‭RESOURCES‬

‭🌀‬‭Refer to the‬‭English Resources For Revision‬‭to revise‬‭for this exam.‬

‭ ASK 1:‬
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‭Informational Text Analysis‬

‭TEXT 1:‬
‭Do Aliens Exist? We Asked a NASA Scientist, Lindsay Hays‬

‭Q1.‬‭Explain‬‭the purpose of the video.‬

‭ nswer: The purpose of the video is to explain about the space and if there are chances of‬
A
‭aliens in the space. Scientists presented in the video explain about the things we have‬
‭achieved like sending rovers to Mars but also have only discovered a small factor of it. She‬
‭also explains about the habitat of planets where creatures could exist like water or land‬
‭forming in the planets or exoplanets.‬

‭Q2.‬‭Explore‬‭how photographs and graphics are used‬‭to convey information to the audience.‬

‭ nswer: Photographs and graphics are important conventions to present information in‬
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‭videos. This helps the audience or the viewer to get a better understanding about the‬
‭information or the thing that is being spoken by the presenter. This even helps to make the‬
‭video more entertaining and remember the topic. In the video, there were many photographs‬
‭and graphics shown which helped the audience to not get bored by the video and gain more‬
‭information on space.‬

‭TEXT 2:‬

‭What we actually know about aliens, according to science‬

‭By‬‭Joel Achenbach‬
‭ ovember 25, 2023, at 10:56 a.m. EST‬
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‭https://www.washingtonpost.com/science/2023/11/25/aliens-uaps-scientific-evidence/‬

‭Vocabulary‬
 ‭1.‬ ‭Extraterrestrial life:‬‭aliens or life forms from another‬‭planet‬

‭2.‬ P
‭ aradox:‬‭a logical contradiction, where something‬‭should be true, but somehow‬
‭isn’t.‬

‭3.‬ U
‭ FO:‬‭Unidentified Flying Object‬‭(objects in the Earth’s‬‭atmosphere that cannot‬
‭be identified)‬

‭4.‬ ‭Disclosure:‬‭to reveal information or secrets‬

‭The Search For Extraterrestrial Life‬

I‭n 2017, astronomers spotted an unusual object hurtling through space at incredible‬
‭speed. This object resembled a reddish, rocky cigar.‬‭The astronomers in Hawaii who‬
‭spotted it named it ‘Oumuamua, which in Hawaiian means “a messenger from afar‬
‭arriving first.”‬

‭ ut what was it, exactly? A comet? An asteroid? Or maybe … an alien spacecraft? Many‬
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‭speculated it might be an alien spacecraft.‬

‭ he search for extraterrestrial life has gained renewed interest in the 21st century due to‬
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‭various factors. Military pilots have seen things that look otherworldly. The Pentagon‬
‭has established an office to look into the sightings. Congress has held hearings.‬

‭ he National Radio Astronomy Observatory in Green Bank, West Virginia, is a leader in‬
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‭the Search for Extraterrestrial Intelligence (SETI) with projects like Breakthrough Listen.‬
‭The breakthrough involves using powerful radio telescopes to scan the skies for‬
‭potential alien signals. When the Breakthrough Listen team pointed the big Robert C.‬
‭Byrd Green Bank Telescope at the mystery object ‘Oumuamua,’ listening for signs of‬
‭intelligent life, they didn’t hear anything.‬

‭“It was absolutely silent,” reports Matt Lebofsky, lead engineer on the project.‬

‭ ilence: That is all astronomers have heard since the first SETI search was conducted at‬
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‭Green Bank in 1960.‬

‭The Fermi Paradox: Where is Everybody?‬

‭ ne day in 1950, the physicist Enrico Fermi was at a dinner, talking with fellow scientists‬
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‭about the existence of aliens and the possibility of them traveling to Earth to meet‬
‭humans. He asked, “But where is everybody?” This is known as the Fermi paradox: a‬
‭problem that asks, where are all the aliens in the universe? If life is so abundant, why‬
‭haven't we been visited by, or heard from, anyone else?‬
 ‭source‬

