This evaluation plan aims to allow you to review and rethink the content of your course. Together with task 1 (course summary) we have already done, these compose your final grade. Here you will find detailed instructions and linguistic support. Read the content of our course again as a preparation and use the reference bibliography to go further into the subject. And attention: all the tasks will be done in classroom as scheduled!

Good luck

Summary Evaluation Schedule

Date	Assessment task	Student choice	Summary genre	Value
Wednesday, 30 September	Film review for an opinions-and-reviews site	Any film the student has watched	Evaluative summary / review	10.0
Wednesday, 7 October	Poem analysis through summary	Any poem originally written in English	Thematic summary	10.0
Wednesday, 14 October	Summary adapted to a specific audience and purpose	One source from the course or from other courses	Student’s choice of summary genre	10.0

Total: 10.0 points.

Task 2: Film Evaluative Summary

Wednesday, 30 September

choose a film you know well and write a 200–240 word evaluative summary/review for a fictional film-opinions website.

An evaluative summary differs from a descriptive one because it combines essential information about the work with an assessment of its strengths, limits, intended audience, and effectiveness. It should be opinion-based, but the evaluation must be supported by explicit criteria rather than simply saying “I liked it” or “it was boring.

Required heading

Film:
Director:
Year:
Genre:
Audience:

Required structure

Move	What students should do	Suggested language
1. Identify and frame	Name the film and give its basic premise without revealing crucial twists or the ending	“Directed by…,” “The film follows…,” “Set in…”
2. Summarise selectively	Present the central conflict, key characters, and context; avoid an uncontrolled plot recap	“The story centres on…,” “As the conflict develops…,” “The film explores…”
3. Evaluate with criteria	Assess at least two elements: acting, screenplay, cinematography, soundtrack, pacing, special effects, representation, thematic depth, or genre innovation	“The strongest element is…,” “The film succeeds when…,” “However…,” “Its pacing becomes…”
4. Recommend precisely	Identify the kind of viewer who may enjoy it and explain why	“It will appeal to viewers who…,” “Those expecting… may find…”

Genre and language requirements

• Use third person when discussing the film: the film presents, the director creates, the narrative follows.
• Use at least three evaluative adjectives or phrases, supported by evidence: effective, uneven, compelling, predictable, visually restrained, emotionally powerful, etc.
• Use at least three cohesive devices:
  • A reference chain: the film / it / the narrative / the story and others
  • A lexical chain related to one central theme
  • Contrast connectors: however, although, while, nevertheless or others
• Do not reveal the ending or a major twist without a clear spoiler warning.
• Avoid unsupported statements such as: It is perfect, It is terrible, or Everyone will love it.

Connection to the Course

This task returns to Aula 4: you must distinguish a useful summary from an irresponsible spoiler. It also develops Aula 6 and Aula 9: a review is a different genre contract from a plot summary because its reader expects both information and justified evaluation. The quality of the evaluation depends on explicit criteria—such as effectiveness, evidence, structure, and intended audience—not merely personal conviction

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Task 3: Poem Thematic Summary

Wednesday, 7 October

Choose one poem originally written in English. It may be a sonnet, lyric poem, spoken-word poem, contemporary poem, song lyric treated as a poem, etc.

write a 150–180 word thematic summary. The aim is not to paraphrase every line or translate the poem word by word. Instead, explain the poem’s main themes, tensions, images, and central movement of thought.

Required heading

Poem/song:
Poet/composer/lyricist:
Year of publication, if known:
Source / link:

Required structure

Move	What students should do	Suggested language
1. Present the poem’s central concern	Identify the dominant theme or tension	“The poem explores…,” “The speaker reflects on…,” “The poem examines…”
2. Select key images or contrasts	Explain two or three important images, motifs, symbols, or oppositions	“Through the image of…,” “The contrast between… and… suggests…”
3. Explain the movement	Show how the poem develops, changes, resolves, or refuses to resolve its main idea	“At first…,” “As the poem develops…,” “In the final lines…”
4. State the thematic implication	Explain what the poem ultimately suggests about its central issue	“The poem ultimately presents…,” “Rather than offering a simple answer, it suggests…”

Genre and language requirements

• Use the present tense: the speaker suggests, the poem presents, the image creates.
• Do not summarise stanza by stanza unless the sequence is necessary to explain a thematic shift.
• Include one brief quotation of no more than one line, or paraphrase a key image accurately.
• Build a deliberate lexical chain around the poem’s central theme.
• Use cohesive connectors that mark development or contrast: initially, however, therefore, consequently, by contrast, ultimately.
• Avoid unsupported personal reactions such as: I love this poem or This poem is sad. Explain how the language, imagery, structure, or speaker creates that effect.

 

Connection to the Course

This task develops the distinction between cohesion and coherence from Aula 3 and Aula 7. Poems often have less explicit linear cohesion than a news report or academic abstract; readers may need to create coherence through recurring images, sound patterns, metaphor, contrast, and genre expectations. It also applies the genre-analysis questions from Aula 9: What situation produces the poem? What is its purpose? Who is its implied audience? What rhetorical moves organise it?

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Task 4: Audience-and-Purpose Summary

Wednesday, 14 October

Choose one source from the course or submit your own source.

