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AS90852 - Explain significant connection(s) across texts, using supporting evidence
Choose a quotation from the board below (or your own)
This assessment requires you to follow the scaffolded assessment task to show connections across a range of texts.
Here is a link to the exemplars for this task.
You can use any of the texts studied in class- poetry, film etc, as well as any texts you have encountered out of the classroom.
You will be focussing on overcoming obstacles as the basis for your text selection.
How to pass:
choose 4 texts with a similar theme
write an introduction that discusses the BIG IDEA that you are thinking about
write one paragraph on each text, making sure to link it to the BIG IDEA
write a conclusion that discusses the BIG IDEA in relation to the texts
proof read your writing
compare your essay to the exemplars
Introduction- here are 4 examples.
We all know that love is hard and complicated. We see this in the texts Romeo and Juliet written by William Shakespeare, Dear John and The Notebook written by Nicholas Sparks and Titanic directed by James Cameron. We will all fall in love at some point in our lives and from these texts we can learn that love is complicated but sometimes worth the effort.
It is understandable that love is complicated and has difficulties. I have chosen to explore the theme “love is complicated and difficult”. This theme is evident in Romeo and Juliet written by William Shakespeare, Dear John and The Notebook written by Nicholas Sparks and Titanic directed by James Cameron.
Complicated and difficult love is a timeless theme that is portrayed in Romeo and Juliet written by William Shakespeare, Dear John and The Notebook written by Nicholas Sparks and Titanic directed by James Cameron. There are obstacles to love that the characters in these texts must overcome.
The texts I have studied all share a theme of love is complicated. We see it in the texts Romeo and Juliet written by William Shakespeare, Dear John and The Notebook written by Nicholas Sparks and Titanic directed by James Cameron.
Writing the essay- starters
Try these...
· A similar thing happens in …
· Another character who …
· This situation is similar to …
· This situation reminds me of …
· Another text which …
· This aspect is also seen in …
· There is such a similar situation in …
· There is a clear connection in …
· These texts reveal the significance of …
Achievement criteria
To Achieve, your report must:
· be at least 350 words in length
· refer to at least four texts
· identify and explain one or more ideas about significant connections across your texts
· give evidence that includes reference to specific and relevant details from each text and that illustrates the connection across your texts.
To achieve with Merit your report must:
· be at least 350 words in length
· refer to at least four texts
· identify and convincingly explain one or more ideas about significant connection across your texts, making clear points that develop understandings about the connections being addressed
· give evidence that includes reference to specific and relevant details from each text and that illustrates the connection(s) across your texts.
To achieve with Excellence your report must:
· be at least 350 words in length
· refer to at least four texts
· identify and perceptively explain one or more ideas about significant connections across your texts, making clear points that develop understandings that show some insight or originality in thought or interpretation
· give evidence that includes reference to specific and relevant details from each text and that illustrates the connection(s) across your texts.
Evidence/Judgements for Achievement
The student work explains significant connection(s) across texts, using supporting evidence. The work may be presented in appropriate oral, written and/or visual forms.
Explains significant connection(s) across texts, using supporting evidence means that the student:
· identifies and explains one or more ideas about at least one significant connection across at least four texts
· supports explanations with at least one specific and relevant detail from each text.
Connection(s) may include links, commonalities and/or relationships between:
· knowledge, experience and ideas
· purposes and audiences
· language features
· structures.
Evidence/Judgements for Achievement with Merit
The student work convincingly explains significant connection(s) across texts, using supporting evidence. The work may be presented in appropriate oral, written and/or visual forms.
Convincingly explains significant connection(s) across texts, using supporting evidence means that the student meets the requirement for Achievement and:
· makes clear points that develop understandings about the connections being addressed. Some unevenness in the response may be acceptable.
This could mean that the student:
· attempts some reasoned and relevant explanations of the effect of the connection.
· shows some understanding of relevant text features or aspects, which develop connections.
· attempts to draw findings together or make thoughtful comments.
Evidence/Judgements for Achievement with Excellence
The student work perceptively explains significant connection(s) across texts, using supporting evidence. The work may be presented in appropriate oral, written and/or visual forms.
Perceptively explains significant connection(s) across texts, using supporting evidence means that the student meets the requirement for Achievement and:
· makes clear points that develop understandings that show some insight or originality in thought or interpretation. Some unevenness in the response may be acceptable.
This could mean that the student:
· presents a relevant and insightful study of the effect of the connection.
· shows an insightful understanding of text features or aspects which develop a connection.
· effectively draws findings together to make new understandings.
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