‭ ccording to NASA, in just the last two decades we have found more than 4,000 planets‬
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‭beyond our solar system, with trillions of stars thought to exist in our galaxy — most of‬
‭which host their own planets. Considering life sprang up on Earth, would we not have‬
‭expected it to start in at least one other location in the last 14 billion years of the‬
‭universe? Even though there is a high probability that extraterrestrial intelligence exists,‬
‭scientists have found no evidence for such aliens.‬

‭Government Disclosure and UFO Sightings‬

‭ erhaps the simplest explanation for the Fermi Paradox is that it’s not a paradox at all,‬
P
‭but rather a lie- in other words, the aliens are already here, but the government has been‬
‭hiding it. There has been a huge push recently for the government to declassify their‬
‭reports on extraterrestrial objects and share them with the public.‬

“‭ The American public has a right to learn about technologies of unknown origins,‬
‭non-human intelligence, and unexplainable phenomena,” Senate Majority Leader Charles‬
‭E. Schumer said this summer.‬

‭ here have been many sightings of UFOs by credible witnesses, including military pilots.‬
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‭Republicans in the House even held a hearing in July at which a former Air Force‬
‭intelligence officer reported that the United States has a crashed spacecraft of‬
‭“non-human” origin and has found evidence of alien “biologics” which they are hiding‬
‭from the public.‬

‭ ome of these sightings remain unexplained, but official government reports say there‬
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‭is no evidence that any of these things involve extraterrestrials.‬

‭ he scientific community views the recent obsession with extraterrestrial life as a‬

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‭cultural phenomenon, not a scientific one. There’s not much evidence so far that meets‬
‭the standards science requires.‬

‭Scientific Perspective and Big Numbers Argument‬

‭ or SETI experts, arguments grounded in science support the argument that aliens are‬
F
‭surely out there somewhere: Big Numbers.‬

‭ he Big Numbers argument notes that our galaxy, the Milky Way, has something like 400‬
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‭billion stars, and it’s just one of the untold billions of galaxies in a universe that might be‬
i‭nfinite. Moreover, in the past 30 years, astronomers have discovered that planets of all‬
‭shapes and sizes are common in the universe.‬

‭ ith so many planets out there, it’s hard to run the numbers in a 13.8 billion-year-old‬
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‭universe like ours and truly believe that humans are the only intelligent species.‬
‭Statistically and mathematically, that is unlikely and illogical.‬

“‭ I do think it’s impossible for Earth to be the only place with life, even if it’s just bacterial‬
‭or microbiological life,” one expert said, adding, “I would be shocked if we were the only‬
‭intelligent civilization out there.”‬

‭Q3.‬‭Outline‬‭the possible reasons why scientists have‬‭not yet observed extraterrestrial life.‬

‭ nswer: There are various possible reasons for scientists not yet observing extraterrestrial life‬
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‭and one of the reasons could be the technology. The technology proved now is not that‬
‭advanced where scientists can research more.There is still time where the technology can be‬
‭enhanced and will help the scientist research further for aliens. Another important reason‬
‭could be the government. The government already has information about the aliens and‬
‭doesn't want it to go to the public. One evidence of showing this statement right would be a‬
‭sentence from the article which is, ‘‬‭former Air Force‬‭intelligence officer reported that the‬
‭United States has a crashed spacecraft of “non-human” origin and has found evidence of alien‬
‭“biologics” which they are hiding from the public.’‬‭That’s why the government is shutting down‬
‭research on extraterrestrial life.‬

‭ 4. The article states, “The scientific community views the recent obsession with extraterrestrial‬
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‭life as a cultural phenomenon, not a scientific one.”‬‭Explain‬‭this quote. Why does the scientific‬
‭community believe the search for extraterrestrial life is cultural and not scientific?‬

‭ nswer: This quote means the scientific community has made the research on extraterrestrial‬
A
‭life as a cultural belief, as a cultural phenomenon and not a scientific research or a theory.‬
‭Scientific community believes in these factors as this search on extraterrestrial life would‬
‭impact beliefs of humans on nature. As it would help them reach beyond our galaxy and‬
‭actually make theories into actual facts.‬

‭ 5.‬‭Compare and contrast‬‭how stylistic and linguistic‬‭devices have been used in the texts‬
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‭above. Elaborate on the effects of each device on the reader.‬

