English — IA1 Page 2
2021 – 2022
Resources Open access to resources
Other Open access to resources
Individual / group Individual
Written: 1000–1500 words (may be accompanied by
digital elements appropriate to the type of publication)
Mode / length
Duration 5 weeks notification and preparation
Topic/s Topic 1: Conversations about concepts in texts
Unit Unit 3: Textual connections
Extended response — written response for a public
audience
Technique
Conditions
English — IA1 Page 3
2021 – 2022
Context
In this unit you will have studied the poetry of Bruce Dawe and Judith Wright and how
their work explores the Australian identity and its relationship with authority.
The Explicator is an online journal that focuses on text-based criticism on popularly
studied text. (https://www.tandfoonline.com). An upcoming series of essays will
celebrate Australian and Oceanic Literature. You have been asked to contribute an
essay about the concept of power and authority using two Australian/Oceanic texts to
illustrate your perspective.
Task
By comparing and contrasting one to two poems by Bruce Dawe OR Judith Wright with
another text of your choice from the list below, analyse the ways power and control are
explored through literature, and their relevance to contemporary readers.
Second text options:
● A short story from The Turning by Tim Winton
● A short story by Katherine Mansfield
● An episode of Australian Story
You will explore how power is explored throughout the texts and may examine one form
of power from (but not limited to) the list such as:
● the power of masculinity or femininity
● conformity and authority
● wealth and poverty
● family and/or memory
To complete this task, you must:
● support your perspective (your contention or thesis statement) by comparing how
the concept is constructed in each text
● analyse how these texts use aesthetic features and stylistic devices for particular
effects
● develop your contention throughout the essay in a series of paragraphs, dedicating
equal analysis to both texts, and supporting perspectives with evidence from both
● position the audience to think about the representations in the texts in particular
ways by using generic conventions of an essay and a range of textual features
● add to ongoing, informed and public conversations about representations in literary
texts
● consider the public audience of this publication – an academic audience interested
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2021 – 2022
Week 5: Submit final response using school’s authentication software, and
submit hard copy to teacher.
Week 4: Hand in draft.
Week 3: Consult with teacher to check drafting progress.
Week 1: Consult with teacher about the focus and contention of your online
essay.
● consider the public audience of this publication – an academic audience interested
in literary studies.
Stimulus
–
Checkpoints
Authentication strategies
● The teacher will provide class time for task completion.
● Students will each produce a unique response by choosing a question of interest,
formulating a contention based on their own interpretation and analysis of the two
texts, and selecting and synthesising material they believe is most relevant in
supporting their contention.
● Students will provide documentation of their progress at indicated checkpoints
● The teacher will collect and annotate one draft.
● Students will use plagiarism-detection software at submission of the response.
● The teacher will ensure class cross-marking occurs.
English — IA1 Page 5
2021 – 2022
Scaffolding
Your online essay for The Explicator should have the following characteristics:
● a coherent perspective/overall contention that is developed over a series of
paragraphs – use a key question to focus your analysis
● patterns and conventions such as
– an engaging introduction that reveals the focus of your essay, the texts to be
examined, and your perspective/contention
– quotations and examples from the texts throughout to illustrate your points
and further the overall contention
– a selection and synthesis of material, and language choices, that reveal how
both texts construct particular perspectives and representations and how they
are similar to/different from one another in these constructions
– digital elements, such as images, hyperlinks, and layout appropriate to the
site of publication
– a conclusion that relates back to the essay’s focus and leaves a lasting
impression on your readers
● if necessary, some research to allow your readers to contextualise your essay, e.g.
about the context and/or reception of these texts.
Instrument-specific marking guide (IA1): Extended response — written response for a public audience (25%)
Criterion: Knowledge application
Assessment objectives
3. analyse perspectives and representations of concepts, identities, times and places in two texts
4. analyse the ways cultural assumptions , attitudes, values and beliefs underpin different texts and invite audiences to take up
positions
5. analyse the effects of aesthetic features and stylistic devices in the two texts
The student work has the following characteristics: Marks
• discerning analysis of perspectives and representations of concepts, identities, times and places in the texts
• discerning analysis of the ways cultural assumptions , attitudes, values and beliefs underpin the texts and invite audiences to
take up positions
• discerning analysis of the effects of aesthetic features and stylistic devices in the texts.
8–9
• effective analysis of perspectives and representations of concepts, identities, times and places in the texts
• effective analysis of the ways cultural assumptions , attitudes, values and beliefs underpin the texts and invite audiences to take
up positions
• effective analysis of the effects of aesthetic features and stylistic devices in the texts.
