WJEC: Extract questions markscheme
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The document outlines the key skills assessed at different mark levels for analyzing texts and language. For a B-C mark, candidates are expected to thoroughly discuss characters and relationships, probe subtext, and select relevant details. For a B-C mark in structure and style, candidates should see how different elements combine to create effects. Those earning an A-A* mark can speculate, evaluate characters and motives confidently, and move between specific details and general ideas cogently with evidence. For language, A-A* candidates can expertly analyze how writers use language to achieve specific effects.
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Criteria Level 3 Level 2 Level 1
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Topic
selection &
approval
(20 pts)
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text (e.g., more than six statements or significant
phrases) has been copied verbatim without proper
source recognition. Significant overdependence on
one to two references. Did not satisfy applicable
course outcome.
(69-0 pts)
Criterion 3 -
Scholarly
APA
References (40
pts)
All references were in APA-style and were
properly cited using in-text and reference
listings. Used 6 or more references. Many
different, reputable types of references are
used (e.g., textbook, scientific articles,
encyclopedia, reputable Internet sources).
(40-36 pts)
Most references were in APA-style and were properly
cited using in-text and reference listings. Used 3-5
references. Many different, reputable types of
references are used (e.g., textbook, scientific articles,
encyclopedia, reputable Internet sources).
(35-25 pts)
Improper use of APA-style and/or in-text citations.
Used 3 or fewer references and/or consulted
unreliable resources (blogs, Wikipedia, etc.).
(24-0 pts)
Criterion 4 -
Effective
Writing
(30 pts)
No writing or grammatical errors. Words are
chosen and sentences are constructed to
make the information u.
Your Reflective Analysis should accomplish four tasks1. It shou.docx
Your Reflective Analysis should accomplish four tasks:
1. It should make an argument about your writing development. Read the FWP Outcomes and choose ONE of the Outcomes as the focus for your argument. You have lots of options here.
2. It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:
a. 1 major/formal project from 101
b. 1 major/formal project from 102
c. 1 major/formal project from 103
d. 2 informal compositions from 101, 102, or 103 (you may use writings from discussions)
e. Any other supporting samples of writing you would like to use*
Choose one outcome from below:
1) Students will learn the terminology, rhetorical ideas, and practical approaches of writing
persuasively/argumentatively.
Assessment/Deliverables:
•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.
•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and reflective analysis.
•These terms will appear in course discussions, readings, and assignments.
2) Students will apply the writing process and revision to the creation of persuasive projects.
Assessment/Deliverables:
•Students will complete at least two major assignments with a substantive written component.
• Students will draft and revise at least one substantive written composition guided by instructor and peer rough draft comments (instructors’ evaluations can be delivered via written comments, verbal comments, and/or conferencing).
•Students will meet with their instructorat least once to discuss a writing assignment.
3) Students will continue to reflect on their own and others’ writing and communication
processes and practices.
Assessment/Deliverables:
•Students will conduct in-depth, well-structured peer review of other students’ written work. Peer reviews will be graded or will “count” in some way in the course grade, demonstrating the value of the review both to the reviewer and to the student being reviewed.
•Guided by their instructor, students will create a reflective analysis for a writing portfolio that examines the portfolio materials in relationship to the FWP Outcomes and demonstrates their ability to make rhetorical choices about how they present themselves to external audiences.
4) Students will use course writing and conversations to develop their critical thinking skills
and their ability to engage open-ended, complex problems.
Assessment/Deliverables:
•Students will complete multiple assignments demonstrating critical thinking skills
5) Students will reinforce their understanding that grammatical and mechanical errors detract
from achieving their communication purposes.
Assessment/Deliverable:
•St.
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