School A Year 11 English Grade Task 2 Analytical Essay Futures

Student: TEACHER:

Genre: Written Exposition Purpose: To analyse and evaluate themes in the play

Audience: Are familiar with the text Register: Formal written

Length: 600 - 1000 words Due Date Week 5 / Week 6

ANSWER ONE OF THE

FOLLOWING QUESTIONS

1. Analyse how Miller represents the personal integrity of three characters.

Evaluate each character’s moral choices and their consequences.

OR

2. Analyse how Miller represents the community of Salem. Evaluate to what extent the Salem community are responsible for so many deaths.

Conditions

1. Four weeks notice of task. 2. Maximum two drafts allowed. 3. Drafts and final copy must be word processed. 4. Peer feedback activities via Turnitin. 5. Plan for writing submitted. 6. Teacher consultation. 7. For referencing - use page numbers

Submit

1. Plan for writing submitted. 2. Drafts with teacher feedback. 3. Draft chunks with peer feedback.

School A Year 11 English Grade Task 2 Analytical Essay Futures

Structure

STRUCTURAL ELEMENTS:

LANGUAGE CONSIDERATIONS

TITLE: reflects thesis INTRODUCTION § Background statement to

contextualise the topic, title, author.

§ Rephrase question with the thesis statement embedded in it.

§ Preview three arguments to support the thesis in the sequence they appear in the body paragraphs.

§ Do not include evidence or quotes.

BODY: P: Point sentences outline a reason/argument for your thesis. They refer to key words from the question. E: Elaboration: explains the reason, analyses the play E: Evidence: multiple examples and quotes per paragraph L: Link sentences explore how this paragraph has ‘proven’ the thesis. Addresses the ‘extent or HOW’ part of the question. CONCLUSION: • Does not include any new

evidence • Restate thesis in new words • Review arguments (P sentences)

from the body • Sythesises the significance of the

thesis

LANGUAGE FEATURES Roles and relationships • Formal written language • Third person distance and authoritative,

Connectives Connect ideas within and between sentences in terms of

o cause (the reason why, expose inferences, explain conditions)

o addition (of equal importance , explaining in another way or in more detail, adding an example, summing up)

o contrast (contrast, as an alternative, comparing, conceding)

Modality § Use modality to explain the degree of intensity

regarding – extent, importance, frequency, certainty, emphasis

Punctuation § Proper Nouns § Semi colons / colons § Citing evidence punctuation § Apostrophes for ownership

School A Year 11 English Grade Task 2 Analytical Essay Futures

Resources Text Production Stages

MATERIAL Original Ideas Rough Draft Final Copy

School Library

Other Libraries

Internet

Computer

Magazines

Other:

HUMAN Original Ideas Rough Draft Final Copy

Teacher

Peers

Family Member

Teacher-Librarian

ESL teacher

Tutor

Other:

Teacher Monitoring of Progress

DATE STUDENT PROGRESS DETAILS INITIAL SIGHTED

yes / no

yes / no

Declaration of Originality

I declare the work presented in this assessment item is, to the best of my knowledge and belief, original and my own work, except as I have acknowledged within the text and above.

Name: Sign: Date:

______________________________________________________________________________________________________ EXTENSION FORM: HOD SIGNATURE: __________________________________ � DRAFT � REVISED DATE: ______________________________________ � FINAL COPY � REVISED DATE: ______________________________________ � Special Provision � Medical Certificate � ICT Fault � Other: _________________________________________________

11 TASK 2 ANALYTICAL EXPOSITION ESSAY School A

CRITERIA A B C D E

The student work has the following characteristics:

The student work has the following characteristics:

The student work has the following characteristics:

The student work has the following characteristics:

The student work has the following characteristics:

Un

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• exploitation of a range of essay 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 and the relationship with the audience.

• effective control of a range of essay 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 and relationship with the audience.

• use of essay patterns and conventions to achieve specific purposes

• selection and organisation of subject matter to support opinions and perspectives

• establishment and maintenance of roles of the writer and the relationship with the audience.

• use of aspects of essay 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 and the relationship with the audience

• use of aspects of essay patterns and conventions

• selection of some subject matter to state an opinion

• use of role of the writer

Un

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tro

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text

ua

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• a discerning combination of a range of grammatically accurate language structures for specific effects, including clauses and sentences in an essay

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

• discerning use of a wide range of apt vocabulary in an essay

• discerning use of mode-appropriate written features to achieve specific effects including conventional spelling and punctuation

• control a range of grammatically accurate language structures to achieve effects, including clauses and sentences in an essay

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

• effective use of a range of apt vocabulary to analyse representations in a play

• effective use of mode-appropriate written features to achieve effects including conventional spelling and punctuation

• use a range of mostly grammatically accurate language structures to achieve purposes, including clauses and sentences in an essay

• use of mode- appropriate cohesive devices to link ideas and connect parts of texts, including paragraphing in an essay

• use of a suitable vocabulary to analyse representations in a play

• effective use of conventional spelling and punctuation to achieve effects

• inconsistency in the use of grammar and language structures to achieve the essay purpose

• use of some mode- appropriate cohesive devices to connect parts of texts, including paragraphing in an essay

• use of vocabulary that varies in suitability for the essay purpose

• use of conventional spelling and punctuation that varies in suitability

• grammar and language structures that impede meaning

• some connections between parts of an essay

• use of vocabulary that distracts from purpose

• spelling and punctuation that distract from meaning

Ma

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• discerning analysis of the ways ideas, attitudes and values underpin a novel text and influence audiences

• subtle and complex evaluation of perspectives and representations of concepts, identities, times and places in a novel

• discerning evaluation of aesthetic features and their effects in a play.

• effective analysis of the ways ideas, attitudes and values underpin a novel and influence audiences

• effective evaluation of perspectives and representations of concepts, identities, times and places in a novel

• effective evaluation of aesthetic features and their effects in a play.

• analysis of the ways ideas, attitudes and values underpin a novel and influence audiences

• evaluation of perspectives and representations of concepts, identities, times and places in a novel

• identification and explanation of aesthetic features and their effects in a play.

• identification of ideas, attitudes and values underpin a novel and influence audiences

• evaluation of some perspectives and representations of concepts, identities, times and places in a novel

• identification of aesthetic features and their effects in a play.

• identification of some ideas, attitudes and values in a novel

• identification of some concepts, identities, times and places in a novel

• identification of some aesthetic features in a play.

COMMENT:

RESULT: (Provisional until Moderated) DATE: TEACHER: