Internal assessment resource reference number Eng/2/8_C6
PAGE FOR TEACHER USE
2007
Internal Assessment Resource
Subject Resource: English 2.8
Internal assessment resource reference number:
English/2/8_C6
What’s on their minds?
Supports internal assessment for:
Achievement Standard 90381 version 2
Investigate a language or literature topic and present information in
written form
Credits: 3
_____________________________________________________
Date version published:
April 2007.
Ministry of Education
quality assurance status:
For use in internal assessment from
2007.
© Crown 2007
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR TEACHER USE
Teacher Guidelines:
The following guidelines are supplied to enable teachers to carry out valid and
consistent assessment using this internal assessment resource.
Context/setting:
This activity requires students to investigate the themes or concerns of a writer or
director which could emerge from a text study and be extended into further
personal investigation of that writer or director. The requirements of the standard
could also be fulfilled through the investigation of several shorter texts, such as
short stories and poetry or the work of a journalist or column writer.
Students could chose individual writers or directors to research, or the class
could focus on the work of one person. In this case, students should select works
to investigate from a range of texts.
Conditions:
This activity requires a combination of class and homework time. Students can
collect information and develop their reports in and out of class time. Teachers
will need careful checkpoint procedures to ensure authenticity of student output.
Students should use the formats modelled in this activity for their research plan,
for recording sources and information in the research process, and for structuring
and organising their research reports. Explanatory Note 6 requires that a written
bibliography be provided.
Resource requirements:
Access to the library.
Template form.
Possible local adaptation:
Where local adaptations are made, teachers and schools should ensure that they
have:
 checked that the adapted assessment validly assesses the achievement
standard;
 checked the copyright status of any material imported into the assessment
resource;
 complied with all internal and external quality assurance requirements.
© Crown 2007
2
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
2007
Internal Assessment Resource
Subject Reference: English 2.8
Internal assessment resource reference number: English/2/8_C6
What’s on their minds?
Achievement Standard 90381 version 2
Investigate a language or literature topic and present information in written form.
Credits: 3
Student Instructions Sheet
This activity asks you to report on an investigation that you will undertake into the
work of a writer or director, drawing conclusions about his/her themes or concerns.
As you work through stages in the research process you will be guided by examples
in this activity. You may not repeat this specific material in your own research,
although you can complete research on this author or on the authors in the student
exemplars. You may also incorporate the texts referred to in the exemplars with texts
you have chosen, but you may not include any material from the exemplars in your
report or in your notes.
You will complete work in class and for homework. Your teacher will guide you on
how much time you have for this task. Your report must be presented in written form.
You will be assessed on how well you:
 propose your research questions and select relevant information from a range of
resources that are documented in a bibliography
 present observations that are supported from your texts and draw conclusions
 structure and organise your information and ideas in an effective written format.
© Crown 2007
3
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
Introduction
Poets, directors, writers, journalists - all those involved in producing work for
publication frequently want to challenge us to think about issues relating to people
and society. They have something on their minds. You will investigate the work of a
writer or director and draw conclusions about what is on their mind as evident in a
range of their texts. Some writers are comfortable using one genre to express their
ideas, whereas others work in a range of genres. For this reason your investigation
may span one or more genres.
Task 1: Selecting a Focus
a) The first important decision to make is who are you going to investigate. A
starting point could be a text you have studied in class and from there exploring:
 what you know already about the person and their work – and what you need
to find out. This will lead you to developing research questions which direct
your investigation.
 what resources are available in your school and local library.
b) Some possible subject choices include:
 writers, like Apirana Taylor, Kate de Goldi, Katherine Mansfield, Frank
Sargeson, James K. Baxter, Alan Duff
 film makers, like Lee Tamahori, Peter Jackson, Vincent Ward
 columnists/journalists, like Joe Bennett, Rosemary MacLeod, Jane Clifton,
Brian Edwards
c) If you choose to work with short texts, you should select several texts. If you
choose to work with long texts, you may select fewer texts. Your investigation
could also be based on texts of varying lengths. As you read your selection of
texts, make notes on information that will help you identify the issues or concerns
raised. Your teacher will decide whether the investigation will be based on one
writer or director, or several, with students having a choice.
© Crown 2007
4
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
Task 2: Recording the focus
Use the following template for each of your selected texts to record notes for your
report.
Look for links between texts as you read.
Two samples of student notes are illustrated here. Do not use any of this material in
your own work.
