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<div id="main-column" class="span9"> <article id="writing-criteria-unpacked" style="margin-top: 16px;">
<h1 class="section-title">Writing criteria, unpacked</h1>
<ul class="breadcrumb"><li><a title="Home" href="../../../index.html"><i class="fa fa-home"></i></a><span class="divider">/</span></li><li><span class="gray">Assessment </span><span class="divider">/</span></li><li><span class="gray">Paper 1</span><span class="divider">/</span></li><li><span class="active">Writing criteria, unpacked</span></li></ul>
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<p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/criteria-unpacked.jpg" style="width: 474px; height: 166px;"></p><p>Here are the <strong>Paper 1 Written Production</strong> Criteria organised by bullet-point, in order to make the range of values as clear as possible. Note that:</p><ul><li>the key operative descriptive terms are in red</li><li>I have added comments on the application of each set of descriptors, in blue</li></ul><p><em><strong>HL and SL distinctions </strong></em>- In <em>Criterion A Language</em>, there is mainly a 'one-step' difference between HL and SL - for example, under 'Grammar range', the wording of the SL 10-12 mark-band is the same as the HL 7-9 mark-band. In <em>Criteria B Message</em> and <em>Criterion C Conceptual understanding</em>, there is no 'step' - the wording of the mark-bands is the same at both levels. However, there will presumably be distinctions between the levels in (a) the level of difficulty of the tasks set, and (b) how the descriptors are interpreted and applied. These distinctions will only emerge from the first live exam session onwards.</p><hr class="hidden"><h3><strong>Criterion A: Language (/12)</strong></h3><p><strong>SL & HL (as indicated)</strong></p><h4><strong><u>Headline: Command of the language</u></strong><em> </em></h4><p><em>(Wording the same for all mark-bands at both levels)</em></p><ul><li><strong>Command of the language is <span style="color:#FF0000;">limited.</span> </strong></li><li><strong>Command of the language is <span style="color:#FF0000;">partially effective. </span></strong></li><li><strong>Command of the language is <span style="color:#FF0000;">effective and mostly accurate. </span></strong></li><li><strong>Command of the language is <span style="color:#FF0000;">mostly accurate and very effective.</span></strong></li></ul><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">The most significant word here is "effective", and I think we can take this to mean 'effective communication' - in other words, how well does one understand what meaning is intended?</span></span></p><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">But perhaps the meaning of 'well' changes as one moves up the levels of performance? Thus...</span></span></p><ul><li><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">at the lower end of the scale, 'effective' depends on how easily one can work out what meaning is intended, or how much of an 'effort of translation' one has to make</span></span></li><li><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">at the upper end of the scale, 'effective' depends on how rich or complex or subtle is the meaning conveyed - are there nuances or implications or irony, for example?</span></span></li></ul><h4><strong><u>Vocabulary</u></strong></h4><ul><li>Vocabulary is <span style="color:#FF0000;">sometimes appropriate</span> to the task. (SL 1-3 + HL 1-3)</li><li>Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task. (SL 4-6) Vocabulary is <span style="color:#FF0000;">generally appropriate</span> to the task and <span style="color:#FF0000;">varied</span>. (HL 4-6)</li><li>Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task and <span style="color:#FF0000;">varied</span>. (SL 7-9) Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task and <span style="color:#FF0000;">varied</span>, including the use of i<span style="color:#FF0000;">diomatic expressions</span>. (SL 10-12 + HL 7-9)</li><li>Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task and <span style="color:#FF0000;">nuanced</span> and <span style="color:#FF0000;">varied </span>in a manner that enhances the message, including the <span style="color:#FF0000;">purposeful use of idiomatic expressions</span>. (HL 10-12)</li></ul><p>Or, to present this in table-format :-</p><table align="center" border="5" cellpadding="0" cellspacing="0"><tbody><tr><td style="text-align: center;"><em><strong>markband</strong></em></td><td style="text-align: center;"><h3><strong>SL</strong></h3></td><td style="text-align: center;"><h3><strong>HL</strong></h3></td></tr><tr><td style="text-align: center;"><em><strong>1-3</strong></em></td><td>Vocabulary is <span style="color:#FF0000;">sometimes appropriate</span> to the task.