Possible sources:

• A scene, premise, or the plot  from Arrival
• A scene, premise, or the plot from Disclosure Day
• E. E. Cummings’s “somewhere i have never travelled, gladly beyond”
• Shakespeare’s Macbeth
• A short academic source from another university course

Students write a 180–220 word summary in one of the following genres:

Summary genre	Possible reader	Main function
Informative/descriptive summary	A reader unfamiliar with the source	Present essential information accurately and concisely
Narrative summary	A reader needing plot context	Present selected events in controlled chronological order
Academic abstract	Students, researchers, or conference participants	State purpose, method/approach, central finding or claim, and significance
Executive summary	A university committee or organisation	Give essential information for a decision or action
Research-findings summary	A project group or research audience	Present evidence, results, and implications
Evaluative summary/review	Prospective readers or viewers	Summarise and assess value, effectiveness, and audience suitability

Required heading

Source:
Chosen summary genre:
Intended audience:
Purpose:

Writer’s note

After the summary, add a 50–70 word writer’s note:

“I selected this genre because my audience needs . I organised the information through . I used _ and _ to create cohesion. My reader must supply _ in order to create coherence. I omitted _ because it would not serve this genre’s purpose.”

Course connection

This final task brings together the central questions of Língua Inglesa IV. In Arrival, we saw that language frames reality; in the spoiler debate, we saw that the same information can be helpful or harmful depending on the moment and audience; in our work on cohesion and coherence, we saw that texts guide readers through visible links and inferred connections. Now you will apply these ideas as writers. Your task is not simply to make a text shorter. It is to create a new genre-appropriate text: one that uses rhetorical moves, cohesion, and controlled disclosure to meet the needs of a particular reader in a particular situation. Genres are shared communicative actions shaped by recurring purposes and discourse communities.

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Common Assessment Rubric

Criterion	Excellent (4)	Good (3)	Developing (2)	Needs Revision (1-0)	Points
1. Accuracy and selection	Selects central information accurately, concisely, and independently. Omits irrelevant material and does not invent or distort information.	Includes the main information accurately and independently, with only minor excess detail or small omissions.	Includes some relevant information, but selection is uneven; key information may be missing, excessive, vague, or partly inaccurate.	Omits major ideas, includes substantial irrelevant material, invents or distorts information, or relies heavily on copied wording.	0–4
2. Genre, purpose, and audience	Fully meets the assigned or chosen genre’s conventions. Purpose and intended reader clearly shape content, tone, organisation, and level of disclosure.	Follows the genre appropriately overall. Purpose and intended reader are evident, though one choice of tone, content, structure, or disclosure may be inconsistent.	Shows partial awareness of genre, purpose, or audience, but conventions are inconsistently applied or remain too generic.	Genre is unclear or inappropriate; purpose and audience are not considered, or the text does not fulfil the task.	0–4
3. Organisation and coherence	Organises ideas logically and effectively for the intended reader. Rhetorical moves are clear; the text has strong focus, progression, and overall coherence.	Uses a clear overall structure and logical progression. Most rhetorical moves are effective, though one section may be abrupt, repetitive, or underdeveloped.	Has a recognisable structure, but ideas may be loosely sequenced, repetitive, incomplete, or difficult to follow in places.	Lacks a clear structure or central focus. Ideas are disconnected, confusing, or substantially difficult to follow.	0–4
4. Cohesion and language	Uses cohesive devices purposefully and accurately: reference chains, lexical cohesion, transitions, conjunctions, paragraphing, punctuation, and appropriate register. Grammar and vocabulary support precise meaning.	Uses appropriate cohesive devices and register in most of the text. Minor grammatical, lexical, or connective problems do not prevent clear understanding.	Uses some cohesive devices, but links may be repetitive, inaccurate, missing, or unclear. Language errors sometimes affect readability or precision.	Ideas lack effective links. Frequent problems with grammar, vocabulary, punctuation, or register make meaning difficult to understand.	0–4
5. Evidence, evaluation, and source use	Identifies the source clearly; uses independent wording; integrates brief evidence or quotation appropriately. Where evaluation is required, gives specific, fair judgements supported by explicit criteria.	Identifies the source and uses mostly independent wording. Evidence and evaluation are relevant, though occasionally general, insufficiently developed, or weakly connected.	Identifies the source but paraphrasing may be too close to it. Evidence is limited, unclear, or poorly integrated; evaluation may rely on general opinion.	Source is absent, unclear, inaccurately represented, or copied too closely. Evaluation is unsupported, inappropriate, or missing when required.	0–4

Maximum score: 20 points

Performance Bands

Total	Performance level	Suggested course interpretation
18–20	Excellent	Strongly controlled, genre-aware writing; ready to transfer the strategy to new genres and audiences
15–17	Good	Effective writing with minor inconsistencies; demonstrates reliable understanding of the task
11–14	Developing	Basic task understanding is visible, but revision is needed in selection, genre control, organisation, cohesion, or language
0–10	Needs Revision	The text does not yet meet the task’s central requirements; substantial revision and teacher support are recommended

final grade – your points divided by 2

Attention:

Remember: writing, feedback and grading will be done in classroom! no e-mail sending accepted.

The specific rubrics for each task will be found here on the day of the evaluation