ASSESSMENT

INSTRUMENT:

Brisbane Boys’ College

English Department
8.4
Unit Title: Interacting with the World Beyond Mode: Spoken

Text Category: Analytical

Texts about Curiosity
Genre: Seminar

Purpose: Analyse the representation of a character, issue or event in a literary text

Roles and Students are presenting to peers who have a deep familiarity with the text
Relationships:

Assessment Conditions:
Distribution Date 14 October Preliminary Draft 28 October

Due Date: 18 November

Length: 4 – 5 minutes

Notice of Task: 5 weeks

• Pre-recorded
• Student’s face must be visible the whole time
• Student must be in school uniform
Access to Resources: General teacher feedback provided on the Preliminary Draft, with the opportunity for
ongoing consultation during class time

Submission Requirements: By 5:00pm on the due date, the student submits to Highlands:
• a video file (.wmv, .mov or .avi) no larger than 50MB
(please refer to the Highlands User Guides on the IT Services page for assistance in
compressing your file)
• a full script
• any PowerPoint files

Adjustments: Initials:

1
 Assessment Task

Context: In this unit, you have explored how literary texts draw on readers’ knowledge of
other texts, such as fairy tales. By recognising that texts share similarities, we can
better understand a novel’s meaning and appreciate the author’s style.

For example, you have considered how The Hobbit draws on the conventions of fairy
tales. You have explored how fairy tales have a particular purpose for audiences.

Task: In the form of a seminar, respond to one of the following questions:

1. “Bilbo's heroic journey is similar to the journeys of other heroes in fairy tales.”
To what extent do you agree with this interpretation of Bilbo’s character? Justify
your position using language features from the novel.

2. “Like many unpleasant characters in fairy tales, Thorin redeems himself upon
his death.”
To what extent do you agree with this interpretation of Thorin? Justify your
position using language features from the novel.

3. "Like many fairy tales, Tolkien’s light-hearted tone tells a serious story."
To what extent do you agree with this interpretation of Tolkien’s style? Justify
your position using language features from the novel.

Conventions

Structure: Your seminar should adhere to the following structure:

• Provide general background to the text

Introduction • Clearly establish your thesis
• Provide an overview of the structure of your seminar
• Use supporting evidence from the text
Development • Develop your argument by adding fullness and depth
• Use analytical verbs to demonstrate your analysis
• Synthesise the argument to re-establish your argument
Conclusion
• Reaffirm how representations have been constructed in the text

Language: • Verbal cues should be used to aid clarity (for example: as you can see here…, in the
next section of this seminar I’ll…)
• The language is academic and engaging
• Comparative connectives can be used; for example: unlike, similarly, conversely etc
• Linking words should be used; for example: in addition, otherwise etc
• Present tense should be used when referring to the texts
• Titles should be underlined in visual materials

Visual: • Please refer to the Guide to Recording Your Oral Presentation published on the
English course page.

2
 Criterion: Knowledge application
• considered demonstration of understanding
of how The Hobbit is influenced by fairy tale
conventions and that these vary for different
purposes and audiences
• discerning explanation of how language
7 8
features and vocabulary are used to
represent ideas and issues in The Hobbit
• effective demonstration of understanding of
how The Hobbit is influenced by fairy tale
conventions and that these vary for different
purposes and audiences
• effective explanation of how language
5 6
features and vocabulary are used to
represent ideas and issues in The Hobbit
• understanding of how The Hobbit is
influenced by the fairy tale conventions and
that these vary for different purposes and
audiences
• explanation of how language features, and
3 4
vocabulary are used to represent ideas and
issues in The Hobbit
• partial understanding of how The Hobbit is
influenced by fairy tale conventions and that
these vary for different purposes and
audiences
• partial explanation of how language features
2 • partial selection of evidence from The Hobbit to
and vocabulary are used to represent ideas
and issues in The Hobbit
• fragmented understanding of how The Hobbit
is influenced by the fairy tale conventions
and that this varies for different purposes and
audiences
• fragmented explanation of how language
1 • fragmented selection of evidence from The Hobbit
features and vocabulary are used to
represent ideas and issues in The Hobbit
does not satisfy any of the descriptors above.
0 0
• •
Criterion: Organisation and development
• discerning creation of seminar to create specific
effects, taking into account intended purposes and
the needs and interests of the audience
• discerning selection of evidence from The Hobbit
to show how events, situations and people can be
7 8
represented
• effective creation of seminar to create specific
effects, taking into account intended purposes and
the needs and interests of the audience
• effective selection of evidence from The Hobbit to
show how events, situations and people can be
5 6
represented
• creation of seminar to create specific effects,
taking into account intended purposes and the
needs and interests of the audience
• selection of evidence from The Hobbit to show how
events, situations and people can be represented
3 4
• partial creation of seminar to create specific
effects, taking into account intended purposes and
the needs and interests of the audience
show how events, situations and people can be
2 •
represented
• fragmented creation of seminar to create specific
effects, taking into account intended purposes and
the needs and interests of the audience
to show how events, situations and people can be
1 •
represented
does not satisfy any of the descriptors above.
0
Criterion: Textual features
• discerning selection of vocabulary for
effect
• discerning use of cohesive devices to
•
suit purpose and audience
delivers a purposeful presentation
8 9
• effective selection of vocabulary for
effect
• effective use of cohesive devices to
•
suit purpose and audience
delivers an effective presentation
6 7
• selection of vocabulary for effect
• use of cohesive devices to suit
purpose and audience
• delivers a suitable presentation 4 5
• partial selection of vocabulary for
effect
partial use of cohesive devices to suit
purpose and audience
2 3
• delivers a partial presentation
• fragmented selection of vocabulary
for effect fragmented use of cohesive
devices to suit purpose and audience
delivers a fragmented presentation 1
does not satisfy any of the descriptors above.
•

TOTAL SCORE /25

3