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DECLARATION OF ORIGINAL WORK

To be used for both hard copy and electronic submissions

The purpose of this declaration is to remind you that all work you submit must be your own work and must
not be plagiarised from other sources.
This declaration must be completed and submitted with the assessment item.
Sign only if you understand what you have read. Ask a teacher, parent or carer/guardian if you need help to
understand what this statement means. Refer to BOSTES publication: HSC Rules and Procedures guide, Section
5.1 Honesty in Assessment - the Standard.

Student name: Student ID:

Teacher name: Course: Standard English

Assignment/Task Title: Module C Representation Task

Date due: Term 3 Week 2 (4/8/2017)

I understand the policies on plagiarism and malpractice of both, the School and the Board of Studies, Teaching
and Educational Standards.
I certify that:
(a) the work that I have submitted is my own work and has not been submitted for assessment before;
(b) I have kept a copy of this assignment and all relevant notes and reference material that I used in the
production of the assignment;
(c) I have given references for all sources of information that are not my own, including the words, ideas and
images of others.

Student signature
(for hard copy submissions):

Student name
(for electronic submissions):

Date submitted:

(This information will be managed in accordance with the provisions of the Privacy Act and the Freedom of
Information Act).
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RECEIPT OF ASSIGNMENT
[Student to complete all details except Teachers Signature, Date Received and Time Received, then remove and
keep as proof of submission after teacher has signed.]

Student name: Student ID:


Course: Standard English
Assignment/Task Title: Module C Representation Task

Received by (Teacher name): Teacher signature:

Date received: Time received:


Year 12 Standard English: 2017

Stage: 6 Year: 12
Assessment task #: 5 Weighting: 15%
Date of Notification: 26/6/2017 Date Task Due: 4/8/2017

Task Title: Module C Representation Task

Outcomes Assessable
4 - A student explains and analyses the ways in which language forms and features, and
structures of texts shape meaning and influence responses.
5 - A student explains and evaluates the effects of textual forms, technologies and their
media of production on meaning.
9 - A student evaluates the effectiveness of a range of processes and technologies for
various learning purposes including the investigation and organisation of information
and ideas.
10 - A student analyses and synthesises information and ideas into sustained and logical
argument for a range of purposes, audiences and contexts.

General Guidelines
If a student is ill on the day this assessment task is scheduled, they MUST complete a
Misadventure/Illness form with appropriate documentation of evidence such as doctors
certificate on the day of their return to school. The School must be notified by phone or fax at
the beginning of the day of the task if a student is absent
A computer malfunction is not an acceptable excuse for non-submission of an assignment.
All assessment tasks should be fully referenced according to the Harvard method.
Plagiarism and or malpractice is unacceptable, and may result in a zero mark for the task, and
may result in non-completion of the course

Mr Crowe Mr A Head
English Teacher Director of Teaching and Learning

2
Year 12 Standard English: 2017
The Task
There are two components to this task.

Component 1:
You are to select and annotate 3 passages of dialogue from Willy Russells play Educating Rita which
you feel address the relationship that exists between the character of Rita and the social context within
which she is shown to be engaged in a process of exploring transition. Your annotations should identify
and make comment upon techniques as well as comment in detail upon the specific aspect of the
transition represented within your chosen extracts.
Each passage you choose must be at least 1 single page long (half a double page opening) in the text,
and not exceed 3 double openings.

Component 2:
Using your annotations as the basic framework for your work you are to create a visual representation
of Ritas experience and the process of the personal journey she is exploring in this transition.

Your visual/graphic representation may take the form of any of the following: an illustrated timeline; a
poster; a detailed, illustrated mind-map; or a Powerpoint presentation. You may suggest an alternative
format/medium for submission but this must first be discussed with and subsequently approved by your
teacher

As part of your presentation you should include (but not be limited to) a consideration of the following:

Ritas background and changing social context,


The texts (books, plays, poems etc) she encounters and their significance for illuminating the
nature of her transition.
The nature of any conflict(s) and interactions with other characters in the play as they act as a
possible catalyst for Ritas journey of transition
How the representation of these experience of transition for Rita can be understood as a single
process that is also a universal human experience for individuals in society.

You are to submit both components of this task on Friday 4th August, (Week 6 of Term 3). All materials
for this Assessment task must be printed and handed in as hard copy.

The Path to Success


1) Review the task and ensure that you have understood what is being required of you in order to
successfully complete the assessment. Talk with your teacher if you have any uncertainties.
2) Read Willy Russells play Educating Rita and carefully choose the text excerpts you will use.
3) When you have selected your passage for section 1. Annotate the passage and construct your
visual representation.
4) Begin drafting your reflection for section 2. Consider the textual evidence you use from the play
carefully. Ensure you have a clear understanding of the relationship between social context and
the process of exploring transitions explored in the text.
5) Complete a draft and submit for feedback.

3
Year 12 Standard English: 2017
Marking Criteria/ Guideline

Criteria\Grade A (13-15) B (10-12) C (6-9) D (3-5) E (0-2)


Highly Accomplished Accomplished Competent Developing Limited
Annotates passages and Identifies passages and makes Identifies passages and makes Identifies passages and makes Identifies passage(s) and makes Little to no annotations or
discusses language techniques extensive annotations of wide ranging annotations of annotations of language some annotations of language identification of language
which represent specific language techniques and language techniques and techniques and features to techniques and features to techniques in the passage(s)
aspects of Ritas features to comment in a features to comment in an comment in a competent comment in a limited manner and little to no comment of the
social/personal transition sophisticated manner on the accomplished manner on the manner on the representation on the representation of Ritas representation of characters
representation of Ritas representation of Ritas of Ritas exploration of exploration of transition. transitions.
exploration of transition. exploration of transition. transition.
Visual/graphic Representation Insightful, sophisticated and Thoughtful, accomplished and Competent and adequate Basic visual/graphic Limited visual/graphic
of the relationships between extensive visual/graphic detailed visual/graphic visual/graphic representation representation of the representation of the
Rita, other characters and representation of the representation of the of the relationships between relationships between Rita, relationships between Rita,
social context relationships between Rita, relationships between Rita, Rita, other characters and other characters and social other characters and social
other characters and social other characters and social social context context context
context context
Visual/graphic representation Insightful, sophisticated and Thoughtful, accomplished and Competent and adequate Basic visual/graphic Limited visual/graphic
of Ritas exploration of extensive visual/graphic detailed visual/graphic visual/graphic representation representation of Ritas representation of Ritas
transition as a more universal representation of Ritas representation of Ritas of Ritas exploration of exploration of transition as a exploration of transition as a
process of human exploration of transition as a exploration of transition as a transition as a process of process of human process of human
development. process of human process of human human development. development. development.
development. development.

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Year 12 Standard English: 2017