</td><td>Vocabulary is <span style="color:#FF0000;">sometimes appropriate</span> to the task.</td></tr><tr><td style="text-align: center;"><em><strong>4-6</strong></em></td><td>Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task.</td><td>Vocabulary is <span style="color:#FF0000;">generally appropriate</span> to the task and <span style="color:#FF0000;">varied</span>.</td></tr><tr><td style="text-align: center;"><em><strong>7-9</strong></em></td><td>Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task and <span style="color:#FF0000;">varied</span>.</td><td>Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task and <span style="color:#FF0000;">varied</span>, including the use of i<span style="color:#FF0000;">diomatic expressions</span>.</td></tr><tr><td style="text-align: center;"><em><strong>10-12</strong></em></td><td>Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task and <span style="color:#FF0000;">varied</span>, including the use of i<span style="color:#FF0000;">diomatic expressions</span>.</td><td>Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task and <span style="color:#FF0000;">nuanced</span> and <span style="color:#FF0000;">varied </span>in a manner that enhances the message, including the <span style="color:#FF0000;">purposeful use of idiomatic expressions</span>.</td></tr></tbody></table><h4><strong><u>Grammar range</u></strong></h4><ul><li><span style="color:#FF0000;">Basic</span> grammatical structures are used. (SL 1-3)</li><li><span style="color:#FF0000;">Some basic</span> grammatical structures are used with <span style="color:#FF0000;">some attempts</span> to use <span style="color:#FF0000;">more complex </span>structures. (SL 4-6 + HL 1-3)</li><li>A <span style="color:#FF0000;">variety of basic</span> and (some HL) <span style="color:#FF0000;">more complex</span> grammatical structures is used. (SL 7-9 + HL 4-6)</li><li>A <span style="color:#FF0000;">variety of basic and more complex</span> grammatical structures is used <span style="color:#FF0000;">effectively</span>. (SL 10-12 + HL 7-9)</li><li>A <span style="color:#FF0000;">variety of basic and more complex</span> grammatical structures is used <span style="color:#FF0000;">selectively</span> in order to enhance communication. (HL 10-12)</li></ul><p>Or, to present this in table-format :-</p><table align="center" border="5" cellpadding="0" cellspacing="0"><tbody><tr><td style="text-align: center;"><em><strong>markband</strong></em></td><td style="text-align: center;"><h3><strong>SL</strong></h3></td><td style="text-align: center;"><h3><strong>HL</strong></h3></td></tr><tr><td style="text-align: center;"><em><strong>1-3</strong></em></td><td><span style="color:#FF0000;">Basic</span> grammatical structures are used.</td><td><span style="color:#FF0000;">Some basic</span> grammatical structures are used with <span style="color:#FF0000;">some attempts</span> to use <span style="color:#FF0000;">more complex </span>structures.</td></tr><tr><td style="text-align: center;"><em><strong>4-6</strong></em></td><td><span style="color:#FF0000;">Some basic</span> grammatical structures are used with <span style="color:#FF0000;">some attempts</span> to use <span style="color:#FF0000;">more complex </span>structures.</td><td>A <span style="color:#FF0000;">variety of basic</span> and <span style="color:#FF0000;">some more complex</span> grammatical structures is used</td></tr><tr><td style="text-align: center;"><em><strong>7-9</strong></em></td><td>A <span style="color:#FF0000;">variety of basic</span> and <span style="color:#FF0000;">more complex</span> grammatical structures is used</td><td>A <span style="color:#FF0000;">variety of basic and more complex</span> grammatical structures is used <span style="color:#FF0000;">effectively</span>.</td></tr><tr><td style="text-align: center;"><em><strong>10-12</strong></em></td><td>A <span style="color:#FF0000;">variety of basic and more complex</span> grammatical structures is used <span style="color:#FF0000;">effectively</span>.</td><td>A <span style="color:#FF0000;">variety of basic and more complex</span> grammatical structures is used <span style="color:#FF0000;">selectively</span> in order to enhance communication.</td></tr></tbody></table><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">There are two factors here - the basic/complex continuum; and the 'used' continuum (i.e. from "attempts" to "selectively")</span></span></p><ul><li><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;"><strong>basic/complex </strong>- but which sorts of grammar structure do we place where in this continuum? </span></span></li><li><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;"><strong>'used'</strong> - the emphasis here is on "how skilfully or competently are different types of grammar used?"