11 VCE ENGLISH UNIT 2 Imaginative/ Expository/Persuasive Name______

OUTCOME 2: CREATING AND PRESENTING – CONTEXT of IDENTITY AND BELONGING

Criteria / Very High (5) / High (4) / Medium (3) / Low (2) / Very low (1) / NS
Statement of Intention / Use of appropriate metalanguage and tone to present an insightful, highly expressive and coherent written explanation of choices made while writing this piece. / Use of appropriate metalanguage and tone to present a considered, expressive and coherent written explanation of choices made while writing this piece. / Use of metalanguage and tone to present a clear, coherent and general explanation of choices made while writing this piece. / Use of some metalanguage and tone to present a general explanation of choices made while writing this piece. / Limitieduse of metalanguage and tone, and minimal discussion of choices made while writing this piece.
Ideas relevant to the prompt, context and other relevant texts. / Sophisticated understanding of complex ideas and/or arguments relevant to the chosen Context and presented in Boy and other relevant texts. / Thorough understanding of ideas and/or arguments relevant to the chosen Context and presented in Boy and other relevant texts. / Clear understanding of basic ideas and/or arguments relevant to the chosen Context and presented in Boy and other relevant texts. / Some understanding of basic ideas and/or arguments relevant to the chosen Context and presented in Boy and other relevant texts. / Limitedunderstanding of basic ideas and/or arguments relevant to the chosen Context and presented Boy and other relevant texts.
Effective use of examples and a clear link to the film Boy and other relevant texts. / A highly demonstrated ability to draw on examples from Boy and other relevant texts. Can use these examples or links to the texts to further develop ideas and arguments in a sophisticated manner. / A demonstrated ability to draw on examples from Boy and other relevant texts. Can use these examples or links to the texts to further develop ideas and arguments in a thorough manner. / An ability to draw on examples from Boy and other relevant texts. Can use these examples or links to the texts to further develop ideas and arguments in a clear manner. / Some ability to draw on examples from Boy and other relevant texts. Can use these examples or links to the texts to further develop some ideas and arguments. / Limited ability to draw on examples from Boy and other relevant texts. A limited ability to use these examples or links to the texts to further develop ideas and arguments.
Written expression / Highly expressive, fluent and coherent writing.
Skilful shaping of ideas, arguments and language, appropriate to the chosen form, audience, purpose and context. / Expressive, fluent and coherent writing.
Considered use of ideas, arguments and language appropriate to the chosen form, audience, purpose and context. / Clear expression of ideas in writing.
Suitable use of ideas, arguments and language appropriate to the chosen form, audience, purpose and context. / Generally expressive, fluent and coherent writing.
Some evidence of ideas, arguments and language generally suited to the chosen form, audience, purpose and context. / Simple expression of ideas in writing.
Limited evidence of an ability to use ideas, arguments and language appropriate to the chosen form, audience, purpose and context

Task: ______

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