# Educator interpretation, descriptive rubric and next moves

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.