Self-directed Clarifying Activity Assessment Type 1: Text Analysis Text Response Purpose The purpose of this activity is to support teachers to interpret and apply performance standards consistently to students work in Stage 1 English. To get the most value from this activity it is recommended that teachers spend time to complete step one before accessing the annotated student work sample in step two. Steps 1. Determine a grade for this student work sample. Please note: grades are determined by using the Stage 1 English performance standards and considering whether evidence of learning demonstrates the specific features predominantly within a particular grade e.g. a B grade level work sample should demonstrate specific features predominantly at the B grade band. 2. Access the annotated performance standards and student work sample. 3. Use the annotated performance standards and student work sample to compare your interpretation of the performance standards and recalibrate your assessment decision (if necessary). Once you have made an assessment decision Access the annotated performance standards and student work sample by holding the Ctrl key and clicking here. Page 1 of 6
Performance Standards for Stage 1 English Knowledge and Understanding Analysis Application Communication A Detailed knowledge and understanding of the ideas, values, and beliefs in familiar and unfamiliar texts. ways in which the creators and readers of familiar and unfamiliar texts use a range of language techniques and conventions to make meaning. Comprehensive knowledge and understanding of the ways in which familiar and unfamiliar texts are composed for a range of purposes and Analysis of complex connections between personal experiences, ideas, values, and beliefs, and those explored in familiar and unfamiliar texts. Perceptive analysis of a range of ways in which authors use language techniques to influence opinions and decisions in familiar and unfamiliar contexts. Use of a range of sophisticated language skills to analyse and solve simple and complex problems, and to demonstrate creativity. Detailed and appropriate use of evidence from texts to support conclusions, with textual references incorporated fluently in responses. Location, recording, analysis, use, and synthesis of knowledge relevant to familiar and unfamiliar contexts. Fluent and precise writing and speaking. structure for a range of mainly unfamiliar audiences and for varied purposes. B Knowledge and understanding of some ideas, values, and beliefs in familiar, and some unfamiliar, texts. ways in which the creators and readers of mainly familiar texts use some language techniques and conventions to make meaning. ways in which mainly familiar texts are composed for some purposes and Analysis of some complex connections between personal experiences, ideas, values, and beliefs, and those explored in familiar, and some unfamiliar, texts. Analysis of a range of ways in which authors use language techniques to influence opinions and decisions in familiar, and some unfamiliar, contexts. Use of a range of language skills to solve simple and complex problems, and to demonstrate creativity. Use of evidence from texts to support conclusions, with textual references incorporated in responses. Location, recording, analysis, use, and occasional synthesis of knowledge relevant to mostly familiar contexts. Mostly fluent and precise writing and speaking. structure for a range of mostly familiar audiences and purposes. C Knowledge and understanding of some simple ideas, values, or beliefs in familiar texts (e.g. identifies relevant information from a range of written texts). Knowledge and understanding of a number of ways in which the creators and readers of a narrow range of familiar texts use some language techniques and conventions to make meaning (e.g. reads a range of texts, noting key differences of presentation and layout). ways in which familiar texts are composed for familiar purposes and audiences (e.g. identifies purpose and audience of texts). Analysis of simple connections between personal experiences, ideas, values, and beliefs, and those explored in familiar texts (e.g. explicitly connects new ideas/information with own knowledge, using techniques such as anecdotes and analogies). Descriptive analysis of a number of ways in which authors use language techniques to influence opinions and decisions in familiar contexts (e.g. recognises that the author selects the structure of a text to serve a particular purpose). Use of language skills to solve routine problems in familiar contexts or to demonstrate creativity (e.g. writes a short formal letter, outlining instructions for a particular purpose such as closing a bank account). Competent use of evidence from texts to support conclusions (e.g. reads short, simple narrative of choice and discusses how text reflects author s opinion). Location, recording, and occasional analysis and use of knowledge relevant to a familiar context (e.g. reads and interprets diagrammatic/graphic texts that are unambiguously presented). Generally fluent and functional writing and speaking. Use of an appropriate style and structure for familiar audiences and purposes (e.g. produces a range of familiar text types, with appropriate structures; uses vocabulary with increasing precision to show how words carry particular shades of meaning). D Identification of some simple ideas, values, or beliefs in some familiar texts. Knowledge and understanding