CRITERIA |
N (Fail) |
P (Pass) |
C (Credit) |
D (Distinction) |
HD (High Distinction) |
||
1. 1.1. 1.2. 1.3. 1.4. 1.5. |
PURPOSE Topic Thesis (Argument) Context Audience Genre |
The writing demonstrates a very limited understanding of purpose. This is characterised by: · an irrelevant topic · a lack of thesis · an indiscernible context · little audience awareness . an inappropriate genre. |
The writing demonstrates a basic understanding of purpose. This is characterised by: · a relevant topic · a thesis · a context · some awareness of audience · some familiarity with genre. |
The writing demonstrates a sound understanding of purpose. This is characterised by: · a relevant topic · a clear thesis · an appropriate context · awareness of audience and · familiarity with genre. |
The writing demonstrates a sophisticated and discriminating understanding of purpose. This is characterised by: · a relevant topic · an insightful thesis · a focused context · understanding of audience and · a mastery of genre. |
The writing demonstrates a sophisticated and highly discriminating understanding of purpose. This is characterised by: · a relevant topic · an insightful thesis · a focused context · mastery of audience and · mastery of genre |
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2. 2.1. 2.2. 2.3. 2.4. 2.4.1. 2.4.2. |
CONTENT Information & Data Conceptual Knowledge Examples & Illustrations Sources Relevance Authority |
The writing demonstrates a very limited and/or irrelevant selection of content and sources. This is characterised by: · lack of information, knowledge or examples · incorrect information, knowledge or examples · irrelevant information, knowledge or examples · lack of relevant and authoritative sources. |
The writing demonstrates a basic yet relevant selection of content and sources. This is characterised by: · some relevant information, knowledge and examples · some relevant and authoritative sources. |
The writing demonstrates a sound and relevant selection of content and sources. This is characterised by: · mostly relevant information, knowledge and examples · mostly relevant and authoritative sources. |
The writing demonstrates a comprehensive and relevant selection of content and sources. This is characterised by: · consistently relevant information, knowledge and examples · consistently relevant and authoritative sources. |
The writing demonstrates a comprehensive and highly relevant selection of content and sources. This is characterised by: · highly relevant information, knowledge and examples · highly relevant and authoritative sources. |
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3. 3.1. 3.2. 3.3. 3.4. 3.5. 3.6. 3.7. |
ANALYSIS Logic Evidence Specificity Creativity Criticality Reflexivity Evaluation |
The writing demonstrates a very limited analysis and synthesis of content. This is characterised by: · illogical claims · lack of evidence · over-generalised claims · unoriginal claims · uncritical claims · non-reflective claims · lack of evaluation. |
The writing demonstrates a basic analysis and synthesis of content. This is characterised by occasional use of: · logical claims · evidence · specific claims · original claims · critical claims · reflective claims · evaluation. |
The writing demonstrates a sound analysis and synthesis of content. This is characterised by frequent use of: · logical claims · evidence · specific claims · original claims · critical claims · reflective claims · evaluation. |
The writing demonstrates a convincing analysis and synthesis of content. This is characterised by consistent use of: · logical claims · evidence · specific claims · original claims · critical claims · reflective claims · evaluation. |
The writing demonstrates a highly discriminating and convincing analysis and synthesis of content. This is characterised by masterful use of: · logical claims · evidence · specific claims · original claims · critical claims · reflective claims · evaluation. |
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4. 4.1. 4.2. 4.3. 4.4. |
STRUCTURE Section Paragraph Sequence Cohesive Ties |
The writing demonstrates a very limited structuring and sequencing of content and analysis. This is characterised by: · incomplete sections · lack of paragraphing · confusing sequencing · lack of cohesive ties. |
The writing demonstrates a basic structuring and sequencing of content and analysis. This is characterised by some use of: · clear sections · clear paragraphing · logical sequencing · effective cohesive ties. |
The writing demonstrates a sound structuring and sequencing of content and analysis. This is characterised by frequent use of: · clear sections · clear paragraphing · logical sequencing · effective cohesive ties. |
The writing demonstrates consistent and conventional structuring and sequencing of content and analysis. This is characterised by consistent use of: · clear sections · clear paragraphing · logical sequencing · effective cohesive ties. |
