extended response: analytical exposition in response … · 14840. extended response: analytical...

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Extended response: Analytical exposition in response to a literary text (post-verification) 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 student work presented in this sample is in response to an assessment task

Task Analyse the ways Shakespeare positions his audiences to view a male or female character in the play you have studied. You should consider the cultural and social assumptions about men and women that existed and operated during Shakespeare’s time and evaluate how a contemporary reader might respond to the play. Genre: Analytical exposition in response to a literary text Audience: Teenage audience Purpose: To analyse and evaluate Length: 800–1200 words

English 2010 Sample assessment instrument and student responses

The English 2010 syllabus requires an analytical exposition in response to an unseen question based on an in-depth study of a complete literary text. This assessment instrument must be completed under supervised conditions and in one uninterrupted session. This sample is an appropriate post-verification assessment instrument where schools have more flexibility in choice of text category and conditions.


Queensland Curriculum & Assessment Authority October 2014

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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 a range of genre patterns and conventions to achieve specific purposes

• use of genre patterns and conventions 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



• 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 analytical exposition, including paragraphing

• use of mode-appropriate cohesive devices to link ideas and connect parts of 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



• 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.

http://www.qcaa.qld.edu.au/xxxx.html

http://www.qcaa.qld.edu.au/xxxx.html



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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 evaluation of aesthetic features and their effects in Shakespearean texts exploitation of genre patterns and conventions of an analytical exposition to achieve specific purposes a discerning combination of a range of grammatically accurate language structures for specific effects



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Comments

discerning use of a wide range of apt vocabulary for specific purposes a discerning combination of a range of grammatically accurate language structures for specific effects, including clauses and sentences discerning 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 discerning use of a wide range of apt vocabulary for specific purposes



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Comments

discerning analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions manipulation and control of roles of the essay writer, and relationship with readers



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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 evaluation of perspectives and representations of concepts, identities, times and places in Shakespearean texts identification and explanation of aesthetic features and their effects in Shakespearean texts analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences selection, sequencing and organisation of relevant subject matter to support opinions suitable use of mode-appropriate features to achieve purposes



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Comments

selection, sequencing and organisation of relevant subject matter to support opinions use of a range of mostly grammatically accurate language structures to achieve purposes use of mode-appropriate cohesive devices to link ideas and connect parts of the analytical exposition, including paragraphing use of genre patterns and conventions of an analytical exposition to achieve purposes establishment and maintenance of roles of the essay writer, and relationship with readers



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Acknowledgments The QCAA acknowledges the contribution of Smithfield State High School in the preparation of this document.

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