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Romanticism assess 2_2011
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Romanticism assess 2_2011

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  • 1. High School Faculty of English Year 12 English Extension I: Assessment Task IITask:Collaborative novella writingWeightings: Reading/Writing – 10%Speaking/Listening – 10%Issued: Tuesday, 7th February, 2012Due:Friday, 16th March, 2012 (final polished writing)OUTCOMES:H1: A student distinguishes and evaluates the values expressed through texts.H3: A student composes extended texts.THE OBJECTIVES OF THIS ASSESSMENT:Develop your skills in: sustained composition.Develop your ability tovalue and appreciate: their developing skills as users of English the pleasure and diversity of language and literature the role of language and literature in their lives appropriateness, subtlety and aesthetics in language use.CREATIVE WRITING:Your second task requires you to work collaboratively and independently to sharpenyour skills as a creative writer. As a team we will be collaborating to write a novella.A novella is a short novel of up to 40, 000 words. As a contributor to this piece, youare expected to write a minimum of two ‘chapters’ totaling 1500 words and amaximum of 2000 words. The direction of the narrative and the form of the novellaas well as the characters and the interaction between them will be decided upon asa group. However, your writing will reflect your response to this term’s driving: Should artists challenge the ways of thinking of their contemporaries?It is essential that you consider the value of both an affirmative and a negativeresponse to this question and give thought to how your writing reflect will reflectyour answer.AUDIENCE: Our novella will be entered into the The Somerset National NovellaWriting Competition using a pseudonym as well as being published on the The LastRomantics webpage.Bianca Hewes, Davidson High School
  • 2. Tasks:1. As a team, create a plan for the novella. This plan must include a consideration ofthe six elements of creative writing: plot, setting, characterisation, theme, conflictand writing style. Each individual must be allocated a character and a place withinthe narrative. It is essential that this plan indicate what aspects of the scientific,philosophic, religious and economic paradigms that informed Romanticism will beexplored in the novella. It should also indicate whether each character/plot elementwill reflect or challenge the Romantic ways of thinking.NOTE: This plan may take the form of a shared mind-map, a table or a series of dotpoints.2. Each writer must presentto the class a detailed character portrait and plot graphfor their contribution to the novella. (approx. 5 minutes)DUE: Tuesday, 21st February3. A first draft of each writer’s chapters is to be submitted for peer, self and teacherfeedback. This must be a complete draft of no less than 1200 words and no morethan 2500 words.Tuesday 28th February4. A revised draft of each writer’s chapters is to be submitted for peer, self andteacher feedback. This draft must clearly demonstrate revision based on thefeedback given the previous week. Writers will also give a two-minute presentationexplaining how one aspect of their writing has changed as a result of feedback.Tuesday, 6th March5. A final and polished copy of the writing of no less than 1500 wordsand no more than 2000 words is to be submitted for grading.Tuesday 13th MarchPossible resources to assist the collaborative writing process:http://www.volpen.com/https://docs.google.com/http://www.protagonize.com/In your writing you must: demonstrate control in the use of language and form appropriate to the task create characters and events reflective of the attitudes and insights typical of the Romantics, along with insight into the paradigm shifts from Enlightenment to Romanticism include personal reflection on the place that nature, the imagination, individualism and idealism have in artistic expression generally, and your character’s life specifically frame the narrative in its broader context (the age of revolutions, widespread national / international change, etc) and explain the significance of this context to the degree to which Romantic thinkers and writers (or your character) sought to dismantle or challenge accepted practiceBianca Hewes, Davidson High School

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