criterion, consider:
Purpose: To what extent has the task’s purpose been fulfilled?
Register: Is the way the reader is addressed appropriate for the task? Is there a written or oral ‘feel’?
Which is appropriate?
Information: Is enough information provided? Is it relevant to the task?
Communicative effect: Are task goals achieved?
Category descriptor
Additional information
writer is unaware of the need to
orient the reader
−− task is misunderstood OR very few goals Task A:
of the task are met
Ally
−− minimal information may be provided
Task B:
(reader has to supply context to writing)
Be cefil
writer shows basic awareness of
audience needs and expectations
−− attempts to orient the reader
by providing some relevant
information
−− register is inconsistent or inappropriate
for task goals
−− there are gaps in information
writer orients reader to task
−− supports reader’s understanding
−− has an appropriate tone
−− register is generally consistent and
appropriate for task goals
−− adequate and relevant information is
provided
−− sense of a reader is evident
2
Task B: form may be incomplete
Task B: form is complete
3
Section 3
writer controls writer/reader
relationship
−− writing influences reader
−− writing takes reader’s values and
expectations into account
−− information is clear and easily
understood
−− appropriate register is maintained
−− relevant information is supplied
−− reader’s needs are catered for (clarity of
expression)
−− task goals are achieved
Task A: writing is persuasive
Task B: imperative mood is maintained;
instructions contain detail without clutter
TASK A
about, asked, asking, attend, belong, celebrity, decide, event, fund-raiser, guest, hero, important,
information, invite, known, parking, person, politician, should, sporting, television
TASK B
area, caretaker’s, chairs, clean, cleaning, displayed, floor, fridge, glasses, groups, hall, hired, house,
inside, instructions, kitchen, keys, leave, lock, microwave, often, plates, removal, rubbish, sink, surfaces,
tables, tidy, tidying, turn, windows, wipe, work
Category
score
0
Additional information
few examples of conventional
spelling not copied from instructions
Simple words
−− short-vowel single-syllable words (bad,
fit, not) WITH
−− consonant digraphs (shop, thin, much,
chips)
−− consonant blends (drop, clap, grass,
bring)
−− double final consonants (will, less)
−− high-frequency long-vowel singlesyllable words (name, park, good,
feet, food)
Common (‘everyday’) words
−− single-syllable words WITH
−− two and three consonant blends
(square, crack, stretch, light, catch,
strung)
−− common long vowels (sail, eight,
mean, fly, again)
−− compound words (downstairs)
−− common homophones (there/their, write/
right, hear/here, brake/break)
−− suffixes that don’t change the base word
(jumped, sadly, adults, happening)
−− common words with silent letters (know,
wrong, comb)
−− single-syllable words ending in ould, ey,
ough
−− most rule-driven words: drop e, double
letter, change y to i (having, spitting,
heavier)
Difficult or specialised words
−− uneven stress patterns in multi-syllabic
words (chocolate, mineral)
−− uncommon vowel patterns (drought,
hygiene)
−− difficult subject-specific content words
(facility)
−− difficult homophones (practice/practise)
−− suffixes where base word changes
(generate/generation, prefer/preferred)
−− foreign words
correct spelling of
−− most simple words
AND
−− some common words not copied
from instructions
Exemplars
1
errors evident in common words
2
correct spelling of
−− most simple words
AND
−− most common words not copied
from instructions
Task A:
Biyansi
Task B:
Clean inside
Task A:
All Blacks
Young children
Task B:
Sanitized
Task A:
Greg Murphy
Task B:
Rats
Category descriptor
number of errors permitted depends
on length
3
correct spelling of
−− simple words
AND
−− most common words
AND
−− at least some difficult words not
copied from instructions
1 difficult word is not enough
Exemplars
Task A:
Ally
Task B:
Be cefil
Clean inside
Task A:
Biyansi
All Blacks
Greg Murphy
Task B:
Sanitized
Rats
Task A:
Young children
11
Marking guide – Marking criteria
Vocabulary
Language and Text Features
3. Language choices
4. Punctuation of sentences
[note: mark only Task A with this criterion]
Skill focus:
Category
score
The range and precision of language choices.
