Garibaldi Secondary School

Criterion/Achievement Level

English A1 Extended Essay Assessment Criteria

0

Criterion A: research question

Although the aim of the essay can best be defined
in the form of a question, it may also be presented
as a statement or proposition for discussion. A
research question that is too narrow or too obvious
will normally be deemed to be one that does not
lend itself to systematic investigation in an
extended essay.

The research question is

not stated in the
introduction or does not
lend itself to a
systematic investigation
in an extended essay in
the subject in which it is
registered.

The research question is

stated in the
introduction but is not
clearly expressed or is
too broad in scope to be
treated effectively
within the word limit.

The research question is

clearly stated in the
introduction and sharply
focused, making
effective treatment
possible within the word
limit.

Criterion B: introduction
The context should be established succinctly and
should not be an excuse for padding out an essay
with a lengthy account of the historical or
biographical context of a literary text. Instead, the
introduction should focus on the research question
and the students reasons for choosing it. In some
cases, students may be able to say how it relates to
existing knowledge on the topic but, since they
cannot be expected to know the whole range of
secondary writing on major texts, it is sufficient for
them to state briefly why they have chosen their
particular research question and what they think it
has to offer.
Criterion C: investigation
The range of resources includes, in the first place,
the primary texts being studied (and, possibly,
other writings by the author(s) in question, such as
essays, journals and letters) and, less importantly,
secondary sources such as published criticism on
those texts. The proper planning of an essay should
involve interrogating secondary sources in light of
the research question, so that the views of critics
are used to support the students own argument,
and not as a substitute for that argument. It may
thus be helpful for a student to challenge a
statement by a critic instead of simply agreeing
with it. In a literary context, the data gathered is
principally the evidence the student finds in the
primary text(s) to support the argument of the
essay. If students make use of Internet-based
sources, they should do so critically and
circumspectly in full awareness of their potential
unreliability.

Little or no attempt is
made to set the research
question into context.
There is little or no
attempt to explain the
significance of the
topic.

Some attempt is made

to set the research
question into context.
There is some attempt
to explain the
significance of the topic
and why it is worthy of
investigation.

The context of the

research question is
clearly demonstrated.
The introduction clearly
explains the
significance of the topic
and why it is worthy of
investigation.

There is little or no
evidence that sources
have been consulted or
data gathered, and little
or no evidence of
planning in the
investigation.

A range of inappropriate
sources has been
consulted, or
inappropriate data has
been gathered, and there
is little evidence that the
investigation has been
planned.

A limited range of
appropriate sources has
been consulted, or data
has been gathered, and
some relevant material
has been selected. There
is evidence of some
planning in the
investigation.

A sufficient range of
appropriate sources has
been consulted, or data
has been gathered, and
relevant material has
been selected. The
investigation has been
satisfactorily planned.

An imaginative range of
appropriate sources has
been consulted, or data
has been gathered, and
relevant material has
been carefully selected.
The investigation has
been well planned.

Garibaldi Secondary School

Criterion/Achievement Level
Criterion D: knowledge and
understanding of the topic studied
The topic studied here is principally the primary
text(s) that is/are the focus of the essay. The quality
of the students understanding of the primary
text(s) is the main concern. The use of secondary
sources is not an essential requirement: this may be
helpful in the case of classic texts, enabling
discussion to start at a higher level, but it should
not replace the students personal engagement with
the primary text(s).
Criterion E: reasoned argument
Students should be aware of the need to give their
essays the backbone of a developing argument.
Personal views should not simply be stated but
need to be supported by reasoned argument to
persuade the reader of their validity.
Straightforward description of a literary text
through plot summary or narration of the action
does not usually advance an argument and should
generally be avoided (although, where a littleknown text is under discussion, a brief description
may be appropriate).
Criterion F: application of analytical and
evaluative skills appropriate
to the subject
Appropriate application of analytical and
evaluative skills here is the use of persuasive
analysis and argument to support a personal
interpretation. Second-hand interpretations that are
derived solely from secondary sources will lose
marks under this criterion, as will purely
descriptive essays that list examples of literary
motifs but fail to analyse them.
Criterion G: use of language appropriate
to the subject
There is no single acceptable style for essays,
which may be well-written in different ways
with, for example, different degrees of personal
emphasis, some writers using the first person and
others preferring a more impersonal mode of
expression. Clarity and precision of communication
in a group 1 essay includes the correct use of
language.

English A1 Extended Essay Assessment Criteria

The essay demonstrates

no real knowledge or
understanding of the
topic studied.

