Does contemporary literature encourage young readers to look beyond the Australian stereotype

Does contemporary literature encourage young readers to look beyond the Australian stereotype

instruction

Charters Towers School of Distance Education

 

ENGLISH – Year 11

Australian Identities

Spoken Forum

Assessment Instrument B

 

Term 2, Semester 1, 2018

Student name: ____________________________ Teacher’s name:

 

Date Completed: _________________

Important Dates

1.   First notice given: Week 1
2.   Proposal for story due: Week 2
3.   Draft of story due: 11th May 2018
4.   Completed item due: 18th MAY  

Context

 

In this unit, students will study a range of literature that represents various ways of being Australian.  They will consider how differing cultural assumptions, attitudes, values and beliefs about being Australian are embedded in the literature studied. They will study various narrative structures. They will also consider some of the ways Australian identities are portrayed in the literature and how stereotypes can be challenged.  Students will also consider the representations of race in texts.

Task Description

As a young short story writer, you have been asked to discuss Australian identity in contemporary literature with a number of young writers at a literary forum. You have been asked to present a formal speech in response to a question.

Genre

Formal literary speech for a forum (public text).

Social Purpose

To discuss contemporary literature and national identity and effectively argue a point of view.

Tenor/roles/relationships

You are a speaker at a Youth Forum on Australian identity in contemporary literature. Your audience are writers, students and people interested in literature.

Length

3-4 minutes

Mode/Medium

Spoken and recorded as a sound file/audiotape

Field/subject matter

·         Refer to TWO or more texts (minimum 2, maximum 4) –

*   ONE of these texts must be a novel approved by your teacher (if               not studied as part of the course);

*   AT LEAST one other text must be a class text from the unit (short stories, poems, novel extracts etc.).

·         Use the texts from Unit 1 of this English course.

·         Use appropriate language for a formal speech.

CCEs Covered

Interpreting the meaning of words or other symbols

Using correct spelling, punctuation, grammar

Using vocabulary appropriate to a context

Structuring/organising extended written text

Empathising

Interrelating ideas/themes/issues

Creating/composing/devising

Visualising

Conditions

·         Prepared, individual task.

·         Expository genre taught.

·         Subject matter i.e. Australian literature, taught Topics 1, 2, 3.

·         Use of script for presentation.

·         Student to complete statement outlining resource use.

·         Written proposal, annotated draft, palm cards to be submitted.

 

 

 

 

Assessment Item B

 

Task description

 

Task Description

As a young short story writer, you have been asked to discuss Australian identity in contemporary literature with a number of young writers at a literary forum. You have been asked to present a formal speech in response to the following question.

 

 

Does contemporary literature encourage young readers to look beyond Australian stereotypes?

 

 

You have been asked to specifically refer to texts that are central to the theme of the forum: ‘Australian Identity’. These texts include:

–       Either of the class texts ‘Boys of Blood and Bone’ (novel)/ ‘Looking for Alibrandi’ (screenplay) OR an Australian novel of your choosing that relates to the topics covered (must be approved by your teacher)

–       At least one (1) other text (short stories, poems, novel extracts, etc) that you have examined in Unit 1 of this course.

 

 

 

You must submit with your draft:

  • Your script
  • Bibliography

 

You must submit with your final copy:

  • Your task sheet signed
  • Your script
  • Recording of your speech
  • Bibliography
Make sure you discuss:

 

¨  The stereotypes you are focusing on (at least 1)

¨  Your thesis

¨  Has the stereotype changed or continued?

¨  Is the current stereotype an accurate description of contemporary Australians?

¨  Provide evidence to support what you are saying from:

–       Selected novel (either ‘Boys of Blood and Bone’, ‘Looking for Alibrandi’ or an approved relevant novel.

–       At least one other resource we have used in class.

¨  How these stereotypes encourage or discourage young readers to look beyond stereotypes.


Before your official supervisor mails your completed assessment item to your teacher:

 

Staple together in the following order:

 

 

  1. This task sheet
  2. Copies of proposal and annotated draft
  3. Final copy of assessment item – bubble pack containing completed task on CD/USB.
  4. Statement of resource use.


 

Statement of resource use

Resources Stages of text production
Material Initial ideas Plan/rehearsal Final presentation
       Internet

school library

outside libraries

computer

magazines

other

Human
       teacher

peers

member of family

librarian

tutor

other

  • I acknowledge the school’s plagiarism policy and understand the consequences of plagiarism.
  • I acknowledge that I have not plagiarised information for this assessment item.
  • I acknowledge that this work is my own.

