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Intended Learning Outcomes
Intended Learning Outcomes
To critically respond to a written text within the confines of a formal essay, integrating evidence
To use a text to understand the world around us more confidently
Section 1: Overview
Section 1: Overview
What is this?
What is this?
A 500ish word essay that applies your knowledge of the text under exam conditions
What does it look like?
What does it look like?
Here's the standard,
the 2018 exam paper, the excellence exemplar, the merit exemplar, the achieved exemplar
LEARNING TASK
LEARNING TASK
MAKE YOUR OWN COPY OF THIS LEARNING WORKBOOK
Read the standard, exam paper, exemplars and the assessment report
Write down in 20 words or less what is being asked of you in this assessment
Write down the reasons that an excellence gets an excellence, a merit a merit and an achieved an achieved.
Section 2: How to attack the question
Section 2: How to attack the question
Level Three questions are slightly different to Level One and Two. At Level Three, you are given a series of statements to choose form. Then you agree or disagree with each statement using you the text that you studied in class as your example. Have a look at these YouTube tutorials to get a better understanding.
LEARNING TASK
LEARNING TASK
Watch the videos above
Write down how Level Three essay questions are different to previous levels
Write down piece of advice that you would give to your best friend about how to understand an essay question
Section 3: Going deeper with your understanding
Section 3: Going deeper with your understanding
It's really important to think critically about your text prior to going into the exam. Thinking critically means to:
think about different viewpoints (your's, other readers', the author's, the characters'); including those that are missing
think about your own and the author's / characters' assumptions, metaphors, analogies and viewpoints
Critical thinking is about seeing multiple sides and coming to your own conclusions and recommendations
So it's time to go back to your texts and your notes and think more deeply about your text.
Start by using the questions in the infographic to the right before heading into the learning task.
*Warning - not all of the infographic questions will be applicable to your text
LEARNING TASK
LEARNING TASK
Answer these critical thinking questions about your text:
What is the intention of the author? Why did they write this text? What are they trying to teach people and why?
What other viewpoints could this text be read from? How do they differ to your viewpoint or the author's viewpoint? Whose viewpoints are missing and why?
How has the author used text conventions / language techniques to help get their point across?
How are the characters symbols for larger ideas in the world around you?
How good a job has this author done at getting their point across?
Section 4: Collecting all of your tools for the exam
Section 4: Collecting all of your tools for the exam
You will need to have in your mental toolbox going into the exam:
10-15 quotes that you have memorised (you could try using flashcards to learn them: either digitally or on good old fashioned paper)
A really good understanding of all your characters and their relationships (you might like to try mindmapping for this)
Your author's theme and how they help you to understand the world around you better (you might like to try sketchnotes for this)
A set of essay connectives and sentence starters that you have in your head to make your writing more exciting to read (you might to have read of this essay connective page from the University of Melbourne)
LEARNING TASK
LEARNING TASK
Write down a plan for how you are going to organise yourself for the exam.
What resources do you need?
How are you going to study actively (rather than just read your notes that will put you to sleep and not help you remember stuff)? ** there are some hints above.
Section 5: Practice makes perfect
Section 5: Practice makes perfect
Practice is the key to success here. Use these questions below to practice. Share your work with your teacher BUT WHEN YOU DO BE SURE TO MARK YOUR OWN WORK AND TELL YOUR TEACHER WHAT YOU THINK YOU GOT AND WHY
An effective narrative structure is the key to maintaining the audience’s attention.
It is the way that characters change in a text that makes it worth reading.
New Zealand writing gives us a lens through which we can see ourselves.
A successful text skilfully combines moments of darkness and light.
A text set in a challenging environment has much to teach us.
By paying attention to the minor characters, we gain a deeper understanding of a text.
The careful use of language is what makes a text valuable.
The role of a good writer is to challenge the audience’s preconceptions.
2013 written text questions.pdf91472 (3.1) Quest-Answer Paper Save 2016.pdfPage updated
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