NOTICE OF FORMAL ASSESSMENT

Kedron State High School – Year Seven English

Unit Four: Victor, Villain or Victim?
Student: Sam Meyers Teacher: Ms MacLeod

Purpose of Assessment: Students will demonstrate how to write an analytical essay in response to the question
for the novel they have studied.
Check date obligations met:
Date Set: Week 5, 2023
Yes No = letter/ phone
call home
Check Date: Week 7, 2023

Date Due: Week 9, 2023

Conditions:

 Written feedback provided for one draft.

 Drafting time given in class, scaffolding provided by teacher;

 Essay to be submitted to Turnitin.
Length: 300 - 600 words

Late submission: All requests for extensions must be submitted to the Head of Department prior to the due date. Late presentations without
explanations acceptable to the Head of the English Department will be assessed on monitored class work.
Assistance received in drafting & proofreading Plagiarism Declaration:

None Some Major This is my own work. I haven’t copied it from

Teachers |__________________|_________________| anywhere. I’ve shown all the help I’ve
received.
Parents |__________________|_________________|
Tutor |__________________|_________________| Signed: ______________________
Friends |__________________|_________________|
Date: ________________________
Other |__________________|_________________|

Literacy Indicators
 Use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to
discriminate between shades of meaning;
 Use knowledge of how the cohesion in texts is improved by strengthening the internal structure;
 Use language that indirectly expresses opinions and constructs representations of people and events,
and consider expressed and implied judgments;
 Interpret and evaluate information within and between texts, comparing and contrasting information
using comprehension strategies

1. BACKGROUND
An argument is a type of expository text that is created to convince the audience to accept or believe a particular
viewpoint. An argument must be based on more than just an opinion. Points presented in an argument should be
supported by evidence gathered from the text.
2. TASK
Write an analytical essay in response to the question for the novel you have studied. Your analysis will need to
include discussion of:
 the ideas and attitudes of the characters and events in your novel;
 how the author has represented the characters and events in the novel to influence emotions and opinions; and
 the techniques the author has used to illustrate the characters' reactions (if applicable)
Analysis Question: Choose one character: Abel, Dora or Costello. Has the author represented your chosen
character as a victim, villain or a victor throughout the novel? Provide evidence to support your argument.

3. ROLES AND RELATIONSHIPS

You are a student writing for your teacher.
You are writing to an informed audience (which means the teacher has read the book).
The tone of the essay is formal.

4. GUIDELINES
Arguments present one central thesis and provide evidence to support this thesis.
Introduction
 Should introduce the topic, giving your reader some background to the novel, a clear thesis statement made
from the question and a summary of the main points you are going to discuss in the essay.
Body
Each paragraph should contain:
 a topic sentence clearly indicating the point being analysed;
 evidence\examples to support the point;
 elaboration\explanation on how the evidence supports the point;
 linking sentence which ties the paragraph back to the thesis and/or the next paragraph.
It is important that you analyse the characters and events in the novel. This means you must make judgments about
them based on the question provided. Do not just recount the events and characteristics of those in the story.
A complex evaluation of the representations of characters and concepts within the novel is essential. Discussion of
specific language features used by the author will illustrate your understanding of how they have created the
characters and concepts.
Conclusion
 revisit the points you have used in your essay and show you have logically analysed and proved your thesis. An
excellent conclusion will show how the points work together to prove the thesis.
Language Features:
Vocabulary – should be sophisticated in order to add authority to the points you are making
Tenor – should be formal. Use third person throughout. The language you choose to describe the characters and
concepts in the novel needs to position the reader to accept your thesis. The judgments you make about concepts
and characters are the key to an effective essay.

D R A F T F E E D B A C K - see QCE Handbook section 8.2.5

Teachers provide feedback on one draft. They may provide feedback on the draft response in a variety of ways: in writing or orally; to an individual or to the whole class; and/or
through questioning. Providing feedback is a consultative process, not a marking process. Feedback on a draft must not compromise the authenticity of student work. The feedback
may vary depending on the nature of the task and may include suggestions such as: consider other aspects of the text; develop the response to show more awareness of
audience/purpose; rearrange the sequence/structure of the response to prioritise important points; investigate further to expand response; synthesise by editing or removing excess
information; adhere to the required response length by editing/refining/checking for relevance/repetition, etc.
Objective
Criterion

Developing Could be Needs

Descriptor Well more
effective
work
 Knowledge application You’ve examined how the author uses characters in your text to represent
O3
them as a victor, victim and/or villain.

You’ve analysed the way readers are influenced to view characters in a

O4
particular way.

You’ve analysed the author’s use of aesthetic features to create meaning for
O5 the reader such as representation, symbols, figurative language, narrative
voice, stylistic features.
Comment:

You have used all aspects of the analytical essay including a clear thesis in
Organisation and development

O1 your introduction which is repeated/emphasised throughout the body

paragraphs and summarised in a conclusion.