Category descriptor
Additional information
−− uses simple and general words
−− may be some misuse or clumsy
use of words or phrases
−− single words
−− simple groups
2
Section 3
Skill focus:
Exemplars
Task A:
Ally
0
1
[note: mark only Task A with this criterion]
−− uses some precise words or word
groups
−− chooses words appropriate for
the task — may use specialised
topic words
Category
score
0
−− word choice is not reliant on instructions
−− may be some inappropriate use
−− consistently uses contextually
−− no inappropriate use
appropriate precise words or word
groups
Task A:
Biyansi
Young children
1
The correct use of appropriate punctuation of sentences.
Category descriptor
Additional information
−− there is little correct use of capital
letters to start sentences OR
full stops to end sentences (or
attempted sentences)
−− sentence punctuation includes:
−− capital letters to begin sentences
−− full stops, question marks and
exclamation marks to end sentences
−− sentence punctuation may be
appropriate to form, e.g. capital letters
after colon in Q&A series
sentence punctuation is minimal and
of little assistance to the reader
−− sentences are accurately
punctuated (must have at least 2
sentences)
−− one or two errors are allowed in a
longer text
sentence punctuation assists
reading
Exemplars
Task A:
Ally
Task A:
Biyansi
All Blacks
Young children
Greg Murphy
Task A:
All Blacks
Greg Murphy
12
Marking guide – Marking criteria
Language and Text Features
Language and Text Features
5. Punctuation within sentences
6. Sentence structure
[note: mark only Task A with this criterion]
Skill focus:
Category
score
0
[note: mark only Task A with this criterion]
The correct use of appropriate punctuation within sentences.
Category descriptor
Additional information
Exemplars
−− consistent omissions or
inaccuracies evident, e.g.
consistent misuse or omission of
apostrophes, noun capitalisation
and/or commas
Noun capitalisation includes:
−− first names and surnames
−− place names
−− institution names
−− days of week, months
−− street names
−− book and film titles
−− holidays
Task A:
Ally
(errors in more than one type where
these have been used)
−− in longer text: some omissions,
inconsistencies or inaccuracies
evident
(text contains a variety of types)
1
−− in shorter text: accurate use of
all applicable punctuation
Skill focus:
The production of grammatically correct, structurally sound and meaningful sentences.
Notes:
When marking this criterion, consider:
−− correct word form (e.g. singular or plural)
−− correct verb tense
−− subject-verb agreement
−− correct use of prepositions and relative pronouns to expand sentences
−− correct arrangement (order of) of elaborating phrases and clauses
Category
score
Category descriptor
Additional information
Exemplars
−− there is some correct formation of
phrases, clauses or sentences
−− in general, shows very limited control
−− may have clumsy sentence extension
and elaboration
−− may have repeated ‘and’, ‘then’, ‘but’
(run-on sentences)
Task A:
Ally
Biyansi
1
−− simple and compound sentences
are correct AND/OR
−− most complex sentences are
correct
OR
−− all sentences are correct but do
not demonstrate variety
−− uses basic elements of sentences
correctly (e.g. fragments in dot points)
−− may consist of only simple sentences
(all correct)
−− may consist of one long sentence with
several extending phrases and clauses
−− may have one or two glitches
Task A:
All Blacks
Young Children
−− text needs some length to show control
of variety
2
−− sentences are correct (allow for
occasional minor error)
−− sentences demonstrate variety in
length, structure and beginnings
that is appropriate to the task
0
Other punctuation includes:
−− apostrophes for contractions and
possession
−− commas in lists
−− commas to mark clauses and phrases
−− correct hyphenation of compound words
Task A:
Biyansi
All Blacks
(some texts may not require any
internal punctuation)
2
Section 3
−− in longer text: accurate use of all
applicable internal punctuation
−− a minor omission allowed
Task A:
Young children
Greg Murphy
Task A:
Greg Murphy
13
Marking guide – Marking criteria
Language and Text Features
Planning and Composing
7. Text cohesion
8. Quality of ideas
[note: mark only Task A with this criterion]
Skill focus:
Category
score
Category descriptor
Additional information
The generation of relevant, extended and elaborated ideas.
