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WACE Assessment Task 2

This document outlines an assessment task for an English as an Additional Language course. Students are asked to investigate how texts like the novel Red Dog and film The Sapphires portray the culture and attitudes of a country. They must then write a 5-paragraph essay arguing that texts can reveal a lot about a country's way of life, referring to at least one text studied. Students are given 4 weeks to complete assigned readings, viewings, and analysis activities in preparation. Their in-class essay will be 55 minutes and count for 10% of the unit's grade. The document provides details of language skills and competencies covered in the unit.

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115 views3 pages

WACE Assessment Task 2

This document outlines an assessment task for an English as an Additional Language course. Students are asked to investigate how texts like the novel Red Dog and film The Sapphires portray the culture and attitudes of a country. They must then write a 5-paragraph essay arguing that texts can reveal a lot about a country's way of life, referring to at least one text studied. Students are given 4 weeks to complete assigned readings, viewings, and analysis activities in preparation. Their in-class essay will be 55 minutes and count for 10% of the unit's grade. The document provides details of language skills and competencies covered in the unit.

Uploaded by

Taylor Holmes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Assessment task

English as an Additional Language or Dialect – ATAR Year 11


Task 2 – Unit 1 – Ways of Life

Assessment type: Written Production



Read the novel Red Dog and view the movie The Sapphires. Investigate how texts can inform readers and
viewers about the culture of a country and the attitudes of its people.

Write an essay addressing the topic: Texts can tell us a lot about the way of life in a country. Refer to at
least one text you have read or viewed.

Conditions
Time period allowed for completion of the unit content: four weeks
Time allowed for the in-class assessment task: 55 minutes.

Task weighting
10% of the school mark for this pair of units
__________________________________________________________________________________

Unit content for Task 2
Communication skills and strategies
• understanding and using some common SAE cultural references, idiomatic expressions and
colloquialisms, and culturally accepted politeness conventions and protocols in different contexts
Comprehension skills and strategies
• using contextual information, structure and visual elements to predict the content of aural, written,
graphic and film texts
• defining some common SAE cultural references and implied meanings in texts
• using a range of reference texts, including dictionaries, thesauruses and grammar texts to assist
language learning and comprehension
• using strategies to reflect on and consolidate own learning
Language and textual analysis
• identifying how different purposes and contexts influence language choices and meaning
• identifying assumptions and beliefs underlying certain practices, including variations in greetings
and displays of respect in different cultures
• explaining how language is used to influence or persuade an audience or to express appreciation of
an object, a process, or a performance
• describing the effect of register, style and tone on meaning
• explaining the effects of descriptive language and imagery in texts
• analysing how language reflects sociocultural constructions of age, gender, race and identity
Creating texts
• using appropriate structure and content to communicate ideas and opinions for different purposes
and audiences
• using paragraphing to organise and communicate main and supporting ideas
• using common language features, including subject-specific vocabulary, synonyms and antonyms,
adjectives and adverbs used to create modality, some nominalisation, common collocations and
idioms, and conjunctions connecting ideas within and across sentences
• using description, characterisation, and direct and indirect speech
• using cohesive devices at sentence, paragraph and whole text level
• using strategies for planning, rehearsing, editing and refining, including monitoring and correcting
spelling, grammar and punctuation, and the use of dictionaries.


Language competencies
Lexical
• understanding and using metalanguage correctly
• using lexical chains to achieve cohesion
Grammatical
• modality
• voice (active, passive)
• additive, comparative, temporal and consequential conjunctions
Semantic
• understanding and using words appropriate to the different semantic fields of SAE
Sociocultural
• identifying cultural variations in symbolism, classification and gender behaviours

Preparation to complete Task 2


What you need to do:
1. Textual analysis
• Complete previewing activities for the film and novel.
• Read and view the novel and film and take notes on their themes and issues.
• Complete post-viewing comprehension activities to clarify and confirm understandings.

2. Model paragraph study
• Examine the different parts of a paragraph.
• Deconstruct, annotate and analyse a model paragraph.
• Participate in group construction of paragraphs.

3. Five paragraph essay organisation
• Participate in activities:
§ using paragraphs to organise ideas
§ writing topic sentences
§ using examples and evidence to support ideas
§ writing effective introductions and conclusions.

4. Analysis of the marking key
• Go through each criterion in the marking key to ensure you understand the requirements of the
task.

5. Assessment task: Preparation


• Brainstorming
• Planning
• Drafting

6. Complete the in-class assessment task: write an essay addressing the topic: Texts can tell us a lot
about the way of life in a country. Refer to at least one text you have read or viewed.

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