Title and publication details: ‘Tihei Mauriora’ in Growing up Maori : Ed. Witi Ihimaera
Tandem Press 1998
Author/Writer/director: Apirana Taylor
Brief notes on:
 Issue
 Supporting details
Strong nurturing family background. Strong role models to follow on both sides of the
family. Pride in family’s achievements
 “A happy memory that I have of my childhood is one of our house being often
filled with Maori …. endearing characters …. wrinkled smiles …. crackling
laughter.”
‘Aware’ of racial discrimination. Reacted violently to racist taunts as a child.
 “Jeered and chanted ‘Maori Maori do a haaaka for me’”.
Title and publication details: ‘In the Rubbish Tin’ in He Rau Aroha Penguin 1986
Author/Writer/Director: Apirana Taylor
Brief notes on:
 issue
 Supporting details
Concern with family violence, abuse and neglect in N.Z society. Daughter Phillipa
imitates abuse she is subjected to. Agencies not dealing with problem.
 Phillipa has been removed to a family home but is back in the same situation
where her mother “forgot to lock Phillipa in.”
People accept and ignore violence around them.
 “As it is he’ll just kick her around a bit, but if you interfere he’ll kill her.”
Society not doing anything about the problem – not hearing Phillipa’s cry for help
 “But no one would hear her. Because of the rain.”
© Crown 2007
5
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
Task 3: Refocusing
a) From the notes you have gathered, decide what is on your writer’s mind. He/she
may offer contrasting viewpoints on the same issue or you may find a consistency
in what is said. There may be more than one issue that emerges in the works.
b) In task 1 you developed some initial ideas for research questions. From these
ideas, develop two or three open questions that will help you process the
information you have gathered and draw conclusions and make judgements. You
could also use these as headings in your report. Some examples of possible
research questions are:



What patterns are evident in key issues which Apirana Taylor deals with?
How has Apirana Taylor developed or changed those ideas over time?
How does Apirana Taylor resolve the issues he writes about?
You should also consider and discuss the research questions used in the
student exemplars on the following pages.
c) Before you begin your report, read the research reports from the student
exemplars and discuss their strengths and areas where they could be improved.
Note especially how judgements are included in the report in the excellence
exemplar. You may not include any material from the exemplars in your report or
in your notes.
d) You are now ready to present your conclusions in an appropriate written
format. Structure and organise your information and ideas in your report to
include:
 An introduction stating the focus and scope of the research. You should
include details about the writer you have selected, the works you have
read and the issue[s]/theme[s] raised in these works.
 A body of accurate information from which relevant conclusions are drawn
linked to your research questions, together with evidence to support the
points you make.
 a conclusion
 a bibliography
Your report should show the use and control of writing conventions without
intrusive errors. For excellence, the accurate use of writing conventions is
required.
e) Write at least 500 words in your report. Include a bibliography. Attach to your
report the notes you have taken to show the information you have selected from
each text. Refer to the student exemplars for suggested appropriate formats.
© Crown 2007
6
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
Exemplar A: Excellence
Research topic:
What’s on Amy Tan’s Mind?
Propose research question(s) and select relevant
information from a range of referenced resources.
[first criterion]
Research questions:
 What issues stand out in Amy Tan's writing?
 How do the narrative techniques used highlight these
issues?
 Why does Amy Tan highlight these issues?
Research Notes:
The Kitchen God’s Wife Author: Amy Tan.
ISSUES
Sense of self identity:
 Revelation of her mother's secret past brings the identity of who Pearl's
biological father really is.
 To Pearl this news is horrific especially when she was conceived from rape
and violence from a man who had tormented her mother for many years as
her arranged husband. She passionately hated him.
 “And I thought, then it's true. Wen Fu was my father, That awful man, the one
she hated. His blood is running through mine. I shivered at the thought.” Page
707
Family secrets:
 Pearl’s mother kept her unhappy former marriage secret. She did not want the
family to know how of things past, the rape and violence.
 “So I never told him. I never told anyone. And nine months later, maybe a little
less, I had a baby. I had you.” Page 705
The Bonesetter’s Daughter Author: Amy Tan.
ISSUES
Sense of self identity:
 Luling is upset when she cannot remember her family name. She feels a loss
of identity and connection with her ancestors.
 “She nodded towards me and said with her hands: My family name, the name
of all the bonesetters. She put the paper name in front of my face again and
said, Never forget this name . ... And the name was - Why can't I see it now?
I've pushed a hundred family names through my mouth and none comes back
with the belch of memory.” Page 6
Family Secrets:
 Luling has kept many secrets from even those she loved the most to protect
them and herself. Her hidden past of marriage, unfair treatment and her
© Crown 2007
7
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE

mother’s true identity are all hidden for decades until the truth must be told to
set the record straight.