Notes:
−− When a sentence is extended, more information is provided about the sentence’s basic idea.
−− When a sentence is elaborated, the basic idea and/or its extensions are embellished with further
explanation or detail such as background information, an example or a consequence or result.
Exemplars
−− ideas appear unrelated
0
Skill focus:
The production of cohesive text, rendered navigable by text connectives.
Category
score
−− links are missing within and
between sentences
−− referring nouns and pronouns
are missing or incorrect
−− tense shifts are incorrect or
inappropriate
−− articles are missing or incorrect
Task A:
Ally
0
reader may need to re-read to
provide own links
1
−− in longer text: some cohesive
devices are used correctly to
support reader understanding:
−− some accurate use of referring
nouns and pronouns
−− appropriate tense maintained
−− some accurate use of articles
−− some linking between
sentences
−− use of word groups
1
−− uses a small selection of simple
connectives and conjunctions: then,
soon, and, but, or
−− must have at least 2 linked sentences
−− in shorter text: links within and
between sentences are correct
OR
−− links between headings and bullet
points are correct
2
Additional information
−− has few plausible ideas
−− may copy ideas from instructions
−− does not use ideas offered in the
instructions or uses inappropriate
ideas
−− uses ideas offered in the
instructions
OR
−− uses 1 or 2 of own ideas
Exemplars
Task A:
Ally
Task B:
Be cefil
−− uses minimal and simplistic ideas
Task B:
Clean inside
−− gives little extension or
elaboration of ideas
Task A:
Biyansi
All Blacks
2
−− uses own ideas
AND/OR
−− uses ideas offered in the
instructions
−− gives some relevant extension or
elaboration of ideas
meaning is clear and ideas generally
flow
−− text must have at least 3 well−− may use other connectives: after, as a
linked sentences
result, instead, earlier, usually, although,
−− links within and between
even, though, such as, because, finally
sentences are correct
−− lexical cohesion is evident
−− writing follows a clear sequence
−− text may have a minor glitch in
cohesion
−− paragraphs may not be used or
may be used incorrectly
Category descriptor
3
Task A:
Young children
Greg Murphy
−− uses own ideas
AND/OR
−− uses ideas offered in the
instructions
Task A:
Biyansi
All Blacks
Young children
Task B:
Sanitized
Task A:
Greg Murphy
Task B:
Rats
−− effectively extends, or elaborates
on, ideas
meaning is clear and ideas flow
Section 3
14
Marking guide – Task A exemplars
Your club
Task A – Email to celebrity
Your club
Task A – Email to celebrity
Ally
Ally
CRITERION
MAX
SCORE
1. Audience
3
0
The task has been misunderstood.
2. Spelling
3
1
Correctly spelt simple words: name, like, help, who,
same, any, pass, part, time, date.
Correctly spelt common words: would, story, other,
some, attach, thanks, regards.
Correctly spelt difficult word: cancer.
Errors: deare, frined, yeres, shere, problem, grat.
Mainly simple words are spelt correctly. There are too
many errors in common words for a Cat. 2.
3. Language choices
2
0
Clumsy use of words and phrases (who they have same
problem, pass the my story).
4. Punctuation of sentences
1
0
Sentence punctuation is used incorrectly e.g. full stop
omitted (old,), incorrect use (…help. And…).
5. Punctuation within sentences
2
0
Correct capitalisation for name (Alaia Hussin). Other
capitals misused (Grat). Inaccuracies with commas/full
stops.
0
Control is very limited. Uses incorrect word forms,
verb tense, subject-verb agreement, clumsy sentence
extension and elaboration. Incorrect preposition (share
my story to the other), incorrect tense (that will be) and
verb form (will be attach).
6. Sentence structure
Section 3
ASSIGNED
COMMENTS
SCORE
2
7. Text cohesion
2
0
Referring pronouns are incorrect (…help some who they
have…), unnecessary conjunction (can help and pass),
incorrect article (pass the my story). Too many errors
impede the flow of ideas.
8. Quality of ideas
3
0
Does not utilise ideas offered in the instructions.
