/* SAVE YOURSELF HOURS... /* IMPORT THESE COMMENTS INTO: SchoolReportWriter.COM /* No.1 in GOOGLE - "BEST TEACHER REPORTS APP": /* - TRUSTED by 1000s of teachers, since 2012 /* - QUICKLY create personalised reports /* - PASTE into your school system, Word etc /* - GENDER NEUTRAL option /* - DEMO video at SchoolReportWriter.COM /* FOR HELP see end of this document. /* Subjects: IB English Language and IB English Literature /* Author says: /* "I use SRW [SchoolReportWriter.COM free app - ed.] because I /* used to spend way too much time on reports, and nobody /* really cared about them except me. This allows me to create /* lots of comments, and then I usually only need to adjust /* the final comment a bit to make it more personal. My school /* is just as happy with my reports, and I am a lot less /* stressed out. /* /* I am not sure how useful my comments will be to someone /* else as they are quite summative task specific." COMMENTS: 7 Analysing 1=#N was able to perceptively analyse and explain the themes studied in the texts this semester. In particular #e produced a detailed and insightful character analysis, and demonstrated the ability to analyse poetry. 2=#N sufficiently analysed the themes studied in the texts this semester. #E produced a solid character analysis; however, it was suggested that more in depth ideas related to the theme would have improved the overall performance. #N also demonstrated the ability to analyse poetry. 3=#N shared some interesting comments during class discussions that demonstrated a broad understanding of the texts being analysed; however, when asked to write about the ideas, the analysis was not as sophisticated. 4=#N analysed the themes studied in the texts this semester. #E produced a character analysis and an essay paragraph analysing a poem. It was suggested that more in depth ideas related to the theme would have improved both pieces of work. 5=It was difficult to determine if #N was able to analyse the themes studied this semester, as #e did not submit many of the formative and summative tasks that were designed to showcase what students had learnt. COMMENTS: 8 Analysing 1=#N was able to perceptively analyse and explain the themes studied in the texts this semester. In particular #e produced a detailed and insightful character foil analysis. #N shared many interesting comments during class discussions that demonstrated a deep understanding of the texts #e analysed. 2=#N sufficiently analysed the themes studied in the texts this semester. #E produced a solid character analysis; however, it was suggested that more in depth ideas related to the theme would have improved the overall performance. 3=#N was able to perceptively analyse and explain the themes studied in the texts this semester. In particular #e produced a detailed character foil analysis. #N also demonstrated the ability to write an insightful analytical essay paragraph, and shared many interesting comments during class discussions that demonstrated a deep understanding of the texts #e analysed. 4=#N sometimes shared some interesting comments during class discussions; however, taking a more proactive role in these conversations would support and improve #h learning and understanding of the texts being analysed. 5=#N shared some interesting comments during class discussions that demonstrated a broad understanding of the texts being analysed; however, when asked to write about the ideas, the analysis was not as sophisticated. 6=#N was very reticent about participating in class discussions. These discussions were a time for students to closely analyse the themes being studied, and this deeper understanding was then to be transferred to writing tasks. #N was encouraged to begin taking a more active role in the class. 7=#N was, to some degree, able to analyse the themes studied in the texts this semester. However, #e was encouraged to begin trying to add more depth to these analyses, and to practise identifying literary devices in texts and explain how they support the message the author is conveying. COMMENTS: Analysing 1=#N was able to perceptively analyse and explain the themes studied in the texts this semester. In particular #e produced a detailed and insightful character analysis. #N shared many interesting comments during class discussions that demonstrated a deep understanding of the texts #e analysed. 2=#N sufficiently analysed the themes studied in the texts this semester. #E produced a solid character analysis; however, it was suggested that more in depth ideas related to the theme would have improved the overall performance. 3=#N shared some interesting comments during class discussions that demonstrated a broad understanding of the texts being analysed. 4=#N sometimes shared some interesting comments during class discussions; however, taking a more proactive role in these conversations would support and improve #h learning and understanding of the texts being analysed. 