© jonathan scobie 2010 the application the major assessment component of stage 2 english...

© Jonathan Scobie 2010

The ApplicationThe Application

The major assessment component The major assessment component of Stage 2 English Communicationsof Stage 2 English Communications

Application

The applications give students the opportunity to choose one aspect of language and communication and to spend time putting into practice strategies that will allow them to demonstrate their understanding of what they have observed. They will be drawing on knowledge, skills, strategies, and understanding gained through their studies in order to demonstrate their ability to use language for particular purposes.

Each Application Study involves:• Research into a form of communication• Development & completion of a product• Reflection (written or oral) on the process

Application

Students may, in consultation with their teacher, use multimedia presentations for written and oral assessment tasks. In such cases, students must acknowledge the source of, and obtain clearance for, any material they import, to avoid infringing copyright provisions.

Application

Eight Application Study options:1.1. Film-makingFilm-making2.2. InteractingInteracting3.3. Investigating Investigating 4.4. LanguageLanguage5.5. Multimedia web authoringMultimedia web authoring6.6. Oral languageOral language7.7. Workplace writing Workplace writing 8.8. Writing for publicationWriting for publication

Film-making Application

In the film-making application students In the film-making application students develop and apply their skills in making a develop and apply their skills in making a film, focusing on an area of their own film, focusing on an area of their own interest. It is an independent study, interest. It is an independent study, although teachers will work in close although teachers will work in close association with students as they develop association with students as they develop their film. The film may be a documentary, their film. The film may be a documentary, in narrative mode, experimental, or in the in narrative mode, experimental, or in the form of a music video clip. form of a music video clip.

Film-making Application

In the film-making application, the concept In the film-making application, the concept and shooting script must be the student’s and shooting script must be the student’s own work. Students must acknowledge the own work. Students must acknowledge the source of, and obtain clearance for, any source of, and obtain clearance for, any material they import, to avoid infringing material they import, to avoid infringing copyright provisions. Students may use copyright provisions. Students may use actors or technical assistants if required by actors or technical assistants if required by their script. The directing decisions and their script. The directing decisions and the filming decisions must be the work of the filming decisions must be the work of the student being assessed.the student being assessed.

Film-making Application In preparing their film, students will In preparing their film, students will

demonstrate their grasp of the conventions demonstrate their grasp of the conventions associated with the medium by incorporating, associated with the medium by incorporating, as appropriate, some or all of the following as appropriate, some or all of the following elements:elements:

• Storyboard and scriptingStoryboard and scripting• DesignDesign• Organising a shooting scheduleOrganising a shooting schedule• Budgeting and productionBudgeting and production• Lighting and colourLighting and colour• Characterisation and special effectsCharacterisation and special effects• Length and type of shotLength and type of shot• Soundtrack, sound effects, and musicSoundtrack, sound effects, and music• EditingEditing• Cutting, fading, and dissolvingCutting, fading, and dissolving• Graphics and titles.Graphics and titles.

Film-making Application Students willStudents will hand in with their film supporting hand in with their film supporting

materials produced during the planning, materials produced during the planning, preparation, and shooting of the film. These preparation, and shooting of the film. These could include storyboard, annotated script, could include storyboard, annotated script, evidence of the conception and development of evidence of the conception and development of ideas, shooting and budgeting schedules, ideas, shooting and budgeting schedules, records of directorial decisions, drafts, and records of directorial decisions, drafts, and diagrams, and must include a statement of the diagrams, and must include a statement of the resources available to them. This should be resources available to them. This should be verified by the teacher. Students will use the verified by the teacher. Students will use the oral mode to reflect on the process of making oral mode to reflect on the process of making their film.their film.

Interacting Application

In the interacting application students In the interacting application students develop and apply their skills in develop and apply their skills in report report writingwriting by interacting with others in an by interacting with others in an area of their own interest outside the area of their own interest outside the classroom context. Although students classroom context. Although students will choose their focus and undertake will choose their focus and undertake their interaction independently, teachers their interaction independently, teachers will work in close association with them, will work in close association with them, especially in the planning stages.especially in the planning stages.


Students may choose from the following Students may choose from the following five options in deciding on an appropriate five options in deciding on an appropriate context for the interaction and context for the interaction and subsequent report:subsequent report:

1.1. Conducting an InterviewConducting an InterviewFor example, researching a career option, exploring a For example, researching a career option, exploring a social issue, eliciting biographical information, or social issue, eliciting biographical information, or seeking detailed information on an area of particular seeking detailed information on an area of particular interest.interest.

