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SA C E Sta g e 1 E N GL ISH ST UD IE STASK SHEETName: Teacher: Assessment Type 3: Extended Study (Language)Purpose:to develop awareness of the place and power of language and texts in social and cultural contexts, particularly through the concept of adaptation. Here, the old interpretative idea of ‘original’ versus ‘copy’ gives way to the analysis of changes in meaning created bymultimodal literacies in alternate versions of a text.Context:The class studied the effect of different modal forms on the interpretation of the R.E.M. song ‘Everybody Hurts’ by interpreting its various written, performed and music-video versions. Using the different tools of grammatical, musical and filmic analysis we looked at the effect of different linguistic features available to written, aural and visual modesTask description:Choose a song that has been interpreted as both written lyric, musicalperformance and video clip. First in tabulated form and then as a written response, analyse the specific language features of the three written, aural and visual modes through which the song has been adapted. For each ‘version’, argue for a unique interpretation of its meaning based on linguistic evidence, as well as tracing the semiotic and semantic changes that occur across all three modes. The final essay should be a maximum of 1000 words.Learning RequirementsAssessment Design CriteriaCapabilities1.demonstrate clear and accurate communication skills through reading and viewing, writing and composing, and listening and speaking2.clarify, extend, and develop their ideas and opinions through critical engagement with texts and language3.critically analyse a variety of texts to determine their social, cultural, or workplace purpose and effectiveness4.identify and analyse ideas, values, and beliefs, and recognise how these are shaped5.examine cultural, social, and technical dimensions of language and texts6.compose texts that use language for critical, personal, or imaginative purposesKnowledge and UnderstandingKU1.ideas, values and beliefs explored in textsKU2.ways in which the creators and readers of texts use language techniques and conventions to make meaningKU3.waysin which texts are composed for a range of purposes and audiences.AnalysisAn1.connections between personalexperiences, ideas, values, and beliefs, and those explored in the text An2.waysin which language techniques are used to influence opinions and decisions in a range of personal, social, or vocational contexts.ApplicationAp1.use of a range of language skills to analyse and solve problems and to demonstrate creativityAp2.appropriate use ofevidence from texts to support conclusionsAp3.ability to locate, record, analyse, use, and synthesise knowledgeCommunicationC1.accuracy, clarity, and fluency of expressionC2.the use of an appropriate style and structure for the audience and purpose when composing texts.LearningPersonal DevelopmentWorkCitizenshipCommunicationStudents can refer to the rubric provided over the page to identify the performance standards that they need to demonstrate to reach their highest possible level of achievement in this task.
Knowledge and Understanding Analysis Application Communication A151413Detailed knowledge and understanding of the ideas, values, and beliefs in familiar and unfamiliar texts Knowledge and understanding of the ways in which the readers and creators of familiar and unfamiliar texts use a range of language techniques to make meaning Comprehensive knowledge and understanding of the ways in which familiar and unfamiliar texts are composed for a range of purposes and audiencesAnalysis of complex connections between personal experiences, ideas, values, and beliefs, and those explored in familiar and unfamiliar texts Perceptive analysis of a range of ways in which authors use language techniques to influence opinions and decisions in familiar and unfamiliar textsUse of a range of sophisticated language skills to analyse and solve simple and complex problems, and to demonstrate creativityDetailed and appropriate use of evidence from texts to support arguments, with textual references incorporated fluently in responses Location, recording, analysis, use, and synthesis of knowledge relevant to familiar and unfamiliar contextsFluent and precise writingand speaking Use of appropriate style and structure for a range of mainly unfamiliar audiences and for varied purposesB 121110Knowledge and understanding of some complex ideas, values, and beliefs in familiar, and some unfamiliar, texts Knowledge and understanding of the ways in which the readers and creators of mainly familiar texts use some language techniques to make meaning Knowledge and understanding of the ways in which mainly familiar texts are composed for some purposes and audiences Analysis of some complex connections between personal experiences, ideas, values, and beliefs, and those explored in familiar, and some unfamiliar, textsAnalysis of a range of ways in which authors use language techniques to influence opinions and decisions in familiar, and some unfamiliar, texts Use of a range of language skills to solve simple and complex problems, and to demonstrate creativityUse of evidence from texts to support arguments, with textual references incorporated in responses Location, recording, analysis, use, and occasional synthesis of knowledge relevant to mostly familiar contexts Mostly fluent and precise writing and speaking Use of appropriate style and structure for a range of mostly familiar audiences and purposes C987Knowledge and understanding of some simple ideas, values, or beliefs in familiar texts (e.g. identifies relevant information from a range of written texts (R3)) Knowledge and understanding of a restricted number of ways in which the readers and creators of a narrow range of familiar texts use some language techniques to make meaning (e.g. reads a range of texts, noting key differences of presentation and layout (R3)) Knowledge and understanding of the ways in which familiar texts are composed for familiar purposes and audiences (e.g. identifies purpose and audience of texts (R3)) Analysis of simple connections between personal experiences, ideas, values, and beliefs, and those explored in familiar texts (e.g. explicitly connects new ideas/information with own knowledge, using techniques such as anecdotes and analogies (L3)) Descriptive analysis of a number of ways in which authors use language techniques to influence opinions and decisions in familiar texts (e.g. recognises that the author selects the structure of a text to serve a particular purpose (R3)) Use of language skills to solve routine problems in familiar contexts or to demonstrate creativity (e.g. writes a short formal letter, outlining instructions for a particular purpose such as closing a bank account (W3)) Competent use of evidence from texts to support arguments (e.g. reads short simple narrative of choice and discusses how text reflects author’sopinion (R3)) Location, recording, and occasional analysis and use of knowledge relevant to a familiar context (e.g. reads and interprets diagrammatic/graphic texts that are unambiguously presented (R3)) Occasionally fluent and precise writing and speaking Use of an appropriate style and structure for familiar audiences and purposes (e.g. produces a range of familiar text types, with appropriate structures (W3); uses vocabulary with increasing precision to show how words carry particular shades of meaning (W3)) D654Identification of some simple ideas in familiar texts Knowledge and understanding of some of the ways in which the readers and creators of a narrow range of familiar texts use language techniques to make simple or factual meaning Knowledge of the ways in which familiar texts are composed for personally relevant purposes and familiar audiences Reference to simple connections between uncomplicated personal experiences, ideas, values, and beliefs, and those explored in familiar textsReference to some ways in which authors of familiar texts use a narrow range of language techniques to influence opinions and decisions Use of a restricted range of language skills to solve simple problems in familiar contexts or to demonstrate some creativity Some use of evidence from familiar texts to support arguments Location, recording, and use of factual knowledge relevant to a familiar context A level of fluency in writing and speaking in personally relevant situations Use of appropriate styleand structure for a narrow range of familiar audiences and purposes E321Identification of a simple idea in a highly familiar text. Knowledge and understanding of the way in which a reader or creator of a highly familiar text uses a language technique to make factual meaning. Knowledge of the ways in which highly familiar texts are composed for personally relevant purposes and highly familiar audiencesRecognition of a simple connection between a straightforward personal experience, idea, value, or belief, and that explored in a highly familiar text.Reference to the way in which an author of a highly familiar text uses language techniques to influence opinions and decisionsUse of a restricted range of language skills to solve simple problems in highly familiar contexts or to demonstrate creativitySome use of evidence from highly familiar texts to support a simple argumentLocation, recording, or use of factual knowledge relevant to a highly familiar contextBeginning of development of accurate and fluent writing and speaking in personally relevant situationsUse of appropriate style and structure for a narrow range of highly familiaraudiences and purposes