The essay demonstrates

some knowledge but
little understanding of
the topic studied. The
essay shows little
awareness of an
academic context for the
investigation.

The essay demonstrates

an adequate knowledge
and some understanding
of the topic studied. The
essay shows some
awareness of an
academic context for the
investigation.

The essay demonstrates

a good knowledge and
understanding of the
topic studied.
Where appropriate, the
essay successfully
outlines an academic
context for the
investigation.

The essay demonstrates

a very good knowledge
and understanding of
the topic studied. Where
appropriate, the essay
clearly and precisely
locates the investigation
in an academic context.

There is no attempt to
develop a reasoned
argument in relation to
the research question.

There is a limited or
superficial attempt to
present ideas in a
logical and coherent
manner, and to develop
a reasoned argument in
relation to the research
question.

There is some attempt

to present ideas in a
logical and coherent
manner, and to
develop a reasoned
argument in relation to
the research question,
but this is only
partially successful

Ideas are presented in a

logical and coherent
manner, and a reasoned
argument is developed
in relation to the
research question, but
with some weaknesses.

Ideas are presented

clearly and in a logical
and coherent manner.
The essay
succeeds in developing
a reasoned and
convincing argument in
relation to the research
question.

The essay shows no

application of
appropriate analytical
and evaluative skills.

The essay shows little

application of
appropriate analytical
and evaluative skills.

The essay shows some

application of
appropriate analytical
and evaluative skills,
which may be only
partially effective.

The essay shows sound

application of
appropriate analytical
and evaluative skills.

The essay shows

effective and
sophisticated
application of
appropriate analytical
and evaluative skills.

The language used is

inaccurate and unclear.
There is no effective use
of terminology
appropriate to the
subject.

The language used

sometimes
communicates clearly
but does not do so
consistently. The use of
terminology appropriate
to the subject is only
partly accurate.

The language used for

the most part
communicates clearly.
The use of terminology
appropriate to the
subject is usually
accurate.

The language used

communicates clearly.
The use of terminology
appropriate to
the subject is accurate,
although there may be
occasional lapses

The language used

communicates clearly
and precisely.
Terminology
appropriate to the
subject is used
accurately, with skill
and understanding.

Garibaldi Secondary School

Criterion/Achievement Level

English A1 Extended Essay Assessment Criteria

Criterion H: conclusion
Consistent is the key word here: the conclusion
should develop out of the argument and not
introduce new or extraneous matter. It should not
repeat the material of the introduction; rather, it
should present a new synthesis in light of the
discussion.

Little or no attempt is
made to provide a
conclusion that is
relevant to the research
question.

A conclusion is
attempted that is
relevant to the research
question but may not be
entirely consistent with
the evidence presented
in the essay.

Criterion I: formal presentation

This criterion refers to the extent to which the essay
conforms to academic standards about the way in
which research papers should be presented. The
presentation of essays that omit a bibliography or
do not give references/citations for quotations is
deemed unacceptable (level 0). Essays that omit
one of the required elementstitle page, table of
contents, page numbersare deemed no better than
satisfactory (maximum level 2), while essays that
omit two of them are deemed poor at best
(maximum level 1).
Criterion J: abstract
The requirements for the abstract are to state
clearly 1) the research question that was
investigated, 2) how the investigation was
undertaken and 3) the conclusion(s) of the essay.
The abstract is judged on the clarity with which it
presents the three required elements, not on the
quality of the research question itself, nor on the
quality of the argument or the conclusions.
Criterion K: holistic judgment
This criterion allows examiners to reward work that
shows initiative, creativity and insight, even if the
essay does not achieve the highest standard overall.
Routine essays on well-worn topics will not score
highly under this criterion.

The formal presentation

is unacceptable, or the
essay exceeds 4,000
words.

The formal presentation

is poor.

An effective conclusion
is clearly stated; it is
relevant to the research
question and consistent
with the evidence
presented in the essay. It
should include
unresolved questions
where appropriate to the
subject concerned.
The formal presentation
is satisfactory.

The formal presentation

is good.

The formal presentation

is excellent.

The abstract exceeds

300 words or one or
more of the required
three elements of an
abstract are missing.

The abstract contains

the elements listed but
they are not all clearly
stated.

The abstract clearly

states all the elements
listed.

The essay shows no

evidence of such
qualities.

The essay shows little

evidence of such
qualities.

The essay shows some

evidence of such
qualities.

The essay shows clear

evidence of such
qualities.

The essay shows

considerable evidence
of such qualities.

Garibaldi Secondary School

English A1 Extended Essay Assessment Criteria

Total

36