Moderation Feedback by Mdfk3H

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									Marking guidelines

    To persuade
                             Marking: Audience
            How aware is this writer of the need to convince an audience distant in
                                        time and place?
Looking at the AsTTle Persuade indicators, I think of them as covering three main ideas:

1.     Awareness of audience
     •    Is it written from personal perspective? (Level 2) I think it’s not going to be better for us…
     •    or beyond? (Level 3+) …get your children to learn how to [swim]?
     •    or does it consider other Points Of View (POV) (Level 4+) ?
         -What some parents might not realise is that these foods are also accessible throughout the week”
         -So if you want their approval, I suggest…

2.     Tone
     •     Does the language used sound like oral language (2 – 3)? because we do stuff…
     •     Does the author sound authoritative and persuasive (L4+)? At the present moment our tuck-shop
           would be an appalling sight to dieticians.

3.     Persuasiveness
Does the writer present a point of view? Is it consistent and clearly stated?
    •      Gives an opinion (Level 2)
    •      Influence (Level 3), Yes we should do fitness for 20 minutes
    •      Attempts to persuade (Level 4), I have some suggestions which might help..
    •      Persuasive elements (Level 5), I know you will do what’s best for the well being….
    •      Impact (6)?
                         Marking: Content

When considering content we need to ask ourselves what elements are present, and how strong the
   argument is.

Domain Elements:
•   Position statement (Level 2+)
•   Main points (Level 2+)
•   Elaboration (Level 3+)
•   Evidence (Level 4+)
•   Illustration (Level 4+)
•   Irrelevant content (L3 and below)
•   Conclusions (Level 4+)
Strength of Points:
• This will move the mark either up or down one or two sub-levels
  depending on how convincing a point is.
                   Marking: Structure
In this section I look for deliberate structure which is designed to
    enhance the piece. I look to see how they divide, group, link (and, at
    higher levels, order) their ideas.
Grouping
•   Ideas- “semblance of organisation” (Level2)
•   Sentences (Level 3)
•   Paragraphs (Level 4+)
•   Within-paragraph structure: topic sentence, evidence, elaboration, linking
    sentence to next paragraph (Level 5+)
Linking
•   Either discrete (no links) or continuous flow (often joined by and) (Level 2)
•   Conjunctions (Level 3) “However..”
•   Linking phrases (Level 4) “Another positive feature would be…”
•   Connectives (Level 5+) “I hope that after all these reasons…”
                  Marking: Language
Task Appropriate: Language specifically chosen for the persuade task
•   Oral language – not chosen, just written as the writer speaks (Level 2) (stuff, kids,
    crap…)
•   Nominalisation – turning verbs into nouns (Level3+) (the extension of the school
    day…)
•   Passive voice (Level 3+) …they were introduced to it at a young age
•   Abstract / generalised nouns – concepts rather than concrete objects( Level 4+) the
    environment, the next generation, obesity
Pronouns
•   Do the pronouns refer to anything? How much inference is needed? Are the
    pronouns repetitious? I think it’s not going to be good …. (what is?)
Choice for effect
•   Adjectives, adverbs (Level 3+) A healthy choice
•   modal verbs – can, might , may (Level 3+) It would be a catastrophe
•   timeless present (Level 4+) Tooth decay is caused by sugary foods
•   Point of View nouns/verbs (Level 3+) Catastrophe
Sentence types
•   It is useful to read the piece to get a general feel of what type of sentences are used.
    I do not recommend counting sentence types.
           Marking: Grammar
• Meaning conveyed
   I ask myself whether the meaning is unclear, whether an error
   could alter the meaning (if I chose to look at it another way) or
   whether the meaning is concise.


• Accuracy
    S.V agreement (person, number, collectivity)
      -I is…, he were…, we is…, sheep is...
    Part of Speech (adjective, adverbs,)
      -He did it good, I loaned it.
    Tenses
      -Tomorrow I went …
    Word order
      -He asked me if are you coming.
    Prepositions
      -I am hoping on a good outcome
            Marking: Punctuation
• Sentences:
Capitals and full stops (Level 2),
Sentence indication (Level 3),
Sentences consistently correct (Level 4+)
• Commas
   lists (Level 2+), clauses (Level 5)
• Apostrophes
   Contraction (Level 3) Possession (Level 4+)
• Other
   Speech (3+), colons (4+), hyphens (4+)
                Marking: Spelling
• High Frequency Words
   – 1-4 (Level 2)
   – 1-6 (Level 3)
   – 1-7 (Level 4+)


• Spelling Attempts
   – phonemic approximations ( Level 2)
   – spelling patterns (Level 3)
   – few errors (Level 4+)


• Word difficulty
   – multi-syllabic, irregular, technical (Level 4+)

								
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