Text Response Assessment Criteria Year 9

Text Response Assessment Criteria Year 10 8.5 9.0 9.5 10.0 10.5 Demonstrates knowledge of text Student has successfully responded to a text that Student’s response to the text shows Student’s response to the text shows depth Student’s response to the text shows a A comprehensive response to the text by exploring ideas, themes and explores a range of ideas and issues, in an understanding of the themes and issues in of reflection on themes and issues in the deep reflection on themes and issues in showing a deep reflection on a wide issues. appropriate form. the text, as well as the characters, plot, text, as well as the characters, plot, setting the text, as well as other textual range of themes and issues in the text, setting and genre. and genre. features and structural elements of the as well as other textual features and text. structural elements of the text. Produces a personal Student has produced a personal response in the Student has produced a personal Student has produced a personal response Student response includes a discussion Student response includes a detailed interpretation exploring and form of an analytical essay, discussing to some response in the form of an analytical in the form of an analytical essay. The of the impact of aspects of the text; for and perceptive discussion of the uses analysing how meaning and depth the messages and social values evident in essay, integrating complex ideas and a response includes a discussion of the example, the use of imagery and of imagery and symbolism. The the text. thorough understanding of the social impact of aspects of the text; for example, symbolism. The student produces a student produces a thorough critical messages are conveyed. implications embedded in the text. the use of imagery and symbolism. The critical analysis as a response to the analysis as a response to the text and student produces a critical analysis as a text and explores the social explores the messages embedded in response to the text. implications and messages embedded the text. in the text. Justifies interpretation of text. Student can divine meanings and messages in Student shows comprehension skills in The student uses appropriate language to The student uses appropriate language The student uses a range of language the text and analyse how meaning is conveyed. the way he/she describes the characters explore and define features of the text. to explain how texts are shaped by the devices and perspectives to explain and comments in detail on how socio- time, place and cultural setting in how texts are shaped by the time, cultural values and beliefs are presented which they are created. place and cultural setting in which in the text. they are created. Planning An essay plan that demonstrates the ability to Student has planned how to write a Student has planned writing to explore, Student has planned writing to Student has planned writing to select and organise key ideas is provided. response that conveys complex ideas. speculate and reflect on complex themes explore, speculate, critically analyse explore, speculate, critically analyse and issues. and reflect on complex themes and and reflect on complex themes and issues. issues across a range of modalities.

Introduction The introduction clearly states a valid Student uses conventions for writing an Student uses conventions for writing an Student uses conventions for writing Student uses conventions for writing contention, title, author and setting. The key analytical response to the text: the analytical response to the text: the an analytical response to the text: the an analytical response to the text in a ideas, which will appear in the body of the essay, introduction has a clear point of view on introduction has a clear point of view on the introduction has a clear point of view sustained way: the introduction has a are concisely stated. the chosen topic, the body paragraphs are chosen topic, the body paragraphs are on the chosen topic, the body clear point of view on the chosen Paragraphs TEEL The essay has clear and detailed paragraphs structured using TEEL, examples and structured using TEEL, examples and paragraphs are structured using TEEL, topic, the body paragraphs are which each deal with a separate idea. Evidence, quotations are carefully chosen to quotations are carefully chosen to support examples and quotations are carefully appropriately structured, examples and in the form of examples and quotations, is support the point of view and are the point of view and cohesively explained chosen to support the point of view quotations are carefully chosen to Conclusion provided and analysed. Clear links are made to adequately explained in context; the in context; the conclusion is logical and and are coherently explained in support the point of view and are the topic. conclusion is logical and links the links the response to the topic; appropriate context; the conclusion is logical and coherently explained in context; the The conclusion gives a sense of logical and response to the topic; appropriate genre genre conventions have been used. links the response to the topic; conclusion is logical and perceptive cohesive completion. conventions have been used. appropriate genre conventions have and links the response to the topic; been used. appropriate genre conventions have been used.

Mechanics of language Complex spelling and punctuation is edited Student shows control of subject-verb Student shows control of subject-verb Students write accurately punctuated, Students write accurately punctuated, effectively for clarity, coherence and consistency agreement, consistent use of correct agreement, consistent use of correct grammatically sound and complex grammatically sound and complex of style. punctuation at the end and within the punctuation within and at the end of sentences with embedded clauses and sentences with embedded clauses and sentences. Spelling is usually correct. sentences. Student evaluates the extent to phrases. They write with developing phrases. They write with sustained which he/she has been effective in meeting fluency. fluency and a clear sense of purpose. the demands of purpose, audience and context in his/her writing.

Expression The essay is written appropriately throughout. The writer makes consistent use of The writer makes consistent use of Student proofreads and edits his/her Student proofreads and edits his/her The writer uses extended sentences and some extended sentences, coherent paragraphs extended sentences, coherent paragraphs, own writing for accuracy, consistency own writing for accuracy, consistency varied, formal vocabulary. and appropriate vocabulary. appropriate vocabulary, varied punctuation; and clarity. and clarity and clearly writes with proofreading, revising and editing have purpose for a defined audience. been effectively used.