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Descriptive Writing Task For 20th Jan

The document outlines a writing assignment where students must describe a room belonging to an older person, a transition from a stressful to a peaceful place, or a popular person in their age group. It includes assessment criteria for content, structure, style, and accuracy, with a total of 25 marks available. The marking criteria are divided into two tables detailing levels of effectiveness and quality of writing.

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Ayesha Bilal
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18 views2 pages

Descriptive Writing Task For 20th Jan

The document outlines a writing assignment where students must describe a room belonging to an older person, a transition from a stressful to a peaceful place, or a popular person in their age group. It includes assessment criteria for content, structure, style, and accuracy, with a total of 25 marks available. The marking criteria are divided into two tables detailing levels of effectiveness and quality of writing.

Uploaded by

Ayesha Bilal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Answer one question from this Section

Write about 350 to 450 words on one of the following questions.

Answer on this question paper or use your notebook.

Up to 10 marks are available for the content and structure of your answer, and up to 15 marks

for the quality of your writing.

EITHER

Descriptive Writing

1 Describe a room in a house that belongs to an older person.

OR

Descriptive Writing

2 Describe moving from a stressful place to one which is peaceful.

OR

Descriptive Writing

3 Describe a popular person of your age group.

Criteria of Assessment

This question tests the following writing assessment objectives (25 marks)

W1 articulate experience and express what is thought, felt and imagined

W2 organize and structure ideas and opinions for deliberate effect

W3 use a range of vocabulary and sentence structures appropriate to context

W5 make accurate use of spelling, punctuation and grammar.

Marking criteria for Section B

Table A, Composition: Content and structure


Level Marks Description
Consistently effective response to the task
• A wide range of descriptive or narrative features used to create a
5 9–10 consistently effective response (W1)
• Structure is clear, well balanced and carefully organized for deliberate
effect (W2)
Mostly effective response to the task
• A range of descriptive or narrative features used to create a mostly
4 7–8 effective response. (W1)
• Structure is mostly clear, balanced and well organized, with some
choices made for deliberate effect. (W2)
Sometimes effective response to the task
• Some use of descriptive or narrative features to create a sometimes-
3 5–6 effective response. (W1)
• Structure is reasonably clear, with some organization and some
choices made for deliberate effect. (W2)
Adequate response to the task
• A few ideas and/or experiences are expressed in an attempt to convey
2 3–4 what is thought, felt and/or imagined. (W1)
• Structure is occasionally clear, with some attempt at organization to
achieve effects. (W2)
Task is addressed
1 1–2 • An attempt to convey what is thought, felt and/or imagined. (W1)
• Some attempt to structure ideas. (W2)
0 0 • No creditable content

Table B, Composition: Style and accuracy (Quality)

Level Marks Description


• Uses a wide range of well-constructed sentences accurately, including
complex sentences. (W3)
5 13–15 • Precise and effective use of a wide range of vocabulary. (W3)
• Highly accurate use of complex spelling, punctuation and grammar.
(W5)
• Uses a range of sentence structures accurately, including some
complex ones. (W3)
4 10–12 • Effective use of a range of vocabulary. (W3)
• Accurate use of spelling, punctuation and grammar, including some
complex language. (W5)
• Uses most sentence structures accurately, sometimes attempting
complex ones with success. (W3)
3 7–9 • Uses a straightforward range of appropriate vocabulary. (W3)
• Uses a straightforward range of spelling, punctuation and grammar.
(W5)
• Uses simple sentence structures accurately which may be repetitive.
(W3)
2 4–6 • Uses a range of simple vocabulary which may be repetitive. (W3)
• Generally accurate use of more simple spelling, punctuation and
grammar. (W5)
• Attempts to use simple sentence structures. (W3)
1 1–3 • Uses simple vocabulary accurately. (W3)
• Some accuracy in simple spelling, punctuation and grammar. (W5)
0 0 • No creditable content

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