US 28069B annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 69 KB]

For Merit, the learner needs to write a text for a practical purpose.

This involves:

• communicating the practical purpose of the text
• using content, structure, layout and organisation appropriate to the practical purpose, audience, topic and text type
• writing coherent and cohesive text with minor lapses
• using a wide range of language features and vocabulary
• conveying meaning with minor inaccuracies.
• This learner has written a curriculum vitae (CV).

Content, structure and organisation are appropriate to the topic and text type. The CV is organised into sections, starting with personal details and a personal statement, followed by information about skills, education, achievements, interests and hobbies, and referees. Headings, sub-headings and bullet points are used appropriately.

The CV is coherent. Information is clear, comprehensible and logically sequenced. Cohesive devices, including connectives, conjunctions and pronoun reference, are used within the short paragraphs and bullet point statements (1).

A wide range of language features and vocabulary is used to communicate information. These include simple and compound sentences, some complex structures appropriate to text type (2), and verb forms, including passive voice and modals (3). A sufficient range of vocabulary is used (4), with some collocations. Formal language is used consistently.

Minor inaccuracies in punctuation and article use occur.

To reach Excellence, the learner could use an extended range of complex structures and vocabulary.

For Merit, the learner needs to write a text for a practical purpose.

This involves:

• communicating the practical purpose of the text
• using content, structure, layout and organisation appropriate to the practical purpose, audience, topic and text type
• writing coherent and cohesive text with minor lapses
• using a wide range of language features and vocabulary
• conveying meaning with minor inaccuracies.

This learner has written a curriculum vitae (CV).

Content, structure and organisation are appropriate to the topic and text type. The CV is organised into sections, starting with personal details and a personal statement, followed by information about skills, work and volunteer experience, education, achievements, interests and referees. Headings, sub-headings and bullet points are used appropriately.

The CV is coherent. Information is clear, comprehensible and logically sequenced. Some cohesive devices, including connectives, conjunctions and pronoun reference, are used within the short paragraphs (1).

A wide range of language features and vocabulary is used to communicate information. These include simple and compound sentences, some complex structures appropriate to text type (2), and verb forms, including modals (3). A sufficiently wide range of vocabulary is used (4), including some collocations.

Inaccuracies in word choice and form, verb tenses, and capitalisation occur, but these are minor and do not obscure meaning. Formal language is used most of the time.

For Achieved, the learner needs to write a text for a practical purpose.

This involves:

• communicating the practical purpose of the text
• using content, structure and layout which is generally appropriate to the practical purpose and audience
• writing generally coherent and cohesive text
• using a range of language features and vocabulary appropriate to text type
• conveying meaning, although errors and inaccuracies may occur.

This learner has written a curriculum vitae (CV).

Content, structure and organisation are appropriate to the practical purpose of the text and audience. The CV is organised into sections, starting with personal details and a personal statement, followed by skills, work history, education, interests and hobbies, and referees. Headings, sub-headings and bullet points are used appropriately.

The CV is coherent. Information is clear, comprehensible and logically sequenced. Cohesive devices are used within the short paragraphs (1).

A range of language features and vocabulary is used to communicate information. These include simple, compound and complex sentences (2), and verb forms, including passive voice and some modals (3). A range of topic-specific vocabulary is used (4), including some collocations, although inaccuracies in word choice occur. Formal language is used consistently.

There are errors and inaccuracies in complex sentence structures, punctuation and verb forms, but meaning is conveyed clearly.

For Achieved, the learner needs to write a text for a practical purpose.

This involves:

• communicating the practical purpose of the text
• using content, structure and layout which is generally appropriate to the practical purpose and audience
• writing generally coherent and cohesive text
• using a range of language features and vocabulary appropriate to text type
• conveying meaning, although errors and inaccuracies may occur.

This learner has written a curriculum vitae (CV).

Content, structure and organisation are generally appropriate to the practical purpose of the text and audience. The CV is organised into sections, starting with contact details and a personal statement, followed by skills and abilities, education, interests and hobbies, and referees. Headings, sub-headings and bullet points are generally used appropriately, with some inaccuracies.

The CV is coherent. Information is clear, comprehensible and logically sequenced. Some cohesive devices, including connectives and pronoun reference, are used within sections (1).

A range of language features and vocabulary is used to communicate information. These include simple, compound and some complex sentences (2), and verb forms, including some modals (3). A limited range of vocabulary is used (4), with occasional lapses in word form and spelling, and in the use of formal language.

There are errors and inaccuracies in verb forms, prepositions and word choice, but meaning is conveyed.

To reach Achieved, the learner could use more cohesive devices, complex structures and a greater range of vocabulary.