Activity 2 – Task 1
Stage 1 English as a Second Language
Text Production
Written Recount
Purpose
To assess your knowledge and understanding of ideas in texts and the ways they are
composed for specific purposes and audiences.
Purpose is clearly
stated.
Task
Having read the novel ‘So Much To Tell You’, students will write a recount of their
experience of isolation as a result of various factors. The recount will include reference
to situations in the novel that parallel or otherwise their personal experience. Ultimate
outcomes/resolutions are to be addressed.
Assessment
conditions are
clear.
Word count: maximum of 500 words
Task Explained:
The Recount
Write about a time or times when you have felt ‘on the outside’ or ‘isolated’ or ‘left
out’.
This may have been by friends or as a result of language. It may have been through
going to a new school or new country.
 How did you feel?
 Who helped you?
 Did you do anything to help the situation?
 How did you feel to the people who were leaving you out [if it was on
purpose]?
 Compare it with some of the situations Marina found herself in
Ultimate outcomes / resolutions
 Did the situation ever get better?
 How did this happen?
 What advice would you give to girls who find themselves in this situation?
 Looking back, is there anything you wish you had done?
The specific features being assessed in this task:
Knowledge and Understanding
KU1 Knowledge and understanding of ideas in texts.
KU3 Knowledge and understanding of the ways in which texts are composed for
specific purposes and audiences.
Explicit
instructions assist
in scaffolding for
students how they
can demonstrate
evidence of their
learning at the
highest level
against the
performance
standards.
Only two
Assessment
Design Criteria
addressed with
three specific
features identified
as appropriate for
this task.
Analysis
An1 Analysis of the relationship between the purpose, structure and language
features of a range of texts.
Page 1 of 2
Stage 1 English as a Second Language Task
Ref: A347554 (March 2014)
© SACE Board of South Australia 2014
Specific features are identified and others greyed out.
A
Knowledge and
Understanding
Analysis
Application
Communication
Comprehensive knowledge and
sophisticated understanding of
ideas in texts.
Comprehensive analysis
of the relationship
between the purpose,
structure, and language
features of a range of
texts.
Comprehensive selection
and use of information
from a range of sources.
Consistently clear and coherent
writing and speaking, using a
sophisticated vocabulary.
Comprehensive use of
text-appropriate
language features to
make meaning.
Appropriate use of language to
convey mostly complex meaning in
a range of unfamiliar and familiar
contexts.
Comprehensive knowledge of the
relationship between contexts and
texts.
Thorough knowledge and
understanding of the ways in which
texts are composed for specific
purposes and audiences.
B
Well-considered knowledge and
informed understanding of ideas in
texts.
Detailed knowledge of the
relationship between contexts and
texts.
Effective and considered
knowledge and understanding of
the ways in which texts are
composed for specific purposes
and audiences.
C
Considered knowledge and
understanding of some ideas in
texts.
Appropriate knowledge of the
relationship between contexts and
texts.
Some considered knowledge and
understanding of the ways in which
texts are composed for specific
purposes and audiences.
D
Some recognition and
understanding of ideas in texts.
Some awareness of the
relationship between contexts and
texts.
Some recognition and awareness
of the ways in which texts are
composed for specific purposes
and audiences.
E
Limited recognition of ideas in
texts.
Limited awareness of the
relationship between contexts and
texts.
Limited recognition or awareness of
the ways in which texts are
composed for specific purposes
and audiences.
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Highly effective location,
recording, analysis, and
synthesis of ideas,
information, and opinions
from a range of texts.
Effective analysis of the
relationship between the
purpose, structure, and
language features of a
range of texts.
Effective location,
recording, analysis, and
synthesis of ideas,
information, and opinions
from a range of texts.
Appropriate analysis of
the relationship between
the purpose, structure,
and language features of
a range of texts.
Appropriate location and
recording, and
occasional analysis and
synthesis, of ideas,
information, and opinions
from some texts.
Partial recognition of the
relationship between the
purpose, structure, and
language features of a
range of texts.
Some location,
recording, and
description of ideas,
information, and/or
opinions from some
texts.
Limited recognition of the
relationship between the
purpose, structure, and
language features of a
range of texts.
Attempted location and
recording, and recount,
of simple ideas or
information from a text.
Fluent use of interpersonal
language to sustain spoken
interaction.
Effective selection and
use of information from a
range of sources.
Usually clear and coherent writing
and speaking, using a sound
vocabulary.
Effective and considered
use of text-appropriate
language features to
make meaning.
Appropriate use of language to
convey both complex and simple
meaning in a range of familiar, and
some unfamiliar, contexts.
Effective use of interpersonal
language to sustain spoken
interaction.
Appropriate selection
and use of information
from a limited range of
sources.
Some considered use of
text-appropriate
language features to
make meaning.
Generally clear and coherent
writing and speaking, using an
appropriate vocabulary.
Appropriate use of language to
convey simple meaning in a narrow
range of familiar and unfamiliar
contexts.
Appropriate use of interpersonal
language to sustain spoken
interaction.
Partial selection and use
of information from a
narrow range of sources.
Occasionally clear and coherent
writing and speaking, using a
restricted vocabulary.
Partial use of textappropriate language
features to make
meaning.
Occasionally appropriate use of
language to convey simple
meaning in familiar contexts.
Limited selection and
use of information from a
narrow range of sources.
Limited clarity and coherence in
writing and speaking, using a
limited vocabulary.
Attempted use of textappropriate language
features to make
meaning.
Occasionally appropriate use of
language to convey literal meaning
in highly familiar contexts.
Basic use of interpersonal
language to sustain spoken
interaction.
Attempted use of interpersonal
language to sustain spoken
interaction.
Stage 1 English as a Second Language Task
Ref: A347554 (March 2014)
© SACE Board of South Australia 2014