2014+VCAA+Assessment+Criteria

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Criteria Source: []
 * READING AND RESPONDING: ** ** TEXT RESPONSE ESSAY SAC MARKING CRITERIA: ** ** VCE English, Unit 1, Outcome 1, Performance Descriptors **
 * ** Unit 1: Outcome 1 ** Analyse, either orally or in writing, how a selected text constructs meaning, conveys ideas and values, and is open to a range of interpretations. ||
 * MARK RANGE || DESCRIPTOR: typical performance in each range ||
 * 25–30 marks || Thorough and insightful understanding of the ideas, characters and themes constructed and presented in the text. Complex discussion and critical analysis of the structures, features and conventions used by the author to construct meaning. Complex analysis of the ways in which social, historical and/or cultural values are embodied in the text. Construction of a sophisticated interpretation which demonstrates an understanding of ways in which the text is open to different interpretations by different readers. Considered selection and use of significant textual evidence and highly appropriate use of relevant metalanguage to support analysis. Highly expressive, fluent and coherent writing or, in an oral response, the skilful use of highly appropriate oral language conventions to engage an audience. ||
 * 19–24 marks || Thorough knowledge of the ideas, characters and themes constructed and presented in the text. Well-developed discussion and sound analysis of the structures, features and conventions used by the author to construct meaning. Identification and exploration of the ways in which social, historical and/or cultural values are embodied in the text. Construction of a well-developed interpretation, demonstrating knowledge of ways in which the text is open to different interpretations by different readers. Careful selection and use of suitable textual evidence and appropriate use of relevant metalanguage to support analysis. Expressive, fluent and coherent writing or, in an oral response, an ability to use appropriate oral language conventions to engage an audience. ||
 * 13–18 marks || Knowledge of the ideas, characters and themes constructed and presented in the text. Discussion and some analysis of the structures, features and conventions used by the author to construct meaning. Identification of the ways in which social, historical and/or cultural values are embodied in the text. Construction of a general interpretation and some identification of ways in which the text is open to different interpretations by different readers. Suitable use of textual evidence and appropriate use of some relevant metalanguage to support analysis. Generally expressive, fluent and coherent writing or, in an oral response, an ability to use some appropriate oral language conventions to engage an audience. ||
 * 7–12 marks || Some knowledge of the ideas, characters and themes constructed and presented in the text. Generalised discussion of the structures, features and conventions used by the author to construct meaning. Identification of a way in which social, historical and/or cultural values are embodied in the text. Some evidence of an ability to construct a general response to the text and identify a possible interpretation. Some use of textual evidence and use of some relevant metalanguage to support analysis. Clear expression of ideas in writing or, in an oral response, variable ability to use oral language conventions to engage an audience. ||
 * 1–6 marks || Limited knowledge of the ideas, characters and themes constructed and presented in the text. Little, if any, identification of the structures or features or conventions used by the author to construct meaning. Little, if any, identification of a way in which social, historical and/or cultural values are embodied in the text. Little evidence of ability to construct a general response to the text or to identify an interpretation. Minimal use of textual evidence or relevant metalanguage. Simple expression of ideas in writing or, in an oral response, limited use of oral language conventions to engage an audience. ||


 * USING LANGUAGE TO PERSUADE: ** ** LANGUAGE ANALYSIS SAC MARKING CRITERIA: ** ** VCE English, Unit 1, Outcome 3, Performance Descriptors **
 * ** Unit 1: Outcome 3 ** Analyse the use of language in texts that present a point of view on an issue currently debated in the Australian media. ||
 * MARK RANGE || DESCRIPTOR: typical performance in each range ||
 * 17–20 marks || Sophisticated analysis and insightful comparison of the ways in which the language of selected persuasive texts is used to position readers in particular ways. Highly expressive and coherent writing with confident use of highly appropriate metalanguage. ||
 * 13–16 marks || Detailed analysis and careful comparison of the ways in which the language of selected persuasive texts is used to position readers in particular ways. Expressive, coherent and fluent writing and relevant use of appropriate metalanguage. ||
 * 9–12 marks || Analysis and some comparison of the ways in which the language of selected persuasive texts is used to position readers in particular ways. Generally expressive, fluent and coherent writing and mostly relevant use of appropriate metalanguage. ||
 * 5–8 marks || Some analysis and limited comparison of the ways in which the language of selected persuasive texts is used to position readers in particular ways. Clear written expression and some use of appropriate metalanguage. ||
 * 1–4 marks || Little analysis or comparison of the ways in which the language of selected persuasive texts is used to position readers in particular ways. Simple written expression and limited use of appropriate metalanguage. ||
 * Source: **[|**http://www.vcaa.vic.edu.au/Pages/vce/studies/english/index.aspx#H2N10091**]**, 2013 **