6–7
• adequate analysis of perspectives and representations of concepts, identities, times and places in the texts
• adequate analysis of the ways cultural assumptions , attitudes, values and beliefs underpin the texts and invite audiences to
take up positions
• adequate analysis of the effects of aesthetic features and stylistic devices in the texts.
4–5
• superficial analysis of perspectives and representations of concepts, identities, times and places in the texts
• superficial analysis of the ways cultural assumptions , attitudes, values and beliefs underpin the texts and invite audiences to
take up positions
• identification of aesthetic features and stylistic devices and some effects.
2–3
• identification of some perspectives and representations of concepts, identities, times and places in the texts
• identification of some cultural assumptions , attitudes, values and beliefs in texts
• identification of some aesthetic features and stylistic devices .
1
• does not satisfy any of the descriptors above. 0
Criterion: Organisation and development
Assessment objectives
1. use patterns and conventions of the chosen genre to achieve particular purposes in a specific context
2. establish and maintain the role of the writer and relationship with an identified public audience
6. select and synthesise subject matter to support perspectives
7. organise and sequence subject matter to achieve particular purposes
8. use cohesive devices to emphasise ideas and connect parts of a text for a public audience
The student work has the following characteristics: Marks
• discerning use of the patterns and conventions of an article/column/blog/essay and the role of the writer to achieve a particular
purpose
• discerning selection and synthesis of subject matter to support perspectives
• discerning organisation and sequencing of subject matter, including discerning use of cohesive devices to emphasise ideas and
connect parts of a text.
7–8
• effective use of the patterns and conventions of an article/column/blog/essay and the role of the writer to achieve a particular
purpose
• effective selection and synthesis of subject matter to support perspectives
• effective organisation and sequencing of subject matter, including effective use of cohesive devices to emphasise ideas and
connect parts of a text.
5–6
• suitable use of the patterns and conventions of an article/column/blog/essay and the role of the writer to achieve a particular
purpose
• suitable selection and adequate synthesis of subject matter to support perspectives
• suitable organisation and sequencing of subject matter, including suitable use of cohesive devices to emphasise ideas and
connect parts of a text.
3–4
English 2019
General Senior Syllabus
Queensland Curriculum & Assessment Authority
ISMG v1.5 August 2018
1
The student work has the following characteristics: Marks
• inconsistent use of the patterns and conventions of an article/column/blog/essay to achieve a particular purpose, and the role of
the writer established
• narrow selection of subject matter to support perspectives
• inconsistent organisation and sequencing of subject matter and some use of cohesive devices to connect parts of a text.
2
• fragmented use of the patterns and conventions of an article/column/blog/essay, and aspects of the role of the writer
established
• fragmented selection of subject matter
• some connections between parts of a text.
1
• does not satisfy any of the descriptors above. 0
Criterion: Textual features
Assessment objectives
9. make language choices for particular purposes and contexts
10. use grammar and language structures for particular purposes
11. use written features, and complementary features if appropriate, to achieve particular purposes.
The student work has the following characteristics: Marks
• discerning language choices for particular purposes
• discerning combination of a range of grammatically accurate / appropriate language structures, including clauses and sentences,
to achieve particular purposes
• discerning use of written features, including conventional spelling and punctuation, and complementary features if appropriate, to
achieve particular purposes.
7–8
• effective language choices for particular purposes
• effective use of a range of grammatically accurate / appropriate language structures, including clauses and sentences, to
achieve particular purposes
• effective use of written features, including conventional spelling and punctuation, and complementary features if appropriate, to
achieve particular purposes.
5–6
• suitable language choices for particular purposes
• suitable use of a range of mostly grammatically accurate / appropriate language structures, including clauses and sentences, to
achieve particular purposes
• suitable use of written features, including conventional spelling and punctuation, and complementary features if appropriate, to
achieve purposes.
3–4
• language choices that vary in suitability
• inconsistent use of grammar and language structures
• use of written features, including conventional spelling and punctuation, and complementary features if appropriate, that vary in
suitability.
2
• inappropriate language choices
• fragmented use of grammar and language structures
• variable and inappropriate use of written features, including spelling and punctuation, and complementary features if appropriate.
1
• does not satisfy any of the descriptors above. 0
English 2019
General Senior Syllabus
Queensland Curriculum & Assessment Authority
ISMG v1.5 August 2018
2