ESL Learners
Scaffolding the Assessment Task
Questions to apply to any assessment task
1. What are the instructional words that
inform the student of the type of response
required?
2. What is required in terms of content?
3. What are the parameters of the task?
4. How is the writing being judged
(descriptors)?
Academic English
Instructional Words Decoded
Instruction Meaning
analyse
comment
To find the main ideas and show how they are related and why
they are important. Supporting evidence is usually required.
To discuss, criticise or explain meaning as completely as
possible.
compare
To show both similarities and differences.
consider
To include a particular proposition or reference in your
response.
To compare by showing differences.
contrast
criticise
define
describe
diagram
discuss
enumerate
evaluate
explore
illustrate
To give your judgement or reasoned opinion of something,
showing both good and bad points. It is not necessary to attack.
To give the formal meaning by distinguishing it from related
terms.
To write a detailed account or verbal picture in a logical
sequence or story form.
To make a graph, chart or drawing. Be sure to label it and add a
brief explanation if necessary
To present arguments for and against a point of view and reach
a conclusion. The arguments must be supported with
appropriate evidence.
To list. Name and list the main ideas one by one.
To give an opinion, supported by some expert opinions, of the
truth or importance of a concept. Show the advantages and
disadvantages.
To discuss, criticise, describe and explain a concept in a self
directed way.
To explain or make clear by concrete examples, comparisons or
analogies.
interpret
justify
list
outline
prove
relate
To give the meaning using examples and personal comments to
make something clear.
To give a statement of why you think something is so. Give
reasons for your statement or conclusion.
To produce a list of words, sentences or comments. Same as
enumerate.
To give a general summary. It should contain a series of main
ideas supported by secondary facts. Show the organisation of
the idea.
To show by argument or logic that something is true.
summarise
To show the connections between things, telling how one
causes or is like another.
To give a survey or summary in which you look at the important
parts and criticise if necessary.
To describe main points in precise terms. Use brief, clear
sentences. Omit details or examples.
To give a brief, condensed account of the main ideas.
trace
To follow the progress or the history of the subject.
use
(something)
To employ (the given) in your response.
review
state
Standard Australian English (ACARA National Curriculum)
The variety of spoken and written English language in Australia used in
more formal settings such as for official or public purposes, and recorded in
dictionaries, style guides and grammars. While it is always dynamic and
evolving, it is recognised as the 'common language' of Australians.
Proficiency in Standard Australian English is essential for success in
curriculum.
Features of Standard Australian English (Academic English)
Standard Australian English has
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Formal register
Paragraphs and sentences
Complex sentences
Sophisticated vocabulary and use of metalanguage
Objective rather than personal position
No contractions and abbreviations
No colloquial or slang words
Precise and accurate use of vocabulary
Justification of claims with evidence
Referenced sources
Sample Assessment Tasks
1. History
HSTY1089 Australia: Blood on the Wattle
1) TUTORIAL PAPER: PRIMARY SOURCE EXERCISE
Due Date
Aug 19 (by 11:59 via turnitin)
Weighting
10%
Length
500 words, excluding footnotes and bibliography (a 10% toleration in either direction is admissible)
Rationale
Instructions
Historians build their arguments on ‘evidence’ – primary source material. A primary source is a ‘text’
that was created during (contemporaneously with) the time period you are looking at. Historians
mostly use documents, or written sources (such as government records, letters, newspapers, and even
literary works) but they also can use visual images, oral histories, and material objects, as primary
sources. This exercise will develop your ability to use, analyse and interpret primary sources. You
will put these skills to good use during tutorial discussion time in the semester and in the research
essay.
For this exercise you are required to answer three questions about a primary source. You can choose
to analyse either the primary source set for week two or the primary source set for week three.
You can find both sources in the course reader.
I.
II.
III.
Content: What is the intended message of the source?
What was the author trying to convey, to what audience, for what purpose?
Interpretation: What can be learnt from this source?
What factual information (if any) does the source contain? What does the imagery, tone or
language of the piece tell you of the disposition, or social status, or political convictions, of
the author and/or the intended audience?
Context: What can you learn from wider reading in the secondary sources set for this
topic about the views expressed in this source, and the reasons, motives or
circumstances which lie behind its production?
Try to find out more about the individual or organisation responsible for its production, and
about the political climate or social circumstances in which the views expressed may have
been forged.
Answer each question separately. No answer to an individual question should be less than 100 or
more than 300 words in length. The tutorial paper must be correctly referenced with footnotes and
a bibliography. For information on referencing, consult the History Department Essay Presentation
Guide which is available on blackboard.
Criteria for
Assessment
Your mark will be awarded on the basis of the quality of your response as a whole: it will not be the
sum of a mark for each section. Your markers will be looking for care and perception in your analysis
of the primary source, intelligent use of contextual reading, structured argument, clear, grammatical
expression and correct layout of bibliography and footnotes.
2. English
ENGL1011: Introduction to Film Studies
First Exercise
Total Word Length: 750 words (please include a word count at the end of
your exercise).
Due date: Monday August 26, 2013, 4pm.
For all information regarding the submission of your exercise, please refer to
the Unit of Study outline.
How does mise-en- scène introduce Bella to
the vampire household? Bordwell and
Thompson identify four critical elements of
mise-en-scène: setting, costumes and makeup,
lighting, and staging. Analyse the mise-enscène captured in the three stills reproduced
below. Your answer should be in the form of
three (3) 250-word descriptions, one for
each still. You will identify at least one of those
four elements in each still, and at least three of
those four elements across your three
descriptions. While you may refer to the film
as a whole, the focus of each description
should be on the still. All images are from
Twilight(2008).
3. History
HSTY 2604: Popular Culture in Australia 1850-1945
2) RESEARCH PROJECT
CHOOSE A TOPIC
For this project you will be required to choose and analyse an aspect of Australian
popular culture between the years of 1850 and 1945. You may focus on a broad form
of popular culture in a specific time frame, for example, radio, dance or tourism in the
1920s and the 1930s. Alternatively, you may choose to concentrate on a specific example
of popular culture, such as the radio program Blue Hills in the 1940s, the Charleston
dance in the 1920s or the development of the Blue Mountains as a tourist destination in
the 1880s. Choose a topic that interests you and for which you can find a set of relevant
primary and secondary sources.
In selecting a topic you may find it useful to peruse the lecture and tutorial topics
for this unit of study (pp. 4-5 and pp. 16-25). You may also find inspiration by visiting
some of the local museums and art galleries which hold collections on Australian popular
culture such as the Art Gallery of New South Wales and the Powerhouse Museum (eg.
‘The Kings Cinema’ and the ‘What’s in Store’ exhibitions).
In selecting a topic and as a starting point for your research you should consult the
list of secondary and primary sources on blackboard (go to the ‘Assessments folder’ then
the ‘Research Project’ folder and select the ‘Primary and Secondary Sources’ PDF). The
list includes sources on:
 Popular culture in Australia
 Sport
 Cinema, theatre, stage and circus
 Radio
 Music
 Tourism and the beach
 Drinking culture, gambling and betting
 Consumerism, shopping and fashion
 Sexuality
 War
This list is intended to give you some ideas and direction. There are many aspects of
Australian popular culture which it does not cover and there is a wealth of secondary and
primary sources which are omitted.
CHOOSE A QUESTION
Once you have chosen an aspect of popular culture to focus on you will need to choose
an essay question to answer. You have five options:
OPTION 1: How significant a role did [your chosen topic] play in Australian society
during the period [your chosen period between 1850 to 1945]. What aspects of Australian
society did it influence and why?
The focus of this first question is on the social influence of popular culture. You
may like to consider how your chosen example was shaped by or shaped social
relations including those of gender, class, race and/or sexuality.
