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G.

8 Language and Literature Unit 4


S​ tudent bonnie
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"To best ​communicate​ a ​purpose​, one must consider different ​perspectives​ and ​genres​." 
 
 
Summative assessment tasks: 
Task 1: Persuasive Essay 
● Your task is to write persuasive essay. 
○ You will write about a social issue and come up with a solution using a social enterprise to help solve the issue. 
● You will synthesize the research you have compiled to support your ideas and document that research using citations.  
● You may include visuals (graphs, charts, images), which supplement your research.  
● You will use the appropriate format (font, font size, spacing, indentation size) when submitting the final product. 
 
Task 2: Persuasive Speech  
● You will present your persuasive essay as a speech.  
● You will use verbal and nonverbal cues to best communicate your ideas.   
● You will prepare a visual aid to best facilitate your ideas.  
 
 
 
 
 
 
 
Think:  

Perspective​ is the key concept for this unit. How does this key concept relate to your formative and summative tasks? 

We will be doing persuasive speech and the speech will be base on your perspective and might have bias in it. We will 
argue for our point of the perspective and persuade the audience to agree with us. 

Genre ​and ​Purpose ​are the related concepts. Why might they be of particular importance for the formative and summative 
tasks? 

This is a important part for our formative and summative because like writing essay, a purpose is also important so giving 
speech. If your purpose is sticking with you the whole time, it persuade the audience more and clearly on what you want 
them to know. 

Fairness and Development ​is the Global Context. How does considering the consequences of our common humanity relate to 
and improve our summative tasks? 

Since our topic is going to be global problem or problem that we are interested in, and it is related to the society. 
 

How do the two ​ATL Skills​ ​Critical Thinking ​and ​Communication: Reading, Writing and Using Language ​help you with your 
summative task OR how were these skills developed? 
 
The ATL skill that we use can relate to our assessment because we will first be writing a persuasive writing on our chosen 
topic. Then we change the script into a speech. All three of these skill will be needed during the formative and summative. 

 
 
 
 
 

   

   
   
Criterion A: analysing 
Level 1-2 Level 3-4 Level 5-6 Level 7-8

The student: The student: The student: The student:


i. Provides ​limited ​analysis of the i. Provides ​adequate​ analysis of the i. Competently​ analyzes the content, i. Provides ​perceptive​ analysis of
content, context, language, content, context, language, context, language, structure, content, context, language,
structure, technique and style of structure, technique and style of technique, style of text(s) and the structure, technique, style of text(s)
text(s) and the relationship among text(s) and the relationship among relationships among texts. and the relationship among texts.
texts. texts. ii. Competently​ analyzes the effects ii. Perceptively​ analyzes the effects of
ii. Provides ​limited ​analysis of the ii. Provides ​adequate​ analysis of the of the creator’s choices on an the creator’s choices on an
effects of the creator’s choices on effects of the creator’s choices on audience. audience.
an audience. an audience. iii. Sufficiently​ justifies opinions and iii. Gives ​detailed justification​ of
iii. Rarely​ justifies opinions and ideas iii. Justifies opinions and ideas with ideas with examples and opinions and ideas with a​ ​range of
with examples or explanations; uses some​ examples and explanations, explanations; uses accurate examples, and ​thorough
little or no​ terminology. though this may not be consistent; terminology. explanations; uses ​accurate
iv. Evaluates ​few​ similarities and uses ​some​ terminology. iv. Evaluates​ ​similarities and terminology.
differences by making ​minimal iv. Evaluates​ some​ similarities and differences by making ​substantial iv. Perceptively compares and
connections in features across and differences by making ​adequate connections in features across and contrasts​ by making ​extensive
within genres and texts. connections in features across and within genres and texts​. connections in features across and
within genres and texts. within genres and texts.

Task specific clarifications:


Summative #1: ​You will analyze your research, considering the persuasive techniques used within the information presented. Your persuasive essay will analyze
a social issue.

Student justifications: Teacher Justifications:


i will give myself a 4 because i think that i includes all of my useful Summative #1:
information in the essay and i use them in different style like quote and A3: ​5 - most ideas are explained and/or supported
paraphrase. But i think that i need to explain more on the connection
between my thesis statement and the information.
 
