English — IA1 Page 1
2022 – 2023
Cooloola Christian College (Gympie)
English
IA1
Student name
Student number
Teacher
| Issued Due date |
30/01/2023 03/03/2023 |
Marking summary
Criterion Marks
allocated
Provisional
marks
Knowledge application 9
Organisation and development 8
Textual features 8
Overall 25
English — IA1 Page 2
2022 – 2023
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
2022 – 2023
Context
A defining characteristic of society is the manner in which information and knowledge
can be accessed and manipulated.
In this unit, you have studied two texts which presented important ideas about
information and knowledge: Ray Bradbury’s “Fahrenheit 451” and George Clooney’s
‘Good Night, and Good Luck’. You have explored representations of a variety of human
actions, behaviours and attitudes which have been influenced by the application,
manipulation and response to information and knowledge.
“Electric Literature” is an online publication with the mission to ‘make literature more
exciting, relevant, and inclusive’. An upcoming series of essays will explore the issues
relating to society’s relationship with information and knowledge.
You have been asked to write an online literary essay for “Electric Literature” that
explores the connections between these two texts, and considers their enduring
significance.
Task
Write an online literary essay, in a manner that engages readers, analysing the
representations of a key concept across both Ray Bradbury’s “Fahrenheit 451” and
George Clooney’s “Good Night, and Good Luck”.
Choose one of the following concepts as a focus for your analysis:
– individual freedom
– the power of knowledge and information
– nature of humanity
– censorship
To complete this task, you must:
– choose a key concept to focus your analysis
– compare how this concept is represented in each text to devise a thesis
statement or contention on the representation of your chosen concept
– develop this across the piece, dedicating equal analysis to both texts,
and supporting your perspectives with evidence from both position the
audience to think in particular ways about the representations in the texts
– use the generic conventions and range of textual features of an online literary
essay
– add to ongoing, informed and public conversations about representations in
literary texts
– consider the public audience of this essay: well-read, informed readers,
English — IA1 Page 4
2022 – 2023
Term 1 Week 6: Upload final response to TASS using plagiarism software.
Term 1 Week 5: Upload draft to TASS
Term 1 Weeks 3-5: Consult with teacher to check drafting progress.
Term 1 Week 3: Consult with teacher about the focus and thesis for your online
literary essay through the development of a response plan/outline.
– consider the public audience of this essay: well-read, informed readers,
interested in discussing texts
Checkpoints
Authentication strategies
● You will be provided class time for task completion.
● Your teacher will observe you completing work in class.
● You will each produce a unique response by choosing a concept of interest,
formulating a contention based on your own interpretation and analysis of the two
texts, and selecting and synthesising material you believe is most relevant in
supporting your contention.
● Your teacher will collect and annotate a draft.
● You must acknowledge all sources.
● You must submit a declaration of authenticity.
● Your teacher will conduct interviews or consultations as you develop the response.
● Your teacher will ensure class cross-marking occurs.
● You will use TASS plagiarism software to submit your response.
Scaffolding
Your online literary essay for “Electric Literature” should have the following
characteristics:
– a coherent thesis or contention that is developed in a series of paragraphs
patterns and conventions
– an engaging lead that reveals the focus of your essay, the texts to be examined,
and your contention
– an interesting introduction that hooks the readers and immediately positions them in
relation to your contention
English — IA1 Page 5
2022 – 2023
– quotations and examples from the texts to illustrate your points and develop your
contention
– selection and synthesis of material and language choices that reveal how both texts
construct particular perspectives and representations and how they are similar
/different to one another in these constructions
– digital elements such as images, video clips, hyperlinks, and layout, as appropriate
to the site of publication
– a conclusion that relates back to the essay’s contention and leaves a lasting
impression on readers
If necessary, some research to contextualise the essay may prove valuable, 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