15
Marking guide – Task A exemplars
Your club
Task A – Email to celebrity
Your club
Task A – Email to celebrity
Biyansi
Biyansi
Section 3
CRITERION
MAX
SCORE
1. Audience
3
ASSIGNED
COMMENTS
SCORE
1
Although there are some gaps in the information, the
writer does attempt to orient the reader. Tone is too
friendly.
2. Spelling
3
2
Correctly spelt common words: would, college, because,
though, watching, carry, education.
Correctly spelt difficult words: wonder, facilities.
On balance, with error in difficult word (sincerly), award
Cat. 2.
3. Language choices
2
1
Some precise words and word groups (meet you live,
facilities, our education).
4. Punctuation of sentences
1
1
Two correctly punctuated sentences.
5. Punctuation within sentences
2
1
Some noun capitalisation correct (Biyansi, LAMP) and
some incorrect (linwood college, Park). Colons with
dashes are clumsy and commas in date are incorrect.
Correct contraction (I’m), comma in salutation and
capital in sign off.
6. Sentence structure
2
0
Control is very limited. No correctly formed sentences.
7. Text cohesion
2
1
Referring pronouns are correct. Meaning is clear and
ideas generally flow.
8. Quality of ideas
3
2
Uses own ideas with some extension and elaboration
(facilities to carry on our education, park your car in
front of class).
16
Marking guide – Task A exemplars
Your club
Task A – Email to celebrity
Your club
Task A – Email to celebrity
All Blacks
All Blacks
Section 3
CRITERION
MAX
SCORE
1. Audience
3
ASSIGNED
COMMENTS
SCORE
2
Text has an appropriate tone—friendly, relaxed and
positive. There are minor gaps in detail (when and
where) but overall, adequate information is provided.
2. Spelling
3
2
Correctly spelt common words: would, speak, junior,
being, inspiring, follow, never, spirit, season, forward,
reply.
Correctly spelt difficult word: appreciate.
Only one error in a simple word (sum).
3. Language choices
2
2
Consistent use of precise words and word groups
(junior reps, inspiring them to follow their dreams, really
appreciate, boost the spirit of our team).
4. Punctuation of sentences
1
1
Three correctly punctuated sentences in this longer text.
One full stop omitted at end.
5. Punctuation within sentences
2
1
Some noun capitalisation is correct (Corey, Corey
Jane) and some incorrect (Maraenui club). Correct
punctuation of email address. Some random capitals
(Sum, Spirit, Season).
6. Sentence structure
2
1
One correct longer sentence with extension (We here at
Maraenui club). Some glitches in other sentences.
7. Text cohesion
2
1
Referring pronouns are correct. Meaning is clear and
ideas generally flow even though some words have
been omitted (You could take some time for this and
would really boost). Repetition (really) is clumsy.
8. Quality of ideas
3
2
Uses own ideas with some extension and elaboration.
17
Marking guide – Task A exemplars
Your club
Task A – Email to celebrity
Your club
Task A – Email to celebrity
Young children
Young children
Section 3
CRITERION
MAX
SCORE
ASSIGNED
COMMENTS
SCORE
1. Audience
3
2
Reader is oriented to task by details of the event but
information about club is missing. Tone is generally
appropriate for task goals, however text is not
persuasive as writer assumes invitee is attending.
2. Spelling
3
3
Correctly spelt difficult words: sincerely, Administrator.
Many correct common words.
3. Language choices
2
1
Some precise use (suffering, special event, greeting
you). Precision is missing in first and last sentences
(suffering from daily needs should read suffering from a
lack of daily needs; queries you’d like to ask should read
queries you have).
4. Punctuation of sentences
1
1
Three correctly punctuated sentences.
5. Punctuation within sentences
2
2
A variety of types of internal punctuation is used
correctly—noun capitalisation, hyphen, commas in
salutation and address and for phrasing, apostrophe for
contraction (you’d), capitals and colons in event details.
A minor error in inconsistent use of P/p (Poverty/
poverty).
6. Sentence structure
2
1
Mostly correct use of simple and compound sentences.
There is an error in subject-verb agreement in last
sentence.
7. Text cohesion
2
2
Referring words and lexical cohesion contribute to the
cohesion of this text.