 
   
Criterion B: organising
Level 1-2 Level 3-4 Level 5-6 Level 7-8

The student: The student: The student: The student:

i. Makes ​minimal​ use of i. Makes ​adequate​ use of i. Makes ​competent​ use of i. Makes ​sophisticated​ use of
organizational structures, though organizational structures that organizational structures that organizational structures that
these may not always serve the serve the context and intention. serve the context and intention. serve the context and intention
context and intention. ii. Organizes opinions and ideas ii. Organizes opinions and ideas in a effectively​.
ii. Organizes opinions and ideas with ​some degree of coherence coherent and logical​ manner, ii. Effectively​ organizes opinions
with a ​minimal degree of and logic​. with ideas building on each other. and ideas in a ​sustained​,
coherence and logic​. iii. Makes ​adequate​ use of iii. Makes ​competent​ use of coherent and logical​ manner
iii. Makes ​minimal​ use of referencing and formatting tools referencing and formatting tools with ideas building on each other
referencing and formatting tools to create a presentation style to create a presentation style in a ​sophisticated​ way.
to create a presentation style that suitable to the context and suitable to the context and iii. Makes ​excellent​ use of
may ​not​ ​always​ ​be​ ​suitable​ to intention. intention. referencing and formatting tools
the context and intention. to create an ​effective
presentation style.

Task specific clarifications:


Summative #1:​ You will organise your ideas using logic, research and transitions. You will use in-text citations within your essay after every research piece of
information. You will include a Reference List of your sources.
Summative #2:​ You will organize your speech in a logical and coherent manner, making use of transitions (both verbal and nonverbal). Your visual aid will
logically facilitate your ideas.

Student justifications: Teacher Justifications:


I will give myself a 5 because i think i organized my essay pretty well and the Summative #1:
structure is clear. I use correct in-text citation and reference list for my B1: ​5 - transitions were present, but they can be improved upon and some
source. I use have research and transition in my writing. were used incorrectly (issue with cause/effect relationship)
B2: ​5 - concessions were refuted and overall were logical
B3: ​5 - APA format followed with minor errors

Summative #2: Summative #2:


I will give myself a 4 because my structure is really simple and clear. I think B1: ​5 - some good use of verbal cues; still some use of “uh” and “like” (but
need a better transition. without using notes, part this is expected some)
B2: ​5 - ideas were logically organized
B3: ​5 - effective reference to visual aid

   
Criterion C: Producing Text
Level 1-2 Level 3-4 Level 5-6 Level 7-8

The student: The student: The student: The student:

i. Produces texts that demonstrate i. Produces texts that demonstrate i. Produces texts that demonstrate i. Produces texts that demonstrate
limited​ personal engagement adequate​ personal engagement considerable​ personal a ​high degree​ of personal
with the creative process; with the creative process; engagement with the creative engagement with the creative
demonstrates a ​limited​ degree of demonstrates ​some​ degree of process; demonstrates process; demonstrates a ​high
thought, imagination or sensitivity thought, imagination and considerable​ thought, degree​ of thought, imagination
and ​minimal​ exploration and sensitivity and ​some​ exploration imagination and sensitivity and and sensitivity and ​perceptive
consideration of new perspectives and consideration of new substantial​ exploration and exploration and consideration of
and ideas. perspectives and ideas. consideration of new perspectives new perspectives and ideas.
ii. Makes ​minimal​ stylistic choices ii. Makes ​some​ stylistic choices in and ideas. ii. Makes ​perceptive ​stylistic
in terms of linguistic, literary and terms of linguistic, literary and ii. Makes ​thoughtful​ stylistic choices in terms of linguistic,
visual devices, demonstrating visual devices, demonstrating choices in terms of linguistic, literary and visual devices,
limited​ awareness of impact on adequate​ awareness of impact literary and visual devices, demonstrating ​clear​ awareness
an audience. on an audience. demonstrating ​good​ awareness of impact on an audience.
iii. Selects ​few​ ​relevant​ details and iii. Selects ​some​ relevant details and of impact on an audience. iii. Selects ​extensive​ relevant details
examples to support ideas. examples to develop ideas. iii. Selects ​sufficient​ relevant details and examples to develop ideas
and examples to develop ideas. with precision.

