Short story writing

Phase 5

Criterion C: Communicating in response to spoken, written and

visual text
At the end of phase 5, students should be able to:

i. respond appropriately to spoken, written and visual text

ii. engage in rehearsed and unrehearsed exchanges to share ideas on a range of topics of personal and global significance

iii. express ideas, opinions and feelings, and communicate information in a wide range of situations

iv. communicate with a sense of register, purpose and style.

ACHIEVEMENT LEVEL DESCRIPTOR TASK SPECIFIC

ASSESSMENT
0 The student does not reach a standard described by any of the The student does not reach a standard described by any of the
descriptors below. descriptors below.
The student: The student
i. makes limited attempt to respond to spoken,
written and visual text; responses i. is not able to write a finished fictional short story
are often inappropriate
ii. engages minimally in rehearsed and ii. presents minimal knowledge on how to write a clear plot
1-2 unrehearsed exchanges; ideas are not with an evident theme;
always related to topics of personal and global
significance iii. expresses few visually descriptive imageries, and only
iii. expresses few ideas, opinions and feelings, and presents minimal details in developing characters, twists for a
communicates minimal information in various good climax; conflicts are not resolved
situations
iv. communicates with a limited sense of register, iv. communicates with limited sense of register, purpose and
purpose and style. style

The student: The student:

i. responds to spoken, written and visual text,
though some responses may be i. somewhat able to write a fictional short story
inappropriate
ii. engages to some degree in rehearsed and ii. presents some knowledge on how to write a clear plot with
3-4 unrehearsed exchanges to share an evident theme;
some ideas on topics of personal and global
significance iii. expresses some visually descriptive imageries, and only
iii. expresses some ideas, opinions and feelings, presents some details in developing characters, twists for a
and communicates some good climax; conflicts are somehow resolved
information in a range of situations; ideas are
not always relevant or detailed iv. communicates with a somewhat sense of register, purpose
iv. communicates with some sense of register, and style
purpose and style.

The student: The student:

i. has appropriately written a fictional short story
i. responds appropriately to spoken, written and
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 visual text
5-6 ii. engages considerably in rehearsed and
unrehearsed exchanges to share ideas on topics
of personal and global significance
iii. expresses ideas, opinions and feelings, and
communicates information in a range of
situations; ideas are relevant and detailed
ii. presents considerable knowledge on how to write a clear
plot with an evident theme
iii. expresses visually descriptive imageries, and details in
developing characters, twists for a good climax are relevant
and detailed; conflicts are resolved.
iv. communicates with considerably sense of register,
purpose and style

iv. communicates with a considerable sense of

register, purpose and style.

The student:
The student:
i. responds in detail and appropriately to
spoken, written and visual text i. has effectively written a fictional short story

ii. engages confidently in rehearsed and ii. confidently presents a clear plot with an evident theme
7-8 unrehearsed exchanges to share a variety of
informative and organized ideas on a range of iii. effectively expresses visually descriptive imageries, and
topics of personal and global significance details in developing characters, twists for a good climax are
relevant and detailed; conflicts are resolved.
iii. effectively expresses a wide range of ideas,
opinions and feelings, and communicates iv. communicates with an excellent sense of register, purpose
information in a wide range of situations; ideas and style
are relevant and developed, reflecting a good
understanding of the topic. Opinions are
supported by examples and illustrations

iv. communicates with an excellent sense of

register, purpose and style.

Phase 5
Criterion D:
Using language in spoken and written form
At the end of phase 5, students should be able to:

i. write and speak using a range of vocabulary, grammatical structures and conventions; when speaking, use intonation and fluency

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ii. organize information and ideas; use a wide range of cohesive devices
iii. use language to suit the context.

Task-Specific Clarification: Fictional Short Story

i. Write using a range of vocabulary, complex grammatical structures and conventions

Short Story Conventions:
appropriate vocabulary for the story
grammatical structures, consistent tense
effective and correct use of punctuations

ii. Organize information and ideas; use a wide range of cohesive devices
Cohesive devices (transition words) should be focused on fictional transition words and phrases
Total number of words: Phase 5: 300-400 words

iii. Use language to suit the context

Use literary devices to enhance the entertaining and descriptive aspects of your story

Minimally 1-2 To some degree 3-4 Accurately 5-6 Effectively 7-8