of some of the ways in which the creators and readers of a narrow range of familiar texts use language techniques and conventions to make simple or factual meaning. Knowledge of the ways in which familiar texts are composed for personally relevant purposes and familiar Reference to simple connections between uncomplicated personal experiences, ideas, values, and beliefs, and those explored in familiar texts. Reference to some ways in which authors of familiar texts use language techniques to influence opinions and decisions in familiar contexts. Use of a restricted range of language skills to solve simple problems in familiar contexts or to demonstrate some creativity. Some use of evidence from familiar texts to support conclusions. Location, recording, and use of factual knowledge relevant to a familiar context. A level of fluency in writing and speaking in personally relevant situations. structure for a narrow range of familiar audiences and purposes. E Identification of a simple idea in a highly familiar text. way in which a creator or reader of a highly familiar text uses a language technique or convention to make factual meaning. Knowledge of the ways in which highly familiar texts are composed for personally relevant purposes and highly familiar Recognition of a simple connection between a straightforward personal experience, idea, value, or belief, and that explored in a highly familiar text. Reference to the way in which an author uses language techniques to influence opinions and decisions in a highly familiar context. Use of a restricted range of language skills to solve simple problems in highly familiar contexts or to demonstrate creativity. Some use of evidence from highly familiar texts to support a simple conclusion. Location, recording, or use of factual knowledge relevant to a highly familiar context. Beginning of development of fluent writing and speaking in personally relevant situations. structure for a narrow range of highly familiar audiences and purposes. Page 2 of 6
STAGE 1 ENGLISH ASSESSMENT TYPE 1: TEXT ANALYSIS Text Response: Love, ghosts & nose hair Purpose To explore the relationship between language techniques and conventions and a theme in Steve Herrick s novel, Love, ghosts & nose hair. Description After reading Steve Herrick s novel and following class discussion, answer the following essay question: Purpose clearly stated. Discuss the main techniques used by Steve Herrick in Love, ghosts & nose hair to explore one of the novel s dominant themes. Your essay should: identify the theme you wish to investigate (e.g. Growing up and rites of passage; Grief, loss and acceptance; Love and relationships) and identify the language techniques and conventions (e.g. narrative mode; characterisation; poetic techniques) in your introductory paragraph. use a topic sentence for each of your main body paragraphs to link the chosen theme with a technique. Use evidence from the novel including quotations to discuss in detail the impact of the technique on conveying the theme and use evidence from the novel, including quotations to validate your assertions. show evidence of proofreading to ensure you write with accuracy and clarity, using the appropriate language and structure of an essay. Dot points scaffold steps in writing an effective analytical essay. Assessment Conditions An essay of up to 800 words due on 28 th March 2014. Assessment Design Criteria Knowledge and Understanding KU1 ideas, values, and beliefs explored in texts. KU2 ways in which the creators and readers of texts use language techniques and conventions to make meaning. KU3 ways in which texts are composed for a range of purposes and Analysis An1 Analysis of the connections between personal experiences, ideas, values, and beliefs, and those explored in a text. An2 Analysis of the ways in which language techniques are used to influence opinions and decisions in a range of contexts. Application Ap1 The use of a range of language skills to analyse and solve problems, and to demonstrate creativity. Ap2 The use of evidence from texts to support conclusions. Ap3 The ability to locate, record, analyse, use, and synthesise knowledge. Communication C1 Accuracy, clarity, and fluency of expression. C2 The use of an appropriate style and structure for the audience and purpose when composing texts. Page 3 of 6
Student Work Sample Page 4 of 6
STAGE 1 ENGLISH ASSESSMENT TYPE 1: TEXT ANALYSIS Text Response: Love Ghosts and Nose Hair Love, Ghosts and Nose Hair is a book authored by Steven Herrick. It is a book based on the not so average life of a teenage boy called Jack. Jack is the main character of this book alongside with some of his family members and friends. It is a general story of his hardships, and of his past which is constantly troubling him. This book has a special feature making it different from others. Having the story told in poetic form whilst having the character speak in first person enables the audience to hear first-hand and this makes it seem like a real person who has feelings. Most of the poetic techniques used are simple ones such as similes, metaphors and alliteration, however, there are more complex ones which take time to interpret or spot out. Throughout the book there are many meanings (morals) mainly to the themes of maturing and romance. The book revolves around the main character Jack. Jack is a teenager at the age of 16, living with his sister Desiree and his father however, he is not your