Skill Align WACE EAL/D ATAR Year 12 - Free Online Pack 0
A complete independently authored WACE EAL/D ATAR practice paper with raw-first marking, explicit weighted conversions, controlled listening MP4, samples and response space.
- Paper
- Question and Response Book
- Reading time before commencing work:
- ten minutes
- Working time:
- three hours
- Assessment
- 100 weighted points
General instructions
- Reading time before commencing work: ten minutes
- Working time: three hours
- Total: 100 weighted points
- Standard items permitted: pens (blue/black preferred), pencils (including coloured pencils), sharpener, correction fluid/tape, eraser, ruler and highlighters.
- Special item permitted: one print English language dictionary or one print English language learning dictionary.
- Note: Dictionaries must not contain any notes or other marks. No bilingual or electronic dictionary or thesaurus is permitted.
- The supervisor is provided with the Skill Align controlled-reader administration material containing two listening scripts.
- The separately supplied Skill Align listening MP4 administers each text separately, plays each text twice and controls all question-reading, inter-reading and answering intervals.
- Write your answers in Standard Australian English, preferably using a blue or black pen. Do not use erasable or gel pens.
- Use the ruled response pages and identify any supplementary page at the original response location.
Structure of this paper
| Section | Task | Suggested working time | Weighting |
|---|---|---|---|
| Section One | Listening | 35 minutes | 25% |
| Section Two | Reading and viewing | 55 minutes | 25% |
| Section Three Part A | Extended writing — Speech | 35 minutes | 20% |
| Section Three Part B | Extended writing — Essay | 55 minutes | 30% |
Section One: Listening
Suggested working time: 35 minutes. 25 raw marks, weighted to 25 points. Listen to two original texts presented twice through the supervisor-controlled Skill Align listening material. Answer all eight parts, including the printed multiple-choice items.
Question 1
25 raw marks; weighted to 25 pointsThe Memory Booth announcement and the accessible-ceramics interview are available only to the supervisor and markers. Candidates hear both sources twice.
Section Two: Reading and viewing
Suggested working time: 55 minutes. 30 raw marks, weighted to 25 points. Answer the short-response parts and the synthesis task. The synthesis is marked out of 15 raw marks and weighted to 10 points.
Question 2
15 raw marks; weighted to 15 pointsTHEME: RECORDS THAT SHOW THEIR LIMITS
TEXT A - Three versions of a sleeve Original Skill Align narrative
Noor placed the paper pattern on the archive table and searched for its original edge. A 1968 magazine page formed the bodice, but the sleeve extended across two pieces of grocery advertisement attached with green thread. Pencil numbers ran beside notes in Arabic and English. Her catalogue form offered one box for MAKER and one for DATE.
She began by photographing the clean printed section. The newspaper additions looked temporary, the kind of household repair an official record might remove from view. Then she measured them. One extension added six centimetres. A second narrowed the wrist and carried a school concert date twenty years later.
On the reverse, blue tailor's chalk crossed the original cutting line. Noor asked Salma, who had donated the pattern, whether the marks belonged to her mother. Salma laughed. Her mother had drawn in green pencil; the blue line was Salma's own. She had used the pattern for a jacket after borrowing it for a dress, then passed it to a cousin who altered the cuff again.
Noor looked back at the single MAKER box. Entering one name would make the record neat and wrong. Entering three names without their changes would be equally misleading. She opened the description field and recorded each paper, stitch, language, measurement and known hand. Where nobody could identify a writer, she entered UNKNOWN rather than assigning the most likely relative.
The finished record took longer than the garment summary beside it. It did not reconstruct a perfect first sleeve. Instead, it showed how one pattern had travelled across bodies, occasions and decades without becoming the work of only its earliest owner.
TEXT B - Neighbourhood weather notebook: contribution guide Original Skill Align public information
A useful weather observation tells a later reader how the value was obtained. Record the date, local time and exact place before entering temperature, rainfall, wind or cloud. Name the instrument where one was used and note conditions that may affect it, such as a shaded balcony, a hot wall or a partly blocked rain gauge.
