Activity 2- Task 1
Stage 1 English
Assessment Type 2: Text Production
Memoir Writing
Purpose
A memoir is a piece of autobiographical writing, usually shorter in nature than a
comprehensive autobiography. A memoir tells the story of your life and it often tries to
capture highlights or meaningful moments in your past. It is a personal document
characterised by personal recount, reflection and recollections of people and events. A
memoir contains an emotional response as well as being a reflective account and is
concerned with capturing particular scenes, or a series of events, rather than documenting
every facet of a person’s life.
Purpose of memoir
writing is clearly
explained and
distinguishing
features are
outlined.
Description of Task
We will read examples of memoirs to use as models for your own writing. Write your
memoir about your early childhood to now.
Remember in your writing to:
 be selective in planning the events and people
 write in first person
 use past tense when writing about a memory
 ‘show, don’t tell’ (e. g. Instead of writing, “I have never been as sad as the months
after my best friend moved away,” describe the scene where you are alone in the
playground on the swing. Show me yourself struggling with getting the swing high into
the air without your long-time friend pushing you and you show me grief.)
 write reflectively attaching an emotional response to each selected recollection
 draft and edit your memoir, paying particular attention to eliciting an emotional
response through your selection of recollections and language choices, as well as
ensuring an appropriate structure, fluency and accuracy.
Dot points scaffold
steps in writing an
effective memoir.
Form/lengths/conditions
You may choose to make a blog or submit as a written account.
800 word maximum.
If you wish to narrow down the focus of your memoir, for example, concentrate on your
primary schooling recollections of teachers, classmates and events, please negotiate this
with me prior to commencing work on this task.
Audience: The teachers and others of your choosing.
Examples of
appropriate forms
that value and
build students’
expertise in
constructing
specific written text
types.
Opportunities for
negotiation.
Due Date: 28th March, 2014
Page 1 of 3
Stage 1 English Task
Ref: A347540 (March 2014)
© SACE Board of South Australia 2014
Assessment Design Criteria
Knowledge and Understanding
The specific features are as follows:
KU1 Knowledge and understanding of the ideas, values, and beliefs explored in texts.
KU2 Knowledge and understanding of the ways in which the creators and readers of texts use language
techniques and conventions to make meaning.
KU3 Knowledge and understanding of the ways in which texts are composed for a range of purposes and
audiences.
Application
The specific features are as follows:
Ap1 The use of a range of language skills to analyse and solve problems, and to demonstrate creativity.
Ap2 The use of evidence from texts to support conclusions.
Ap3 The ability to locate, record, analyse, use, and synthesise knowledge.
Communication
The specific features are as follows:
C1
Accuracy, clarity, and fluency of expression.
C2
The use of an appropriate style and structure for the audience and purpose when composing texts.
Page 2 of 3
Stage 1 English Task
Ref: A347540 (March 2014)
© SACE Board of South Australia 2014
Performance Standards for Stage 1 English
A
Knowledge and Understanding
Analysis
Application
Communication
Detailed knowledge and understanding of the
ideas, values, and beliefs in familiar and
unfamiliar texts.
Analysis of complex
connections between personal
experiences, ideas, values, and
beliefs, and those explored in
familiar and unfamiliar texts.
Use of a range of sophisticated
language skills to analyse and solve
simple and complex problems, and to
demonstrate creativity.
Fluent and precise
writing and speaking.
Knowledge and understanding of the ways in
which the creators and readers of familiar and
unfamiliar texts use a range of language
techniques and conventions to make
meaning.
Comprehensive knowledge and
understanding of the ways in which familiar
and unfamiliar texts are composed for a range
of purposes and audiences.
B
Knowledge and understanding of some ideas,
values, and beliefs 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
and conventions to make meaning.
Knowledge and understanding of the ways in
which mainly familiar texts are composed for
some purposes and audiences.
C
Knowledge and understanding of some simple
ideas, values, or beliefs in familiar texts (e.g.
identifies relevant information from a range of
written texts).
Knowledge and understanding of a number of
ways in which the creators and readers of a
narrow range of familiar texts use some
language techniques and conventions to
make meaning (e.g. reads a range of texts,
noting key differences of presentation and
layout).
Knowledge and understanding of the ways in
which familiar texts are composed for familiar
purposes and audiences (e.g. identifies
purpose and audience of texts).
