Sample work English Studies Year 12: Billy Elliot extended response
See sample extended responses, outcomes and criteria for assessment. Samples are at different grade levels.
Task
Students answer two extended response questions; one on Billy Elliot and one on their related text.
Note: Related text question and material are not provided on this website.
Billy Elliot question: Explain how the composer, Stephen Daldry, explores the three human experiences of struggling with adversity, pursuing dreams and searching for identity, in the film Billy Elliot.
Context
During the study of this module, students deepen their understanding of how texts represent individual and collective human experiences. They examine how texts such as Billy Elliot and their related text represent human qualities and emotions associated with, or arising from, these experiences. Students appreciate, explore, interpret, analyse and evaluate the ways language is used to shape these representations in a range of texts in a variety of forms, modes and media.
A student:
ES12-1 comprehends and responds analytically and imaginatively to a range of texts including short and extended texts, literary texts and texts from academic, community, workplace and social contexts for a variety of purposes
ES12-4 composes proficient texts in different forms
ES12-5 develops knowledge, understanding and appreciation of how language is used, identifying and explaining specific language forms and features in texts that convey meaning to different audiences
ES12-6 uses appropriate strategies to compose texts for different modes, media, audiences, contexts and purposes
ES12-9 identifies and explores ideas, values and points of view and attitudes expressed in texts, and explains the ways in which texts may influence, engage and persuade different audiences
Students will be assessed on their ability to:
- demonstrate understanding of how human experiences are explored in Billy Elliot
- communicate relevant ideas in an appropriate format
- use textual references to support the argument presented
- use language appropriate to audience, purpose and context.
Graded student work samples
Please note: Work samples are presented exactly as submitted by the student. To assist with grading, spelling and grammatical errors have not been corrected and formatting has not been changed.
Grade C
Lee
This response demonstrates developing skills in organising and communicating information in an extended written text, and a developing understanding of how techniques are used to convey meaning. Although there are some structural inconsistencies, this response engages effectively with the three ideas in the question. The introduction lacks specific reference to human experiences, but there is a clear focus on key scenes from the film. An attempt has been made to construct ideas logically and in an organised manner, but the interpretation of information is still developing. This response demonstrates some ability to select appropriate textual references and filmic techniques to support the concepts of human experiences. Techniques used to convey meaning have been explored, and relevant textual examples have been used. There is evidence of developing control of vocabulary and style for an extended response, but skills in referencing texts and incorporating quotations require further development. This response demonstrates characteristics of work typically produced by a student performing at grade C standard at the end of the course.
Indra
This response demonstrates developing skills in organising and communicating information in an extended written text, and a developing understanding of how techniques are used to convey meaning. There is a simple introduction, and the body paragraphs show signs of development through text summation, but the response lacks topic sentences and there are some errors in expression. Three themes in the prescribed text have been addressed, and there are some good links between ideas. Developing knowledge of how the language of film impacts on the representation of human experiences is evident. Some understanding of film techniques and conventions is evident and there are some well-selected examples from the text, but there is a need for further development and clear links to the question. This response demonstrates characteristics of work typically produced by a student performing at grade C standard at the end of the course.
Grade D
Eli
This response demonstrates basic skills in organising and communicating information in an extended written text, and a basic understanding of how techniques are used to convey meaning. The response is a complete, structured discussion of the text, but the concepts in the question have been covered in a cursory, literal way without a clear thesis to provide cohesion. The body paragraphs have been logically organised but the ideas are limited and repetitive, and the technical discussion does not link to the topic sentences. A basic understanding of the plot of the film is evident, and different techniques have been identified but they have not been effectively used to answer the question. Features of the film have been analysed in a superficial way, and there is a lack of specific supporting quotations and detailed examples. The response lacks strong links to the question and engagement with the concepts in the rubric. This response demonstrates characteristics of work typically produced by a student performing at grade D standard at the end of the course.
Ashley
This response demonstrates basic skills in organising and communicating information in an extended written text, and a basic understanding of how techniques are used to convey meaning. The question has been addressed in a simplistic way and the response lacks depth. The introduction rephrases the question without establishing a connection between the themes and the text. An attempt has been made to create a structured argument through recount rather than analysis. A recount of the text has been provided. The response relies on listing key sequences in the film, and lacks explicit reference to film techniques or conventions. Ideas are not clearly sustained throughout the paragraphs, and the language is too informal at times. Repetitive phrases have been used and syntactical errors have been made. The conclusion is not effectively structured nor linked to the introduction. This response demonstrates characteristics of work typically produced by a student performing at grade D standard at the end of the course.
Grade E
Shannon
This response demonstrates elementary skills in organising and communicating information in an extended written text, and an elementary understanding of how techniques are used to convey meaning. A superficial description of the plot has been provided, and elementary understanding of the conventions of film is evident. Some statements relating to human experiences have been made and there is an attempt to identify three themes in the film by describing links to particular characters, but the conceptual understanding is limited. There is elementary control of language, and errors in grammar and spelling impact on meaning. This response demonstrates characteristics of work typically produced by a student performing at grade E standard at the end of the course.