ASSESSMENT: GENRE: Resume, Cover Letter and Interview

STUDENT: ______TEACHER: ______

ASSESSMENT: GENRE: Resume, Cover Letter and Interview

PURPOSE: To inform and persuade

AUDIENCE: Applicant to Employer

CONDITIONS: a) RESUME/LETTER- 4 weeks’ notice 300-400 words (written), unlimited access toresources

b) JOB INTERVIEW- 4 weeks’ notice 3-4 minutes (spoken) unlimited access to resources

DATE SET: Week 2 DRAFT DATE: Week 4 DUE DATE: Week 5 (resume) Week 7 (interview)

CONTEXT:You have applied for Queensland’s “Dream Job” on Magic Island, situated off Cairns’ (QLD) tropical coast (see insert).After submitting your cover letter and resume, you have been lucky enough to be short-listed for the position. You must attend a job interview at a scheduled time to determine your success. If successful, your duties will include:

* Meeting and greeting guests on arrival.

* Arranging all areas of accommodation.

* Being responsible for dealing with customer disputes.

* Organising entertainment and beach activities.

* Office administration duties.

TASK: You are to submit a cover letter, resume and participate in a job interview, conducted by your employer. It is your responsibility to ensure that you are fully prepared.

• You need to be punctual.
• You need to be appropriately dressed.
• You must have your portfolio. (The panel will have copies of your cover letter and resume of job application and resume (which will need to be submitted one week before the interview. The questions at the interview will be based on information contained in your resume).
• You will need to answer questions based on your appropriateness for the position.
• You should have a list of questions to ask the panel.
• Bring your personality – confidence is a must.

COMMENTS:

______.

OVERALL

TEACHER SIGNATURE:GRADE

Year 11 ENC- Job

Year 11 English Communication Getting that Job : Resume/Letter

A / B / C / D / E
Knowledge of contextual factors / The student has consistently demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by:
--- consistently using patterns and conventions of a cover letter and resume to achieve particular purposes
- consistently selecting and synthesising relevant subject matter
- consistently substantiating opinions with relevant evidence
- consistently controlling appropriate roles and relationships. / The student has generally demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by:
-- generally using patterns and conventions
of a cover letter and resume to achieve particular purposes
- generally selecting sufficient relevant subject matter
- generally supporting opinions with relevant evidence
- generally using appropriate roles and relationships. / The student has in the main demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by:
- in the main, using patterns and conventions of a resume and cover letter to achieve particular purposes
- in the main selecting relevant subject matter
- supporting opinions with some evidence
- in the main, using appropriate roles and relationships. / The student has unevenly demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by:
- unevenly using patterns and conventions of a cover letter and resume to achieve some purposes
- unevenlyselecting some relevant subject matter
- unevenlysupporting opinions with a little evidence
- unevenly using appropriate roles and relationships. / The student has occasionally demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by:
- occasionally ·using some conventions of a cover letter and a resume
- occasionally selecting some subject matter
-occasionally using appropriate roles and relationships.
Knowledge of textual features / The student has demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:-consistently sequencing and organising subject matter
- consistently using a range of suitable vocabulary
- consistently controlling most clause and sentence structures.
- consistently maintains control of paragraphing and most punctuation.
- consistently controlling conventional spelling
- / The student has demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
- generally sequencing and organising subject matter
- using suitable vocabulary
-generally maintain control of most clause and sentence structures.
- generally maintain control of paragraphing and most punctuation.
-
. / The student has demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
- in the main, sequencing and organising subject matter
- in the main, using suitable vocabulary
- in the main using clause and sentence structures with occasional lapses in accuracy.
-in the main controlling paragraphing and punctuation
- in the main using conventional spelling with some lapses / The student has demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
- unevenly sequencing and organising subject matter
- unevenly using basic vocabulary
-unevenlyusing some clause and sentence structures, with frequent lapses
-unevenlyusing some punctuation, though not paragraphing
-unevenlysometimes using conventional spelling / The student has occasionally demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
- occasionally linking some ideas with conjunctions
- occasionally using a narrow range of basic vocabulary
- occasionally using a narrow range of clause and sentence structures, with frequent lapses that impede understanding.
- occasionally using some punctuation
Knowledge and understanding of texts
: / The student has demonstrated knowledge of how texts are interpreted and constructed by:
-consistently explaining or purposefully shaping the text to represent the applicant favourably.
- consistently explaining or effectively using cultural assumptions, attitudes, values and beliefs in relation to employability.
- consistently making language choices to invite the interviewer to deem the applicant employable. / The student has demonstrated knowledge of how texts are interpreted and constructed by:
-generally describing or shaping the text to represent the applicant favourably.
- generally describing or using cultural assumptions, attitudes, values and beliefs in relation to employability.
- generally making language choices that generally invite the interviewer to deem the applicant employable. / The student has demonstrated knowledge of how texts are interpreted and constructed by:
-in the mainidentifying or unevenly shaping the text to represent the applicant favourably.
- in the main identifying or unevenly using cultural assumptions, attitudes, values and beliefs in relation to employability.
- in the main making language choices that sometimes invite the interviewer to deem the applicant employable. / The student has unevenly demonstrated knowledge of how texts are interpreted and constructed by- sometimesidentifying or shaping the text to represent the applicant favourably.
- unevenly sometime identifying or using attitudes and beliefs in relation to employability.
- unevenlymaking language choices that sometimes Recognising that texts influence the interviewer. / The student has occasionally demonstrated knowledge of how texts are interpreted and constructed by:
- Occasionally recognising or shaping the text to represent the applicant favourably.
- Occasionally identifying some attitudes and beliefs in relation to employability.