2.2. Teaching a Lesson or Unit of WorkTeaching a Lesson or Unit of WorkFor example, working with peers, or in a cross-age For example, working with peers, or in a cross-age tutoring context, to teach a concept in any subject area tutoring context, to teach a concept in any subject area of interest.of interest.


3.3. Leading or Supporting Others in a Community ActivityLeading or Supporting Others in a Community ActivityFor example, coaching a team or group, working as a For example, coaching a team or group, working as a volunteer with organisations such as the Country Fire volunteer with organisations such as the Country Fire Service (CFS) or St John Ambulance.Service (CFS) or St John Ambulance.

4.4. Interacting in a Team or Workplace ContextInteracting in a Team or Workplace ContextFor example, monitoring and modifying the language of For example, monitoring and modifying the language of interaction used to achieve a collaborative goal, such as interaction used to achieve a collaborative goal, such as working on a committee or working with others.working on a committee or working with others.

5.5. Conducting a Survey with Accompanying ReportConducting a Survey with Accompanying ReportFor example, preparing a survey instrument to gauge For example, preparing a survey instrument to gauge opinion and presenting findings in summary form. The opinion and presenting findings in summary form. The survey should involve personal interaction of some survey should involve personal interaction of some length in order to gain qualitative data. It is not length in order to gain qualitative data. It is not sufficient for the purpose of this exercise to use sufficient for the purpose of this exercise to use quantitative data gained through multiple written quantitative data gained through multiple written surveys.surveys.

Interacting Application All these options require close interactive All these options require close interactive

contact with individuals. Studies that contact with individuals. Studies that focus on the language of interaction focus on the language of interaction without this contact are not appropriate. without this contact are not appropriate. A key aspect of this study is the A key aspect of this study is the student’s ability to organise and sustain student’s ability to organise and sustain the kind of contact necessary to record the kind of contact necessary to record and reflect on the nature of the and reflect on the nature of the interaction. If initial plans prove difficult interaction. If initial plans prove difficult or impossible to carry out, students are or impossible to carry out, students are expected to show the initiative and expected to show the initiative and flexibility to vary their planning in order flexibility to vary their planning in order to establish the required quality of to establish the required quality of interaction.interaction.

Interacting Application The interaction should be of 1 to 2 hours. This The interaction should be of 1 to 2 hours. This

could be a single interaction or a series of could be a single interaction or a series of shorter interactions that sustain a single focus.shorter interactions that sustain a single focus.

Students should maintain a record of the Students should maintain a record of the process used in organising the interaction; a process used in organising the interaction; a summary of the findings; and some summary of the findings; and some interpretation, explanation, analysis, and interpretation, explanation, analysis, and evaluation of the interaction. Students will use evaluation of the interaction. Students will use the oral mode to reflect on the language of the the oral mode to reflect on the language of the interaction and its effectiveness; the use of interaction and its effectiveness; the use of language in this context; key elements of the language in this context; key elements of the interaction that affect its overall quality; and interaction that affect its overall quality; and suggested alternative strategies to improve suggested alternative strategies to improve future (real or imagined) interactions.future (real or imagined) interactions.

Investigating Application In the investigating application students In the investigating application students

develop and apply their skills in develop and apply their skills in writing a writing a reportreport based on based on conducting a research conducting a research investigationinvestigation. Although students will . Although students will choose their focus and undertake their choose their focus and undertake their investigation independently, teachers will investigation independently, teachers will work in close association with them, work in close association with them, especially in the planning stages to especially in the planning stages to develop an understanding of the principles develop an understanding of the principles of defining and finding information, and of defining and finding information, and selecting and organising it for presentation selecting and organising it for presentation in an appropriate form. in an appropriate form.

Investigating Application Students will need to consider the language Students will need to consider the language

features of the material they discover in their features of the material they discover in their investigation and those that are appropriate for investigation and those that are appropriate for their own presentation. They will consider the their own presentation. They will consider the range and features of primary and other sources range and features of primary and other sources available to those engaging in the research available to those engaging in the research process. Appropriate sources of information could process. Appropriate sources of information could include print and electronic media, libraries, include print and electronic media, libraries, archives, and members of the wider community.archives, and members of the wider community.

Students will use the oral mode to reflect on the Students will use the oral mode to reflect on the process of gaining the information, on the sources process of gaining the information, on the sources used, and on the language used.used, and on the language used.