O6 You have used relevant evidence from the text to support your points.

You have been able to synthesise your essay in order to make relevant points
O7 without going over the word limit.
You have not recounted plot events.

You have used TEEL paragraphs. You have used other cohesive devices to
O8
connect the different parts of your argument.
Comment:

You have used sophisticated analytical language to develop your argument.

Textual features

O9
Your choice of words is correct and appropriate to the context.
You have used a range of different sentence structures for effect, including
O10
simple, compound and complex sentences.
Your spelling is correct.
O11 Your punctuation is varied and correct.
You have used the correct conventions of punctuating quotations.
Comment:
7/3 Knowledge application
The student work has the following characteristics:
Discerning application of knowledge of the novel, such as discerning
analysis of:
 perspectives/representations of ideas, characters and setting;
A  the way that the author has used culture, attitudes, values and beliefs to
influence audience response; and/or
 how the author uses aesthetic features and stylistic devices to prompt
readers’ responses.
Effective application of knowledge of the novel, such as effective analysis
of:
 perspectives/representations of ideas, characters and setting;
B  the way that the author has used culture, attitudes, values and beliefs to
influence audience response; and/or
 how the author uses aesthetic features and stylistic devices to prompt
readers’ responses.
Suitable application of knowledge of the novel, such as suitable analysis of:
 perspectives/representations of ideas, characters and setting;
 the way that the author has used culture, attitudes, values and beliefs to
C response to an intended message.
influence audience response; and/or
 how the author uses aesthetic features and stylistic devices to prompt
readers’ responses.
Superficial or incomplete application of knowledge of the novel, such as
superficial or incomplete analysis of:
 perspectives/representations of ideas, characters and setting;
D  the way that the author has used culture, attitudes, values and beliefs to
influence audience response; and/or
 how the author uses aesthetic features and stylistic devices to prompt
readers’ responses.
Fragmented application of knowledge of the novel, such as fragmented
analysis of:
 perspectives/representations of ideas, characters and setting;
E  the way that the author has used culture, attitudes, values and beliefs to
influence audience response; and/or
 how the author uses aesthetic features and stylistic devices to prompt
readers’ responses.
N Does not satisfy any of the descriptors above.
Organisation and development
The student work has the following characteristics:
Discerning use of the patterns and conventions of an analytical essay to
communicate an intended message to an audience
Discerning use of ideas and information to engage an audience and influence
their response to an intended message.
Discerning use of cohesive devices to guide audiences by producing a
coherent text.
Effective use of the patterns and conventions of an analytical essay to
communicate an intended message to an audience.
Effective use of ideas and information to engage a given audience and
influence their response to an intended message.
Effective use of cohesive devices to guide audiences by producing a coherent
text.
Use of the patterns and conventions of an analytical essay to communicate an
intended message to an audience.
Use of ideas and information to engage a given audience and influence their
Use of cohesive devices to guide audiences by producing a coherent text.
Partial use of the patterns and conventions of an analytical essay to
communicate an intended message to an audience.
Partial use of ideas, images and information to engage a given audience and
influence their response to an intended message.
Partial use of cohesive devices to guide audiences, resulting in a text that is
not always coherent.
Fragmented use of the patterns and conventions of an analytical essay to
communicate a message to an audience;
Fragmented use of ideas and information to engage a given audience and
influence their response to a message.
Fragmented use of cohesive devices to guide audiences, resulting in a text
that lacks coherence.
Does not satisfy any of the descriptors above.
Textual features
The student work has the following characteristics:
Discerning use of vocabulary/word choice to influence audience response
to achieve a particular purpose.
Discerning combination of a range of grammatically accurate/appropriate
phrases, clauses and sentences.
Consistent use of written features, including accurate spelling and
purposeful punctuation, to achieve particular purposes.
Effective use of vocabulary/word choice to influence audience response to
achieve a particular purpose.
Effective combination of mostly grammatically accurate/appropriate
phrases, clauses and sentences.
Consistent use of written features, including mostly accurate spelling and
punctuation, to achieve particular purposes.
Use of vocabulary/word choice to attempt to influence audience response
to achieve a particular purpose.
Combination of mostly grammatically accurate/appropriate phrases,
clauses and sentences.
Use of written features, including spelling and punctuation, to achieve
particular purposes.
Use of vocabulary/word choice that varies in suitability to influence
audience response to achieve a particular purpose.
Combination of some grammatically accurate/appropriate phrases, clauses
and/or sentences.
Partial use of written features, including some accurate spelling and
punctuation, to achieve particular purposes.
Fragmented vocabulary/word choice that varies in suitability to influence
audience response to achieve a purpose.
Fragmented use of grammatically accurate/appropriate phrases, clauses
and/or sentences.
Fragmented use of written features, including spelling and punctuation
Does not satisfy any of the descriptors above.
Result: