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TEMPE HIGH SCHOOL

2019 Course Booklet

Ms Taoube Tempe High School 2018-2019

ENGLISH EXTENSION 2


Outcomes and Objectives of Extension 2


MAJOR WORK – 40 MARKSREFLECTION STATEMENT – 10 MARKS

Major Work PROCESS JOURNAL – REMAINS AT SCHOOL BUT CHECKED

NESA will notify schools of the final date for the completion of the submitted Major Work.

THE MAJOR WORK PROCESS JOURNAL

The MAJOR WORK PROCESS JOURNAL is necessary for verification of authenticity. The journal must be submitted at least three times at key points during the course to assist with the teacher’s verification of the Major Work process. If the final version of the Major Work varies substantially from the draft version submitted earlier, these changes must be reflected in the journal.

The Major Work JournalDuring the development of the Major Work, students are required to keep a process journal. The Major Work Journal must provide the following information:

a written statement containing a clear statement of intention agreed to by the student and the teacher/school (see E n gl i sh E x t e ns i on 2 M a j o r W o r k F r e q u e n t ly A sk e d Q ue s t i o n s )

reflections pertaining to the development of the Major Work composition.

The Major Work Journal documents the i n v e s t i g a ti v e p r o c e s s a n d t h e p r o c e s s o f c o m p o s i t i on . The recording of research and analysis, as well as critical, imaginative and speculative reflections, will assist students in achieving course objectives and outcomes and in preparing for internal and external assessment tasks. (The journal also has a role in establishing the authenticity of the Major Work.)

It may also include:

Method of approach Evidence of research and questioning Redrafts with reasons for any changes in direction Examples or indications of stimulus materials and reflections on them in relation to the development of the Major Work (MW) composition

Reflection on the extent to which the intentions were achieved Reflection on the finished product An Annotated Bibliography


IMPORTANT: Make sure you keep a record of all the research you have done as you go. Write down titles of books and authors, their publication dates and publishing companies.

You are expected to:

Make regular entries in your journal each week Bring your process journal with you to class each week Show your teacher the journal and initiate discussion on your MW

The journal must not mention:

The student or any other student Teachers or mentors by name The school The locality

MONITORING OF JOURNAL

Name: __________________(1= Unsatisfactory 5=Excellent)

Criteria 1 2 3 4 5

1. Documentation of process of composition

2. Evidence of drafts/work in progress

3. Independent investigation

4. Reflection on processes of composition

5. Presentation, organisation and effort


MAJOR WORK PARAMETERS

The BOSTES does not require the use of any particular system of referencing for bibliographies and footnotes. Care should be taken to use the selected system correctly and consistently.

Word limits for the Major Work (see below) do not include the bibliography, footnotes or appendices. These need to be used judiciously and not as a means of expanding the exploration of the concept central to the work.

THE REFLECTION STATEMENT


A4 paper and 1.5 spacing

size 12 font and Arial or Times New Roman

Each page should be numbered

Cover sheet with school number, candidate number

and title of the work/s

This is:

Composed at the end of the process A personal and critical reflection on the process involved in completing

the MW and on the completed product A minimum of 1000 words and no more than 1500 words

The Reflection Statement:


summarises the intention of the Major Work and the relationship it has with the extensive independent investigation

supports the Major Work, explaining the relationships of concept, structure, technical and language features and conventions

must include an outline of the intended audience for the Major Work and the purpose for which it was composed

should indicate how the student realised the concepts in the final product

should explain the development of concepts during the process of composition, making clear the links between independent investigation and the development of the finished product

must explain the relationship the Major Work has to the English (Advanced) and Extension coursework – this can include the work undertaken in the Preliminary year

may be written in either a formal or an informal

register.

Criteria for marking the English Extension 2 Major Work and

Reflection StatementThe Major Work and the Reflection Statement will be awarded separate marks, out of 40 and 10 respectively.

Major Work marking criteria

• Textual integrity • Quality of insights and concepts, developed through independent investigation, and the communication of developed ideas • Manipulation of features that shape meaning and response, and quality of engagement

Reflection Statement marking criteria

• Explanation of the intended purpose and audience of the Major Work • Explanation of the relationship of the extensive independent investigation to the • Major Work • Explanation of the relationship of the Major Work to the knowledge, understanding and skills developed in the English (Advanced) and Extension courses. • Evaluation of the relationships of concept, structure, technical and language features and conventions


PRINT MEDIUM CRITERIA

Short stories / Short Fiction

Short story OR suite of stories 5000-6000 word limit Word limit does not include reflection statement Students may consider:

- a new or different perspective or idea- an appropriation or manifestation of a text- experimentation with genre, form, style or

language (including hybridity).