‭Choose any 4 of the devices listed below.‬

-‭register‬
‭-structure‬
‭-target audience‬
 -‭types of sentences‬
‭-types of vocabulary‬
‭-tone‬
‭-target audience‬

‭Use this outline to answer a comparative PEEL answer question.‬

‭Point‬‭:‬‭Write a short introductory sentence stating‬‭the‬‭main point‬‭of your paragraph.‬

‭State the titles of both texts in this sentence.‬
‘‭Do Aliens Exist? We Asked a NASA Scientist’ Text 1 by NASA and ‘What we actually‬
‭know about aliens, according to science’ Text 2 by Joel Achenbach are both‬
‭informational texts to research on the exsitenes on aliens. The both texts still consist of‬
‭key similarities, differences and which text is better to research on the existence of the‬
‭aliens.‬

‭Evidence # 1 (similarities)‬‭-‬‭Identify‬‭two‬‭similarities‬‭in stylistic features‬

‭being used in BOTH texts in similar ways.‬
‭ o begin with, they key similarities and one of them are the structure of the both texts.‬
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‭The structure of both texts are the descriptive as the existence of alien is being‬
‭described by the texts. As in the text 1 states, ‘‬‭high‬‭probability that extraterrestrial‬
‭intelligence exists, scientists have found no evidence for such aliens.’‬‭In text 2 the‬
‭statement, ‘‬‭We've found microbial life, and our definition‬‭of‬‭habitable‬‭continues to‬
‭expand.’ Furthermore, both texts contribute in the same type of sentence which is‬
‭declarative. Both of the texts convey something and don’t consists of any other periods.‬
‭As text 2 has a question mark in the headline it is usually ending in a full stop.‬

‭Explanation # 1‬‭-‬‭Elaborate on the‬‭effects of the devices‬‭you mentioned‬

‭above‬ ‭on the audience‬‭.‬
‭ he impact of these devices is to help the audience understand the topic and convey it‬
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‭in the depth of it. The descriptive structure helps the author to describe about the aliens‬
‭and apply all the information. Effects of the devices help to emphasize the text and help‬
‭the audience to understand it.‬

‭Evidence # 2 (differences)‬‭-‬‭Identify‬‭two difference‬‭s‬‭in stylistic features‬

‭and how they are used in the two texts.‬
‭ owever, though there are many similarities, there are also key differences, such as the‬
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‭type of vocabulary used in both of the texts. In text on the us eof complex and scientific‬
‭vocabulary makes it hard to understand. For instance, intext 1 tehre are words like‬
‭‘Exraterrstrial’ and ‘Paradox’ which are very hard to understand. Unlike text 1, text 2 has‬
‭simple vocabulary which is much easier to understand and learn. Additionally the target‬
‭audience are different in each text. In text 1 the higher vocabulary and the type of‬
c‭ ontent it contains makes the text ofr adult and people who are intersed in teh topic.‬
‭Whereas, in text 2 it is explained very well and in simple vocabulary which makes it for‬
‭teens and young adults who take interset in the topic.‬

‭Explanation # 2-‬‭Elaborate on the‬‭effects of the devices‬‭you mentioned‬

‭above‬ ‭on the reader‬‭.‬
‭ he impact on the audience is to help them improve their scientific knowledge and help‬
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‭them understand the topic. The technical and complex vocabulary helps them give‬
‭more new scientific words which they can use and more knowledge on science. The‬
‭target audience helps the reader to understand what the text is aiming from their‬
‭audience.‬

‭Link:‬‭Link back to the main point‬‭of your paragraph‬‭by a concluding sentence that‬
‭ties the entire answer together.‬
‭ o conclude, both texts have equal information on the exsitence of aliens. Text 1 where‬
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‭it gives information on research of teh world on extraterrestrial life. On the other hand,‬
‭text 2 talks about different species and teh environment of plants where species or‬
‭aleins could live. In sum, both texts are equally helpful form each other and can be used‬
‭to research on extraterrestail life.‬