“Luling answered: `this because my mother just die'... Lining and GaoLing's
mother had died in 1972. Ruth pointed to the photo. `See? Your mother is
right there. And that's you.' Luling shook her head. `That not my real mother.'
`Well, if that's your sister's mother, she must be yours as well.' Luling snorted.
`Gaoling not my sister!' Her mother went on: `She is my sister-in-law.' Page 81
`Here' she said in Chinese, `this one right here, she's my mother `... It was a
photograph of her mother's nurse maid, BaoBomu, Precious Aunty.” Page 82
The Joy Luck Club [Short stories] Author: Amy Tan.
ISSUES
Sense of self identity:
 Mothers believe their daughters have no sense of their heritage and Chinese
background. The daughters don’t listen to their mothers and believe they all
live in the past – old China..
 “When I was a young girl in China, my grandmother told me my mother was a
ghost. This did not mean my mother was dead .... So I knew Popo wanted me
to forget my another on purpose, and this is how I came to remember nothing
of her.” Page 42
 “And I want to tell her this: We are lost, she and I unseen;,and not seeing,
unheard and not hearing, unknown by others.” Page 67
Family Secrets:
 Secrets mainly of life from China, previous marriages, unhappy tales of
ancestors and family.
 “She has thrown her face into the eastward flowing stream. Her ancestral spirit
is lost forever.”
 “In truth, this was a bad thing that Yan Chang had done, telling me my
mother’s story. Secrets are kept from children, a lid on top of the soup kettle,
so they do not boil over with too much truth.” Page 237
Research Report:
Introduction
My research into the literature of Amy Tan clearly showed common
themes in her writings. The works I used were two novels The
Kitchen God’s Wife and The Bonesetter’s Daughter and short
stories from The Joy Luck Club.
What issues stand out in Amy Tan’s writing?
Amy Tan clearly deals with two main issues in all of the texts
studied: loss of self identity and family secrets.
© Crown 2007
This research report:
 presents accurate
and detailed
information
coherently
 interprets the
information, makes
qualitative
judgements about
the information
 draws relevant
conclusions with
close links to the
questions.
[second criterion]
8
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
Loss of self identity
The daughters from the texts feel a loss of self identity that they
attribute to their mothers, themselves or their American lifestyle. To
Luling in The Bonesetter’s Daughter, the loss of her family name
leaves her with a loss of self identity and in conflict with her
ancestral ghosts:
“She nodded towards me and said with her hands: My family
names the name of all the bonesetters. Never forget this name ...
And the name was – Why can’t I see it now? I’ve pushed a hundred
family names through my mouth and none comes back with the
belch of mernory.”
Luling feels a sense of neglect towards her Chinese heritage that
she credits to her American lifestyle. In breaking the cultural legacy
of generations of women, Luling is creating a new identity and a
modern approach to the world that alters her sense of identity.
Through Luling, Amy Tan is showing us that a new environment
can change our sense of self identity and the heritage we pass on
to our children.
All of the daughters in the three texts feel a rift between themselves
and their mothers, which they credit to their mothers’ Chinese
traditions. In suppressing much of their mothers’ Chinese
influences, they have never understood their ancestors or Chinese
culture. Pearl from The Kitchen God’s Wife never listened to her
mother’s stories of her previous life in China, so never knew of the
pain and anguish she had endured. Pearl then feels a need to
decide who she really is and her background - the man she was
raised by or her biological father – so embarks on a journey of self
discovery, but with results that shock her : “ “And?” I said waiting for
her to tell me the dreaded news – that Wen Fu was my father.
“Then it’s true. Wen Fu was my father,” that awful man; the one she
hated. His blood is running through me. I shivered at the thought.”
Family secrets
Amy Tan’s literature divulges the deepest of family secrets,
sometimes leaving the daughters confused. Tan is trying to
highlight that no burden is too big to keep from one’s flesh and
blood. In the The Joy Luck Club the mothers have the most
burdening secrets of abusive husbands, dead children, and being
abandoned by their parents. “In truth, this was a bad thing that Yan
Chang had done, telling me my mother’s story. Secrets are kept
from children, a lid on top of the soup kettle, so they do not boil
over with too much truth.” Tan’s stories show the daughters starting
to understand the influence their mothers had on their lives. An-Mei
Hsu from The Joy Luck Club remembers the frustration and shame
of her family towards her mother because she had dishonoured her
widowhood: “She has thrown her face into the eastward flowing
stream. Her ancestral spirit is lost forever.” The family disowned her
mother and tried to keep her presence anonymous.
© Crown 2007
Information is
interpreted.
Qualitative
judgements are
made here, and
throughout the
report.
Presents
accurate and
detailed
information
coherently and
interprets the
information.