</span></span></li></ul><h4><strong><u>Accuracy/errors</u></strong> </h4><p><em>(Wording the same for all mark-bands at <u>both</u> levels)</em></p><ul><li>Language contains <span style="color:#FF0000;">errors in basic</span> structures. <span style="color:#FF0000;">Errors interfere</span> with communication.</li><li>Language is <span style="color:#FF0000;">mostly accurate for basic</span> structures but <span style="color:#FF0000;">errors occur in more complex</span> structures. <span style="color:#FF0000;">Errors at times interfere</span> with communication.</li><li>Language is <span style="color:#FF0000;">mostly accurate</span>. <span style="color:#FF0000;">Occasional errors</span> in basic and in complex grammatical structures <span style="color:#FF0000;">do not interfere</span> with communication</li><li>Language is <span style="color:#FF0000;">mostly accurate</span>. <span style="color:#FF0000;">Minor errors</span> <span style="color:#FF0000;">in more complex</span> grammatical structures <span style="color:#FF0000;">do not interfere</span> with communication.</li></ul><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">Two interpretations are significant here:</span></span></p><ul><li><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">There is an assumption here that learning a language proceeds in a methodical sequence from 'basic' to 'complex', and that errors are neatly eliminated in that progression. This is observably not always so - some learners may handle complex structures well, but still display errors in poorly-grasped basics. Accordingly, one may sometimes have to negotiate between mark-bands and come to a compromise mark.</span></span></li><li><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">The term 'interfere with communication' is important, and the sequence here is fairly clear. Privately, I would add, the qualifier <em>'significantly'</em> to the 7-9 mark-band - as in <em>'do not interfere significantly'</em></span></span></li></ul><hr class="hidden"><h3><strong>Criterion B: Message (/12)</strong></h3><p><strong>SL & HL </strong><em>(Wording the same for all mark-bands at <u>both</u> levels)</em></p><h4><strong><u>Fulfillment of task</u></strong></h4><ul><li><strong>The task is <span style="color:#FF0000;">partially fulfilled</span>. </strong></li><li><strong>The task is <span style="color:#FF0000;">generally fulfilled. </span></strong></li><li><strong>The task is <span style="color:#FF0000;">fulfilled</span>. </strong></li><li><strong>The task is <span style="color:#FF0000;">fulfilled effectively.</span> </strong></li></ul><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">In the final IB assessment, the 'task' will be defined in the Marking Notes, specifying the 'action verbs' (i.e. what the student has to do), and 'expected content' (i.e. how ideas should be developed and supported). All of these elements are then the indicators to study when judging to what extent the task has been 'fulfilled'.</span></span></p><h4><strong><u>Relevance</u></strong></h4><ul><li><span style="color:#FF0000;">Few</span> ideas are relevant to the task.</li><li><span style="color:#FF0000;">Some</span> ideas are relevant to the task.</li><li><span style="color:#FF0000;">Most</span> ideas are relevant to the task.</li><li><span style="color:#FF0000;">Ideas are relevant </span>to the task.</li></ul><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">The notion of 'relevance' can also be considered as 'focus' - the extent to which the message(s) of the text concentrate effectively on the evident, required purpose. To put it another way, how much of the text is poorly linked to the purpose of the text, or not at all?</span></span></p><h4><strong><u>Development of ideas</u></strong></h4><ul><li>Ideas are <span style="color:#FF0000;">stated</span>, but with <span style="color:#FF0000;">no development</span>.</li><li>Ideas are <span style="color:#FF0000;">outlined</span>, but are <span style="color:#FF0000;">not fully developed</span>.</li><li>Ideas are <span style="color:#FF0000;">developed well</span>, with <span style="color:#FF0000;">some detail and examples</span>.</li><li>Ideas are <span style="color:#FF0000;">fully developed</span>, providing <span style="color:#FF0000;">details and relevant examples</span>.</li></ul><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">The notion of 'development' involves looking for evidence that the student has <em><strong>thought through</strong></em> the ideas in detail. This implies a continuum from 'very simple basic statement' to 'all consequences and implications, with through and methodical support'.