Billy Elliot. DEPARTMENT OF ENGLISH Year 11 QCAA English .

DEPARTMENT OF ENGLISH
Year 11 QCAA English 
Semester 1, 2020
 UNIT ONE: PERSPECTIVES AND TEXTS 
WRITTEN TASK 1: BASED ON SYLLABUS INTERNAL ASSESSMENT 3 (IA3)
IMAGINATIVE WRITING  -  SHORT STORY ASSIGNMENT 
(5 weeks) IA3: SHORT STORY
Final Story Proposition/Composition Questions/10 Lines: Monday 2 March 
Final Assessment during Term One Exam Block 16 -20 March 
Duration: 2 hours 15 minutes      Length: 800-1000 words
IMAGINATIVE WRITING – SHORT STORY
Your first task for Year 11 English allows you to be imaginative and creative. It will also require you to use those skills within set boundaries in order to familiarise you with the demands of Senior tasks to come. Your first task, in essence, is to write a Short Story. 
These are the conditions that must be met.
 Your Short Story must be an imaginative response to a set literary text.
 In this case, the major text will be a film, chosen by your teacher, viewed in class.
 From that film, you will choose an incident/character/theme from which to create your own story. You might choose to supply an extra scene that could fit into the film’s storyline; a different resolution/ending to a particular segment or storyline; a scene explaining background or characterisation for a character in the film; transposing of a character, place or concept to a different context/location, and so on. In other words, a spring-off inspired by the film and its elements. Teachers will discuss other possibilities for your class film.
 You will then be supplied with an extract from either the novel/story/article the film is based on, or a print article on a similar/related topic or theme. From this extract/article, you must choose one element that you will incorporate into your new story. For example: you might choose the characterisation of someone who is in the film and extract; description of a location; an aspect of writing style (terse sentences perhaps); imitate the use of dialogue; expand upon an issue or theme; in fact, any of the short story elements studied in class.
 Your story should represent something new, a turning point, a development in a character or storyline, not just a random incident. Stories are about turning points, not the ramble of day-to-day life.
 In summary: view the set film (text)
 decide on an expansion/a storyline
 read a print extract based on the film
 choose one element of story-writing from that extract to emulate
THE PROCESS
 In class, you will study a range of short stories and establish the characteristics of a formal short story which is the genre you will develop.
 You will be supplied with a short story/short film/image from which to practise the process of development. (e.g.Tim Winton’s story Big World in your Resource Book).
 You will write a response to this material in class time (two periods) and receive feedback from your teacher.
 After viewing your class film, and studying an extract from either the novel/story/article the film is based on, you will respond to a set of composition questions regarding your final task, and submit this along with 10 lines on March 2nd.
 The final response to this task will be written during exam week (18th – 22nd March), where you will be able to take in a 400 word plan.
Many scholars have set down lists of rules that govern the identification of a Short Story.
These are the six traditional qualities of Short-Story writing as set out by American writer Edgar Allan Poe:
 the short story should create a single impression (mood, theme, reaction)
 the short story must be capable of being read at one sitting
 every word should count to the planned effect
 the effect should be created in the opening sentence and developed throughout the work
 the story should end at its climax (or very soon after)
 only such characters as are essential should appear
Instrument-specific marking guide for IA3
Criterion:  Knowledge application
Assessment objectives
3. Create perspectives and representations of concepts, identities, times and places in an imaginative text
4. make use of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions
5. use aesthetic features and stylistic devices to achieve purposes
The student work has the following characteristics: Marks
• subtle and complex creation of perspectives and representations of concepts, identities, times and places in an imaginative text
• discerning manipulation of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions
• discerning use of aesthetic features and stylistic devices to prompt emotional and critical  audience responses.
8-9• effective creation of perspectives and representations of concepts, identities, times and places in an imaginative text
• effective manipulation of the ways cultural assumptions, attitudes, values and beliefs underpin text s and invite audiences to take up positions
• effective use of aesthetic features and stylistic devices to prompt emotional and critical audience response.
6-7• appropriate creation of perspectives and representations of concepts, identities, times and places in an imaginative text
• appropriate use of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions
• appropriate use of aesthetic features and stylistic devices to prompt audience responses.
4-5• superficial creation of perspectives and representations of concepts, identities, times and places in an imaginative text
• superficial use of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions
• use of aspects of aesthetic features and stylistic devices that vary in suitability.
2-3• Creation of fragmented perspectives and representations of concepts, identities, times and places in an imaginative text
• Fragmented use of some ways ideas underpin texts
• Fragmented use of language features
1• Does not satisfy any of the descriptors above. 0
Criterion:  Organisation and development
Assessment objectives
1. use patterns and conventions of an imaginative genre to achieve particular purposes in a specific context
2. establish and maintain the role of the writer and relationships with audiences
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 an imaginative text
The student work has the following characteristics: Marks
• discerning use of the patterns and conventions of an imaginative text and the role of the writer to achieve particular purposes and relationships with audiences
• discerning selection and synthesis of subject matter to support perspectives
• discerning organisation and sequencing of subject matter to achieve particular purposes, including discerning use of cohesive devices to emphasise ideas and connect parts of an imaginative text.  
7-8• effective use of the patterns and conventions of an imaginative text and the role of the writer to achieve particular purposes and relationships with audiences
• effective selection and synthesis of subject matter to support perspectives
• effective organisation and sequencing of subject matter to achieve particular purposes, including effective use of cohesive devices to emphasise ideas and connect parts of an imaginative text.
5-6• suitable use of the patterns and conventions of an imaginative text and the role of the writer to achieve particular purposes and relationships with audiences
• suitable selection and adequate synthesis of subject matter to support perspectives
• suitable organisation and sequencing of subject matter to achieve particular purposes, including suitable use of cohesive devices to emphasise ideas and connect parts of an imaginative text.
3-4• inconsistent use of the patterns and conventions of an imaginative text and the role of the writer established
• narrow selection of subject matter to support perspectives
• inconsistent organisation and sequencing of subject matter, including some use of cohesive devices to connect parts of an imaginative text.
2• fragmented use of patterns and conventions of an imaginative text 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, including conventional spelling and punctuation, 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, 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, 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, to achieve particular purposes
3-4• Language choices that vary in suitability
• Inconsistent use of grammar and language structures
• Use of written features, including spelling and punctuation, that very in suitability.
2• Inappropriate language choices
• Fragmented use of grammar and language structures
• Variable and inappropriate use of written features, including spelling and punctuation.
1
• Does not satisfy any of the descriptors above. 0