2.3 extended text exemplars

8/6/2019 2.3 Extended Text Exemplars

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ENGLISH (SAMPLE) Assessment Schedule

2.3 Read, study and analyse extended written text(s).

Descriptor Example

Achievement Read and analyse one extended written text, using supporting

evidence.

Refer annotated

Exemplar A page 2.

Merit Read and analyse one extended written text convincingly, using

supporting evidence.

Refer annotated

Exemplar B page 3.

Excellence Read and analyse one extended written text convincingly and with

insight, using supporting evidence.

Refer annotated

Exemplar C pages 45.

English 2.3 Assessment Schedule (Sample)


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You are advised to spend 40 minutes answering your chosen question in this booklet.

Write about at least ONE extended written text you have studied in class.

You may write about ONE of the following:

novel

non-fiction

drama script

hyper fiction.

At the beginning of your answer on page 3:

circle the text type

give the title of the text

name the writer.

Choose ONE question. Write 300400 words for your answer.Support your discussion with specific evidence from the text.

(a) Discuss how a character or an individual was important in drawing your interest as a reader or audience in a text you

have studied.

(b) Consider the way in which at least TWO individual episodes, sections or events contributed to a text you have studied.

(c) Discuss TWO ways in which a text you have studied effectively presented its ideas.

(You should consider the use of such aspects as character(s), setting, structure, style, etc.)

(d) Demonstrate how a particular setting, situation or context was employed in a text you have studied.

(e) Consider how the ideas/opinions/values of a group, society or social situation were developed in a text you have studied.

(f) Discuss how structure was used effectively in a text you have studied.

Sufficiency StatementTo gain Achievement of this standard, candidates must analyse one extended written text supported by some examples and

details.

To gain Achievement with Merit, candidates must analyse one extended written text convincingly supported by examples and

details.

To gain Achievement with Excellence, candidates must analyse one extended written text convincingly and with insight

supported by examples and details.



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Comments in the boxes refer to assessment schedule criteria. See the assessment schedule.

Exemplar A: Achievement

Consider the way in which at least TWO individual episodes, sections or events contributed to a text you have studied.

MacbethWilliam Shakespeare

Two scenes which contribute to the play Macbeth are when Lady Macbeth and

Macbeth discuss the killing of King Duncan after welcoming him to their castle and later in

the play when Macduff and Malcolm talk in England about being king of Scotland.

In the first episode, Macbeth is thinking about killing Duncan and struggles with his

conscience. He has lost the drive he had and talks about loyalty and the effects of the

murder. He hath honourd me of late. Lady Macbeth bullies him into the murder, When

you durst do it, then you were a man. We see her showing the strength she had when she

first read Macbeths letter about the witches. She has ambition and makes him think about

what he will gain and forget failure.

When she talks she tells him the details of how she will support the crime and we see

him persuaded to carry on with the plan. The scene shows us the strength of Lady

Macbeths character and moves the plot towards the death of Duncan which will bring on

the later events.

In the second scene Macduff meets with Malcolm and tries to get him to come back to

fight against Macbeth. At first they try to test each other they dont know what side they

are on. We see that Macduff feels bad about what has happened in his country and wants

to go back and take revenge. Bleed, bleed, poor country. They then talk about being the

king. Malcolm talks about himself as being worse than Macbeth and that he has as much

evil in his character. At first Macduff shows sympathy and can forgive still wanting him as

king but when what Malcolm says gets too extreme, Macduff has had enough and tells him

that hes not fit to be king. Fit to govern no not to live. This shows that Macduff has

morals and wont just accept anybody. At this point Malcolm tells the truth that he has

not done such things and they join together to return to Scotland to fight Macbeth.

The episode makes sure that the two characters are truthful and that their alliance is

strong to fight against Macbeth and so it contributes to the play in the plot and what it

shows about characters just like the first scene between Macbeth and his wife.

(393 words)


Focus on

the question

topic two

scenes

mentioned. Refers

to detail

of text.

