extended response: spoken persuasive text suitable for a ... · extended response: spoken...

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Extended response: Spoken persuasive text suitable for a public audience This sample is intended to inform the design of assessment instruments in the senior phase of learning. It highlights the qualities of student work and the match to the syllabus standards.

Dimensions assessed · Understanding and responding to contexts

· Understanding and controlling textual features

· Creating and evaluating meaning

Assessment instrument The response presented in this sample is in response to an assessment task

Context Students from your school are invited to apply for positions on the student council. As part of the selection process, students must deliver a campaign speech to their Year 12 peers. Task Choose a portfolio (sporting, social, cultural, academic, spiritual or environmental) that you would like to nominate for. Prepare and deliver an election campaign speech which uses ideas, attitudes and values to construct a particular version of leadership and influences your audience to vote for you. Genre: campaign speech Role: candidate for ‘minister’ for a particular portfolio on the school student council Audience: student audience who will vote for the candidates Purpose: to persuade Length: 4–5 minutes

English 2010 Sample assessment instrument and student responses


Queensland Curriculum & Assessment Authority October 2014

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Instrument-specific standards matrix Student responses have been matched to instrument-specific standards matrix; those which best describe the student work in this sample are shown below. For more information about the syllabus dimensions and standards descriptors, see www.qcaa.qld.edu.au/11703-assessment.html.

Standard A Standard C

Und

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nd re

spon

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to

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text

s

The student work has the following characteristics:


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

· use of genre patterns and conventions of a campaign speech to achieve purposes

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

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

· manipulation and control of roles of the speaker and relationship with audience.

· establishment and maintenance of roles of the speaker and relationship with audience.

Und

erst

andi

ng a

nd c

ontr

ollin

g te

xtua

l fe

atur

es



· a discerning combination of a range of grammatically accurate language structures for specific effects

· use of a range of mostly grammatically accurate language structures to achieve purposes

· discerning use of cohesive devices to develop and emphasise ideas and connect parts of the campaign speech

· use of cohesive devices to link ideas and connect parts of the campaign speech

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

· use of suitable vocabulary for purposes

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

- spoken/signed features

- non-verbal features.

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

non-verbal features.

Cre

atin

g an

d ev

alua

ting

mea

ning



· discerning manipulation of the ways ideas, attitudes and values underpin a campaign speech and influence audience

· appropriate use of the ways ideas, attitudes and values underpin a campaign speech and influence audience

· subtle and complex creation of perspectives and representations of concepts, identities, times and places

· creation of perspectives and representations of concepts, identities, times and places

· discerning use of aesthetic features to achieve specific purposes in a campaign speech.

· use of aesthetic features to achieve purposes in a campaign speech.

Note: Colour highlights emphasise qualities that discriminate between the standards.

http://www.qcaa.qld.edu.au/xxxx.html

http://www.qcaa.qld.edu.au/xxxx.html



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Student response — Standard A The annotations show the match to the instrument-specific standards.

Comments exploitation of genre patterns and conventions of a campaign speech to achieve specific purposes discerning manipulation of the ways ideas, attitudes and values underpin a campaign speech and influence audience manipulation and control of roles of the speaker and relationship with audience a discerning combination of a range of grammatically accurate language structures for specific effects discerning use of a wide range of apt vocabulary for specific purposes discerning manipulation of the ways ideas, attitudes and values underpin a campaign speech and influence audience discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions and perspectives



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Comments

discerning use of cohesive devices to develop and emphasise ideas and connect parts of the campaign speech discerning use of aesthetic features to achieve specific purposes in a campaign speech discerning use of a wide range of apt vocabulary for specific purposes discerning manipulation of the ways ideas, attitudes and values underpin a campaign speech and influence audience discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions and perspectives subtle and complex creation of perspectives and representations of concepts, identities, times and places; specific effects manipulation and control of roles of the speaker and relationship with audience



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Student response — Standard C The annotations show the match to the instrument-specific standards.

Comments

use of genre patterns and conventions of a campaign speech to achieve purposes

creation of perspectives and representations of concepts, identities, times and places

establishment and maintenance of roles of the speaker and relationship with audience

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

use of suitable vocabulary for purposes

use of a range of mostly grammatically accurate language structures to achieve purposes

appropriate use of the ways ideas, attitudes and values underpin a campaign speech and influence audience

use of cohesive devices to link ideas and connect parts of the campaign speech



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Comments

selection, sequencing and organisation of relevant subject matter to support opinions and perspectives appropriate use of the ways ideas, attitudes and values underpin a campaign speech and influence audience establishment and maintenance of roles of the speaker and relationship with audience use of a range of mostly grammatically accurate language structures to achieve purposes appropriate use of the ways ideas, attitudes and values underpin a campaign speech and influence audience

Acknowledgments The QCAA acknowledges the contribution of Fraser Coast Anglican College in the preparation of this document.

Decisions about achievement for the two samples have been made by the school on the evidence of the spoken / signed presentation of the campaign speech. For the purposes of identifying particular qualities that match with relevant syllabus standards descriptors, the written script has been provided. Evidence of the use of spoken / signed features and non-verbal features that informed the school’s decisions about student achievement could not be included.

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