2017 Year 10 Accelerated English (SEAL)
READING & COMPARING
Of Mice and Men
A Streetcar Named Desire
TASK: Write an essay in which you compare the presentation of ideas, issues and themes in Of Mice and Men to those in A Streetcar Named Desire. In your response to the essay question, you should discuss important similarities and differences between the two texts, and explore how they deal with similar ideas, issues or themes from different perspectives.
Topics:
1) What are some of the limitations placed on women in both contexts of American society reflected in the two texts? Compare the two studied texts.
2) Compare how both texts show how unachievable the ‘American Dream’ can be for many people in society. Discuss.
3) How do both texts convey similar messages? Write a comparative essay, including discussion about how the endings of each text put forth similar ideas.
In your writing you should:
· Demonstrate an insightful understanding of the ideas, issues and themes presented in both texts
· Analyse the ways both authors convey these ideas, issues and themes (comparing their craft/literary techniques).
· Use textual evidence appropriately to support your comments.
· Apply the conventions of spelling, punctuation and syntax of Standard Australian English.
· Use precise, expressive and sophisticated language.
· Draft, review, edit and refine your ideas using feedback gained from individual reflection and teacher comments.
Timeline for completion:
· Drafts due:
· Final copy due:
Expected Word Range
PART 1: 1000 – 1200 words
Assessment
· You must hand in a draft of your comparison essay.
· Use the marking rubric provided to see how you will be assessed and ensure your writing demonstrates your knowledge and skills in the fullest possible way.
READING & COMPARING
Of Mice and Men
A Streetcar Named Desire
Marking Criteria
Student name: …………………………………………………………………………………………………………………
Teacher: ………………………………………………………………………………………………………………………….
1. KNOWLEDGE OF CHARACTERS AND THEMES / Mark / AchievedThorough and insightful understanding of the ideas, characters and themes in both texts. / 5
Thorough knowledge of the ideas, characters and themes in both texts. / 4
Knowledge of the ideas, characters and themes constructed and presented in both texts. / 3
Some knowledge of the ideas, characters and themes in both texts. / 2
Limited knowledge of the ideas, characters and themes in both texts. / 1
2. ANALYSIS OF HOW THE AUTHOR CONSTRUCTS MEANING / Mark / Achieved
Complex discussion and critical analysis (using correct metalanguage) of the structures, features and conventions used by each author to construct meaning. / 5
Well-developed discussion and critical analysis (using correct metalanguage) of the structures, features and conventions used by each author to construct meaning. / 4
Discussion and some analysis (using correct metalanguage) of the structures, features and conventions used by each author to construct meaning. / 3
Generalised discussion (using some metalanguage) of the structures, features and conventions used by each author to construct meaning. Little analysis. / 2
Minimal, if any, appropriate identification of the structures or features or conventions used by the authors to construct meaning. / 1
3. INTERPRETATION / Mark / Achieved
Construction of a sophisticated, precise comparison and argument: ideas are ordered into a logical structure and links are made between paragraphs/ideas. / 5
Construction of a well-developed, careful comparison and argument: ideas are ordered into a logical structure and usually links are made between paragraphs/ideas. / 4
Construction of a somewhat pedestrian comparison and argument: ideas may be expressed in paragraphs and sometimes link. / 3
Generalised comparison of both texts. Ideas are ordered into paragraphs but do not make links between each idea/argument. / 2
Little evidence of an ability to analyse and compare texts. Retelling rather than analysis. / 1
4. SUPPORTING EVIDENCE / Mark / Achieved
Considered and accurate use of textual evidence to justify the interpretation. / 5
Careful use of textual evidence to justify the interpretation. / 4
Suitable use of textual evidence to justify the interpretation. / 3
Some use of textual evidence to justify the interpretation. / 2
Limited reference to the text. / 1
5. EXPRESSIVENESS AND FLUENCY / Mark / Achieved
Highly expressive, fluent writing with sophisticated control of the conventions of written English. / 5
Expressive, fluent writing with good control of the conventions of written English. / 4
Generally expressive, fluent writing with reasonable control of the conventions of written English. / 3
Coherent writing with some control of the conventions of written English, though there may be numerous errors. / 2
Simple expression of ideas and limited control of the conventions of written English. Not fluent. / 1
Marks / 25-24 / 23-22 / 21 / 20 -19 / 18 / 17-16 / 15 / 14-13 / 12-11 / 10-9 / < 9
Grade / VH / VH / H / H / M / M / L / L / VL / VL
A+ / A / B+ / B / C+ / C / D+ / D / E+ / E / UG
Total: /25
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