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ST 2018 SEMESTER ONE TASK S1 Persuasive Task TASK SUMMARY: As a Catholic High School student, you have been approached by Catholic News Online to produce a review of a film that represents a marginalised individual or group. TASK CONDITIONS: · Key Date/s Date Distributed: February 6 Draft Due Date: Due Date: March 6 · Time Allowed Approximately 3 school weeks’ notice (class and home time) · Length 5 to 7 minutes · Conditions and Nature of Assessment task · Individual response · Open access to resources · Teacher input during planning and on one draft · Presentation will be videotaped · Presentation must be multi-modal · A copy of the script must be submitted · You may use notes in your presentation · Script must be submitted to Turnitin · Criteria Assessed All criteria are assessed as per attached criteria matrix · Points to Observe Genre: Persuasive Text Purpose: To persuade, inform and entertain Audience: Readers of the Catholic News Online COMMON CURRICULUM ELEMENTS The 49 common curriculum elements of the Queensland senior curriculum: Criterion Common Curriculum Element Criterion α Comprehend & Collect 1. Recognising letters, words and other symbols 2. Finding material in an indexed collection 3. Recalling / remembering 4. Interpreting the meaning of words and other symbols 5. Interpreting the meaning of pictures / illustrations 6. Interpreting the meaning of tables or diagrams or maps or graphs 7. Translating from one form to another 12. Compiling statistics 13. Recording / noting data 28. Empathising 51. Identifying shapes in two or three dimensions 52. Searching and locating items / information 53. Observing systematically 55. Gesturing 57. Manipulating / operating / using equipment Criterion β Structure & Sequence 21. Structuring / organizing extended written text 22. Structuring / organizing a mathematical argument 29. Comparing / contrasting 30. Classifying 31. Interrelating ideas / themes / issues 36. Applying strategies to trial and test ideas and procedures 38. Generalizing from information 49. Perceiving patterns 50. Visualising Criterion θ Analyse, Assess, Conclude 32. Reaching a conclusion which is necessarily true provided a given set of assumptions is true. 33. Reaching a conclusion which is consistent with a given set of assumptions 34. Extrapolating 41. Hypothesising 42. Criticising 43. Analysing 44. Synthesising 45. Judging / Evaluating 48. Justifying Criterion π Create and Present 9. Using correct spelling, punctuation, grammar 10. Using vocabulary appropriate to context 11. Summarising / condensing written text 14. Compiling results in a tabular form 15. Graphing 20. Setting out / presenting / arranging / displaying 26. Explaining to others 27. Expounding a viewpoint 46. Creating / composing / devising 60. Sketching / drawing Criterion φ Apply Techniques & Procedures 16. Calculating with or without a calculator 17. Estimating numerical magnitude 18. Approximating a numerical value 19. Substituting in formulae 37. Applying a progression of steps to achieve the required answer Context: As part of our unit, Outside looking in (Powerlessness), you have explored human experience across a range of literary and non-literary texts and examined the representations of groups who are marginalised in our society due to religion, being a refugee, race, education, social status, disability, sexuality and for other reasons. This task requires you to independently investigate and interrogate the representation of marginalised groups or individuals in a film of your own choosing. YOUR TASK: As a Catholic High School student, you have been approached by Catholic News Online to produce a video film review of a film (of your own choosing) that represents a marginalised individual or group. Your review must persuade your audience to accept your point of view on the validity and social repercussions (positive or negative) of the representation of this group. A list of films for possible review: Samson and Delilah Rabbit Proof Fence Like Water for Chocolate The Joy Luck Club Angela’s Ashes In This World The Devil’s Arithmetic Sophie Scholl The Killing Fields The Blind Side I am Sam Australian Rules Wild Swans Shine Life is Beautiful Philadelphia The Power of One Catch a Fire Cry Freedom Mississippi Burning The Pursuit of Happyness Belle Ten Canoes Bran Nue Dae Heart of Darkness The Kite Runner Welcome (French) Hotel Rwanda Balibo Remember the Titans The Boy in the Striped Pyjamas 12 Years a Slave Silver Linings Playbook NB You may not choose a text that has been studied in any English class Structure Introduction · Point 1:Introduce your film/marginalized group/concern · Point 2: State how this group/individual has been represented (+ or -) in this film · Point 3: Clearly and persuasively identify the repercussions of this representation Body 1: · Very briefly introduce your film, provide brief synopsis · Very quickly draw your audience's focus to which marginalised group this film is representing · Give some background to this group (research) · Hint to historical accuracy Body 2: · Outline how film is representing marginalized group · Need to be examining how the film-makers have constructed this representation · Film techniques - angles and shots · Mis en scene · Language/dialogue · Music · Lighting · Symbolism · costume · ^ be selective · Can have more than one paragraph on this · Video clips (must not exceed 2 mins) Body 3/4: · How accurate is this construction · Evaluation of the accuracy of the representation can be done as a separate paragraph, must be linked to research · Talk about + or - negative repercussion Can discuss if there was an element that was disappointing or not that accurate - breaking down bathroom sign not completely accurate during that time, · Will it change people's minds, recommendations, evaluations · What is it you want your audience to do Conclusion: · PATHOS - emotional · Restate whether I thought it was valid/invalid · Relate to modern audiences · Link to problems today (preferably Australia but can do global) NAME:…………………………………………………………………….. APPROX. LENGTH: YES/NO TEACHER:……………………………………………………. OVERALL GRADE:……………………………… Dimension A B C D E Understanding and responding to contexts The student work has the following characteristics · exploitation of the genre pattern of film review and its conventions to achieve specific purposes · discerning selection, organisation and synthesis of relevant and substantive subject matter to support perspectives · manipulation and control of the role of the writer and relationships with audiences. · effective control of the genre pattern of film review and its conventions to achieve specific purposes · effective selection, organisation and synthesis of relevant subject matter to support perspectives · establishment and control of the role of the writer and relationships with audiences. · use of the genre pattern of film review and its conventions to achieve purposes · selection, sequencing and organisation of relevant subject matter to support perspectives · establishment and maintenance of the role of the writer and relationships with audiences. · use of aspects of the genre pattern of film review and its conventions to achieve some purposes · selection and organisation of relevant subject matter to support perspectives · establishment of some of the role of the writer and relationships with audiences. · use of aspects of the film review genre · discerning selection, organisation and synthesis of relevant subject matter to support perspectives · use of the role of the writer Understanding and controlling textual features The student work has the following characteristics · a discerning combination of a range of grammatically accurate language structure for specific effects, including clauses and sentences in written texts · discerning use of mode-appropriate cohesive devices to develop and emphasise ideas and connect parts of text, including paragraphing in written texts · discerning use of a wide range of apt vocabulary for specific purposes · discerning use of mode-appropriate features to achieve specific effects: · Spoken/signed features (Pronunciation, phrasing and pausing, proximity, stance, movement · Non-verbal features (Facial expressions, gestures, proximity, stance, movement) · Complementary features (Graphics, still and moving images) · control of a range of grammatically accurate language structure to achieve effects, including clauses and sentences in written texts · effective use of mode-appropriate cohesive devices to develop and maintain ideas and connect parts of text, including paragraphing in written texts · effective use of a range of apt vocabulary for specific purposes · effective use of mode-appropriate features to achieve effects: · Spoken/signed features (Pronunciation, phrasing and pausing, proximity, stance, movement · Non-verbal features (Facial expressions, gestures, proximity, stance, movement) · Complementary features (Graphics, still and moving images) · use of a range of mostly grammatically accurate language structure to achieve purposes, including clauses and sentences in written texts · use of mode-appropriate cohesive devices to link ideas and connect parts of text, including paragraphing in written texts · use of suitable vocabulary for purposes · suitable use of mode-appropriate features to achieve purposes: · Spoken/signed features (Pronunciation, phrasing and pausing, proximity, stance, movement · Non-verbal features (Facial expressions, gestures, proximity, stance, movement) · Complementary features (Graphics, still and moving images) · inconsistency in the use of grammar and language structure to meet a purpose · use of some mode-appropriate cohesive devices connect parts of text, including paragraphing in written texts · use of vocabulary that varies in suitability for a purpose · use of mode-appropriate features that vary in suitability: · Spoken/signed features (Pronunciation, phrasing and pausing, proximity, stance, movement · Non-verbal features (Facial expressions, gestures, proximity, stance, movement) · Complementary features (Graphics, still and moving images) · grammar and language structures that impede meaning · some connections between parts of text · use of vocabulary that distracts from purpose · features that distract from meaning: · Spoken/signed features (Pronunciation, phrasing and pausing, proximity, stance, movement · Non-verbal features (Facial expressions, gestures, proximity, stance, movement) · Complementary features (Graphics, still and moving images) Creating meaning The student work has the following characteristics · discerning manipulation of the ways ideas, attitudes and values underpin texts and influence audiences · subtle and complex creation of perspectives and representations of concepts, identities, times and places · discerning use of aesthetic features to achieve specific purposes in texts · effective manipulation of the ways ideas, attitudes and values underpin texts and influence audiences · effective creation of perspectives and representations of concepts, identities, times and places · effective use of aesthetic features to achieve specific purposes in texts · appropriate use of the ways ideas, attitudes and values underpin texts and influence audiences · creation of perspectives and representations of concepts, identities, times and places · use of aesthetic features to achieve purposes in texts · use of ideas, attitudes and values that underpin texts and influence audiences · creation of some perspectives and representations of concepts, identities, times and places · use of aesthetic features to achieve some purposes in texts ·