D
Identification of some simple ideas, values, or
beliefs in some familiar texts.
Knowledge and understanding of some of the
ways in which the creators and readers of a
narrow range of familiar texts use language
techniques and conventions to make simple or
factual meaning.
Knowledge of the ways in which familiar texts
are composed for personally relevant
purposes and familiar audiences.
E
Identification of a simple idea in a highly
familiar text.
Knowledge and understanding of the way in
which a creator or reader of a highly familiar
text uses a language technique or convention
to make factual meaning.
Knowledge of the ways in which highly familiar
texts are composed for personally relevant
purposes and highly familiar audiences.
Page 3 of 3
Perceptive analysis of a range
of ways in which authors use
language techniques to
influence opinions and
decisions in familiar and
unfamiliar contexts.
Detailed and appropriate use of
evidence from texts to support
conclusions, with textual references
incorporated fluently in responses.
Use of appropriate
style and structure for
a range of mainly
unfamiliar audiences
and for varied
purposes.
Location, recording, analysis, use,
and synthesis of knowledge relevant
to familiar and unfamiliar contexts.
Analysis of some complex
connections between personal
experiences, ideas, values, and
beliefs, and those explored in
familiar, and some unfamiliar,
texts.
Use of a range of language skills to
solve simple and complex problems,
and to demonstrate creativity.
Mostly fluent and
precise writing and
speaking.
Use of evidence from texts to support
conclusions, with textual references
incorporated in responses.
Analysis of a range of ways in
which authors use language
techniques to influence opinions
and decisions in familiar, and
some unfamiliar, contexts.
Location, recording, analysis, use,
and occasional synthesis of
knowledge relevant to mostly familiar
contexts.
Use of appropriate
style and structure for
a range of mostly
familiar audiences and
purposes.
Analysis of simple connections
between personal experiences,
ideas, values, and beliefs, and
those explored in familiar texts
(e.g. explicitly connects new
ideas/information with own
knowledge, using techniques
such as anecdotes and
analogies).
Use of language skills to solve
routine problems in familiar contexts
or to demonstrate creativity (e.g.
writes a short formal letter, outlining
instructions for a particular purpose
such as closing a bank account).
Descriptive analysis of a
number of ways in which
authors use language
techniques to influence opinions
and decisions in familiar
contexts (e.g. recognises that
the author selects the structure
of a text to serve a particular
purpose).
Competent use of evidence from
texts to support conclusions (e.g.
reads short simple narrative of choice
and discusses how text reflects
author’s opinion).
Location, recording, and occasional
analysis and use of knowledge
relevant to a familiar context (e.g.
reads and interprets
diagrammatic/graphic texts that are
unambiguously presented).
Generally fluent and
functional writing and
speaking.
Use of an appropriate
style and structure for
familiar audiences and
purposes (e.g.
produces a range of
familiar text types,
with appropriate
structures; uses
vocabulary with
increasing precision to
show how words carry
particular shades of
meaning).
Reference to simple
connections between
uncomplicated personal
experiences, ideas, values, and
beliefs, and those explored in
familiar texts.
Use of a restricted range of language
skills to solve simple problems in
familiar contexts or to demonstrate
some creativity.
A level of fluency in
writing and speaking
in personally relevant
situations.
Some use of evidence from familiar
texts to support conclusions.
Reference to some ways in
which authors of familiar texts
use language techniques to
influence opinions and
decisions in familiar contexts.
Location, recording, and use of
factual knowledge relevant to a
familiar context.
Use of appropriate
style and structure for
a narrow range of
familiar audiences and
purposes.
Recognition of a simple
connection between a
straightforward personal
experience, idea, value, or
belief, and that explored in a
highly familiar text.
Use of a restricted range of language
skills to solve simple problems in
highly familiar contexts or to
demonstrate creativity.
Reference to the way in which
an author uses language
techniques to influence opinions
and decisions in a highly
familiar context.
Some use of evidence from highly
familiar texts to support a simple
conclusion.
Location, recording, or use of factual
knowledge relevant to a highly
familiar context.
Beginning of
development of fluent
writing and speaking
in personally relevant
situations.
Use of appropriate
style and structure for
a narrow range of
highly familiar
audiences and
purposes.
Stage 1 English Task
Ref: A347540 (March 2014)
© SACE Board of South Australia 2014