St James Lutheran College (Urraween)

Literature
IA2

Student name

Student number

Teacher

Issued 30/04/2024

Due date 28/05/2024

Marking summary

Criterion Marks allocated Provisional marks

Knowledge application 9
Organisation and development 9
Textual features 7
Overall 25

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 Conditions

Technique Extended response — imaginative spoken/multimodal

response
Unit Unit 3: Literature and identity
Duration 4 weeks notification and preparation
Mode / length Select one of the following:

● Spoken: 5–8 minutes

● Multimodal: 6–9 minutes (must include a
combination of at least two modes, one of which
must be spoken/signed)

Individual / group Individual

Resources Open access to resources.

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 Context
In this unit, you have explored representations of identity, language and culture in a
range of literary texts. As a developing writer, you have experimented with manipulating
aesthetic features and stylistic devices in your own imaginative texts to reinterpret ideas
and to prompt critical and emotional responses.
You have been asked to use these skills to present at a literary festival celebrating your
studied text, Sweet Country.

Task
Create, script and present an imaginative spoken or multimodal response to Sweet
Country. Your response should:
• be a reimagining of a character and/or representations of concepts, identities, times
and places from the original novel;
• be set in a different context from the original novel; and
• invite the audience of critics to question or reflect on the dominant cultural
assumptions, attitudes, values and beliefs that underpin the original text and/or the new
cultural context.

You may respond in any imaginative form that allows you to demonstrate the
assessment objectives, for example:

● A monologue or soliloquy (spoken)

● A digital story (multimodal)

Notes:
• A multimodal submission must include a combination of at least two modes, one of
which must be spoken/signed.
• The spoken/signed mode includes the use of both verbal and non-verbal skills (and
complementary, if appropriate).
• Assume your audience is familiar with your base text and new cultural context.

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 Checkpoints
1. Submit your outline by the due date specified by the teacher.
2. Submit your draft by the due date specified by the teacher.
3. Submit your final copy by the due date (see cover sheet).

Authentication strategies
● You will be provided class time for task completion.
● Your teacher will conduct interviews or consultations as you develop the response.
● Your teacher will collect and annotate a draft.
● You must acknowledge all sources (if applicable).
● Your draft and final script must be submitted via Turnitin (Student Café) as a PDF
or Word document.

Scaffolding

● Choose the subject matter and central idea(s) for reinterpreting the base text.
● Decide on a different context (time and/or place) from the original text that best
suits your purpose.
● In consultation with your teacher, decide on a genre and form that best suit your
purpose.
● Use mode-appropriate narrative techniques, aesthetic features and stylistic
devices best suited to your genre and form to prompt critical and emotional
audience responses. For example, you could use point of view, narrative voice,
plot structure, characterisation, symbolism, motifs, setting, dialogue and mood.
● Plan your blocking (use of verbal and non-verbal skills): tone, pausing, facial
expressions, gestures, proximity, stance & movement.
● Refine, rehearse and film your imaginative spoken/multimodal response.
● Edit your footage (if applicable).

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Instrument-specific marking guide (IA2): Extended response — imaginative spoken/multimodal response (25%)
Criterion: Knowledge application

Assessment objectives
3. create perspectives and representations of concepts, identities, times and places in a reimagined text
4. make use of the ways cultural assumptions , attitudes, values and beliefs underpin texts to invite audiences to reinterpret the base text
5. use aesthetic features and stylistic devices in a reimagined text to prompt emotional and critical responses

The student work has the following characteristics: Marks

• subtle and complex creation of perspectives and representations of concepts, identities, times and places in a reimagined text
• discerning manipulation of the ways cultural assumptions , attitudes, values and beliefs underpin texts, to invite audiences to reinterpret the 8–9
base text
• discerning use of aesthetic features and stylistic devices to prompt emotional and critical audience responses.

• effective creation of perspectives and representations of concepts, identities, times and places in a reimagined text
• effective manipulation of the ways cultural assumptions , attitudes, values and beliefs underpin texts, to invite audiences to reinterpret the 6–7
base text
• effective use of aesthetic features and stylistic devices to prompt emotional and critical audience responses.

• appropriate creation of perspectives and representations of concepts, identities, times and places in a reimagined text
• appropriate use of the ways cultural assumptions , attitudes, values and beliefs underpin texts, to invite audiences to reinterpret the base text 4–5
• appropriate use of aesthetic features and stylistic devices to prompt audience responses.

• superficial creation of perspectives and representations of concepts, identities, times and places in a reimagined text
• superficial use of the ways cultural assumptions , attitudes, values and beliefs underpin texts, to invite audiences to reinterpret the base text 2–3
• use of aspects of aesthetic features and stylistic devices that vary in suitability.

• creation of fragmented perspectives and representations of concepts, identities, times and places in a reimagined text
• fragmented use of some ways ideas underpin texts 1
• fragmented use of language features .