Links comment

with second

part of

question-

( way in which

.

contributed)..

Focus on

second

scene.

Analysis of

evidence

relates to

question.Links backto

question.

Analyses

supporting

evidence.

Gives

details as

supporting

evidence.

Analysis

of detail.


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Exemplar B: Merit

Discuss how a character or an individual was important in drawing your interest as a reader or audience in a text you

have studied.

Wednesday To Come Renee

Iris the main character in Wednesday to Comeby Renee draws the interest of the

audience as she experiences the social injustice faced during the Great Depression and we

witness her survival, her conflicting emotions providing the structure of the play, and how she

presents a main idea about the nature of history.

Social injustice was present before the Depression of 1934 and it had made two

generations of women strong before Iris. Her inherited strength allowed her to assert herself

and open her husband Bens coffin against the wishes of her mother and Bens brother Ted.

She also stood on her own two feet which was what Molly did not do and led to Mary saying

(to Molly) And until you do youre never going to come within a cooee of a woman like Iris.

Her strong character saw her survive where Ben gave up under pressure. At the relief

camp Ben could not survive pulling a plough and he committed suicide. He was just wanting

to escape according to Molly. Iris on the other hand said we all have harnesses. And most

of us survive somehow. She took on the burdens of life and showed that she is a survivor.

She will continue living to pass on her qualities to her children Cliff and Jeannie.

Her emotions and experience also interest us as they shape the structure of the play. At

the beginning of the play her confused feelings are exposed. She is hurting and angry at Ben

and as she says Youve got to feel something to hate and the fact is I dont we see the

extent of her feelings. From this point there is rising action and an increasing dramatic

tension in the play. When she finally asserts herself and opens the coffin, it is the climax of

the drama and she deals with her conflicting emotions. In her monologue when she speaks

to Ben we see her resolve her feelings and admit that she does miss him. At this time as

Mary said, She has had her say and Iris goes on to make positive decisions. As she makes

them the plays action falls and there is decreasing dramatic tension. From here the issues

resolve. For example Iris gives Jeannie and Cliff permission to join the march to Wellington

and so take positive action against social injustice.

A third aspect of interest is when Iris in her monologue raised the important point that

history is about the martyrs and not the survivors, were the ones they leave out when they

write up the books. By committing suicide Ben will be remembered by the family, in the

marchers minds and on their banners, yet the family will be forgotten. This is also the reason

why she tells her children Its a hard road remembering but someone has to, and tells them

not to forget. Like Granna who records their own history daily in her notebook so it is never

forgotten.

Thus the character of Iris draws our interest through her character, actions and words

telling the audience finally that continuing and recording is most important.

(526 words)


Refers

to

question

topic.Points to

later

analysis of

detail.

Supportive

examples

develop

cogent

convincing

argument.

Developing

reference to

question topic.

Analysis

supported

by

convincing

detail.

Accurate

detail

cogently

convincingly

answers

question with

clear analysis.

Persuasive

links to

topic and

developed

analysis.

Supporting

examples

and details.

Draws

discussion

to question

topic.

Moves to

convincing

conclusion.


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Exemplar C: Excellence

Consider how the ideas/opinions/values of a group, society or social situation were developed in a text you have

studied.

One Flew Over The Cuckoos Nest Ken Kesey

In the novel One Flew Over the Cuckoos Nest by Ken Kesey, the values of a

situation in a mental institution (known as The Combine) and their relevance to human

society as a whole are developed by the interaction of two characters Randle Patrick

McMurphy a patient and Nurse Ratched. McMurphy represents an individual who

refuses to conform with the situation of the Combine and encourages individuality.

Nurse Ratched on the other hand represents the system and also the emasculation and

dehumanisation of modern human society. The conflicting relationship of these two

develops the wider idea that society is being repressed by a few in authority and

encourages us to express our ideas freely without depending on control.

