This document provides descriptors for marking summaries in terms of paraphrase and use of English. For paraphrase, a mark of 5 indicates a sustained attempt to rephrase the text with minimal lifting, while a mark of 1 reflects mindless lifting and transcription of the text. For use of English, a mark of 5 represents accurate and well-organized language use with complex structures, whereas a mark of 1 is given for language with heavy errors that impedes understanding. Scores for each category are combined for an overall mark.
This document provides descriptors for marking summaries in terms of paraphrase and use of English. For paraphrase, a mark of 5 indicates a sustained attempt to rephrase the text with minimal lifting, while a mark of 1 reflects mindless lifting and transcription of the text. For use of English, a mark of 5 represents accurate and well-organized language use with complex structures, whereas a mark of 1 is given for language with heavy errors that impedes understanding. Scores for each category are combined for an overall mark.
This document provides descriptors for marking summaries in terms of paraphrase and use of English. For paraphrase, a mark of 5 indicates a sustained attempt to rephrase the text with minimal lifting, while a mark of 1 reflects mindless lifting and transcription of the text. For use of English, a mark of 5 represents accurate and well-organized language use with complex structures, whereas a mark of 1 is given for language with heavy errors that impedes understanding. Scores for each category are combined for an overall mark.
5 There is a sustained 5 The language is accurate.
attempt to rephrase the Any occasional slips or minor text language. errors. Allow phrases from the Very well organised and text which are difficult to coherent throughout. substitute. Marked ability to use original Expression is secure. complex structures. 4 There is noticeable 4 The language is largely attempt to rephrase the accurate. text. Serious errors are not frequent The summary is free from although they are noticeable. stretches of concentrated Well-organised and coherent in lifting. most parts. Expression is generally Some ability to use original sound. compound / complex structures. 3 Limited attempt to 3 The language is sufficiently rephrase the text. accurate. Intelligent and selective Serious errors are becoming lifting. i.e. when groups of more frequent. words are combined with Fairly well-organised and own words. coherent in some parts. Expression may not always be secure but the attempt to substitute will gain credit. 2 Wholesale copying of text 2 Meaning is not in doubt. material, i.e. in chunks. Frequent serious errors. Attempts to substitute Poorly organised and lacks with own language will be coherence. limited to single word expression. Irrelevant sections of the text may be present at this level. 1 Mindless lifting. 1 Heavy frequency of serious More or less a complete errors, impeding the reading in transcript of the text. many places. Originality barely Fractured syntax is much more noticeable. pronounced at this level. Incoherent.
How to award marks for Language:
Example : Paraphrase : 4 7/2 Use of English : 3 = 3.5 4 marks Novel (15 marks) 33 Content : 10 marks Language: 5 marks Total : 15 marks
BAND FOR MARKING QUESTION 33 (NOVEL)
MARK MARK CONTENT LANGUAGE RANGE RANGE an always relevant response to the task almost always provides detailed and accurate well developed textual evidence 5 very well-organised 9 - 10 easily understood maintains a consistent and convincing point of view students can relate the characters with evidence mentioned for them a relevant response to the task usually provides textual evidence maintains a consistent point of view largely accurate convincing point of view and with 4 well-organised 7-8 some development easily understood students can relate the characters with some evidence
an intermittently relevant response to
the task frequent errors but provides little textual evidence 3 meaning is not in doubt 5 -6 point of view is consistent in parts fairly organised students can relate the characters can be understood with little evidence a response of very little relevance to the task some blurring in meaning hardly any textual evidence 2 poorly organised 3 -4 point of view is difficult to establish generally difficult to mere mention of characters understand more towards narration shows barely any understanding of makes little or no sense at the requirement(s) of the task all 1 1-2 point of view is not established lacks organisation difficult to understand
Note: The mark of ‘0’should be awarded if
the response is in a language other than English the response is not related to any of the novels