Investigating Application

Each student will conduct a research Each student will conduct a research investigation that will demonstrate the investigation that will demonstrate the capacity for independent learning. capacity for independent learning. Students should be aware of the Students should be aware of the advantage of developing a clearly defined advantage of developing a clearly defined purpose for the research to take place. purpose for the research to take place. They should identify an audience (real or They should identify an audience (real or implied) for the report. In negotiation with implied) for the report. In negotiation with their teacher, students should choose an their teacher, students should choose an appropriate task for their investigation appropriate task for their investigation from the following list:from the following list:

Investigating Application Development of a proposal based on a local community Development of a proposal based on a local community

issue or community project.issue or community project. Examination of and report on the operation and Examination of and report on the operation and

implications of copyright or other legislation in a specified implications of copyright or other legislation in a specified workplace.workplace.

Development of a promotional program, including activities Development of a promotional program, including activities for the clients of a service (e.g. the school library).for the clients of a service (e.g. the school library).

Analysis and evaluation of the effectiveness of selected Analysis and evaluation of the effectiveness of selected work processes such as archiving, preparing, processing, work processes such as archiving, preparing, processing, storing, and retrieving materials (print, electronic, or other).storing, and retrieving materials (print, electronic, or other).

Development of an aspect of an appropriate occupational Development of an aspect of an appropriate occupational health, safety, and welfare or other training program for a health, safety, and welfare or other training program for a selected workplace.selected workplace.

Acting as an investigative reporter, creating a news report Acting as an investigative reporter, creating a news report on an issue, person, situation, or organisation.on an issue, person, situation, or organisation.

Language Application

In the language application students In the language application students develop and apply their skills in the study develop and apply their skills in the study of an aspect of language. It is an of an aspect of language. It is an independent study, although teachers will independent study, although teachers will work in close association with students in work in close association with students in the development of their own focus, which the development of their own focus, which must be related to the English language.must be related to the English language.

Students should base their study on one of Students should base their study on one of the following:the following:

Language Application Study of a ‘language’ (discourse or idiolect) Study of a ‘language’ (discourse or idiolect)

within English, e.g. computer, rap, or figurative within English, e.g. computer, rap, or figurative languages.languages.

Historical, sociological, or cultural perspectives on Historical, sociological, or cultural perspectives on the English language.the English language.

Study of the use of language in an author’s Study of the use of language in an author’s works.works.

Primary research into the effects of globalisation Primary research into the effects of globalisation or multiculturalism on Australian English.or multiculturalism on Australian English.

Acquisition of the English language by people Acquisition of the English language by people from remote indigenous communities, migrant from remote indigenous communities, migrant groups, or during childhood.groups, or during childhood.

Political speeches/cartoons.Political speeches/cartoons. Language used in sporting contexts.Language used in sporting contexts.

Multimedia Web Authoring Application

In the multimedia web authoring In the multimedia web authoring application students develop and apply application students develop and apply their skills in authoring, using their skills in authoring, using information and communication information and communication technology to construct a website. It is technology to construct a website. It is an independent study, although teachers an independent study, although teachers will work in close association with will work in close association with students in the development of their students in the development of their product. The product must explore a product. The product must explore a clearly defined concept or notion. clearly defined concept or notion.


In devising their multimedia web text, students In devising their multimedia web text, students will demonstrate their grasp of the conventions will demonstrate their grasp of the conventions associated with the form by successfully associated with the form by successfully incorporating the following incorporating the following threethree elements: elements:

• Written information Written information • HyperlinksHyperlinks• Visual designVisual design

andand at leastat least twotwo of the following additional of the following additional elements:elements:

• SoundSound• Photo editingPhoto editing• Video editingVideo editing• Animation.Animation.


Students will need to consider possible concepts Students will need to consider possible concepts or notions that could provide a focus for their or notions that could provide a focus for their website and generate a range of screens. All the website and generate a range of screens. All the elements chosen should be used in a manner elements chosen should be used in a manner appropriate to the subject and should enhance, appropriate to the subject and should enhance, rather than detract from, the delivery of the rather than detract from, the delivery of the message. Students should demonstrate an message. Students should demonstrate an understanding of the conventions associated understanding of the conventions associated with computer-mediated design, as well as an with computer-mediated design, as well as an ability to use these clearly and accurately. ability to use these clearly and accurately.

Clear and accurate communication is essential, Clear and accurate communication is essential, so students should ensure they focus on so students should ensure they focus on accepted conventions of language and accepted conventions of language and communication, including writing (e.g. spelling, communication, including writing (e.g. spelling, punctuation, grammar, layout and appropriate punctuation, grammar, layout and appropriate vocabulary), as well as on principles of clear vocabulary), as well as on principles of clear visual and aural communication.visual and aural communication.