Creative Non-Fiction Students develop short creative non-fiction that responds to an area of special interest which isan extension of the knowledge and understanding developed in Stage 6 English courses, with a maximum limit of 5000–6000 words. The word limits do not include the Reflection Statement.Students may consider:

- life writing- investigative journalism- an historical recreation or representation.

Poems A suite of poems, a collection of poems or an extended poem up to a 3000 word limit

Suite of poems should be linked in theme and/or structure

Collection could develop a single concept or diverse concepts

Students may consider:- a new or different perspective or idea- an appropriation or manifestation of a text- experimentation with genre, form, style or

language.

Critical Response Based on their independent research into an area of special interest of their choice

4000-5000 word limit

This could take the form of:

A critique of an author’s work an independent investigation into an aspect of

language, or


an independent investigation into the works of a particular historical period, or

an independent investigation into a particular paradigm related to the study of English, or

any other critical response approved by the teacher, which is an extension of the knowledge and understanding gained by the student in the English (Advanced) or Extension courses.

Script: radio, film, television or drama

complete work intended performance time must be no more than 25

minutes Scriptwriting conventions appropriate to the medium

should be followed. BOSTES does not specify a particular style or format. For further advice, refer to English Extension 2 Major Work Frequently Asked Questions.

SOUND MEDIUM CRITERIA

Podcasts – drama, storytelling, speeches, performance poetry

Students present a podcast that must have a playing time no more than 15 minutes. Students must submit a print copy of the script, storyboard or flow chart. The audio file may include music and/or sound effects, which will not be included in the running time but will be considered for contribution to meaning and aesthetics. The student presenting the Major Work must be the principal performer (minor voices should be used judiciously), sole writer and sole director/producer.

Students may consider: a new or different perspective or idea an appropriation or manifestation of a text experimentation with genre, form or style

Multimedia Students present a digital file that has a playing time of 7–8 minutes. Students must submit a print copy of the script, storyboard or flow chart. The choice of genre, style or content must be based on their independent research into an area of special interest and which is an extension of the knowledge and understanding developed in Stage 6 English courses. The student presenting the Major Work must be the sole writer, director/producer and editor.

Students may consider: a new or different perspective of a concept an appropriation or manifestation of a text experimentation with genre, form or style.

Note: This form is not restricted to a short film. It could include a range of different multimodal performances including performance poetry or speeches.


HSC English Extension 2 Marking GuidelinesMajor Work Marking Criteria (2013)

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/english-ext2-marking-guide.html

Textual integrity Quality of insights and concepts, developed through independent investigation, and the communication

of developed ideas Manipulation of features that shape meaning and response and quality of engagement

Marking guidelines

Criteria Marks

Composes a highly original and sustained Major Work that demonstrates coherence to achieve a fluent integration of meaning(s), value(s) and form

Formulates sophisticated insights and concepts through investigation Communicates highly developed ideas with sophistication

Demonstrates a highly skilled integration of language, technical skills, conventions and medium for the intended audience and purpose

There is a conscious and highly successful shaping of meaning to engage an audience which is evident throughout the work

33–40

Composes an original and sustained Major Work that demonstrates coherence to achieve a skilled integration of meaning(s), value(s) and form

Formulates substantial insights and concepts through investigation Communicates developed ideas with clarity

Demonstrates skilled integration of language, technical skills, conventions and medium for the intended audience and purpose

There is a conscious and successful shaping of meaning to engage an audience which is generally evident throughout the work

25–32


Criteria Marks

Composes a substantial Major Work that demonstrates coherence. There may be lapses in tone, register, voice that may affect the integration of meaning(s), value(s) and form

Formulates insights and concepts through investigation Communicates ideas Demonstrates some effective manipulation of language, technical skills, conventions and

medium for the intended audience and purpose. There may be lapses in some parts There is a shaping of meaning to engage an audience which is more evident in some

aspects of the work than in others

17–24

Composes a Major Work that makes some connections between meaning(s), value(s) and form

Formulates concepts through investigation, and communicates ideas that may be predictable, literal and immediate