 * CREATING AND PRESENTING and USING LANGUAGE TO PERSUADE: ** ** CONTEXT ORAL PRESENTATION SAC MARKING CRITERIA: ** ** VCE English, Unit 1, Hybrid Outcome 2 and 3, Performance Descriptors **

Context based oral presentation Present orally and in writing, a sustained and reasoned point of view on the selected Context issue. ||
 * ==**Unit 1: Hybrid Outcome 2 and 3**==
 * MARK RANGE || DESCRIPTOR: typical performance in each range ||
 * 17–20 marks || Presentation of complex ideas in a sustained, coherent and logical argument that considers the Context, addresses the prompt and draws from the set text**.** In an oral response, the skilful use of highly appropriate oral language conventions to engage an audience. Highly expressive, coherent and fluent written response. Accurate and detailed acknowledgment of sources where appropriate. ||
 * 13–16 marks || A sustained, coherent and logical argument that considers the Context, addresses the prompt and draws from the set text. In an oral response, an ability to use appropriate oral language conventions to engage an audience. Expressive, coherent and fluent written response. Acknowledgment of sources where appropriate. ||
 * 9–12 marks || An argument which is generally sustained and coherent, and considers the Context, prompt and set text. In an oral response, an ability to use some appropriate oral language conventions to engage an audience. Generally expressive, coherent and fluent written response. Acknowledgment of some sources where appropriate. ||
 * 5–8 marks || A superficial argument that has some links to either the Context, prompt and set text. In an oral response, variable ability to use oral language conventions to engage an audience. Clear expression of ideas in writing. Limited acknowledgment of sources. ||
 * 1–4 marks || Little sense of argument and very limited connections to either the Context, prompt or set text. In an oral response, limited use of oral language conventions to engage an audience. Simple expression of ideas in writing. Little or no acknowledgment of sources. ||


 * Source: **[|**http://www.vcaa.vic.edu.au/Pages/vce/studies/english/index.aspx#H2N10091**]**, 2013 **


 * CREATING AND PRESENTING ** ** CONTEXT WRITING SAC MARKING CRITING **

** VCE English, Unit 1, Outcome 2, Performance Descriptors **
Draw on ideas and/or arguments suggested by a chosen Context to create written texts for a specified audience and purpose; and to discuss and analyse in writing their decisions about form, purpose, language, audience and context. __**You must create three texts**__ to demonstrate you can produce a __**persuasive, expository and imaginative**__ text. ||
 * ===Unit 1: Outcome 2===
 * MARK RANGE || DESCRIPTOR: typical performance in each range ||
 * 25–30 marks || Skilful shaping of ideas, arguments and language appropriate to the chosen form, audience, purpose and context. Sophisticated understanding of complex ideas and/or arguments relevant to the chosen Context and presented in selected text/s; a demonstrated ability to draw on and develop these in the creation of own text/s. Highly expressive, fluent and coherent writing. Use of appropriate metalanguage to present an insightful, highly expressive and coherent written explanation of personal authorial choices. ||
 * 19–24 marks || Considered use of ideas, arguments and language appropriate to the chosen form, audience, purpose and context. Thorough understanding of ideas and/or arguments relevant to the chosen Context and presented in selected text/s; a demonstrated ability to draw purposefully on these in the creation of own text/s. Expressive, fluent and coherent writing. Use of appropriate metalanguage to present a considered, expressive and coherent written explanation of personal authorial choices. ||
 * 13–18 marks || Suitable use of ideas, arguments and language appropriate to the chosen form, audience, purpose and context. Clear understanding of basic ideas and/or arguments relevant to the chosen Context and presented in selected texts; a demonstrated ability to draw on these to some degree in the creation of own text/s. Generally expressive, fluent and coherent writing. Use of metalanguage to present a clear, coherent and general explanation of personal authorial choices. ||
 * 7–12 marks || Use of ideas, arguments and language generally appropriate to the chosen form, audience, purpose and context. Some understanding of basic ideas and/or arguments relevant to the chosen Context and presented in selected texts; some evidence of an ability to draw on these in the creation of own text/s. Clear expression of ideas in writing. Use of limited metalanguage to present a general explanation of personal authorial choices. ||
 * 1–6 marks || Little evidence of an ability to use ideas, arguments and language appropriate to the chosen form, audience, purpose and context. Limited understanding of basic ideas and/or arguments relevant to the chosen Context and presented in selected texts; little evidence of an ability to draw on these in the creation of own text/s. Simple expression of ideas in writing. Little use of metalanguage and minimal discussion of authorial choices. ||

