代写 Year 11 English: Semester 1, 2016 

 

Essential vocabulary optimism perspectives representations narrative structure theme/central idea imagery atmosphere symbolism metaphor motif

West Moreton Anglican College
English Department

 
Year 11 English: Semester 1, 2016

Unit 1: Youth and Experience

Task 3Narrative - Imaginative

 
NAME:  ____________________________________      TEACHER: _________________________________
 
Unit Objective:You will viewnon-print media, such as musical video clips and short films, and read literary texts, such as poems and short stories, in order to evaluate perspectives and representations of ideas, young people, times and places in texts. You will understand that young people may be represented in ways that influence how they perceive themselves and how others perceive them in order to write your own optimistic short narrative.   
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TASK:How do I stay positive?
 
You have been invited to enter a narrative writing competition entitled “Upbeat Teens” conductedby The Poppy Foundation, Ipswich’s Youth Mental Health Service.You are to compose a narrative which depicts young people in a positive light in order to encourage teens to live a happy, healthy life. 
 
The rules of the competition are:
(1)     Focus on a positive message. Build your story around one of these themes:  valuing friendship, caring for others, appreciating what you have, looking on the ‘bright side, being true to your own values
(2)     Incorporate one of these famous quotes (or part of them) in a natural and realistic way:
-          Happiness often sneaks in through a door you didn't know you left open. John Barrymore
-          I, not events, have the power to make me happy or unhappy today. I can choose which it shall be. Yesterday is dead, tomorrow hasn't arrived yet. I have just one day, today, and I'm going to be happy in it. Groucho Marx
-          When what we are is what we want to be, that’s happiness. Malcolm Forbes
(3)     Include one of these objects in a meaningful way:
A surfboard, a brown parcel, an umbrella, a comfy chair, a can of food, a tree, a car, a phone
** You should also experiment with the use of aesthetic writing features such as representation, imagery, atmosphere, symbolism, metaphors and motifs.
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Stated audience: General reading public, especially teenagers            Purpose: To narrate and to entertain
 
Genre: Imaginative narrative (Third person point of view preferred)     
 
NB: Stories about excessive alcohol consumption, eating disorders, self-harm, drug taking and suicide are not quite suitable, as they are usually melodramatic and clichéd. However, even a story which is positive will need a complication or some conflict. It can’t be happy all the way through….it is the theme or message that must be positive. What did your central character learn?
 
NB: Students should closely read the criteria and standards sheet for further guidance as to what is required.
 
Due Date: 25/07/16 (Monday Week 3)Draft Date:  18/7/16 (Monday Week 2)
 
Conditions:
 
Length: 600 – 1,000 wordsMode: Written
 
Access to resources:
·         prepared task:
§  four weeks’ notice of the task before due date
§  three weeks’ notice of task prior to drafting date
§  two double periods in class time and student home assignment time
·         subject matter – new, explicitly taught
·         narrative genre – familiar but explicitly taught, aspects of subject matter dealt with in class
 代写 Year 11 English: Semester 1, 2016 
Drafting and feedback:
·         peer editing is strongly recommended
·         teacher must sight student production of plans and drafts
·         one draft with teacher, NO DRAFT WILL BE ACCEPTED LESS THAN ONE (1) WEEK BEFORE THE DUE LESSON(3pm)
·         access to teacher in class and/or via school email
·         teacher feedback may be written on student draft
·         unlimited access to family, friends, peers, guidelines, class notes, print and electronic resources
·         unlimited access to editing resources
 
Final submission:
·         may be handwritten or word processed
·         planning sheet, drafts and teacher feedback must be submitted with the final copy of student work.
·         each student must submit a full hard-copy narrative on the due date. Emailed transcripts will not be accepted
·         students not submitting the transcript at the beginning of the lesson on the due date will be required to complete the task under supervised conditions during the lesson in the task was due – do not ask to print transcript at beginning of the lesson
·         ESL students may have one week’s extension though this should only be used if absolutely necessary and applied for through the classroom teacher
·         students absent on the due date must provide a medical certificate on their return to school in order for their task to be assessed, failure to do so may jeopardise his/her ability to have the subject recorded on the Senior Certificate and may also change OP score status
 
 
Common Curriculum Elements:
Creating and composing; using correct spelling, punctuation and grammar; organising extended written text; using vocabulary appropriate to context; empathising; interrelating ideas; synthesising.

AUTHENTICATION

You need to be able to acknowledge honestly that the prepared work you submit for assessment is yours and not someone else’s. If it is evident that you have submitted work that is substantially that of another person, your result will be considerably reduced or your work may receive no grade at all.
 
