A A

To achieve an A or A*, you must…

9-10
• conscious attempt to suit the needs of purpose and audience and
begins to engage reader.s response
• presents argument with a variety of reasons
• evidence which may be drawn from personal experience and stimulus
material may be used to support argument
• register almost wholly formal with some attempt to control tone e.g. to
be judgemental, indignant etc
• clear, if mechanical, paragraphing with more conscious use of
vocabulary for effect
• organised points with paragraphing marking some shift in argument
more appropriate use of wider range of rhetorical devices and
discursive markers though still mechanical and superimposed
11-12 • clear identification with purpose and audience; begins to sustain reader.s
response
• argument is starting to become more detailed with a clear
awareness of alternative viewpoints and some second guessing
• some sense of varying emphasis or effect with conscious use of a
chosen tone e.g. confrontational or placatory
• confident use of devices such as anecdote in context and rhetorical
questions
• evidence of structure with usually coherent paragraphs and clear
selection of vocabulary for effect
• paragraphs are competently linked by content and language
• discursive markers are becoming more integrated and are used to
enhance the argument; may mark both cause and effect e.g. as a
result of this . consequently

13-14 • form, content and style are generally matched to purpose and audience
• detailed and well developed; starting to use and support abstract
argument, though not always convincingly carried through
• begins to anticipate and evaluate potential audience response
• may use argument and counterargument
with competence
• well structured, starting to use paragraphs to enhance meaning
and with increasing sophistication in
• vocabulary choice range of paragraph structures
coherently linked
• vocabulary range successfully reflects more sophisticated level of
• argument and attempt to influence reader discursive markers are now
coherently integrated

15-16 • form, content and style are consistently matched to purpose
and audience
• argues successfully and convincingly; well informed,
drawing on a range of sources
• growing subtlety of purpose and ability to adapt tone to manipulate
reader
• coherently structured with fluently linked sentence structures and
paragraphs and evidence of conscious crafting
• controls a range of means to gain emphasis (e.g. one sentence
paragraph) and demonstrate alternative points of view (e.g. anecdote, reference)
• fluent control of range of devices and discursive markers with an
extensive vocabulary range

17-18 • form, content and style areassuredly matched to purpose and audience; distinctive and consistently effective
• may use satire, irony etc. but always fittingly and in context
• highly effective and delightful vocabulary choices
• discursive markers, rhetorical devices etc. are integrated into whole seamlessly and persuasively
• may use some inventive structural

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