Student Name:___________________________ Class:_______________________________
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WERRIBEE SECONDARY COLLEGE
2015 Semester One
YEAR 10 EXAMINATION
Reading Time: 10 minutes
Writing Time: 120 minutes
Instructions
to Students:
This examination has two
parts:
Part I (Reading and creating
texts) and
Part II (Analysing presenting argument).
Use a blue or black pen, not
a leaded pencil.
Write on one side of the
lined paper provided.
Place these into the exam
paper for collection.
Make sure your name is on
every page of lined paper.
Dictionaries may be used but NOT shared. There are to be NO thesauruses.
No outside notes are to be
used to complete this exam.
Ø
PART 1 - Reading and creating
texts: 10 marks
Select
ONE question only and write an
analytical essay of 500-600 words.
Ø
PART 2 – Analysing presenting
argument: 10 marks
Follow
the instructions to complete a language analysis response of 400-600 words.
↺↺↺↺↺↺↺
PART 1
ÖReading
and creating texts
Select ONE (1) question from the list below and
write a carefully constructed TEEL essay on Romeo
and Juliet.
Word range: 500-600 words.
Attempt to include specific examples and
quotations from the text to
support your point of view.
Romeo
and Juliet. William Shakespeare
1) Shakespeare’s
‘Romeo and Juliet’ can be described as a narrative about the conflict of
love and hate. Do you agree?
Or
2) Shakespeare’s
‘Romeo and Juliet’ is a tale of the motivations of individuals
conflicting with the expectations of society. Discuss.
Or
3) ‘Or I will
drag thee on a hurdle thither.’
How does the forcefulness of social
expectation conspire to facilitate the events of Shakespeare’s tragic ‘Romeo
and Juliet’
PART 2
ÖAnalysing
presenting argument
ENGLISH STUDENTS
Instructions:
Read the opinion piece; Veganism is a First World Luxury, and then
complete the task below. Your response should be 400 – 600 words in length.
Background information:
Veganism (n): is the practice of abstaining from the use of animal
products, particularly in one's diet.
The issue of veganism has become
a hot topic as more people become aware of the environmental and ethical
impacts of raising animals for human consumption. Vegans make the suggestion that
consuming animal products causes undue harm to the environment and is
unsustainable in the long term. They propose that as a society we should rely
on a non-animal when feasible and look to sources of protein that come from
plant based products. Opponents of veganism suggest that as the apex predator
humans have a right to hunt and kill animals and that generally the slaughter
of animals is conducted in a humane and ethical manner.
Task:
Write a language analysis essay of 5 paragraphs that identify the
persuasive techniques used in written and visual language to present a point of view and position the audience.
Blog From Mamamia 26/5/2015
‘Veganism is a
first-world luxury. There, I’ve said it.’
Maya Tilley
When one
in nine people in the world are chronically undernourished, being quite
this focused on what you won’t eat can almost seem spoiled.
“I
can’t eat this. I’m a vegan,” my mate said as the waiter plonked
our dessert down on the table.
I
had no idea what she could possibly mean: it was raw, egg-free,
dairy-free chia pudding, wasn’t it?
But
apparently, that dessert contained white sugar. And apparently, some white
sugar is a vegan sin, because it gets its colour from a refining
process involving bone char. I know this because my friend told our
entire table, very loudly, as the rest of the restaurant watched on with
bewilderment.
Now,
I admire my friend in many ways. But as she sat there, disgruntledly awaiting
a replacement dessert, a thought crossed my mind: This is
getting ridiculous.
I’m
hardly the first person to criticise vegans. Despite their typically benign
intentions, their difficulty to cater for make them an easy (and sometimes
unfair) target for the meat-eating majority. They’re also commonly mocked by
chefs and caterers across the globe because, as Anthony Bourdain once put it,
“being a vegan is a first-world phenomenon”.
Bourdain
has a point.
Think
about it: Across the world, one in nine people is chronically
undernourished, according to the United Nations Food and Agriculture
Organisation.
That
means that to eat, a huge number of people on this planet are reliant
on whatever they grow or sow themselves — so they don’t exactly have the
luxury of deciding whether to eat animal products or not.
Many
of those people, in fact, end up being “vegan” or “vegetarian” by default,
because they can’t afford animal products. But others, who do have
access to chicken, pork, egg, milk and the like, consume calories where
they can, because the alternative is malnutrition. (And while faux-meats and
dairy-free groceries may line the shelves of your nearest inner-city Australian
organic grocery store, those products are completely unavailable in
many parts of the world, known as “food deserts”.)
