AE4a Writing assignment
Evaluative report
Aims: to test academic writing skills with a drafting process
to improve achievement by responding to feedback
Objective: to write an evaluative report
Description
The environment has become an important aspect for companies to consider. Some companies state that they are very concerned about making their products environmentally friendly. Write a report evaluating the information provided on the websites of three cosmetics companies regarding their concern for the environment.
Requirements
Task guidelines
Use headings and sub-headings. Use academic style language. Include a reference list using the APA UTS style (not included in the word count).
Language
Paraphrase and summarise the information. Use language for contrast and evaluation.
Format
A4 paper: word-processed in Arial 11 point with 2.0 line spacing
Length
650 words
Submission documents
Draft: Cover sheet, WAT with self-assessment and success criteria, outline, draft Final: Cover sheet, WAT with self-assessment and success criteria, outline, draft, final
Value
40%
Submit draft to Turnitin and the teacher
Day: Friday
Date: 12th June 2020
Drafting workshop
Day: Wednesday
Date: 17th June 2020
Submit final to Turnitin and the teacher
Day: Friday
Date: 19th June 2020
Self-assessment () This self-assessment needs to be completed at the draft stage and the final stage. It is part of your Process grade.
DRAFT
FINAL
1
I followed the requirements of the task and developed my ideas well.
2
I focused on the environmental considerations of three companies.
3
I used a formal report structure with headings and sub-headings.
4
I included a reference list using the APA UTS style.
5
I used language for contrast and evaluation.
6
I organised my sentences and paragraphs logically.
7
I used a full range of vocabulary at this level.
8
I checked my spelling carefully.
9
I used the appropriate level of formality.
10
I used a full range of grammar at this level.
11
I checked my grammar and punctuation for accuracy.
12
I drafted, edited and proofread my work carefully.
13
I responded fully to drafting workshop feedback.
Success criteria for AE4a writing assignment (2019)
Content Task achievement
Structure Coherence/cohesion
Vocabulary Lexical resource
Grammar Sentence structure
Process Independent learning
HD
Fully answered task with complete development of relevant information and few, if any, noticeable limitations Excellent understanding of text/s shown An excellent amount of paraphrasing for this level Website URLs correctly referenced and listed
Excellent organisation at whole text and paragraph levels with few, if any, noticeable problems for this level in e.g. topic sentences. Information is sequenced logically. Smoothly linked sentences within each paragraph – very good use of referents and linking words with ideas carried throughout
Full range of appropriate vocabulary for this level with few, if any, noticeable problems Skilful use of less common words and collocations Consistent level of formality Spelling errors are rare. Word form errors are rare.
Full range of structures for this level Nearly all sentences are accurate (excluding article errors). Meaning is clearly supported. No noticeable punctuation errors.
Works with and responds to feedback fully with few, if any, noticeable limitations Outlines, drafts, edits and proofreads work skilfully Self-assesses thoughtfully
D
Very well answered task with suitable development of information and only minor limitations in e.g. relevance Clear understanding of text/s mostly shown A very good amount of paraphrasing for this level Website URLs correctly referenced and listed
Very well organised at whole text and paragraph levels – there may be minor problems in e.g. topic sentences. Information is mostly sequenced logically. Most sentences are very well linked within each paragraph – good use of referents and linking words with ideas mostly easy to follow.
Wide range of appropriate vocabulary for this level with only minor problems Very good use of less common words and collocations Mostly consistent level of formality May have minor spelling errors There may be minor word form errors.
Wide range of structures for this level Most sentences are accurate (excluding article errors), i.e. inaccurate sentences are few in number. Meaning is generally clear. There may be minor punctuation errors.
Works with and responds to feedback very well with only minor limitations Outlines, drafts, edits and proofreads work very well Self-assesses thoughtfully
C
Generally well answered with good development of information, but there are also limitations in e.g. relevance. Understanding of text/s generally shown A good amount of paraphrasing for this level There may be some strings of copied text (i.e. unquoted strings). Website URLs and/or reference list mostly correct
Generally well organised at whole text and paragraph levels, but there may be some problems in e.g. topic sentences. There may be some problems in logic (i.e. relationships between ideas). Good sequencing of information Sentences are generally well linked, but there may be some problems using referents / linking words – some ideas may be less easy to follow.
Good range of vocabulary for this level, but with some problems May take risks with less common words and collocations, but with some errors Level of formality may have some problems. May have some spelling errors There may be some word form errors.
Good range of structures for this level There are more accurate than inaccurate sentences (excluding article errors). Meaning tends to be clear. There may be some punctuation errors.
Works with and responds to feedback well, but with some limitations Outlines, drafts, edits and proofreads work well Self-assesses
P
Satisfactorily answered task with development of information, but there are also parts that are irrelevant, incomplete or go off topic. Understanding of text/s sometimes shown A satisfactory amount of paraphrasing for this level There are some strings of copied text (i.e. unquoted strings). Website URLs and/or reference list contain/s some errors.