Information is
interpreted.
Qualitative
judgements are
made here, and
throughout the
report.
Presents
accurate and
detailed
information
coherently and
interprets the
information.
9
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
In the Bonesetter’s Daughter, family secrets bring back pain, love
and a time of self-discovery. Amy Tan shows a daughter’s love can
be unconditional and that the truth must be told to bring peace to
decades of lies.
“Luling answered: `this because my mother just die’... Lining and
GaoLing’s mother had died in 1972. Ruth pointed to the photo.
`See? Your mother is right there. And that’s you.’ Luling shook her
head. `That not my real mother.’”
Tan is trying to show the influence of Chinese traditions and cultural
ways of thinking on families. She also wants readers to reflect on
their lives and how well we communicate with our families.
Integrates
information from
more than one
source to draw
conclusions with
close links to
questions.
Qualitative
judgements made.
How do the narrative techniques used highlight these issues?
By using a mix of narrative first and third person, Tan allows the
reader to be part of the story and to step in to the mind of the
narrator. In both The Bonesetter’s Daughter and The Kitchen God’s
Wife we start off in the life of the daughters but are then taken back
in time to olden day China, through a novel written by Luling or a
story told by Winnie, of pre-World War Two China. Tan in The Joy
Luck Club uses both stories from the mothers’ and daughters’
perspectives to show both differences in culture and lifestyles. The
use of both past and present tense allows the reader to experience
the lives of both mother and daughter.
Why does Amy Tan highlight these issues?
Through her stories, Amy Tan is trying to show how different
cultures compensate for change. In wanting to live the `American
Dream,’ the mothers forgot or abandoned their Chinese heritage.
Similarly the daughters, in wanting to fit in with their American
peers, over compensated for their differences by shutting Chinese
influences out of their lives altogether. Tan is trying to show how we
try to change or ignore our cultural heritage to fit in to the
stereotypical world we live in where image is everything. Through
her stories, she is trying to communicate with the generations of
today to show how through our ancestry we can gain a better
understanding of ourselves. She wants us to find the balance of yin
and yang in our lives, to create personal harmony of culture and
modern influence.
Conclusion
Amy Tan’s key issues of identity and family secrets are explored in
these works. Through mother/daughter relationship in the texts we
are drawn to realise the impact family can have on our lives and our
© Crown 2007
Qualitative
judgements are
made based on
information already
presented.
Qualitative
judgements are
made based on
information already
presented.
Structure and
organise information
and ideas in an
appropriate and
effective written
format:
 Introduction
stating focus of
research
 Body of
accurate
information
presented
 Relevant
conclusions
drawn from
information
presented
 Accurate use
and control of
writing
conventions
[third criterion]
10
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
family heritage. Amy Tan’s works can be applied to the modern
world today, as she presents themes that affect all generations of
the society we live in.
Bibliography
Tan, Amy. The Joy Luck Club. Mandarin, 1989
Tan, Amy. The Kitchen God’s Wife. Harper Collins, 1991
Tan, Amy. The Bonesetter’s Daughter. Harper Collins, 2001.
© Crown 2007
Referenced
resources means
that a written
bibliography is
included in the
presentation.
[Explanatory Note 6]
11
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
Exemplar B: Merit
Research topic:
What’s on the mind of Barry Crump?
Propose research question(s) and select relevant
information from a range of referenced resources.
[first criterion]
Research questions:
 What issues and ideas does Barry Crump deal with?
 How do these issues relate to the author’s personal life?
Research Notes:
A Tribute to Crumpy
Poem: ‘Bad Blue’
Author: Barry Crump
What issues is the text concerned with?
Domestic and social responsibility.
 Chooses his best friend, his dog, Bad Blue over his wife.
“My wife she left me in despair,
‘She wouldn’t stay while Blue was there”
Kiwi Bloke idea
 Hunting, tyres, beer at the pub, guns and knives
“ I got a dog off a bloke who was passing through,
For a retread tyre and a beer or two”
Rough, tough characters but soft on the inside
 Blue was a mean, lean tough old hunting dog.
“He lost an ear and he lost an eye,
I lost count of the scars on Blues old hide.”
Hang On A Minute Man
Author: Barry Crump
What issues is the text concerned with?
Freedom from domestic and social responsibility
 Sam, one of two main characters, abandons his wife and family and in the end
also abandons his young mate Jack. “three months in one place is a long
time”
 They are drifters never staying long in the same place. Always moving on. “It’s
time we were moving on anyway”
 “Anything’s better than being tied down to one place”
 “That will kill off a man quicker than a cut throat!”