8. Quality of ideas
3
2
Ideas have some elaboration.
18
Marking guide – Task A exemplars
Your club
Task A – Email to celebrity
Your club
Task A – Email to celebrity
Greg Murphy
Greg Murphy
Section 3
CRITERION
MAX
SCORE
1. Audience
3
ASSIGNED
COMMENTS
SCORE
3
Information is clear and easily understood, appropriate
register is maintained and task goals are achieved.
2. Spelling
3
2
Correctly spelt common words: great, number, hundred,
attending, support, further, future, private, function, etc.
Correctly spelt difficult words: cancer, exceeding,
celebrities, opportunities.
Errors in difficult words (apprrciated, oppertunaty, carrer,
memoribiliai, action/auction) keep this from Cat. 3.
3. Language choices
2
2
Consistent use of precise words and word groups
(exceeding the five hundred mark, opportunity, show
your support, further your career, pot luck action).
4. Punctuation of sentences
1
1
Sentences are correctly punctuated. Minor glitches
occur with two full stops missing in a longer text.
5. Punctuation within sentences
2
2
Accurate use of applicable internal punctuation,
including noun capitalisation, commas for phrasing and
date punctuation.
6. Sentence structure
2
2
Sentences demonstrate variety in length, structure and
beginnings that is appropriate to the task. There is one
typo (meet for met) and a possible verb error (you have
should read you will have).
7. Text cohesion
2
2
Meaning is clear and ideas flow.
8. Quality of ideas
3
3
Uses own ideas that are effectively extended and
elaborated.
19
Marking guide – Task B exemplars
Your club
Task B – Instructions for hall
Your club
Task B – Instructions for hall
Be Cefil
Be Cefil
Section 3
CRITERION
MAX
SCORE
ASSIGNED
COMMENTS
SCORE
1. Audience
3
0
Very few goals of the task are met. Information in
Locking up section is the only relevant information
supplied.
2. Spelling
2
1
Correctly spelt common words: working, Monday, wood.
Three correctly spelt common words are not enough for
Cat. 2.
8. Quality of ideas
3
0
Few plausible ideas.
20
Marking guide – Task B exemplars
Your club
Task B – Instructions for hall
Your club
Task B – Instructions for hall
Clean inside
Clean inside
Section 3
CRITERION
MAX
SCORE
ASSIGNED
COMMENTS
SCORE
1. Audience
3
1
Although the use of imperative mood establishes an
appropriate tone, the information supplied is vague or
inappropriate, e.g. put in the right place, clean up.
2. Spelling
2
1
Correctly spelt common words: outside, bench, right,
place.
Errors in common words include swiss, scrap, moping.
8. Quality of ideas
3
1
Ideas are minimal and simplistic with little elaboration.
21
Marking guide – Task B exemplars
Your club
Task B – Instructions for hall
Your club
Task B – Instructions for hall
Sanitized
Sanitized
Section 3
CRITERION
MAX
SCORE
ASSIGNED
COMMENTS
SCORE
1. Audience
3
2
Information is complete. Tone is mostly appropriate but
there is only one instance of the imperative mood.
2. Spelling
2
2
Correctly spelt common words: cleared, taken, placed,
swept, event, stacked, against, check, sanitized.
There are no errors and enough correct common words
for Cat. 2.
8. Quality of ideas
3
2
Some ideas have some elaboration (…and sanitized,
New bags to be placed in bins, …moped at end of
event).
22
Marking guide – Task B exemplars
Your club
Task B – Instructions for hall
Your club
Task B – Instructions for hall
Rats
Rats
Section 3
CRITERION
MAX
SCORE
ASSIGNED
COMMENTS
SCORE
1. Audience
3
3
Imperative mood is used throughout and appropriate
register is maintained. Relevant detail has been
supplied without ‘clutter’. Expression is clear.
2. Spelling
2
2
All words used are correct.
8. Quality of ideas
3
3
All ideas are effectively extended and elaborated (e.g.
Cover food with gladwrap, Tie up rubbish bags and put
in the shed behind the hall, [Rats, remember], Sweep
the floor first).
23