** Source: **[|**http://www.vcaa.vic.edu.au/Pages/vce/studies/english/index.aspx#H2N10091**]**, 2013 **
Context based oral presentation Present orally and in writing, a sustained and reasoned point of view on the selected Context issue. ||
 * CREATING AND PRESENTING and USING LANGUAGE TO PERSUADE: ** ** CONTEXT ORAL PRESENTATION SAC MARKING CRITERIA: ** ** VCE English, Unit 1, Hybrid Outcome 2 and 3, Performance Descriptors **
 * ==**Unit 1: Hybrid Outcome 2 and 3**==
 * MARK RANGE || DESCRIPTOR: typical performance in each range ||
 * 17–20 marks || Presentation of complex ideas in a sustained, coherent and logical argument that considers the Context, addresses the prompt and draws from the set text**.** In an oral response, the skilful use of highly appropriate oral language conventions to engage an audience. Highly expressive, coherent and fluent written response. Accurate and detailed acknowledgment of sources where appropriate. ||
 * 13–16 marks || A sustained, coherent and logical argument that considers the Context, addresses the prompt and draws from the set text. In an oral response, an ability to use appropriate oral language conventions to engage an audience. Expressive, coherent and fluent written response. Acknowledgment of sources where appropriate. ||
 * 9–12 marks || An argument which is generally sustained and coherent, and considers the Context, prompt and set text. In an oral response, an ability to use some appropriate oral language conventions to engage an audience. Generally expressive, coherent and fluent written response. Acknowledgment of some sources where appropriate. ||
 * 5–8 marks || A superficial argument that has some links to either the Context, prompt and set text. In an oral response, variable ability to use oral language conventions to engage an audience. Clear expression of ideas in writing. Limited acknowledgment of sources. ||
 * 1–4 marks || Little sense of argument and very limited connections to either the Context, prompt or set text. In an oral response, limited use of oral language conventions to engage an audience. Simple expression of ideas in writing. Little or no acknowledgment of sources. ||
 * Source: **[|**http://www.vcaa.vic.edu.au/Pages/vce/studies/english/index.aspx#H2N10091**]**, 2013 **

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 * READING AND RESPONDING: ** ** TEXT RESPONSE ESSAY SAC MARKING CRITERIA: ** ** VCE English, Unit 2, Outcome 1, Performance Descriptors **
 * ** Unit 2: Outcome 1 ** Develop and justify a detailed interpretation of a text. ||
 * MARK RANGE || DESCRIPTOR: typical performance in each range ||
 * 25-30 marks || A highly-developed and well-sustained interpretation of a selected text supported by the considered selection and use of highly appropriate textual evidence. Thorough and insightful understanding of the ideas, characters and themes constructed and presented in the selected text. Complex discussion and critical analysis of the ways in which the author constructs meaning and expresses or implies a point of view and values. Highly appropriate use of relevant metalanguage to support analysis. Highly expressive, fluent and coherent writing. ||
 * 19-24 marks || A well-developed and sustained interpretation of a selected text supported by the careful selection and use of appropriate textual evidence. Thorough knowledge of the ideas, characters and themes constructed and presented in the selected text. Well-developed discussion and sound analysis of the ways in which the author constructs meaning and expresses or implies a point of view and values. Appropriate use of relevant metalanguage to support analysis. Expressive, fluent and coherent writing. ||
 * 13-18 marks || A generally well-sustained interpretation of a selected text supported by textual evidence. Knowledge of the ideas, characters and themes constructed and presented in the selected text. Discussion and some analysis of the ways in which the author constructs meaning and expresses or implies a point of view and values. Use of mainly relevant metalanguage to support analysis. Generally expressive, fluent and coherent writing. ||
 * 7-12 marks || Limited interpretation of a selected text supported by some use of textual evidence. Some knowledge of the ideas, characters and themes constructed and presented in the selected text. Generalised discussion of the ways in which the author constructs meaning and expresses or implies a point of view and values. Use of some metalanguage to support analysis. Clear expression of ideas in writing. ||
 * 1–6 marks || Little, if any, interpretation of a selected text, with minimal textual evidence offered in support. Limited knowledge of the ideas, characters and themes constructed and presented in the selected text. Little, if any, discussion of the ways in which the author constructs meaning and expresses or implies a point of view and values. Little or no use of relevant metalanguage to support analysis. Simple expression of ideas in writing. ||
 * Source: **[|**http://www.vcaa.vic.edu.au/Pages/vce/studies/english/index.aspx#H2N10091**]**, 2013 **

====Draw on ideas and/or arguments suggested by a chosen Context to create written texts for a specified audience and purpose; and to discuss and analyse in writing their decisions about form, purpose, language, audience and context.==== || marks || Highly appropriate selection and use of ideas, arguments and language for the chosen form, audience, purpose and context. Thorough understanding of complex ideas and/or arguments relevant to the chosen Context and presented in selected text/s; a demonstrated ability to draw on and develop these in the creation of own text/s. Organised, fluent and sustained writing with excellent control of the conventions of written English. ||
 * CREATING AND PRESENTING: **
 * CONTEXT WRITING SAC MARKING CRITERIA: **
 * VCE English, Unit 2, Outcome 2, Performance Descriptors **
 * ==**Unit 2: Outcome 2**==
 * MARK RANGE || DESCRIPTOR: typical performance in each range ||
 * 25–30
 * 19–24 marks || Considered use of ideas, arguments and language for the chosen form, audience, purpose and context. A sound understanding of ideas and/or arguments relevant to the chosen Context and presented in selected text/s; a demonstrated ability to draw purposefully on these in the creation of own text. Organised, fluent and relevant writing with good control of the conventions of written English. ||
 * 13–18 marks || Suitable use of ideas, arguments and language for the chosen form, audience, purpose and context. Clear understanding of basic ideas and/or arguments relevant to the chosen Context and presented in selected texts; a demonstrated ability to draw on these to some degree in the creation of own text/s. Organised and relevant writing with sound control of the conventions of written English. ||
 * 7–12 marks || Use of ideas, arguments and language generally appropriate to the chosen form, audience, purpose and context. Some understanding of basic ideas and/or arguments relevant to the chosen Context and presented in selected texts; some evidence of an ability to draw on these ideas in the creation of own text/s. Some relevance and organisation in the writing and some control of the conventions of written English. ||
 * 1–6 marks || Little evidence of ability to use ideas, arguments and language appropriate to the chosen form, audience, purpose and context. Limited understanding of basic ideas and/or arguments relevant to the chosen Context and presented in selected texts; little evidence of an ability to draw on these ideas in the creation of own text/s. Limited organisation and control of the conventions of written English. ||
 * Source: **[|**http://www.vcaa.vic.edu.au/Pages/vce/studies/english/index.aspx#H2N10091**]**, 2013 **

Analyse the use of language in texts that present a point of view on an issue currently debated in the Australian media, and to construct, orally and in writing, a sustained and reasoned point of view on the selected issue. || RANGE || DESCRIPTOR: typical performance in each range ||
 * USING LANGUAGE TO PERSUADE: **
 * POINT OF VIEW ORAL PRESENTATION SAC MARKING CRITERIA: **
 * VCE English, Unit 2, Outcome 3, Performance Descriptors **
 * =**Unit 2: Outcome 3**=
 * MARK
 * 17–20 marks || Presentation, of complex ideas in a sustained, coherent and logical argument**.** In an oral response, the skilful use of highly appropriate oral language conventions to engage an audience. Highly expressive, coherent and fluent written response. Accurate and detailed acknowledgment of sources where appropriate. ||
 * 13–16 marks || A sustained, coherent and logical argument. In an oral response, an ability to use appropriate oral language conventions to engage an audience. Expressive, coherent and fluent written response. Acknowledgment of sources where appropriate. ||
 * 9–12 marks || An argument which is generally sustained and coherent. In an oral response, an ability to use some appropriate oral language conventions to engage an audience. Generally expressive, coherent and fluent written response. Acknowledgment of some sources where appropriate. ||
 * 5–8 marks || A superficial argument. In an oral response, variable ability to use oral language conventions to engage an audience. Clear expression of ideas in writing. Limited acknowledgment of sources. ||
 * 1–4 marks || Little sense of argument. In an oral response, limited use of oral language conventions to engage an audience. Simple expression of ideas in writing. Little or no acknowledgment of sources. ||


 * Source: **[|**http://www.vcaa.vic.edu.au/Pages/vce/studies/english/index.aspx#H2N10091**]**, 2013 **

= To imagine and learn is the perhaps to possible, as Flying Ace Snoopy shows us. =