Demonstrates some control of language, technical skills, conventions and medium for the intended audience and purpose

There is an attempt to shape meaning to engage an audience. Lapses in fluency interfere with audience engagement

9–16

Attempts to compose a Major Work project that may be superficial or incomplete Formulates simple concepts through limited investigation, and attempts to communicate

ideas. The work lacks focus Attempts to control language, technical skills, conventions and medium. These however

may not be appropriate for the intended audience and purpose

1–8

Your comments on the marking grid:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Reflection Statement Marking Criteria

Explanation of the intended purpose and audience of the Major Work Explanation of the impact of the extensive independent investigation Explanation of the relationship of the Major Work to the knowledge, skills and understanding developed

in English (Advanced) and Extension courses. Evaluation of the relationships of concept, structure, technical and language features and conventions

Marking guidelinesCriteria Marks

Composes a sophisticated and critical Reflection Statement that explains the purpose and audience of the work

Comprehensively explains the relationship of extensive independent investigation to the Major Work

Provides a highly developed explanation of the relationship of the Major Work to the knowledge, skills and understanding developed in English (Advanced) and Extension courses

Evaluates in a highly effective manner the relationships of concept, structure, technical and language features and conventions in relation to the intended purpose of the Major Work

9–10

Composes a critical Reflection Statement that explains the purpose and audience of the work

Explains the relationship of extensive independent investigation to the Major Work Explains clearly the relationship of the Major Work to the knowledge, skills and

understanding developed in English (Advanced) and Extension courses

7–8


Criteria Marks

Evaluates effectively the relationships of concept, structure, technical and language features and conventions in relation to the intended purpose of the Major Work

Composes a Reflection Statement that explains most aspects of the purpose and audience of the work

Explains most aspects of the relationship of extensive independent investigation to the Major Work

Explains the relationship of the Major Work to the knowledge, skills and understanding developed in English (Advanced) and Extension courses

Explains the relationships of concept, structure, technical and language features and conventions in relation to the intended purpose of the Major Work

5–6

Composes a Reflection Statement that explains some aspects of the purpose and audience of the work

Describes some aspects of the relationship of extensive independent investigation to the Major Work

Provides a limited explanation of the relationship of the Major Work to the knowledge, skills and understanding developed in English (Advanced) and Extension courses

Describes some aspects of the relationships of concept, structure, technical and language features and conventions in relation to the Major Work. There may be some inconsistencies between the Major Work and the Reflection Statement

3–4

Attempts to compose a Reflection Statement that explains some aspects of the purpose and audience of the work

Attempts to describe aspects of the relationship of extensive independent investigation to the Major Work

Attempts to describe the relationship of the Major Work to the knowledge, skills and understanding developed in English (Advanced) and Extension courses

Attempts to identify relationships of concept, structure, technical and language features and conventions in relation to the Major Work. There may be substantial inconsistencies between the Major Work and the Reflection Statement

1–2

Your comments on the marking grid:


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Notes from the Marking Centre - 2011Stronger Major Works showed:

evidence of rigorous and pertinent independent investigation in the Major Work as well as in the Reflection Statement

strong, distinctive characters, plausible plots and credible and engaging voice/s dialogue that is unique and authentic to specific characters and enables readers to distinguish

characters engaging and developed concepts fresh and plausible perspectives insight into character motivations sophisticated language, syntactical accuracy and flawless spelling clear purpose original plot lines or original uses of established conventions skilful use of imagery, development of motifs that develop meaning and enhance the integrity of the

text powerful evocation of time and place conscious engagement of the reader through controlled communication of emotion, not just through

situation evidence of careful drafting and thorough editing well-researched engaging narratives with a strong sense of personal involvement and authenticity deft handling of structural and language features seamless transitions between parts of narrative


Reflection Statements that were true to the Major Work, presented a critical assessment of its development and were highly self-referential

awareness of the difference between ‘evaluate’, ‘explain, ‘describe’ and ‘summarise’ evidence of a clear conceptual framework linked to audience and purpose, realised effectively through

thoughtful manipulation of narrative techniques.

