English Assessment Task: Term 3

 
MACLEAN HIGH SCHOOL
 
ENGLISH DEPARTMENT
 
YEAR 10
 
 
 
ASSESSMENT TASK 4: Portfolio
 
DUE DATE: 7thSeptember, 2015
 
                         Weighting 25%
 
 
 
 
 
Syllabus Outcomes 
  1. responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
  1. effectively transfers knowledge, skills and understanding of language concepts into new and different contexts
  1. selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning
  1. effectively transfers knowledge, skills and understanding of language concepts into new and different contexts
  1. thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts
 
 
 
THERE ARE TWO PARTS TO THIS ASSESSMENT TASK
  PART 1: PORTFOLIO (10 Marks)
 You are to submit a portfolio of TWO related texts for the Area of Study which explores the concept of
Growth.
 
 For EACH text, in 500 words, you are to:
 Analyse, explain and assess how the concept of growth is represented in EACH text.
 Your two texts may include:
  • A visual text – film, photograph, comic strip, DVD, CD or book cover, a children's      picture book
  • A non-fiction text – a speech, website, review, feature article, news report, diary, autobiography.
  • Prose text – novel or short story
  • Poem or song
 
 
2: COMPOSING TASK (15 Marks)
 
You are to plan, prepare and compose a creative extended text that captures the significance of
growth.
Word limit is 800 - 1500
You are to include your composition in your portfolio

 
MARKING CRITERA
Part 1: Text One
Marks
• Explores skilfully the ways the text an individual's perceptions of growth • Presents a skilful response with well-chosen detailed textual techniques and  references from the text • Composes a well-integrated response using language appropriate to audience, purpose and context
5
• Explores effectively the ways the text represent an individual's perceptions of growth • Presents an effective response with aptly chosen detailed textual techniques and references from the text • Composes an effective response using language appropriate to audience, purpose and context
4
• Explores the ways the prescribed text represent the view of an individual's perceptions of growth • Presents a response using appropriate textual references and techniques from the prescribed text • Composes an adequate response using language appropriate to audience, purpose and context
3
• Demonstrates a limited understanding of perceptions of growth • Describes aspects of the text/s • Attempts to compose a response with limited appropriateness to audience, purpose and context
2
• Refers to text/s in an elementary way • Attempts to compose a response
1
 
 
Part 1: Text Two
Marks
• Explores skilfully the ways the text an individual's perceptions of growth • Presents a skilful response with well-chosen detailed textual techniques and  references from the text • Composes a well-integrated response using language appropriate to audience, purpose and context
5
• Explores effectively the ways the text represent an individual's perceptions of growth • Presents an effective response with aptly chosen detailed textual techniques and references from the text • Composes an effective response using language appropriate to audience, purpose and context
4
• Explores the ways the prescribed text represent the view of an individual's perceptions of growth • Presents a response using appropriate textual references and techniques from the prescribed text • Composes an adequate response using language appropriate to audience, purpose and context
3
• Demonstrates a limited understanding of perceptions of growth • Describes aspects of the text/s • Attempts to compose a response with limited appropriateness to audience, purpose and context
2
• Refers to text/s in an elementary way • Attempts to compose a response
1
 
 
Question 2 Criteria
Marks
• Composes skilfully an engaging piece of imaginative writing Skilfully explores an individual's sense of growth • Demonstrates skilful control of language and structure appropriate to audience, purpose, context and selected form
13–15
• Composes effectively an engaging piece of imaginative writing • Effectively explores an individual's sense of growth • Demonstrates effective control of language and structure appropriate to audience, purpose, context and selected form
10–12
• Composes a piece of imaginative writing • Explores an individual's sense of growth • Demonstrates adequate control of language and structure appropriate to audience, purpose, context and selected form
7–9
• Attempts to compose a piece of writing • Attempts to explore an experience of growth • Demonstrates limited control of language and structure with limited appropriateness to audience, purpose, context and selected form
4–6
• Attempts to compose a response • Demonstrates elementary control of language
1–3