Oral Presentation Transcript
The main scene I have chosen to analyse is the scene in which Dwayne discovers that
he is not able to fulfil his dream of becoming a pilot because he is colour-blind. This is
Dwayne's life-long dream and he has not spoken for nine months because he took vow
of silence until he joins the air-force academy.
This scene begins in the family's van, showing Dwayne from the front of the car looking
back, as if from the view of the driver or front seat passenger. Dwayne is taking an eye
Knowledge and
understanding of
the ways in which
the creators and
readers of familiar
texts use some
language techniques
to make meaning –
reference to the use
of camera angles to
communicate
meaning.
Knowledge and
understanding of
the ways in which
the creators and
readers of familiar
texts use some
language techniques
to make meaning –
reference to the use
of camera angles to
communicate
meaning.
test from his sister Olive, and finds out that he has twenty-twenty vision, Olive moves
on to the colour blindness test and Dwayne is told by his uncle that he is colour blind,
and cannot fulfil his dream of becoming a pilot because he is colour-blind. This is
shown from the prospective of Dwayne to help us sympathise with him. The camera
angles in this scene are designed to help us feel Dwayne's pain at losing his dream
and his inability to cope with the loss of something that is special.
Application
Location, recording,
and occasional
analysis of
knowledge relevant
to a familiar context
– comments on the
impact of camera
angles.
Analysis
Reference is made
to the way author
use language
techniques to
influence opinions
and decisions in
familiar texts.
Dwayne can't handle this so he loses control and starts hitting the van. Frank tells
Dwayne's father Richard to pull the van over to side of the road, and when he does
Dwayne runs from the car screaming obscenities and hurling insults at his family as
they try to help him as suddenly as he started he stops crying and apologises for his
statements because his younger sister Olive comforts him they leave the side of the
road and head towards the little miss sunshine competition.
This scene tells a message about teenagers and the ways in which adults see them as
being different and perhaps abnormal. This is shown when having discovered that he
is colour blind, Dwayne abuses his family and points out the faults with their lives and
tells them to leave him by the side of the highway The idea of Dwayne not fitting in and
Page 1 of 3
Stage 2 English Pathways annotated student work
Ref: A132996 (December 2011)
© SACE Board of South Australia 2012
Communication
Generally clear and
accurate writing/
speaking, using an
appropriate style and
structure for familiar
audiences and
contexts.
Knowledge and
understanding of
some ideas, values,
or beliefs in familiar
texts – reference to
the way teenagers
are perceived.
Knowledge and
understanding of
some ideas, values,
or beliefs in familiar
texts Dwayne’s
perceptions of his
family.
hating everyone is continued throughout "Little Miss Sunshine" and is expressed near
the start of the movie when Dwayne "tells" his uncle Frank that he hates everyone,
Frank asks if this includes his family Dwayne reacts by underlining everyone revealing
that he even hates his family, or wants people to believe that he does, because he
doesn't wish to end up like his family, in his eyes losers with no ambition or without the
ability to reach their ambition.
Another theme shown in this scene is teenage anger, the fear that teenagers have
that they will turn out like their parents and that they will never amount to anything,
Dwayne shows us his fear of never becoming anything of importance, by his vow of
silence and his desire to have a high profile military career, namely being a pilot in
the air-force. This is generalised statement about teenagers and their fears and
inhibitions, making Dwayne a bit of a stereotype, as most teenagers do not have the
same fears as Dwayne, though this is a common belief of adults.
Analysis
Appropriate use of
language to convey
simple meaning in a
narrow range of
familiar and
unfamiliar contexts.
Competent analysis
of simple
connections between
personal
experiences, ideas,
values, or beliefs
and those explored
in familiar texts.
Additional Comments
This presentation is indicative of a C grade.
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Writing/speaking is generally clear and accurate using simple examples to support ideas being explored in the piece
(Communication)
Brief references made to some ways in which authors use language techniques, such as camera angles, to influence
opinions and decisions in familiar texts. (Analysis)
Competent analysis of simple connections between personal experiences, ideas, values, or beliefs and those explored
in familiar texts. (Analysis)
Knowledge and understanding of some simple ideas and values in familiar texts.
(Knowledge and Understanding)
Use of specific examples from text indicates ability to locate record, analyse, and synthesise knowledge relevant to
context. (Application)
Page 2 of 3
Stage 2 English Pathways annotated student work
Ref: A132996 (December 2011)
© SACE Board of South Australia 2012
Performance Standards for Stage 2 English Pathways
A
Knowledge and
Understanding
Analysis
Application
Communication
Detailed knowledge and
understanding of the ideas,
values, and beliefs in familiar
and unfamiliar texts.
Detailed analysis of complex
connections between personal
experiences, ideas, values, and
beliefs, and those explored in
familiar and unfamiliar texts.
Use of a comprehensive range
of language skills to interact
effectively in different contexts,
and to analyse and solve simple
and complex problems.
Fluent and precise writing and
speaking, using an appropriate
style and structure for a range of
mainly unfamiliar audiences and
contexts.
Perceptive analysis of a range of
ways in which authors use
language techniques to influence
opinions and decisions in familiar
and unfamiliar texts.
Location, recording, analysis,
and synthesis of knowledge
relevant to familiar and
unfamiliar contexts.
Appropriate use of language to
convey mostly complex meaning
in a range of familiar and
unfamiliar contexts.
Knowledge and understanding of
the ways in which the creators
and readers of familiar and
unfamiliar texts use a range of
language techniques to make
meaning.
B
Comprehensive knowledge and
understanding of the ways in
which familiar and unfamiliar
texts are composed for a range
of purposes and audiences.