Weaker Major Works showed:

lack of originality or engagement with ideas conceptual focus that was too wide, such as the human condition or fate awkward or contrived construction and/or stilted syntax ineffective or jarring transitions between parts of the narrative literalness, cliché and, therefore, a lack of subtlety simplistic investigation into countries/cultures/historical periods unnecessarily graphic depictions of violence generic conventions employed without developing new insights prosaic style, overuse of predictable adjectives and similes lack of awareness of punctuation – especially of dialogue different text types employed without a significant reason lack of evidence of research into form indentation, fragmented and broken sentences used without purpose or without explanation use of non-linear time sequences or stream-of-consciousness or pastiche in ways that confused and

demonstrated little understanding of device little evidence of drafting or close editing of work Reflection Statements that offered recounts of process undertaken and descriptions of stages of

development of Major Work rather than evaluation.


Course Plan for English Extension 2- match with your assessment schedule

Approximate Date Activity

Term 4, Week 4 2018 Experimenting with ideas to

develop a concept for writing Considering links with the Advanced

and Ext 1 course Deciding on form and beginning to

research aspects of form Submission of Journal Evidence of preliminary research


Term 4, Week 8 2015 Talking through ideas with your teacher and other mentors and/or students

Continuing your research on concept and form

Regular entries in Journal Preparing for the Viva Voce

interviews with two teachers (ASSESSMENT)

Summer holidays/between 2018-2019 Starting to write your first draft of work and re-writing

Continuing to research form or concept to add depth to your writing

Consider links with Advanced and Ext 1

Term 1, Week 2 2019 Submission of journal Submission of first draft of writing

Term 1 Week 5 - 9 2019 Utilise feedback from teacher/mentor to rectify issues/concerns with research

Assess whether concept needs new direction or changes and reflect on why

Term 2 Week 2 2016 Continue writing and re-writing aspects of work

Seek feedback from teacher/mentor

Term 2 Week 9 Use feedback to refine your work over the holidays

Term 3 Week 1 and 2 Finalise MW and Reflection Statement

TRIALS Week 3 and 4 MW should be complete. Fixing up reflection statement.

BOS decides date of submission but it has been typically around week 5 (to be advised)

Submit Major Work and Reflection Statement

TERM 4, 2018TERMS 1 – 3, 2019NAME OF COURSE: ENGLISH (EXTENSION 2)TYPE OF COURSE: BOARD DEVELOPED UNITS: 1

Task 1 Task 2 Task 3


NATURE OF TASK

Viva Voce

(and written proposal)

Date: Term 4 2018Week 9

Major Work Journal Submitted

Literature Review1200 words

Date: Term 1,Week 10


Critique of the Creative Process

1000 words

Date: Term 2Week 10


Syllabus Outcomes for Tasks

EEX12-1EEX12-3EEX12-4

EEX12-1EEX12-2EEX12-3EEX12-4

EEX12-1EEX12-2EEX12-3EEX12-5

Component 1

Skills in extensive independent research

(50%)

15 20 15

Component 2

Skills in sustained composition

(50%)

15 20 15

Total Weighting of Components

100%

30 40 30

Times stated are approximate only.

Note: The Major Work and Reflection Statement submission for external marking is stipulated by NESA.

Extension Two Topics: Ideas ONLY1. Compilation of different movie reviews that tell a story; when these reviews are put

together they suggest a story about the narrative of life or of human society. They can follow a quest structure but not be dictated by it.

2. The birth of the consumer – from the beginning of life til the end of it, the advertising industry has something to sell, to educate, entertain, inspire, inform etc. Any event or


situation or desire is met. Follow a character through a story – Truman Show influence but perhaps look at the enjoyment of the character rather than a rejection of the celebrity

3. Nearly every artistic movement has been inspired by changes in the architectural fields – gothic, postmodern etc. What new artistic movement would you create if you could?

4. What’s in a name? Do names dictate who we are, what we become, how others react to us? What about the idea of ‘no name’? What does this mean? Does a name really personalise us? Osama, Saddam, Hitler, Stalin, Bush, Peewee? Montagues vs Capulets? Your story could look at the journey to find the right name for your character? Brand names? Globalisation of names? Do names reflect parental values which then become yours? Copyright – Mary McKillop and Donald Bradman cannot be exploited for commercial purposes.

5. Dial-a-hero – different levels of protection/return based on a monthly payment. Contrast the life of a person with a hero and one without? The loss of the selfless hero?

6. Objects – a chair that is used over a number of generations. Trace its usage by following three different characters who attach different meanings to the objects, different sentimentalities?

7. Are women becoming more violent? How does society react to aggressive females? Look at the masculinisation of the femme fatale, the emergence of female serial killers, the modern female detective etc? Compose a story which may point out reasons for why the gentler species is no longer willing to play nice?

