Length: maximum 2000 words: take-home, edited (please include word count), plus regular consultations with the teacher. Assessment Design Criteria / Performance Standards for Stage 2 English Studies

Knowledge and understanding of a wide

range of ways in which authors use

stylistic features and language

techniques to communicate complex and

familiar ideas, and to influence the

reader’s response.
Detailed knowledge and understanding of

the ideas, values, and beliefs in familiar

and unfamiliar texts.
Knowledge and understanding of the

ways in which creators and readers of

familiar and unfamiliar texts use a range

of textual conventions to make meaning.

Analysis of complex connections

between personal experiences, ideas,

values, and beliefs, and those explored in

familiar and unfamiliar texts.
In comparative exercises, a perceptive

analysis of connections between texts,

based on analysis and synthesis of

similarities and/or differences.

which authors use language techniques

to influence opinions and decisions in

familiar and unfamiliar texts.

Use of a wide range of language skills and techniques to create sophisticated and coherent texts that address the meaning and intention of the task.

recognition of connections between texts,

through responses that integrate

discussion of texts and move easily between them.

from texts to support responses, with

textual references incorporated fluently in

discussion.

conventional features of text types for a

range of familiar and unfamiliar contexts,

audiences, and purposes.

Fluent and precise writing and speaking,

using appropriate style and structure for

a range of mainly unfamiliar audiences

and contexts.
Appropriate use of form and register to

convey mostly complex meaning in a

range of unfamiliar contexts.

Knowledge and understanding of the

ways in which authors use stylistic

features and language techniques to

communicate complex and familiar ideas,

and to influence the reader’s response.

ideas, values, and beliefs in familiar, and

some unfamiliar, texts.
Knowledge and understanding of the

ways in which creators and readers of

mainly familiar texts use some textual

conventions to make meaning.

Analysis of some complex connections

between personal experiences, ideas,

values, and beliefs, and those explored in

familiar, and some unfamiliar, texts.
In comparative exercises, a clear

analysis of connections between texts,

based on analysis of similarities and/or

differences.

authors use language techniques to

influence opinions and decisions in

familiar, and some unfamiliar, texts.

Use of a range of language skills and

techniques to create clear and coherent texts that address the meaning and intention of the task.
In comparative exercises, recognition of

connections between texts, through responses that compare and contrast texts in an integrated way.

support responses, with textual references incorporated in discussion.

Mostly fluent and precise writing and

speaking, using appropriate style and

structure for a range of mostly familiar

audiences and contexts.
Appropriate use of form and register to

convey complex and simple meaning in a

range of familiar and unfamiliar contexts.

Knowledge and understanding of a

narrow range of ways in which authors

use stylistic features and language

techniques to communicate mainly

familiar ideas, and to influence the

reader’s response.
Knowledge and understanding of some

ideas, values, and beliefs in mainly

familiar texts.
Knowledge and understanding of some

of the ways in which creators and

readers of a range of familiar texts use

textual conventions to make simple or

factual meaning.

Analysis of simple connections between

personal experiences, ideas, values, and

beliefs, and those explored in familiar

texts.
In comparative exercises, analysis of

connections between texts, based on

some understanding of similarities and/or

differences.

in which authors use language

techniques to influence opinions and

decisions in familiar texts.

Use of language skills and techniques to

create texts that address the meaning

and intention of the task.

some connections between texts,

through responses that compare and

contrast texts, usually in a sequential

rather than an integrated way.
Competent use of evidence from texts to

support responses, with some use of

textual references in discussion.
Skills in using some of the textual,

structural, and conventional features of

some text types for familiar contexts,

audiences, and purposes.

Generally fluent and functional writing

and speaking, using appropriate style

and structure for familiar audiences and

contexts.
Appropriate use of form and register to

convey simple meaning in a narrow

range of familiar and unfamiliar contexts.

Knowledge and restricted understanding

of some simple stylistic features and

language techniques used by authors to

communicate mainly familiar ideas, and

to influence the reader’s response.

familiar ideas, values, and beliefs in

familiar texts.
Knowledge and understanding of a

restricted number of ways in which

creators and readers of a narrow range

of familiar texts use some textual

conventions to make simple or factual

meaning.

Reference to simple connections

between uncomplicated personal

experiences, ideas, values, and beliefs,

and those explored in familiar texts.

make partial comparisons and contrasts.

authors use a range of language

techniques to influence opinions and

decisions in familiar texts.

Use of some language skills and

techniques to create texts that partly address the meaning and intention of the task.
In comparative exercises, some

awareness of connections between texts,

through partial responses that mainly

deal with texts separately.

support a response, with use of a narrow

range of textual references.
Skills in using some of the textual,

structural, or conventional features of a

text type for a familiar context, audience,

or purpose.

Achievement of a level of fluency in

writing and speaking, in a mainly

appropriate style.

and/or register to convey simple meaning

in familiar contexts.

Knowledge and understanding of a

restricted range of simple stylistic

features and language techniques used

by authors to communicate familiar

ideas, and to influence the reader’s

response.
Identification of an idea, a value, or a

belief in familiar texts.

ways in which a creator or reader of a

highly familiar text uses textual

conventions to make factual meaning.

Recognition of a simple connection

between a straightforward personal,

experience, idea, value, or belief, and

that explored in a highly familiar text.
In comparative exercises, answers that

make a simple comparison or contrast.

uses language techniques to influence

opinions and decisions in a highly familiar

text.

Attempted use of a restricted range of

language skills and/or techniques to create a text or texts that attempt to address the meaning or intention of the task.

limited connections between texts, through fragmented responses that deal with texts separately.

support a simple response, with limited

textual reference.
Skills in using the textual, structural, or

conventional features of a text type for a

highly familiar context, audience, or

purpose.

Emerging development of fluency in an

occasionally appropriate style.

register to convey literal meaning in