2015 Unit 1 English
CREATING & PRESENTING We Can Be Heroes dir. Matthew Saville (2005)
Guidelines
Outcome 2 TASK: Create THREE pieces of writing (1 x expository, 1 x persuasive and 1 x imaginative,) which explore some of the ideas, issues and/or arguments surrounding our context-‐ Australian Identity and Belonging. Your pieces of writing should be 500-‐ 600 words each and be created for a specific audience and purpose. In addition, you will create Written Explanations in which you comment on your authorial choices (these should be 100-‐150 words each). You are to use the prompts as the basis for each piece of writing. You are not to write a text response. Instead, you should draw selectively from the ideas, events, situations and people in We Can Be Heroes to develop and inspire your own writing. You may also draw on other films, texts, events, ideas or situations which are linked to Australia’s identity and what it means to be Australian. All of your authorial decisions need to be outlined in the Written Explanations. These will also be assessed. Timeline for completion
WEEK 10
Period 1 Teacher distributes 3 unseen prompts (expository, persuasive, imaginative) and students begin to brainstorm, linking prompt with the writing ideas brought in to the SAC. From this point, your teacher can only make general, verbal comments about your work Students may have with them 3 A4 SINGLE sided pages of notes/ideas (see Allowable Materials)
Period 2 Students continue writing and editing their pieces to improve spelling, grammar, punctuation and expression. At the end of writing sessions, all work including planning pages will be collected for assessment
Period 3 Students continue writing and editing their pieces, and their explanation, to improve spelling, grammar, punctuation and expression. All work, including planning pages, will be collected for assessment
NB. There are NO planning periods for this SAC. You will be responding to unseen prompts, just like in the exam. Word Limit • 500-‐600 words each (THREE pieces in total) + THREE 100-‐150 word Written Explanations. • This word limit will be strictly enforced. Responses that significantly exceed the word limit are not considered to demonstrate “sophisticated” control (see marking criteria). Allowable Materials • Pens, pencils, highlighters • 1 x A4 single-‐sided page, handwritten. This sheet should contain notes, largely in dot-‐point form. It should contain information and a brief plan for your piece– no full paragraphs or completed drafts are permitted. • The SAC criteria sheet • Dictionary/Thesaurus Absences • Students who miss any class time during the SAC period due to illness must provide a medical certificate (immediately upon returning to school) in order for time in lieu to be arranged. Assessment of SAC • All three writing pieces will be assessed (together) against the criteria. • There are 30 possible marks for this SAC. Use the marking rubric provided to ensure your responses demonstrate the key knowledge and skills of this Outcome.
Your actual writing When creating your piece of writing, make sure you: • Clearly connect with, and respond to, the selected prompt • Use appropriate language which has a suitable voice and tone • Target your identified audience • Structure and sequence your ideas and views appropriately • Write well-‐formed sentences, divide your piece into paragraphs, and use fluent, expressive language. Written Explanation This will be written after you have completed your piece. It needs to explain and describe your reasons for creating and presenting these pieces. It should specifically identify: • Why did you choose this style and form of writing? • What was your intended purpose in writing this piece? How do you want your reader to react? How have you used your language and ideas to target this audience? • Why have you incorporated these sorts of ideas and evidence? • Why have you adopted this particular tone/voice/approach? An easy acronym to help you remember these key ingredients is FLAP + C (Form, Language, Audience, Purpose + Context/text links)
The following sentence stems may further assist you in developing your Written Explanation: In my piece I have…. Through the use of _____ I have …. I wanted to explore... To explain the... Year 11 English teachers
To highlight the...
To reflect on....
This piece could be published in…
2015 Unit 1 English
CREATING & PRESENTING
We Can Be Heroes dir. Matthew Saville (2005)
Marking Criteria
Student name: ………………………………………………………………………………………………………………………………………………………… Teacher: ……………………………………………………………………………………………………………………………………………………………….…. Skilful and sophisticated shaping of ideas, arguments and language appropriate to the chosen form, audience, purpose and context.
Mark Range 10-‐9
Considered and thoughtful use of ideas, arguments and language appropriate to the chosen form, audience, purpose and context.
8-‐7
Suitable use of ideas, arguments and language appropriate to the chosen form, audience, purpose and context.
6-‐5
Use of ideas, arguments and language generally appropriate to the chosen form, audience, purpose and context.
4-‐3
Little evidence of and ability to use ideas, arguments and language appropriate to the chosen form, audience, purpose and context.
2-‐1
2. UNDERSTANDING OF THE CONTEXT AND IDEAS IN THE TEXT/S Sophisticated understanding of complex ideas and/or arguments relevant to the chosen Context and presented in selected text/s.
Mark Range 5
Thorough understanding of ideas and/or arguments relevant to the chosen Context and presented in selected text/s.
4
Clear understanding of basic ideas and/or arguments relevant to the chosen Context and presented in selected text/s.
3
Some understanding of basic ideas and/or arguments relevant to the chosen Context and presented in selected text/s.
2
Limited understanding of basic ideas and/or arguments relevant to the chosen Context and presented in selected text/s.
1
3. EVIDENCE OF ABILITY TO DRAW ON/EXTEND THESE IDEAS IN RESPONSE TO A PROMPT Demonstrated ability to draw on and develop these ideas/arguments, relating them in an insightful way to the chosen prompt.
Mark Range 5
Demonstrated ability to draw purposefully on these ideas/arguments, relating them in several ways to the chosen prompt.
4
Demonstrated ability to draw on these ideas/arguments and relate them to some degree to the chosen prompt.
3
Some evidence of an ability to draw on these ideas/arguments and relate them in perhaps one brief way to the chosen prompt.
2
Little evidence of an ability to draw these ideas/arguments. Piece may not show any relationship to the prompt.
1
4. EXPRESSIVENESS AND FLUENCY Highly expressive, fluent and engaging writing with sophisticated control of the mechanics of written English.
Mark Range 5
Expressive, fluent and engaging writing with mostly accurate control of the mechanics of written English.
4
Generally expressive, fluent and coherent writing. Some obvious errors in the use of the mechanics of written English.
3
Clear expression of ideas. Obvious weakness in control of the mechanics of English and at times not fluent.
2
Simple expression of ideas. Little control of the basic mechanics of written English. Not fluent.
1
5. EXPLANATION PIECE (Form, Language, Audience, Purpose + Context/text links) Use of appropriate metalanguage to present an insightful, highly expressive and coherent written explanation of personal authorial choices.
Mark Range 5
Use of appropriate metalanguage to present a considered, expressive and coherent written explanation of personal authorial choices.
4
Use of metalanguage to present a clear, coherent and general explanation of personal authorial choices. Some key elements of FLAP +C may not be covered or thoroughly explained. Use of limited metalanguage to present a general explanation of personal authorial choices. More detail provided concerning WHAT was written, rather than WHY or HOW this was done. Little use of metalanguage and very brief, general discussion of authorial choices.
3
1. SHAPING OF IDEAS
Mark Achieved
Mark Achieved
Mark Achieved
Mark Achieved
2 1
Total: Marks
30 -‐27
26 -‐ 24
23
22 -‐ 21
20
19 -‐ 18
17
16 -‐ 15
14
13 -‐ 9
< 9
Grade
A+
A
B+
B
C+
C
D+
D
E+
E
UG
Comments:
Mark Achieved
/30