Individual Oral Commentary and Discussion – HL (first examinations 2013)

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Criterion A: Knowledge and does not There is limited There is superficial There is adequate There is very good There is excellent
understanding of the poem reach knowledge and little knowledge and some knowledge and knowledge and knowledge and
• How well is the student’s standard or no understanding, understanding, with understanding, understanding, understanding,
knowledge and understanding with poor limited interpretation demonstrated by demonstrated by careful demonstrated by
of the poem demonstrated by interpretation and occasionally supported interpretation supported interpretation supported individual interpretation
their interpretation? virtually no relevant by references to the by appropriate by well-chosen effectively supported by
references to the poem. references to the poem. references to the poem. precise and well-chosen
poem. references to the poem.
Criterion B: Appreciation of the does not There are few There is some mention, There is adequate There is very good There is excellent
writer’s choices reach references to, and no but little appreciation, of appreciation of the ways appreciation of the ways appreciation of the ways
• To what extent does the standard appreciation, of the the ways in which in which language, in which language, in which language,
student appreciate how the ways in which language, structure, structure, technique and structure, technique and structure, technique and
writer’s choices of language, language, structure, technique and style style shape meaning in style shape meaning in style shape meaning in
structure, technique and style technique and style shape meaning in the the poem. the poem. the poem.
shape meaning? shape meaning in the poem.
poem.
Criterion C: Organization and does not The commentary The commentary shows The commentary shows The commentary is The commentary is
presentation of the reach shows little evidence some structure and evidence of a planned clearly structured and effectively structured,
commentary standard of planning, with very focus. structure and is the focus is sustained. with a clear, purposeful
• To what extent does the limited structure generally focused. and sustained focus.
student deliver a structured, and/or focus.
well-focused commentary?
Criterion D: Knowledge and does not There is little There is some There is adequate There is very good There is excellent
understanding of the work used reach knowledge or knowledge and knowledge and knowledge and knowledge and
in the discussion standard understanding of the superficial understanding of the understanding of the understanding of the
• How much knowledge and content of the work understanding of the content and some of the content and most of the content and the
understanding has the student discussed. content of the work implications of the work implications of the work implications of the work
shown of the work used in the discussed. discussed. discussed. discussed.
discussion?
Criterion E: Response to the There is limited ability Responses to the Responses to the Well-informed There are persuasive
discussion questions to respond discussion questions are discussion questions are responses to the and independent
• How effectively does the meaningfully to the sometimes relevant. relevant and show some discussion questions responses to the
student respond to the discussion questions. evidence of independent show a good degree of discussion questions.
discussion questions? thought. independent thought.
Criterion F: Language does not The language is rarely The language is The language is mostly The language is clear The language is very
• How clear, varied and accurate reach clear and appropriate, sometimes clear and clear and appropriate, and appropriate, with a clear and entirely
is the language? standard with many errors in appropriate; grammar with an adequate good degree of accuracy appropriate, with a high
• How appropriate is the choice grammar and and sentence degree of accuracy in in grammar and degree of accuracy in
of register and style? sentence construction construction are grammar and sentence sentence construction; grammar and sentence
(“Register” refers, in this and little sense of generally accurate, construction; the register and style are construction; the
context, to the student’s use of register and style. although errors and register and style are effective and register and style are
elements such as vocabulary, inconsistencies are mostly appropriate. appropriate. consistently effective
tone, sentence structure and apparent; register and and appropriate.
terminology appropriate to the style are to some extent
commentary.) appropriate.