© Crown 2007
12
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
The Kiwi bloke idea
 Sam and Jack move through the country doing shearing, logging, fencing and
mustering. It shows they can turn their hand to anything.
 Use of slang language. “Let er rip’ .
 Good description of characters. “Got a face on em like a handful of tobacco”
Scrapwaggon
Author: Barry Crump
What issues is the text concerned with?
Kiwi blokes
 Main character Danny. Hoarder of bloke stuff. Old cars, motors etc.
 Lives in a shambles where he pleases himself but happy with life.
 Enjoys sitting with his old mate having a few beers and putting the world to
rights. “ She’ll be right mate!”
Freedom from domestic and social responsibility
 Danny’s daughter arrives out of the blue and tries to clean up his junk and his
life!
 Danny is not accepted in the community because of his junk and attitude.
 In the end others who thought like Danny moved in to the area as the fussy
ones left and the problems were solved!
Gold and Greenstone
Author: Barry Crump
What issues is the text concerned with?
Freedom from domestic and social responsibility
 The story follows Sally and Quin as they move through New Zealand
goldmining. Both have left marriages and children behind.
 Sally is not a typical girl she likes boy stuff. She was scruffy and untidy and
worked full time at a garage when she was young. “she had dresses but never
wore them”
The typical Kiwi bloke
 The story has lots of talk of machinery with a twist being it’s Sally who is
interested.
 Slang language “Bloody hell mate, that’s a lot of gold”
 “Bloody good of you mate, have you got enough tucker?”
Crumpy’s Campfire Companion
Author: Barry Crump
What issues is the text concerned with?
Kiwi Men likened to “good keen blokes” suspicious of emotional and material
attachments, tenderness, modernity and cities.
© Crown 2007
13
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
 set in the bush with river crossings, vertical climbs, hunters and trout fishing.
 A mode of male writing. Use of slang. Written in a simple humorous, intimate
style.
 “ It can get a bit tricky if you run into someone coming the other way mate”
 “You bloody beauty”
Research Report:
Introduction
My research into a New Zealand author is on Barry Crump. His life
as a deer culler, bushman, crocodile hunter, radio DJ, poet,
television presenter and novelist makes him a most interesting
person to research. I read three of his novels Scrapwaggon, Hang
on a Minute Mate and Gold and Greenstone, a short story, ‘Four
Wheel Drive’ and many poems including my favourite ‘Bad Blue’.
Finally I read the biography called A Tribute to Crumpy to find out
more about him.
What issues and ideas does Barry Crump deal with?
The idea of what makes a ‘good keen Kiwi bloke’ runs throughout
all of Barry Crump’s books. He has written some of the most
popular books ever published in New Zealand. They were unique
in their time, and based on his own life style and experiences.
They are written in a humorous easy to read style. In
Scrapwaggon the characters are best mates, hoarders of junk,
collecting things no decent man would ever throw away! In Hang
on a Minute Mate the characters undertake hard physical labour,
and throughout the books they learn skills that help them live
independent lives eg. Shearing, logging, fencing and mustering.
They always finish the day off with a beer with their mates. This
bit of Kiwi culture seems to feature in all of Barry Crump’s books,
and one most Kiwi males can relate to! The language used is
also very male orientated, good descriptions of hunting, fishing,
machinery and often full of slang: “Got a face on em like a
handful of tobacco”, “Let er rip” This all adds to the flow and feel
of the stories. In Hang on a Minute Mate you begin to feel mates
with the characters.
Freedom from domestic and social responsibility also comes up in
all of the books I read. Every one of Barry Crump’s characters
abandons domestic and social responsibility and goes “bush”.
Sam Cash in Hang on a Minute Mate sums it up when he says
“three months in one place is a long time” He also says “ anything
is better than being tied down to one place, that will kill off a man
quicker than a cut throat.” In the poem ‘Bad Blue’ the narrator
chooses his best friend, his dog, over his wife, who then leaves
© Crown 2007
Overall, this research
report:
 Presents
accurate
information
coherently [but
not in a
sufficiently
detailed way as
required for
excellence.]
 Interprets the
information and
draws relevant
conclusions.
[Limited
qualitative
judgements
made insufficient for
excellence.]
[second criterion]
Draws relevant
conclusion.
Integrates information
from more than one
source.
Interprets the
information. Presents
accurate information.
Draws relevant
conclusion.
Integrates information
from more than one
source.
Interprets the
information. Presents
accurate information.
14
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
him. “My wife she left me in despair she wouldn’t stay while Blue
was there.”
How do these issues relate to the author’s personal life?
