Description

  Mark

Thesis statement is written clearly with three (3) heroic values identified.

      3

Thesis statement is written with two (2) heroic values identified.

      2

Thesis statement is vague with no clear heroic values identified.

      1

No thesis statement.

      0

                                                         Description

    Mark

Completed two (2) strong PEEL plans with all PEEL components clearly 5 stated, connected to each other and relevant to the heroic values proposed.

       5

Completed two (2) PEEL plans with PEEL components clearly stated and connected to each other.

(In order to receive 4 marks, students must have one (1) strong PEEL plan)

      4

Completed a PEEL plan with PEEL components clearly stated and connected to each other. The 3 WHYs may be shallow but can still be understood in how they are relevant to the heroic value proposed.

      3

Completed a PEEL plan with some PEEL components clearly stated and connected to each other. Evidence provided may appear shallow.

       2

Attempted a PEEL plan. Components of the PEEL plan are vague and disconnected with each other.

       1

No PEEL structure detected or PEEL plans are incomplete.

(If one (1) PEEL is complete, students can be awarded a maximum mark of 3 depending on the quality of that plan.)

       0

                                              Description

   Mark

Draft is organized. Student’s vision for the project paper is clear.

       2

Draft is comprehensible but can be improved.

       1

Draft is messy and difficult to comprehend.

       0

Body paragraph #1

Point

• Hero value: Compassionate

Explanation

Why #1: Her work revolves around depicting the realities of Malaysian life

Why #2: Provide a compassionate lensed on the challenges and celebrations experienced by various races in Malaysia

Why #3: Encourages fellow Malaysians to focus on our shared values

Example

Film: Talentime

Scene: Mahesh found out that his late uncle was in love with a Malay woman. His uncle regretted his decision for leaving his girlfriend for family. Uncle advised Mahesh not to do the same thing.

Link

• Inter-faith relationships especially between a Muslim and non-Muslim: taboo topic
• Depicts a human response to a difficult situation
• Encourage viewers to be compassionate with fellow Malaysians who are in such situations

Body Paragraph #1

Point

The first heroic value that can be found in Yasmin Ahmad is that she is compassionate.

Explanation

Her work revolves around depicting the realities of Malaysian life. Through her films and commercials, she provided a compassionate lense on the challenges and celebrations experienced by various races in Malaysia. This is a good thing because it encourages fellow Malaysians to focus on our shared values.

Example

In her film, Talentime, where it features a group of Malaysian students who are preparing for a talent show. In Mahesh’s story arc, he found out that his late uncle fell in love with a Malay woman. His uncle regretted his decision for leaving his girlfriend for family and advised Mahesh not to do the same.

Link

This scene is significant because it covers inter-faith relationship struggles in Malaysia. Since this type of relationship is largely taboo in Malaysia, especially between a Muslim and non-Muslim, this scene depicts a human response to a difficult situation. It encourages viewers to be compassionate with fellow Malaysians who are in such situations.

                                              Description

Mark

C1: Addressing the key terms of the task & providing support

(3 Heroic Values): Engages comprehensively and purposefully with the question, addressing keywords. Effectively supports hero values made, using extensive

Evidence/examples.

8

(3 Heroic Values): Engages comprehensively with the question, addressing keywords. Effectively supports hero values made, using extensive

Evidence/examples.

7

(3 Heroic Values): Engages clearly with the question, addressing keywords. Supports hero values made, using extensive Evidence/examples.

6

(2 Heroic value): Engages with most of the question, addressing keywords. Adequate use of examples/evidence to support hero values.

5

(2 Heroic value): Addresses the question in a general manner, addressing to some keywords. Some use of examples/evidence to support hero values.

4

Attends superficially to some keywords. Limited use of evidence/examples

3

Attends to a keyword. Limited use of evidence/examples

2

Engages in a limited or inappropriate way

1

Makes no attempt at engaging with the question

0

C2: Controls the required generic conventions

Controls the generic conventions at whole text, paragraph and sentence level, using a wide range of cohesive devices.

5

Use generic conventions competently, employing a range of cohesive devices.

4

Use generic conventions adequately, employing a range of cohesive devices.

3

Use generic conventions inconsistently. Cohesive devices may be limited in range.

2

Makes limited use of generic conventions.

1

Makes no attempt at structuring a response according to genre.

0

C3: Grammar & Punctuation

Controls a wide range of simple and complex grammatical structures with few or no errors. Uses punctuation precisely and flexibly.

5

Controls a range of simple and complex grammatical structures with few errors. Uses a range of punctuation accurately to enhance communication.

4

Conveys ideas using simple and some complex grammatical structures, with few errors. Use some varied punctuation, with some errors in complex structures.

3

Conveys ideas through a range of simple and some complex grammatical structures, with some errors. Use basic punctuation though not always accurately in complex structures.

2

Uses mainly simple grammatical structures with some accuracy, Uses little or inaccurate punctuation.

1

Uses mainly simple grammatical structures with limited accuracy, Uses no or inaccurate punctuation.

0

C4: Use of Vocabulary

Selects and uses a wide range of general and specific vocabulary effectively for audience and purpose.

4

Selects and uses a wide range of general and specific vocabulary for audience and purpose.

3

Use a range of vocabulary with some awareness of audience and purpose.

2

Use limited range of vocabulary with limited awareness of audience and purpose.

1

Demonstrates little knowledge of English vocabulary.

0

C5: Statement of own view and support

States a relevant view and supports this with clearly developed specific examples

3

States a relevant view with generalised examples

2

States a view which is not always relevant or lacks support

1

No opinion provided

0

                                                                                                                                          Total: