YEAR 5 - Formative Assessment 1: Close reading of a passage from Speak
Choose one of the passages below and write a ~500-word close reading on it. Do not forget –
close reading is about form and its effect. You want to think about what linguistic features the text
has (e.g. interesting words, literary devices, structural elements, cultural references, etc.) AND
explain how those features create a certain effect on the reader and thus add to the meaning of
the text.
Your text should have the standard structure of an academic text
•
•
•
an introduction (where you state your argument)
some body paragraphs (where you show your reasoning leading up to that argument,
using examples from the text AND your analysis of those examples)
a conclusion (where you help your reader reach a final, higher understanding of your
argument).
Since you will be writing a text that is quite short, it is important to go straight to the point. For
example, your introduction should immediately lead your reader to the specific passage you are
analyzing, rather than make general comments about the book, or a certain issue.
Do not forget that before you start writing, you should read your passage over and over again,
annotating it for interesting features. This will help you get a lot of “data.” Afterwards, you could
make a short outline to organize your ideas and guide yourself through your writing.
Passages to choose from:
p. 4
“Older students are allowed […] She was mostly Ivy’s friend, anyway.”
p. 50
“My parents commanded me […] the inside of my eyelids.”
p. 56
“David: If the class is debating […] a more eloquent silence.”
p. 81
“Our frog lies on her back […] leaves in my hair.”
p. 96
“I cross the parking lot […] one-piece talking girl.”
p. 100 “It’s all about SYMBOLISM […] how poor Hester feels.”
p. 122 “Me: All right, but you said […] It’s the saddest thing I know.”
Due date: September 21 by 5pm in your One Drive folders
Rubric
Objective A: Analysing
Assessment Criteria
i. analyse the content,
context, language,
structure, technique and
Score:
Excellent performance
The student provides perceptive
analysis of the content, context,
language, structure, technique,
style of text(s) and the
Teacher’s notes
style of text(s) and the
relationship among texts
ii. analyse the effects of
the creator’s choices on
an audience
iii. justify opinions and
ideas, using examples,
explanations and
terminology
relationship among texts. She is
able to analyze the literary
devices (figurative language)
and themes present in the
passage given.
The student perceptively
analyses the effects of the
creator’s choices on an
audience, explaining WHY the
author used certain literary
devices to explore a given
theme.
The student gives detailed
justification of arguments and
ideas with a range of examples,
and thorough explanations; uses
accurate terminology when
analysing the passage.
Objective D: Use of Language
Assessment Criteria
i. use appropriate and
varied vocabulary,
sentence structures and
forms of expression
ii. write and speak in a
register and style that
serve the context and
intention
iii. use correct grammar,
syntax and punctuation
iv. spell (alphabetic
languages), write
(character languages)
and pronounce with
accuracy
Excellent performance
The student effectively uses a
range of appropriate vocabulary,
sentence structures and forms of
expression in her close reading
analysis.
.
The student writes and speaks in
a consistently appropriate
register and style that serve the
context and intention of her
close reading analysis.
The student uses grammar,
syntax and punctuation with a
high degree of accuracy; errors
are minor and communication is
effective in her close reading
essay.
The student spells/writes and
pronounces with a high degree
of accuracy; errors are minor
and communication is effective
in her close reading essay.
Student’s plan for improvement:
Score:
Teacher’s notes