Assessment and structure

• Engels
• Upper Secondary (Key Stage 4)
• GCSE

Goals for today 

Assessment criteria for paper 2 

What these criteria tell us about your response 

Planning a paper 2 response 

Considering a paper 2 response and deconstructing it 

Macbeth Act 3 

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Conceited 

Word of the day

Conceited (adj) - too proud of yourself and your actions and abilities

Are there character(s) or events that we have met in our literary explorations that you could describe as conceited ? 

Which synonym? SIUOORANVLGI

Without wishing to sound conceited, I am the best salesperson in the company.

Vainglorious 

Assessment and structure

Criterion A - Knowledge, understanding and interpretation - 5 marks

The essay demonstrates an excellent understanding of the works and insightful interpretation of them in relation to the question being answered.   

Assessment and structure

Criterion B - Analysis and evaluation  - 10 marks

 B1 - Analysis and evaluation of textual features and/or authorial choices - 5 marks

         In the Paper 2 comparative exam, a connection needs to be made between the author's use of broad authorial choices and/or textual features and the effect of them on his or her audience. Evaluating this is essential in demonstrating insightful analysis and how language/choices/features shapes meaning. 

         

Assessment and structure

Criterion B - Analysis and evaluation  - 10 marks

         B2 - Comparative analysis - 5 marks

         There are 5 marks awarded for analyzing the similarities and/or differences between the two works in relationship to the choices discussed in B1.    

Assessment and structure

Criterion C - Focus and organisation - 5 marks

The comparative essay must develop an answer to the question coherently and effectively while also being well-balanced. Topic sentences should guide the ideas of paragraphs. Illustrations should be integrated well and explanations should shed light on the subject matter.

Assessment and structure

Criterion D - Language - 5 marks

The language of the Paper 2 exam should be effective and accurate. The choice of vocabulary and use of grammar should be consistent and appropriate.

Discuss how two works you have studied portray the concept of death. 

Know these elements for your texts  

Author's background (significant biographical details)	context (all contexts) and setting	Narrative point of view
Plot review	Narrative structure	characters
conflicts	Themes, topics or concepts	symbols and motifs
notable stylistic choices for these authors	significant events or quotations from the works	Text type and genre

Thesis statements ​What should it contain? ​

How long should it be? ​

• The thesis statement is the announcement of your analytical argument that you intend to make and prove in the duration of your paper. It is a road map for the paper—it tells the reader what to expect from the rest of the paper. ​
• It should be placed somewhere in the Introduction of your paper—Many like to put it as the last sentence(s) of their Intro which is fine. ​
  
• Successful thesis statements provoke thought and should read beautifully. ​
  
• Your thesis statement should include two parts: WHAT and WHY. ​
  
• WHAT: What claim are you making about the text? ​
  
• WHY: Why should we care? Why is your claim important? Your thesis should answer the “so what?” question. ​It should also contain a "roadmap"for your argumentation. 
• A thesis statement is usually, but can be more than, one sentence long. ​

Thesis statement 

A good thesis statement offers a clear direction for your paper. It should: 

1. Identify the two works and authors being used (these may have been done earlier in the introduction) 

2. Use the wording of the question

3. Acknowledge the similarities and differences

4. Make an argument and share an insightful idea 

5. Use evaluative language 

Colour coding body paragraph

1. A clear topic sentence with the wording of the question and an insightful idea/rich idea. 

2. Clear textual references or evidence If quotations, they are embedded into your sentences.

3. Labelling of literary, dramatic or stylistic features and a discussion of their effects. 

4. Discussion of the author/audience(reader) relationship. 

4. Context.

5. Comparative language. 

Look at the example colour coded essay from the IB Guys. The grading is on the back, but don't read it until you have read the response.

Areas to prepare study notes 

1. context- all kinds 

2. characters - characterisation, types, interaction 

3. symbols and motifs 

4. plot structure - chronology, flashback, forward etc 

5. setting 

6. narrative voice / POV 

7. Tension and conflict 

8. Themes and topics of concern 

Criterion A: Knowledge, understanding and interpretation (5 marks)

To what extent does the student show knowledge and understanding of the works in relation to the question?

How well do they sustain their interpretation in relation to the question?

5 out of 5: There is a persuasive interpretation of the works in relation to the question.  It’s an original approach and one that is authentic.  The student clearly has perceptive knowledge of the works and this is also seen in the evidence provided.  Taken as a whole, there is excellent knowledge, understanding, and interpretation shown here.

Criterion B1: Analysis and evaluation of textual features and/or authorial choices (5 marks)

To what extent does the student analyze and evaluate how meaning is shaped language, technique and style, and/or broader authorial choices?

5 out of 5:  The discussion of the broader choices is excellent.  The student shows they understand how both characterization and setting work – in relation to the question.  This is in addition to discussing dialogue, similes, imagery, and onomatopoeia (to name a few).  Could there also have been more drama specific terminology and focus?  Yes.  But in the big picture, so much is done so well even if it is sometimes implicit. 

Criterion B2: Analysis and evaluation of textual features and/or authorial choices (5 marks)

To what extent does the student analyze the similarities and/or differences between the two works studied?

3 out of 5: Is there enough comparing and contrasting of the author’s choices.  Probably not.  This is where the response falls a bit flat.  There need to be more explicit discussion here, comparing and/or contrasting what the two authors have done and why.    

Criterion C: Focus and organisation (5 marks)

How effectively does the student structure and present their ideas?

How balanced and focused is the response?

5 out of 5: The essay maintains a very clear focus on the task.  It is well-balanced, coherent, and convincing.  It’s not perfect and transitions could be enhanced, but it’s also important to reward an excellence in terms of focus and development of the argument. 

Criterion D: Language (5 marks)

How clear, varied, and accurate is the student’s language?

To what extent is the student’s choice of register, style, and terminology appropriate?

5 out of 5: It’s not perfect and mistakes are made.  But there is a clear and confident voice, that shows a lively engagement with the two works and question used.  The argument is persuasively made and overall, it’s a pleasure to read.