Sample work English Studies Year 12: We are Australians – speech
See sample speeches, outcomes and criteria for assessment. Samples are at different grade levels.
Task
Students prepare a 2-3 minute speech for 'Have a Say Day' to be held in their local community. The speech explores their understanding of what it means to be Australian based on the words 'Although many, we are one people. Australians all.'
Context
During the study of this module, students develop an awareness of complex aspects of Australian citizenship, community and cultural identity. They develop language skills appropriate to participating in discussion and decision-making about these matters and conducting their lives as citizens and members of communities. They engage with and critique literary texts that present the diversity of cultures, peoples, perspectives and voices that contribute to Australian society. Students develop their understanding of the power of language to communicate ideas effectively, and develop their ability to use language imaginatively, expressively and purposefully.
Prior to this task, students examine a range of speeches and analyse how language is used appropriately and effectively for the purpose and audience. They read and discuss an extract from Looking For Alibrandi on 'Have a Say Day'.
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:
- demonstrate understanding of the key concepts of citizenship, community and cultural identity
- incorporate well-developed, coherent ideas relevant to the task
- demonstrate effective control of language using the conventions of the speech form.
The following marking scheme shows one approach to assigning a value to a student's work.
| A student: | Range |
|---|---|
| 13–15 |
| 10–12 |
| 7–9 |
| 4–6 |
| 1–3 |
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
Alex
This response demonstrates a well-developed conceptual understanding of the concept of citizenship, community and cultural identity, using evidence of research to support ideas. It engages the audience with a strong personal voice using the conventions of persuasive language such as the rhetorical question. The response maintains effective control of language and sustains a coherent and logical structure. This response demonstrates characteristics of work typically produced by a student performing at grade A standard at the end of the course.
Grade B
Sunny
Although short in length, this response demonstrates sound understanding of the concept of citizenship, community and cultural identity by discussing the flag in a symbolic manner. Research is thoughtfully presented and ideas are logically developed. A strong personal voice is established. The response is appropriate to the audience, purpose and form with effective use of vocabulary and persuasive devices that competently demonstrate an understanding of speech conventions. Audience engagement could be further strengthened by a more sustained use of inclusive language. This response demonstrates characteristics of work typically produced by a student performing at the grade B standard at the end of the course.
Grade C
Jess
This response demonstrates developing knowledge and understanding of the concept of citizenship, community and diversity using the landscape and the contrast between city and country to shape perspective. There is evidence of research but the ideas could be further developed. The response demonstrates developing skills in structuring and communicating information. This response demonstrates characteristics of work typically produced by a student performing at grade C standard at the end of the course.
Grade D
Ashley
This response demonstrates basic knowledge and understanding of the concept of citizenship, community and diversity and limited skills in the use of the language features and conventions of the speech form. It could be improved with more effective control of language and structure supported by more explicit research and informed argument. This work sample demonstrates characteristics of work typically produced by a student performing at grade D standard at the end of the course.