8. The Modern Iago – men should be what they seem. At a dinner table, have three significant historical figures discuss their take on evil e.g. Ghandi, Mary McKillop, or a fictional character. You would need to research your ‘people’ to know how they would have likely interpreted this topic.

9. Son of Iago – what if Iago had a son? Would he wreak havoc or would he have more of his mother’s genes? Would he carry on the father’s name? Would the parental influence be stronger than the societal influence?

10.The LITERAL death of the author – have an author watch as a panel of ‘experts’ deconstruct his/her work and, as he/she does, have him/her slowly go insane. It could be a popular author.

11.A person obsessed with photoshop; every person they meet is mentally photoshopped by them – blemishes are removed, foreheads are raised. It starts with just people but then they make a radical move to their pets, their home etc. Examining the loss of reality – that nothing is real anymore.

12.Homelessness; the importance of place to people and what a loss of place means. A homeless man is treated to three different vignettes of family life – achieves a sense of realisation about his place in this landscape? Are the families different? What lessons does he learn as he appears incongrous in this landscape?


13.Olympics/Commonwealth Games: the utopia of sporting events- they project an image of safety/security and prosperity but this is contrasted against a backdrop of poverty and decay. Think authorities in India bulldozing slums for the Commonwealth Games and LA authorities bussing out the homeless during the Olympics. Irony of sport – it celebrates human endeavour and community spirit on one degree but it is a middle class construct not really a universal thing? ‘Yes We Can ‘ – yes we can inspire versus yes we can do what we want to anyone!’

14.Is the web the ultimate class leveller? Does the web take away class hierarchy? If everyone has access to knowledge and everyone can publish info, then isn’t the net the democratisation of knowledge? Web removes authority which has always held the power over individuals – the net cannot be controlled?

15.Net – have we created a monster? Does the net act as an amplifier of human nature – the best and the worst in people? Theft, fraud, piracy, porn versus charities, medical info and awareness of atrocities? A story which contrasts the chameleon-nature of the net.

16.Story which is focused on one incident but which looks at the modern ways it is reported or dramatised. Consider a murder – a blogger writes about it, a journalist writes about it, a friend types something in an email about it, someone creates something on YouTube about it etc. The story explores the wide perspectives and numerous formats that info is reported in and the way we connect in the modern world.

SAMPLE ONLY: ASSESSMENT TASK ONE


Extension 2 Assessment One

Submission of Journal(with Proposal) and Viva Voce

Date Due:

The Proposal is the place to make explicit not only the nature of your major work and the way it meets course requirements but also the ways knowledge, skills and understanding derived from the Advanced and the Extension Courses are to be developed and extended in the Major Work. It must be kept in your journal.

Your Proposal should:

1. Clearly state the purpose behind your major work2. Clearly state the intended audience for your work3. Establish a clear link between the major work and the Advanced/Extension One study; consider how

it adheres to the Board of Studies requirements4. Provide a detailed outline of your ideas so far pertaining to:

- The chosen style, form and genre- The themes/ideas that you want to present through your major work- Characterisation, setting, narrator and development of conflict- Preliminary investigations and pathways that helped you to formulate the concept you are

exploring- Resources you have used so far to build your knowledge and skills- The strategies you have implemented so far to research, seek a mentor or establish a regular

schedule with regards to your major work- Thoughts on how your work will develop and progress- this can include a further investigation of

texts- Include a sample of the work from your major work

You should write:

a) Using first or third personb) A sustained piece or series of paragraphs with subheadings c) In an analytical rather than descriptive toned) With brevity and claritye) Approximately 800-1000 words, Times Roman (12) and double spacing

Viva Voce


The Viva Voce assessment is an interview /discussion to explore and formalise your reflections on the investigation and process of your developing Major Work.

You will need to bring your proposal and process journal to the interview.

Task

You will be required to present a 5 minute spoken summary of the nature of your proposal and the progress of your major work to date.

You will then be asked to respond to questions from a panel. This will run for approximately 20 minutes.

