Year 12

/

Language for Academic Learning

Written Task: Feature Article

ASSESSMENT ITEM ONE / Term 1, 2013

Name: ______Form: ______Teacher: ______

BACKGROUND: During this term you have been exploring the topic of contemporary families. You have expanded your knowledge of academic language and focused on developing your research, writing, speaking and listening skills further. You have also investigated and analysed various types of texts, including feature articles, and conducted research on your chosen topic.

TASK: You are a young journalist writing for a cultural magazine called ‘World Cultures –Then and Now’. The magazine caters for various writing styles ranging from formal to entertaining and contemporary. Using the knowledge and understanding of language skills for academic learning and of this particular genre, you are required to write a feature article on the topic of Contemporary Families of the World. You will need to define the topic to suit your chosen view and interest. Your article needs to be informative and well-researched.

It is expected that you will utilise many forms of information gathering, including the Internet, journals, documentaries, interviews, surveys, and so on. Your reference list at the end of the article must acknowledge these sources.

  • As a feature writer you have to choose an angle for your article.
  • Your article should also demonstrate your knowledge of the structure and language features of the feature article.

Length: 800-1000 words
Due Dates:

Draft:

Final Copy:
Conditions:
5 weeks notice of this task was provided.
Time will be allocated for all students to research, draft the essay, and seek some guidance from their teacher during class time. However, all students are expected to complete their research and preparation for this task predominantly in their own time.
Each student is required to present a draft of a substantial nature to their English teacher during class time.
Final copy must be submitted to TurnitIn via your teacher’s account
Consequences for late submission of drafts and final copies are outlined in the school assessment policy.

Genre: Feature Article

Audience: Readers of the Magazine ‘World Cultures – Then and Now

Purpose: To research issues facing families around the world; to communicate ideas effectively in the feature article genre; to make purposeful choices that invite readers to take up positions.

Assessable Criteria
Standard A / Standard B / Standard C / Standard D / Standard E
Knowledge about language / The feature article has the following characteristics:
  • highly effective control and/or exploitation of a wide range of language features
  • precise and sustained control of a wide range of grammatical conventions
  • discerning and consistent use of cohesive devices clearly linking ideas throughout texts
  • command of an extensive range of suitable vocabulary
  • discerning use and consistent control of appropriate paragraphing, spelling and punctuation
/ The feature article has the following characteristics:
  • effective control of a range of language features
  • sustained control of a range of grammatical conventions
  • consistent use of cohesive devices linking ideas and connecting parts of texts
  • a range of vocabulary suitable for the particular purpose
  • sustained use of appropriate paragraphing, a range of punctuation and spelling
/ The feature article has the following characteristics:
  • suitable use of language features
  • suitable application of grammar, with most clause and sentence structures grammatically correct
  • appropriate cohesive devices linking ideas ad connecting parts of texts
  • vocabulary suitable for the particular purpose
  • control of basic paragraphing, appropriate punctuation and spelling
/ The feature article has the following characteristics:
  • use of language features
  • application of basic grammar, with basic clause and sentence structures grammatically accurate
  • simple cohesive devices connecting parts of texts
  • basic vocabulary
  • basic paragraphing, some appropriate punctuation and spelling
/ The feature article has the following characteristics:
  • some evidence of basic language features
  • basic sentence structures grammatically accurate
  • basic connections between structures
  • narrow range of basic vocabulary
  • some appropriate punctuation and spelling

Cognitive processes / The student work has the following characteristics:
  • discriminating selection, in-depth analysis and synthesis of relevant subject matter from a wide variety of texts
  • insightful inferences and thorough evaluations drawn suitable to context
  • insightful positions offered and maintained leading to accurate conclusions with well-substantiated justifications of decisions
/ The student work has the following characteristics:
  • appropriate selection, effective analysis and synthesis of subject matter form a variety of written and spoken texts
  • accurate inferences and effective evaluations drawn suitable to the context
  • realistic positions offered and maintained leading to accurate conclusions and effective justifications of decisions
/ The student work has the following characteristics:
  • appropriate selection, simple analysis and synthesis of subject matter form a variety of written and spoken texts
  • simple inferences and evaluations drawn suitable to the context
  • realistic positions offered and maintained leading to simple conclusions and justifications of decisions
/ The student work has the following characteristics:
  • selection and simple analysis of subject matter
  • simple inferences suitable to the context made
  • positions offered and simple conclusions made
/ The student work has the following characteristics:
  • selection of simple subject matter
  • simple inferences made
  • opinions offered

Communication skills / The student work has the following characteristics:
  • exploitation of genre patterns and conventions that clarify or enhance meaning
  • insightful and perceptive integration of language features that effectively respond to the particular audience, purpose and context enhancing meaning
  • logical selection, cohesive organisation, insightful presentation and expression of complex ideas that suit the particular audience, purpose and context
/ The student work has the following characteristics:
  • control of genre patterns and conventions that suit the context
  • integration of language features that effectively respond to the particular audience, purpose and context strengthening meaning
  • logical selection and organisation, effective presentation and expression of complex ideas that suit the particular audience, purpose and context
/ The student work has the following characteristics:
  • control of genre patterns that suit the context
  • integration of language features that effectively respond to the particular audience, purpose or context
  • suitable presentation and expression of ideas that suit the particular audience, purpose and context
/ The student work has the following characteristics:
  • aspects of genre patterns that mostly suit the context
  • language features that respond to the particular audience, purpose or context
  • presentation and expression of simple ideas
/ The student work has the following characteristics:
  • aspects of genre patterns
  • language features
  • statements of simple ideas

Comments:

______

______

______

______

Result:

Criterion 1
Criterion 2
Criterion 3 / Teacher’s Signature: / Date:

AUTHENTICATION

You need to be able to acknowledge honestly that the prepared work you submit for assessment is yours and not someone else’s. If it is evident that you have submitted work that is substantially that of another person, your result will be considerably reduced or your work may receive no grade at all.

However, virtually nobody works alone in the production of a final piece of work. We all use a range of human and other resources and need to acknowledge these. It is important to understand what is acceptable in this context and what is not. In general, it is acceptable to seek help in the ideas, planning and early drafting stages, but not in the final stages of drafting or in production of your final version.

Tick in the table below to indicate if you received help from other people at any part of the text production process.

RESOURCES /

STAGES OF TEXT PRODUCTION

Material

/ Original Ideas / Rough Draft / Final Copy
Internet
School Library
Outside Libraries
Computer Programs
CD ROMs
Magazines
Other

Human

Teacher
Peers
Member of Family
Librarian
ESL Teacher
Tutor
Other

STUDENT DECLARATION:I ______hereby certify that this assessment item is my own work based on my personal effort / research. I can prove authorship through production of drafts (if applicable) and am willing to answer if deemed necessary. I have kept a copy of this assignment.

Signature: ______

Teacher Monitoring of Progress

Stage of Progress / Date / Teacher Signature
Plan Sighted
Evidence of student working in class
Draft submitted

If the teacher is not satisfied that the drafting process has been followed according to the

conditions of the task, the student could be required to complete the task under test conditions.

TEACHER USE ONLY

If illness, family circumstance or other difficulties will prevent you from submitting your assignment by the due date, you must explain this when seeking an extension. Extensions must be authorized by the Head of Department at least 24 hours before the due date.

An extension has been granted until…………………………………………………………

H.O.D. Signature………………………………….Date………………………………………