Brisbane State High School

Student name: Student number:

Teacher name: Date: 15th July, 2024

Subject Year 11 General English

Technique Creative Response to Literary Texts IA3

Unit Unit 2: Texts and Culture

Topic Topic 1: Tales of the Unexpected

Conditions

Time 2 hours Planning time 15 minutes

Other Genre: Short story Examination – Imaginative Written Response

Purpose: To create a perspective about a concept to prompt emotional and critical
responses, and to engage audiences critically and emotionally
Audience: Readers of The Inkdrop
Length: 700-900 words

Instructions

Create a short story which develops a perspective on one of the following concepts:

• Secrets

OR

• Freedom

To complete the task, you must:

• Identity how your selected short story represents a concept or perspective about secrets or freedom.
• Consider how you will use this perspective about secrets or freedom to develop your short story.
• Consider how you will use the patterns of a short story to prompt an emotional and/or critical response in
the reader with the use of narrative techniques. e.g., setting, characterisation, plot, figurative language,
aesthetic features.

Grade
Criteria
awarded

Knowledge application
Assessment objectives 3, 4, 5 /9
Organisation and development
Assessment objectives 1, 2, 6, 7, 8 /8

Textual features
Assessment objectives 9, 10, 11 /8

Feedback
 Knowledge Application Organisation and Development Textual Features
The student work has the following characteristics: Marks The student work has the following characteristics: Marks The student work has the following characteristics: Marks
• subtle and complex creation of perspectives and • discerning use of the patterns and conventions of an • discerning language choices for particular purposes
representations of concepts, identities, times and imaginative text and the role of the writer to achieve • discerning combination of a range of
places in an imaginative text particular purposes and relationships with audiences grammatically accurate/appropriate language
• discerning manipulation of the ways cultural • discerning selection and synthesis of subject matter to structures, including clauses and sentences, to
assumptions, attitudes, values and beliefs underpin 8–9 support perspectives 7–8 achieve particular purposes 7–8
texts and invite audiences to take up positions • discerning organisation and sequencing of subject matter • discerning use of written features, including
• discerning use of aesthetic features and stylistic to achieve particular purposes, including conventional spelling and punctuation, to achieve
devices to prompt emotional and critical audience discerning use of cohesive devices to emphasise ideas and particular purposes.
responses. connect parts of an imaginative text.

• effective creation of perspectives and representations • effective use of the patterns and conventions of an • effective language choices for particular purposes
of concepts, identities, times and places in an imaginative text and the role of the writer to achieve • effective use of a range of
imaginative text particular purposes and relationships with audiences grammatically accurate/appropriate language
• effective manipulation of the ways cultural • effective selection and synthesis of subject matter to structures, including clauses and sentences, to
assumptions, attitudes, values and beliefs underpin 6–7 support perspectives 5–6 achieve particular purposes 5–6
texts and invite audiences to take up positions • effective organisation and sequencing of subject matter • effective use of written features, including
• effective use of aesthetic features and stylistic to achieve particular purposes, including conventional spelling and punctuation, to achieve
devices to prompt emotional and critical audience effective use of cohesive devices to emphasise ideas and particular purposes.
responses. connect parts of an imaginative text.

• appropriate creation of perspectives and • suitable use of the patterns and conventions of an • suitable language choices for particular purposes
representations of concepts, identities, times and imaginative text and the role of the writer to achieve • suitable use of a range of mostly
places in an imaginative text particular purposes and relationships with audiences grammatically accurate/appropriate language
• appropriate use of the ways cultural assumptions, • suitable selection and adequate synthesis of subject structures, including clauses and sentences, to
attitudes, values and beliefs underpin texts and invite 4–5 matter to support perspectives 3–4 achieve particular purposes 3–4
audiences to take up positions • suitable organisation and sequencing of subject matter to • suitable use of written features, including conventional
• appropriate use of aesthetic features and stylistic achieve particular purposes, including spelling and punctuation, to achieve particular
devices to prompt audience responses. suitable use of cohesive devices to emphasise ideas and purposes.
connect parts of an imaginative text.

• superficial creation of perspectives and • inconsistent use of the patterns and conventions of an • language choices that vary in suitability
representations of concepts, identities, times and imaginative text and the role of the writer established • inconsistent use of grammar and language structures
places in an imaginative text • narrow selection of subject matter to support • use of written features, including spelling and
• superficial use of the ways cultural assumptions,
2–3
perspectives
2 punctuation, that vary in suitability. 2
attitudes, values and beliefs underpin texts and invite • inconsistent organisation and sequencing of subject
audiences to take up positions matter, including some use of cohesive devices to connect
• use of aspects of aesthetic features and stylistic parts of an imaginative text.
devices that vary in suitability.

• creation of fragmented perspectives and • fragmented use of patterns and conventions of an • inappropriate language choices
representations of concepts, identities, times and imaginative text and aspects of the role of the writer • fragmented use of grammar and language structures
places in an imaginative text established
1 1 • variable and inappropriate use of written features, 1
• fragmented use of some ways ideas underpin texts • fragmented selection of subject matter including spelling and punctuation
• fragmented use of language features. • some connections between parts of a text.

• does not satisfy any of the descriptors above. 0 • does not satisfy any of the descriptors above. 0 • does not satisfy any of the descriptors above. 0