‭Put your final answer together:‬

‭ ext 1‬‭‘Do Aliens Exist? We Asked a NASA Scientist’‬‭Text 1‬‭by NASA and‬ ‭Text 2,‬
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‭‘What we actually know about aliens, according to science’‬‭Text 2‬‭by Joel Achenbach‬
‭are both informational texts‬‭about the‬‭to‬‭research on the exsitenes on aliens.‬‭B‬‭The‬
‭b‬‭oth texts still consist of key similarities, differences and which text is better to research‬
‭on the existence of the aliens.‬
‭ o begin with, they key similarities and one of them are the structure of the both texts.‬
T
‭The structure of both texts are the descriptive as the existence of alien is being‬
‭described by the texts. As in the text 1 states, ‘‬‭high‬‭probability that extraterrestrial‬
‭intelligence exists, scientists have found no evidence for such aliens.’‬‭In text 2 the‬
‭statement, ‘‬‭We've found microbial life, and our definition‬‭of‬‭habitable‬‭continues to‬
‭expand.’ Furthermore, both texts contribute in the same type of sentence which is‬
‭declarative. Both of the texts convey something and don’t consists of any other periods.‬
‭As text 2 has a question mark in the headline it is usually ending in a full stop.‬

‭ he impact of these devices is to help the audience understand the topic and convey it‬
T
‭in the depth of it. The descriptive structure helps the author to describe about the aliens‬
‭and apply all the information. Effects of the devices help to emphasize the text and help‬
‭the audience to understand it.‬
 ‭ owever, though there are many similarities, there are also key differences, such as‬
H
‭the type of vocabulary used in both of the texts. In text on the use of complex and‬
‭scientific vocabulary makes it hard to understand. For instance, intext 1 there are words‬
‭like ‘Exraterrstrial’ and ‘Paradox’ which are very hard to understand. Unlike text 1, text‬
‭2 has simple vocabulary which is much easier to understand and learn. Additionally‬
‭the target audience are different in each text. In text 1 the higher vocabulary and the‬
‭type of content it contains makes the text ofr adult and people who are intersed in teh‬
‭topic. Whereas, in text 2 it is explained very well and in simple vocabulary which makes‬
‭it for teens and young adults who take interset in the topic.‬

‭ he impact on the audience is to help them improve their scientific knowledge and help‬
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‭them understand the topic. The technical and complex vocabulary helps them give‬
‭more new scientific words which they can use and more knowledge on science. The‬
‭target audience helps the reader to understand what the text is aiming from their‬
‭audience.‬

‭ o conclude, both texts have equal information on the exsitence of aliens. Text 1 where‬
T
‭it gives information on research of teh world on extraterrestrial life. On the other hand,‬
‭text 2 talks about different species and teh environment of plants where species or‬
‭aleins could live. In sum, both texts are equally helpful form each other and can be‬
‭used to research on extraterrestail life.‬

‭Criterion A: Analysing‬ ‭Maximum: 8‬

‭ CHIEVEM‬ ‭LEVEL DESCRIPTOR‬

A ‭TASK SPECIFIC CLARIFICATIONS‬
‭ENT‬
‭DESCRIPT‬
‭OR‬

‭0‬ ‭ he student does not reach a standard‬

T ‭ he student does not reach any standard described by the‬
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‭described by any of the descriptors‬ ‭descriptors below.‬
‭below.‬
‭1 - 2‬ ‭ he student:‬
T i‭. My responses convey minimal identification and/or significant‬
‭i. provides minimal identification or‬ ‭misunderstandings of the content, context, linguistic and stylistic‬
‭explanation of the content, context,‬ ‭devices‬‭(such as tone, purpose, register, structure,‬‭target‬
‭language, structure, technique and style,‬ ‭audience, types of sentences and/or types of vocabulary)‬‭used‬
‭and does not explain the relationships‬ ‭in Texts 1 & 2.‬
‭among texts‬
‭ii. provides minimal identification and‬ i‭i. I can provide limited identification and explanation of the‬
‭explanation of the effects of the creator’s‬ ‭effects of stylistic devices used by the creators of the two texts in‬
‭choices on an audience‬ ‭my answer.‬
‭iii. rarely justifies opinions and ideas with‬
‭examples or explanations; uses little or‬ i‭ii. I rarely demonstrate evidence or examples and use irrelevant/‬
‭no terminology‬ ‭inaccurate analytical terminology relating to informational text‬
‭iv. interprets few similarities and‬ ‭conventions in my answer.‬
‭differences in features within and‬
‭between genres and texts.‬ i‭v. I interpret‬‭one or two‬‭similarities and/or differences‬‭and make‬
‭minimal connections between the two informational texts.‬

