Year 11 Standard English
Assessment Task Notification - Task 1
Date Issued: Friday 21st February, Week 4, Term 1, 2020
Date Due: Friday 27th March, Week 9, Term 1, 2020
Weighting: 30%
EN11.1: responds to and composes increasingly complex texts for understanding, interpretation, analysis, imaginative
expression and pleasure.
EN11.2: uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in
different modes, media and technologies.
Outcomes
EN11.3: analyses and uses language forms, features and structures of texts, considers appropriateness for purpose,
Assessed: audience and context and explains effects on meaning.
EN11.4: applies knowledge, skills and understanding of language concepts and literary devices into new and different
contexts.
EN11.5: thinks imaginatively, creatively, interpretively and analytically to respond to and compose texts that include
considered and detailed information, ideas and arguments.
In the Common Module, Reading to Write, students develop the knowledge and skills to appreciate,
understand, analyse and evaluate complex texts. Students have studied and reflected on a variety of
Learning narrative texts. The focus text for this unit is Ruth Park’s novel, The Harp in the South. Students have also
Context: read and responded to a range of other narratives using different points of view. Students have undertaken a
range of writing activities throughout the unit to assist in preparing for this task. This task will be completed
at home. You will have the opportunity to submit one draft and receive some feedback on your ideas. You
will then be required to submit a hard copy on the due date.
Task Instructions
Write an imaginative text (a narrative) that explores the topic of Poverty.
You must use your prescribed text as a stimulus for your story.
Your imaginative text should be a maximum of 1200 words.
Part A It is also recommended that you maintain the setting of The Harp in the South (Australia in the 1940s)
in order to display your understanding of your prescribed text.
You should allocate appropriate time to plan and process your writing, and to consider how you can use
appropriate narration and point of view to present your ideas effectively.
You are also required to submit a 400-word personal reflection on the nature and purpose of your
imaginative text.
In your reflection, you will need to:
Part B • Explain how your experience of reading and writing in this unit has influenced your stylistic
decisions and writing process.
• Justify your stylistic decisions and explain how your inclusion of techniques facilitated your
representation of Poverty.
• Reflect on and evaluate your learning experience throughout this process.
Bumbera Street, Prestons NSW 2170
Phone 9608 2277 Fax 9608 2681 Email
[email protected] Web www.wccs.nsw.edu.au
Liverpool/Campbelltown Christian School Ltd. ABN 63 001 965 902
Marking Criteria
You will be assessed on how well you:
• Compose a sustained, coherent, cohesive and engaging piece of imaginative writing.
• Use language, grammar, syntax and structure effectively in their writing.
• Use the editing process to communicate complex ideas.
• Intentionally and skilfully employ elements of writing that they encountered in their reading of The Harp in the South.
• Clearly and insightfully reflect on their own process and product.
• Reflect on and evaluate your learning and writing processes to identify strengths and areas for improvement.
Submission Instructions
Submit a hard copy of your assessment (Parts A and B) to your teacher in class on Friday 27th March.
Format
Present your work in Calibri or Times New Roman font, Size 12, and 1.5 – 2.0 spaced.
Part A should be 1200 words in length.
Length Part B should be 400 words in length.
(+ or – 10% for both sections).
You must prioritise clear links to the stimulus in your imaginative piece. These links do not have to be literal,
Guidelines but they must be central to your writing. Avoid simple connections and/or limiting your links to the
orientation and resolution.
You will not be given any time in class to work on this assessment. However, you are permitted and
Agreed
encouraged to submit ONE draft of your story to your classroom teacher by Wednesday 11th March for
Conditions
feedback.
Handy Hints
Remember, this task does NOT require you to recreate, retell, or reuse the characters, plot or narrative progression used in
The Harp in the South.
Instead, it requires you to identify the deliberate nature of effective writing and translate that deliberate approach to the
construction of your own works. In other words, your job is to notice the intentional choices that authors make and be
intentional in your own writing.
A writing checklist has been provided for you to help with the composition process. It is a suggested list of activities – not a
marking rubric. However, you may find it helpful when measuring your own work for its effectiveness and conventionality.
Bumbera Street, Prestons NSW 2170
Phone 9608 2277 Fax 9608 2681 Email
[email protected] Web www.wccs.nsw.edu.au
Liverpool/Campbelltown Christian School Ltd. ABN 63 001 965 902
Creative Writing Checklist
My content is developed appropriately, and shows that I’ve considered the form, audience and
purpose of the task.
My ideas are original ideas and I have avoided plagiarism.
My writing is interesting and engaging.
I have made a consistent effort to show rather than tell, and used appropriate language devices to
support me.
Content
I have included fresh ways to describe my characters, setting and action. I have avoided clichés and
replaced them with devices like similes, metaphors, symbolism and personification.
I have written in a way that appeals to the senses, using more than one type of imagery.
I have included vivid details to bring this piece to life.
My story has a strong, personal voice.
My story includes clear and deliberate links to the stimulus.
I have included an introduction, developed complication and a conclusion.
I have used paragraphs appropriately.
My ideas are well-organised and well presented.
Structure
I have kept to the format guidelines and used Calibri or Times New Roman font at size 12 and 1.5 –
2.0 spaced lines.
I have included a thoughtful title that orients the reader.
My ideas are fluently expressed and my concept is clear.
My sentences are complete and appropriately constructed.
I have used a variety of sentence lengths for interest and meaning.
My vocabulary is precise, interesting and varied.
I have used language that’s appropriate for my audience.
Expression
I have taken care to proofread my work and correct my mistakes.