However, virtually nobody works alone in the production of a final piece of work. We all use a range of human and other resources and need to acknowledge these. It is important to understand what is acceptable in this context and what is not. In general, it is acceptable to seek help in ideas, planning and early drafting stages, but not in the final stages of drafting or in production of your final version.
 
You must complete this table and submit with your assignment.

Resources and Assistance

Material Resources (E.g. library, Internet, magazines, video clips, films etc.)	Human resources (E.g. teacher, peers, family, tutor, librarian etc.)

Documents Submitted

 
Planning Sheet: YES/NO
 
Drafts:   YES/NO
 
Student declaration:
 
I …………………………………………. hereby certify that this assessment item is my own work based on my personal effort/research. I can prove author ship through production of drafts and am willing to answer questions if deemed necessary. I have kept a copy of this assignment and have submitted drafts as required.
 
Signed: ……………………………………………………….
 

Considerations:
Narrative Structure
All narratives contain the following components, but not necessarily in this order. Techniques like flashback and beginning in medias res (mid. point) will affect the structural organisation of your story. Restrict yourself to 3-4 well-developed scenes only.
Short stories work best when only a short amount of time (for example, ten minutes) is covered.

Focus of Action
• What is the central idea or message of your story?
• Does the story contain suspense? (Suspense can be moments of conflict or tension where the reader is not sure what will happen next.)
Characters
• Can your readers picture your main character clearly? Have you described the character well? Have you included appropriate thoughts and feelings?
• What sort of person is your main character?
• Are the main character’s actions and speech consistent with his/her personality?
Setting
• Where is the story set? What time of day/night is it?
• Can you picture the setting clearly in your mind? Can your reader?
• Is the setting consistent with the characters (are they likely to be here?) and the plot?

Section:	Comment:
1. Introduction/Orientation
• Does the opening grab the reader’s attention?
• Is the setting (time, place, season, social context) clear?
• Have you included enough/too much information to indicate where your story is going and to make your readers want to read on?
2. Complication
• What problem arises that needs to be solved (complication)?
• Is it believable? Is if consistent with the story so far?
• Have you provided enough detail for your readers?
3. Sequence of Events
• What happens between the orientation and the climax?
4. Climax
• Where is the point after which the problem is resolved?
• Where is the ‘high point’ in the narrative?
5. Resolution
• How is the problem or complication resolved? (The resolution may not always be uplifting.)
• Is the resolution believable?
• If there is a temporary resolution, what is the further complication and evaluation?
• Does your final resolution leave something for your readers to think about?
• Is your ending open or closed? (An open ending is when the story comes to a close but may raise further questions.)
6. Coda
• Is there a section which concludes the narrative?
• Is there something which rounds out the story and has its own interest?
• Is there a section which reinforces the theme?
Balance
• Is there a balance between description, narrative and dialogue?
• Does the action of the story unfold logically?
• Could your story be improved if you used ‘flashback’ or characters’ thoughts to explain some of the background information?
• Does your story involve the reader in making some of the connections between events?
• How does the main character feel about the problem that has arisen?
• Is the evaluation (thoughts and feelings) consistent with your main character’s personality?

   
 

(Reflecting and Self-Editing)	Yes/No/Comment?
A. Read your story aloud to yourself to see if it sounds just right.
B. Ask:
• Does it make sense for me? Does it make sense for my audience?
• Does it say what I want it to say? Do I like it?
• Is the title effective and appropriate?
• Is the opening effective – does it encourage the reader to continue?
• Have I followed correct narrative structure (or varied it in an interesting and original way)?
• Does the ending fit or does it feel tacked on?
• Is there enough attention to detail? Have I written enough or too much?
• Have I shown the reader how characters think, feel and act? Have I used too much dialogue?
• Have I confined myself to 3-4 well-described scenes/events?
• Have I created suspense?
C. Spelling
• Circle any word you are not sure about.
• Have another go. Sound the word out. Spell the word in different ways until you think it looks right.
• If still unsure, refer to your dictionary or spell check.
D. Punctuation
• Read story aloud. Does your punctuation match the pauses?
• Have you used apostrophes for ownership correctly?
• Check a novel to see how to punctuate dialogue.
• Do all sentences start with capital letters and end with full stops?
• Do all proper nouns have capital letters?
• Have you used punctuation like the exclamation mark and question mark to shape meaning?
E. Paragraphs
• Is there a new paragraph for each new setting, event or idea?
• Is there a new paragraph for each new speaker?
• Are all paragraphs clearly shown?
F. Grammar and Vocabulary
• Read aloud. Does the grammar sound correct?
• Are all sentences actually sentences? Do they make sense?
• Are sentences varied and interesting?
• Is vocabulary appropriate, imaginative, precise, powerful and descriptive?
• Has tense been maintained consistently throughout?