‭3 - 4‬ ‭ he student:‬
T i‭. My essay conveys basic/adequate identification and‬
‭i. provides adequate identification and‬ ‭understanding of linguistic and stylistic devices‬‭(such as‬
‭explanation of the content, context,‬ ‭purpose, imagery, structure, target audience, register, tone,‬
‭language, structure, technique and style,‬ ‭types of sentences and/or types of vocabulary)‬‭used‬‭in Texts 1 &‬
‭and some explanation of the‬ ‭2.‬
‭relationships among texts‬
‭ii. provides adequate identification and‬ i‭i. I can provide some identification and explanation of the‬
‭explanation of the effects of the creator’s‬ ‭stylistic devices used by the creators of the two texts in my‬
‭choices on an audience‬ ‭answer.‬
‭iii. justifies opinions and ideas with‬
‭some examples and explanations,‬ i‭ii. I justify my opinions and ideas with some examples and‬
‭though this may not be consistent; uses‬ ‭explanations, using some relevant and accurate analytical‬
‭some terminology‬ ‭terminology relating to informational text conventions in my‬
‭iv. interprets some similarities and‬ ‭answer.‬
‭differences in features within and‬ i‭v. I interpret‬‭three‬‭similarities and/or differences‬‭and make basic‬
‭between genres and texts.‬ ‭connections between the two informational texts.‬
‭5 - 6‬ ‭The student:‬ i‭. My essay conveys substantial identification and understanding‬
‭of linguistic and stylistic devices‬‭(such as purpose,‬‭imagery,‬
i‭. provides substantial identification and‬ ‭structure, target audience, register, tone, types of sentences‬
‭explanation of the content, context,‬ ‭and/or types of vocabulary)‬‭used in Texts 1 and 2.‬
‭language, structure, technique and style,‬
‭and explains the relationships among‬ i‭i. I can provide substantial identification and explanation of the‬
‭texts‬ ‭effects of‬‭t‬‭he stylistic devices used by the creators‬‭of the two‬
‭ii. provides substantial identification and‬ ‭texts in my answer.‬
‭explanation of the effects of the creator’s‬
‭choices on an audience‬ i‭ii. I can sufficiently justify my opinions and ideas with examples‬
‭iii. sufficiently justified opinions and‬ ‭and explanations, using relevant and accurate analytical‬
‭ideas with examples and explanations;‬ ‭terminology relating to informational text conventions in my‬
‭uses accurate terminology‬ ‭answer.‬
‭iv. competently interprets similarities and‬ i‭v. I competently interpret‬‭four‬‭similarities and‬‭differences and‬
‭differences in features within and‬ ‭make substantial connections between the two informational‬
‭between genres and texts.‬ ‭texts.‬

‭7 - 8‬ ‭ he student:‬
T i‭. My essay conveys perceptive identification and understanding‬
‭i. provides perceptive identification and‬ ‭of linguistic and stylistic devices‬‭(such as purpose,‬‭imagery,‬
‭explanation of the content, context,‬ ‭structure, target audience, register, tone, types of sentences‬
‭language, structure, technique and style,‬ ‭and/or types of vocabulary)‬‭used in Texts 1 and 2.‬
‭and explains the relationships among‬
‭texts thoroughly‬ i‭i. I can provide perceptive identification and explanation of the‬
‭ii. provides perceptive identification and‬ ‭effects of the stylistic devices used by the creators of the two‬
‭explanation of the effects of the creator’s‬ ‭texts in my answer.‬
‭choices on an audience‬
‭iii. gives detailed justification of opinions‬ i‭ii. I can give detailed justifications for my opinions and ideas‬
‭and ideas with a range of examples, and‬ ‭with a range of examples and thorough explanations, using‬
‭thorough explanations; uses accurate‬ ‭relevant and accurate analytical terminology relating to‬
‭terminology‬ ‭informational text conventions in my answer.‬
‭iv. perceptively compares and contrasts‬ i‭v. I perceptively compare and contrast the two informational‬
‭features within and between genres and‬ ‭texts and make insightful connections between them.‬
‭texts.‬
 ‭ ASK 2:‬
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‭ rama Script Writing‬
D
‭ bserve both the pictures below. With the help of either one of the pictures, create a‬
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‭scene in a play script, including‬‭the stage setting,‬‭characters and dialogue‬‭. Remember to‬
‭bring out details of the image you have chosen.‬

