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Assessment Design Criteria / Performance Standards for Stage 2 English Studies
Knowledge and Understanding
Analysis
Application
Communication
A
Knowledge and understanding of a wide
range of ways in which authors use
stylistic features and language
techniques to communicate complex and
familiar ideas, and to influence the
reader’s response.
Detailed knowledge and understanding of
the ideas, values, and beliefs in familiar
and unfamiliar texts.
Knowledge and understanding of the
ways in which creators and readers of
familiar and unfamiliar texts use a range
of textual conventions to make meaning.
Analysis of complex connections
between personal experiences , ideas,
values, and beliefs , and those explored in
familiar and unfamiliar texts.
In comparative exercises , a perceptive
analysis of connections between texts,
based on analysis and synthesis of
similarities and/or differences.
Perceptive analysis of a range of ways in
which authors use language techniques
to influence opinions and decisions in
familiar and unfamiliar texts.
Use of a wide range of language skills and techniques to create sophisticated and coherent texts that address the meaning and intention of the task.
In comparative exercises, a perceptive
recognition of connections between texts,
through responses that integrate
discussion of texts and move easily between them.
Detailed and appropriate use of evidence
from texts to support responses, with
textual references incorporated fluently in
discussion.
Skills in using the textual , structural, and
conventional features of text types for a
range of familiar and unfamiliar contexts ,
audiences, and purposes.
Fluent and precise writing and speaking,
using appropriate style and structure for
a range of mainly unfamiliar audiences
and contexts.
Appropriate use of form and register to
convey mostly complex meaning in a
range of unfamiliar contexts.
B
Knowledge and understanding of the
ways in which authors use stylistic
features and language techniques to
communicate complex and familiar ideas,
and to influence the reader’s response.
Knowledge and understanding of some
ideas, values, and beliefs in familiar, and
some unfamiliar, texts.
Knowledge and understanding of the
ways in which creators and readers of
mainly familiar texts use some textual
conventions to make meaning.
Analysis of some complex connections
between personal experiences, ideas,
values, and beliefs, and those explored in
familiar, and some unfamiliar , texts.
In comparative exercises, a clear
analysis of connections between texts,
based on analysis of similarities and/or
differences.
Analysis of a range of ways in which
authors use language techniques to
influence opinions and decisions in
familiar, and some unfamiliar, texts.
Use of a range of language skills and
techniques to create clear and coherent texts that address the meaning and intention of the task.
In comparative exercises, recognition of
connections between texts, through responses that compare and contrast texts in an integrated way.
Appropriate use of evidence from texts to
support responses, with textual references incorporated in discussion.
Skills in using some of the textual, structural, and conventional features of text types for a range of mainly familiar, and some unfamiliar, contexts, audiences, and purposes.
Mostly fluent and precise writing and
speaking, using appropriate style and
structure for a range of mostly familiar
audiences and contexts.
Appropriate use of form and register to
convey complex and simple meaning in a
range of familiar and unfamiliar contexts.
C
Knowledge and understanding of a
narrow range of ways in which authors
use stylistic features and language
techniques to communicate mainly
familiar ideas, and to influence the
reader’s response.
Knowledge and understanding of some
ideas, values, and beliefs in mainly
familiar texts.
Knowledge and understanding of some
of the ways in which creators and
readers of a range of familiar texts use
textual conventions to make simple or
factual meaning.
Analysis of simple connections between
personal experiences, ideas, values, and
beliefs, and those explored in familiar
texts.
In comparative exercises, analysis of
connections between texts, based on
some understanding of similarities and/or
differences.
Descriptive analysis of a number of ways
in which authors use language
techniques to influence opinions and
decisions in familiar texts.
Use of language skills and techniques to
create texts that address the meaning
and intention of the task.
In comparative exercises, recognition of
some connections between texts,
through responses that compare and
contrast texts, usually in a sequential
rather than an integrated way.
Competent use of evidence from texts to
support responses, with some use of
textual references in discussion.
Skills in using some of the textual,
structural, and conventional features of
some text types for familiar contexts ,
audiences, and purposes.
Generally fluent and functional writing
and speaking, using appropriate style
and structure for familiar audiences and
contexts.
