supervised written: analytical exposition in response to … · 14847. supervised written:...
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Supervised written: Analytical exposition in response to a literary text 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
Task
Analyse the representations of power in Macbeth. Evaluate the choices Shakespeare makes to influence his audience to accept particular attitudes and values about power. You will need to use both direct (quotations) and indirect evidence from the play to support your opinions.
Genre: Analytical exposition
Role: Student essay writer
Audience: Teenage readers of a collection of literary essays
Purpose: To analyse
Length: 600–800 words
Conditions of completion: conducted under supervised conditions in response to an unseen question
English 2010 Sample assessment instrument and student responses
English 2010 Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority October 2014
Page 2 of 11
Instrument-specific standards matrix Student responses have been matched to instrument-specific criteria and standards; 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
erst
andi
ng a
nd
resp
ondi
ng to
con
text
s
The student work has the following characteristics:
The student work has the following characteristics:
· exploitation of genre patterns and conventions of an analytical exposition to achieve specific purposes
· use of genre patterns and conventions of an analytical exposition to achieve purposes
· discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions
· selection, sequencing and organisation of relevant subject matter to support opinions
· manipulation and control of roles of the essay writer, and relationship with readers.
· establishment and maintenance of roles of the essay writer, and relationship with readers.
Und
erst
andi
ng a
nd c
ontr
ollin
g te
xtua
l fe
atur
es
The student work has the following characteristics:
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
· use of a range of mostly grammatically accurate language structures to achieve purposes, including clauses and sentences
· discerning use of mode-appropriate cohesive devices to develop and emphasise ideas and connect parts of the analytical exposition, including paragraphing
· use of mode-appropriate cohesive devices to link ideas and connect parts of the analytical exposition, including paragraphing
· 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: - conventional spelling and punctuation.
· suitable use of mode-appropriate features to achieve purposes: - conventional spelling and punctuation.
Cre
atin
g an
d ev
alua
ting
mea
ning
The student work has the following characteristics:
The student work has the following characteristics:
· discerning analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences
· analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences
· subtle and complex evaluation of perspectives and representations of concepts, identities, times and places in Shakespearean texts
· evaluation of perspectives and representations of concepts, identities, times and places in Shakespearean texts
· discerning evaluation of aesthetic features and their effects in Shakespearean texts.
· identification and explanation of aesthetic features and their effects in Shakespearean texts.
English 2010 Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority October 2014
Page 3 of 11
Student response — Standard A The annotations show the match to the instrument-specific standards.
Comments genre patterns and conventions of an analytical exposition to achieve specific purposes
discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions
discerning analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences
English 2010 Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority October 2014
Page 4 of 11
Comments
discerning analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences a discerning combination of a range of grammatically accurate language structures for specific effects, including clauses and sentences discerning use of a wide range of apt vocabulary for specific purposes discerning use of a wide range of apt vocabulary for specific purposes
English 2010 Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority October 2014
Page 5 of 11
Comments
subtle and complex evaluation of perspectives and representations of concepts, identities, times and places in Shakespearean texts discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions subtle and complex evaluation of perspectives and representations of concepts, identities, times and places in Shakespearean texts discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions
English 2010 Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority October 2014
Page 6 of 11
Comments
discerning use of a wide range of apt vocabulary for specific purposes discerning evaluation of aesthetic features and their effects in Shakes-pearean texts
English 2010 Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority October 2014
Page 7 of 11
Comments
discerning use of mode- appropriate cohesive devices to develop and emphasise ideas and connect parts of the analytical exposition, including paragraphing a discerning combination of a range of grammatically accurate language structures for specific effects, including clauses and sentences discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinion
English 2010 Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority October 2014
Page 8 of 11
Comments
discerning use of mode- appropriate cohesive devices to develop and emphasise ideas and connect parts of the analytical exposition, including paragraphing discerning analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences manipulation and control of roles of the essay writer, and relationship with reader
English 2010 Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority October 2014
Page 9 of 11
Student response — Standard C The annotations show the match to the instrument-specific standards.
Comments
use of genre patterns and conventions of an analytical exposition to achieve purposes use of a range of mostly grammatically accurate language structures to achieve purposes, including clauses and sentences use of mode- appropriate cohesive devices to link ideas and connect parts of the analytical exposition, including paragraphing selection, sequencing and organisation of relevant subject matter to support opinions
English 2010 Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority October 2014
Page 10 of 11
Comments
analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences use of suitable vocabulary for purposes; suitable use of mode-appropriate features to achieve purposes evaluation of perspectives and representations of concepts, identities, times and places in Shakespearean texts selection, sequencing and organisation of relevant subject matter to support opinions use of suitable vocabulary for purposes
English 2010 Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority October 2014
Page 11 of 11
Comments
selection and sequencing and organisation of relevant subject matter to support opinions analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences identification and explanation of aesthetic features and their effects in Shakespearean texts
Acknowledgments The QCAA acknowledges the contribution of All Saints Anglican School in the preparation of this document.