• does not satisfy any of the descriptors above. 0

Criterion: Organisation and development

Assessment objectives
1. use patterns and conventions of an imaginative genre to engage audiences with a reimagined text and invite them to reinterpret the base text
2. establish and maintain the role of the speaker/signer/designer and relationships with audiences
6. select and synthesise subject matter to support perspectives in the reimagined text
7. organise and sequence subject matter to achieve particular purposes
8. use cohesive devices to emphasise ideas and connect parts of the reimagined text

The student work has the following characteristics: Marks

• discerning use of the patterns and conventions of the chosen genre , and the role of the speaker/signer/designer, to engage audiences with a
reimagined text and invite them to reinterpret the base text
• discerning selection and synthesis of subject matter to support perspectives in a reimagined text 8–9
• discerning organisation and sequencing of subject matter to achieve particular purposes, including the discerning use of cohesive devices to
develop and emphasise ideas and connect parts of the reimagined text.

• effective use of the patterns and conventions of the chosen genre , and the role of the speaker/signer/designer, to engage audiences with a
reimagined text and invite them to reinterpret the base text
• effective selection and synthesis of subject matter to support perspectives in a reimagined text 6–7
• effective organisation and sequencing of subject matter to achieve particular purposes, including the effective use of cohesive devices to
develop and emphasise ideas and connect parts of the reimagined text.

• suitable use of the patterns and conventions of the chosen genre , and the role of the speaker/signer/designer, to establish and maintain
relationships with audiences
• suitable selection and synthesis of subject matter to support perspectives in a reimagined text 4–5
• suitable organisation and sequencing of subject matter to achieve particular purposes, including the suitable use of cohesive devices to
develop and emphasise ideas and connect parts of the reimagined text.

• inconsistent use of the patterns and conventions of the chosen genre , and the role of the speaker/signer/designer, to establish relationships
with audiences
2–3
• narrow selection of subject matter to support perspectives
• disjointed organisation and sequencing of subject matter, including some use of cohesive devices to connect parts of the reimagined text.

• fragmented use of the patterns and conventions of the chosen genre and aspects of the role of the speaker/signer/designer
• fragmented selection of subject matter 1
• some connections between parts of the text.

• does not satisfy any of the descriptors above. 0

Criterion: Textual features

Assessment objectives
9. make language choices for particular purposes and contexts
10. use grammar and language structures for particular purposes
11. use spoken/signed and non-verbal features (and complementary, if appropriate) to achieve particular purposes.

Literature 2019 Queensland Curriculum & Assessment Authority

General Senior Syllabus ISMG v1.4 August 2018
1
 The student work has the following characteristics: Marks

• discerning language choices for particular purposes in a specific context

• discerning combination of a range of grammatically accurate / appropriate language structures to achieve particular purposes
• discerning use of spoken/signed and non-verbal features (and complementary, if appropriate) to achieve particular purposes:
6–7
− pronunciation, phrasing and pausing, audibility and clarity, volume, pace, silence
− facial expressions, gestures, proximity, stance, movement
− graphics, still and moving images, design elements, music and sound effects (if appropriate)

• effective language choices for particular purposes in a specific context

• effective use of a range of grammatically accurate / appropriate language structures to achieve particular purposes
• effective use of spoken/signed and non-verbal features (and complementary, if appropriate) to achieve particular purposes:
4–5
− pronunciation, phrasing and pausing, audibility and clarity, volume, pace, silence
− facial expressions, gestures, proximity, stance, movement
− graphics, still and moving images, design elements, music and sound effects (if appropriate)

• suitable language choices for particular purposes in a specific context

• suitable use of a range of mostly grammatically accurate / appropriate language structures to achieve particular purposes
• suitable use of spoken/signed and non-verbal features (and complementary, if appropriate) to achieve particular purposes:
3
− pronunciation, phrasing and pausing, audibility and clarity, volume, pace, silence
− facial expressions, gestures, proximity, stance, movement
− graphics, still and moving images, design elements, music and sound effects (if appropriate)

• language choices that vary in suitability

• uneven use of grammar and language structures
• use of spoken/signed and non-verbal features (and complementary, if appropriate) that vary in suitability:
2
− pronunciation, phrasing and pausing, audibility and clarity, volume, pace, silence
− facial expressions, gestures, proximity, stance, movement
− graphics, still and moving images, design elements, music and sound effects (if appropriate)

• inappropriate language choices

• fragmented use of grammar and language structures
• variable and inappropriate use of spoken/signed, nonverbal and complementary (if appropriate) features:
1
− pronunciation, phrasing and pausing, audibility and clarity, volume, pace, silence
− facial expressions, gestures, proximity, stance, movement
− graphics, still and moving images, design elements, music and sound effects (if appropriate)

• does not satisfy any of the descriptors above. 0

Literature 2019 Queensland Curriculum & Assessment Authority

General Senior Syllabus ISMG v1.4 August 2018
2