average teen. At the age of 10 Jack's mother had passed away because of cancer. This resulted in the whole family to resort a state of depression and grief. Experiencing such misfortune has scarred Jack for life as he would not be brought up with the care and love a mother provides. Steve Herrick has introduced a "Ghost" which plays a big part in the story as it lets us know how Jack is feeling. Throughout Jack's suffering and loneliness of his mother's death he had created a ghost in order to relieve some of his pain. This ghost always listens to what Jack has to say and give him advice to maintain that he is headed to the right direction. As seen in countless poems he resorts to the ghost whenever he feels lonely or sad. Throughout the story we see that Jack is very close to his sister Desiree. They both have a strong relationship which they can support each other with any questions or needs. His father is a lonesome man, losing his wife was a giant shock which has kept him in a state of depression having no other way to recover other than his children's support. As the story progresses Jack goes through a lot of hardships, but slowly recovers with the help of his loved ones. The author makes us feel that his father and sister are very real people who can help him mature and grow up. The techniques used in this story are mainly poetic. Herrick writes the story in free verse poetry giving it a very personal touch. This can be seen when he describes love as a gob stopper something that you really want but when you finally get it you choke and die. Several types of poetic techniques are used in this book, most of which are simple but some which are more sophisticated by having a broader imaginability. The commonly found are similes, metaphors, alliteration and personification, whilst the more advanced ones are juxtaposition, blues poem and onomatopoeia. For example in the poem when Jack is imagining that he will become a famous poet and that university lectures will read his poetry in years to come badly he uses alliteration when he says what a jewel what a gift what a gem I gave The author Steven Herrick has mainly focused on using Imagery and Aural devices. Using imagery the author has manipulated the readers mind into seeing certain sights or emotions, this is because of the importance or the significance of which the area/person he is speaking of. A perfect example is chapter "30" named "I kissed Annabel s photo". This chapter includes a poem about Jack and his loneliness which had resulted to kissing a picture of his mother every night just wishing he could see her once again. The second category aural devices manipulate sounds. The book involves many chapters where emotions and tensions are high, the manipulation of sounds used in these specific times magnify interest and curiosity. Whilst using these techniques one of the main goals of the author was to try to capture the characters emotions and feelings, wanting to relate it all to the main themes of the poem making the morals of the story more meaningful. Page 5 of 6
The main themes found in this book are romance, grief and the ability to mature. Jack relates to all these themes as each of them play an important role throughout the book. Grief is one the most important aspects that take role in this book. It is shared throughout the family with each having their separate thoughts, but overall connected to the death of the mother. The only romance shown in the book is seen between Jack and Annabel. Annabel is Jack's lover and his personal pain reliever. The relationship between the two develops over time and whilst in the process of progress, Annabel slowly heals Jack from his grief and sadness. Annabel is Jack's source of happiness, while he is with her he feels true happiness for the first time since the death of his mother. Without Annabel, Jack wouldn't have ever gotten over the death of his mother as she had provided care and love which had replaced his grief and sadness. The book has a story span of 1 year. Through this year Jack slowly matures into more of an adult through making decisions and giving up what is precious to him. As seen on page "112" is a poem about Jack and the ghost. He confesses that he no longer wants to keep on clinging onto the ghost and tries to forget about her. He wants to move on from the past and live in the present while thinking of his future. This change had slowly occurred after pages "28" and states that it is childish to keep hanging on to his imagination of the motherly ghost, now that he has Annabel he slowly wants to move forward. This book has many unique aspects as it explores ideas how an average life is turned around by a disease, but more importantly how a person recovers with the help of others. Having been written in mostly poetic form the author has putting meaning behind his words giving each one of them certain significance. The title itself Love, Ghosts and Nose Hair summarises what the book is mainly about. The love between Jack and Annabel, the ghost which belongs to Jack's imagination in order to remember his mother, but most importantly 'Nose Hair'. Nose hair is the focal point of the book as it is a personification of Jack's grief. No matter how many times a person tries to cut their nose hair it always grows back. The same applies to Jack, however, it is the sadness of his mother's death. He tries to let go, but the grief is too great therefore it will always stay with him. Page 6 of 6