McMurphy represents individuality and Ratched constantly fears that McMurphysinfluence will threaten her control. He insists on being called by his right name and

during meetings he makes suggestions which Ratched constantly rejects since they do

not respect her control. As she says of him He is what we call a manipulator. A

manipulator can influence patients and disrupt them to an extent that it may take months

for everything to start running smoothly again. McMurphy believes that anybody who

cannot express their ideas freely and has to depend on controls is a total failure,

thereby opposing Nurse Ratcheds views. Their opposition shows in the vote for

watching the World Series. The nurse rejects the majority saying Im afraid the vote is

defeated. In doing so, she stops the patients from experiencing the real world.McMurphy, however, tells them that they should think for themselves. This conflict

parallels human society in emphasising that we should be more individualistic in life

we should not lose our ability to express our ideas freely.

McMurphy encourages sexuality and emphasises that it is their sexuality that makes

them men. Nurse Ratched, in contrast, continuously represses the patients sexuality

by belittling them to each other. Her negatives are expressed when she stops them

running in towels and humiliates Billy Bobbit with reminders of his mothers opinion of

him. Their conflict on sexuality reflects again on wider society; McMurphy represents

freedom and sexuality showing us that we must not allow anybody to rob us of what

makes us special.

Another way values are developed is in the attitude to rules of the situation. The

nurse ensures that there are set rules in the ward. McMurphy, however, conflicts with

this and constantly rebels. He refuses to take his pills and admission shower. When the

nurse tells him to follow the rules he is quick to say somebody always tells me about the

rules, just when they figure Im about to do the dead opposite. Again this conflict

develops a consideration of the situations values and society as a whole. It suggests

that society today has rules and regulations that attempt to control us and that we must

limit these controls and rules.

In conclusion in the novel, Nurse Ratched represents authority and the emasculation

of modern society. McMurphy symbolises individuality and rebellion. Their characters


Shows an

understanding

of the text.

Includes

perceptive

responses

explaining

why the

character was

important.Ope

ns with

insightfulstatement

relating text

detail to

question topic.

Answers

both parts of

the

question.Dir

ect focus on

the whole

question.

Shows an

understanding

of the text.

Includes

perceptive

responses

explaining

why the

character was

important.Exa

mples

convincingly

support the

analysis.

Shows an

understand

ing

of the text.

Includes

perceptive

responses

explainingwhy the

character

was

important.

Use of

supporting

evidence.

Shows an

understandingof the text.

Includes

perceptive

responses

explaining

why the

character was

important.Anal

ysis shows

insight into

text ideas.

Shows an

understanding

of the text.

Includes

perceptive

responsesexplaining

why the

character was

important.Disc

ussion

cogentlyconvin

cingly

develops

argument

relevant to

question.Shows an

understandingof the text.

Includes

perceptive

responses

explaining

why the

character was

important.Rela

tes developed

analysis to

question.

Shows an

understanding

of the text.

Includes

perceptiveresponses

explaining

why the

character was

important.Con

clusion

convincingly

draws insi hts

Shows an

understanding

of the text.

Includes

perceptive

responsesexplaining

why the

character was

important.Cog

ent and C

consistently

convincing

linkage of

detail to

question topic.

Shows an

understandi

ng

of the text.

Includes

perceptive

responses

explaining

why the

characterwas

important.Co

nvincing

insights into

text.

Shows an

understandi

ng

of the text.

Includes

perceptive

responses

explaining

why the

character

was

important.Pe

rsuasive use

of

supporting

examples.

Convincing

analysis

developed

from detail

of text text.

Shows an

understanding

of the text.Includes

perceptive

responses

explaining

why the

character was

important.Cog


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and conflicts represent a struggle of values and the idea finally that in society like the

mental institution our freedom is limited.

(530 words)


together. developed

from detail of

text.

Shows an

understan

ding

of the text.

Includes

perceptive

responses

explaining

why the

character

was

important.

CogentCo

nvincing

analysis

developed

from detail

of text.


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2.3 extended text exemplars

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