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Task requirements: W r i t t e n T a s k T w o

Task requirements:

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This task gives you the opportunity to reflect and question in greater depth the values, beliefs and attitudes that are implied in the texts studied. It is an essay in response to a prescribed

question.

Word limit: 800-1,000 words

Outline: The outline is NOT included in the word count and must contain:

  • the question you have chosen to address

  • the title(s) of the text for analysis

  • the part of the course to which the task relates

  • three or four key points that explain the focus of the essay

(this should be written in the briefest of bullet points)

Referencing: In text citation should be used to make direct references to source texts. A bibliography must also be provided.

Prescribed questions

You must choose ONE of the following questions from the six listed below.

Reader, culture and text

  • 1. How could the text be read and interpreted differently by two different readers?

  • 2. If the text had been written in a different time or place or language or for a different audience,

how and why might it differ?

Power and privilege

  • 1. How and why is a social group represented in a particular way?

  • 2. Which social groups are marginalized, excluded or silenced within the text?

Text and genre

1.

How does the text conform to, or deviate from, the conventions of a particular genre, and for

what purpose?

  • 2. How has the text borrowed from other texts, and with what effects?

Process

  • 1. Choose your text. This may come from stimulus material or discussion in class. However, you are also encouraged to pursue independent and interests linked to the course material.

  • 2. Develop your understanding of the text through research. It is important that you are reading widely and exploring a range of sources in order to have a broad perspective of your chosen text and its context.

  • 3. Select a question from the prescribed list of six.

  • 4. Develop a thesis statement in response to the selected question and plan your ideas carefully. Ensure that you use quotes and examples.

  • 5. Consult with your teacher. I can offer guidance about your ideas, organisation, question selection etc. This may help to clarify your thinking or offer reinforcement that you are on the right track.

  • 6. Draft your first version and seek teacher feedback.

  • 7. Respond to teacher feedback and edit carefully. Remember to consult the assessment

criteria, (the last page of this document). - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  • 8. Compose the final copy.

  • 9. Write the outline (in bullet point form).

It is likely that you will write more Written Task Two pieces than is required for assessment. This will mean that you may not complete steps 9 and 10 every time. However, you will need to complete all steps from 1-10 for TWO pieces.

You will then submit the better of these two pieces for final assessment.

Editing checklist

In my written task 2:

Have I stayed within the 800-1000 word limit?

Can my thesis statement be clearly established in the opening section of my written piece?

Does my writing show an in-depth awareness of the context of the text either/or in terms of its production and/or reception?

Do my vocabulary choices reflect an appropriately sophisticated understanding of the topic? Am I using subject specific language and terminology?

Have I used well-selected supporting examples from the text?

Is my register appropriate for my intended audience and is it consistently sustained throughout?

Have I used appropriate language features throughout the piece?

Are my ideas and argument sufficiently developed through description and explanation?

Are my ideas sequenced effectively? Does my piece show the development of my ideas? Have I used appropriate connectives to create cohesiveness?

Have I proofread carefully to ensure that I have eliminated errors in grammar and spelling?

Have I used an appropriate variety of sentence starters, structures and types for effect?

In my outline, have I:

Stated the question that I have selected?

Stated the title and author of the text? stated the part of the course to which this text relates? explained the focus of my essay?

written in succinct bullet point form?

How will Written Task Two be assessed?

Remember that this is an externally assessed piece of work.

Your final grade will be a combination of your work for Written Task One and Written Task Two.

Criterion A: Outline

Criterion B: Response to

Criterion C: Organization

Criterion D: Language

• Does the outline of the

the question

and argument

and style

written task clearly highlight

• To what extent is an

• How well organized is the

• How effective is the use of

the particular focus of the

understanding of the

task?

language and style?

task?

expectations of the question shown?

• How coherent is the

How appropriate to the task

style? (“Register” refers, in this

elements such as vocabulary,

structure?

is the choice of register and

• How relevant and focused is

Note: This needs to be completed in class.

the response to these expectations?

• Is the response supported by

• How well developed is the argument of the written task?

context, to the student’s use of

tone, sentence structure and idiom appropriate to the task;

well-chosen references to the text(s)?

Note: The word length for the written task is 8001,000 words. If the word limit is exceeded, 2 marks will be deducted.

register is assessed on the task itself.)

0

0

  • 0 0

 

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

1

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  • 1 1

 

The outline partially highlights the particular focus of the task.

The student has a superficial understanding of the expectations of the question. Ideas are frequently irrelevant and/or repetitive. The response is not supported by references to the text(s).

Little organization is apparent; the task has little structure and the argument is poorly developed.

There is little clarity, with many basic errors; little sense of register and style.

2

34

  • 2 2

There is some clarity, though grammar, spelling and

The outline clearly highlights the particular focus of the task.

There is mostly adequate understanding of the expectations of the question. Ideas are generally relevant and focused. The response is generally supported by references to the text(s).

Some organization is apparent; the task has some structure, although it is not sustained. The argument has some development.

sentence structure are often inaccurate; some sense of register, style and appropriate vocabulary.

 

56

  • 3 3

 

There is good understanding of the expectations of the question. Ideas are mostly

The task is organized; the structure is generally coherent. There is some development of

The use of language and the style are generally clear and effective, though there are

 

relevant and focused. The response is mostly supported by well-chosen references to the text(s).

the argument.

some inaccuracies in grammar, spelling and sentence construction; generally appropriate in register, style and vocabulary.

 

78

  • 4 4

 

There is thorough understanding of the expectations of the question. Ideas are relevant and focused. The response is fully supported by well-chosen references to the text(s).

The task is well organized; the structure is mostly coherent and the argument is clearly developed.

The use of language and the style are clear and effective, with a good degree of accuracy; sentence construction and vocabulary are varied, showing a growing maturity of style; the register is appropriate.

   
  • 5 5

 

The task is effectively organized; the structure is coherent and effectively developed.

The use of language and the style are very clear and effective, with a very good degree of accuracy; sentence construction and vocabulary are good; the style is confident and the register effective.