Here are some of the sample questions you could be asked on the day:

1) What do you think you have learnt from the Extension 2 experience so far? 2) What problems/difficulties have you encountered? How have you dealt with them? 3) How has your work been shaped by your intended audience? 4) Has your Major Work changed from its initial conception? If so, how and why did it change? 5) What have you learnt about the form/genre you are writing in? 6) What are your key strengths at the moment? 7) Who have you talked to about your Major Work? What impact has this had on your Major Work? 8) In what ways can your investigation be described as ‘ongoing, systematic and rigorous’? 9) Describe ONE significant reading/visual material that has proved significant in shaping the concept

of your major work.10) What are your immediate goals at this stage of your Major Work?

Name of student: ________________________


Teacher: ________________

Extension 2: Viva Voce and Proposal

1. Has your Major Work changed from its initial conception? If so, how and why did it change?_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

2. Who is your intended audience? What message-moral or other- do you hope to communicate to your audience through your short story?_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

3. What specific short story/stories have you read for Extension 2? How has/have this/these short story/stories inspired the form and genre in which you are writing? _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_______________________________________________________________________

4. What other research- visual, written or other- have you undertaken? What specific resources/research assisted you in formulating your concept and writing your current draft? Explain by referring to your journal. _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

5. What obstacles/challenges have you faced so far? How have you managed to overcome them or work to start overcoming them?


_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

6. Please choose a section of your draft that outlines the strength of your writing so far. Read out some of this section and then explain why you believe it reflects your potential. _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

7. What makes you a good Extension 2 candidate? What strengths – writing or other- will you be able to prove to yourself and your teacher in the next term? _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

8. What are your immediate goals at this stage of your Major Work? What is your next step?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

THE END

Draft Major Work


Marking Criteria Demonstrates a highly developed ability to compose a narrative that communicates an insightful and developed

concept Demonstrates a highly developed ability to compose a narrative that utilises strong textual integrity in terms of

language, form and structure Demonstrates a highly developed ability to utilise language and structural features to convey their intended

concept to a particular audience Demonstrates a highly developed ability to edit their draft: punctuation, grammar and spelling Demonstrates highly developed ability to show evidence of appropriate and comprehensive research throughout

their draft major work

Demonstrates a well developed ability to compose a narrative that communicates a mostly insightful and developed concept

Demonstrates a well developed ability to compose a narrative that utilises textual integrity in terms of language, form and structure

Demonstrates a well developed ability to utilise language and structural features to convey their intended concept to a particular audience

Demonstrates a well developed ability to edit their draft: punctuation, grammar and spelling Demonstrates well developed ability to show evidence of appropriate and comprehensive research throughout

their draft major work

Demonstrates a sound ability to compose a narrative that communicates some insight and development of the concept

Demonstrates a sound ability to compose a narrative that utilises textual integrity in terms of language, form and structure

Demonstrates a sound ability to utilise language and structural features to convey their intended concept to a particular audience

Demonstrates a sound ability to edit their draft: punctuation, grammar and spelling Demonstrates a sound ability to show evidence of appropriate and relevant research throughout their draft major

work

Demonstrates a limited ability to compose a narrative that communicates a developing concept Demonstrates a limited ability to compose a narrative that attempts to utilise textual integrity in terms of language,

form and structure Demonstrates a limited ability to utilise language and structural features to convey their intended concept to a

particular audience Demonstrates a limited ability to edit their draft: punctuation, grammar and spelling Demonstrates limited ability to show evidence of research throughout their draft major work

Demonstrates an elementary ability to compose a narrative that communicates a concept Demonstrates an elementary understanding of textual integrity in terms of language, form and structure Demonstrates an elementary ability to utilise language and structural features to convey their intended concept to

a particular audience Demonstrates an elementary ability to edit their draft: punctuation, grammar and spelling Demonstrates some basic evidence of research throughout their draft major work

Draft Reflection Statement


Marking Criteria Demonstrates a highly developed ability to compose a reflection statement that skilfully articulates an

insightful and developed concept Demonstrates a highly developed ability to communicate their intended audience and how their major work

demonstrates an awareness of their audience Demonstrates a highly developed ability to explain the decisions that impacted on their use of the short story

form or experimentation of the short story form Demonstrates a highly developed ability to explain the relationship between concept and structure Demonstrates a highly developed ability to explain the use of language features and how that reinforces the

concept and delivery of the narrative Demonstrates a highly developed ability to edit their draft: punctuation, grammar and spelling Demonstrates highly developed ability to show evidence of appropriate, consistent and rigorous research

throughout their draft major work

Demonstrates a well developed ability to compose a reflection statement that articulates an insightful and developed concept

Demonstrates a well developed ability to communicate their intended audience and how their major work demonstrates an awareness of their audience

