Stage 2 English as Second Language Studies
Assessment Type 2: Text Production
Creative writing
Write a letter to the editor of a Bombay news paper criticizing the development proposed in
the extract from the short story The Village by the Sea by Anita Desai.
Description of assessment:
A) Decide who you will be as the writer of the letter (e.g. you could be a poor villager, a more
educated, employed villager or a Bombay resident who has heard about the proposal).
B) Consider the audience and purpose. When writing a letter to the editor, you are not asking
the editor to do anything, but you are trying to bring the issue to the attention of the public
and politicians.
C) Start by making it clear what you are writing about and summarising the issue for those
unaware of it.
D) Submit a draft with the final copy. The letter can be up to a maximum of 400 words.
Assessment Design Criteria
Knowledge and Understanding
KU1 Knowledge and understanding of the ideas, concepts, and issues in texts.
KU2 Knowledge and understanding of the relationship between contexts and texts.
KU3 Knowledge and understanding of the ways in which texts are composed for specific
purposes and audiences.
KU4 Knowledge and understanding of context-specific or technical vocabulary.
Analysis
An1 Analysis of the relationship between the purpose, structure, and language features of a
range of texts.
An2 Location, recording, analysis, synthesis, and evaluation of ideas, information, and
opinions from a range of texts.
Application
Ap1 Selection and use of information from a range of sources.
Ap2 Meaning that is conveyed and exchanged in familiar and unfamiliar contexts.
Ap3 Use of text-appropriate language features to make meaning.
Ap4 Use of evidence from a range of sources to build logical and coherent texts or
arguments.
Communication
C1 Clarity and coherence in written and spoken communication, using appropriate
vocabulary.
C2 Demonstration of grammatical control and complexity.
C3 Use of formal and objective language.
C4 Use of interpersonal language to sustain spoken interaction.
Page 1 of 2
Stage 2 English as Second Language Studies task for use in 2011
106729894 (revised September 2010)
© SACE Board of South Australia 2010
Performance Standards for Stage 2 English as Second Language Studies
A
Knowledge and
Understanding
Analysis
Application
Communication
Comprehensive knowledge and
sophisticated understanding of the
ideas, concepts, and issues 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, with a
sophisticated vocabulary.
Highly effective location,
recording, analysis,
synthesis, and
evaluation of ideas,
information, and
opinions from a range of
texts.
Comprehensive use of textappropriate language features to
make meaning.
Adaptation and use of evidence from
a range of sources to build logical and
coherent texts or arguments.
Fluent use of interpersonal
language to sustain spoken
interaction.
Effective analysis of the
relationship between the
purpose, structure, and
language features of a
range of texts.
Effective and considered selection
and use of information from a range of
sources.
Usually clear and coherent writing
and speaking, with a sound
vocabulary.
Meaning that is conveyed and
exchanged appropriately in familiar
and unfamiliar contexts.
Evidence of sound grammatical
control and complexity.
Comprehensive knowledge and
understanding of the relationship
between contexts and texts.
Thorough knowledge and
understanding of the ways in which
texts are composed for specific
purposes and audiences.
Comprehensive knowledge and
sophisticated understanding of
context-specific or technical
vocabulary.
B
Well-considered knowledge and
understanding of the ideas, concepts,
and issues in texts.
Detailed knowledge and
understanding 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.
Effective and considered knowledge
and understanding of context-specific
or technical vocabulary.
C
Considered knowledge and
understanding of the ideas, concepts,
and issues in texts.
Appropriate knowledge and
understanding 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.
Some considered knowledge and
understanding of context-specific or
technical vocabulary.
D
Some recognition and understanding
of the ideas, concepts, and issues in
texts.
Some recognition and understanding
of the relationship between contexts
and texts.
Some recognition and awareness of
the ways in which texts are composed
for specific purposes and audiences.
Some recognition and awareness of
context-specific or technical
vocabulary.
E
Limited recognition or awareness of
the ideas, concepts, and issues 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.
Limited recognition or awareness of
context-specific or technical
vocabulary.
Page 2 of 3
Effective and considered
location, recording,
analysis, synthesis, and
evaluation 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 some
analysis, synthesis, and
evaluation of ideas,
information, and
opinions from a range of
texts.
Partial recognition of the
relationship between the
purpose, structure, and
language features of
mainly familiar texts.
Some location,
recording, and
description of ideas,
information, and/or
opinions from a narrow
range of texts.
Effective use of text-appropriate
language features to make meaning.
Adaptation and use of evidence from
a range of sources to build mostly
logical and coherent texts or
arguments.
Appropriate selection and use of
information from a range of sources.
Simple meaning that is conveyed and
exchanged appropriately in familiar
and unfamiliar contexts.
Considered use of text-appropriate
language features to make meaning.
Adaptation and use of evidence from
a range of sources to build mostly
logical texts or arguments.
Evidence of sophisticated
grammatical control and
complexity.
Precise use of formal and objective
language.
Proficient use of formal and
objective language.
Effective use of interpersonal
language to sustain spoken
interaction.
Generally clear and coherent
writing and speaking, with an
appropriate vocabulary.
Evidence of appropriate
grammatical control and
complexity.
Appropriate use of formal and
objective language.
Appropriate use of interpersonal
language to sustain spoken
interaction.
Partially successful selection and use
of information from a narrow range of
sources.
Occasionally clear and coherent
writing and speaking, with a
restricted vocabulary.
Partial meaning that is conveyed and
exchanged in a narrow range of
familiar and unfamiliar contexts.
Evidence of partial grammatical
control and complexity.
Partial use of text-appropriate
language features to make meaning.
Adaptation and use of evidence from
a range of sources to build partially
logical texts or arguments.
Limited analysis of the
relationship between the
purpose, structure, and
language features of
familiar texts.
Attempted location,
recording, and recount
of simple ideas,
information, or opinions
from a narrow range of
texts.
Complex meaning that is conveyed
and exchanged appropriately in
familiar and unfamiliar contexts.
Restricted use of formal and
objective language.
Basic use of interpersonal
language to sustain spoken
interaction.
Limited selection and use of
information from a narrow range of
sources.
Limited clarity and coherence of
writing and speaking, with a limited
vocabulary.
Limited meaning that is conveyed and
exchanged in a narrow range of
familiar contexts.
Evidence of limited grammatical
control and complexity.
Attempted use of text-appropriate
language features to make meaning.
Attempted adaptation and use of
evidence from a narrow range of
sources to build a simple logical text
or argument.
Attempted use of formal and
objective language.
Attempted use of interpersonal
language to sustain spoken
interaction.
Stage 2 English as Second Language Studies task for use in 2011
106729894 (revised September 2010)
© SACE Board of South Australia 2010