english 2010 : supervised written: analytical exposition ... · english 2010 sample assessment...

English 2010 Sample assessment instrument and student responses

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

Queensland Studies Authority April 2011 | 2

Instrument-specific criteria and standards

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.qsa.qld.edu.au/11703.html.

Standard A Standard C

Understanding and responding to contexts

The student work has the following

characteristics:


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 reader.

establishment and maintenance of roles

of the essay writer, and relationship with

reader.

Understanding and controlling textual features


characteristics:


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.

Creating and evaluating meaning


characteristics:


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.

Note: Colour highlights have been used in the table to emphasise the qualities that discriminate

between the standards.

Key:

Describes how well the objective is demonstrated

Describes the effect of choices

http://www.qsa.qld.edu.au/11703.html


Indicative response — Standard A

The annotations show the match to the instrument-specific standards.

Comments

exploitation of 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


Comments


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



Comments

subtle and complex evaluation of perspectives and representations of concepts, identities, times and places in Shakespearean texts


subtle and complex evaluation of perspectives and representations of concepts, identities, times and places in Shakespearean texts



Comments


discerning evaluation of aesthetic features and their effects in Shakespearean texts


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


Comments

discerning use of mode- appropriate cohesive devices to develop and emphasise ideas and connect parts of the analytical exposition, including paragraphing


manipulation and control of roles of the essay writer, and relationship with reader


Indicative 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


Comments

analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences


suitable use of mode-appropriate features to achieve purposes

evaluation of perspectives and representations of concepts, identities, times and places in Shakespearean texts




Comments


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 QSA acknowledges the contribution of All Saints Anglican School in the preparation of this

document.

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