The website should have a clear purpose, The website should have a clear purpose, which needs to be explicitly understood which needs to be explicitly understood when it is browsed. Students must also when it is browsed. Students must also be aware of their school’s situation with be aware of their school’s situation with regard to copyright when creating their regard to copyright when creating their product. Generally, any images or other product. Generally, any images or other material used must be created by the material used must be created by the students and not copied from other students and not copied from other websites or sources without appropriate websites or sources without appropriate acknowledgment and clearances.acknowledgment and clearances.


Students should maintain a record of the Students should maintain a record of the planning, preparation, and construction of the planning, preparation, and construction of the website. This could include (in hard copy or on website. This could include (in hard copy or on disc) images, sounds, storyboard, annotated disc) images, sounds, storyboard, annotated drafts, evidence of the conception and drafts, evidence of the conception and development of ideas, schedules, records of development of ideas, schedules, records of decisions, and diagrams, and must include a decisions, and diagrams, and must include a statement of the resources available to them. statement of the resources available to them. This should be verified by the teacher. This should be verified by the teacher.

Students will use the oral mode to reflect on the Students will use the oral mode to reflect on the process of developing and constructing the process of developing and constructing the website.website.

Oral Language Application

In the oral language application students In the oral language application students develop and apply their oral language develop and apply their oral language skills in different contexts. Students skills in different contexts. Students should aim to present complex ideas and should aim to present complex ideas and information to an audience via the information to an audience via the spoken word. spoken word.

Students should have opportunities to Students should have opportunities to develop and demonstrate oral skills and develop and demonstrate oral skills and understandings in a range of situations understandings in a range of situations chosen from the following list:chosen from the following list:

Oral Language Application A presentation of a point of view on a current issue or area A presentation of a point of view on a current issue or area

of personal interest.of personal interest. A dramatic performance.A dramatic performance. An audiotape suitable for a radio broadcast (note that most An audiotape suitable for a radio broadcast (note that most

of the tape must contain the student’s own voice and not of the tape must contain the student’s own voice and not be overwhelmed by other material such as music).be overwhelmed by other material such as music).

A set of instructions about a complex task or procedure, A set of instructions about a complex task or procedure, including dealing with feedback and questions.including dealing with feedback and questions.

An explanation of a complex topic, including dealing with An explanation of a complex topic, including dealing with feedback and questions.feedback and questions.

Participation in a formal debate, a formal interview, or a Participation in a formal debate, a formal interview, or a formal committee meeting.formal committee meeting.

A speech suitable for a formal occasion, such as a wedding, A speech suitable for a formal occasion, such as a wedding, welcoming ceremony, cultural occasion, school assembly, welcoming ceremony, cultural occasion, school assembly, or award presentation.or award presentation.

Oral Language Application A variety of resources may be used, such as cue A variety of resources may be used, such as cue

cards or notes, music, costumes, properties, cards or notes, music, costumes, properties, slides, tape-recorders, overhead transparencies, slides, tape-recorders, overhead transparencies, or laptop computers for PowerPoint or laptop computers for PowerPoint presentations.presentations.

The situations for oral activities may be formal The situations for oral activities may be formal or informal. The student must demonstrate or informal. The student must demonstrate range and variety in the style, tone, intention, range and variety in the style, tone, intention, or mode of the communication. or mode of the communication.

Students will use the Students will use the written modewritten mode to reflect to reflect on the preparation and effectiveness of their on the preparation and effectiveness of their oral tasks.oral tasks.

Workplace Writing ApplicationWorkplace Writing Application

In the workplace writing application students In the workplace writing application students develop and apply their written skills in the develop and apply their written skills in the context of the workplace. Students may choose context of the workplace. Students may choose from a range of possible workplaces, depending from a range of possible workplaces, depending on their particular vocational interests. Although on their particular vocational interests. Although all of this study may be completed in class, all of this study may be completed in class, students may wish to use work experience, or students may wish to use work experience, or some other form of access to a workplace, to some other form of access to a workplace, to inform their understanding of the range of inform their understanding of the range of written practices in a particular workplace.written practices in a particular workplace.

The following list indicates the types of writing The following list indicates the types of writing samples the students could produce:samples the students could produce:


Letters.Letters. Internal memoranda or Internal memoranda or

information bulletins.information bulletins. Reports of various types Reports of various types

(e.g. accident reports, (e.g. accident reports, inspection reports, or inspection reports, or progress reports).progress reports).

Press releases or Press releases or announcements to the announcements to the public.public.

A curriculum vitae for a A curriculum vitae for a job in a particular job in a particular workplace.workplace.

Requests for quotations or Requests for quotations or information from other information from other companies.companies.

Quotations for customer Quotations for customer orders.orders.

Stocktaking and inventory Stocktaking and inventory requirements.requirements.