‭Word Count:‬‭Approximately 400 words.‬

‭ ote: Remember to specify which image you have selected in the answer‬
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‭box.‬

‭Image 1:‬

‭source‬

‭Image 2:‬
‭source‬

‭ urtain rises to reveal a warm, bright room filled with colors. There is sand and a flight of‬
C
‭stairs that follow through the ocean. There is a good beat and tune music going on like the‬
‭song in spongebob. The light on the beach is coming from the sun, which is getting lower and‬
‭lower. There are two levels, the first level is just sand with stairs that follow through the‬
‭second level. The second level consists of many props. There is a big canvas in the back‬
‭where the sun is setting in the ocean and waves are moving toward the ground. There are‬
‭exactly 6 coconut trees. Two trees, one lying down on the left and one lying down on the right.‬
‭Two trees in the left bending towards right and two trees in the right bending towards left. A‬
‭wooden guitar placed on the right with many leaves and plants. There are boats on the left‬
‭with plants. There is no litter and the sun is shown clear in the sky as it sinks into the ocean.‬

‭ ai is a young surfer wearing yellow shorts and has one chain on his neck. Marina, Kai’s‬
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‭surfing partner, wears a swimsuit. They both are walking from the left side on the sand talking‬
‭about the next step in life both holding their surfing boards.‬

‭Kai (proudly):Hey Marina! Look I found a treasure map‬

‭Marina (disappointed): Just leave it. It might be a prank.‬

‭Marina slaps the map as it is in Kai’s hand. Kai then picks it up.‬

‭Kai (boldly): Marina let’s go and find it. It might be fun and an adventure for us.‬
‭Marina (lazily): Show me where to go‬

‭ ai (happily): It shows that the treasure is on coco island. Let’s surf and go as it is just 1‬
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‭kilometer away‬

‭Marina (irritated): Fine!‬

‭ arina follows Kai as they reach the water. Marina pushes Kai into the water as she is‬
M
‭irritated by the plan. They start to surf to the Coco island.‬

‭Kai (bravely): Hey look Marina‬

‭Kai doing a flip with the board‬

‭Marina (shouting): Hey Kai be careful‬

‭Kai (irritated): Yea I am fine. Don’t treat me like a kid!‬

‭ hey both surf and reach Coco island. Marina pats Kai on his back hardly as it was his idea to‬
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‭find go on thai adventure. They both place their surfing boards into the sand, next to the‬
‭ocean and leave to find the treasure.‬

‭Kai (yelling): Marina come here!‬

‭Marina (frustratedly): Yea coming behind you‬

‭Kai (cheerfully): Marina see! The map shows the treasure is here. Let’s start digging‬

‭ arina (anrgyly): I am not digging! It was your idea to come here and find the treasure not‬
M
‭mine. You dig and find your treasure, I’ll wait by the surfing boards.‬

‭ ai starts to dig for the treasure while Marina walks and fades away in the jungle. Kai is‬
K
‭digging the treasure bae hand as there are no tools and after a couple of minutes he finds a‬
‭chest. Kai jumps with joy and opens the chest revealing it to be another treasure map.‬

‭Kai (sadly): Marina was right it was just a prank.‬

‭Kai then walks towards Marina and shows her the map, while MArina not answering her.‬

‭Kai (confused) What happened Marina?‬

‭Marina (shocked): See the ocean. There is no water left in it.‬

‭A horror music is playing and gets louder and louder as the curtains fall‬

‭Curtains Fall‬

‭End of scene‬
 ‭Rubric and Grading Criteria‬

‭Criterion C: Producing Text‬ ‭Maximum: 8‬

‭Level‬ ‭Level Descriptor‬ ‭Task Specific Clarifications‬

‭ chiev‬
A
‭ement‬

‭0‬ ‭ he student does not reach a standard‬

T ‭ he student does not reach a standard described by any of‬
T
‭described by any of the descriptors‬ ‭the descriptors below.‬
‭below.‬

