HSC English Assessment Pack

Sonnets from the Portuguese Elizabeth Barrett Browning & The Great Gatsby F. Scott Fitzgerald Module A: Comparative Study of Text and Context Elective 2: Texts in Time Assessment Tasks for HSC English (Advanced)

Emily Bosco

©Into English

Module A: Comparative Study of Text and Context

Extended Response

NOTIFICATION OF ASSESSMENT MODULE: Module A: Comparative Study of Text and Context Elective 2: Texts in Time

WEIGHTING: 15%

NATURE OF THE TASK: Written response. Completed in class.

SYLLABUS OUTCOMES TO BE ASSESSED: A student: H2. explains relationships among texts. H2 A. recognizes different ways in which particular texts are valued. H5. explains and evaluates the effects of textual forms, technologies and their media of production on meaning. H10. analyses and synthesizes information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.

MARKING CRITERIA: You will be assessed on how well you:

Demonstrate understanding of the meanings of a pair of texts when considered together.

Demonstrate your knowledge of Elizabeth Barrett Browning’s prescribed sonnets and The Great Gatsby and your understanding of the values, attitudes, beliefs and contexts of both texts

Compose a synthesized and sustained comparative essay, appropriate to purpose, audience and context.

TASK DESCRIPTION: Students are to write a formal essay, answering the following question: “A comparison of the parallels between The Great Gatsby and Browning’s poetry show a valuing of human relationships and spirituality.” Discuss the validity of this statement by comparing the two texts set for study.

©Into English

MARKING CRITERIA

MARKS

Composes a highly sophisticated extended response, which perceptively answers the given question.

Displays an extensive knowledge of both texts and a comprehensive understanding of the relationships between texts.

Demonstrates an extensive understanding of the values, attitudes, beliefs and context of both texts.

Composes a sophisticated response to the given question using language appropriate to audience, purpose and context.

17-20

Composes a well-developed extended response, which effectively answers the given question.

Displays a thorough knowledge of both texts and an understanding of the relationships between texts.

Demonstrates a thorough understanding of the values, attitudes, beliefs and context of both texts.

Composes a cohesive response to the given question using language appropriate to audience, purpose and context.

13-16

Composes a satisfactory extended response, which attempts to answer the given question.

Displays a sound knowledge of both texts and an understanding of the relationships between texts.

Demonstrates an understanding of the values, attitudes, beliefs and context of both texts.

Composes a response to the given question using language appropriate to audience, purpose and context.

9-12

Composes a limited extended response, showing some awareness of the given question.

Displays a basic knowledge of both texts and a limited understanding of the relationships between texts.

Demonstrates a limited understanding of the values, attitudes, beliefs and context of both texts.

Composes a limited response to the given question using language appropriate to audience, purpose and context.

5-8

Composes an elementary or incomplete response, showing little/no awareness of the given question.

Displays little knowledge of both texts and an elementary understanding of the relationships between texts.

Demonstrates little understanding of the values, attitudes, beliefs and context of both texts.

Composes an incomplete/unsatisfactory response.

Virtual non-attempt/Non-attempt

0-4

©Into English

MARKING CRITERIA

MARKS

Displays an insightful and comprehensive understanding of the use and effectiveness of the techniques in the sonnet.

Displays an extensive knowledge of both texts and a comprehensive understanding of the relationships between texts.

Demonstrates an extensive understanding of the values, attitudes, beliefs and context of both texts.

Composes a sophisticated response to the given question using language appropriate to audience, purpose and context.

17-20

Displays a perceptive understanding of the use and effectiveness of the techniques in the sonnet.

Displays a thorough knowledge of both texts and an understanding of the relationships between texts.

Demonstrates a thorough understanding of the values, attitudes, beliefs and context of both texts.

Composes a cohesive response to the given question using language appropriate to audience, purpose and context.

13-16

Displays an understanding of the use and effectiveness of the techniques in the sonnet.

Displays a sound knowledge of both texts and an understanding of the relationships between texts.

Demonstrates an understanding of the values, attitudes, beliefs and context of both texts.

Composes a response to the given question using language appropriate to audience, purpose and context.

9-12

Displays limited understanding of the use and effectiveness of the techniques in the sonnet.

Displays a basic knowledge of both texts and a limited understanding of the relationships between texts.

Demonstrates a limited understanding of the values, attitudes, beliefs and context of both texts.

Composes a limited response to the given question using language appropriate to audience, purpose and context.

5-8

Displays an elementary understanding of the use and effectiveness of the techniques in the sonnet.

Displays little knowledge of both texts and an elementary understanding of the relationships between texts.

Demonstrates little understanding of the values, attitudes, beliefs and context of both texts.

Composes an incomplete/unsatisfactory response.

Virtual non-attempt/Non-attempt

0-4