Statement of Inquiry: An author's narrative choices contribute to their

unique style.

Key Concept: CREATIVITY

Related Concepts: style, point of view, genre

Global Context: Personal and Cultural Expression

Assessed Against: Criteria B, C and D

Word Count: Minimum 800 words - Maximum 1000 words

Further Details As part of your novel unit on Creativity and Never let Me Go, you will complete a
piece of creative writing known as a pastiche. In a pastiche you are attempting to copy the style and
structure of the author, but in doing so you will also need to demonstrate your understanding of
narrative structure, style and register

In order to write your pastiche you will need to choose one of the following options:

Write a scene that is missing or underdeveloped in the novel

Write a scene from another characters perspective.

Remember that in a pastiche you are trying to emulate and maintain the structure, style and voice of the
original text; referring back to your annotations should help you identify these key features.

You will have class time to plan and prepare your pastiche. In that time, you should brainstorm, create
an outline, write a rough draft, take time to ask peers to assist you to edit, and revise so you can submit
a clean, final draft.
How to be successful with this task

Criterion B - Organization Criterion C Producing Text Criterion D Using Language

You employ the narrative You maintain a voice that

structure of Freytags You demonstrate a clear reflects the original novel
pyramid (exposition, rising insight into the novel and You use informal language,
action, climax, falling action, show a personal when appropriate to develop
resolution) in your pastiche. engagement with the text. plot or character.
Your register is a mix of
You use clear paragraphing You explore different formal and informal
in your piece and perspectives on the scene by language that reflects the
experiment with adding revealing information wider use of register in the
paragraphing for effect. about the character or novel.
You have a variety of
setting. You use a variety of
transitions or connective You select information interesting vocabulary.
words which helps you to (character, conflict, setting Sentence structure is used
move smoothly between plot) from the novel carefully purposefully sentence
ideas and events. and develop this within your types and length are used to
You use dialogue in your
scene. create tension in your
pastiche and your dialogue is Your pastiche is imaginative

pastiche.
The idioms used in your
embedded correctly using and sensitive: you show a
pastiche reflect those of the
the formatting tools needed. nuanced use of style and
original culture
Your pastiche is coherent
present new and engaging
ideas that are grounded in You use punctuation
and follows a similar logical correctly and for different
the original novel.
order to the original text. effects.
Grammar and spelling is
correct.
 Criterion B Organizing
How well can the student:

Employ organizational structures that serve the context and intention?

Organize opinions and ideas in a sustained, coherent and logical manner?
Use referencing and formatting tools to create a presentation style suitable to the context and
intention?
Achievement Level Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
1-2 The student:
i. Makes minimal use of organizational structures though these may not
always serve the context and intention.
ii. Organizes opinions and ideas with a minimal degree of coherence and
logic.
iii. Makes minimal use of referencing and formatting tools to create a
presentation style that may not always be suitable to the context and
intention.
3-4 The student:
i. Makes adequate use of organizational structures that serve the context
and intention.
ii. Organizes opinions and ideas with some degree of coherence and logic.
iii. Makes adequate use of referencing and formatting tools to create a
presentation style suitable to the context and intention.
5-6 The student:
i. Makes competent use of organizational structures that serve the context
and intention.
ii. Organizes opinions and ideas in a coherent and logical manner with ideas
building on each other.
iii. Makes competent use of referencing and formatting tools to create a
presentation style suitable to the context and intention.
7-8 The student:
i. Makes sophisticated use of organizational structures that serve the
context and intention effectively.
ii. Effectively organizes opinions in a sustained, coherent and logical
manner with ideas building on each other in a sophisticated way.
iii. Makes excellent use of referencing and formatting tools to create an
effective presentation style.
 Criterion C Producing Text
How well can the student:

