IGCSE English Lit.‎ > ‎Rubrics‎ > ‎


Standard 1
READING: Word Recognition, Fluency, and Vocabulary Development
G10.1.1 Learn a range of vocabulary appropriate to their needs, and use words in speech and writing to clarify meaning and to interest their audience.
Standard 2
READING: Comprehension and Analysis of Nonfiction and Informational Text
G10.2.2    Read to recognize the relationship of ideas
Standard 3
READING: Comprehension and Analysis of Literary Text
All students should show their judgment and personal response of literature by being able to:
G10.3.10  Make connections
G10.3.11  Evaluate, interpret
G.10.3.13 Communicate a considered personal response
G10.3.14  Students will discuss and evaluate ideas and values in light of Biblical standards
Standard 5
WRITING: Applications (Different Types of Writing and Their Characteristics)
G10.5.3    Demonstrate a sophisticated use of vocabulary and structures.
G10.5.4    Write responses to literature in a wide range of styles (both informal, reflective, formal and academic) that demonstrate the depth of their understanding, critical appreciation, judgment and personal response to what they have read.
Standard 6
WRITING: English Language Conventions
G10.6.1    Produce writing that demonstrates accuracy in punctuation and spelling.
G10.6.2    Write accurate simple and complex sentences
G10.6.3    Employ varied sentence structures.
G10.6.4    Write in well constructed paragraphs.
G10.6.5    Use imaginative and varied vocabulary.

OrganisationProvocative opening. Succinct. Structure reflects flow of argument. Good transitional words used.
The last line sums up the argument.
Good lead that interests the reader.
Each paragraph has a clear idea.
There is a definite end thought.
The lead makes it clear what the main argument will be.
Ideas are grouped into paragraphs.
End sums up the argument.
There is no lead.
Difficult to see any kind of line of argument.
IdeasOffer an evaluation of the issue. 3 different reasons offered for perspective of writer. Make connections between text and world. The editorial is written from a biblical worldview.Shows good understanding of the issue but doesn’t really evaluate it.  2 reasons are offered to support writer’s main argument. Biblical worldview consitently referred to.There is some understanding of the issue and its effects on society.
2 reasons are given why the issue is important.
One reason suggests the Biblical perspective of the issue.
The writing describes an issue but does not offer an evaluation.
No connections are made to the reader’s world. No Biblical worldview offered.
VoiceThere is clearly a personal response offered.  The reasons given connect with the audience of the piece. Even if the reader is not persuaded, it has caused them to think.A personal response to the issue is offered but sometimes the voice is neutral.
The reader can see how the issue connects to them but they have to make some of the links themselves.
The reader thinks there are strong arguments that merit some thought.
The writer hints at their opinion, but mostly the writing is neutral.
The reader can see that the issue could impact them but the writer makes no clear connection for them.
The reader respects the writer’s opinion but it will not leave them thinking.
The reader cannot tell what the writer thinks about the issue.
The reader feels no connection to the writer.
The reader can discard the writing with no further thought.
Word choiceUse words to clarify meaning and to interest their audience. Use word choice to make the opinion of the writer clear.Word choice helps the reader understand the importance of the issue. The reader knows what the writer thinks about the issue.There are some words that stand out for the effect they create.
Some words indicate the writer’s preferences.
Words are not chosen for their effect.
Sentence FluencyNo stumbling over ideas.  Fluency of writing reflects fluency of thought/ideas. Fragments used for effect.There is an integrated smoothness to the flow of argument and writing. Some variety in length.The sentences read well but there is a lack of variety in length.Ideas merge into each other. Run-ons common.
ConventionsLooks and sounds like an editorial (pithy).  High level of conventions used.It is obviously an opinion piece but a little wordy. A range of conventions used.The writing rambles too much for an editorial.
Needs more editing for conventions.
Just another piece of writing!