Demonstrates a well developed ability to explain the decisions that impacted on their use of the short story form or experimentation of the short story form

Demonstrates a well developed ability to explain the relationship between concept and structure Demonstrates a well developed ability to explain the use of language features and how that reinforces the

concept and delivery of the narrative Demonstrates a well developed ability to edit their draft: punctuation, grammar and spelling Demonstrates a well developed ability to show evidence of appropriate, consistent and rigorous research

throughout their draft major work

Demonstrates a sound ability to compose a reflection statement that articulates an insightful and developed concept

Demonstrates a sound ability to communicate their intended audience and how their major work demonstrates an awareness of their audience

Demonstrates a sound ability to explain the decisions that impacted on their use of the short story form or experimentation of the short story form

Demonstrates a sound ability to explain the relationship between concept and structure Demonstrates a sound ability to explain the use of language features and how that reinforces the concept and

delivery of the narrative Demonstrates a sound ability to edit their draft: punctuation, grammar and spelling Demonstrates a sound ability to show evidence of appropriate and consistent research throughout their draft

major work

Demonstrates a limited ability to compose a reflection statement that communicates a developed concept Demonstrates a limited ability to communicate their intended audience and how their major work demonstrates

an awareness of their audience Demonstrates a limited ability to explain the decisions that impacted on their use of the short story form or

experimentation of the short story form Demonstrates a limited ability to explain the relationship between concept and structure Demonstrates a limited ability to explain the use of language features and how that reinforces the concept and

delivery of the narrative Demonstrates a limited ability to edit their draft: punctuation, grammar and spelling Demonstrates a limited ability to show evidence of consistent research throughout their draft major work

Elementary in all the above Non- attempt in various sections

WHY DO WE NEED TO REFLECT?


To make connections

The idea behind reflective writing is that what you learn builds on your prior knowledge, whether it is formal (e.g. education) or informal (e.g. gained through experience).

Reflective writing helps you develop and clarify the connections:

between what you already know and what you are learning between theory and practice between what you are doing and how and why you do it.

To examine your learning processes

Reflective writing encourages you to consider and comment on your learning experiences—not only WHAT you've learned, but HOW you learned it.

To clarify what you are learning

Reflecting helps you to:

clarify what you have studied or researched integrate new knowledge with previous knowledge identify the questions you have identify what you have yet to learn.

To reflect on mistakes and successes

Reflecting on mistakes can help you avoid repeating them. At the same time, reflecting on your discoveries helps identify successful principles to use again.

To become an active and aware learner

To become a reflective practitioner once you graduate and begin your professional life

https://student.unsw.edu.au/reflective-writing

How Do I Write Reflectively?What can I discuss?


Your perceptions of the course and the content. Experiences, ideas and observations you have had, and how they relate to the course or topic. What you found confusing, inspiring, difficult, interesting and why. Questions you have

How you: solved a problem; reached a conclusion; found an answer; reached a point of understanding.

Possibilities, speculations, hypotheses or solutions. Alternative interpretations or different perspectives on what you have read or done in your course.

Comparisons and connections between what your are learning and: your prior knowledge and experience; your prior assumptions and preconceptions; what you know from other courses or disciplines.

How new ideas challenge what you already know.

What you need to explore next in terms of thoughts and actions.

https://student.unsw.edu.au/reflective-writing

Support with Time ManagementGood time management is essential to success. Planning your time allows you to spread your work over a Semester, avoid a 'traffic jam' of work, and cope with study stress. Many deadlines occur at the same time, and unless you plan


ahead, you'll find it difficult to manage. To meet the demands, you need to spread your workload over a Semester. Work out what needs to be done and when. Work out how to use your available time as efficiently as possible.

Plan ahead and prioritiseThe first step to good time management is to prioritise your tasks. In other words, deciding which task is most important and should be completed first. For example, in a choice between reading for an essay due in four weeks or preparing an oral presentation in two weeks, choose to prepare the presentation.

To prioritise successfully you must develop weekly and long term time management plans. Many students find long, medium and short term planning useful for organising their study as effectively as possible. Planning ahead saves time, worry and energy.