Year 11 English Communication Getting that Job : Job Interview

A / B / C / D / E
Knowledge of contextual factors / The student has consistently demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by:
- consistently using patterns and conventions of an interview to achieve particular purposes
- consistently selecting and synthesising relevant subject matter
- consistently substantiating opinions with relevant evidence
- consistently controlling appropriate roles and relationships. / The student has generally demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by:
- generally using patterns and conventions of an interview to achieve particular purposes
- generally selecting sufficient relevant subject matter
- generally supporting opinions with relevant evidence
- generally using appropriate roles and relationships. / The student has in the main demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by:
- in the main, using patterns and conventions of an interview to achieve particular purposes
- in the main selecting relevant subject matter
- supporting opinions with some evidence
- in the main, using appropriate roles and relationships. / The student has unevenly demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by:
- unevenly using patterns and conventions of an interview to achieve some purposes
- unevenly selecting some relevant subject matter
- unevenly supporting opinions with a little evidence
- unevenly using appropriate roles and relationships. / The student has occasionally demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by:
- occasionally using some conventions of an interview
- occasionally selecting some subject matter
-occasionally using appropriate roles and relationships.
Knowledge of textual features / The student has demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:-consistently sequencing and organising subject matter
- consistently using a range of suitable vocabulary
- consistently controlling most clause and sentence structures.
- consistently controlling spoken/signed and non-verbal features that contribute to meaning:
pronunciation, audibility and clarity, pace, volume, phrasing and pausing for emphasis,
facial expression, movement, gestures and proximity. / The student has demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
- generally sequencing and organising subject matter
- using suitable vocabulary
-generally maintain control of most clause and sentence structures.
- using spoken/signed and non-verbal features that contribute to meaning:
pronunciation, audibility and clarity, pace,
volume, pausing for emphasis, facial expression, stance, movement and gestures. / The student has demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
- in the main, sequencing and organising subject matter
- in the main, using suitable vocabulary
- in the main using clause and sentence structures with occasional lapses in accuracy.
- in the main using spoken/signed and non-verbal features that in the main, contribute to meaning:
pronunciation, audibility and clarity, volume, facial expression, stance and movement. / The student has demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
- unevenly sequencing and organising subject matter
- unevenly using basic vocabulary
- unevenly using some clause and sentence structures, with frequent lapses
- unevenly using some spoken /signed and non-verbal features:
pronunciation, audibility, volume, stance and
movement. / The student has occasionally demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
- occasionally linking some ideas with conjunctions
- occasionally using a narrow range of basic vocabulary
- occasionally using a narrow range of clause and sentence structures, with frequent lapses that impede understanding.
- occasionally using a narrow range of spoken/ signed and non-verbal features:
pronunciation, audibility, volume, stance and movement.
Knowledge and understanding of texts
: / The student has demonstrated knowledge of how texts are interpreted and constructed by:
- consistently explaining or purposefully shaping the text to represent the applicant favourably.
- consistently explaining or effectively using cultural assumptions, attitudes, values and beliefs in relation to employability.
- consistently making language choices to invite the interviewer to deem the applicant employable. / The student has demonstrated knowledge of how texts are interpreted and constructed by:
- generally describing or shaping the text to represent the applicant favourably.
- generally describing or using cultural assumptions, attitudes, values and beliefs in relation to employability.
- generally making language choices that generally invite the interviewer to deem the applicant employable. / The student has demonstrated knowledge of how texts are interpreted and constructed by:
- in the main identifying or unevenly shaping the text to represent the applicant favourably.
- in the main identifying or unevenly using cultural assumptions, attitudes, values and beliefs in relation to employability.
- in the main making language choices that sometimes invite the interviewer to deem the applicant employable. / The student has unevenly demonstrated knowledge of how texts are interpreted and constructed by - sometimesidentifying or shaping the text to represent the applicant favourably.
- unevenly sometime identifying or using attitudes and beliefs in relation to employability.
- unevenly making language choices that sometimes Recognising that texts influence the interviewer. / The student has occasionally demonstrated knowledge of how texts are interpreted and constructed by:
- Occasionally recognising or shaping the text to represent the applicant favourably.
- Occasionally identifying some attitudes and beliefs in relation to employability.

Year 11 ENC- Job