‭1 - 2‬ ‭ he student:‬
T ‭ he student:‬
T
‭i. produces texts that demonstrate limited‬ ‭i. produces a play script that demonstrates little personal‬
‭personal engagement with the‬ ‭engagement with the creative process; demonstrates hardly‬
‭creative process; demonstrates a limited‬ ‭any insight, imagination or sensitivity in its development of the‬
‭degree of insight, imagination‬ ‭characters.‬
‭or sensitivity and minimal exploration of‬
‭and critical reflection on new‬ i‭i. While writing the play script, makes minimal stylistic‬
‭perspectives and ideas‬ ‭choices in terms of linguistic and literary devices (adverbs‬
‭ii. makes minimal stylistic choices in‬ ‭and adjectives, description of actors’ movement and‬
‭terms of linguistic, literary and visual‬ ‭gestures, detailed description of setting, lighting, etc.)‬
‭devices, demonstrating limited‬ ‭demonstrating little awareness of impact on an audience.‬
‭awareness of impact on an audience‬
‭iii. selects few relevant details and‬ i‭ii. selects few relevant details from the image to develop‬
‭examples to develop ideas.‬ ‭ideas in the play script.‬

‭3 - 4‬ ‭ he student:‬
T ‭ he student:‬
T
‭i. produces texts that demonstrate‬ ‭i. produces a play script that demonstrates adequate personal‬
‭adequate personal engagement with the‬ ‭engagement with the creative process; demonstrates some‬
‭creative process; demonstrates some‬ ‭insight, imagination or sensitivity in its development of the‬
‭insight, imagination or sensitivity and‬ ‭characters.‬
‭some exploration of and critical reflection‬
‭on new perspectives and ideas‬ i‭i. While writing the play script, makes some stylistic choices‬
‭ii. makes some stylistic choices in terms‬ ‭in terms of linguistic and literary devices (adverbs and‬
‭of linguistic, literary and visual‬ ‭adjectives, description of actors’ movement and gestures,‬
‭devices, demonstrating adequate‬ ‭detailed description of setting, lighting, etc.) demonstrating‬
‭awareness of impact on an audience‬ ‭some awareness of impact on an audience.‬
‭iii. selects some relevant details and‬
‭examples to develop ideas.‬ i‭ii. selects some relevant details from the image to develop‬
‭ideas in the play script.‬

‭5 - 6‬ ‭ he student:‬
T ‭ he student:‬
T
‭i. produces texts that demonstrate‬ ‭i. produces a play script that demonstrates considerable‬
‭considerable personal engagement‬ ‭personal engagement with the creative process;‬
‭with the creative process; demonstrates‬ ‭demonstrates some insight, imagination or sensitivity in its‬
‭considerable insight,‬ ‭development of the characters.‬
‭imagination or sensitivity and substantial‬
‭exploration of and critical‬ ‭ii. while writing the play script, makes thoughtful stylistic‬
 r‭ eflection on new perspectives and ideas‬ ‭ hoices in terms of linguistic and literary devices (adverbs‬
c
‭ii. makes thoughtful stylistic choices in‬ ‭and adjectives, description of actors’ movement and‬
‭terms of linguistic, literary and visual‬ ‭gestures, detailed description of setting, lighting, etc.)‬
‭devices, demonstrating good awareness‬ ‭demonstrating good awareness of impact on an audience.‬
‭of impact on an audience‬
‭iii. selects sufficient relevant details and‬ i‭ii. selects sufficient relevant details and examples from the‬
‭examples to develop ideas.‬ ‭chosen image to develop ideas in the play script.‬

‭7 - 8‬ ‭ he student:‬
T ‭The student:‬
‭i. produces texts that demonstrate a high‬
‭degree of personal engagement‬ i‭. produces a play script that demonstrates a high personal‬
‭with the creative process; demonstrates‬ ‭engagement with the creative process; demonstrates some‬
‭a high degree of insight,‬ ‭insight, imagination or sensitivity in its development of the‬
‭imagination or sensitivity and perceptive‬ ‭characters.‬
‭exploration of and critical‬
‭reflection on new perspectives and ideas‬ i‭i. while writing the play script, makes thoughtful stylistic‬
‭ii. makes perceptive stylistic choices in‬ ‭choices in terms of linguistic and literary devices (adverbs‬
‭terms of linguistic, literary and visual‬ ‭and adjectives, description of actors’ movement and‬
‭devices, demonstrating good awareness‬ ‭gestures, detailed description of setting, lighting, etc.)‬
‭of impact on an audience‬ ‭demonstrating thorough and perceptive awareness of impact‬
‭iii. selects extensive relevant details and‬ ‭on an audience.‬
‭examples to develop ideas with‬
‭precision.‬ i‭ii. selects extensive relevant details and examples from the‬
‭chosen image to develop ideas with precision in the play‬
‭script.‬

