Below is a list second list of marking criteria. You may find it helpful briefly looking at this as you write and edit your essay. Remember that this was written for teachers so the lexis can be exclusive and the register formal. It uses jargon.
The word "assimilates" means to bring together and the word "contextualise" can refer to other parts of the poem, other poems by the poet and the general social and cultural background to the poem and the writer.
It maybe helpful to note that upper band 2 is generally considered to be a pass.
The word "assimilates" means to bring together and the word "contextualise" can refer to other parts of the poem, other poems by the poet and the general social and cultural background to the poem and the writer.
It maybe helpful to note that upper band 2 is generally considered to be a pass.
MARK BAND DESCRIPTORS (AO3)
Upper band 4 (26–30)
• assimilates and contextualises
references with originality
• overview that offers
observations on wider contexts
• significant similarities and
differences are analysed and in an original, personal, or conceptual, manner
• texts effortlessly integrated
• consistent and flexible focus
on texts and theme
Lower band 4 (23–25)
• skilful and secure analysis
and commentary
• clear sense of
context/variation/contextual influences underpins reading
• sustained focus on texts and
theme
• coherently compares and
contrasts writer’s choices of form, structure, mode, language
• confident comparison
Upper band 3 (20–22)
• expresses clearly comparisons
and contrasts between two texts
• clear interplay between text
and context/sense of contextual variation
• comments clearly on a variety
of points/areas
• analysis may be imbalanced;
possible imbalance in text coverage but comparative framework clear
• clearly developed focus on
texts and theme
Lower band 3 (16–19)
• context commented on
• points are made but not always
clearly developed
• comparative analysis may be
implicit
• some comments on language use
in texts
• possible imbalance in coverage
• mainly consistent in focus on
texts and theme
Upper band 2 (12–15)
• comparative framework(s) used
but may be partial/simplistic
• develops a line of argument
underpinned by comment on overall context
• probably list-like in
construction
• imbalance in coverage of texts
• lacks evidence in places
• occasional loss of focus on
texts and theme
Lower band 2 (9–11)
• makes use of comparative
framework(s) but unable to apply them effectively
• general awareness of writer’s
techniques and impact on meaning
• responds to obvious or broad
links or comparisons
• may lack detail and evidence
• focus on texts and theme
unsustained
Upper band 1 (5–8)
• insecure or superficial idea
of context
• some points made but with
limited understanding
• insecure focus on texts and
themes
• lacks detail and probably
little evidence used
Lower band 1 (1–4)
• rudimentary awareness of
context
• ideas very limited or
undeveloped
• contextual features identified
but misread
• weak focus on texts and themes
Zero marks (0)
• response failing to fulfil any
of the lower band 1 requirements