Mark an estimated value as ESTIMATED. If a scale cannot be read, leave the measurement blank and describe what you could observe. Do not replace a missing number with yesterday's figure or an online reading from another suburb.
Corrections remain visible. Draw one line through the earlier entry, add the new value and initial the change. A crossed-out figure can show how the record developed; an erased figure cannot be checked.
Reports are compared only after location, time and conditions are considered. A smaller notebook entry with clear limits may be more useful than a complete row whose source is unknown.
TEXT C - KEEP THE TRACE Original Skill Align evidence table
Question 3
15 raw marks; weighted to 10 pointsSection Three: Part A Extended writing – Speech
Suggested working time: 35 minutes. 25 raw marks, weighted to 20 points. Choose either the Unit 3 or Unit 4 task and write one sustained speech for the specified purpose and audience.
Question 4
25 raw marks; weighted to 20 pointsTASK A — UNIT 3: AUSTRALIA AS A CULTURAL COMMUNITY At a local Australia Day citizenship and community welcome, speak to long-term residents and newly arrived citizens. Reflect on how sharing everyday cultural practices can build belonging without requiring people to present one fixed version of Australian identity.
TASK B — UNIT 4: LANGUAGE AND EMPOWERMENT Drainage work will temporarily move multilingual stallholders from a weekend market. Speak to the council project team and argue for a translated decision log that records each relocation request, the reason for the response and a firm follow-up date. Address speed, fairness and the limits of one-way notices.
Section Three: Part B Extended writing – Essay
Suggested working time: 55 minutes. 25 raw marks, weighted to 30 points. Choose either the Unit 3 or Unit 4 task and compare two studied texts in one sustained analytical essay.
Question 5
25 raw marks; weighted to 30 pointsTASK A — UNIT 3: AUSTRALIA AS A CULTURAL COMMUNITY Compare how two studied texts represent Australian cultural identity as diverse, changing and shaped through relationships of belonging.
TASK B — UNIT 4: LANGUAGE AND EMPOWERMENT Compare how two studied texts use interrupted routines to expose how language and communication privilege some people while requiring others to adapt.
Indicative response guidance and Skill Align practice marking guidance
Section One: Listening Question 1
CONTROLLED READER SCRIPT - PACK 0 Administration: Use the complete Skill Align listening MP4 once. It provides one minute to read the Text 1 questions, plays Text 1 twice with a one-minute pause, and gives two minutes to answer the Text 1 questions. It then provides one minute to read the Text 2 questions and plays Text 2 twice with a one-minute pause before the end-of-listening announcement. Text 1 uses one reader; Text 2 uses two readers. Do not display the scripts, define vocabulary, repeat isolated sentences or answer candidate questions about content. TEXT 1 - Memory Booth announcement (one reader; approximately 300 words) From 6 August, East Harbour Library will trial a Memory Booth for residents who want to transfer family cassette recordings into a digital file. Forty-five-minute appointments will run on Tuesday afternoons and Thursday evenings for six weeks. Bring one cassette that belongs to you or that you have permission to copy. Staff will inspect the casing before it enters the player, but they cannot repair broken tape. You may bring a blank storage drive or purchase an eight-gigabyte drive from the desk at cost. If you want only one section, note its approximate starting time before your appointment. Inside the booth, a staff member will demonstrate the controls and check the recording level. You then decide whether to transfer the whole cassette or selected passages. Staff will not remove pauses, background sounds or repeated words. Those details are part of the source. A separate note sheet lets you add names, languages, dates or context without changing the recording itself. The trial has twelve appointments each week. During the first month, one person may hold no more than two future bookings. A cancellation list will fill empty sessions, so please release a time you cannot use. Privacy is equally important. Working files are erased from the booth computer within twenty-four hours. The library keeps no copy unless you complete a separate archive agreement after hearing the transfer. Donating a recording is never a condition of using the service. A clear digital file can make an old voice easier to hear, but clarity does not give the library ownership of a family's story. Choose what enters the booth, describe it in your own terms and decide where the finished copy belongs. TEXT 2 - Accessible ceramics exhibition interview (two readers; approximately 360 words) HOST: Priya, your first plan for the exhibition included small printed copies of every ceramic work. Why did that change? PRIYA: I thought a miniature would let blind visitors understand each shape. At our first workshop, Mara held one and asked what the original clay felt like, how heavy the bowl was and where the potter's thumb had changed its rim. The copy answered the question I had designed, not