Appropriate use of form and register to
convey simple meaning in a narrow
range of familiar and unfamiliar contexts.
D
Knowledge and restricted understanding
of some simple stylistic features and
language techniques used by authors to
communicate mainly familiar ideas , and
to influence the reader’s response.
Knowledge and understanding of some
familiar ideas, values, and beliefs in
familiar texts.
Knowledge and understanding of a
restricted number of ways in which
creators and readers of a narrow range
of familiar texts use some textual
conventions to make simple or factual
meaning.
Reference to simple connections
between uncomplicated personal
experiences, ideas, values, and beliefs,
and those explored in familiar texts.
In comparative exercises, answers that
make partial comparisons and contrasts.
Reference to some ways in which
authors use a range of language
techniques to influence opinions and
decisions in familiar texts.
Use of some language skills and
techniques to create texts that partly address the meaning and intention of the task.
In comparative exercises, some
awareness of connections between texts,
through partial responses that mainly
deal with texts separately.
Some use of evidence from texts to
support a response, with use of a narrow
range of textual references.
Skills in using some of the textual,
structural, or conventional features of a
text type for a familiar context, audience,
or purpose.
Achievement of a level of fluency in
writing and speaking, in a mainly
appropriate style.
Occasionally appropriate use of form
and/or register to convey simple meaning
in familiar contexts.
E
Knowledge and understanding of a
restricted range of simple stylistic
features and language techniques used
by authors to communicate familiar
ideas, and to influence the reader’s
response.
Identification of an idea, a value, or a
belief in familiar texts.
Knowledge and understanding of the
ways in which a creator or reader of a
highly familiar text uses textual
conventions to make factual meaning.
Recognition of a simple connection
between a straightforward personal,
experience, idea, value, or belief, and
that explored in a highly familiar text.
In comparative exercises, answers that
make a simple comparison or contrast.
Reference to the way in which an author
uses language techniques to influence
opinions and decisions in a highly familiar
text.
Attempted use of a restricted range of
language skills and/or techniques to create a text or texts that attempt to address the meaning or intention of the task.
In comparative exercises, identification of
limited connections between texts, through fragmented responses that deal with texts separately.
Restricted use of evidence from texts to
support a simple response, with limited
textual reference.
Skills in using the textual, structural, or
conventional features of a text type for a
highly familiar context, audience, or
purpose.
Emerging development of fluency in an
occasionally appropriate style.
Occasionally appropriate use of form and
register to convey literal meaning in
highly familiar contexts.
Comments:
Year 12 English Studies
Individual Study
General Introduction
Your Individual Study involves reading and critically analysing two “texts” independent of those studied as a class.
“Texts” may include novels, plays, poetry anthologies, films, graphic novels, short story collections and so on.
My recommendation: Be careful of choosing a film as a text to analyse. Many who choose a film as a text analyse it poorly and merely treat it as a narrative (story). Film texts are not easy to critically evaluate and require a great deal of analysis of film technique.
If permitted, you may choose a film text as your SECOND text.
Another recommendation is to choose two texts of different format, such as novel/play or perhaps play/poetry or novel/film, if only to help you focus on the similarities and differences between them.
You may choose texts by authors studied in class.
A further recommendation: do not choose your second text until you have finished your first. This should widen your options instead of locking you into a certain frame of thinking.
Your FIRST TEXT must be chosen by Term 1 Week 2, in close consultation with your teacher.
Texts must be connected in some way – thematically, preferably not by author.
The Individual Study is designed to promote your awareness as a reader and should enhance your ability to detect and analyse the textual devices employed by the authors. It is much more than understanding plot, characters and themes.
Timeline
Term 1: Read and annotate TEXT 1.
Term 2: Read and annotate TEXT 2, making comparisons with TEXT 1.
Term 3: Draft your 2000 word Critical Essay, which compares your two texts.
End of Term 3 Week 10: First “draft” of Critical Essay due.
Term 4: Editing process.
Term 4 Week 6: Final Copy of Critical Essay Due (after/during exams).
Finally, more details are on the sheet entitled What to take notes on as you read…
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