5=#N sufficiently analysed the themes studied in the texts this semester. In particular #e produced a very creatively written piece that was based on an interview #e conducted at home. Many times during the semester it was suggested that more in depth ideas would have improved #N's written assignments. 6=#N shared some interesting comments during class discussions that demonstrated a broad understanding of the texts being analysed. 7=#N shared some interesting comments during class discussions that demonstrated a broad understanding of the texts being analysed; however, when asked to write about the ideas, the analysis was not as sophisticated. COMMENTS: Online 1=During the short period of online learning, #N struggled to organise #h time and did not always submit all of the tasks. 2=During the short period of online learning, #N was quick to organise #s. #E submitted most of the tasks and #h work was largely of a good standard. 3=During the short period of online learning, #N was extremely engaged, #e completed all tasks and attended most of the Zoom meetings. 4=During the short period of online learning, #N, already a competent independent learner, completed all of the tasks and each one reflected a commendable depth of analysis of the novel and its themes. 5=During the short period of online learning, #N, already a student that struggled with independent study and organisation skills, did not complete any of the tasks and this has seriously impacted #h final grade. COMMENTS: Organising 1=#N skilfully organised #h work during writing tasks. #H writing was always well-considered and carefully edited. #N demonstrated the ability to write descriptively, and used figurative language that strengthened and enhanced the narrative. 2=#N demonstrated the ability to properly organise #h work during writing tasks. While #h writing was well-considered, simply by reading it aloud to #s #e could improve #h editing process. #N demonstrated the ability to write descriptively, and sometimes employed figurative language that strengthened the narrative. 3=#N did not always properly organise #h work during writing tasks. With a little more care, and by simply reading #h work aloud to #s, #N could improve #h writing. #N was encouraged to begin trying to write more descriptively in order to make #h work more engaging and to strengthen the narrative. 4=#N expressed #h ideas clearly, both verbally and through writing. #E demonstrated a well-developed vocabulary and chose words with care. 5=#N was able to correctly identify figurative language in texts and explain how it strengthened the narrative. 6=#N skilfully organised #h work during writing tasks. #H writing was always well-considered and carefully edited. #N demonstrated the ability to write descriptively, and used figurative language when writing poetry. #E also demonstrated an excellent understanding of how to structure an analytical essay paragraph. 7=#N organised #h work well during writing tasks. While #h writing was well-considered, simply by reading it aloud to #s #e could improve #h editing process. #N demonstrated the ability to write descriptively, and sometimes employed figurative language when writing poetry. 8=#N organised #h work well during writing tasks. While #h writing was well-considered, simply by reading it aloud to #s #e could improve #h editing process. #N demonstrated the ability to write descriptively, and sometimes employed figurative language when writing poetry. For the essay paragraph task, it was clear that #N did not make use of the scaffold provided to assist students with the structure. 9=#N worked hard to improve the organisational structure of #h writing tasks. #E had difficulty understanding how to structure an analytical essay paragraph, but used the provided scaffolds, and made a solid attempt. #N demonstrated the ability to write descriptively, and used figurative language when writing poetry. COMMENTS: Producing 1=#N was a very active participant during group tasks. #E contributed thoughtfully and intelligently, and made an effort to include all members of the group in the discussions and to share the tasks equally. #N helped to keep the group focussed and on task. 2=When participating in group tasks, #N contributed #h ideas, accepted the recommendations of peers and acted on them when appropriate. 3=When participating in group tasks, #N did not readily contribute #h ideas. #E and was encouraged to take a more active role within the discussions of the group, and in the completion of the work. 4=#N needed to improve #h cooperation in group settings. #E should work on voicing feelings and opinions, and listening to others. COMMENTS: Sample intro sentences 1=#N is an outstanding student who has worked very hard throughout the #Time-period and I expect #m to do well in #h exams next year. 2=#N has had a mixed #Time-period but there are signs of improvement in #h behaviour of late. 3=After a difficult start #N has done some excellent work and is now back on target. A very pleasing #Time-period. Well done #N! 4=#N is a friendly and hard-working member of the class and has put in a steady performance throughout the #Time-period. 5=Overall #N has worked very well but there are a few issues with #h time-keeping and homework that #e needs to address. 