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Poetry Marking Sheet

The document provides a detailed feedback framework for evaluating responses to English Literature poetry on love and relationships, categorized by assessment objectives (AO1, AO2, AO3) with corresponding marks. It outlines criteria for different performance levels, ranging from simple comments to critical and conceptualized responses, emphasizing the use of subject terminology and analysis of writer's methods. Additionally, it includes DIRT tasks aimed at improving students' analytical skills and structuring their responses effectively.

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Melanie Hulme
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33 views2 pages

Poetry Marking Sheet

The document provides a detailed feedback framework for evaluating responses to English Literature poetry on love and relationships, categorized by assessment objectives (AO1, AO2, AO3) with corresponding marks. It outlines criteria for different performance levels, ranging from simple comments to critical and conceptualized responses, emphasizing the use of subject terminology and analysis of writer's methods. Additionally, it includes DIRT tasks aimed at improving students' analytical skills and structuring their responses effectively.

Uploaded by

Melanie Hulme
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

English Literature feedback

Love and Relationships Poetry Name


_____________
Mark______________
Level AO1 (12) AO2 (12) AO3 (6)
6  Critical, exploratory,  Analysis of writer’s methods  Exploration of
conceptualised response to task with subject terminology used ideas/perspectives/contextual
and whole text judiciously factors shown by specific,
 Judicious use of precise  Exploration of effects of writer’s detailed links between
references to support methods to create meanings context/text/task
interpretation(s)
11 12 11 12 6
5  Thoughtful, developed response  Examination of writer’s  Thoughtful consideration of
to task and whole text methods with subject ideas/perspectives/contextual
 Apt references integrated into terminology used effectively to factors shown by examination
interpretation(s) support consideration of of detailed links between
methods context/text/task
 Examination of effects of
writer’s methods to create
meanings
9 10 9 10 5
4  Clear, explained response to  Clear explanation of writer’s  Clear understanding of
task and whole text methods with appropriate use ideas/perspectives/ contextual
 Effective use of references to of relevant subject terminology factors shown by specific links
support explanation  Understanding of effects of between context/text/task
writer’s methods to create
meanings
7 8 7 8 4
3  Some explained response to  Explained/relevant comments  Some understanding of implicit
task and whole text on writer’s methods with some ideas/ perspectives/contextual
 References used to support a relevant use of subject factors shown by links between
range of relevant comments terminology context/text/task
 Identification of effects of
writer’s methods to create
meanings
5 6 5 6 3
2  Supported response to task and  Identification of writers’  Some awareness of implicit
text methods ideas/contextual factors
 Comments on references  Some reference to subject
terminology
3 4 3 4 2
1  Simple comments relevant to  Awareness of writer making  Simple comment on explicit
task and text deliberate choices ideas/contextual factors
 Reference to relevant details  Possible reference to subject
terminology
1 2 1 2 1
0 Nothing relevant written

DIRT tasks
Do a quotation explosion on the Highlight where you have used Write a clear thesis/introduction
highlighted quotation, then write subject terminology eg. simile, which shows a line of argument
a paragraph analysing it adjective, symbolism etc.
Find and write down quotations Highlight where you have used Re-write the opening sentence of
which support your points the key word from the question, each paragraph so that it is a
or synonyms for it, to show that clear topic sentence
you are answering the question
Add a comparison about the Highlight where you have used a
structure and/or form of the comparative connective. If they
poems are missing, add them in

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