IB ENGLISH RUBRICS

Individual Oral Presentation Rubric (HL)

Criterion A: Knowledge and understanding of the work(s)

• How much knowledge and understanding does the student show of the work(s) used in the presentation?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1-2 There is little knowledge or understanding of the content of the work(s) presented.
3-4 There is some knowledge and superficial understanding of the content of the work(s) presented.
5-6 There is adequate knowledge and understanding of the content and most of the implications of the
work(s) presented.
7-8 There is very good knowledge and understanding of the content and most of the implications of the
work(s) presented.
9-10 There is excellent knowledge and understanding of the content and implications of the work(s)
presented.

Criterion B: Presentation

• How much attention has been given to making the delivery effective and appropriate to the presentation?
• To what extent are strategies used to interest the audience (for example, audibility, eye contact, gesture, effective use of
supporting material)?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1-2 Delivery of the presentation is seldom appropriate, with little attempt to interest the audience.
3-4 Delivery of the presentation is sometimes appropriate, with some attempt to interest the audience.
5-6 Delivery of the presentation is appropriate, with a clear intention to interest the audience.
7-8 Delivery of the presentation is effective, with suitable strategies used to interest the audience.
9-10 Delivery of the presentation is highly effective, with purposeful strategies used to interest the
audience.

Criterion C: Language

• How clear and appropriate is the language?

• How well is the register and style suited to the choice of the presentation? (“Register” refers, in this context, to the student’s
use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the presentation.)

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1-2 The language is rarely appropriate, with a very limited attempt to suit register and style to the choice
of presentation.
3-4 The language is sometimes appropriate, with some attempt to suit register and style to the choice of
presentation.
5-6 The language is mostly clear and appropriate, with some attention paid to register and style that is
suited to the choice of presentation.
7-8 The language is clear and appropriate, with register and style consistently suited to the choice of
presentation.
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9-10 The language is very clear and entirely appropriate, with register and style consistently effective and
suited to the choice of presentation.

Written assignment Rubric (SL and HL)

Criterion A: Fulfilling the requirements of the reflective statement

To what extent does the student show how their understanding of cultural and contextual elements was developed through the interactive oral?
NOTE: The word limit for the reflective statement is 300-400 words. If the word limit is exceeded, 1 mark will be deducted.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1 Reflection on the interactive oral shows superficial development of the student’s understanding of cultural and contextual elements.
2 Reflection on the interactive oral shows some development of the student’s understanding of cultural and contextual elements.
3 Reflection on the interactive oral shows development of the student’s understanding of cultural and contextual elements.

Criterion B: Knowledge and understanding

How effectively has the student used the topic and the essay to show knowledge and understanding of the chosen work?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1-2 The essay shows some knowledge but little understanding of the work used for the assignment.
3-4 The essay shows knowledge and understanding of, and some insight into, the work used for the assignment.
5-6 The essay shows detailed knowledge and understanding of, and perceptive insight into, the work used for the assignment.

Criterion C: Appreciation of the writer’s choices

To what extent does the student appreciate how the writer’s choices of form, structure, technique and style shape meaning?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1-2 There is some mention, but little appreciation, of the ways in which language, structure, technique and style shape meaning.
3-4 There is adequate appreciation of the ways in which language, structure, technique and style shape meaning.
5-6 There is excellent appreciation of the ways in which language, structure, technique and style shape meaning.

Criterion D: Organization and development

How effectively have the ideas been organized, and how well are references to the works integrated into the development of ideas?
NOTE: The word limit for the essay is 1,200-1,500 words. If the word limit is exceeded, 2 marks will be deducted.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1 There is some attempt to organize ideas, but little use of examples from the works used.
2 Ideas are superficially organized and developed, with some integrated examples from the works used.
3 Ideas are adequately organized and developed, with appropriately integrated examples from the works used.
4 Ideas are effectively organized and developed, with well-integrated examples from the works used.
5 Ideas are persuasively organized and developed, with effectively integrated examples from the works used.

Criterion E: Language
How clear, varied and accurate is the language?
How appropriate is the choice of register, style and terminology? (“Register” refers, in this context, to the student’s use of elements such as
vocabulary, tone, sentence structure and terminology appropriate to the task.)

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1 Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction, and little sense of
register and style.
2 Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, although errors
and inconsistencies are apparent; the register and style are to some extent appropriate to the task.
3 Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary and sentence construction, despite
some lapses; register and style are mostly appropriate to the task.
4 Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; register and
IB ENGLISH RUBRICS

style are consistently appropriate to the task.

5 Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in grammar, vocabulary and sentence
construction; register and style are effective and appropriate to the task.