the questions she brought. HOST: What replaced the miniatures? PRIYA: We built a handling table from material the artists actually used: fired test tiles, rejected handles, safe fragments and three complete practice pieces. Visitors can compare rough and burnished surfaces, lift different clay bodies and follow the stages of one carved pattern. These are not substitute artworks. They reveal decisions and processes that the finished display can hide. HOST: How did the artists respond to people touching the material? PRIYA: Each artist decided which test pieces could be handled and recorded why. One artist initially offered only a smooth tile because it looked finished. After hearing visitors compare tool marks, she added a tile where the carving had failed. That piece now produces the longest conversations. HOST: You also changed the audio description process. PRIYA: Previously, we wrote labels, installed the cases and asked a describer to explain the result. This time the describer joined while positions were still movable. Her questions changed the order of two works and prompted us to place a large vessel low enough for its interior to be described from close range. Description cannot be rescue work after the labels are printed. HOST: What else did the workshop alter? PRIYA: The handling table is lower, with open knee space on three sides. Audio, large print and a raised diagram begin at the same numbered point. A visitor may use one, combine them or ignore them. Access does not mean directing everybody through an identical experience. HOST: How will you judge the result? PRIYA: We will ask what visitors could investigate independently and what questions the exhibition allowed them to ask. Counting headphones would tell us very little. A successful design gives people more than one honest way into the work.
(a) B - introduce the Memory Booth trial and help residents prepare for a useful session
The speaker explains both the new service and the choices a participant must make before attending.
(b) Choose one cassette that the participant owns or has permission to copy, and decide whether to bring a blank storage drive or buy one at cost. Noting the approximate starting time of a wanted section is also acceptable.
Award for two accurate preparations; at least one should concern the cassette or permission.
(c) Those features belong to the source recording, and editing them would allow staff to decide which parts of another family's memory matter.
A complete response connects source fidelity with the limit on staff authority.
(d) A two-booking limit and cancellation list distribute the limited sessions, while temporary booth files are erased within a day and nothing enters the archive without separate consent.
Credit one demand measure and one privacy safeguard.
(e) D - she replaced miniature copies with a handling table that reveals materials and making decisions
Priya explains why copying the final shapes did not provide the experience or information visitors requested.
(f) Original test tiles and safe fragments let visitors encounter real weight, texture and process; drafting audio description before final labels changes object placement and wording; a low table with open knee space supports close, independent use.
Award two linked decision-purpose pairs.
(g) She means access must influence selection, arrangement and interpretation from the beginning; a late description can name a finished display but cannot repair decisions that already excluded visitors.
The answer should distinguish early co-design from a superficial addition at the end.
(h) Memory Booth users choose what to transfer, annotate and share, while makers and visitors help decide what may be handled and how the exhibition can be explored. Both services limit institutional control over other people's material and experience.
Use a precise choice from each text and explain the shared principle.
Mark allocation
- Raw listening score: ____ /25
- Weighted listening score: raw score × 25 ÷ 25 = ____ /25
Detailed marking criteria
Part Listening part (a) (2 weighted points)
Awards the available points for accurate information, inference and explanation from the administered texts.
Acceptable alternatives: Equivalent wording demonstrably supported by the final Pack 0 reader scripts
Do not credit by itself: A plausible detail that neither listening text states nor implies
Part Listening part (b) (3 weighted points)
Awards the available points for accurate information, inference and explanation from the administered texts.
Acceptable alternatives: Equivalent wording demonstrably supported by the final Pack 0 reader scripts
Do not credit by itself: A plausible detail that neither listening text states nor implies
Part Listening part (c) (3 weighted points)
Awards the available points for accurate information, inference and explanation from the administered texts.
Acceptable alternatives: Equivalent wording demonstrably supported by the final Pack 0 reader scripts
Do not credit by itself: A plausible detail that neither listening text states nor implies
Part Listening part (d) (3 weighted points)
Awards the available points for accurate information, inference and explanation from the administered texts.
