Stage 2 English 2021
Assessment type: Responding to Texts Assessment: Response to The Messenger by Markus Zusak |
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Name/SACE #: | Teacher: Sonya Batten |
Issue Date: Week 4, Term 1 | Teacher email: sonya.batten@education.nt.gov.au |
Draft Due Date: Friday Week 5, Term 1 | Weighting: 10% |
Due Date: Friday Week 6, Term 1 (12/03/21) | Format/Length: Written, up to 1000 words |
Assessment Task: Short answer responses.
Answer three of the fivequestions. Ensure you use evidence, including quotes, from the text to support each response.
1. How has the author used first-person narration, through the perspective of Ed, to position the reader to admire some human traits and characteristics and criticise others?
2. Consider the unique way that Markus Zusak has structured the novel, including the symbolism of the card suits in each part of the text and the titles of the chapters. Why has Zusak made these stylistic choices and how has symbolism been used through the card suits to engage readers in the ideas and perspectives explored?
3. Ed alludes to literature, historical characters, or popular culture multiple times in the text. Find/choose two-three of these allusions and discuss how they link to ideas and/or themes in The Messenger. How does each reference influence the audience to understand a character, event or theme on a deeper level?
4. The novel seems to veer precariously between reality and telling a surreal moral fable. In the end, it proves to be an exercise in creating a metafictional hero exploring the conventions of writing a literary ‘bildungsroman’ narrative. How does Markus Zusak utilise metafiction to engage readers?
5. Consider the ideas and perspectives explored in the novel (e.g friendship, growth, truth, challenge, kindness, complacency). Choose one or two and discuss how Zusak has used setting and/or characterisation to influence readers.
Assessment conditions
• Responses drafted in class. Homework is expected. Only drafts submitted to Compass before due date and time will receive detailed feedback.
• Please use SACE file name standards:Eg, 769455H-2ESH20-AT1-Messenger-Ahamed
• Digital copy submitted to Compass (with Assessment Task Sheet attached)
• Prior to final submission, please submit digital copy to Turnitin (WITHOUT task sheet)
• Performance Standards: Knowledge and Understanding 1,2 ; Analysis 1, 2; Application 2, 3.
• Please paste your work after the performance standards below
Comments and grade
Performance Standards for Stage 2English
– | Knowledge and Understanding | Analysis | Application |
A | Comprehensive knowledge and understanding of ideas and perspectives in a range of texts.
Thorough knowledge and understanding of ways in which creators of texts use a range of language features, stylistic features, and conventions to make meaning. Extensive knowledge and understanding of a wide range of ways in which texts are created for different purposes, audiences, and contexts. |
Complex analysis of ideas, perspectives, and/or aspects of culture represented in texts.
Perceptive analysis of language features, stylistic features, and conventions used in texts, and thoughtful evaluation of how these influence audiences. Critical analysis of similarities and differences when comparing texts. |
Versatile and precise use of language and stylistic features to create a wide range of coherent texts that address the purpose, audience, and context.
Fluently integrated use of evidence from texts to develop and support a response. Sophisticated use of accurate, clear, and fluent expression. |
B | Knowledge and understanding of ideas and perspectives in a range of texts.
Knowledge and understanding of ways in which creators of texts use a range of language features, stylistic features, and conventions to make meaning. Knowledge and understanding of a range of ways in which texts are created for different purposes, contexts, and audiences. |
Detailed analysis of ideas, perspectives, and/or aspects of culture represented in texts.
Detailed analysis of language features, stylistic features, and conventions, and evaluation of how these influence audiences. Clear analysis of similarities and differences when comparing texts. |
Accurate use of language and stylistic features to create a range of coherent texts that address the purpose, context, and audience.
Appropriate use of evidence from texts to develop and support a response. Consistent use of accurate, clear, and fluent expression. |
C | Knowledge and understanding of some ideas and perspectives in texts.
Knowledge and understanding of ways in which creators of texts use some language features, stylistic features, and conventions to make meaning. Knowledge and understanding of ways in which everyday texts are created for different purposes, contexts, and audiences. |
Analysis of some ideas and perspectives represented in texts.
Description and some analysis of different language features, stylistic features, and conventions, and/or some evaluation of how these influence audiences. Analysis of some similarities and differences when comparing texts. |
Generally accurate use of language and stylistic features to create texts that address the purpose, context, and audience.
Selection of some evidence from texts to develop and support a response. Appropriate use of accurate, clear, and fluent expression. |
D | Knowledge and understanding of some ideas in a narrow range texts.
Some knowledge and understanding of ways in which creators of texts use language features and conventions to make meaning. Knowledge and understanding of ways in which some everyday texts are created for different purposes and audiences. |
Description of some ideas in texts.
Description of some language features, stylistic features, and/or conventions. Description of some similarities and differences in texts. |
Use of some language and stylistic features to create a narrow range of texts.
Partial use of basic evidence from texts to develop a response. Inconsistent use of expression. |
E | Identification of an idea in a text.
Identification of a limited range of ways in which creators of texts use language techniques. Recognition of one or more ways in which a familiar text is created. |
Reference to an idea in a text.
Recognition of language or stylistic features. Recognition of a simple connection between texts. |
Restricted use of language or stylistic features to create a text.
Limited use of evidence from a text in a response. Limited use of clear expression. |