 

Student’s signature: _______________________ Date: _______________

 

Standards and Dimensions                                             Assessment Item B                                                            Year 11 English

Dimension A B C D E
Understanding and responding to contexts The student work has the following characteristics:

·   exploitation of the patterns and conventions of a literary speech to argue a point of view

·   discerning selection, organisation and synthesis of relevant and substantive subject matter from Australian literature to support opinions and perspectives

·   manipulation and control of role of forum speaker and relationship with the audience.

The student work has the following characteristics:

·   effective control of the patterns and conventions of a literary speech to argue a point of view

·   effective selection, organisation and synthesis of relevant subject matter from Australian literature to support opinions and perspectives

·   establishment and control of role of forum speaker and relationship with the audience.

The student work has the following characteristics:

·   use of the patterns and conventions of a literary speech to argue a point of view

·   selection, sequencing and organisation of relevant subject matter from Australian literature to support opinions and perspectives

·   establishment and maintenance of role of forum speaker and relationship with the audience.

The student work has the following characteristics:

·   use of aspects of the patterns and conventions of a literary speech to argue a point of view

·   selection and organisation of subject matter from Australian literature to support opinions or perspectives

·   establishment of some roles of forum speaker and relationship with the audience.

The student work has the following characteristics:

·   use of aspects of the patterns and conventions of literary a speech

·   selection of some subject matter from Australian literature to state an opinion

·   use of roles of forum speaker.

Understanding and controlling textual features The student work has the following characteristics:

·   discerning combination of a range of grammatically accurate language to invite listeners to take up positions, including rhetorical questions and personal pronouns

·   discerning use of cohesive devices to develop and emphasise ideas and connect parts of a literary speech

·   discerning use of a wide range of apt vocabulary to engage the audience, including formal language

·   discerning use of spoken features to enhance meaning and persuade including: pitch, pause, pace and volume.

The student work has the following characteristics:

·   control of a range of grammatically accurate language structures to invite listeners to take up positions, including rhetorical questions and personal pronouns

·   effective use of cohesive devices to develop and maintain ideas and connect parts of a literary speech

·   effective use of a range of apt vocabulary to explain opinions, including formal language

·   effective use of spoken features to enhance meaning and persuade including: pitch, pause, pace and volume.

The student work has the following characteristics:

·   use of a range of mostly grammatically accurate language structures to invite listeners to take up positions, including rhetorical questions and personal pronouns

·   use of cohesive devices to link ideas and connect parts of a literary speech

·   use of suitable vocabulary to explain opinions, including formal language

·   suitable use of spoken features to convey meaning including: pitch, pause, pace and volume.

The student work has the following characteristics:

·   inconsistency in the use of grammar and language structures, to invite listeners to take up positions

·   use of some cohesive devices to connect parts of a literary speech

·   use of vocabulary that varies in suitability to explain opinions

·   use of spoken features that vary in suitability including: pitch, pause, pace and volume.

The student work has the following characteristics:

·   grammar and language structures that impede meaning

·   some connection between parts of a literary speech

·   use of vocabulary that distracts from meaning

·   use of spoken features that distract from meaning including: pitch, pause, pace and volume.

Creating and evaluating meaning The student work has the following characteristics:

·   discerning manipulation of the ways ideas, attitudes and values underpin Australian literature to influence the audience

·   subtle and complex creation of perspectives and representations of concepts, identities, times and places in Australian literature.

The student work has the following characteristics:

·   effective manipulation of the ways ideas, attitudes and values underpin Australian literature to influence the audience

·   effective creation of perspectives and representations of concepts, identities, times and places in Australian literature.

The student work has the following characteristics:

·   appropriate use of the ways ideas, attitudes and values underpin Australian literature to influence the audience

·   creation of perspectives and representations of concepts, identities, times and places in Australian literature.

The student work has the following characteristics:

·   use of ideas, attitudes and values that underpin Australian literature the audience

·   creation of some perspectives and representations of concepts, identities, times and places in Australian literature.

The student work has the following characteristics:

·   use of ideas in Australian literature

·   creation of some concepts, identities, times and places in Australian literature.

 

Overall Grade:

 

Teacher Comments:

11 English_Unit B_Assessment Task

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