Acceptable alternatives: Equivalent wording demonstrably supported by the final Pack 0 reader scripts
Do not credit by itself: A plausible detail that neither listening text states nor implies
Part Listening part (e) (2 weighted points)
Awards the available points for accurate information, inference and explanation from the administered texts.
Acceptable alternatives: Equivalent wording demonstrably supported by the final Pack 0 reader scripts
Do not credit by itself: A plausible detail that neither listening text states nor implies
Part Listening part (f) (4 weighted points)
Awards the available points for accurate information, inference and explanation from the administered texts.
Acceptable alternatives: Equivalent wording demonstrably supported by the final Pack 0 reader scripts
Do not credit by itself: A plausible detail that neither listening text states nor implies
Part Listening part (g) (4 weighted points)
Awards the available points for accurate information, inference and explanation from the administered texts.
Acceptable alternatives: Equivalent wording demonstrably supported by the final Pack 0 reader scripts
Do not credit by itself: A plausible detail that neither listening text states nor implies
Part Listening part (h) (4 weighted points)
Awards the available points for accurate information, inference and explanation from the administered texts.
Acceptable alternatives: Equivalent wording demonstrably supported by the final Pack 0 reader scripts
Do not credit by itself: A plausible detail that neither listening text states nor implies
Section Two: Reading and viewing Question 2
(a) She assumes the official archive should preserve one clean original and treats later household alterations as untidy damage rather than evidence of use.
Identify both her preference for a clean master and her mistaken judgment of the additions.
(b) Measurements, two languages, a school date and a second maker's stitches turn the margins from clutter into a record of changing bodies, circumstances and shared authorship; Noor therefore describes each layer instead of flattening it.
Credit the cumulative structure and Noor's changed cataloguing action.
(c) Observers record instrument, place, time and conditions, mark estimated values clearly and leave unreadable measurements blank. This allows later users to judge evidence strength without confusing guesses with observations.
Explain how at least two rules preserve the limits as well as the value of a report.
(d) The repeated columns require every entry to identify evidence, confidence and a next check, so readers can compare how each claim was formed. The contrast between CONFIRMED and UNKNOWN preserves useful limits without deleting an uncertain entry or presenting it as fact.
Connect the table structure and contrasting confidence labels to transparent record-keeping.
Mark allocation
- Raw reading/viewing short-response score: ____ /15
- Weighted short-response score: raw score × 15 ÷ 15 = ____ /15
Detailed marking criteria
Part Reading part (a) (3 weighted points)
Explains Noor's initial preference and misconception.
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied or studied text
Do not credit by itself: General assertion without evidence; Retelling or feature listing without explaining meaning or effect
Part Reading part (b) (4 weighted points)
Analyses the cumulative discoveries and changed treatment of the margins.
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied or studied text
Do not credit by itself: General assertion without evidence; Retelling or feature listing without explaining meaning or effect
Part Reading part (c) (4 weighted points)
Explains how transparent limits make reports usable.
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied or studied text
Do not credit by itself: General assertion without evidence; Retelling or feature listing without explaining meaning or effect
Part Reading part (d) (4 weighted points)
Explains how the evidence-table structure makes confidence and uncertainty comparable.
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied or studied text
Do not credit by itself: General assertion without evidence; Retelling or feature listing without explaining meaning or effect
Section Two: Reading and viewing Question 3
The view is persuasive because all three texts treat visible uncertainty as information about a record's limits. In Text A, Noor could create a tidy catalogue entry by photographing only the printed pattern and selecting one maker. Measurements and multilingual notes reveal why that apparent completeness would be false. Recording UNKNOWN is more trustworthy than assigning handwriting to the most likely relative because another researcher can distinguish evidence from assumption.
Text B applies the same principle to numerical observations. An estimated value remains useful when labelled, while an unreadable scale should produce a blank and a description rather than an invented number. Visible corrections allow a later reader to reconstruct change. Text C makes these differences comparable: each row separates evidence from confidence and names a next check. The UNKNOWN label preserves the faded-scale entry while preventing its missing number from being treated as fact.