I read the biography A Tribute to Crumpy after reading many of his
works and was surprised to see that most of the stories I had read
were very similar to his own life. He ran away into the bush from
an abusive father at the age of 14 and did many of the jobs of his
future characters. He led a happy go lucky, drifter’s life and was an
excellent yarn teller which became the basis for his future books.
Sam Cash in Hang on a Minute Mate has many of Barry Crumps
traits. Sam and Barry hate being involved in the ‘rat race’ of
normal every day life, and don’t enjoy being in the `big smoke’ as
much as in the bush, living off the land. Sam Cash abandons his
wife, Barry Crump has five wives. Sam enjoys his drinking a lot,
Barry is a heavy drinker. Sam has many talents and lives a
wandering life, drifting from job to job, using his skills where they
will benefit him. Barry has many varied jobs like Radio show
talkback host, crocodile hunter, gold miner and boat captain.
Abandoning relationships features in his stories and his own life as
well. He had many failed marriages. He is always moving on and
describes this in one of his stories as “ a disease.” Later in life he
settles into a stable marriage , stopped roaming, builds
relationships with sons and makes a series of ‘good keen man’ style
TV advertisements for Toyota. The change of attitude is reflected in
his last two books. In Gold and Greenstone his characters settle
down together and bring their kids to live with them.
Conclusion
The main idea explored in Barry Crump’s works is that it’s alright to
be the average male Kiwi. Barry Crump is your typical, beer loving
Kiwi bloke. It isn’t what Barry Crump did, but what he makes many
Kiwi males feel they could do, that makes him such a successful
New Zealand author.
Bibliography
Makes qualitative judgement,
but insufficient over whole
report for excellence.
Crump, Barry. A Tribute to Crumpy. Hodder Moa Beckett, 1996
Crump, Barry. Crumpy’s Campfire Companion. Hodder Moa
Beckett, 1996
Crump, Barry. Gold and Greenstone. Barry Crump Associates,
1993
Crump, Barry. Hang on a Minute Mate. Reed, 1961
Crump, Barry. Scrapwaggon. Reed, 1965
© Crown 2007
Draws relevant
conclusion.
Integrates information
from more than one
source.
Interprets the
information.
Structure and organise
information and ideas in
an appropriate written
format:
 Introduction stating
focus of research
 Body of accurate
information
presented
 Relevant
conclusions drawn
from information
presented
 Use and control of
writing conventions
without intrusive
errors
[third criterion]
Referenced resources
means that a written
bibliography is included
in the presentation.
[Explanatory Note 6]
15
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
Exemplar C: Achievement
Research topic:
What’s on Patricia Grace’s Mind?
Propose research question(s) and select relevant
information from a range of referenced resources.
[first criterion]
Research questions:
 What ideas does Patricia Grace deal with?
 Has Patricia Grace changed her ideas over time?
Research Notes:
Short Story: ‘A Way of Talking’
Author: Patricia Grace
Relationships between Maori and Pakeha.
 “That’s Allen. He’s been down the road getting the Maoris for scrub cutting.”
 “We do it too. We say ‘the pakeha doctor.’”
 “It’s not so much what is said, but in whose presence.”
Short Story: ‘Going for the Bread’
Author: Patricia Grace
Racism and abuse.
 “ Don’t come here with your dirt daughter and your dirty lies.”
Short Story: ‘It Used to be Green Once’
Author: Patricia Grace
Money is not the most important thing – family is.
 The children are ashamed that their mother still drives the same old car. The
adults are happy with who they are. The lottery win changes the children but
not the adults.
Short Story: ‘Butterflies’
Author: Patricia Grace
 Different views. Butterflies are pests or beautiful.
 "Butterflies are beautiful creatures."
 "Your teacher, she buy all her cabbages from the super market, that's why."
Short Story: ‘Waiariki’
Author: Patricia Grace
Maori boy and family growing up by the beach.
 Living on simple things and natural resources to get by, doing things the
traditional way.
© Crown 2007
16
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
Short Story: ‘The Geranium’
Author: Patricia Grace
Man abusing and controlling wife.
 “He reached out and gripped her arm, she could feel his fingers bruising her.”
Research Report:
Introduction
My research assignment focuses on the issues of Patricia Grace,
prolific and acclaimed writer of novels, short stories and children's
stories. The texts I read were the short stories, ‘The Geranium’, ‘A
Way of Talking’, ‘Going for the Bread’, ‘Butterflies’, ‘It Used to be
Green Once’ and ‘Waiariki.’
Overall, this research
report:
 Presents
accurate
information
 Draws
relevant
conclusions.
[Some attempt
to interpret
information,
but insufficient
for merit.]
[second criterion]
What ideas does Patricia Grace deal with?
A key idea that Patricia Grace writes about is what it means to be
Maori. In one of her early short stories ‘Waiariki’ it tells about a
young Maori boy and his family growing up by the beach, and how
they live enjoying the most simple things in life, using natural
resources to get by and using traditional Maori ways to do things.
They are happy. This is what being Maori meant to them. In ‘It
Used to be Green Once,’ the way the parents react to winning the
lottery is that they stay the same, they are happy the way they are.
Patricia Grace's presents different aspects of what it means to be
Maori in her stories. Another idea she portrays is that Maori are
different in their way of doing things and their values. In the story
‘Butterflies’ a young Maori girl living with her grandparents goes to
a school where she is taught by a Pakeha teacher. The girl writes a
story at school about killing all the butterflies but the teacher tells
her "butterflies are beautiful creatures." What the teacher doesn't
know is that the girl is killing the butterflies to protect the cabbages
her family are growing. When the little girl tells her grandfather what
the teacher said, he tells her "your teacher, she buy all her
cabbages from the super market, that's why." This symbolises how
Maori and Pakeha are different in their values. This shows a
different idea on what it means to them to be Maori.
Patricia Grace explores the idea of Maori life and their relationships
with other races. In another short story, ‘A Way of Talking,’ two
Maori girls are having wedding dresses made by a Pakeha lady.
The girls get on fine with Jane but when she makes a comment
about some Maori people, "that's Allen, he's been down the road
getting the Maoris for scrub cutting.” Rose is offended as the lady
didn't even know their names, they were just "Maoris". The girls go
home and had a talk, deciding that "we do it too". Rose says " we
© Crown 2007
Limited information
and conclusions
presented.
Presents accurate
information.
Draws relevant
conclusion.
Presents accurate
information.
17
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
say the Pakeha doctor," then she makes a statement that means a
lot about how Maori and Pakeha understand each other. "It's not
what is said so much, but when, where and in whose presence".
How we respect each other's culture is an important idea that
Patricia Grace presents in this story.
Has Patricia Grace changed her ideas over time?
In Patricia Grace's stories, there have been changes over time in
her ideas on what it means to be Maori. The idea is still present in
the stories but the idea has become harsher. Some of her earlier
stories like ‘Waiariki’ present the idea as being a nice simple life
based around traditional Maori culture. But in some of her later
stories like ‘The Geranium’ and ‘Going for Bread’, there is much
harsher issues such as abuse and racism.
In ‘The Geranium’, the man in the story abuses his wife and
controls her. For example."he reached out and gripped her arm,
she could feel his fingers bruising her". This quote from the story
describes the abuse. In ‘Going for the Bread,’ a pair of Pakeha girls
abuse an innocent young Maori girl who is on her way to buy bread
for her family. The two girls cut her with glass because she didn't
stop when they said she couldn't pass. When the young Maori girl’s
mother confronts the children's parents, she is verbally abused by
being called "dirty." The women says "don't you come her with your
dirty daughter and your dirty lies". This is racism, being called “dirty”
because they are of different culture.
Conclusion
The key idea that Patricia Grace presents in her stories is what it
means to be Maori. Patricia Grace also deals with the change its
the ideas over time and how the idea is different for different
people. In conclusion Patricia Grace explores all aspects good and
bad of what being Maori means.
Bibliography
Grace, Patricia. Electric City and Other Stories. Penguin Books, 1989
Grace, Patricia. Waiariki and Other Stories. Penguin Books, 1986
www.arts.uwo.ca/ -andrewflanzsc/anzsc6/grace.htm
www.impacdublinaward.com
www.bookcouncil.org.nz/writers/grace Referenced resources
means that a written
bibliography is included in
the presentation.
[Explanatory Note 6]
© Crown 2007
Draws relevant
conclusion.
Interprets information
based on more than
one source, but
insufficient over whole
report for merit.
Presents accurate
information.
Draws relevant
conclusion.
Structure and
organise information
and ideas in an
appropriate written
format:
 Introduction
stating focus of
research
 Body of accurate
information
presented
 Relevant
conclusions
drawn from
information
presented
 Use and control of
writing
conventions
without intrusive
errors
[third criterion]
18
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
Exemplar D: Not achieved
Research topic:
What’s on the Mind of Mel Gibson?
Proposes research question(s)
Does not select relevant information from a range of
referenced resources.
[first criterion]
Research questions:
 What are the main themes Mel Gibson portrays in his movies?
 Why is Mel Gibson not afraid to confront issues in his
movies?