</span></span></p><h4><strong><u>Presentation & structure</u></strong></h4><ul><li>Ideas are <span style="color:#FF0000;">not clearly presented</span> and do <span style="color:#FF0000;">not follow a logical structure</span>, making the message<span style="color:#FF0000;"> difficult to determine.</span></li><li>Ideas are <span style="color:#FF0000;">generally clearly presented</span> and the response is <span style="color:#FF0000;">generally structured in a logical manner</span>, leading to a <span style="color:#FF0000;">mostly successful delivery</span> of the message.</li><li>Ideas are <span style="color:#FF0000;">clearly presented</span> and the response is <span style="color:#FF0000;">structured in a logical manner</span>, <span style="color:#FF0000;">supporting the delivery</span> of the message.</li><li>Ideas are <a _cke_focus="1" aria-posinset="18" aria-setsize="41" href="javascript:void('Red')" onclick="CKEDITOR.tools.callFunction(146,'#FF0000','fore'); return false;" role="option" title="Red"><span style="color:#FF0000;"><span style="background-color: rgb(255, 0, 0);"></span></span></a><span style="color:#FF0000;">clearly presented</span> and the response is <span style="color:#FF0000;">structured in a logical and coherent manne</span><span style="color:#FF0000;">r</span> that <span style="color:#FF0000;">supports the delivery</span> of the message.</li></ul><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">It is important to make an analytical distinction between what ideas can be summarised from the text overall, and how those ideas have been organised so that the reader can follow a clear logical sequence of ideas easily and accurately. To put it another way, this is the distinction between <strong><em>what</em></strong> is explained and<strong> <em>how</em> </strong>it is explained.</span></span></p><hr class="hidden"><h3><strong>Criterion C: Conceptual understanding (/6)</strong></h3><p><strong>SL & HL </strong><em>(Wording the same for all mark-bands at <u>both</u> levels)</em></p><h4><strong><u>Demonstration of Conceptual understanding</u></strong></h4><ul><li><strong>Conceptual awareness is <span style="color:#FF0000;">limited</span></strong><span style="color:#FF0000;">.</span></li><li><strong>Conceptual awareness is <span style="color:#FF0000;">mostly demonstrated. </span></strong></li><li><strong>Conceptual awareness is <span style="color:#FF0000;">fully demonstrated.</span> </strong></li></ul><h4><strong><u>Choice of text type</u></strong></h4><ul><li>The choice of text type is <span style="color:#FF0000;">generally inappropriate</span> to the context, audience or purpose.</li><li>The choice of text type is <a _cke_focus="1" aria-posinset="18" aria-setsize="41" href="javascript:void('Red')" onclick="CKEDITOR.tools.callFunction(141,'#FF0000','fore'); return false;" role="option" title="Red"><span style="color:#FF0000;"><span style="background-color: rgb(255, 0, 0);"></span></span></a><span style="color:#FF0000;">generally appropriate </span>to the context, audience and purpose.</li><li>The choice of text type is <span style="color:#FF0000;">appropriate</span> to the context, purpose and audience.</li></ul><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">How will ‘choice’ be tested? It would appear that the optional text types provided for each question/task may all be 'appropriate' in general terms - the judgement of 'appropriate' will be how skilfully the student makes use of the conventions of the chosen text type in order to fulfill the task and express his or her individual take on the subject. </span></span></p><h4><strong><u>Register & tone</u></strong></h4><ul><li>The register and tone are <span style="color:#FF0000;">inappropriate</span> to the context, purpose and audience of the task.</li><li>The register and tone, while <span style="color:#FF0000;">occasionally appropriate</span> to the context, purpose and audience of the task, fluctuate throughout the response.</li><li>The register and tone are <span style="color:#FF0000;">appropriate</span> to the context, purpose and audience of the task.</li></ul><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">This may be seen as amplifying the 'Choice of text type' bullet point, above. For instance, if a student chooses an e-mail to a friend about a personal issue, and then deploys a formal register and an impersonal tone, this would be inappropriate to both text type and task.</span></span></p><h4><strong><u>Conventions</u></strong></h4><ul><li>The response incorporates <span style="color:#FF0000;">limited recognizable</span> conventions of the chosen text type.</li><li>The response incorporates <span style="color:#FF0000;">some</span> conventions of the chosen text type.</li><li>The response <span style="color:#FF0000;">fully</span> incorporates the conventions of the chosen text type.