Tips to make time management easier Don’t put off small tasks. Completing them straight away encourages you to begin tackling larger tasks. Try ‘chunking’ a long/ difficult tasks into sections. This allows you to approach a large task as a series of

manageable parts. Don't try to write a whole assignment in one sitting. Write it section by section. If you have writer’s block, try writing something—anything—down. You will most likely change whatever you

write later, but making a start is important. Work out your optimum study conditions. Identifying when, and under what circumstances, you work best will

make you a more efficient and effective student. Do you prefer to work early in the morning or late at night? Do you prefer working on one assignment exclusively, or several at the same time? Do you need complete silence to concentrate, or do you find a background buzz more conducive to effective

study? Be honest with yourself - don't plan to wake early and study at 5 am if you're not a morning person, and don't

plan to study after dinner if you always fall asleep by 8.30 pm.

Remember that it's your study and the time you spend on it is up to you. If you find yourself losing direction, sit back and think of why you are doing the course; remembering your goals can put everything into perspective.

Common Time Wasters


Overwhelmed or anxiousFeeling so overwhelmed and anxious about your workload that you 'freeze', put things off and don’t get anything done?

Solution1. Get started. Actually starting a task reduces your anxiety about it.2. Set priorities. List all the tasks you have to do in order of importance and urgency, and work through them one at

a time.

Too difficult to facePutting off starting a task because it feels so overwhelming or difficult that you can't face it?

SolutionBreak up the workload into small chunks.

This is a very effective strategy. Break up work into as many small, achievable tasks as you can. Then when you sit down to study, you are not facing a huge, daunting pile of work, but one small task.

Complete a 'chunk' every study period. It might be a task or a period of revision. Take a break after completing a 'chunk'. If it's something you've really been dreading, reward yourself when you’ve done it!

Creating busy-nessPutting off starting a task because you are 'busy' with other things (even though you know you should be studying)?

SolutionFeeling that you 'must' complete irrelevant tasks or do lots of 'preparation' before you can start studying is a classic procrastination tactic.

1. Get started. If you're anxious about a particular task, starting it can be the first step to reducing that anxiety. Don't put it off - even if you simply jot down a plan about how you will proceed further, at least you've begun.

2. Set study goals and vary your study techniques. Try 'chunking' your work (see above) and don't forget your reward.

3. Make a 'to do' list. Make a list of what you have to do in order of priority. For example, if an assignment is due next week, then it goes to the top of your 'to do' list.

4. Be conscious of what you're doing. If working on an assignment is at the top of your list and you catch yourself just popping out to wash the car—stop yourself and ask: "Why am I doing this now? I'll do it after I've reached my study goal."

It won't be perfectPutting off starting a task because you won't be able to produce a 'perfect' result.

Solution

Instead of perfection, aim for reasonable results. Rather than aiming for a masterpiece each time, it's better to produce something - and pass - than to put it off for so long that you produce nothing at all.

If you're concerned that you won't manage to produce reasonable results, it's time to get a little help. Consult with your teacher/mentor. Don't be afraid to ask for advice - knowing when and where to find help when you need it is part of taking control of your studies.

Daydreaming or drifting offDo you constantly daydream or 'drift off'?


SolutionCheck your energy level and concentration.

Take a short break or a little exercise every hour. Open a window and walk around. Make sure you are well-fed and watered - drink plenty of fluids and don't skip meals. Dehydration and low blood

sugar will do nothing for your concentration. If you drift off, try visualising a red stop light. Hold that image for a few seconds-then switch to a green light and go

back to work.

Too hard basketThe 'Too Hard' Basket: deciding that "I didn't want to do this course / study / unit anyway!"

SolutionStudents do change their minds about their studies. They may feel they have taken the wrong path, or that their talents lie elsewhere. However, changing courses should be rational decision, not a reaction made out of frustration because the work is 'too hard'.

1. Re-examine your motives for studying.2. Ask for advice. Seek support from your teacher and/or Counselling Service and the Careers Service. Don't just

throw in the towel! Before making any changes, be sure about what it is you really want.3. Use the 'balance sheet method': On a piece of paper, write down all the benefits to getting item X done. On the other side of the page, write down all the reasons you can't get it done or have been putting it off.This activity can help you to define exactly what has been stopping you working. It's likely you'll have a list of benefits (starting with 'relief that the task is finished!') and a few reasons (such as "I really don't understand this assignment")

you can then challenge yourself to sort out.

https://student.unsw.edu.au/common-time-wasters


https://student.unsw.edu.au/common-time-wasters

Head here to read student works:

https://arc2.nesa.nsw.edu.au/view/default/course/15170/


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