Creative Transformations & Visual Production

2013

CREATIVE TRANSFORMATIONS

PHILOSOPHY

This unit operates behind the main course, but is part of the formal assessment for the year and weighted at 38%, comprising 9% for Creative Transformations, 9% for the Digital Portfolio and 20% for the Visual/Oral Production. Its completion is the responsibility of all students sitting the 2AB course; it is designed to improve the ability of students to write creatively in a range of genres by providing them with opportunities to explore the affective and imaginative realms of English. It is also focused on preparing students to more effectively manage the Writing section of their examination.

Each of the three tasks throughout the year will focus on a different element of creative writing that a student may choose to use in their examination. For each task, students must ensure that they are familiar with the genre in which they will write, and if necessary undertake extra research to gain a detailed understanding of the demands of the genre. Work in class will support the completion of these tasks; however, students are expected to seek extra assistance and information if they require it.

SUBMISSION REQUIREMENTS

  1. To Turn It In – All written work needs to be uploaded to Turn It In ( - no later than 11.59 pm on the night of each due date. No hard copy submission is required for Creative Transformations.
  2. Any assessment not submitted on time will incur a penalty equivalent to 20% per day late.
  3. Each assessment piece will be typed in Times New Roman, using size 12 font and double line spaced.

COMPLETION

Do not leave responses to the night before. All responses may be handed in at your discretion, although each one must be handed in no later than its corresponding due date.

RESPONSE TYPES AND LENGTH

Drama = 2.5 - 3 pages

Short Story = 1000 - 1200 words

Speech = 1000 - 1200 words

DIGITAL PORTFOLIO

The digital portfolio comprises ongoing research into a chosen issue over Terms 2, 3 and 4. The portfolio will be submitted three times over that time. Students will be required to read and view widely to gain a broad knowledge of the issue they have chosen to focus on. This could include reading a newspaper (hard copy or online), watching an episode of a television program such as Q&A, investigating a website, listening to a podcast or watching a documentary or feature film. In order for the digital portfolio to be of real benefit, students need to track their issue over the three terms, achieving a breadth of insight into its complexities.

BREADTH OF RESEARCH

Students are required to read or view at least 12 texts over the three terms. The texts chosen must comprise a range of print and non-print texts in a variety of different formats. Note that while students will be rewarded for offering MORE than the minimum number of texts, providing these texts reflect thoughtful, broad and useful research, it is possible to achieve excellent marks through submission of the minimum number.

Students also need to ensure that they are taking information from reliable sources. If students are unsure whether a text they have chosen is reliable, they should check with their classroom teacher or a teacher librarian.

SUBMISSION REQUIREMENTS

  1. Digital submission: all texts/research in the portfolio must be submitted digitally, including scanned copies of print texts.
  2. Texts/research needs to be clearly labelled and filed to enable it to be easily understood by your teacher.
  3. A bibliography needs to be provided with each portfolio submission containing details of all texts accessed.
  4. Where students have accessed a visual or oral text, notes made while accessing the text, as well as bibliographic details, will serve as sufficient evidence.

VISUAL/ORAL PRODUCTION

In pairs, students will produce a short persuasive video on an issue chosen by one member of the group for their digital portfolio. The video is to be 5 - 7 minutes in length and could take the form of a short documentary, an interactive powerpoint, a short film, a social justice advertising campaign or a community presentation.

The pair will then evaluate their video through their oral production. This must be filmed and be 8 - 10 minutes in length. In the oral validation, students will analyse the choices they made in the construction of the visual production, how they reached their target audience and the overall purpose of the production.

Examples of past students’ work are available on the Year 11 2AB English Wiki if students are looking for guidance or ideas.

SUBMISSION REQUIREMENTS

  1. Both videos must be submitted to the teacher on a USB or DVD or downloaded directly to the teacher's laptop.
  2. Videos must be submitted in a format that will be compatible with Macbook laptops. If you are unsure about this, check with your teacher.
  3. Students are not required to submit process work for this task, but they must submit a signed task sheet.
  4. NOTE: Both students are required to submit their final digital portfolio individually, even though their final task will be completed together.

