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Criteria for evaluating reports in grade 9

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• Organisation (cohesion, paragraphing, and format) Vocabulary (style andaccuracy)

Criteria for evaluating reports in grade 9 Ma rk / Crit erio n Content (relevance anddevelopment of ideas Organisation (cohesion, paragraphing, and format) Vocabulary (style andaccuracy) Grammar (style and accuracy) and Punctuation 6 All content is relevant tothe task. The register completely corresponds to therequirements of the task; consistent and intentionalmisuse of register* mayindicate a writer’s personal style. All content points are fully addressed and developed in a balanced way. *Such misuse of register should not harm the format of writing. Uses a wide range of connectors accurately; referencing is mostly clear. Uses paragraphs to separate ideas; all paragraphs revolvearound one idea or a set oflike ideas; the size of each paragraph allows for a proper and balanced development of ideas. The format is appropriate, but may be modified for a better reading experience. Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional inappropriacies. Has good control of word formation; may make occasional errors in producing less common word forms. Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present. May occasionally misspell less common lexical items. Errors in word choice and/or spelling do not distort meaning. Writes simple and compound sentence forms correctly and demonstra tes some variety in length. Attempts some complex sentences, but they tend to be less accurate, including punctuatio n. Errors in grammar and/or punctuatio n do not distort meaning. 5 All content is relevant to thetask; insignificant content omissions Uses a range of basic connectors accurately and attempts to use Uses a range of everyday vocabulary appropriately; attempts to use less common Writes simple and compound sentence forms correctly, but may be present. The register on the whole corresponds to the requirements of the task; occasional and inconsistent misuse of register may be present. Most content points are addressed, but their development may be slightly imbalanced. more advanced connectors, but not always accurately, and referencing,but not alwaysclearly or appropriately. Uses paragraphs to separate ideas; most paragraphs revolve around one idea or aset of like ideas; the size of each paragraph may reflect imbalanced development of ideas. The format is appropriate. lexical items, but may make frequent errors. Has good control of word formation; may make errorsin producing less common word forms. Spells common vocabularyitems correctly; few (no more than five) occasional spelling mistakes may be present. May often misspell lesscommon lexical items. Errors in word choice and/or spelling do not distort meaning. does not demonstrate variety in length. Occasio nal errors in gramma r and/or punctuat iondo not distort meaning . 4 Most content is relevant to thetask; insignificant contentomissions may be present. The register on the whole corresponds Most content points are addressed, but some content points may be more fully covered than others. Uses a range of basic connectors accurately. Uses paragraphs to separateideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may bemuch longer than other onesfor no apparent reason). The format is generally appropriate. Uses everyday vocabulary generally appropriately, while occasionally overusingcertain lexical items. Has good control of wordformation; can produce common word forms correctly. May make infrequent errorsin spelling more difficult words. Errors in word choice and/or spelling rarely distort meaning. Writes simple and some compou nd sentence forms correctl y. While errors in grammar and/or punctuatio n are noticeable, meaning is rarely distorted. 3 Some content is relevant to the task; significant content omissions may be present. Uses some basic connectors,but these may be inaccurate orrepetitive. Uses basic vocabulary reasonably appropriately. Has some control Write s simpl e sente Theregister barely corresponds to the requirements of the task. Only some content points, which are minimally addressed. Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs). The format may be inappropriate in places. of word formation; can produce some common word forms correctly. Makes frequent errors in spelling more difficult words, but simple words arespelled correctly. Errors in word choice and/or spelling distort meaning at times. nce forms mostl y corre ctly. Errors in gramm ar and/or punctua tion may distort meaning at times. 2 Severe irrelevances and misinterpretations of the task may be present. Only few content points, which are minimally addressed. May use a very limited range of basic cohesive devices, and those used may not indicate a logical relationship betweenideas. Attempts to write in paragraphs, but their use may be confusing (may start every sentence with a new line). The format may be inappropriate. Uses an extremely limited range of vocabulary. Has very limited control of word formation; can produce a few common word forms correctly. Makes many errors in spelling, including a range of simple words. Errors in word choice and/or spelling distort meaning. Writes some simple sentence forms correctly. Frequent errors in grammar and/or punctuation distort meaning. 1 Attempts the task, but it is largely misinterpreted and the response is barely relevant to the task. Links are missing or incorrect. Does not write in paragraphs at all (a script is a block of text). The format is not appropriate. Can only use a few isolated words and/or memorised phrases. Has essentially no control of word formation; can barely produce any word forms. Displays few examples of conventional No forms. spelling. жүктеу/скачать 0.79 Mb. Достарыңызбен бөлісу: