Issuu on Google+

HSC English Assessment Pack King Richard III William Shakespeare & Looking For Richard Al Pacino Module A: Comparative Study of Text and Context Elective 1: Exploring Connections Assessment Tasks for HSC English (Advanced)

Emily Bosco


Module A: Comparative Study of Text and Context Extended Response NOTIFICATION OF ASSESSMENT MODULE: Module A: Comparative Study of Text and Context Elective 1: Exploring Connections

WEIGHTING: 15%

NATURE OF THE TASK: Written response. Completed in class.

SYLLABUS OUTCOMES TO BE ASSESSED: A student: H2. explains relationships among texts. H2 A. recognizes different ways in which particular texts are valued. H5. explains and evaluates the effects of textual forms, technologies and their media of production on meaning. H10. analyses and synthesizes information and ideas into sustained and logical argument for a range of purposes, audiences and contexts. MARKING CRITERIA: You will be assessed on how well you:  Demonstrate understanding of the meanings of a pair of texts when considered together.  Demonstrate your knowledge of King Richard III and Looking For Richard and your understanding of the values, attitudes, beliefs and contexts of both texts  Compose a synthesized and sustained comparative essay, appropriate to purpose, audience and context. TASK DESCRIPTION: Students are to write a formal essay, answering the following question: “The fundamental connections between King Richard III and Looking For Richard, arise as a result of the exploration of the Machiavellian Man archetype in both texts.” Compare the ways in which these texts are connected through their examination of characteristics associated with the Machiavellian Man.

©Into English


MARKING CRITERIA                     

Composes a highly sophisticated extended response, which perceptively answers the given question. Displays an extensive knowledge of both texts and a comprehensive understanding of the relationships between texts. Demonstrates an extensive understanding of the values, attitudes, beliefs and context of both texts. Composes a sophisticated response to the given question using language appropriate to audience, purpose and context. Composes a well-developed extended response, which effectively answers the given question. Displays a thorough knowledge of both texts and an understanding of the relationships between texts. Demonstrates a thorough understanding of the values, attitudes, beliefs and context of both texts. Composes a cohesive response to the given question using language appropriate to audience, purpose and context. Composes a satisfactory extended response, which attempts to answer the given question. Displays a sound knowledge of both texts and an understanding of the relationships between texts. Demonstrates an understanding of the values, attitudes, beliefs and context of both texts. Composes a response to the given question using language appropriate to audience, purpose and context. Composes a limited extended response, showing some awareness of the given question. Displays a basic knowledge of both texts and a limited understanding of the relationships between texts. Demonstrates a limited understanding of the values, attitudes, beliefs and context of both texts. Composes a limited response to the given question using language appropriate to audience, purpose and context. Composes an elementary or incomplete response, showing little/no awareness of the given question. Displays little knowledge of both texts and an elementary understanding of the relationships between texts. Demonstrates little understanding of the values, attitudes, beliefs and context of both texts. Composes an incomplete/unsatisfactory response. Virtual non-attempt/Non-attempt

MARKS

17-20

13-16

9-12

5-8

0-4

©Into English


MARKING CRITERIA                     

Displays an insightful and comprehensive understanding of the use and effectiveness of the techniques in the scene. Displays an extensive knowledge of both texts and a comprehensive understanding of the relationships between texts. Demonstrates an extensive understanding of the values, attitudes, beliefs and context of both texts. Composes a sophisticated response to the given question using language appropriate to audience, purpose and context. Displays a perceptive understanding of the use and effectiveness of the techniques in the scene. Displays a thorough knowledge of both texts and an understanding of the relationships between texts. Demonstrates a thorough understanding of the values, attitudes, beliefs and context of both texts. Composes a cohesive response to the given question using language appropriate to audience, purpose and context. Displays an understanding of the use and effectiveness of the techniques in the scene. Displays a sound knowledge of both texts and an understanding of the relationships between texts. Demonstrates an understanding of the values, attitudes, beliefs and context of both texts. Composes a response to the given question using language appropriate to audience, purpose and context. Displays limited understanding of the use and effectiveness of the techniques in the scene. Displays a basic knowledge of both texts and a limited understanding of the relationships between texts. Demonstrates a limited understanding of the values, attitudes, beliefs and context of both texts. Composes a limited response to the given question using language appropriate to audience, purpose and context. Displays an elementary understanding of the use and effectiveness of the techniques in the scene. Displays little knowledge of both texts and an elementary understanding of the relationships between texts. Demonstrates little understanding of the values, attitudes, beliefs and context of both texts. Composes an incomplete/unsatisfactory response. Virtual non-attempt/Non-attempt

MARKS

17-20

13-16

9-12

5-8

0-4

©Into English


King Richard III and Looking For Richard