SUBMISSION DATES

The final submission date for each task will be the Friday of the applicable week. Students may submit their work on or before the following dates:

Task 3 (Drama Scene) = 3%: Due Friday Week 8B, Term 1

Task 6A (Digital Portfolio) = 3%: Due Friday Week 7A, Term 2

Task 6B (Short Story) = 3%: Due Friday Week 8B, Term 2

Task 8A (Digital Portfolio) = 3%: Due Friday Week 7A, Term 3

Task 8B (Speech) = 3%: Due Friday Week 8B, Term 3

Task 10A (Digital Portfolio) = 3%: Due Friday Week 2B, Term 4

Task 10B (Visual Production) = 10%: Due Friday Week 2B, Term 4

Task 10C (Oral Production) = 10%: Due Friday Week 2B, Term 4

NOTES:

(1) Failure to meet these deadlines will result in a 20% penalty for each day late.

(2) Should the portfolio not be complete or should it fail to meet expectations with regard to the range of texts and the quality of work, than 20% of the marks for the associated written/visual task will be immediately deducted.

ADDITIONAL RESOURCES

Task Three/Six: Creative Writing

Genre Assistance

Quin, R. Readings and Responses. Pearson Education Australia Pty Ltd. 2003

Quin, R. Contexts and Conventions. Pearson Education Australia Pty Ltd. 2004

Lutrin, B. and Pincus, M. English Handbook and Study Guide. Berlut Books. 2008 – Available in Library

English Good Answers Guides – Available in Library

Task Eight: Speech

Example Texts

“Chief Seattle’s Address” [Seattle] – Available on Student Shared Drive

“Redfern Address” [Keating] – Available on Student Shared Drive

“Inaugural Speech to House of Representatives” [Wyatt] – Available on Student Shared Drive

“2009 Sydney Peace Prize Acceptance Speech” [Pilger] – Available on Student Shared Drive

Genre Assistance

Quin, R. Contexts and Conventions. Pearson Education Australia Pty Ltd. 2004

Speech Writing Tips

Writing Speeches That Magnetise Audiences [Meanwell]

TASKS, RUBRICS, AND DUE DATES

Task 3 – Creative Piece:

Students will write a short drama scene, in the style of No Sugar, reflecting an issue of importance to Indigenous Australians.

How to prepare and answer this question:

Choose an issue that you feel is of importance to Indigenous Australians.

Brainstorm a basic storyline for your scene.

Remember that your scene could be inserted at any point in the play: before Davis’ script begins, after his concludes or presenting something previously unseen from within the text.

Remember to draw words and phrases from the original text to create a sense of authenticity.

In your response, you might consider:

  • How best to represent the issue you have chosen. What attitudes, values and points of view will you privilege?
  • The characters’ backgrounds, experiences and views.
  • The context, audience and purpose of the text.
  • The way characters would talk and what they would talk about.

NOTES

  1. You are required to write a detailed statement of intent (no less than 150 words) that outlines the context, audience and purpose of the piece and which precedes, but is not part of, the actual piece.
  2. Ensure you state where in the ‘play’ your scene appears.
  3. Provide any relevant stage directions (verbal/non-verbal language, aspects of staging etc) or contextual information to ensure clarity about the context of your piece.
  4. Adhere to the conventions of the genre. This may require referral to the source texts listed on the second page or extra discussions with your teacher.

St Stephen’s School

Creative Transformations 2013

2AB Marking Criteria

Task 3

MARKING CRITERIA / Not Applicable / Experiencing Difficulty / Developing / Progressing Well / Well Established / Excellent
Writing:
Uses the spelling and grammatical conventions of Standard Australian English.
Demonstrates genre-appropriate language and form through effective style, sentence structure, vocabulary, and fluency.
Understands and skilfully employs the conventions of the genre.
Demonstrates effective drafting and editing skills through an articulate and succinct final text.
Reading:
Offers insight into the chosen issue through the characters, setting and events of the piece.
Demonstrates control of point of view through the creation of powerful and convincing voices.
Builds an evocative text through effective sequencing and structuring of ideas.
Demonstrates creativity and originality in exploring the topic.
Assessment has been submitted through Turn It In / Yes / No
Mark/25

Students will write a short drama scene, in the style of No Sugar, reflecting an issue that is of importance to Indigenous Australians.

