Stage 2 English Pathways
Assessment Type 1: Text Analysis
Student Response 1
Year 12 English
Film review
The film stand by me (Colombia Pictures 1986) presents the topic of friendship in a very powerful
way. A major idea and theme in this film is the friendship between four 12 year old boys who all find
it hard to cope with life in different ways. All of these boys are in a similar situation where their
families are very dysfunctional. Friendship is a very big and significant part of their lives; they get
support from each other rather than their families.
The story line of this movie is that a man called Gordie LaChance remembers a weekend when
he was twelve years old. He and his three best friends set off on a quest to find a dead body of a
kid named Ray Brower who had been hit a the train. The boys have many misfortunes during
their trip but all in all the trip shapes and mould the boys who they became after the trip.
The characters in this movie are Gordie Lachance (Will Wheaton) He is the narrator of the movie
when he was older as a man; he had an older brother who died in a car accident. Chris Chambers
(River Phoenix) is leader of the gang. Teddy Duchamp (Corey Feldman) is a very disturbed boy
because his dad nearly burned his ear off, his mind is all over the place because he idolizes his
father but it's possible that he is suicidal because he tried to dodge a train and would not move off
the train tracks. Vern (Jerry O'Connell) was the "idiot" of the group that everyone made fun of. Chris
and Vern both have older brothers in Ace's gang. Ace Merrill (Kiefer Sutherland) is the leader of a
gang of older boys in this movie. He is mean and very controlling over the other guys.
Poor family relationships are a very strong theme in this movie, also. Gordie looked up to his
older brother and idolized him, but his brother died in a car accident and the family just fell apart.
His mum stopped talking to him Gordie became very distant from his parents.
Chris's family was dysfunctional with his dad giving him beating sand leaving loaded guns around
the house and letting him have access to guns and ammo plus. His brother is also in Ace's gang
and one of the bads one in it. He lets Ace bully and beat up his younger brother— he isn't a very
good older brother.
Teddy's family isn't the best of families either - his dad is a bit crazy because he held Teddy's ear to
a stove and nearly burnt it off, and then went to a mental asylum.
The friendship between the boys is very strong throughout the movie. They stick together though
out everything such as when Chris's big brother took Gordie's hat and Chris stuck up for him and
tried to get it back. Also in the scene when they all had leeches on them and they all helped each
other to get them off each other. Even when Gordie fainted they all helped him out.
In order to help explore the themes of friendship and family, the director of the movie used various
techniques.
There were many camera techniques such as a wide angle were they were all walking in a line
down the road showing them on the way of their journey.
Also the up close camera shots with Chris and Gordey playing around as mates.
Word count: 671
Page 1 of 4
Stage 2 English Pathways task
Ref: A208815 (August 2012)
© SACE Board of South Australia 2012
This text analysis is illustrative of a C- grade.
Knowledge and Understanding
KU1 Knowledge and understanding of the ideas, values and beliefs explored in the texts.
Response shows evidence of knowledge and understanding of some of the ideas and values explored in ‘Stand by Me’:
importance of friendship in supporting the development of adolescents into adults
the ways in which family relationships impact on children.
The majority of the evidence is presented as description or summary; for example, each character is presented in a character
outline which incorporates limited analysis. The importance of the trip in forming character is mentioned in the second
paragraph; however, this is not explained or expanded on through reference to textual evidence.
KU2
Knowledge and understanding of the ways in which creators and readers of texts use language techniques and conventions to
make meaning.
Evidence of knowledge and understanding of the language techniques used by the creator of the text is limited: ’the director of
the movie used various techniques such as a wide angle were (sic) they were all walking in a line down the road….’. In
addition, while there is acknowledgement that there is the use of a narrator in the movie there is not detail on the effect of the
narrator to make meaning.
However, given that this writing was intended to be a film review the usual language techniques used in a review are not in
evidence i.e. judgments on the impact of music etc.
KU3
Knowledge and understanding of the ways in which texts are composed for a range of purposes and audiences.
Evidence shows knowledge and understanding of the themes the creator of the text was aiming to communicate. The text does
not indicate an understanding of writing the text in the form of a review to meet the expectations of the imagined reader.
Analysis
A2
Analysis of the ways in which language techniques are used to influence opinions and decisions in texts.
A3
Analysis of the cultural, social, and technical roles of language that support effective interactions in different contexts.
There is reference to the role of a camera shot showing the boys walking down the road; however, there is no analysis of the
ways this influences the opinions or response of the audience. The evidence does not indicate an understanding of the
intended audience for the review, which may, or may not be, the same as the film.
Communication
C1
C2
Accuracy, clarity, and fluency of written and spoken expression, using an appropriate style and structure.
The use of language to convey meaning in a range of contexts.
The writing is generally clear and mostly accurate. The structure of the film review has not been fully reproduced in the writing.
Paragraphing was sound for the majority of the piece; however, paragraphs tended to be too short towards the end of the
piece.
Page 2 of 4
Stage 2 English Pathways task
Ref: A208815 (August 2012)
© SACE Board of South Australia 2012
Performance Standards for Stage 2 English Pathways
A
Knowledge and
Understanding
Analysis
Application
Communication
Detailed knowledge and
understanding of the ideas,
values, and beliefs in familiar
and unfamiliar texts.
Detailed analysis of complex
connections between
personal experiences, ideas,
values, and beliefs, and
those explored in familiar
and unfamiliar texts.
Use of a comprehensive
range of language skills to
interact effectively in different
contexts, and to analyse and
solve simple and complex
problems.
Fluent and precise writing and
speaking, using an appropriate
style and structure for a range of
mainly unfamiliar audiences and
contexts.