Produce texts that demonstrate insight, imagination and sensitivity while exploring and
reflecting critically on new perspectives and ideas arising from personal engagement with the
creative process?
Make stylistic choices in terms of linguistic and visual devices, demonstrating awareness of
impact on an audience?
Select relevant details and examples to develop ideas?
Achievement Level Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
1-2 The student:
i. Produces texts that demonstrate limited personal engagement with the
creative process; demonstrates a limited degree of insight, imagination or
sensitivity and minimal exploration of and critical reflection on new
perspectives and ideas.
ii. Makes minimal stylistic choices in terms of linguistic, literary and visual
devices, demonstrating limited awareness of impact on an audience.
iii. Selects few relevant details and examples to develop ideas.
3-4 The student:
i. Produces texts that demonstrate adequate personal engagement with
the creative process; demonstrates some insight, imagination or
sensitivity and some exploration of and critical reflection on new
perspectives and ideas.
ii. Makes some stylistic choices in terms of linguistic, literary and visual
devices, demonstrating adequate awareness of impact on an audience.
iii. Selects some relevant details and examples to develop ideas.
5-6 The student:
i. Produces texts that demonstrate considerable personal engagement with
the creative process; demonstrates considerable insight, imagination or
sensitivity and substantial exploration of and critical reflection on new
perspectives and ideas.
ii. Makes thoughtful stylistic choices in terms of linguistic, literary and visual
devices, demonstrating good awareness of impact on an audience.
iii. Selects sufficient relevant details and examples to develop ideas.
7-8 The student:
i. Produces texts that demonstrate a high degree of personal engagement
with the creative process, demonstrates a high degree of insight,
imagination or sensitivity and perceptive exploration of and critical
reflection on new perspectives and ideas.
ii. Makes perceptive stylistic choices in terms of linguistic, literary and visual
devices, demonstrating good awareness of the impact on an audience.
iii. Selects extensive relevant details and examples to develop ideas with
precision.
 Criterion D - Using Language
How well can the student:

Use appropriate and varied vocabulary, sentence structures and forms of expression?
Write and speak in a register and style that serve the context and intention?
Use correct grammar, syntax and punctuation?
Spell, write and pronounce with accuracy?
Use appropriate non-verbal communication techniques?
Achievement Level Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
1-2 The student:

i. Uses a limited range of appropriate vocabulary and forms of expression.

ii. Writes and speaks in an inappropriate register and style that do not suit
the context and intention.
iii. Uses grammar, syntax and punctuation with limited accuracy; errors
often hinder communication.
iv. Spells/writes and pronounces with limited accuracy; errors often hinder
communication.
v. Makes limited and/or inappropriate us of non-verbal communication
techniques.
3-4 The student:

i. Uses an adequate range of appropriate vocabulary, sentence structures

and forms of expression.
ii. Sometimes write and speaks in a register and style that serve the context
and intention.
iii. Uses grammar, syntax and punctuation with some degree of accuracy;
errors sometimes hinder communication.
iv. Spells/writes and pronounces with some degree of accuracy; errors
sometimes hinder communication.
v. Makes some use of appropriate non-verbal communication techniques.
5-6 The student:

i. Uses a varied range of appropriate vocabulary, sentence structures and

forms of expression competently.
ii. Writes and speaks competently in a register and style that serve the
context and intention.
iii. Uses grammar, syntax and punctuation with a considerable degree of
accuracy; errors do not hinder effective communication.
iv. Spells/writes and pronounces with a considerable degree of accuracy;
errors do not hinder effective communication.
v. Makes sufficient use of appropriate non-verbal communication
techniques.
vi.
7-8 The student:
i. Effectively uses a range of appropriate vocabulary, sentence structures
and forms of expression.
ii. Writes and speaks in a consistently appropriate register and style that
serve the context and intention.
iii. Uses grammar, syntax and punctuation with a high degree of accuracy;
errors are minor and communication is effective.
iv. Spells/writes and pronounces with a high degree of accuracy; errors are
minor and communication is effective.
v. Makes effective use of appropriate non-verbal communication
techniques.