High School Faculty of English Year 12 English Advanced: Assessment Task III Weightings: PART 1: PART 2: Issued: Due

: Speaking 15% 10 marks 5 marks Week 2, Term 2 Week 8, Term 2

Outcomes being assessed:
1. A student explains and evaluates the effects of different contexts of responders and composers on texts 2A. A student recognises different ways in w hich particular texts are valued 3. A student develops language relevant to the study of English. 4. A student explains and analyses the ways in which language forms and features, and structures if texts shape meaning and influence responses. 5. A student explains and evaluates the effects of tex tual forms, technologies and their media of production on meaning. 6. A student engages with the details of text in order to respond critically and personally. 8. A student articulates and represents own ideas in critical, interpretive and imaginative texts, from a range of perspectives. 10. A student analyses and synthesises information and id eas into logical argument for a range of purposes, audiences and contexts. 11. A students draws upon the imagination to transform experience and ideas into texts demonstrating control of language. 12A. A student explains and evaluates different ways id responding to and composing texts.

PART 1: Presentation (3-4 mins) Is it the craftsmanship, the ideas or both that produces literature that has the power to endure over time and place? In a Pecha Kucha presentation you will explain and justify your response to the above question in relation to your prescribed text. Your presentation must document how an examination of each of the four conceptual frames has helped you to develop this understanding of your text. You may want to refer to the key learning activities you participated in as part of each conceptual frame: SUBJECTIVE: journal CONTEXTUAL: Socratic circle PART 2: Viva Voce (2-3 mins) After your completed presentation you will be asked a series of impromptu questions that will require you to defend the ideas central to your presentation. Be prepared to answer questions relating to all aspects of your text as covered in your examination of it through the conceptual frames. NOTE:You will be required to complete a learning journal as part of this unit to help you document your developing understanding of your text. This journal mu st be submitted on the day of your presentation. STRUCTURAL:creative task CRITICAL: debate

Assessment

Marking Criteria ‡ Argues skilfully with detailed textual reference whether it is the craftsmanship, the ideas or both that produces literature that has the power to endure over time and place ‡ Demonstrates a perceptive understanding of the language and the ideas expressed in the text ‡ Composes a sustained argument using language appropriate to audience, purpose and form ‡ Argues effectively with detailed textual reference whether it is the craftsmanship, the ideas or both that produces literature that has the power to endure over time and place ‡ Demonstrates an informed understanding of the language and the ideas expressed in the text ‡ Composes an effective argument using language appropriate to audience, purpose and form ‡ Argues with appropriate textual reference whether it is the craftsmanship, the ideas or both that produces literature that has the power to endure over time and place ‡ Demonstrates a sound understanding of the language and the ideas expressed in the text ‡ Composes a sound argument using language appropriate to audience, purpose and form ‡ Describes with some textual reference aspects of their own interpretation of the prescribed text ‡ Makes limited reference to the language and ideas of the text ‡ Composes a limited response ‡ Attempts to explore aspects of their prescribed text using elementary knowledge of the text ‡ Attempts to compose a response to the question

COMMENT:

    

: Marking Criteria

Mark
13-15 (A)

10-12 (B)

7-9 (C)

4-6 (D)

1-3 (E)

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