STUDENT: ______TEACHER: ______

ASSESSMENT: GENRE: Expository Music Review – Written

PURPOSE:To review and inform a general audience.

AUDIENCE: Readers of “Rolling Stone” Magazine

CONDITIONS:400-wordwritten response

4 WEEKS NOTICE, UNLIMITED ACCESS TO RESOURCES, KNOWN GENRE, TEACHER INPUT

DATE SET: T1 Week 3DRAFT DUE: Week 6 DUE DATE: End Week7.

CONTEXT:“Rolling Stone” magazine is attempting to regain a younger audience. In an effort to attract younger readers, the editor has decided to ask older teenagers for their opinions about protest songs, both old and new. The findings are to be published in the next edition of the magazine.

TASK: The editor of “Rolling Stone” has requested that you review what you consider to be the best example of a PROTEST song from the past 50 years. You are to select a song from the list provided by “Rolling Stone”- Best Ten Protest Songs and CONSTRUCT a review for the magazine. In your review you should include an explanation of the historical context of your protest song (e.g. Vietnam War, anti-war, anti-whaling, civil rights etc) and the beliefs of the songwriter/artist.

It is essential that you include:

  • a brief description of the song’s issues
  • the musical style of the artist and ascertain the song’s impact on its audience
  • the layout needs to incorporate a headline, a by-line, and appropriate photograph.

A planning schema is attached and must be approved by the editor (teacher) before you draft.

You are to complete an analysis document; five words /phrases that you consider motivated the song writer.

Construct= To assemble, build or create something by placing parts together for a particular purpose

COMMENTS:

______

PLEASE COMPLETE WORKSHEETS: ______

OVERALL

TEACHER SIGNATURE:GRADE

Year 12 English Communication StudiesSongs: a weapon of mass persuasion

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 review to achieve particular purposes
- selecting and synthesising relevant subject matter
- explaining information, ideas and arguments with analysis and evaluation
- substantiating opinions with relevant evidence. / The student has generally demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by:
-using patterns and conventions
of a review to achieve particular purposes
-selecting sufficient relevant subject matter
- explaining information, ideas and arguments with some analysis and evaluation
- supporting opinions with relevant evidence. / 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 review to achieve particular purposes
- in the main selecting relevant subject matter
- in the main explaining information, ideas and arguments with some analysis
- in the main supporting opinions with some evidence. / 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 review to achieve some purposes
-unevenly selecting some relevant subject matter
- unevenlyexplaining some information, ideas and arguments
- unevenlysupporting opinions with a little evidence. / The student has occasionally demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by:
-·using some conventions of a review
-·selecting some subject matter
-·stating opinions.
-occasionally using appropriate roles and relationships
· Using some modes and media
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 cohesive ties to link ideas
- using a range of suitable vocabulary
-controlling most clause and sentence structures
- maintaining control of paragraphing and most punctuation
-controlling conventional spelling. / The student has generally demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
- sequencing and organising subject matter
-usually linking ideas with cohesive ties
-using suitable vocabulary
- generally maintaining control of most clause and sentence structures
- generally maintaining control of paragraphing and most punctuation
-generally controlling conventional spelling. / The student has in the main demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
- in the main, sequencing and organising subject matter
- sometimes linking ideas with cohesive ties
- in the main, using suitable vocabulary
- using clause and sentence structures with occasional lapses in accuracy
- in the main, controlling paragraphing and punctuation
- using conventional spelling with some lapses. / The student has unevenly demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
- unevenly sequencing and organising subject matter
- linking some ideas with conjunctions
- using basic vocabulary
- using some clause and sentence structures, with frequent lapses
- using some punctuation though not paragraphing
- using conventional spelling. / The student has occasionally demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
-linking some ideas with conjunctions
- using a narrow range of basic vocabulary
- using a narrow range of clause and sentence structures, with frequent lapses that impede understanding
- using some punctuation
- using conventional spelling so that understanding is impeded.
Knowledge and understanding of texts / The student has consistently demonstrated knowledge of how texts are interpreted and constructed by:
- explaining or purposefully shaping representations of people, places, events and concepts in texts
- explaining or effectively using cultural assumptions, attitudes, values and beliefs in texts
- explaining ways readers take up positions in relation to texts
- making language choices to invite readers to take up positions in relation to texts. / The student has generally demonstrated knowledge of how texts are interpreted and constructed by:
- describing or shaping representations of people, places, events and concepts in texts
- describing or using cultural assumptions, attitudes, values and beliefs in texts
- describing ways readers take up positions in relation to texts
- making language choices that generally invite readers to take up positions in relation to texts. / The student has in the main demonstrated knowledge of how texts are interpreted and constructed by:
- identifying or unevenly shaping representations of people, places, events and concepts in texts
-identifying or unevenly using cultural assumptions, attitudes, values and beliefs in texts
-identifying some ways readers take up positions in relation to texts
-making language choices that sometimes invite readers to take up positions in relation to texts. / The student has demonstrated knowledge of how texts are interpreted and constructed by:
- sometimes identifying or shaping representations of people, places, events and concepts in texts
-sometimes identifying or using attitudes and beliefs in texts
- recognising that texts influence readers. / The student has demonstrated knowledge of how texts are interpreted and constructed by:
- recognising or shaping representations of people, places, events and concepts in texts
- identifying some attitudes and beliefs in texts.

REVIEW PLAN Editor’s initials:

Song title and artist:Reviewer:

Main reason for selection:

Ideas for Headline and Photograph (consider how this will influence the reader’s opinion)

Historical Context

Beliefs of the Songwriter

Linking sentence:

Issues raised in the song

Linking sentence:

Musical Style

Linking sentence:

Impact on Audience

Linking sentence:

Overall Recommendationi.e.summary of the main reasons for selecting this song

Analytical Scaffold

List your words in these boxes / Meanings and analysis in these boxes