   
Peer Editing:

As you read or listen to your partner’s writing think about:	Yes/No/Comment?
A. The beginning:
• Is it interesting? Does it grab your attention?
B. The middle:
• Does it leave out anything important?
• Does the story make sense?
• Is there enough detailed description?
• Are characters well developed?
C. The ending:
• Is it satisfying? Is there a coda?
D. Comment on spelling, punctuation and grammar.

 
West Moreton Anglican College English Department
Year 11 English – Unit 1: Youth and Experience –Teenage Narrative 2016
 
Student:                                                   Class:                                        Teacher:                                                                    GRADE:
 

Criteria	A	B	C	D	E
	The narrative has the following characteristics:	The narrative has the following characteristics:	The narrative has the following characteristics:	The narrative has the following characteristics:	The narrative has the following characteristics:
Understanding and responding to contexts	·   exploitation of narrative genre patterns to achieve specific purpose ·   discerning selection, organisation and synthesis of relevant and substantive subject matter to support perspectives ·   manipulation and control of roles of the writer and relationships with audiences.	·   effective control of a range of  narrative genre patterns and conventions to achieve specific purposes ·   effective selection, organisation and synthesis of relevant subject matter to support perspectives ·   establishment and control of roles of the writer and relationships with audiences.	·   use of  narrative genre patterns and conventions to achieve purposes ·   selection, sequencing and organisation of relevant subject matter to support perspectives ·   establishment and maintenance of roles of the writer and relationships with audiences	·   Use of aspects of narrative  patterns and conventions to achieve some purposes ·   selection and organisation of subject matter to support perspectives ·   establishment of some roles of the writer and relationships with audiences.	·   use of aspects of narrative genre patterns and conventions ·   selection of some subject matter ·   use of roles of the writer.
Understanding and Controlling Textual Features	·   discerning combination of a range of grammatically accurate language structures for specific effects, including clauses and sentences ·   discerning use of mode- appropriate cohesive devices to develop and emphasise ideas and connect parts of texts, including paragraphing ·   discerning use of a wide range of apt vocabulary for specific purposes ·   discerning use of mode-appropriate features to achieve specific effects: Ø written features (conventional spelling and punctuation)	·   control of a range of grammatically accurate language structures  to achieve effects, including clauses and sentences ·   effective use of mode- appropriate cohesive devices to develop and maintain ideas and connect parts of texts, including paragraphing ·   effective use of a range of apt vocabulary for specific purposes ·   effective use of mode-appropriate features to achieve effects: Ø written features (conventional spelling and punctuation)	·   use of a range of mostly grammatically accurate language structures to achieve purposes, including clauses and sentences ·   use of mode-appropriate cohesive devices to link ideas and connect parts of texts, including paragraphing ·   use of suitable vocabulary for purposes ·   suitable use of mode-appropriate features to achieve purposes: Ø written features (conventional spelling and punctuation)	·   inconsistency in the use of grammar and language structures to meet a purpose ·   use of some mode- appropriate cohesive devices to connect parts of texts, including paragraphing ·   use of vocabulary that varies in suitability for a purpose ·   use of mode-appropriate features that vary in suitability: Ø written features (conventional spelling and punctuation)	·   grammar and language structures that impede meaning ·   Some connections between parts of texts ·   Use of vocabulary that distracts from purpose ·   Features that distract from meaning: Ø written features (conventional spelling and punctuation)
Creating and Evaluating Meaning:   Creating	·   discerning manipulation of the ways ideas, attitudes and values underpin texts and influence audiences ·   subtle and complex creation of perspectives and representations of concepts, identities, times and places ·   discerning use of aesthetic features  to achieve specific purposes in texts	·   effective manipulation of the ways ideas, attitudes and values underpin texts and influence audiences ·   effective creation of perspectives and representations of concepts, identities, times and places ·   effective use of aesthetic features   to achieve specific purposes in texts	·   appropriate use of the ways ideas, attitudes and values underpin texts and influence audiences ·   creation of perspectives and representations of concepts, identities, times and places ·   use of aesthetic features to achieve purposes in texts	·   use of ideas, attitudes and values that underpin texts ·   creation of some perspectives and representations of concepts, identities, times and places ·   use of aesthetic features to achieve some purposes in texts	·   Use of some ideas in texts ·   Creation of some concepts, identities, times and places in texts ·   Use of some aesthetic features in texts

 
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代写 Year 11 English: Semester 1, 2016