6=We have been working on the Environmental Issues module throughout the #Time-period. #N seems to enjoy this topic and has made very pleasing progress. COMMENTS: Sample project-work sentences 1=#E has worked hard this year on all of #h projects but I was especially impressed with the high-quality of #h #Science-topics assignment. 2=Project-work has been done to a minimum standard and is often handed in late. To improve #e needs to #How-to-improve. 3=Although #h #Science-topics project-work was satisfactory, I do expect #m to do more background research next time. 4=#H project-work is always excellent as demonstrated in #h #Science-topics assignment. We were all very impressed with #h creative and entertaining website designs which were an inspiration to the class. 5=#H project-work has varied considerably, however #h highly-imaginative #Science-topics project was excellent and was displayed in reception at the School Open Day. An excellent achievement #N. COMMENTS: Sample summing-up sentences 1=#N always tries #h best and has achieved a well-deserved Level #? overall. An excellent performance, keep it up! 2=#N has reached Level #?. This was #h target and #e should be proud of #s. To ensure #e keeps this up next year #e should #How-to-improve. 3=#N has achieved a Level #? overall. #E often works below #h best and with a little more effort #e could easily reach Level #?. To improve #e should #How-to-improve. 4=#N has not had the best of starts this year and is still working at Level #?. #E rarely completes #h work on time. To achieve more next year #e needs to #How-to-improve. COMMENTS: Semester blurb 1=This semester students explored the theme of survival. They explored how some people have to struggle to survive, and despite the odds, are able to thrive. Students then studied the theme of identity and what makes us who we are. Finally students engaged in a short poetry unit. The skills foci this semester were character analysis, oral presentations, documentary filmmaking and poetry analysis. 2=This semester students studied different genres of poetry. They learnt how to both analyse and write poetry. Next students read books of their choosing. They analysed why they prefer one type of fiction novel over another while learning about character analysis and writing book reviews. Finally, in a unit designed by themselves, students researched future career interests and how they might achieve their goals. They learnt how to write a curriculum vitae and details about their dream career. 3=This semester students explored the themes of freedom and oppression, relationships, and the ethics of scientific innovations. The skills foci were: character analysis, particularly character foils in literature; essay writing structure and how to support ideas with quotations from the text; creative scene adaptations; and how to deliver a persuasive and engaging speech. COMMENTS: Student intro 1=A conscientious student, #N was determined to improve #h skills in English this semester; one strategy to support this would be a more proactive approach to group and class discussions. 2=A confident student, #N contributed maturely and insightfully to group discussions and collaborative activities. 3=When focussed, #N completed class tasks. However, often off task, #e squandered lesson time during which #e could have created and submitted drafts in order to receive feedback and thus improve #h work before submission. 4=#N mostly worked conscientiously this semester to improve #h English language skills and knowledge. A confident student, #N made well-considered contributions to group discussions and collaborative activities. 5=At times, #N demonstrated #e was capable of the focus required to complete the class tasks. #E often did not listen to instructions, although this semester #e was more proactive about seeking help or clarification. 6=#N continued to work diligently in class this semester. The work #e produced demonstrated confidence and a commitment to excellence. #N always participated in class discussions and offered mature and well-considered opinions. 7=#N worked well in class this semester, although being more proactive in #h participation in class discussions and group activities would support greater growth. 8=A conscientious student this semester, #N demonstrated the ability to concentrate and complete assigned tasks. #E sometimes struggled to understand classroom instructions but as #e grew more confident #e began to actively seek help. 9=#N was very conscientious in #h studies this semester. #E always brought energy and enthusiasm to #h work. #N asked pertinent questions and worked well both independently and collaboratively. 10=A talented and dedicated English student, #N worked diligently in class. #E was very focussed and confident, and always asked clarifying questions when necessary. 11=#N's work this semester was decidedly lacklustre. #E rarely participated in class discussions, and was invariably off task. Furthermore, #N failed to submit several of the formative and summative tasks. 