Uncertainty alone, however, does not create trust. A vague claim with no source is weak, not honest. Each text pairs limits with precise action: Noor measures and attributes known hands, observers state place and instrument, and the table requires evidence, a confidence category and a next check. A trustworthy record therefore preserves uncertainty when it also explains what is known, how it became known and how the claim may be tested.
Own knowledge can extend this view: a community archive that labels an uncertain date as approximate lets later family members add evidence, whereas silently choosing the most likely date makes the record appear more certain than it is.
Indicative synthesis response only. Mark relevant ideas, synthesis, own knowledge or experience and references to all three texts. Do not deduct raw marks for grammar or spelling where meaning remains intelligible.
Mark allocation
- Raw synthesis score: ____ /15
- Weighted synthesis score: raw score × 10 ÷ 15 = ____ /10
- Do not reduce the raw synthesis score for grammar or spelling where meaning remains intelligible.
Detailed marking criteria
Integrated response (5 weighted points)
Identifies, explains and evaluates relevant ideas raised by the proposition.
Acceptable alternatives: Any equivalent accurate, relevant and task-focused evidence or wording
Do not credit by itself: General assertion without relevant support; Prepared material that is not adapted to the selected task
Integrated response (5 weighted points)
Builds conceptual relationships across Texts A, B and C rather than presenting three unrelated summaries.
Acceptable alternatives: Any equivalent accurate, relevant and task-focused evidence or wording
Do not credit by itself: General assertion without relevant support; Prepared material that is not adapted to the selected task
Integrated response (3 weighted points)
Uses relevant own knowledge and/or experience to extend, qualify or test the synthesis.
Acceptable alternatives: Any equivalent accurate, relevant and task-focused evidence or wording
Do not credit by itself: General assertion without relevant support; Prepared material that is not adapted to the selected task
Integrated response (2 weighted points)
Uses accurate and appropriate reference to Texts A, B and C.
Acceptable alternatives: Any equivalent accurate, relevant and task-focused evidence or wording
Do not credit by itself: General assertion without relevant support; Prepared material that is not adapted to the selected task
Holistic marking bands
| Marks | Descriptor |
|---|---|
| 13-15 | Perceptive, sustained and highly controlled response that fulfils the task with precision. |
| 10-12 | Well-developed, purposeful response with effective evidence, structure and language choices. |
| 7-9 | Sound and relevant response with appropriate evidence and generally controlled expression. |
| 4-6 | Developing understanding with uneven support, organisation or language control. |
| 0-3 | Minimal relevant engagement; meaning, evidence or control is fragmentary. |
Section Three: Part A Extended writing – Speech Question 4
Project team members, a translated notice can tell a stallholder that Bay C will close. It cannot show whether her request for power near a refrigerator was heard, who considered it or when an answer will arrive. During this relocation, I ask you to publish a short decision log in the market's main languages and update it twice each week.
The log should give every request a number, category and response date. It should state the operational reason for a decision in plain language, while keeping personal and commercial details private. "Approved" is not enough if a stallholder still does not know the temporary bay. "Not possible" is not accountable unless the constraint and next option are named.
Stallholders need three ways to contribute: a translated form, a recorded message and an in-person desk during market hours. Qualified language support should be available for complex cases. Children, neighbouring traders and whoever happens to speak English should not become an unofficial chain for safety or livelihood decisions.
You may be concerned that a public log will slow urgent work. Use categories and templates for recurring issues, but give each request an owner. Publishing repeated concerns may actually reduce calls: everyone can see that cold storage, accessible loading and religious trading times are being handled as patterns, not private favours.
The log will not guarantee that every request is granted. It will guarantee that a refusal cannot disappear inside a translated announcement. Set the first update before stalls move, name the officer responsible and invite trader representatives to check the language. If the project must change where people work, its record should make clear how their knowledge changed the plan.
Task A guidance — Purpose: commemorate and reflect. Audience: long-term residents and newly arrived citizens. Unit 3 focus: contemporary Australian cultural identity, reciprocal participation and belonging. Strong responses use a specific shared practice, avoid a single fixed definition of Australianness and shape a reflective spoken conclusion. Task B guidance — Purpose: argue for accountable multilingual communication. Audience: council decision-makers. Unit 4 focus: how institutional language distributes access and power. Strong responses specify the decision-log process, anticipate urgency and privacy concerns, and end with a feasible action.