Individual Oral Commentary and Discussion Rubric (HL)

0 1 2 3 4 5
Criterion A: The work There is limited There is There is adequate There is very There is excellent
Knowledge and does not knowledge and superficial knowledge and good knowledge knowledge and
understanding of the reach a little or no knowledge and understanding, and understanding,
poem standard understanding, some demonstrated by understanding, demonstrated by
How well is the student’s described by with poor understanding, interpretation demonstrated by individual
knowledge and the interpretation and with limited supported by careful interpretation
understanding of the descriptors. virtually no interpretation appropriate interpretation effectively
poem demonstrated by relevant occasionally references to the supported by supported by
their interpretation? references to the supported by poem. well-chosen precise and well-
poem. references to the references to the chosen references
poem. poem. to the poem.
Criterion B: The work There are few There is some There is adequate There is very There is excellent
Appreciation of the does not references to, and mention, but little appreciation of good appreciation appreciation of
writer’s choices” reach a no appreciation, appreciation, of the ways in which of the ways in the ways in which
To what extent does the standard of the ways in the ways in which language, which language, language,
student appreciate how described by which language, language, structure, structure, structure,
the writer’s choices of the structure, structure, technique and technique and technique and
language, structure, descriptors. technique and technique and style shape style shape style shape
technique and style shape style shape style shape meaning in the meaning in the meaning in the
meaning? meaning in the meaning in the poem. poem. poem.
poem. poem.
Criterion C: The work The commentary The commentary The commentary The commentary The commentary
Organization and does not shows little shows some shows evidence of is clearly is effectively
presentation of the reach a evidence of structure and a planned structured and the structured, with a
commentary standard planning, with focus. structure and is focus is sustained. clear, purposeful
To what extent does the described by very limited generally focused. and sustained
student deliver a the structure and/or focus.
structured, well-focused descriptors. focus.
commentary?
Criterion D: Knowledge The work There is little There is some There is adequate There is very There is excellent
and understanding of does not knowledge or knowledge and knowledge and good knowledge knowledge and
the work used in the reach a understanding of superficial understanding of and understanding understanding of
discussion standard the content of the understanding of the content and of the content and the content and
How much knowledge described by work discussed. the content of the some of the most of the the implications
and understanding has the work discussed. implications of implications of of the work
the student shown of the descriptors. the work the work discussed.
work used in the discussed. discussed.
discussion?
Criterion E: Response The work There is limited Responses to the Responses to the Well-informed There are
to the discussion does not ability to respond discussion discussion responses to the persuasive and
questions reach a meaningfully to questions are questions are discussion independent
How effectively does the standard the discussion sometimes relevant and show questions show a responses to the
student respond to the described by questions. relevant. some evidence of good degree of discussion
discussion questions? the independent independent questions.
descriptors. thought. thought.
Criterion F: Language The work The language is The language is The language is The language is The language is
How clear, varied and does not rarely clear and sometimes clear mostly clear and clear and very clear and
accurate is the language? reach a appropriate, with and appropriate; appropriate, with appropriate, with entirely
standard many errors in grammar and an adequate a good degree of appropriate, with
How appropriate is the described by grammar and sentence degree of accuracy in a high degree of
choice of register and the sentence construction are accuracy in grammar and accuracy in
style? (“Register” refers, descriptors. construction and generally grammar and sentence grammar and
in this context, to the little sense of accurate, although sentence construction; sentence
student’s use of elements register and style. errors and construction; register and style construction;
inconsistencies register and style are effective and register and style
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such as vocabulary, tone, are apparent; are mostly appropriate. are consistently
sentence structure and register and style appropriate. effective and
terminology appropriate are to some extent appropriate.
to the commentary.) appropriate.

Paper 1: Literary Commentary Rubric (HL)

0 1 2 3 4 5
Criterion A: The work There is a basic There is some There is There is a very There is
Understanding and does not understanding of understanding of adequate good excellent
interpretation reach a the passage but the passage, understanding of understanding of understanding of
How well does the standard virtually no with a the passage, the passage, the passage,
student’s described attempt at superficial demonstrated by demonstrated by demonstrated by
interpretation reveal by the interpretation attempt at an interpretation sustained persuasive
understanding of the descriptors. and few interpretation that is supported interpretation interpretation
thought and feeling of references to the and some by appropriate supported by supported by
the passage? passage. appropriate references to the well-chosen effective
references to the passage. references to the references to the
How well are the passage. passage. passage.
ideas supported by
references to the
passage?

Criterion B: The work There are few There is some There is There is very There is
Appreciation of the does not references to, mention, but adequate good analysis excellent
writer’s choices reach a and no analysis little analysis or analysis and and appreciation analysis and
To what extent does standard or appreciation appreciation, of appreciation of of the ways in appreciation of
the analysis show described of, the ways in the ways in the ways in which language, the ways in
appreciation of how by the which language, which language, which language, structure, which language,
the writer’s choices descriptors. structure, structure, structure, technique and structure,
of language, technique and technique and technique and style shape technique and
structure, technique style shape style shape style shape meaning. style shape
and style shape meaning. meaning. meaning. meaning.
meaning?