</li></ul><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">This bullet point essentially involves identifying and counting commonly-accepted conventions for the chosen text type - the more, the better.</span></span></p><div class="pinkBg"><h3><span style="color:#FF0000;">NOTE on marking Criterion C</span></h3><p>Normal procedure will be that the three text type options offered for each task will be chosen to be 'inappropriate'...'generally appropriate'... 'appropriate' - and as a starting point, an 'inappropriate' choice will be placed in the 1-2 mark band; 'generally appropriate' in the 3-4 band, and 'appropriate' in the 5-6 band.</p><p>However, what happens if a student makes an 'inappropriate' choice, but handles it very well? To what extent can a student escape from the normal procedure summarised above?</p><p>This question occurred to Deanna Pizzitelli, and she asked the IB - see the full answer in her Comment at the bottom of the page <a href="../32078/paper-1-sample-exam-2.html" title="Assessment » Paper 1 » Paper 1 sample exam #2">Paper 1 sample exam #2</a> </p><p>Simply put, the answer is that a student who handles an 'inappropriate' option very cleverly can indeed score highly. The point is, of course, that the terms 'inappropriate/ appropriate' are subsets of the overall purpose of Criterion C<strong> "To what extent does the candidate demonstrate conceptual understanding"</strong>. If a student came up with some ingenious + convincing way of using the 'inappropriate' option so that it entirely fulfilled the task, then that person would have demonstrated (pretty sophisticated) cultural understanding.</p><p>How might this work? To illustrate, let us imagine the following situation:-</p><ul><li>The task is to "inform all of the students of your school about the very serious issue of XXXX..." The markscheme expects that a speech is the 'appropriate' choice (because the whole school can be brought together, and a speech is normally serious and formal) ... and the optional 'blog' is considered 'inappropriate' (because there is no guarantee that the whole school knows about the blog, and blogs are usually considered informal and superficial).</li><li>However, our smart student chooses the blog, and begins something like this... "Hi guys! I have chosen to explain about the serious issue of XXXX in my blog because (i) in an online blog, I can include links to various websites and videos which are really important for you to see; (ii) we can then start an online discussion through your Comments; and so (iii) the school agreed to send out a letter to everyone telling them to look at this blog..."</li><li>The student then writes a blog entry which begins informally and colloquially (to engage the audience of young people), but then becomes much more formal and sophisticated when dealing with the serious topic of XXXX. In addition to this skilful handling of tone and register, all of the expected conventions of a blog are present. </li></ul><p>You see? This student has demonstrated in-depth knowledge of the conceptual understandings, and handled the text very cleverly - so why not the 5-6 mark band?</p><p>However... it would have to be a <u>smart</u> and <u>convincing</u> alternative. Examiners will generally be sceptical about scripts which fall outside the 'normal' expectation.</p></div><hr class="hidden"><script>document.querySelectorAll('.tib-teacher-only').forEach(e => e.remove());</script>
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$('img.ico[src="/img/icons/comments.png"]').each((function(){var t=$(this).attr("title");$(this).removeAttr("title"),$(this).wrap('<a class="tib-popover" href="#" data-content="'+t+'" data-togle="popover" data-placement="top" />')})),$('img.ico[src="../../../img/icons/comments.png"]').each((function(){var t=$(this).attr("title");$(this).removeAttr("title"),$(this).wrap('<a class="tib-popover" href="#" data-content="'+t+'" data-togle="popover" data-placement="top" />')})),$(".tib-popover").popover({html:!0,trigger:"hover",delay:{show:300,hide:300},placement:function(t,e){var o=$(e).position();return o.top>200?"top":o.left<515?"right":o.top<200?"bottom":o.left>515?"left":"top"}}).click((function(t){t.preventDefault()}));var carouselTime=6500;$("div.carousel.slide").carousel({interval:carouselTime}),$(".tib-indicators > img").click((function(){var t=$(this).index(),e;$(this).closest(".carousel.slide").carousel(t)})),setShowResultsListeners($("#container")),addMarksThreads($("#modal-std-write"));
$('a.btn.showhider').click(function(e) {
var showHiderId = $( this ).attr('rel');
if( $('#'+showHiderId).find('iframe').length > 0 ) {
$('#'+showHiderId+' iframe').each(function() {
if ( $(this).attr('src').indexOf('.pdf') > 0 ) {
this.contentWindow.location.reload(true);
}
});
}
});
});
</script>
</body>
</html>