When
you’re vegan in a developed country like Australia, the fact that you have
consistent access to foods that nourish you — and can therefore choose
what to put on your plate — means you have a food and class privilege that
others simply do not.
Put
that way, it’s a bit of a douche move to assert that it’s unethical for humans
to consume animal products, right?
And
don’t even get me started on those deeply offensive memes that
liken factory farming to the Holocaust. Repeat after me: As soon as
you use a Holocaust analogy, you lose the argument.
So
here’s a message I wish my vegan friend would take on board: By all
means, consider the ethics of what you’re eating. Swap out cruel farming
practices for non-factory farming alternatives. Start discussions about
the impact that animal agriculture has on animals and the environment. Just
do it in a respectful, self-aware way.
Stop
the guilting. Stop the piousness. Get some perspective. Become a little
more conscious of the privilege you’re exerting by taking veganism on
as “your cause”.
And
remember that many of us meat-eaters have made the conscious decision
to put our time and money to causes that help ensure humans have access to
food. Because in our eyes, that’s more important than worrying about whether
the sugar in your $23 dessert exploits animals in some roundabout
way.
Reading
and creating texts Descriptors
|
Grade Range
|
Indicators
|
|
9 – 10
|
ü Demonstrates a
close and perceptive reading of the text, exploring complexities of its
concepts and construction (the
response analyses in addition to the topic, the literary/filmic conventions
used by the creator, and also the context relevant to the creation of the text).
ü Demonstrates
an understanding of the implications of the topic (explores the whole topic and not parts of it), using an
appropriate strategy for dealing with it, and exploring its complexity from
the basis of the text (writes a TEEL structured
essay, that is sophisticated in construction rather than formulaic in
nature).
ü Develops a
cogent, controlled and well-substantiated discussion using precise and
expressive language (demonstrates high level
control of spelling, grammar [3rd person present tense only] and
punctuation).
ü Demonstrates control and refinement in the editing
process.
|
|
8
|
ü Demonstrates a
close reading of the text, exploring its concepts and construction (the response analyses a number of the
literary/filmic conventions used by the creator, and also the context
relevant to the creation of the text).
ü Demonstrates
an understanding of the implications of the topic, (explores the whole topic and not parts of it), exploring it from
the basis of the text (writes a TEEL
structured essay, that is not formulaic in nature).
ü Develops a
detailed, substantiated and coherent discussion using language fluently and
confidently.
(demonstrates a very good control of spelling, grammar [3rd person
present tense only] and punctuation).
ü Demonstrates control in the editing process.
|
|
7
|
ü Demonstrates a
clear knowledge of the text, including some elements of its concepts and construction (the
response analyses some of the literary/filmic conventions used by the
creator, and also the context relevant to the creation of the text).
ü Understands
the topic (explores the whole topic
and not parts of it) developing an appropriate and supported response (writes a TEEL structured essay).
ü Develops an
organised piece of writing using language accurately and appropriately (demonstrates
control of spelling, grammar [3rd person present tense only] and
punctuation).
ü Demonstrates control in the editing process.
|
|
6
|
ü
Demonstrates an adequate knowledge of the text (very basic/token analysis of the
literary/filmic conventions and/or context).
ü
Develops a response (doesn’t
completely deal with the topic in a sophisticated way) to the topic (writes a response that contains elements
of TEEL structure), supported appropriately by elements of the text (at times the quote selection appears
irrelevant).
ü
Presents a generally organised piece of writing using
language which is mostly accurate and appropriate (demonstrates some control of spelling,
grammar [2nd person and alternating tenses in places] and punctuation).
ü Demonstrates some attempt at the editing process.
|
|
5
|
ü
Demonstrates a basic knowledge of the text (inadequate analysis of the
literary/filmic conventions and/or context)..
ü
Presents a response (lacking
in structure), which shows an understanding of the topic, referring to
appropriate elements of the text (limited
or irrelevant quote selection and incorporation).
ü
Presents a piece of writing that communicates adequately,
displaying some elements of organisation.
(demonstrates inconsistent control of spelling, grammar [2nd person and
alternating tenses in places] and punctuation).
ü Demonstrates little/no attempt at the editing
process.
|
|
4
|
ü
Demonstrates a familiarity with the text (doesn’t explore the text as a whole).