Task 6 – Short Story:

Students will write a short story that was informed by the issue chosen for their Digital Portfolio.

How to prepare and answer this question:

  1. Using a wide range of sources, conduct research into the issue you have chosen.
  2. Summarise the information you have found and decide how it might be best presented in a short story. You may with to do this by creating a storyboard.
  3. Consider the essential elements of a narrative: characterisation, setting, point of view, symbolism, imagery and description, structure (orientation, complication, climax, resolution).

In your short story, you might consider:

  • The sub-genre (science fiction, fantasy, crime etc) in which you would like to write. Choose the one that will best represent the issue chosen.
  • The essential elements of this genre that need to be incorporated into that narrative.
  • The intended audience of the story, and how this effects stylistic choices.
  • The idea you are representing and the most effective ways to do this.

NOTES

  1. You must include full CAP (context, audience, purpose) information with your submission – this should be in the form of a detailed statement of intent (no less than 150 words) that precedes, but which is not part of, the short story.

St Stephen’s School

Creative Transformations 2013

2AB Marking Criteria

Task 6

Students will write a short story that was informed by the issue chosen for their Digital Portfolio.

MARKING CRITERIA / Not Applicable / Experiencing Difficulty / Developing / Progressing Well / Well Established / Excellent
Part A - Portfolio
The portfolio includes a thoughtful selection of texts from the four groups that demonstrate continued ‘tracking’ and deliberation of the issue.
Clear evidence offered of how each text was read and evaluated.
Includes the required minimum of texts and associated annotated bibliographies.
Demonstrates a consistent, detailed and organised portfolio of documents.
Part B – Short Story (Writing)
Employs language succinctly, precisely and cohesively for specific effect.
Demonstrates effective planning and editing skills through and articulate and succinct final text and the submission of appropriate process work.
Understands and skilfully employs the conventions of the short story genre.
Understands and skilfully employs the conventions of the chosen sub-genre.
Effectively uses Standard Australian English and utilises a broad and rich vocabulary.
Clearly identifies the intended context, audience and purpose of the piece.
Demonstrates an awareness of audience, purpose and context in their writing.
Creates a story that is engaging and thought-provoking for the chosen audience.
Assessment has been submitted through Turn It In / Yes / No
Mark/25

Task 8 – Speech:

Students will write a speech on the topic chosen for their digital portfolio, which will demonstrate their understanding of the persuasive language conventions studied in the advertising unit.

How to prepare and answer this question:

  1. Choose a context, audience and purpose for the speech and determine your point of view.
  2. Consider how these factors would impact the delivery of the speech.

In shaping your response, consider:

  1. Audience context – cultural, ideological, historical, religious, economical, gender, age.
  2. The values, beliefs or attitudes of your chosen speaker and of your chosen audience.
  3. The construction of the speech in terms of its purpose and delivery modes.
  4. The desired responses from the audience and the emotional, spiritual and / or intellectual reasons for those responses.
  5. Your choice of language and, if necessary, how you will communicate tone and emotion.

NOTES

  1. You must include full CAP (context, audience, purpose) information with your submission – this should be in the form of a detailed statement of intent (no less than 150 words) that precedes, but which is not part of, the speech.
  2. Ensure that each of the speeches covered in class is read and annotated in detail prior to beginning your task. In annotating, consider the persuasive techniques employed by the speaker, the implied tone of the speech, the effect it has on its intended audience and the chosen content.

St Stephen’s School

Creative Transformations 2013

2AB Marking Criteria

Task 8

Students will write a speech on the topic chosen for their digital portfolio, which will demonstrate their understanding of the persuasive language conventions studied in the advertising unit.

