Townsville Grammar School

English Faculty – 10 English

RESULT: ASSESSMENT INSTRUMENT:

Student Name:
10.1(2023)
Teacher:
All results are provisional until Term
4

Unit Title: Mode: Written

Understanding Relationships Between Texts: Text Category: Expository

Romeo and Juliet Genre: Analytical Exposition

Purpose: To analyse how characters and concepts have been constructed in two texts

Roles and Student as writer for an audience with a deep understanding of the texts
Relationships:

Assessment Conditions:
Due Date: Thurs 23/03/2023 Draft Due Date: Term 1 Week 7

Length: 800 - 1000 words

Notice of Task: 5 weeks

Format: Final response should be formatted as an essay

Drafting: Students may receive written feedback on one complete draft

Access to Resources: Open

Submission Requirements: Draft and Final submitted to turn-it-in. Task Sheet, Planning, Draft and Teacher Feedback Checklist
to be submitted with final response to the drop box on the day.

• Critical Thinking
21st Century Skills: • Communication
• Personal and Social Skills

• Analyse • Synthesise
Key Cognitions: • Use • Organise
• Sequence • Identify
 Assessment Task

Context: This term, you have carefully examined the construction of meaning in Romeo and
Juliet by William Shakespeare and Romeo + Juliet by Baz Luhrmann. This assignment
requires you to offer a considered perspective about both texts.

Task: Respond to one of the following topics:

1. What perspective about conflict is communicated through Shakespeare’s

Romeo and Juliet and Luhrmann’s Romeo + Juliet?

2. Analyse how the audience is positioned to view Juliet’s character in

Shakespeare’s Romeo and Juliet and Luhrmann’s Romeo + Juliet.

Conventions
Structural Your essay should adhere to the following structure:
Conventions:
• Provide general background to the two texts
Introduction • Clearly establish your thesis that applies to both texts
• Establish a convincing reasoning for the development of the essay
• Devote equal attention to both texts, one at a time
• Use supporting evidence from both texts
Development • Analyse the texts to support your thesis and offer insight into the texts
• Draw connections between the two texts (not strictly a comparative
task)
• Synthesise the argument to reinforce your thesis
Conclusion
• Reaffirm how representations have been constructed in the texts

Textual
• Each paragraph should begin with a topic sentence for clarity of purpose
Conventions: • The language is formal, informative and authoritative
• Comparative connectives can be used; for example: unlike, similarly, conversely etc
• Cohesive langauge should be used; for example: in addition, otherwise etc
• Analytical language should be used: suggests, highlights, asserts etc
• Present tense should be used when referring to the texts
• Titles should be italicised
• Actors should be attributed where relevant, using brackets

• Still images from the film can be selected to reinforce your argument
Layout
• References should be formatted as endnotes
Conventions: • A purposeful essay title should be included
 Conferencing Summary
Stage Due Date Student Record of Discussion/Actions

Planning
Teacher Signature
_______________________

Peer Review
Teacher Signature
_______________________

Draft
Teacher Signature
_______________________

Parent Signature:

Authentication Declaration
I acknowledge help from: Yes No I have referenced material from: Yes No
• my parents/boarding supervisor   • print resources  

• a teacher   • electronic/technological resources  

• a tutor   • human resources  

Unless acknowledged above, I declare this work to be my own.

Turnitin ID

Signed Date

Feedback:
 Criterion: Knowledge application
• discerning analysis of perspectives and representations of
concepts, identities, times and places in the texts
• discerning analysis of the ways cultural assumptions,
attitudes, values and beliefs underpin the texts and invite
audiences to take up positions
8 9
• discerning analysis of the effects of aesthetic features and
stylistic devices in the texts
• effective analysis of perspectives and representations of
concepts, identities, times and places in the texts
• effective analysis of the ways cultural assumptions, attitudes,
values and beliefs underpin the texts and invite audiences to
take up positions
6 7
• effective analysis of the effects of aesthetic features and
stylistic devices in the texts
• adequate analysis of perspectives and representations of
concepts, identities, times and places in the texts
• adequate analysis of the ways cultural assumptions, attitudes,
values and beliefs underpin the texts and invite audiences to
take up positions
4 5
• adequate analysis of the effects of aesthetic features and
stylistic devices
• superficial analysis of perspectives and representations of
concepts, identities, times and places in the texts
• superficial analysis of the ways cultural assumptions,
attitudes, values and beliefs underpin the texts and invite
audiences to take up positions
2 3
• identification of aesthetic features and stylistic devices and
some effects
• identification of some perspectives and representations of
concepts, identities, times and places in the texts
• identification of some cultural assumptions, attitudes, values
and beliefs in texts
1 •
• identification of some aesthetic features and stylistic devices
• does not satisfy any of the descriptors above.
0 •
Criterion: Organisation and development
• discerning use of the patterns and conventions of an essay and role
of the writer to achieve a particular purpose
• discerning selection and synthesis of subject matter to support
•
perspectives
discerning organisation and sequencing of subject matter, including
7 8
discerning use of cohesive devices to emphasise ideas and connect
parts of a text
• effective use of the patterns and conventions of an essay and role of
writer to achieve a particular purpose
• effective selection and synthesis of subject matter to support
•
perspectives
effective organisation and sequencing of subject matter, including
5 6
effective use of cohesive devices to emphasise ideas and connect
parts of a text
• suitable use of the patterns and conventions of an essay and role of
writer to achieve a particular purpose
• suitable selection and adequate synthesis of subject matter to
•
support perspectives
suitable organisation and sequencing of subject matter, including
3 4
suitable use of cohesive devices to emphasise ideas and connect
parts of a text
• inconsistent use of the patterns and conventions of an essay and the
role of writer established
•
•
narrow selection of subject matter to support perspectives
inconsistent organisation and sequencing of subject matter and some
use of cohesive devices to connect parts of a text
• fragmented use of patterns and conventions of an essay and aspects
of role of writer established
fragmented selection of subject matter
• some connections between parts of a text
does not satisfy any of the descriptors above.
TOTAL SCORE
Criterion: Textual features
• discerning language choices for particular purposes
• discerning combination of a range of grammatically
accurate/appropriate language structures, including
•
clauses and sentences to achieve particular purposes
discerning use of written features, including 7 8
conventional spelling and punctuation, and
complementary features, to achieve particular
purposes
• effective language choices for particular purposes
• effective use of a range of grammatically
accurate/appropriate language structures, including
clauses and sentences, to achieve particular
•
purposes, including clauses and sentences
effective use of written features, including
5 6
conventional spelling and punctuation, and
complementary features, to achieve particular
purposes.
• suitable language choices for particular purposes
• suitable use of a range of mostly grammatically
accurate/appropriate language structures, including
clauses and sentences, to achieve particular
•
purposes
suitable use of written features, including
3 4
conventional spelling and punctuation, and
complementary features, to achieve particular
purposes
• language choices that vary in suitability
• inconsistent use of grammar and language structures
2 • use of written features, including conventional
spelling and punctuation, and complementary
2
features, that vary in suitability
• inappropriate language choices
• fragmented use of grammar and language structures
1 • variable and inappropriate use of written features,
including conventional spelling and punctuation, and
1
complementary features
0 • does not satisfy any of the descriptors above.
0
/25