Order 914971: Constructions of the past

Year 12 English Assessment Task 2

Semester 1 Term 1 Week 9 2018

Examination

Name:

Teacher Name: MCIB/PERH/WALA

Task: Constructions of the Past

· Written Response in Exam Conditions

· Genre - Feature Article

· Purpose – Persuasive/Reflective

· Audience - Screenwriters

Summative

CCEs: Analysing, comparing and contrasting, interrelating ideas, themes and issues

Conditions

Length

800 – 1000 words.

Time Allowed

90 minutes plus 5 minutes perusal time.

Draft/Consultation

Term 1 Week 8 2018.

Due Date/completion Date

Exam Block Term 1 Week 9 - See the Exam Timetable for Session details.

· You will be required to write a feature article in exam conditions. This article will be based upon your study of a Shakespearean text.

· Seen task – 5 days notice of the topic.

· Supervised Exam conditions.

· Limited access to resources and teacher input permitted (1 teacher consultation)

· 150 word bank (on graphed paper provided) plus 3 pictures/graphics may be brought into the exam. You may also bring in 2-3 quotes in text boxes that are relevant to your article.

· A non- annotated list of references and list of quotations (including wider reading and lines from the play and film(s)) may be bought into the exam and attached to the final copy.

· No copy of the play is permitted to be used in the exam.

· Student Authenticity Statement is to be signed.

Criteria Assessed

· Understanding and responding to contexts.

· Understanding and controlling textual features.

· Creating and evaluating meaning.

Context of the Task

Constructions of the Past

This unit requires students to examine a range of texts from historical and cultural contexts. They will explore contemporary intertextual representations to make meaning of the constructedness of texts and how readers are positioned, particularly as a result of gender, class, race and socio-cultural contexts.

Focus 1 – Dramatic Texts 

Students progress to the study of dramatic texts and their place in literature. Students will investigate the reception of dramatic texts and how this is influenced by the reader/viewer’s contextual background, their values, beliefs and attitudes. They will explore how the texts have been constructed and make comparisons, in terms of text construction, between dramatic texts and a variety of known texts.

Task Requirements

Question:

You are a writer/journalist for ‘Screenwriter’, a magazine for screenwriters. Your Editor has asked you to write a feature article that responds to the following statement:

Interpretations of texts can shift with time and place and require an imaginative reshaping of texts for new contexts and audiences.

Your feature article will need to critically evaluate how a contemporary interpretation of a Shakespeare sustains and challenges the values of the canonical text.

You are to base your feature article on either Othello or Hamlet and at least ONE contemporary film adaptation or appropriation of these texts you have studied in class.

In your response ensure that you:

· Consider the meaning behind the representations presented in the original play and other adaptations, synthesise these changes and their validity.

· Examine the discourse represented in the texts.

· Assess and analyse how the context and values of the time influences a text’s construction and reception.

· Provide references to specific scenes and analyse aesthetic features to justify your point.

· Develop a response that reflects all aspects of the task.

· Compose a feature article that considers purpose, audience, language forms and features and adheres to the feature article genre.

Resources

Stages of Text Production

Material

Planning Stage

Rough Draft

Final Copy

Internet

School library

Outside libraries

Computer

Magazines

Other

Human

Planning Stage

Rough Draft

Final Copy

Teacher

Peers

Member of family

Librarian

Learning Support ESL Teacher

Tutor

Other

Dimension

A

B

C

D

E

Understanding and responding to contexts

The student work has the following characteristics:

· exploitation of a range of genre patterns and conventions to achieve specific purposes

· discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions and perspectives

· manipulation and control of roles of the writer, speaker/signer and relationships with audiences.

The student work has the following characteristics:

· effective control of a range of genre patterns and conventions to achieve specific purposes

· effective selection, organisation and synthesis of relevant subject matter to support opinions and perspectives

· establishment and control of roles of the writer, speaker/signer and relationships with audiences.

The student work has the following characteristics:

· use of genre patterns and conventions to achieve purposes

· selection, sequencing and organisation of relevant subject matter to support opinions and perspectives

· establishment and maintenance of roles of the writer, speaker/signer and relationships with audiences.

The student work has the following characteristics:

· use of aspects of genre patterns and conventions to achieve some purposes

· selection and organisation of subject matter to support opinions or perspectives

· establishment of some roles of the writer, speaker/signer and relationships with audiences.

The student work has the following characteristics:

· use of aspects of genre patterns and conventions

· selection of some subject matter to state an opinion

· use of roles of the writer, speaker/signer.

Understanding and controlling textual features

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 in written texts

· discerning use of mode-appropriate cohesive devices to develop and emphasise ideas and connect parts of texts, including paragraphing in written texts

· discerning use of a wide range of apt vocabulary for specific purposes

· discerning use of mode-appropriate features to achieve specific effects:

· written features

· spoken/signed features

· non-verbal features

· complementary features.

The student work has the following characteristics:

· control of a range of grammatically accurate language structures to achieve effects, including clauses and sentences in written texts

· effective use of mode-appropriate cohesive devices to develop and maintain ideas and connect parts of texts, including paragraphing in written texts

· effective use of a range of apt vocabulary for specific purposes

· effective use of mode-appropriate features to achieve effects:

· written features

· spoken/signed features

· non-verbal features

· complementary features

The student work has the following characteristics:

· use of range of mostly grammatically accurate language structures to achieve purposes, including clauses and sentences in written texts

· use of mode-appropriate cohesive devices to develop and maintain ideas and connect parts of texts, including paragraphing in written texts

· use of suitable vocabulary for purposes

· suitable use of mode-appropriate features to achieve purposes:

· written features

· spoken/signed features

· non-verbal features

· complementary features.

The student work has the following characteristics:

· inconsistency in the use of grammar and language structures to meet a purpose

· use of some mode-appropriate cohesive devices to connect parts of texts, including paragraphing in written texts

· use of vocabulary that varies in suitability for a purpose

· use of mode-appropriate features that vary in suitability:

· written features

· spoken/signed features

· non-verbal features

· complementary features

The student work has the following characteristics:

· grammar and language structures that impede meaning

· some connections between parts of texts

· use of vocabulary that distracts from purpose

· features that distract from meaning:

· written features

· spoken/signed features

· non-verbal features

· complementary features

Creating and evaluating meaning

Evaluating

The student work has the following characteristics:

· discerning analysis of the ways ideas, attitudes and values underpin texts and influence audiences

· subtle and complex evaluation of perspectives and representations of concepts, identities, times and places in texts

· discerning evaluation of aesthetic features and their effects in texts.

The student work has the following characteristics:

· effective analysis of the ways ideas, attitudes and values underpin texts and influence audiences

· effective evaluation of perspectives and representations of concepts, identities, times and places in texts

· effective evaluation of aesthetic features and their effects in texts.

The student work has the following characteristics:

· analysis of the ways ideas, attitudes and values underpin texts and influence audiences

· evaluation of perspectives and representations of concepts, identities, times and places in texts

· identification and explanation of aesthetic features and their effects in texts.

The student work has the following characteristics:

· Identification of ideas, attitudes and values that underpin texts and influence audiences

· Identification of some perspectives and representations of concepts, identities, times and places in texts

· Identification of aesthetic features and some effects in texts

The student work has the following characteristics:

· Identification of some ideas, attitudes and values in texts

· Identification of some concepts, identities, times and places in texts

· Identification of some aesthetic features in texts.