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 3
READING: Comprehension and Analysis of Literary Text
All students should their knowledge and understanding of literature by being able to:

G10.3.1    Recall, narrate

G10.3.2    Summarize

G10.3.4    Select relevant detail

All students should show their critical interpretation of literature by being able to:

G10.3.7    Analyze plot, characterization

All students should show their judgment and personal response of literature by being able to:

G.10.3.13 Communicate a considered personal response

Standard 5
WRITING: Applications (Different Types of Writing and Their Characteristics)

G10.5.1    Show a wide and varied sense of different styles to interest, inform or convince the reader.

G10.5.2    Show a clear sense of audience

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.

CriteriaExcellent      4Proficient     3Adequate    2Poor             1
IdeasRelevant parts of the play are selected and summarised to build an interesting picture of Hero. (10.3.1-3)
There is creativity in using the little we know of Hero to create a convincing section on her achievements. (10.3.7)
The parts of the play selected are relevant in building a well-rounded picture of Hero.
There is a good attempt to infer achievements from the information we are given about Hero.
Parts of the play are used to build a picture of Hero, but she is presented rather one-dimensionally.
There is an undeveloped attempt to outline Hero’s achievements.
Writers have failed to synthesise the information we are given to build a picture of Hero.
There is no attempt to create a section on Hero’s achievements.
VoiceThere is a clear tone (voice) of either sympathy or disdain. (10.3.13)
It is written in the third person.
The voice clearly indicates sympathy for Hero.
Third person is used.
The writer creates a sympathetic view of Hero.The writer writes factually.
Word ChoiceUse appropriate vocabulary for an obituary. (10.1.1)The word choices make the sympathy for Hero clear.The obituary is easy to understand.The reader is not sure who Hero is or why she deserves an obituary.