Mark allocation
- Raw speech score: ____ /25
- Weighted speech score = raw score × 20 ÷ 25
- Weighted speech score: ____ /20
Detailed marking criteria
Integrated response (8 weighted points)
Fulfils the selected purpose and develops relevant, specific support.
Acceptable alternatives: Any equivalent accurate, relevant and task-focused evidence or wording
Do not credit by itself: General assertion without relevant support; Prepared material that is not adapted to the selected task
Integrated response (5 weighted points)
Controls spoken-text conventions and organises ideas cumulatively.
Acceptable alternatives: Any equivalent accurate, relevant and task-focused evidence or wording
Do not credit by itself: General assertion without relevant support; Prepared material that is not adapted to the selected task
Integrated response (5 weighted points)
Uses controlled sentence structures and punctuation to make meaning clear.
Acceptable alternatives: Any equivalent accurate, relevant and task-focused evidence or wording
Do not credit by itself: General assertion without relevant support; Prepared material that is not adapted to the selected task
Integrated response (2 weighted points)
Sustains a register appropriate to the audience relationship and purpose.
Acceptable alternatives: Any equivalent accurate, relevant and task-focused evidence or wording
Do not credit by itself: General assertion without relevant support; Prepared material that is not adapted to the selected task
Integrated response (3 weighted points)
Uses precise and sufficiently varied vocabulary.
Acceptable alternatives: Any equivalent accurate, relevant and task-focused evidence or wording
Do not credit by itself: General assertion without relevant support; Prepared material that is not adapted to the selected task
Integrated response (2 weighted points)
Spells common and task-specific vocabulary accurately.
Acceptable alternatives: Any equivalent accurate, relevant and task-focused evidence or wording
Do not credit by itself: General assertion without relevant support; Prepared material that is not adapted to the selected task
Holistic marking bands
| Marks | Descriptor |
|---|---|
| 21-25 | Perceptive, sustained and highly controlled response that fulfils the task with precision. |
| 16-20 | Well-developed, purposeful response with effective evidence, structure and language choices. |
| 11-15 | Sound and relevant response with appropriate evidence and generally controlled expression. |
| 6-10 | Developing understanding with uneven support, organisation or language control. |
| 0-5 | Minimal relevant engagement; meaning, evidence or control is fragmentary. |
Section Three: Part B Extended writing – Essay Question 5
Sample model for Task B: Studied Text 1, an invented stage work, and Studied Text 2, an invented memoir, both use interrupted routines to reveal unequal expectations of adaptation. The drama repeats a morning depot sequence in which workers collect keys, read the route board and leave in fixed pairs. When a new electronic roster changes the pairings without warning, managers describe the disruption as minor. Blocking shows otherwise: experienced drivers continue towards familiar doors while casual workers cross the stage repeatedly to seek instructions.
The playwright gradually removes the usual sounds of keys and greetings. This absence makes the institution's dependence on informal guidance audible. A permanent driver can treat the new roster as an inconvenience because supervisors recognise him and answer quickly. A recently arrived driver must translate screen abbreviations, workplace relationships and an altered route at once. The broken routine exposes adaptation as labour distributed according to status.
The memoir interrupts a family meal ritual when the narrator's parent begins night work. Its adult voice first celebrates the children for becoming "independent": they cook, translate bills and avoid waking the parent. Later chapters place this proud vocabulary beside missed school events and concealed confusion. Retrospective structure allows the narrator to recognise that competence became a reason for adults and services to offer less support.
Both texts therefore question praise that hides transferred responsibility. The drama makes disruption spatial and public, showing who receives immediate institutional help. The memoir revises an intimate story across time, showing how family loyalty can prevent need from being named. Their interrupted routines do not simply test resilient characters; they reveal communities that call adaptation admirable when it saves more secure people from changing their own behaviour.