Research Notes:
Braveheart
 Very violent
 Passion for country, beating the English
The Passion of Christ
 Jesus being whipped
The Man Without a Face
 Justin and Chuck
 Two friends sticking together
Research Report:
Introduction
Overall, this research report:
 Does not present accurate
information
 Does not draw relevant
conclusions
[as required for achievement]
[second criterion]
I have been researching the ideas and themes found in Mel
Gibson’s movies. To do this I watched the only three motion
pictures he has directed, The Passion of Christ [2004] set 2000
years ago, Braveheart [1995] set 1000 years ago, and The Man
Without a Face [1993] set 30 years ago.
What are the main themes Mel Gibson portrays in his movies?
Mel Gibson in all his movies has the theme of passion. Passion for
other peoples, countries, beliefs.
In the first movie I watched, Braveheart, the main character is
William Wallace and is played by Mel Gibson. He builds up an army
to fight the British who were trying to take over their land. William
had a passion for Scotland. He was well known as a great fighter
and people just came to him, they were willing to fight for Scottland.
Mel showed very violent scenes of people’s legs being chopped off,
necks slit, and other gruesome acts of violence.. Mel showed that
these people would die just because their passion for Scotland was
© Crown 2007
19
Internal assessment resource reference number Eng/2/8_C6
PAGE FOR STUDENT USE
huge. After William Wallace died, the other Scotsmen kept on
fighting and eventually became victorious.
The next movie I watched has the theme in its title, The Passion of
Christ. Jesus Christ also built up an army, but of followers. Mel
showed us very violent scenes of Jesus being tortured. Mel showed
that Jesus had a passion for other people, that he would go through
all of that just for them. If you believe in Jesus’s passion it is still
impacting. People still have a passion for Jesus 2000 years after
his death.
Presents limited
information on three
films linked to the
first research
question.
The final movie I watched was The Man Without a Face. It shows
two characters, Chuck and Justin, and their passion for each other.
After Chuck finds out that Justin is known as a pedophile, they still
stay strong. Justin is helping Chuck with his school work, while
Chuck was helping Justin in a spiritual way. Mel is showing that two
friends can stick together while going through tough times and it
pays off because you get stronger.
Draws limited
conclusions based
on information
presented.
Why is Mel Gibson not afraid to confront issues in his movies?
Does not present
information linked to
the second research
question: superficial
and repetitive.
In Braveheart Mel showed lots of sick and violent scenes. During
the first war scene Mel showed people getting legs cut off and
arrows stabbing them. Mel was showing just how real it was, the
wars of today would have been just like that, he didn’t want to hide
the past.
Also in The Passion of Christ, there were many sick and violent
scenes like Jesus being whipped. Mel showed us his shredded skin
then the Romans putting a crown of thorns on his head. Mel also
showed this because he didn’t want to hide the truth and the past. It
was very real. Mel firmly believes that is what happened 2000 years
ago and was trying to impact viewers.
In The Man Without a Face Mel got into the issue of pedophilia,
again to show the thoughts of people and to just show a real issue
that shouldn’t be hidden away and that it was an issue in 1968.
Conclusion
Mel believes that viewers need to see violence to impact them in
the way they see the past events. Also he shows what happens
when you have a passion for something, it is usually good in the
end.
Bibliography
Braveheart
The Man Without a Face
The Passion of Christ
© Crown 2007
An acceptable written
bibliography has not been
included.
[Explanatory Note 6]
Invalid conclusions
presented.
Overall, this report
does not structure
and organise
information and
ideas in an
appropriate written
format:

Introduction
does state focus
of research.
However:
 Body of
accurate
information is
not presented.
 Relevant
conclusions are
not drawn from
information
presented.
 writing
conventions:
intrusive errors.
[third criterion]
20
Internal assessment resource reference Eng/2/8_C6
PAGE FOR TEACHER USE
Assessment schedule: Eng/2/8_C6
Investigate a language or literature topic and present information in written
form
Descriptor
 Propose research question(s) and select
Achievement
relevant information from a range of
referenced resources.

Present accurate information and draw
conclusions.

Structure and organise information and
ideas in an appropriate written format.

Propose research question(s) and select
relevant information from a range of
referenced resources.
Merit

Present and interpret accurate information
coherently, drawing conclusions.

Structure and organise information and
ideas in an appropriate written format.

Propose research question(s) and select
relevant information from a range of
referenced resources.
Excellence
© Crown 2007

Present accurate and detailed information
coherently, interpreting the information,
making qualitative judgements about it and
drawing relevant conclusions with close
links to the question(s).

Structure and organise information and
ideas in an appropriate and effective
written format.
Example
Refer exemplar C on
page 15.
Refer exemplar B on
page 11.
Refer exemplar A on
page 7.
21