Basically, structure makes your thinking look smart, and that’s half the game.
There are four assessment criteria, each worth 10 marks, for a total of 40. Each criterion below is reproduced from the official guide: first the question or questions it asks, then the level descriptors band by band.
| Mark | Level descriptor |
|---|---|
| 0 | The work does not reach a standard described by the descriptors below. |
| 1-2 | There is little knowledge and understanding of the extracts and the works in relation to the global issue. References to the extracts and to the works are infrequent or are rarely appropriate. |
| 3-4 | There is some knowledge and understanding of the extracts and the works in relation to the global issue. References to the extracts and to the works are at times appropriate. |
| 5-6 | There is satisfactory knowledge and understanding of the extracts and the works and an interpretation of their implications in relation to the global issue. References to the extracts and to the works are generally relevant and mostly support the candidate's ideas. |
| 7-8 | There is good knowledge and understanding of the extracts and the works and a sustained interpretation of their implications in relation to the global issue. References to the extracts and to the works are relevant and support the candidate's ideas. |
| 9-10 | There is excellent knowledge and understanding of the extracts and of the works and a persuasive interpretation of their implications in relation to the global issue. References to the extracts and to the works are well chosen and effectively support the candidate's ideas. |
| Mark | Level descriptor |
|---|---|
| 0 | The work does not reach a standard described by the descriptors below. |
| 1-2 | The oral is descriptive or contains no relevant analysis. Authorial choices are seldom identified and, if so, are poorly understood in relation to the presentation of the global issue. |
| 3-4 | The oral contains some relevant analysis, but it is reliant on description. Authorial choices are identified, but are vaguely treated and/or only partially understood in relation to the presentation of the global issue. |
| 5-6 | The oral is analytical in nature, and evaluation of the extracts and their works is mostly relevant. Authorial choices are identified and reasonably understood in relation to the presentation of the global issue. |
| 7-8 | Analysis and evaluation of the extracts and their works are relevant and at times insightful. There is a good understanding of how authorial choices are used to present the global issue. |
| 9-10 | Analysis and evaluation of the extracts and their works are relevant and insightful. There is a thorough and nuanced understanding of how authorial choices are used to present the global issue. |
| Mark | Level descriptor |
|---|---|
| 0 | The work does not reach a standard described by the descriptors below. |
| 1-2 | The oral rarely focuses on the task. There are few connections between ideas. |
| 3-4 | The oral only sometimes focuses on the task, and treatment of the extracts, and of the works may be unbalanced. There are some connections between ideas, but these are not always coherent. |
| 5-6 | The oral maintains a focus on the task, despite some lapses; treatment of the extracts and works is mostly balanced. The development of ideas is mostly logical; ideas are generally connected in a cohesive manner. |
| 7-8 | The oral maintains a mostly clear and sustained focus on the task; treatment of the extracts and works is balanced. The development of ideas is logical; ideas are cohesively connected in an effective manner. |
| 9-10 | The oral maintains a clear and sustained focus on the task; treatment of the extracts and works is well balanced. The development of ideas is logical and convincing; ideas are connected in a cogent manner. |
| Mark | Level descriptor |
|---|---|
| 0 | The work does not reach a standard described by the descriptors below. |
| 1-2 | The language is rarely clear or accurate; errors often hinder communication. Vocabulary and syntax are imprecise and frequently inaccurate. Elements of style (for example, register, tone and rhetorical devices) are inappropriate to the task and detract from the oral. |
| 3-4 | The language is generally clear; errors sometimes hinder communication. Vocabulary and syntax are often imprecise with inaccuracies. Elements of style (for example, register, tone and rhetorical devices) are often inappropriate to the task and detract from the oral. |
| 5-6 | The language is clear; errors do not hinder communication. Vocabulary and syntax are appropriate to the task but simple and repetitive. Elements of style (for example, register, tone and rhetorical devices) are appropriate to the task and neither enhance nor detract from the oral. |
| 7-8 | The language is clear and accurate; occasional errors do not hinder communication. Vocabulary and syntax are appropriate and varied. Elements of style (for example, register, tone and rhetorical devices) are appropriate to the task and somewhat enhance the oral. |
| 9-10 | The language is clear, accurate and varied; occasional errors do not hinder communication. Vocabulary and syntax are varied and create effect. Elements of style (for example, register, tone and rhetorical devices) are appropriate to the task and enhance the oral. |
“The silencing of women’s voices in patriarchal societies” could work well for A Thousand Splendid Sunsand A Doll’s House.
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