Task Specific Clarifications - Diary Entry Grade 4 (MYP 4)
SOI: Writers and filmmakers portray various aspects of relationships through the way
characters interact with one another in different situations.
Criterion A: Analysing
Level Level Descriptor
The student does not reach a standard
0 described by any of the descriptors below.
The student:
i. provides limited analysis of the
1-2 content, context, language, structure,
technique and style of text(s) and the
relationship among texts,
iii. rarely justifies opinions and ideas
with examples or explanations; uses
little or no terminology,
The student:
i. provides adequate analysis of the
3-4 content, context, language, structure,
technique and style of text(s) and the
relationship among texts,
iii. justifies opinions and ideas with
some examples and explanations,
though this may not be consistent; uses
some terminology,
The student:
i. competently analyses the content,
5-6 context, language, structure, technique,
style of text(s) and the relationship
among texts,
iii. sufficiently justifies opinions and
ideas with examples and explanations;
uses accurate terminology,
The student:
Task-Specific Clarification
The student does not reach a standard
described by any of the descriptors below.
The student:
i. creates a diary entry that rarely reflects the
voice of the character and his/her
relationship with two- three important
characters
iii. the rationale provides little/ inaccurate
justification of how particular comments
reflect the character’s relationship with
another character; displays little
understanding of the relationships between
characters, or overall plot and themes of the
chosen text (All My Sons or Little Miss
Sunshine);
The student:
i. creates a diary entry that at times reflects
the voice of the character and his/her
relationship with two- three important
characters
iii. the rationale provides some justification
of how particular comments reflect the
character’s relationship with another
character; displays some understanding of the
relationships between characters, and overall
plot and themes of the chosen text (All My
Sons or Little Miss Sunshine);
The student:
i. creates a diary entry that is mostly accurate
and effective in reflecting the voice of the
character and his/her relationship with two-
three important characters
iii. the rationale provides good justification
of how particular comments reflect the
character’s relationship with another
character; displays good understanding of the
relationships between characters, or overall
plot and themes of the chosen text (All My
Sons or Little Miss Sunshine);
The student:
 i. provides perceptive analysis of the
7-8 content, context, language, structure,
technique, style of text(s) and the
relationship among texts,
iii. gives detailed justification of opinions
and ideas with a range of examples, and
thorough explanations; uses accurate
terminology,
Criterion B: Organizing
Level Level Descriptor
The student does not reach a standard
0 described by any of the descriptors below. by any of the descriptors below.
The student:
i. makes minimal use of organizational
1-2 structures though these may not always
serve the context and intention,
ii. organizes opinions and ideas with a
minimal degree of coherence and logic.
The student:
i. makes adequate use of organizational
3-4 structures that serve the context and
intention,
ii. organizes opinions and ideas with some
degree of coherence and logic.
The student:
i. makes competent use of organizational
5-6 structures that serve the context and
intention,
ii. organizes opinions and ideas in a
coherent and logical manner with ideas
building on each other
i. creates a diary entry that accurately and
effectively reflects the voice of the character
and his/her relationship with two- three
important characters
iii. the rationale provides a detailed and
accurate justification of how particular
comments reflect the character’s relationship
with another character; displays an excellent
understanding of the relationships between
characters and overall plot and themes of the
chosen text (All My Sons or Little Miss
Sunshine);
Task-Specific Clarification
The student does not reach a standard described
The student:
i. Makes many paragraphing errors
ii. organizes opinions and ideas in a random or
unclear manner, which hinders understanding; a
weak beginning and/or conclusion. Rationale
does not justify choice of characters or link to
the themes of either text (All My Sons or Little
Miss Sunshine) in an organized manner.
The student:
i. adequately organises the diary entry in
coherent and logical paragraphs
ii. diary entry at times makes sense. In some
areas the order seems random or unclear, but
for the most part a reader can follow the ideas; a
fair beginning and conclusion. Rationale gives
some justification of choice of characters and
link to the themes of either text (All My Sons or
Little Miss Sunshine), through an adequately
organized structure;
The student:
i. competently organises the diary entry in
coherent and logical paragraphs
ii. diary entry mostly makes sense. In one area
the order seems random or unclear, but for the
most part a reader can follow the ideas; a good
beginning and conclusion. Rationale justifies
choice of characters and link to the themes of
either text (All My Sons or Little Miss
Sunshine), through a competently organized
structure.