Task A guidance — Unit 3 demand: compare representations of Australian cultural identity, diversity, change and belonging. Use two studied texts, analyse text-specific construction and avoid treating Australian identity as one stable tradition. Task B guidance — Unit 4 demand: compare how interrupted routines reveal privilege and unequal demands to adapt through language or communication. Use two studied texts and connect form, voice or structure to power rather than discussing disruption only as plot.
Mark allocation
- Raw essay score: ____ /25
- Weighted essay score = raw score × 30 ÷ 25
- Weighted essay score: ____ /30
Detailed marking criteria
Integrated response (9 weighted points)
Develops a sustained response to the selected task using accurate, balanced support from two studied texts.
Acceptable alternatives: Any equivalent accurate, relevant and task-focused evidence or wording
Do not credit by itself: General assertion without relevant support; Prepared material that is not adapted to the selected task
Integrated response (6 weighted points)
Controls analytical essay conventions and organises comparison coherently.
Acceptable alternatives: Any equivalent accurate, relevant and task-focused evidence or wording
Do not credit by itself: General assertion without relevant support; Prepared material that is not adapted to the selected task
Integrated response (5 weighted points)
Uses controlled grammar and punctuation to communicate analysis clearly.
Acceptable alternatives: Any equivalent accurate, relevant and task-focused evidence or wording
Do not credit by itself: General assertion without relevant support; Prepared material that is not adapted to the selected task
Integrated response (3 weighted points)
Uses precise analytical and comparative vocabulary.
Acceptable alternatives: Any equivalent accurate, relevant and task-focused evidence or wording
Do not credit by itself: General assertion without relevant support; Prepared material that is not adapted to the selected task
Integrated response (2 weighted points)
Spells common, textual and analytical vocabulary accurately.
Acceptable alternatives: Any equivalent accurate, relevant and task-focused evidence or wording
Do not credit by itself: General assertion without relevant support; Prepared material that is not adapted to the selected task
Holistic marking bands
| Marks | Descriptor |
|---|---|
| 21-25 | Perceptive, sustained and highly controlled response that fulfils the task with precision. |
| 16-20 | Well-developed, purposeful response with effective evidence, structure and language choices. |
| 11-15 | Sound and relevant response with appropriate evidence and generally controlled expression. |
| 6-10 | Developing understanding with uneven support, organisation or language control. |
| 0-5 | Minimal relevant engagement; meaning, evidence or control is fragmentary. |
Diagnostic Checklist
| Topic | Questions | Weighted points | Weighted points below target | Action |
|---|---|---|---|---|
| Failure to use precise listening evidence | Q1 and listening criteria | 10 | ___ | Quote or paraphrase the exact spoken detail, answer the command word and explain how the detail supports the response. |
| Failure to synthesise all three texts | Q3 synthesis | 10 | ___ | Build one line of reasoning that explicitly connects Texts A, B and C rather than writing three separate summaries. |
| Missing own knowledge or experience | Q3 own knowledge/experience | 5 | ___ | Add one specific relevant example from knowledge or experience and explain how it extends, qualifies or tests the supplied ideas. |
| Inappropriate speech purpose, audience or register | Q4 task and register | 15 | ___ | Name the purpose and audience relationship, then revise address, examples and formality so each choice serves that situation. |
| Weak speech conventions | Q4 speech conventions | 10 | ___ | Strengthen the opening, spoken signposting, audience engagement, cumulative progression and final spoken action or reflection. |
| Incomplete essay task coverage | Q5 task fulfilment | 15 | ___ | Underline every demand in the selected task and revise the thesis and topic sentences so the complete question is answered. |
| Inadequate reference to two studied texts | Q5 textual support | 15 | ___ | Balance accurate, specific evidence from both studied texts and explain how each example advances the comparison. |
| Weak grammar, vocabulary or spelling | Q4–Q5 language criteria | 10 | ___ | Identify one repeated sentence, vocabulary or spelling pattern; correct it and apply the correction consistently to a revised paragraph. |
| Prepared material insufficiently adapted | Q4–Q5 selected task | 10 | ___ | Remove generic prepared claims, reuse only relevant knowledge and rewrite the controlling idea and evidence links for the exact selected task. |