‭Criterion D: Using Language‬ ‭Maximum: 8‬

‭Level‬ ‭Level Descriptor‬ ‭Task Specific Clarifications‬

‭ chiev‬
A
‭ement‬

‭0‬ ‭ he student does not reach a standard‬

T ‭ he student does not reach a standard described by any of‬
T
‭described by any of the descriptors‬ ‭the descriptors below.‬
‭below.‬

‭1 - 2‬ ‭ he student:‬
T ‭The student:‬
‭i. uses a limited range of appropriate‬
‭vocabulary and forms of expression‬ i‭. uses a narrow range of appropriate vocabulary and forms of‬
‭iii. uses grammar, syntax and‬ ‭expression relating to script writing (dialogues/parenthesis/‬
‭punctuation with limited accuracy; errors‬ ‭emotive language) through meaningful phrases‬
‭often hinder communication‬
i‭ii. uses grammar, syntax (‬‭the arrangement of words‬‭and‬
‭phrases to create well-formed sentences in correct word‬
‭order), verb tenses,‬‭and punctuation with limited‬‭accuracy;‬
‭errors often hinder communication.‬

‭3 - 4‬ ‭ he student:‬
T ‭The student:‬
‭i. uses an adequate range of‬
 ‭ ppropriate vocabulary, sentence‬
a i‭. uses a satisfactory range of appropriate vocabulary and‬
‭structures and forms of expression‬ ‭forms of expression relating to script writing‬
‭iii. uses grammar, syntax and‬ ‭(dialogues/parenthesis/ emotive language) through‬
‭punctuation with some degree of‬ ‭meaningful phrases‬
‭accuracy; errors sometimes hinder‬
‭communication.‬ i‭ii. uses grammar, syntax (‬‭the arrangement of words‬‭and‬
‭phrases to create well-formed sentences in correct word‬
‭order), verb tenses,‬‭and punctuation with some degree‬‭of‬
‭accuracy; errors sometimes hinder communication.‬

‭5 - 6‬ ‭ he student:‬
T ‭The student:‬
‭i. uses a varied range of appropriate‬
‭vocabulary, sentence structures and‬ i‭. successfully uses a varied range of appropriate vocabulary,‬
‭forms of expression competently‬ ‭sentence structures and forms of expression relating to script‬
‭iii. uses grammar, syntax and‬ ‭writing (dialogues/parenthesis/emotive language) through‬
‭punctuation with a considerable degree‬ ‭meaningful phrases‬
‭of‬
‭accuracy; errors do not hinder effective‬ i‭ii. uses grammar, syntax (‬‭the arrangement of words‬‭and‬
‭communication‬ ‭phrases to create well-formed sentences in correct word‬
‭order), verb tenses and‬‭and punctuation with a considerable‬
‭degree of accuracy; errors do not hinder effective‬
‭communication‬

‭7 - 8‬ ‭ he student:‬
T ‭The student:‬
‭i. effectively uses a range of appropriate‬
‭vocabulary, sentence structures and‬ i‭. effectively uses a range of appropriate vocabulary, sentence‬
‭forms of expression‬ ‭structures and forms of expression relating to script writing‬
‭iii. uses grammar, syntax and‬ ‭(dialogues/parenthesis/emotive language) through‬
‭punctuation with a high degree of‬ ‭meaningful phrases‬
‭accuracy; errors are minor and‬
‭communication is effective‬ i‭ii. uses grammar, syntax (‬‭the arrangement of words‬‭and‬
‭phrases to create well-formed sentences in correct word‬
‭order), verb tenses‬‭and punctuation with a high degree‬‭of‬
‭accuracy; errors are minor and communication is effective‬