Debate-Task Specification Clarifications (Bii, Cii Ciii, Dii Dv)
Criteria B- Organisation
Level Level Descriptors
0 The student does not reach a standard
described by any of the descriptors below.
1-2 ii. organizes opinions and ideas with a minimal
degree of coherence and logic
3-4 ii. organizes opinions and ideas with some
degree of coherence and logic
5-6 ii. organizes opinions and ideas in a coherent
and logical manner with ideas building on each
other
7-8 ii. effectively organizes opinions and ideas in a
coherent and logical manner with ideas building
on each other in a sophisticated way
Task Specific Clarifications
The student does not reach a standard described by any of the
descriptors below.
- Develops unclear, under-organized and/or inefficient
arguments as per the task sheet
- weak stance on motion stated at beginning of
debate
- unclear claim, evidence, reasoning, and conclusion
- Develops somewhat clear, somewhat well-organized and
somewhat efficient arguments as per the task sheet
- somewhat clear stance on motion stated at
beginning of debate
- somewhat clear claim, evidence, reasoning, and
conclusion
- Develops mostly clear, mostly well-organized and mostly
efficient arguments as per the task sheet
- mostly clear stance on motion stated at beginning
of debate
- mostly clear claim, evidence, reasoning, and
conclusion
- Develops clear, well-organized and efficient arguments
as per the task sheet
- clear stance on motion stated at beginning of
debate
- clear claim, evidence, reasoning, and
conclusion
Criteria C- Producing Text

Level Level Descriptors Task Specific Clarifications

0 The student does not reach a standard described by any of the The student does not reach a standard described by
descriptors below. any of the descriptors below.

1-2 ii. makes minimal stylistic choices in terms of linguistic, literary - attempts to use rhetorical devices, (humour,
and visual devices, demonstrating limited awareness of impact on etc.)
an audience - attempts to use details and examples to
develop arguments
iii. selects few relevant details and examples to develop ideas.

3-4 ii. makes some stylistic choices in terms of linguistic, literary and - some use of rhetorical devices, (humour, etc.),
visual devices, demonstrating adequate awareness of impact on to add some depth to the argument.
an audience
- develops arguments using some relevant
iii. selects some relevant details and examples to develop ideas. details and examples

5-6 ii. makes thoughtful stylistic choices in terms of linguistic, literary - good use of rhetorical devices, (humor, etc.), to
and visual devices, demonstrating good awareness of impact on add depth to the argument.
an audience
- develops effective arguments with relevant
iii. selects sufficient relevant details and examples to develop details and example
ideas.

7-8 ii. makes perceptive stylistic choices in terms of linguistic, literary ii. Effectively uses rhetorical devices, (humour,
and visual devices, demonstrating clear awareness of impact on rhetorical questions, repetition, pauses, persuasive
an audience devices, etc.) to add substantial depth to the argument.

iii. selects extensive relevant details and examples to develop iii. Selects the most relevant details and examples to
ideas with precision. support arguments
Criteria D- Using Language
Level Level Descriptors
0 The student does not reach a standard described by
any of the descriptors below.
1-2
ii. speaks in an inappropriate register and style that
do not serve the context and intention
v. makes limited and/or inappropriate use of non-
verbal communication techniques.
3-4 ii. sometimes writes and speaks in a register and
style that serve the context and intention
v. makes some use of appropriate non-verbal
communication techniques.
5-6 ii. writes and speaks competently in a register and
style that serve the context and intention
v. makes sufficient use of appropriate non-verbal
communication techniques.
7-8 ii. writes and speaks in a consistently appropriate
register and style that serve the context and
intention
v. makes consistent use of appropriate non-verbal
communication techniques.
Task Specific Clarifications
The student does not reach a standard described by any of the
descriptors below.
- Did not attempt to speak respectfully or use appropriate
language
- Did not attempt to maintain a formal register throughout the
debate (used slang, yelling)
v. - members of debate team rarely maintain eye contact with
each other and audience most of the time
- Attempts to articulate points clearly and correctly
ii
- Some statements and responses are respectful and use
appropriate language
- Sometimes maintains a formal register throughout the debate
v. - all members of debate team sometimes maintain eye contact
with each other and audience most of the time
- Articulates some points clearly and correctly
ii.
- Most statements and responses are respectful and use
appropriate language
- Mostly maintains a formal register throughout the debate
V. - all members of debate team maintain eye contact with each
other and audience most of the time
- Articulates most points clearly and correctly
Ii.
- all statements and responses are respectful and use
appropriate language.
- maintains a formal register throughout the debate.
- no slang
- no yelling
- address is appropriate
v.
- all members of debate team maintain consistent eye contact
with each other and audience
- not reading straight from cue cards
- Appropriate posture