Perceptive analysis of a
range of ways in which
authors use language
techniques to influence
opinions and decisions in
familiar and unfamiliar texts.
Location, recording, analysis,
and synthesis of knowledge
relevant to familiar and
unfamiliar contexts.
Knowledge and understanding
of the ways in which the
creators and readers of familiar
and unfamiliar texts use a range
of language techniques 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
Sound 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 to make
meaning.
Sound knowledge and
understanding of the ways in
which mainly familiar texts are
composed for some purposes
and audiences.
Page 3 of 4
Perceptive analysis of
aspects of familiar and
unfamiliar cultural, social,
and technical roles of
language that support
effective interactions in
different contexts.
Analysis of some complex
connections between
personal experiences, ideas,
values, and beliefs, and
those explored in familiar,
and some unfamiliar, texts.
Well-considered analysis of
a range of ways in which
authors use language
techniques to influence
opinions and decisions in
familiar, and some
unfamiliar, texts.
Well-considered analysis of
aspects of mainly familiar,
and some unfamiliar,
cultural, social, or technical
roles of language that
support effective interactions
in different contexts.
Appropriate use of language to
convey mostly complex meaning
in a range of familiar and
unfamiliar contexts.
Sophisticated skills in
reproducing the structural,
conventional, and textual
features of text types for a
range of familiar and
unfamiliar contexts,
audiences, and purposes.
Use of a sound range of
language skills to interact
effectively in different
contexts, and to solve simple
and complex problems.
Mostly fluent and precise writing
and speaking, using an
appropriate style and structure
for a range of mostly familiar
audiences and contexts.
Location, recording, analysis,
and occasional synthesis of
knowledge relevant to mostly
familiar contexts.
Appropriate use of language to
convey complex and simple
meaning in a range of familiar,
and some unfamiliar, contexts.
Sound skills in reproducing
some of the structural,
conventional, and textual
features of text types for a
range of mainly familiar, and
some unfamiliar, contexts,
audiences, and purposes.
Stage 2 English Pathways task
Ref: A208815 (August 2012)
© SACE Board of South Australia 2012
C
Knowledge and
Understanding
Analysis
Application
Communication
Knowledge and understanding
of some ideas, values, or beliefs
in familiar texts.
Competent analysis of
simple connections between
personal experiences, ideas,
values, or beliefs, and those
explored in familiar texts.
Use of competent language
skills to interact effectively in
different contexts, and to
solve routine problems in
familiar contexts.
Generally clear and accurate
writing and speaking, using an
appropriate style and structure
for familiar audiences and
contexts.
Descriptive analysis of a
number of ways in which
authors use language
techniques to influence
opinions and decisions in
familiar texts.
Location, recording, and
occasional analysis of
knowledge relevant to a
familiar context.
Appropriate use of language to
convey simple meaning in a
narrow range of familiar and
unfamiliar contexts.
Knowledge and understanding
of the ways in which the
creators and readers of a
narrow range of familiar texts
use some language techniques
to make meaning.
Knowledge and understanding
of the ways in which familiar
texts are composed for familiar
purposes and audiences.
D
Identification of some simple
ideas, values, or beliefs in some
familiar texts.
Knowledge and understanding
of the ways in which the
creators and readers of a
narrow range of familiar texts
use a restricted range of
language techniques 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,
value, or belief in a familiar text.
Some knowledge and emerging
understanding of the way in
which a creator or reader of a
highly familiar text uses a
language technique to make
factual meaning.
Some knowledge of the ways in
which highly familiar texts are
composed for personally
relevant purposes and highly
familiar audiences.
Page 4 of 4
Competent analysis of some
aspects of mainly familiar
cultural, social, or technical
roles of language that
support effective interactions
in different contexts.
Reference to simple
connections between
uncomplicated personal
experiences, ideas, values,
or beliefs, and those
explored in familiar texts.
Reference to some ways in
which authors use language
techniques to influence
opinions and decisions in
familiar texts.
Reference to some simple
aspects of familiar cultural,
social, or technical roles of
language that support
effective interactions in one
or more contexts.
Recognition of a simple
connection between a
straightforward personal
experience, idea, value, or
belief, and that explored in a
highly familiar text.
Reference to the way in
which an author uses
language techniques to
influence opinions and
decisions in a highly familiar
text.
Recognition of some simple
aspects of highly familiar
cultural, social, or technical
roles of language that
support effective interactions
in one or more contexts.
Skills in reproducing some of
the structural, conventional,
and textual features of some
text types for familiar
contexts, audiences, and
purposes.
Use of a restricted range of
language skills to interact in
familiar contexts, and to solve
simple problems.
Location and recording of
factual knowledge relevant to
a familiar context.
Limited skills in reproducing
some of the structural,
conventional, or textual
features of a text type for a
familiar context, audience, or
purpose.
Use of a restricted range of
language skills to interact in
highly familiar contexts, and
to solve simple problems.
Location or recording of
factual knowledge relevant to
a highly familiar context.
Restricted skills in
reproducing a limited number
of structural, conventional, or
textual features of a text type
for a highly familiar context,
audience, or purpose.
A level of fluency in writing and
speaking in personally relevant
situations, using an appropriate
style and structure for a narrow
range of familiar audiences and
contexts.
Occasionally appropriate use of
language to convey simple
meaning in familiar contexts.
Emerging development of
fluency in writing and speaking in
personally relevant situations,
using an appropriate style and
structure for a narrow range of
highly familiar audiences and
contexts.
Occasionally appropriate use of
language to convey literal
meaning in highly familiar
contexts.
Stage 2 English Pathways task
Ref: A208815 (August 2012)
© SACE Board of South Australia 2012