ü
Presents a response (lacking
in expected structure), which shows some understanding of the topic,
using some elements of the text (relies
on examples more than quotes).
ü
Shows adequate expression
and language control (demonstrates inconsistent control of
spelling, grammar [2nd person and alternating tenses throughout] and
punctuation).
ü Demonstrates little/no attempt at the editing
process.
|
|
3
|
ü
Demonstrates a limited familiarity with the text.
ü
Presents a response (lacking
in structure), which shows a limited awareness of the topic, using some
elements of the text. (relies on some
examples).
ü Shows
some language control (demonstrates
a lack of control of spelling, grammar [2nd person and alternating tenses
throughout] and punctuation).
ü
Demonstrates
little/no attempt at the editing process.
|
|
1 – 2
|
ü
Demonstrates a very limited familiarity with the text.
ü Presents a
response (incoherent and resembles
word vomit), which shows a very limited awareness of the topic.
ü Shows little language control.
ü Does not attempt to edit their work
|
|
0
|
ü Shows no
knowledge of the text and/or no attempt to respond to the topic and/or only
minimal control of language.
|
Analysing
presenting arguments Descriptors
|
Grade
Range
|
Indicators
|
|
9 – 10
|
ü
Shows a perceptive and sophisticated understanding of a
range of ways in which the written and visual language positions readers in
the context presented (the analysis is
insightful and highlights how the techniques shape the discussion and support
the contention).
ü
Develops a cogent, controlled and well-substantiated (excellent quote choices embedded into
the analysis) analysis using precise and effective language and
expression (demonstrates high level
control of spelling, grammar [3rd person present tense only] and
punctuation).
ü
Demonstrates
control and refinement in the editing process.
|
|
8
|
ü
Shows a highly developed understanding of a range of ways
in which the written and visual language positions readers in the context
presented (the analysis is strong and
emphases how the techniques shape the discussion and support the contention).
ü Develops a
detailed, substantiated (high level quote choices embedded into
the analysis) and coherent analysis using language and expression
fluently and confidently
(demonstrates a very good control of spelling, grammar [3rd person
present tense only] and punctuation).
ü
Demonstrates
control in the editing process.
|
|
7
|
ü
Shows an understanding of how the written and visual
language seeks to position readers, with reference to the context presented (the analysis is good and explores how
the techniques shape the discussion and support the contention).
ü
Achieves a planned and supported (good quote choices embedded into the analysis) response using
accurate language and clear expression (demonstrates
control of spelling, grammar [3rd person present tense only] and
punctuation).
ü
Demonstrates
control in the editing process.
|
|
6
|
ü
Shows some understanding of how written and visual
language is used and some awareness of the context presented (discussion may not always be detailed,
accurate or linked to the contention).
ü
Achieves a planned and supported (quotes are not always best choices and are not effectively embedded)
response, generally using accurate language and expression (demonstrates
some control of spelling, grammar [2nd person and alternating tenses in
places] and punctuation).
ü
Demonstrates
some attempt at the editing process.
|
|
5
|
ü
Shows some understanding of how language is used and an
awareness of the context of the written and visual material presented discussion is basic, in places inaccurate
and doesn’t connect to the contention).
ü
Attempts a planned and supported (quotes - if present are not
always best choices and are not effectively embedded) piece of writing
using adequate language and expression
(demonstrates inconsistent control of
spelling, grammar [2nd person and alternating tenses in places] and
punctuation).
ü
Demonstrates
little/no attempt at the editing process.
|
|
4
|
ü
Shows limited understanding of how language is used and
little awareness of the context
ü
presented.
ü
Presents a piece of writing with little organisation and
basic language and expression (demonstrates
inconsistent control of spelling, grammar [2nd person and alternating tenses
throughout] and punctuation).
ü
Demonstrates
little/no attempt at the editing process.
|
|
3
|
ü
Shows limited knowledge of how language is used in the
construction of written and visual
ü
texts.
ü
Demonstrates
basic expression and language control (demonstrates
a lack of control of spelling, grammar [2nd person and alternating tenses
throughout] and punctuation).
ü Demonstrates little/no attempt at the editing
process.
|
|
1 – 2
|
ü
Shows very limited knowledge of how language is used.
ü
Demonstrates some expression and language control.
ü
Does not attempt
to edit their work
|
|
0
|
ü Shows no understanding of the requirements of this
task and only minimal control of language.
|
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