Perceptive analysis of aspects of
familiar and unfamiliar cultural,
social, and technical roles of
language that support effective
interactions in different contexts.
Sound knowledge and
understanding of some ideas,
values, and beliefs in familiar,
and some unfamiliar, texts.
Analysis of some complex
connections between personal
experiences, ideas, values, and
beliefs, and those explored in
familiar, and some unfamiliar,
texts.
Knowledge and understanding of
the ways in which the creators
and readers of mainly familiar
texts use some language
techniques to make meaning.
Sound knowledge and
understanding of the ways in
which mainly familiar texts are
composed for some purposes
and audiences.
C
Knowledge and understanding of
some ideas, values, or beliefs in
familiar texts.
Knowledge and understanding of
the ways in which the creators
and readers of a narrow range of
familiar texts use some language
techniques to make meaning.
Knowledge and understanding of
the ways in which familiar texts
are composed for familiar
purposes and audiences.
Page 3 of 3
Well-considered analysis of a
range of ways in which authors
use language techniques to
influence opinions and decisions
in familiar, and some unfamiliar,
texts.
Well-considered analysis of
aspects of mainly familiar, and
some unfamiliar, cultural, social,
or technical roles of language
that support effective interactions
in different contexts.
Competent analysis of simple
connections between personal
experiences, ideas, values, or
beliefs, and those explored in
familiar texts.
Descriptive analysis of a number
of ways in which authors use
language techniques to influence
opinions and decisions in familiar
texts.
Competent analysis of some
aspects of mainly familiar
cultural, social, or technical roles
of language that support
effective interactions in different
contexts.
Sophisticated skills in
reproducing the structural,
conventional, and textual
features of text types for a range
of familiar and unfamiliar
contexts, audiences, and
purposes.
Use of a sound range of
language skills to interact
effectively in different contexts,
and to solve simple and complex
problems.
Mostly fluent and precise writing
and speaking, using an
appropriate style and structure
for a range of mostly familiar
audiences and contexts.
Location, recording, analysis,
and occasional synthesis of
knowledge relevant to mostly
familiar contexts.
Appropriate use of language to
convey complex and simple
meaning in a range of familiar,
and some unfamiliar, contexts.
Sound skills in reproducing some
of the structural, conventional,
and textual features of text types
for a range of mainly familiar,
and some unfamiliar, contexts,
audiences, and purposes.
Use of competent language skills
to interact effectively in different
contexts, and to solve routine
problems in familiar contexts.
Location, recording, and
occasional analysis of
knowledge relevant to a familiar
context.
Skills in reproducing some of the
structural, conventional, and
textual features of some text
types for familiar contexts,
audiences, and purposes.
Generally clear and accurate
writing and speaking, using an
appropriate style and structure
for familiar audiences and
contexts.
Appropriate use of language to
convey simple meaning in a
narrow range of familiar and
unfamiliar contexts.
Stage 2 English Pathways annotated student work
Ref: A132996 (December 2011)
© SACE Board of South Australia 2012
D
Knowledge and
Understanding
Analysis
Application
Communication
Identification of some simple
ideas, values, or beliefs in some
familiar texts.
Reference to simple connections
between uncomplicated personal
experiences, ideas, values, or
beliefs, and those explored in
familiar texts.
Use of a restricted range of
language skills to interact in
familiar contexts, and to solve
simple problems.
A level of fluency in writing and
speaking in personally relevant
situations, using an appropriate
style and structure for a narrow
range of familiar audiences and
contexts.
Knowledge and understanding of
the ways in which the creators
and readers of a narrow range of
familiar texts use a restricted
range of language techniques to
make simple or factual meaning.
E
Reference to some ways in
which authors use language
techniques to influence opinions
and decisions in familiar texts.
Knowledge of the ways in which
familiar texts are composed for
personally relevant purposes
and familiar audiences.
Reference to some simple
aspects of familiar cultural,
social, or technical roles of
language that support effective
interactions in one or more
contexts.
Identification of a simple idea,
value, or belief in a familiar text.
Recognition of a simple
connection between a
straightforward personal
experience, idea, value, or belief,
and that explored in a highly
familiar text.
Some knowledge and emerging
understanding of the way in
which a creator or reader of a
highly familiar text uses a
language technique to make
factual meaning.
Some knowledge of the ways in
which highly familiar texts are
composed for personally
relevant purposes and highly
familiar audiences.
Page 4 of 3
Reference to the way in which
an author uses language
techniques to influence opinions
and decisions in a highly familiar
text.
Recognition of some simple
aspects of highly familiar
cultural, social, or technical roles
of language that support
effective interactions in one or
more contexts.
Location and recording of factual
knowledge relevant to a familiar
context.
Limited skills in reproducing
some of the structural,
conventional, or textual features
of a text type for a familiar
context, audience, or purpose.
Use of a restricted range of
language skills to interact in
highly familiar contexts, and to
solve simple problems.
Location or recording of factual
knowledge relevant to a highly
familiar context.
Restricted skills in reproducing a
limited number of structural,
conventional, or textual features
of a text type for a highly familiar
context, audience, or purpose.
Occasionally appropriate use of
language to convey simple
meaning in familiar contexts.
Emerging development of
fluency in writing and speaking in
personally relevant situations,
using an appropriate style and
structure for a narrow range of
highly familiar audiences and
contexts.
Occasionally appropriate use of
language to convey literal
meaning in highly familiar
contexts.
Stage 2 English Pathways annotated student work
Ref: A132996 (December 2011)
© SACE Board of South Australia 2012