I have used of punctuation marks correctly, including full stops, commas, capital letters and
quotation marks.
My grammar is accurate, and I have kept my tense consistent and used appropriate singular and
plural endings.
Bumbera Street, Prestons NSW 2170
Phone 9608 2277 Fax 9608 2681 Email
[email protected] Web www.wccs.nsw.edu.au
Liverpool/Campbelltown Christian School Ltd. ABN 63 001 965 902
Part A /15 Excellent Achievement High Achievement Satisfactory Achievement Limited Achievement Elementary Achievement 0
The text explores the concept of The text explores the concept of The text explores the concept of The text explores the concept of The concept of poverty is either
Links to the stimulus
poverty in an engaging and poverty in an engaging and well- poverty in a simple or cliched way. poverty in a simplistic and/or absent or misinterpreted in the
and to the concept
sophisticated way. The concept is developed way. The concept is The concept is clear in the text, superficial way. The concept has text. The text may have no clear
(i.e. poverty)
critical to the understanding and central to the understanding and although it may not be central to little impact on the plot line. Few plot or may be characterised by
tension in the text. Links may be tension in the text. Links may be the plot line. Links may be links are incorporated. The text the inclusion of ideas which lack
incorporated thematically or incorporated thematically or incorporated thematically or may predominantly be a recount, coherence and cohesion.
explicitly in a sophisticated way. explicitly in a thoughtful way. explicitly in a satisfactory way. with little description or tension Characters and scenarios are
Characters and scenario are Characters and scenarios are Characters and scenarios are created. Characters and scenarios unbelievable, inconsistent or
internally consistent, believable believable and internally believable, but their depiction are included but may be absent.
and immersive. consistent. may be inconsistent in places. unbelievable and/or inconsistent.
Sentence structure is intentionally Sentence structure is varied and Sentence structure has little Sentences are often incoherent, Sentences are fragmented,
Uses language and varied and enhances meaning. coherent and creates meaning. variance, but sentences are which at times impacts the overall disjointed or unclear, which
structure Vocabulary is sophisticated and Vocabulary is well-chosen for coherent. Vocabulary is meaning of the text. Vocabulary is significantly impacts the overall • Non-
appropriately effective for audience, form and audience, form and purpose. appropriate for audience, form poorly selected for audience, form meaning of the text. Vocabulary serious
purpose. Paragraphing reflects Paragraphing is present and used and purpose. Paragraphing is and purpose. Paragraphs are is limited, and inappropriate for attempt
and promotes the progression of effectively. Spelling errors are few, present, it may be inconsistent mostly absent. Frequent spelling the audience, form and
textual ideas. Minimal or no demonstrating thorough or misapplied. Spelling errors errors, which demonstrate a purpose. Paragraphs are absent. • Malpractice
spelling errors, demonstrating understanding of spelling. present, but piece demonstrates developing command of spelling Response is characterised by
highly developed understanding Grammatical errors are few, satisfactory knowledge of conventions. Frequent spelling and grammatical errors, • Failure to
of spelling conventions. Minimal demonstrating thorough spelling conventions. grammatical errors, which which significantly impact the submit task
or no grammatical errors, knowledge of grammatical Grammatical errors present, but demonstrate a developing overall meaning of the text. without
demonstrating highly developed conventions. piece demonstrates satisfactory understanding of grammatical evidence of
understanding of grammatical understanding of grammatical conventions. misadventure
conventions. conventions.
A diverse range of techniques A range of techniques have been Several creative choices have Some creative choices have been Creative choices may be absent
Uses a variety of have been used deliberately and used and employed in a well- been satisfactorily used in the used. The application of these from the text,or be misapplied.
stylistic and employed in a sophisticated way. developed way. The techniques text. The techniques used may techniques is inconsistent and may The absence or misapplication of
language techniques The techniques used include used may include structure, include but is not restricted to be unfit for form, purpose and these creative choices prevents
structure, narration and language narration, and language structure, narration and audience. The inclusion of audience engagement and limits
techniques. Each of these creative techniques. Each of these creative language techniques. Most of misapplied or basic creative meaning. The absence of
choices contribute cohesively to choices add value to the text and these creative choices add value choices may confuse the meaning techniques demonstrate a
the purpose and concept. enhance the communication of to the text and help to of the text and limit the audience limited understanding of
ideas, characters and/or events. communicate ideas, characters engagement. creative composition.
and/or events.
Part B /5 Excellent Achievement High Achievement Satisfactory Achievement Limited Achievement Elementary Achievement 0
Reflection demonstrates a Reflection demonstrates a Reflection discusses some Reflection mentions creative Reflection may simply list
Reflection • Non-
conscious and sophisticated thorough understanding of creative choices, identifying choices but only identifies them. creative choices, or identify
Statement serious
understanding of creative choices, creative choices, identifying a intention and describing the Mention of poverty is tokenistic. intention, or evaluate
attempt
and how these choices contribute relationship between the effectiveness of these choices. There are few links made between effectiveness of the piece. There
to evoking a sense of poverty in intention and effectiveness of There are some fair links the creative choices and the is no mention of evoking a
• Malpractice
the creative piece. Specific these choices. Examples of these between the creative choices elements observed in The Harp in sense of poverty. Links between
examples of these choices are choices are explained, and made and the elements the South. the creative choices and the
• Failure to
discussed, and insightful connections are made between observed in student’s study of The Harp In
submit task
connections are made between the process of making these The Harp in the South. the South are tenuous or
without
the process of making those choices and the elements demonstrate a simplistic
evidence of
choices and the study of The Harp encountered in The Harp in the understanding.
misadventure
in the South. South.
