SHENTON COLLEGE ENGLISH DEPARTMENT

YEAR 9 GENERAL ENGLISH

TASK ONE – NARRATIVE SPIDER DIAGRAM

Student Teacher
Strands RV WC SL Weighting 5% of the yearlong mark
Conditions In class Take home Due Date

ASSESSMENT DETAILS
The aim of this assessment is for you to synthesise (bring together) your
understanding of what a story is, the important elements of a story, and
the ways stories can be meaningful and worthwhile to audiences.
Create a Spider Diagram related to a short story (or several short
stories) you have read while studying short narrative fiction. Your
objective should be to visually represent information about your chosen
text/s in a clear, engaging way. The information you present can take
many forms. For instance, you could create a spider diagram which:
 Summarises important aspects of a short story:
Process o A timeline of events.
o Themes explored.
o Connections between characters and/or texts.
o Causes and effects.
 Examines a particular aspect of narrative, exploring patterns
across a range of short stories:
o A certain genre.
o Archetypal plot structures or characters.
o A particular theme, subject, or idea.
 All planning and process work submitted with your final assessment.
Evidence
 The final assessment submitted as instructed by your classroom teacher.

TEACHER EVALUATION

/100

STUDENT REFLECTION

Excellent
Explores and explains how texts can
be interpreted in a variety of ways,
drawing on relevant contextual and
Reading: textual details.
Interpreting
Evaluates and analyses how a text
has been constructed to serve a
specific purpose and appeal to a
Reading: particular target audience.
Interpreting
Makes perceptive choices about
integration of relevant ideas and
information from and about a text to
Reading: explain how it has influenced the
reader.
Use of Evidence
Creates an engaging, entertaining or
thought-provoking text by drawing
on a wide selection of appropriate
Writing/Creating: textual features and experimenting
with the use of more complex or
Text Structure innovative language features, where
appropriate.
ACHIEVEMENT CRITERIA
High
Explains how contextual and/or
textual aspects of texts support or
challenge particular interpretations.
Explains how a text has been
constructed for a specific audience
and purpose.
Selects relevant examples and
information from a text to explain
how it has influenced the reader.
Creates an effective text by drawing
on a variety of appropriate textual
features to convey different levels of
meaning.
Satisfactory
Integrates ideas and information
from texts to form own
interpretations.
Describes the purpose of a text and
target audience in some detail.
Uses some examples from a text to
explain how it has influenced the
reader.
Creates a text with a variety of
textual features to make meaning in
a text.
Developing
Makes interpretations of texts with
some justification.
Identifies the purpose and target
audience of the text in broad terms.
Uses limited information from a text
to describe characters or topics.
Creates a text which includes a small
selection of appropriate textual
features.