supervised written: analytical exposition in response to … · 14847. supervised written:...

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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

English 2010 Sample assessment instrument and student responses


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:


· 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 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 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.

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



of 11

Comments

discerning analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences 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 discerning use of a wide range of apt vocabulary for specific purposes



of 11

Comments

subtle and complex evaluation of perspectives and representations of concepts, identities, times and places in Shakespearean texts discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions subtle and complex evaluation of perspectives and representations of concepts, identities, times and places in Shakespearean texts discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions



of 11

Comments

discerning use of a wide range of apt vocabulary for specific purposes discerning evaluation of aesthetic features and their effects in Shakes-pearean texts



of 11

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



of 11

Comments

discerning use of mode- appropriate cohesive devices to develop and emphasise ideas and connect parts of the analytical exposition, including paragraphing discerning analysis of the ways ideas, attitudes and values underpin Shakespearean texts and influence audiences manipulation and control of roles of the essay writer, and relationship with reader



of 11

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 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



of 11

Comments

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



of 11

Comments

selection and sequencing and organisation of relevant subject matter to support opinions 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 QCAA acknowledges the contribution of All Saints Anglican School in the preparation of this document.

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