12=Though a capable English student, #N was not focussed on #h studies this semester. Usually confident, #e was not very engaged or organised, and many of #h formative and summative tasks were either not submitted, or were submitted late. 13=#N was an enthusiastic learner who exhibited a positive outlook and attitude in the classroom. 14=#N was very engaged in #h own learning, #e listened attentively, and made a solid effort to avoid distractions that could interrupt the learning process. #N excelled at applying what #e learnt in the classroom to real-world and real-life situations. 15=#N often struggled to focus in class, which affected #h ability to engage well with class activities and assignments. 16=#N’s engagement in class this semester was inconsistent. While #e certainly showed improvement in #h writing tasks, #e struggled to remain focussed and to avoid distractions in class. #N must learn to read all instructions carefully and seek help if #e is in any doubt about how to proceed with a task. COMMENTS: Summing-up sentences 1=#N always tried #h best and achieved excellent, well-deserved grades. 2=#N performed well this semester and should be proud of #h achievements. To ensure #e keeps this up next year #N should endeavour to always remain on task and avoid disruptive influences. 3=#N did not always work to the best of #h abilities this semester. #E often had to be reminded to stay on task and put in more effort. #N would do well to keep this in mind when embarking on #h studies in the next school year. COMMENTS: Using language 1=#N took every opportunity to practise and improve #h writing skills. #H use of correct grammatical structures and punctuation was commendable. 2=Once accustomed to the expectation that students practise writing each lesson, #N's writing improved, and #e became more confident in #h ability. #H use of correct grammatical structures and punctuation showed marked signs of improvement; however, it should remain a skills focus next year, too. 3=#N was often slow to begin when asked to write a short narrative at the start of each lesson. #E was reluctant to practise #h writing skills, and this resulted in very little improvement of #h grammatical structures and knowledge of correct punctuation. 4=#N wrote well-structured writing sparks; #h use of interesting detail and expressive words meant that #h creative writing involved the reader. 5=#N wrote creatively with feeling and expression, and was willing to draft and redraft them, when appropriate. #E demonstrated a lively imagination. 6=#E was willing to listen to advice and this led to a wider use of adjectives and descriptive phrases in #h work. 7=#N's imaginative writing sparks were full of original ideas and #e employed a good range of vocabulary. 8=#N generally displayed an accurate grasp of sentence punctuation; #e wrote fluently, with considerable thought and inventiveness. However, #e must to check through #h work more closely before submitting it in order to eliminate preventable errors. 9=#N wrote imaginatively, though #h was encouraged to introduce more descriptive phrases in order to hold the reader's attention. 10=When asked to present #h thoughts on paper, #e is less expressive, though the amount #e writes has increased dramatically over the year. #E is very slow when writing stories, and although #e has good ideas, #h stories are never very long. 11=#N did not complete very much written work this semester, so it was difficult to determine if #h grammar and syntax had improved since the previous semester. #E has been very disorganised in terms of submitting formative and summative tasks. LIST: How-to-improve 1=focus more in the lessons 2=put more time aside for homework 3=try not to chat during lessons 4=do more project research on the internet 5=develop #h computer skills 6=pay more attention to instructions LIST: Science-topics 1=Heating and Cooling 2=Light and Sound 3=Exploring Magnetism 4=Changing Earth LIST: Time-period 1=year 2=semester 3=1st semester 4=2nd semester 5=3rd semester 6=4th semester 7=term 8=1st term 9=2nd term 10=3rd term 11=4th term /*========================================= /* HELP: Creating & Importing Files /*========================================= /* /* See also, YouTube Teacher Training Video at: /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* /* #N - Name /* #E - She/He/They /* #e - she/he/they /* #H - His/Her/Their /* #h = his/her/their /* #b - girl/boy/child /* #m - him/her/them /* #s - herself/himself/themself /* #? - be prompted for text later e.g. #N achieved #?% in the exam. /* #your-list-name - select from a list later e.g. #N excelled in #topics. /* {BR} - line break; {BR}{BR} - double line break. /* /* /* DID YOU KNOW? /* /* You can also import comment files in the, /* Teachers Report Assistant format. /* There are 1000s around the web. /* School Report Writer automatically converts them. /* /* /* YOUR EXISTING COMMENTS ARE SAFE: /* /* When you upload, you will be shown the comments /* you are about to import. 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