Year 11 Stage 1 Unit C

YEAR 11 STAGE 1 UNIT C

PORTFOLIO

WEIGHTING: 20%

DUE DATE: Week 1, Term 2

OUTCOMES 2 & 3: VIEWING, READING, WRITING

LENGTH: about 1,250 words

Students read and view a wide range of texts with purpose, understanding and critical awareness.

In achieving this outcome, students:

• interpret the conventions of written and visual texts with increasing understanding and critical awareness;
• demonstrate increasing critical awareness of the ways language varies according to context and how language affects the way students view themselves and their world; and
• select with increasing effectiveness from a repertoire of processes and strategies when reading, viewingand writing by reflecting on their understanding of the way language works.

Tasks that are submitted late will lose 20% of the task value per day (or 30% if it is a weekend) as per school policy. Medical certificates or other verification must be submitted upon the first day of return to school if a student is absent on the day of a task. Extensions will only be granted in exceptional circumstances and must be sought before the due date.

TASK: Portfolio of annotated texts.

• Collect 4 texts that celebrate Australia and/or its people. At least one text must be about youth/young Australians.

-3 must be visual texts (film posters, DVD/CD/ book covers, paintings, professional photographs, non-commercial advertisements only).

-1 must be a prose piece of 250-400 words length (a whole text or an extract from a memoir, a short story, a speech, biography, autobiography only) or a poem.

-Chosen texts must be submitted to your class teacher for approval by the end of week 7 of term 1.

• Identify the target audience and purpose for each text

• Annotate each visualtext for the following visual conventions and describe its effect:

-dominant images/foreground/background/size of images

-colour/hue/saturation/shading/shadow/lighting

-camera angle/s

-camera shot

-framing/borders/gutters

-vectors/reading path

-font size/style/colour/shape/framing

-print text/written codes/captions/literary devices of printed text

-proximity/body language/facial expressions

• Annotatethe printtext for the following language features and describe its effect:

-Tone

-Tense (past, present, future, continuous or progress forms of tenses, conditional, subjunctive)

-Person (first, second, third + singular or plural)

-Register (formal, colloquial, slang, taboo)

-Figurative or poetic language (metaphors, similes, sound imagery, repetition, powerful diction, superlatives and so on)

-Dominant sentence types (simple, compound, complex, mixed)

-Dialogue

-Any other technique that is relevant.

• Write a 250-word response to one of the text, which depicts Australian youth. It may be a print or a visual text. Use your annotations to form the basis of your answer.

“Explain how young Australians are represented in the text.”

All work must be presented in a scrapbook with each text glued onto a new page, surrounded by its annotations. The 250 word response should also be placed in the scrapbook.

MARKING CRITERIA:

• identifies and explains how visual and print language features represent Australia
• demonstrates critical awareness of how texts shape understanding of themselves and their world
• writes with clarity and precision about texts in a well-integrated response.

STAGE 1 - IMAGES OF AUSTRALIA MARKING GUIDE Name:
Visual Text 1 – a student
Comprehensively identifies and explains how visual and written language features, techniques, codes or conventions shape representations of Australia / 4
Identifies and attempts to explain how visual techniques, features, codes or conventions shape representations of Australia / 3
Identifies visual techniques, features, codes or conventions / 2
Identifies a few visual techniques, features, codes or conventions / 1
Non-attempt, non-serious attempt / 0
Visual Text 2– a student
Comprehensively identifies and explains how visual and print language features shape representations of Australia / 4
Identifies and attempts to explain how visual techniques, features, codes or conventions shape representations of Australia / 3
Identifies visual techniques, features, codes or conventions / 2
Identifies a few visual techniques, features, codes or conventions / 1
Non-attempt, non-serious attempt / 0
Visual Text 3– a student
Comprehensively identifies and explains how visual and print language features shape representations of Australia / 4
Identifies and attempts to explain how visual techniques, features, codes or conventions shape representations of Australia / 3
Identifies visual techniques, features, codes or conventions / 2
Identifies a few visual techniques, features, codes or conventions / 1
Non-attempt, non-serious attempt / 0
Print Text 1– a student
Comprehensively identifies and explains how written language features shape representations of Australia / 4
Identifies and attempts to explain how written techniques, features, codes or conventions shape representations of Australia / 3
Identifies written techniques, features, codes or conventions / 2
Identifies a few written techniques, features, codes or conventions / 1
Non-attempt, non-serious attempt / 0
Written Response – a student
Demonstrates critical awareness about the way texts represent themselves and their worlds in a well-integrated and fluent response / 4
Demonstrates some critical awareness about the way texts represent themselves and their worlds in a well-integrated response or may demonstrate critical awareness but in a less well written response. / 3
Demonstrates some awareness of the ways text represent themselves and their worlds. May have not write clearly or with accurate use of spelling, syntax and spelling. / 2
Attempts to write about themselves and their worlds and/or with many errors in syntax, grammar and spelling. / 1
Non-attempt, non-serious attempt. / 0