MARKING CRITERIA / Not Applicable / Experiencing Difficulty / Developing / Progressing Well / Well Established / Excellent
Part A - Portfolio
The portfolio includes a thoughtful selection of texts from the four groups that demonstrate continued ‘tracking’ and deliberation of the issue.
Clear evidence offered of how each text was read and evaluated.
Includes the required minimum of texts and associated annotated bibliographies.
Demonstrates a consistent, detailed and organised portfolio of documents.
Part B – Speech (Writing)
Writes a cohesive response, which is clear, concise and demonstrates sound editing.
Employs language devices for specific emotive and persuasive affect or purpose.
Demonstrates insight and consideration of a particular point of view and defends this point of view with appropriate evidence.
Effectively uses Standard Australian English and utilises a broad and rich vocabulary.
Clearly states the intended context, audience and purpose of the speech.
Demonstrates an awareness of audience, purpose and context in their writing.
Shows evidence of extensive research into the chosen issue through the depth of knowledge and specific examples include in the speech.
Assessment has been submitted through Turn It In. / Yes / No
Mark/25

St Stephen’s School
Year 11 2013
UNIT 2AB English
Written Response
TASK 10

PART A Digital Portfolio
Task: Students will complete their digital portfolio for its final submission, ensuring they have all 12 required texts (minimum), any associated notes and a complete bibliography. In pairs, students will then choose to base their visual production on the issue studied by one member of the group. That member then needs to share their portfolio with their partner.
PART B Visual Production (Reading and Viewing)
Task: In pairs, students will create a visual production that seeks to persuade an audience towards a particular point of view. This might take the form of a short documentary, an interactive PowerPoint, a short film, a social justice advertising campaign, or a community presentation. The production will be based on the overarching proposition, developed in consultation with the teacher and refer in some way to the ideas and issues studied throughout the semester.
PART C Oral Production (Speaking & Listening and Viewing)
Task: In groups, present an oral validation of the visual production that analyses the choices made in its construction, the selections and omissions, how a target audience’s values, beliefs or attitudes were taken into account in the construction process, how this was achieved and the overall purpose of the production.
NB. Task 10B and 10C will be submitted to the teacher on CD, USB or DVD, and must be compatible with the technology being used to view and mark it and ready to view in full.
Please also note that English teaching staff will arrange time to use the Macintosh Labs at the school and students are NOT to ask media teachers or other teachers outside the department for their time or assistance. The time arranged may be inside and/or outside of the normal class time but will be supervised by English staff.
STUDENT DECLARATION
I declare that, in part and whole, this is my own work and has not been used for any other subject, unit or assessment.
Student’s name:______
Student’s signature:______Date:______
Type
Visual Production / Oral Production
Outcome Assessed
Reading, Viewing, Speaking and Listening
Time Allocation
Visual Production
Minimum 5 minutes / maximum 7 minutes.
Oral Production
Minimum 8 minutes / maximum 10 minutes. / Weighting
Digital Portfolio 3%
Visual Production 10%
Oral Production 10%
PROCESS / OBJECTIVES
You might:
  1. Discuss and review the texts, issues and ideas covered in Year 11.
  2. Identify defining factors of these and link to the overarching statement.
  3. Explore and list a range of topics, issues and/or organisations about which students are interested and which link to the overarching statement. Identify how they link to the overarching proposition.
  4. These could include: the refugee situation, the war on terror, Aboriginal issues, Amnesty International, World Vision, the Salvation Army, or crime in our society.
  5. Form pairs and choose a particular topic.
  6. Identify what point of view you wish to take on your chosen topic.
  7. Determine the types of values and attitudes you will need to target in your audience.
  8. Identify the best possible ways to persuade your target audience.
  9. Decide upon what tools, styles or techniques you wish to employ to make this persuasion most effective.
  10. Begin planning and preparing the visual presentation.
  11. Students can use flip cameras from the library, the department’s cameras and any software they see fit for what they want to do.
  12. Review the final product and construct a validation (analysis and evaluation) of it.
  13. Clearly decide upon what techniques and construction points you wish to discuss to explain the production process and how the visual aims to persuade.
/ To:
 Inquire into real world examples of the overarching statement.
 Investigate and explore through broad, deep and meaningful research the topic they have chosen.
 Working cooperatively and collaboratively in small groups.
 Planning strategically to persuade.
 Consider the ways that audiences may be persuaded.
 Evaluate, analyse and critique their own work.
 Speak with clarity, confidence and purpose.
DUE DATE
Friday Week 2B, Term 4

St Stephen’s School
Year 11 2013
UNIT 2AB English
Visual Production
TASK 10 – Part A/B