OPTION 2: Account for the popularity of [your chosen example] during the period
[your chosen period between 1850 and 1945]. What does the popularity of [your chosen
topic] reveal about Australian society during this period?
The second question focuses on what makes certain cultural pursuits or
productions popular. In constructing you answer you may need to consider
factors such as international influences or changing social values around gender
for example.
OPTION 3: Why was [your chosen topic] popular amongst [your chosen demographic]
during the period [your chosen time period between 1850 and 1945]. What does the
popularity of [your chosen topic] reveal about [your chosen demographic] in this period?
The third question provides the opportunity to look at a form of culture that was
popular amongst a certain demographic, for example women, Aboriginal
Australians, larrikins or middle-class Australians.
OPTION 4: When was the popularity of [your chosen topic] at its peak? Why was it
popular during this period and what factors caused its popularity to go into decline?
The fourth option focuses on the rise and decline of popular culture. In
considering your answer, you may need to explore the influence of new
technologies, changing social mores and or/ international influences.
OPTION 5: Construct your own essay question in consultation with the course convener.
The fifth option provides you with ultimate intellectual freedom but you need to get my
approval on your question. Make an appointment to see me on a Thursday between 2 pm
and 4 pm or send me an email.
COMPLETE AN ESSAY PROPOSAL (PART A) AND WRITE AN ESSAY (PART
B)
The assessment of the research project is made up of two parts - an Essay Proposal and a
Research Essay.
PART A – ESSAY PROPOSAL
Due Date
Must be submitted online only via TURNITIN on the 9th of April
Weighting
10%
Length
500 words, excluding bibliography and subheadings (a 10% toleration in either
direction is admissible)
The task is intended to prepare you for the research essay and will help you to
develop skills of research, analysis and argument.
Rationale
Instructions
Answer the following questions in the form of a structured essay (ie. use the
questions as subheadings). You do not need to include an introduction or a
conclusion.
1) What aspect of Australian popular culture have you decided to focus on?
Why have you chosen this aspect of popular culture? What makes it worthy
of historical attention?
2) What question have you chosen to answer? What are your tentative findings?
3) What is the most important secondary source that you have found so far?
What makes it important? Does it have any limitations or gaps in terms of
answering your chosen question?
4) What is the most valuable primary source you have found so far? Why is it
valuable? Does it have any weaknesses or potential problems? Consider, for
example, reliability, intended audience, intended message and/or the social
or political background of the person that produced the source.
The proposal must include a bibliography of at least 3 secondary and 2 primary
sources that you intend to use for the research essay. For information on referencing,
consult the History Department Essay Presentation Guide which is available on
blackboard.
Criteria for
Assessment
You will be assessed on the basis of a) the clarity, organisation and achievability of
your chosen project; b) the quality of your research thus far; c) your critical
appraisal of the primary and secondary sources; and d) the originality and creativity
of your project.
PART B - ESSAY
Due Date
Must be submitted online only via TURNITIN on the 21st of May
Weighting
40%
Length
2500 words, excluding footnotes and bibliography (a 10% toleration in either
direction is admissible)
Essays provide a written from in which to construct an argument using a variety of
primary and secondary sources, and demonstrate your ability to identity and
interpret sources, employ methodologies and analyse evidence.
Rationale
Instructions
Write an essay answering one of the questions from Option 1 to Option 5.
Before writing your essay, you should reflect on the feedback you received in
response to your essay proposal. In your answer, you need to draw on at least three
primary sources and at least twelve secondary sources. The essay must be correctly
referenced with footnotes and a bibliography. For information on referencing,
consult the History Department Essay Presentation Guide which is available on
blackboard.
Criteria for
Assessment
Markers will be looking for essays which clearly address the essay question and
develop a strong argument. A good argument is one which is supported with
reference to a variety of evidence and which critically assesses that evidence. Marks
will be deducted for inadequate research, poor expression and incorrect referencing.