English 2010 : Supervised written: Analytical exposition ... · English 2010 Sample assessment...
Transcript of English 2010 : Supervised written: Analytical exposition ... · English 2010 Sample assessment...
English 2010 Sample assessment instrument and student responses
Supervised written: Analytical exposition in response to a literary text
This sample is intended to inform the design of assessment instruments in the senior phase of
learning. It highlights the qualities of student work and the match to the syllabus standards.
Dimensions assessed
Understanding and responding to contexts
Understanding and controlling textual features
Creating and evaluating meaning
Assessment instrument
The response presented in this sample is in response to an assessment task.
Task:
Analyse the representations of power in Macbeth. Evaluate the choices Shakespeare makes to influence his audience to accept particular attitudes and values about power. You will need to use both direct (quotations) and indirect evidence from the play to support your opinions.
Genre: analytical exposition
Role: student essay writer
Audience: teenage readers of a collection of literary essays
Purpose: to analyse
Length: 600–800 words
Conditions of completion: conducted under supervised conditions in response to an unseen question
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Instrument-specific criteria and standards
Student responses have been matched to instrument-specific criteria and standards. Those which
best describe the student work in this sample are shown below. For more information about the
syllabus dimensions and standards descriptors, see www.qsa.qld.edu.au/11703.html.
Standard A Standard C
Understanding and responding to contexts
The student work has the following
characteristics:
The student work has the following
characteristics:
exploitation of genre patterns and
conventions of an analytical exposition to
achieve specific purposes
use of genre patterns and conventions of
an analytical exposition to achieve
purposes
discerning selection, organisation and
synthesis of relevant and substantive
subject matter to support opinions
selection, sequencing and organisation of
relevant subject matter to support
opinions
manipulation and control of roles of the
essay writer, and relationship with reader.
establishment and maintenance of roles
of the essay writer, and relationship with
reader.
Understanding and controlling textual features
The student work has the following
characteristics:
The student work has the following
characteristics:
a discerning combination of a range of
grammatically accurate language
structures for specific effects, including
clauses and sentences
use of a range of mostly grammatically
accurate language structures to achieve
purposes, including clauses and
sentences
discerning use of mode-appropriate
cohesive devices to develop and
emphasise ideas and connect parts of
the analytical exposition, including
paragraphing
use of mode-appropriate cohesive
devices to link ideas and connect parts of
the analytical exposition, including
paragraphing
discerning use of a wide range of apt
vocabulary for specific purposes
use of suitable vocabulary for purposes
discerning use of mode-appropriate
features to achieve specific effects:
conventional spelling and
punctuation.
suitable use of mode-appropriate
features to achieve purposes:
conventional spelling and
punctuation.
Creating and evaluating meaning
The student work has the following
characteristics:
The student work has the following
characteristics:
discerning analysis of the ways ideas,
attitudes and values underpin
Shakespearean texts and influence
audiences
analysis of the ways ideas, attitudes and
values underpin Shakespearean texts
and influence audiences
subtle and complex evaluation of
perspectives and representations of
concepts, identities, times and places in
Shakespearean texts
evaluation of perspectives and
representations of concepts, identities,
times and places in Shakespearean texts
discerning evaluation of aesthetic
features and their effects in
Shakespearean texts.
identification and explanation of aesthetic
features and their effects in
Shakespearean texts.
Note: Colour highlights have been used in the table to emphasise the qualities that discriminate
between the standards.
Key:
Describes how well the objective is demonstrated
Describes the effect of choices
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Indicative response — Standard A
The annotations show the match to the instrument-specific standards.
Comments
exploitation of genre patterns and conventions of an analytical exposition to achieve specific purposes
discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions
discerning analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences
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Comments
discerning analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences
a discerning combination of a range of grammatically accurate language structures for specific effects, including clauses and sentences
discerning use of a wide range of apt vocabulary for specific purposes
discerning use of a wide range of apt vocabulary for specific purposes
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Comments
subtle and complex evaluation of perspectives and representations of concepts, identities, times and places in Shakespearean texts
discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions
subtle and complex evaluation of perspectives and representations of concepts, identities, times and places in Shakespearean texts
discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions
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Comments
discerning use of a wide range of apt vocabulary for specific purposes
discerning evaluation of aesthetic features and their effects in Shakespearean texts
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Comments
discerning use of mode- appropriate cohesive devices to develop and emphasise ideas and connect parts of the analytical exposition, including paragraphing
a discerning combination of a range of grammatically accurate language structures for specific effects, including clauses and sentences
discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinion
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Comments
discerning use of mode- appropriate cohesive devices to develop and emphasise ideas and connect parts of the analytical exposition, including paragraphing
discerning analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences
manipulation and control of roles of the essay writer, and relationship with reader
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Indicative response — Standard C
The annotations show the match to the instrument-specific standards.
Comments
use of genre patterns and conventions of an analytical exposition to achieve purposes
use of a range of mostly grammatically accurate language structures to achieve purposes, including clauses and sentences
use of mode- appropriate cohesive devices to link ideas and connect parts of the analytical exposition, including paragraphing
selection, sequencing and organisation of relevant subject matter to support opinions
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Comments
analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences
use of suitable vocabulary for purposes
suitable use of mode-appropriate features to achieve purposes
evaluation of perspectives and representations of concepts, identities, times and places in Shakespearean texts
selection, sequencing and organisation of relevant subject matter to support opinions
use of suitable vocabulary for purposes
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Comments
selection, sequencing and organisation of relevant subject matter to support opinions
analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences
identification and explanation of aesthetic features and their effects in Shakespearean texts
Acknowledgments
The QSA acknowledges the contribution of All Saints Anglican School in the preparation of this
document.