Satisfactorily organised at whole text and paragraph levels, but there may be some problems in e.g. topic sentences. There are some problems in logic (i.e. relationships between ideas). Some good sequencing of information. Some sentences are well linked, but there are also problems using referents / linking words – there may be some ideas that are difficult to follow.
Satisfactory but narrow range of vocabulary for this level with problems Less common words and collocations are few in number and may have errors. Level of formality may have problems. May have spelling errors Word form errors may be noticeable.
Satisfactory but narrow range of structures for this level There is a similar number of accurate and inaccurate sentences (excluding article errors). There may be some lack of clarity in meaning. There may be punctuation errors.
Works with and responds to feedback satisfactorily, but with limitations Outlines, drafts, edits and proofreads work satisfactorily Self-assesses
F3
Unsatisfactorily answered task with development of information often irrelevant, incomplete or off topic Understanding of text/s not clearly shown An unsatisfactory amount of paraphrasing for this level There are several strings of copied text (i.e. unquoted strings). Website URLs and/or reference list contain/s many errors.
Unsatisfactory organisation at whole text and paragraph levels, and there are problems in e.g. topic sentences. There may be many problems in logic (i.e. relationships between ideas). There may be poor sequencing of information. Many sentences are not well linked – there may be many ideas that are difficult to follow.
Unsatisfactory range of vocabulary for this level with many problems Occasionally uses less common words, but often incorrectly There may be many problems with collocations. Level of formality may be inconsistent. May have many spelling errors Word form errors may be common.
Unsatisfactory range of structures for this level There are fewer accurate than inaccurate sentences (excluding article errors). There is loss of meaning in parts. There may be many punctuation errors.
Works with and responds to feedback unsatisfactorily There are many problems. Outlines, drafts, edits and/or proofreads work unsatisfactorily May not self-assess
F2
Incorrectly or poorly answered task with development of information mostly irrelevant, incompleteor off topic Understanding of text/s poorly shown A poor amount of paraphrasing for this level URLs and/or reference list inadequate or missing 30%-40% is copied (unquoted or quoted).
Poor organisation at whole text and paragraph levels, and there are many problems in e.g. topic sentences. There are many problems in logic (i.e. relationships between ideas). There is poor sequencing of information. Most sentences are not well linked – most ideas are difficult to follow.
Insufficient range of vocabulary for this level Rarely uses less common words There are many problems with collocations. Level of formality is inconsistent. Many spelling errors Word form errors are common.
Insufficient range of structures for this level Most sentences have errors (excluding article errors), i.e. accurate sentences are few in number. There is much loss of meaning. There may be many punctuation errors.
Works with and responds to feedback poorly Most processes have problems. Outlines, drafts, edits and/or proofreads work poorly May not self-assess
F1
Does not answer task, or very poor development of information, which is irrelevant, incomplete or completely off topic Understanding of text/s not shown. Little evidence of paraphrasing and no URLs or reference list 40-50% is copied (unquoted or quoted).
Very poor organisation at whole text and paragraph levels – any paragraphing is unhelpful. Illogical relationships between ideas Very poor sequencing of information Nearly all sentences are poorly linked with almost no ideas carried.
Unable to use vocabulary at this level Cannot use less common words or collocations correctly There is an inconsistent level of formality that may also be inappropriate. Spelling and word form errors are very common.
Very poor range of structures for this level Almost all sentences have errors (excluding article errors). There is a loss of meaning throughout. There may be many punctuation errors.
Does not work with or respond to feedback Does not outline, draft, edit and/or proofread work May not self-assess
Student production must reflect either the majority of a grade’s descriptors to award that grade or a balance of divergent descriptors. A bolded descriptor overrides all higher un-bolded descriptors. A string of copied text contains five or more consecutive words. Penalty on content for under/over length: 10-24% minus one grade, 25-49% minus two grades, 50+% minus three grades. (Include copied strings in the word count, but exclude copied strings when assessing Vocabulary and Grammar.) Penalty for over 50% copying: F1 in all categories. Percentage of copying refers to the length of the script up to the recommended word limit.
To improve, you should:
Read to understand the task more carefully.
Revise structure for the task.
Revise vocabulary for this level.
Revise grammar for this level.
Take more care doing your outline.
Develop your ideas more fully.
Make more logical connections (coherence).
Check your spelling more carefully.
Check your sentences for accuracy more carefully.
Proofread and edit your work more carefully.
Write the correct number of words.
Link your ideas more smoothly (cohesion).
Expand your vocabulary: read more
Use a greater variety of sentence patterns.
Use the feedback you receive to improve your work.
Practise paraphrasing.
Support topic sentences more clearly.
Think about level of formality.
Improve your punctuation.
Remember to self-assess.
Revise references.
Write with clear paragraphs.
Improve your knowledge of word forms.
Do not plagiarise.
Other comments: ____________________________________________________________________________________
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