Work sample Literature Stage 3

Grades are allocated at the end of a unit or semester based on the rank order of students. Grades should not be allocated to individual assessments.

2009/21941 Literature: Stage 3 Grade A Work sample 1

Work sample: LIT_WS_ST3_A_DOC3 Assessment type: Short written response

Performances associated with Grade A, representing excellent achievement.

Work sample summary The student has a confident approach in her writing. There is an ease of delivery which is fluent and cohesive. The student demonstrates a very good understanding of core ideas of the course and very good ability to recognise and write about them. A very strong personal voice. It is quite evident that this student is not “copying” ideas – rather there is evidence of her own ideas being developed and substantiated. There’s even a cheeky, unpretentious, ‘feminist’ style emerging, “While it is not strictly true that all men are stupid and lazy…”. Stage 3 Grade descriptions

Grade evidence in work sample

Demonstrates sustained control, coherence and / or inventiveness in the use of language and language devices appropriate to the task, the audience and the purpose in analytical, discursive, reflective and creative responses.

A fluent and coherent essay with confident use of language. For example, “The story is subversive …” “criticism of the patriarchy” “trapped in a patriarchal world” “internal focalisation”. Very good use of literary terms without any attempt to infuse the argument with jargon.

Demonstrates sustained control and / or inventiveness in the use of generic conventions appropriate to the task, the audience and the purpose in analytical, discursive, reflective and creative responses.

Very good recognition of the characteristics of the short story genre through succinct discussion of point of view, characterisation, use of emotive and descriptive language. The student recognises this is as a retelling of an old story and is able to justify the necessity for “updating” the story to appeal to a modern audience. A very good model of fluent, sustained analysis in an in-class assessment context.

Demonstrates a sophisticated understanding of how cultural, historical and social contexts affect the reading of literary texts and the production of analytical, discursive, reflective and creative texts.

Very good recognition of the literary and historical context of the story. Demonstrates ease of ability to discuss these contexts and provide sufficient justification. The student relates her reading of the story to her and the reader’s context. “Our society is becoming increasingly aware that most historical or mythological narratives only tell one side of the story, some of these… are an attempt to hypothesise … the feelings and opinions of more marginalised groups…”

Produces convincing readings of more complex literary texts drawing on compelling evidence.

The student shows a very good understanding of satire; has a very good understanding of a feminist perspective; can recognise the critique of male-dominated world “it stereotypes the male. While giving the women much fuller and more interesting characters.” Provides quotes to substantiate the argument. “Although it may seem to be reverse discrimination…..” The student is also able to recognise and discuss the critique of a perception of God as “male” and considered to be like the other males in the story. “There are many advantages to retelling traditional stories for contemporary readers…” The student demonstrates a good understanding of how tales can be rewritten to fill in the gaps and silences thus producing a different reading to the original story, “juxtaposing the traditional tale with modern sensibilities…” Confident, assertive, engaging comments.

Produces written and oral work showing a sophisticated understanding of the relationship of content to purpose and audience.

Very good understanding of genre and purpose. As an in-class essay, an example of a short written response, the student has a very good understanding of her purpose and her audience.

Work sample Literature Stage 3

Grades are allocated at the end of a unit or semester based on the rank order of students. Grades should not be allocated to individual assessments.

2009/21941 Literature: Stage 3 Grade A Work sample 2

Expresses ideas very well and uses literacy terms with ease. Presents a convincing reading of the text while acknowledging that there might be other readings. Aware of contemporary context.

Work sample Literature Stage 3

Grades are allocated at the end of a unit or semester based on the rank order of students. Grades should not be allocated to individual assessments.

2009/21941 Literature: Stage 3 Grade A Work sample 3

Presents a feminist perspective in a humorous way. Uses the terminology of the literary discourse completely.

Work sample Literature Stage 3

Grades are allocated at the end of a unit or semester based on the rank order of students. Grades should not be allocated to individual assessments.

2009/21941 Literature: Stage 3 Grade A Work sample 4

Uses intertextual knowledge to support her reading of the text. Concludes the essay in a competent, fluent fashion.