Sample work English Studies Year 12: Telling us all about it – imaginative writing
See sample imaginative responses, outcomes and criteria for assessment. Samples are at different grade levels.
Task
Students write a creative/imaginative piece that demonstrates their understanding of media/social media ethics. They may choose to write a story, a letter, a diary entry, or an interview.
Context
During this module, students develop a deeper understanding of the ways language is used to report on news and current affairs issues in various media forms. They develop competence in writing media texts and expressing their own views, ideas and values in relation to questions that are under media scrutiny and of relevance to them. They engage with and critique literary texts that raise questions of ethics, censorship and the powerful influence of the media. They develop skills in comprehending and responding to texts and in using language imaginatively, expressively and purposefully.
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
ES12-3 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:
- identify and understand the ethical values of media/social media and how these values can be challenged
- incorporate coherent ideas appropriate to the chosen form
- express ideas clearly demonstrating effective control of language.
The following marking scheme shows one approach to assigning a 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
Billie
This response demonstrates detailed knowledge and understanding of complex ethical issues using the diary form. Ideas are well developed, coherent and purposeful and there is a confident control of form, style and content. The quality of the work demonstrates evidence of systematic planning and editing. This response demonstrates characteristics of work typically produced by a student performing at grade A standard at the end of the course.
Grade C
Casey
This response demonstrates developing knowledge and understanding of some aspects of ethical behaviour in the media. Although a strong persona and voice has been created, there is variable control of language and form and a lack of development of ideas. This response demonstrates characteristics of work typically produced by a student performing at grade C standard at the end of the course.
Grade D
Riley
This response demonstrates basic knowledge and understanding of media ethics. Despite starting with ‘Dear Diary’, the response is a narrative and shows developing understanding of text conventions. The ideas are coherent but they remain undeveloped. Control of language is inconsistent and there is a limited understanding of the audience and purpose of the task. This response demonstrates characteristics of work typically produced by a student performing at grade D standard at the end of the course.
Chris
This response demonstrates basic knowledge and understanding of ethics in the media. There is limited control of language conventions such as spelling and punctuation and the narrative form is basic. This response demonstrates characteristics of work typically produced by a student performing at grade D standard at the end of the course.