 The student:
i. makes sophisticated use of
7-8 organizational structures that serve the
context and intention effectively,
ii. effectively organizes opinions and
ideas in a sustained, coherent and logical
manner with ideas building on each other
in a sophisticated way
Criterion D: Producing Text
Level Level Descriptor
The student does not reach a standard
0 described by any of the descriptors below.
The student:
i. uses a limited range of appropriate
1-2 vocabulary and forms of expression,
ii. writes and speaks in an inappropriate
register and style that do not serve the
context and intention,
iii.uses grammar, syntax and punctuation
with limited accuracy; makes errors
that often hinder communication,
iv.spells/writes and pronounces with
limited accuracy; makes errors that
often hinder communication,
The student:
i. uses an adequate range of appropriate
3-4 vocabulary, sentence structures and forms
of expression,
ii. sometimes writes and speaks in a
register and style that serve the context and
intention,
iii. uses grammar, syntax and punctuation
with some degree of accuracy; makes
errors that sometimes hinder
communication,
iv. spells/writes and pronounces with some
degree of accuracy; makes errors that
sometimes hinder communication,
The student:
i. organises the diary entry effectively into
coherent and logical paragraphs
ii. The diary entry has a logical sense to its
organization throughout: the most important
events are commented on first, rather than
events being mentioned in a chronological
order; an excellent beginning and a fitting
conclusion. Rationale justifies choice of
characters and link to the themes of either text
(All My Sons or Little Miss Sunshine), through
an effectively organized structure;
Task-Specific Clarification
The student does not reach a standard described by
any of the descriptors below.
The student:
i. uses a limited range of appropriate vocabulary,
sentence structures, and expressions that are in the
voice of the character
ii. writes in an inappropriate register that does not
serve the context and intention)
iii. Often uses incorrect tenses, syntax and
punctuation which often hinder communication
iv. spells and writes with limited accuracy; errors
sometimes hinder effective communication. Rationale
provides poor justification of choice of character and
connection with the themes of the chosen text, with
syntax and punctuation errors that often hinder
communication.
The student:
i. uses an adequate range of appropriate vocabulary,
sentence structures, and expressions that are in the
voice of the character
ii. Sometimes writes in an informal register that is
suitable to the context (time and place)
iii. Sometimes uses correct tenses, syntax and
punctuation with a some degree of accuracy (keeping
the character in mind)
iv. spells and writes with some degree of accuracy
(that serves the context); errors sometimes hinder
effective communication. Rationale provides adequate
justification of choice of character and connection
with the themes of the chosen text, with syntax and
punctuation errors that sometimes hinder effective
communication.
 The student:
i. uses a varied range of appropriate
5-6 vocabulary, sentence structures and
forms of expression competently,
ii. writes and speaks competently in a
register and style that serve the context
and intention,
iii.uses grammar, syntax and punctuation
with a considerable degree of
accuracy; makes errors that do not
hinder effective communication,
iv.spells/writes and pronounces with a
considerable degree of accuracy;
makes errors that do not hinder
effective communication,
The student:
i. effectively uses a range of appropriate
7-8 vocabulary, sentence structures and forms
of expression,
ii. writes and speaks in a consistently
appropriate register and style that serve the
context and intention,
iii. uses grammar, syntax and punctuation
with a high degree of accuracy; makes
errors that are minor and communication is
effective,
iv. spells/writes and pronounces with a
high degree of accuracy; makes errors that
are minor and communication is effective,
The student:
i. competently uses a range of appropriate
vocabulary, sentence structures, and expressions that
are in the voice of the character
ii. Writes competently in an informal register that is
suitable to the context (time and place)
iii. competently uses correct tenses, syntax and
punctuation with a considerable degree of accuracy
throughout, (keeping the character in mind)
iv. spells and writes with a high degree of accuracy
(that serves the context); errors do not hinder
effective communication. Rationale provides
justification of choice of character and connection
with the themes of the chosen text, with a
considerable degree of accuracy with syntax and
punctuation.
The student:
I. effectively uses a range of appropriate vocabulary,
sentence structures, and expressions that are in the
voice of the character
ii. consistently writes in an informal register that is
suitable to the context (time and place)
iii. uses correct tenses, syntax and punctuation with a
high degree of accuracy throughout, (keeping the
character in mind) t
iv. spells and writes with a high degree of accuracy
(that serves the context); errors are minor and
communication is effective. Rationale provides
effective and consistent justification of choice of
character and connection with the themes of the
chosen text, with a high degree of accuracy of syntax
and punctuation.