Assignment Task
Assessment objectives
This assessment instrument is used to determine student achievement in the following objectives:
1. use patterns and conventions of an analytical essay to respond to an unseen question/task
2. establish and maintain the role of essay writer and relationships with readers
3. analyse perspectives and representations of concepts, identities, times and places in a literary text
4. analyse the ways cultural assumptions, attitudes, values and beliefs underpin a literary text and invite audiences to take up positions
5. analyse the effects of aesthetic features and stylistic devices in a literary text
6. select and synthesise subject matter to support perspectives in an essay response to an unseen question/task
7. organise and sequence subject matter to achieve particular purposes
8. use cohesive devices to emphasise ideas and connect parts of an essay
9. make language choices for particular purposes in an essay
10. use grammar and language structures for particular purposes in an essay
11. use written features to achieve particular purposes in an essay.
Other Genre: Analytical essay
Purpose: To inform the reader of an interpretation of Frankenstein
Audience: An educated reader familiar with Frankenstein
Task instructions
There are two items for the novel you have studied. Respond to ONE of the items for the novel you have studied.
In response to the item you have chosen, write an analytical essay.
The essay should be:
written for readers who are familiar with the novel
700 – 900 words, excluding quotations.
Scaffolding
The analysis should be written in a formal tone, include relevant literary terminology and follow appropriate academic conventions
An analytical essay is structured around a thesis, which is a statement of the central argument of an essay; the thesis presents an interpretation of a literary text or texts and is supported by arguments and substantiated by relevant evidence in the form of discussion, exploration and examination of a literary text, in this case, Frankenstein.
left-293370Instrument-specific marking guide (ISMG)
020000Instrument-specific marking guide (ISMG)
Criterion: Knowledge application
Assessment objectives – 3, 4, 5
The student work has the following characteristics:
• discerning analysis of perspectives and representations of concepts, identities, times and places in Frankenstein
• discerning analysis of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions
• discerning analysis of the effects of aesthetic features and stylistic devices in Frankenstein. 8-9
• effective analysis of perspectives and representations of concepts, identities, times and places in Frankenstein
• effective analysis of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions
• effective analysis of the effects of aesthetic features and stylistic devices in Frankenstein. 6-7
• adequate analysis of perspectives and representations of concepts, identities, times and places in Frankenstein
• adequate analysis of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions
• adequate analysis of the effects of aesthetic features and stylistic devices in Frankenstein. 4-5
• superficial analysis of perspectives and representations of concepts, identities, times and places in Frankenstein
• superficial analysis of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions
• identification of aesthetic features and stylistic devices in Frankenstein and some effects. 2-3
• identification of some perspectives and representations of concepts, identities, times and places in Frankenstein
• identification of some cultural assumptions, attitudes, values and beliefs in Frankenstein
• identification of some aesthetic features and stylistic devices in Frankenstein. 1
• does not satisfy any of the descriptors above. 0
Criterion: Organisation and development
Assessment objectives – 1, 2, 6, 7, 8
The student work has the following characteristics:
• discerning use of the patterns and conventions of an analytical essay and the role of the essay writer to establish and maintain relationships with readers
• discerning selection and synthesis of subject matter to support perspectives in an essay response
• 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 essay. 7-8
• effective use of the patterns and conventions of an analytical essay and the role of the essay writer to establish and maintain relationships with readers
• effective selection and synthesis of subject matter to support perspectives in an essay response
• 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 essay. 5-6
• suitable use of the patterns and conventions of an analytical essay and the role of the essay writer to establish and maintain relationships with readers
• suitable selection and adequate synthesis of subject matter to support perspectives in an essay response
• 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 essay. 3-4
• inconsistent use of the patterns and conventions of an analytical essay and the role of the essay writer
• narrow selection of subject matter to support perspectives in an essay response
• inconsistent organisation and sequencing of subject matter and some use of cohesive devices to connect parts of an essay. 2
• fragmented use of patterns and conventions of an analytical essay and the role of the essay writer
• fragmented selection of subject matter
• some connections between parts of an essay. 1
• does not satisfy any of the descriptors above. 0
Criterion: Textual features
Assessment objectives – 9, 10, 11
The student work has the following characteristics:
• discerning language choices for particular purposes in an essay
• discerning combination of a range of grammatically accurate/appropriate language structures, including clauses and sentences, to achieve particular purposes in an essay
• discerning use of written features, including conventional spelling and punctuation, to achieve particular purposes in an essay. 7-8
• effective language choices for particular purposes in an essay
• effective use of a range of grammatically accurate/appropriate language structures, including clauses and sentences, to achieve particular purposes in an essay
• effective use of written features, including conventional spelling and punctuation, to achieve particular purposes in an essay. 5-6
• suitable language choices for particular purposes in an essay
• suitable use of a range of mostly grammatically accurate/appropriate language structures, including clauses and sentences, to achieve particular purposes in an essay
• suitable use of written features, including conventional spelling and punctuation, to achieve particular purposes in an essay. 3-4
• language choices that vary in suitability in an essay
• inconsistent use of grammar and language structures
• use of written features, including spelling and punctuation, that vary in suitability in an essay. 2
• inappropriate language choices in an essay
• fragmented use of grammar and language structures
• variable and inappropriate use of written features, including spelling and punctuation in an essay. 1
• does not satisfy any of the descriptors above.
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