Criterion C: The work Ideas have little Ideas have some Ideas are Ideas are Ideas are
Organization and does not organization; organization, adequately effectively persuasively
development reach a there may be a with a organized, with organized, with organized, with
How well organized, standard superficial recognizable a suitable very good excellent
coherent and described structure, but structure; structure; some structure, structure,
developed is the by the coherence and coherence and attention is paid coherence and coherence and
presentation of ideas? descriptors. development are development are to coherence and development. development.
lacking. often lacking. development.
Criterion D: The work Language is Language is Language is Language is Language is
Language does not rarely clear and sometimes clear clear and clear and very clear,
How clear, varied and reach a appropriate; and carefully carefully carefully effective,
accurate is the standard there are many chosen; chosen, with an chosen, with a carefully chosen
language? described errors in grammar, adequate degree good degree of and precise,
by the grammar, vocabulary and of accuracy in accuracy in with a high
How appropriate is descriptors. vocabulary and sentence grammar, grammar, degree of
the choice of register, sentence construction are vocabulary and vocabulary and accuracy in
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style and construction, fairly accurate, sentence sentence grammar,

terminology? and little sense although errors construction construction; vocabulary and
(“Register” refers, in of register and and despite some register and sentence
this context, to the style. inconsistencies lapses; register style are construction;
student’s use of are apparent; the and style are consistently register and
elements such as register and mostly appropriate to style are
vocabulary, tone, style are to some appropriate to the commentary. effective and
sentence structure and extent the commentary. appropriate to
terminology appropriate to the commentary.
appropriate to the the commentary.
commentary.)

Paper 2: Essay Rubric (HL)

0 1 2 3 4 5
Criterion A: The work There is some There is mostly There is adequate There is good There is
Knowledge and does not knowledge but adequate knowledge and knowledge and perceptive
understanding reach a virtually no knowledge and understanding of understanding of knowledge and
How much knowledge standard understanding of some superficial the part 3 works in the part 3 works in understanding of
and understanding has described by the part 3 works in understanding of relation to the relation to the the part 3 works in
the student shown of the the relation to the the part 3 works in question question relation to the
part 3 works studied in descriptors. question relation to the answered. answered. question
relation to the question answered. question answered.
answered? answered.
Criterion B: Response The work The student shows The student The student The student The student
to the question does not little awareness of responds to some responds to most responds to the responds to all the
How well has the reach a the main of the main of the main main implications implications, as
student understood the standard implications of the implications of the implications of the and some well as the
specific demands of the described by question, and question with question with subtleties of the subtleties of the
question? the ideas are mainly some relevant consistently question, with question, with
descriptors. irrelevant and/or ideas. There is a relevant ideas. relevant and convincing and
To what extent has the insignificant. superficial attempt There is adequate carefully explored thoughtful ideas.
student responded to There is little to compare the comparison of the ideas. The The comparison
these demands? meaningful works used in works used in comparison makes includes an
comparison of the relation to the relation to the some evaluation effective
works used in question. question. of the works used evaluation of the
How well have the relation to the in relation to the works in relation
works been compared question. question. to the question.
and contrasted in
relation to the demands
of the question?
Criterion C: The work Some literary Examples of Examples of Examples of Examples of
Appreciation of the does not conventions are literary literary literary literary
literary conventions of reach a identified but conventions are conventions are conventions are conventions are
the genre standard there is limited sometimes satisfactorily clearly identified perceptively
To what extent does the described by development correctly identified and and effectively identified and
student identify and the relevant to the identified and developed, with developed, with persuasively
appreciate the use of descriptors. question and/or developed, with relevance to the relevance to the developed, with
literary conventions in the works used. some relevance to question and the question and the clear relevance to
relation to the question the question and works used. works used. the question and
and the works used? the works used. the works used.
Criterion D: The word Ideas have little Ideas have some Ideas are Ideas are Ideas are
Organization and does not organization; there organization, with adequately effectively persuasively
development reach a may be a a recognizable organized, with a organized, with a organized, with
How well organized, standard superficial structure, but suitable structure very good excellent
coherent and developed described by structure, but coherence and and attention paid structure, structure,
is the presentation of the coherence and/or development are to coherence and coherence and coherence and
ideas? descriptors. development are often lacking. development. development. development.
lacking.
Criterion E: The work Language is rarely Language is Language is clear Language is clear Language is very
Language does not clear and sometimes clear and carefully and carefully clear, effective,
How clear, varied and reach a appropriate; there and carefully chosen, with an chosen, with a carefully chosen
accurate is the standard are many errors in chosen; grammar, adequate degree good degree of and precise, with a
described by grammar, vocabulary and of accuracy in accuracy in high degree of
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language? the vocabulary and sentence grammar, grammar, accuracy in

descriptors. sentence construction are vocabulary and vocabulary and grammar,
How appropriate is the construction, and fairly accurate, sentence sentence vocabulary and
choice of register, style little sense of although errors construction construction; sentence
and terminology? register and style. and despite some register and style construction;
(“Register” refers, in inconsistencies are lapses; register are consistently register and style
this context, to the apparent; the and style are appropriate to the are effective and
student’s use of register and style mostly appropriate task. appropriate to the
elements such as are to some extent to the task. task.
vocabulary, tone, appropriate to the
sentence structure and task.
terminology appropriate
to the task.)