Customer surveys or Customer surveys or feedback sheets.feedback sheets.

Replies to customers with Replies to customers with queries or complaints.queries or complaints.

Agenda and minutes for Agenda and minutes for management or staff management or staff meetings.meetings.

Business planning and Business planning and policy documents.policy documents.

Advertisements for Advertisements for products or services.products or services.

Telephone messages.Telephone messages. Posters (e.g. advertising Posters (e.g. advertising

staff social functions).staff social functions). Facsimile and email Facsimile and email

messages.messages. Signs.Signs.


Students will need to consider situations within Students will need to consider situations within the selected workplace which could provide a the selected workplace which could provide a focus for their samples and generate at least six focus for their samples and generate at least six pieces of writing. Clear and accurate writing is pieces of writing. Clear and accurate writing is an essential demand of most workplaces, so an essential demand of most workplaces, so students should ensure that they focus on the students should ensure that they focus on the conventions of each form of writing (e.g. conventions of each form of writing (e.g. spelling, punctuation, grammar, layout and spelling, punctuation, grammar, layout and appropriate vocabulary). When visual elements appropriate vocabulary). When visual elements are used, as in a letterhead or poster, students are used, as in a letterhead or poster, students should be aware of the need to communicate should be aware of the need to communicate clearly and to incorporate a substantial amount clearly and to incorporate a substantial amount of printed text in their design. of printed text in their design.


Students who use computer-generated Students who use computer-generated formats, templates, images and layouts formats, templates, images and layouts must include a statement of the must include a statement of the resources available to them. This should resources available to them. This should be verified by the teacher. be verified by the teacher.

The finished pieces of writing should The finished pieces of writing should show that the student has considered the show that the student has considered the needs of the intended audience and the needs of the intended audience and the appropriate publication envisaged.appropriate publication envisaged.

Students will use the oral mode to reflect Students will use the oral mode to reflect on the process of producing their pieces on the process of producing their pieces of writing.of writing.

Writing For Publication Application In the writing for publication application students

apply the skills they have developed in the composition of texts by choosing a particular form of writing and carrying it through to publication stage. Although it is expected that students will understand publication standards, the publication may be real or imagined (e.g. paperback, magazine, or electronic communication). The process will involve considering the needs of the intended audience.

Students, in collaboration with their teacher, will choose one of the following options:

Writing For Publication Application A short story (e.g. a crime, romance, science fiction,

or horror story). An anthology of original poems. A film, play, or other performance script. Review (film/prose/concert/restaurant etc.). Writing for children. A personal memoir. A chapter or section of a biography. A section of a newspaper or magazine (e.g. sports

section, travel section, front page, or school magazine).

A brochure or pamphlet. An article for a technical or special-interest journal. A lecture, speech, or essay.

Writing For Publication Application Students will need to undertake a study of the format and

publication requirements for the particular form of writing (e.g. a pamphlet, a scientific article, or an anthology of poems). In their own writing students should demonstrate an understanding of the literary and textual conventions associated with the chosen form, as well as an ability to use these clearly and accurately. Observation of the conventions will determine the vocabulary that is used and the attention that should be paid to punctuation, grammar and spelling. When visual elements are incorporated (e.g. diagrams, photographs or illustrations), students should be aware that it is necessary to communicate clearly and that the focus should be on how the visual elements contribute to the meaning of the printed text.

Students will use the oral mode to reflect on the process of developing their writing to publication standard.

Communication Study

In this study students will explore the relationship between audience, purpose, and form in a range of texts. They will experiment with various linguistic strategies to demonstrate their understanding of that relationship and what they have observed about the process of communication.

This is a shared activity based on the analysis and comparison of selected modes of communication. By group and class discussion of examples, students will identify the form, purpose, language, audience, and context that characterise different types of communication. They will also consider the factors that affect the interrelationship of author and audience in any mode of communication.

Communication Study

Tasks undertaken for this study should be based on two out of six categories of communication. For our course I have chosen the following:

Mass-media Communication • For example, newspapers, television, talkback radio,

press releases, magazines, technical journals; particular aspects of newspapers or television such as news presentation, sports reporting, or political commentary.

Advertising• For example, print, visual, aural, multimedia, online,

junk mail.

Communication Study

By comparing examples of mass-media communication from newspapers and television, students will come to understand the precise characteristics of such text types. They will develop an understanding of the features, conventions, and appeals to particular audiences.

Students will have the opportunity to create an example of communication based on other examples from print advertising. They may use written, visual, oral, or multimedia modes. Students will have the opportunity to explain the decisions they have made about form, purpose, language, audience, and context in the creation of an example (specifically, a full-page magazine advertisement).

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