Use after first-response capture. These are not required theses or structures and not the official ISMG, A–E standards, IA marks or QCE results. Judge available contribution, exact source access and mode. Known prior access and adult support are recorded, not treated as misconduct in this public practice. Later feedback-informed work is separate. A different valid reading or position is not an error. No actual learner, classroom outcome or human moderation is claimed.
Six descriptive evidence rows · selected objectives
Describe the actual available evidence and one useful next move; do not add scores or total rows into a certification. Not yet observed means that element is absent/unencountered/unperformed here, not failure or a learner diagnosis. A selected/director route may give partial reasoning without all independent composition or performance components.
| Domain / selected objectives | Starting evidence | Connected evidence | Deliberate evidence / next move |
|---|---|---|---|
| Knowledge application ·3/4 · representations and values | Names a view or source detail, with link still implicit | Explains how an inclusion/qualification constructs a position and connects two texts | Tests a complication/counter-reading through exact evidence; next ask what wording makes the difference |
| Knowledge application ·5 · craft analysis/creation | Identifies or uses a device | Explains how a specific device may serve a purpose or invite a position | Weighs a competing effect/chooses an apt alternative; next connect craft to this audience rather than naming devices |
| Organisation/development ·1/2/6 · purpose, role, synthesis | A chosen purpose/source detail is available | Text/plan establishes public role and integrates source matter with a reason | Develops a nuanced perspective without invented outcomes; next strengthen an underdeveloped connection |
| Organisation/development ·7/8 · sequence/cohesion | Available parts or a proposed order | Actual text or explained plan connects reason, qualification and reply | Sequence/cohesion purposefully shapes emphasis; next check whether reply answers objection, not number of connectives |
| Textual features ·9/10 · wording and structures | Own words/selections or an intended wording choice | Actual wording/grammar/modality expresses intended certainty and relationships | Chosen alternatives are explained/revised with control; next narrow a sweeping claim or clarify syntax |
| Textual features ·11 · mode-appropriate purpose | Written/design intention available; unperformed elements remain Not yet observed | Actual written features or genuine observed suitable delivery choices support purpose | Evaluates an actual available feature/try precisely; next enact optionally or refine the plan, without inventing sound/gesture/listener response |
Objective11 evidence is mode-specific. Written composition/design can demonstrate available written/designed choices; a marked pause is not an actual audible pause. Own exact dictated words remain learner contribution with adult inscription named. Adult-provided wording not relabelled as independent learner composition. Adult enactment is adult performance; a self-try account is attributed, not teacher observation. Intended audience effect is not a measured or actual effect. Preference is distinct from actual feedback and observed use.
Fresh D · source-grounded open interpretation
- D01 advertises one broad seam, suitable service opening and a future-oriented identity. It supplies no actual trial, price, warranty, lifespan or purchaser. D02 questions how that feature becomes identity; the commentator has not tested the item. D03 makes the source status explicit.
- Possible comparison: “The advertisement’s future/throwaway contrast asks readers to associate one repairable feature with a responsible identity. The commentary’s ‘option, not a future’ compresses a rebuttal into contrast, then qualifies it by allowing that the feature could matter. It asks for information before praise or dismissal.” This explains both wording and purpose; it is not a required conclusion or proof of a real product’s value.
- Competing valid reading: the advertisement describes only an opening feature, and its imaginative appeal need not be read as a literal lifespan guarantee. Sen may underplay the usefulness of even limited feature information. Support that interpretation through the exact qualification and the invitation, while keeping missing evidence missing.
- Another valid reading centres genre authority: promotional certainty versus conditional inquiry. A weak response merely calls one truthful and the other biased without explaining words/roles. Next moves: locate the phrase behind the claim; explain what it invites; add a source-supported complication. Do not coach a fixed anti-advertising answer or infer consumer behaviour.
Fresh E · multiple coherent arguments
- E01 proposes, but has not adopted, a new-material rule. “Clean beginning” connects material condition to creative identity. E02 disputes that connection, offers suitable reused material and explicitly rejects guaranteed cost/access/waste effects. No actual making, judging or entry exists.
- Possible opposing opening: “Committee members, a new idea does not require a new sheet. Your proposed rule judges a material before it sees the work. Let entrants choose suitable material and explain the choice.” It develops a contention and public role; further work should synthesise the source qualification rather than claim actual equal access.
- Possible supporting/qualified opening: “Committee members, a new-material round could explore a particular constraint, provided its purpose is explicit and it is one option rather than a judgment about creativity.” The response may reasonably favour a defined creative constraint; it needs a reason, source connection and transparent proposed safeguards. Do not mark support for the rule wrong.
- Other valid directions include separate optional rounds, a purpose-led material rule, keeping the decision open, or rejecting the award framework. New rules/stories are learner proposals, not source facts or implemented outcomes. No compulsory reveal, title, metaphor, agreement, happy ending or real audience.
- Possible craft note: “I address the committee directly to establish a public role, contrast idea with sheet to challenge the implied link, and use ‘could’ for a proposed alternative.” A plain reasoned paragraph with no figurative device can also be apt. Next moves: clarify contention, develop the strongest objection, connect source matter to reason, or explain one mode choice. Do not mistake adult polish or a planned pause for independent composition/performance.
Ordinary daily look-for / next teaching
| Day | Sample available evidence | Useful next move |
|---|---|---|
| 11 | Own opening and located P01 reading; a private paragraph is valid | Develop a reason connecting the image to the chosen purpose |
| 12 | Exact actually encountered dated/media or original-pair comparison | Explain genre/context connection without current-policy inference |
| 13 | Image/value/complication analysis and optional own image | Replace universal reader claim with a text-based interpretation |
| 14 | Available synthesis/concession/order, not an invented full draft | Make the reply answer the fair objection |
| 15 | First D response retained with access/support; partial insight valid | Locate and explain a second source connection after capture |
| 16 | Own public purpose/contention and actual source selection | Develop one audience-relevant reason, not a completed form |
| 17 | Actual wording or proposed grammar/rhetoric revision with reason | Narrow certainty/clarify syntax; compare only extant versions |
| 18 | Actual learner delivery, attributed self-try, adult enactment or script plan separately | Choose an optional actual try or refine the useful plan |
| 19 | Only actually available edited component/source note | Strengthen one connection; missing earlier work stays missing |
| 20 | First E argument/commentary contribution and exact mode/support | Develop a fair counterposition after capture, retaining original response |
Privacy/pass, absent home participation, unfinished response or different valid contention are not errors. Teacher selects one next move and offers time; no full-year growth proof or coverage certification.