Sample work English Studies: Year 12 Digital worlds – feature article
See sample feature articles, outcomes and criteria for assessment. Samples are at different grade levels.
Task
Students create a digital portfolio that includes a feature article that explores the issue of cyber bullying.
Context
During the study of this module, students experience, engage with, critique and create literary and other texts that communicate through digital media or in other forms, issues and topics related to digital technology and its impact on people’s lives. They examine the language, structure, purpose and audiences of web-based communication and further develop their skills in using language appropriately and accurately to compose and engage interactively with texts.
A student:
ES12-3 accesses, comprehends and uses information to communicate in a variety of ways
ES12-4 composes proficient texts in different forms
ES12-6 uses appropriate strategies to compose texts for different modes, media, audiences, contexts and purposes
ES12-7 represents own ideas in critical, interpretive and imaginative texts
Students will be assessed on their ability to:
- demonstrate understanding of the concept of digital worlds – English and the web including the challenges and responsibilities faced by users of digital technology
- communicate well-developed, coherent ideas relevant to the topic
- use vocabulary, style, tone and form appropriate for a feature article.
The following marking scheme shows one approach to assigning value to a student’s work.
| A student: | Range |
|---|---|
| 17–20 |
| 13–16 |
| 9–12 |
| 5–8 |
| 1–4 |
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 A
Chris
This response demonstrates a strong sense of audience and detailed knowledge and understanding of how persuasive language is used to communicate ideas in a feature article. There is a well-developed understanding of the language conventions of a feature article and an effective control of language. There is strong evidence of well-developed research skills indicating broad investigation and comprehensive analysis of information. This work sample demonstrates characteristics of work typically produced by a student performing at grade A standard at the end of the course.
Grade C
Shannon
This response demonstrates developing ability to communicate the dangers related to cyber bullying in the form of a feature article. The response displays developing ability to use vocabulary and style appropriate to a feature article. While there has been an attempt to use research to communicate personal ideas about cyber bullying, the ability to interpret this information is still evolving. This response demonstrates characteristics of work typically produced by a student performing at grade C standard at the end of the course.
Dani
This response demonstrates developing knowledge and understanding of how language techniques are used in a feature article. There is evidence of some use of persuasive techniques, including high modality words, to convey a point of view about cyber bullying. This shows a developing understanding of the use of vocabulary and style appropriate to a feature article. There is evidence of planning and research demonstrated through the organisation of the information and reference to statistics. However, the structure and expression of this information and the use of key features such as quotations require further development of skills. This response demonstrates characteristics of work typically produced by a student performing at grade C standard at the end of the course.
Taylor
This response demonstrates developing knowledge and understanding of how language and other techniques convey meaning about cyber bullying. There is evidence of planning and organisation of ideas, including a definition, use of ‘pull-out’ quotes and suggestions for prevention. Audience engagement could be strengthened with a stronger and more personal interpretation of ideas about cyber bullying, and sources of information should be acknowledged. There is an awareness of formatting, including appropriate use and placement of visual text and ‘pull-out’ quotes. This response demonstrates characteristics of work typically produced by a student performing at grade C standard at the end of the course.
Grade D
Lee
This response has a strong personal voice, demonstrating an understanding of the concept of cyber bullying, but the understanding of appropriate style and text conventions of a feature article is basic. The response demonstrates basic planning and organisation and displays variable control of the language structures and conventions of a feature article. This response demonstrates characteristics of work typically produced by a student performing at grade D standard at the end of the course.
Jordan
This response demonstrates a basic knowledge and understanding of how language and other techniques convey meaning about cyber bullying. There is limited use of persuasive techniques and analysis of the information and statistics presented. There is a reliance on quotations, which demonstrates basic skills in planning, organising and communicating information. The response shows a basic ability in selecting an appropriate text form and formatting texts for an audience in a digital context. However, this is not supported by the development of ideas within the text. This response demonstrates characteristics of work typically produced by a student performing at grade D standard at the end of the course.
Grade E
Rob
This response demonstrates elementary understanding of the problem of cyber bullying and of the language forms and structures appropriate to a feature article. While there is evidence of research, the response displays elementary skills in the selection of appropriate style, language features and conventions. Selection of the visual text does not add to the communication of ideas. This response demonstrates characteristics of work typically produced by a student performing at grade E standard at the end of the course.