Paper 2: Written productive skills

Duration: 1 hour 30 minutes

Weighting: 25%
Paper 2 is externally set and externally assessed. It consists of two sections.
Section A (250400 words): Based on the optionscultural diversity, customs and traditions, health,
leisure, science and technology
Section B (150250 words): Based on the corecommunication and media, global issues, social relationships.
The aim of this component is to assess the students ability to communicate accurately in writing for a variety of
purposes. It requires the student to demonstrate his or her productive skills.

Section A
This section of the paper consists of five tasks requiring different types of texts. Each task is based on a different
option, from which the student chooses one.
Students factual knowledge of the options will not be tested as such, but can, and should, be used to support what
the student wishes to communicate.
Each task requires an answer with a specific text type, such as a formal letter or a report. To this end, students
need to identify the purpose(s) of the task in order to use register and style appropriate to the text type.
Students should:
use language accurately and appropriately
develop and organize ideas relevant to the task
produce the features of the required text type correctly.
Section A requires students to produce text types from the following list.
-

Article

Blog/diary entry
Brochure, leaflet, flyer, pamphlet, advertisement
Interview
Introduction to debate, speech, talk, presentation
News report
Official report
Proposal
Review
Set of instructions, guidelines
Written correspondence

Section B
The student writes a reasoned argument in the form of a response to a stimulus text dealing with a topic linked to
the core. The text could be a news report or a comment by a public figure. The response should engage with details
of the text in order to develop some coherent discussion of the topic area, which is informed by what has been
learned during the study of the core. There is no prescribed answerwhat is assessed is the students ability to
express his or her reflection on, or personal response to, the stimulus.

Paper 2: Written productive skillssection A (HL)

1-2

3-4

5-6

7-8

9-10

Criterion A: Language

Criterion B: Message

Criterion C: Format

How effectively and accurately does

the student use language?
Failure to write the minimum
number of words will result in a 1mark penalty.
The work does not reach a standard
described by the descriptors below.

How clearly can the student develop

and organize relevant ideas?

Command of the language is

limited and generally ineffective.
A limited range of vocabulary is used,
with many basic errors.
Simple sentence structures are
sometimes clear.

The message has not been

communicated.
The ideas are irrelevant and/or
repetitive.
The development of ideas is
confusing; supporting details are
limited and/or not
appropriate.
The message has been partially
communicated.
The ideas are relevant to some
extent.
The development of ideas is evident
at times; supporting details are
sometimes
appropriate.
The message has been
communicated fairly well.
The ideas are mostly relevant.
The development of ideas is
coherent; supporting details are
mostly appropriate.
The message has been
communicated well.
The ideas are relevant.
The development of ideas is coherent
and effective; supporting details are
appropriate.
The message has been
communicated very well.
The ideas are relevant and effective.
The development of ideas is coherent
and thorough; supporting details are
highly
appropriate.

How correctly does the student

produce the required text type?
To what extent are the
conventions of text types
appropriate?
The work does not reach a
standard described by the
descriptors below.
The text type is not
recognizable.
Conventions appropriate to the
text type are not used.

Command of the language is

generally adequate, despite many
inaccuracies.
A fairly limited range of vocabulary is
used, with many errors.
Simple sentence structures are
usually clear.
Command of the language is
effective, despite some
inaccuracies.
A range of vocabulary is used
accurately, with some errors.
Simple sentence structures are clear.
Command of the language is good
and effective.
A wide range of vocabulary is used
accurately, with few significant errors.
Some complex sentence structures
are clear and effective.
Command of the language is very
effective.
A wide range of vocabulary is used
accurately and effectively, with very
few errors.
Complex sentence structures are
clear and effective

The work does not reach a standard

described by the descriptors below.

The text type is hardly

recognizable or is not
appropriate.
Conventions appropriate to the
text type are very limited.
2

The text type is sometimes

recognizable and appropriate.
Conventions appropriate to the
text type are limited.
3
The text type is generally
recognizable and appropriate.
Conventions appropriate to the
text type are evident.
4
The text type is clearly
recognizable and appropriate.
Conventions appropriate to the
text type are effective and
evident.
5

Paper 2: Written productive skillssection B (HL)

1-2

3-4

5-6

7-8

9-10

Criterion A: Language

Criterion B: Argument

How effectively and accurately does

the student use language?
Failure to write the minimum
number of words will result in a 1mark penalty.

How skillfully does the student

develop ideas?
How clear and convincing is the
argument?
To what extent does the student
react to the stimulus?
The work does not reach a standard
described by the descriptors below.
The development of ideas is very
poor, and the argument is unclear
and
unconvincing.
The structure of the argument is
vague and confusing.
The ideas are irrelevant.
The development of ideas is poor,
and the argument is rarely clear
and convincing.
The structure of the argument is
sometimes apparent.
The ideas are sometimes relevant.

The work does not reach a standard

described by the descriptors below.
Command of the language is
limited and generally ineffective.
A limited range of vocabulary is used,
with many basic errors.
Simple sentence structures are
sometimes clear.
Command of the language is
generally adequate, despite many
inaccuracies.
A fairly limited range of vocabulary is
used, with many errors.
Simple sentence structures are
usually clear.
Command of the language is
effective, despite some
inaccuracies.
A range of vocabulary is used
accurately, with some errors.
Simple sentence structures are clear.
Command of the language is
effective.
A wide range of vocabulary is used
accurately, with few significant errors.
Some complex sentence structures
are clear and effective.

Command of the language is very

effective.
A wide range of vocabulary is used
accurately and effectively, with very
few errors.
Complex sentence structures are
clear and effective.

The development of ideas is

sometimes good, and the
argument has some clarity
and is sometimes convincing.
The structure of the argument is
evident.
The ideas are generally relevant.
The development of ideas is good
and methodical; the argument is
clear and fairly
convincing.
The structure of the argument is
coherent and organized.
The ideas are well expressed and
relevant.
The development of ideas is very
good and methodical; the
argument is convincing.
The structure of the argument is
consistently coherent and organized.
The ideas are very well expressed,
relevant and engaging.