Task specific clarifications:


Summative #1: ​Your persuasive essay will include the classical argumentative scheme using logos, pathos and ethos as well as concessions and refutations.
Summative #2: ​Your persuasive speech will include the classical argumentative scheme using logos, pathos and ethos as well as concessions and refutations. In
addition, you visual aid will add to communicating your argument.

Student justifications: i will give myself a 4 because i have given example of Teacher Justifications:
logos, ethos and also the concession and refutation example. But i don’t have Summative #1:
a example of the pathos so i think i should’ve include them in my essay. C1: ​5 - the intro paragraph demonstrated personal engagement with the
creative process; and counter arguments supported the consideration of new
perspectives
C2: ​5 - same examples of above relate to this strand as well: you demonstrated
literary devices and a good awareness of impact on the audience
C3: ​5 - good use of examples (other than one being repeated)
Summative #2:
I will give myself 4 because i use visual aid to my speech to give more Summative #2:
understand for the audience. I include a concession and refutation but i C1: ​5 - considered different perspectives; good intro
didn’t put in much logos or pathos. C2: ​5 - effective visual aid
C3: ​5 - good details and explanations
 
 
   
Criterion D: using language
Level 1-2 Level 3-4 Level 5-6 Level 7-8

The student: The student: The student: The student:

i. Uses a ​limited​ range of i. Uses an ​adequate​ range of i. Uses a ​varied range​ of i. Effectively​ uses a range of
appropriate vocabulary and forms appropriate vocabulary, sentence appropriate vocabulary, sentence appropriate vocabulary, sentence
of expression. structures and forms of structures and forms of structures and forms of
ii. Writes in an ​inappropriate expression. expression ​competently. expression.
register and style that ​do not ii. Sometimes​ writes in a register ii. Writes ​competently​ in a register ii. Writes in a ​consistently
serve the context and intention. and style that serve the context and style that serve the context appropriate​ register and style
iii. Uses grammar, syntax and and intention. and intention. that serve the context and
punctuation with ​limited iii. Uses grammar, syntax and iii. Uses grammar, syntax and intention.
accuracy; errors ​often hinder punctuation with ​some degree​ of punctuation with a ​considerable iii. Uses grammar, syntax and
communication. accuracy; errors ​sometimes degree​ of accuracy; errors ​do punctuation with a ​high degree​ of
iv. Spells/writes with ​limited hinder​ communication. not​ ​hinder​ effective accuracy; errors are minor and
accuracy; errors ​often​ ​hinder iv. Spell/writes with ​some degree​ of communication. communication is ​effective​.
communication. accuracy; errors ​sometimes iv. Spells/writes with ​considerable iv. Spells/writes with a ​high degree
v. Makes ​limited and/or hinder​ communication. degree​ of accuracy; errors ​do of accuracy; errors are minor and
inappropriate​ use of non-verbal v. Makes ​some​ use appropriate not hinder​ effective communication is ​effective​.
communication techniques. non-verbal communication communication. v. Makes ​effective​ use of
techniques. v. Makes ​sufficient​ use of appropriate non-verbal
appropriate non-verbal communication techniques.
communication techniques.

Task specific clarifications:


Summative #1: ​You will use clear and specific language and grammar to communicate your ideas.
Summative #2: ​You will use clear and specific language and grammar to communicate your ideas.

Student justifications: i will give myself a 4 because most of my paragraph Teacher Justifications:
and sentence are understandable only some are a bit confusing and didn’t Summative #1:
make it clear. I also have a few grammar mistake on the subject verb D1: ​5 - you are continuing to vary sentence structures
agreement. D2: ​4 - some issues with 1st/2nd person
D3: ​4 - some errors hindered communication
D4: ​5 - overall, few errors

Summative #2:
D1: ​5 - some choppiness while speaking but much improved fro formative
Summative #2: D2: ​5 - spoke appropriately for a speech
I will give myself a 4 because i don’t think i did really good at the grammar, i D3: ​4 - some issues with subject-verb agreement and plurals
was a bit nervous while giving the speech so some of my sentence didn’t D5: ​4 - good use of referencing visual aid; move around less
make sense.