The writing demonstrates highly effective and elegant structuring and sequencing of content and analysis. This is characterised by masterful use of: · clear sections · clear paragraphing · logical sequencing · effective cohesive ties. |
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5. 5.1. 5.2. 5.2.1. 5.2.2. 5.2.3. 5.2.4. 5.3. 5.4. 5.4.1. 5.4.2. 5.4.3. 5.5. 5.6. 5.6.1. 5.6.2. 5.6.3. 5.6.4. 5.6.5. 5.7. 5.7.1. 5.7.2. 5.8. |
STYLE Clarity Tenor Mood Mode Narrative Form Active/Passive Voice Tense Vocabulary Academic Technical Inclusive Language Literary Devices Referencing Citations Reference List Quotations Application Paraphrasing Formatting Font Spacing Length |
The writing demonstrates an inappropriate and unconventional style. This is characterised by: · lack of clarity · inappropriate tenor · incorrect or erratic tense · limited vocabulary · inappropriate literary devices · unconventional referencing · unconventional formatting · inappropriate length. |
The writing generally demonstrates an appropriate and conventional style. This is characterised by some use of: · clear expression · appropriate tenor · consistent tense · appropriate vocabulary · appropriate literary devices · conventional referencing · conventional formatting · appropriate length. |
The writing demonstrates an appropriate and conventional style. This is characterised by frequent use of: · clear expression · appropriate tenor · consistent tense · appropriate vocabulary · appropriate literary devices · conventional referencing · conventional formatting · appropriate length. |
The writing demonstrates a highly appropriate and conventional style. This is characterised by consistent use of: · clear expression · appropriate tenor · consistent tense · appropriate vocabulary · appropriate literary devices · conventional referencing · conventional formatting · appropriate length. |
The writing demonstrates a highly effective and mature style. This is characterised by masterful use of: · clear expression · appropriate tenor · consistent tense · appropriate vocabulary · appropriate literary devices · conventional referencing · conventional formatting · appropriate length. |
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6. 6.1. 6.1.1. 6.1.2. 6.1.3. 6.2. 6.2.1. 6.2.2. 6.2.3. 6.2.4. |
SYNTAX Sentences Fragments Run-on Sentences Agreement Word Classes Pronouns Prepositions Articles Conjunctions |
The writing demonstrates inappropriate and unconventional syntax. This is characterised by frequent use of: · incorrect sentence structures · inaccurate pronouns · inaccurate prepositions · inaccurate articles · inaccurate conjunctions. |
The writing demonstrates conventional but basic syntax. This is characterised by some use of: · conventional and complex sentence structures · accurate pronouns · accurate prepositions · accurate articles · accurate conjunctions. |
The writing demonstrates sound and conventional syntax. This is characterised by frequent use of: · conventional and complex sentence structures · accurate pronouns · accurate prepositions · accurate articles · accurate conjunctions. |
The writing demonstrates complex and conventional syntax. This is characterised by consistent use of: · conventional and complex sentence structures · accurate pronouns · accurate prepositions · accurate articles · accurate conjunctions. |
The writing demonstrates mature and sophisticated syntax. This is characterised by flawless use of: · conventional and complex sentence structures · accurate pronouns · accurate prepositions · accurate articles · accurate conjunctions. |
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7. 7.1. 7.2. 7.2.1. 7.2.2. 7.2.3. 7.2.4. 7.2.5. 7.2.6. 7.2.7. 7.3. |
MECHANICS Spelling Punctuation Apostrophes Full Stops Capitalisation Quotation Marks Commas & Colons Abbreviations Other (e.g., Hyphens) Editing |
The writing demonstrates inappropriate and unconventional mechanics of writing. This is characterised by frequent errors in: · spelling and · punctuation. Many errors could have been identified with basic editing. |
The writing demonstrates basic but conventional mechanics of writing. This is characterised by intrusive but infrequent errors in: · spelling and/or · punctuation. Some errors could have been identified with basic editing. |
The writing demonstrates sound and conventional mechanics of writing. This is characterised by only infrequent errors in: · spelling and/or · punctuation. There is evidence of basic editing. |
The writing demonstrates highly accurate and conventional mechanics of writing. This is characterised in complex writing by consistently accurate: · spelling and · punctuation. There is clear evidence of effective editing. |
The writing demonstrates flawless mechanics of writing. This is characterised by masterfully accurate: · spelling and · punctuation. There is excellent evidence of effective editing. |
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