This document provides guidelines for students at Western Springs College to structure reading logs analyzing texts they have read as part of their Year 10 English personal reading requirement. It outlines five criteria (purpose/audience, ideas, language features, structure, and characterization) that students' analyses will be assessed against at different achievement levels from "Not Achieved" to "Achieved with Excellence." It provides an exemplar reading log response following the specified structure and addressing each of the outlined criteria to demonstrate the requirements.

1. Western Springs College
Year Ten English
Personal Reading
2012
Name: _____________________

2. Year 10 ENGLISH Personal Reading Achievement Criteria
Not
Achieved
Nearly
Achieved
Achieved Achieved
with Merit
Achieved with
Excellence
Purpose/
Audience
Begin to show
understanding
of author’s
purpose.
Developing
understanding of
author’s purpose.
Show understanding
of author’s purpose
with supporting
evidence.
Show convincing
understanding of
author’s purpose
with supporting
evidence.
Show perceptive
understanding of
authors’ purposes
with supporting
evidence.
Ideas Begin to show
understanding
of ideas within
texts.
Developing
understanding of
ideas within texts.
Show understanding
of ideas within texts
with supporting
evidence.
Show convincing
understanding of
ideas within text
with supporting
evidence.
Show perceptive
understanding of
ideas within and
across texts with
supporting
evidence.
Language
Features
Begin to show
understanding
of how
language
features are
used within
texts.
Developing
understanding of
how language
features are used
within texts.
Show understanding
of how language
features are used
within texts with
supporting evidence.
Show convincing
understanding of
how language
features are used
within texts with
supporting
evidence.
Show perceptive
understanding of
how language
features are used
within and across
texts with
supporting
evidence.
Structure Begin to show
understanding
of a range of
structures.
Developing
understanding of
a range of
structures.
Show understanding
of a range of
structures with
supporting evidence.
Show convincing
understanding of
a range of
structures with
supporting
evidence.
Show perceptive
understanding of
a range of
structures across
texts with
supporting
evidence.
You need to read and show understanding of a range of (mostly written) text types.
The books or texts could include: novels, non-fiction books, biography or autobiography, travel
books, graphic novels.
The expectation is that at least half of the texts you read are novels.
You can do a poetry collection or a short story if you wish –but no more than one. Similarly, one of
your responses can be a film.
Note: to gain an Achievement grade you must have AT LEAST FOUR logs that meet the standard
for Achievement.
To gain Merit you must have AT LEAST SIX logs that meet the standard for Merit.
To gain Excellence you must have AT LEAST EIGHT logs that meet the standard for Excellence
(note that this includes each log making at least one comparison with other texts).

3. Use the following guidelines to structure each response:
Title: Author:
Text Type: Date of response:
▼
Summarise your text in no more than 10 lines
▼
Describe the Setting (time, place and social, historical or cultural context) of your text.
▼
Structure - Most novels and films follow a similar structural pattern, which is:
Exposition – the reader is introduced to the setting, the characters and the situation
Complication – a series of storylines is introduced, and problems arise, which leave us wondering
how things will turn out
Climax – towards the end of the story, something major occurs which affects the characters and
the story
Resolution – the various threads in the story are tied up and problems often resolved
Explain how your novel follows this pattern, or how it differs. Some novels have a flashback; if
your author has used this technique, explain why it has been used.
▼
CHARACTERISATION - Choose one character that made an impression on you (e.g.someone
you liked or disliked).
Write a brief description of this person, then give details of something that he/she did in the book
that helped form your opinion, in a paragraph beginning:
Something that I liked/disliked about this character was:
▼
THEME (The message or the main idea in the text). Often in a novel or non-fiction book, an author
is trying to teach us something, or show us something about human behaviour or the human
experience.
In a sentence or two, identify what you think the main message is in your text.
Write a paragraph, explaining how this purpose was made clear to you, giving supporting
evidence.
▼
LANGUAGE Identify one language feature which has been used effectively in the novel, and
explain – with several examples – the author’s purpose in using it. (You might choose narrative
point of view, imagery or sound devices, idiomatic or colloquial language, changes in register,
syntax or sentence structure, symbolism etc)

4. Exemplar
Title: The Legend of Kevin the Plumber Author: Scot Gardner
Text Type: Novel Date of response: February 2012
Summarise your text in a paragraph of no more than 10 lines
This novel focuses on Gary Sleep, who is about to turn 17 as the novel begins. He lives with his
mum Karen, and her husband Mario, in their house in Mullet Point. He has a sister Sharon who is
12. His dad disappeared to Queensland when Gary was very young, and now they get in touch
only rarely. He gets on well with Mario, his step-father. When he leaves school, Mario gets him
casual work with a plumbing firm, where he meets Kevin Daly and learns the trade from him. Kevin
is his father’s age and is fond of Gaz, because his own son died some years back. This novel is
about what Gary learns in the course of these months in his first job, not only about plumbing, but
about relationships, and about life. It is very funny, but also very moving in places, as Gary comes
to terms with disappointment, loss and grief.
Describe the Setting (time, place and social, historical or cultural context) of your text.
This novel is set in the fictional Australian town of Mullet Head, which is a small coastal settlement.
The nearest town is Christmas Bay. It is set in the present and Gary is very much the typical
Aussie teenager.
Structure - Identify the exposition / complication / climax /resolution –any flashbacks
This novel follows the normal structure.
In the first two chapters, the exposition, we meet Gary and his family and friends, learn the
setting and the fact that Gary hates school and is going to be looking for a job.
From then on, there are several storylines. Gary takes a job as a plumber and we want to know if
he is going to be man enough to stay at it. He doesn’t get on with his mother or grandfather, and
the reader is interested to know if his plan to go and live with his dad in Queensland will work out.
Obviously Gary likes Ash and we wonder if they will become boyfriend and girlfriend. We also want
to know what will happen to Gaz’s mates Aggie and Gel.
The climax in this novel is the unexpected death of Kevin the plumber from cancer, which co-
incides with Gary finding out that his father is in jail and realizing that he has feelings for Ash.
In the resolution, Gary mends his relationship with his mum and his grandfather and decides to
hang around because Mario is going to build him his own sleepout. Kevin has left him his old ute in
his will, and it becomes clear to Gaz that he really wants to carry on with being a plumber. Things
sort out with Aggie and Gel, and he finally expresses his feelings for Ash.
The story begins with a flashback to Gary in grade 3, when he has been sent to the principal’s
office and is busting to go to the toilet. He decides to use a pot-plant on Mr Telford’s desk and
instead pees all over the principal’s diary, his own hand, his shorts, the carpet and Mr Telford.
The author has used this short chapter to hook the reader in, by showing us how rebellious Gary
was as even a junior student, but mostly to show us there is humour in the book.
CHARACTERISATION - Choose one character that made an impression on you (e.g. you liked or
disliked) and write a paragraph explaining why you felt that way, with supporting evidence.
A character in this novel who I really liked is Gary, who has dreads, which he got in year 7, and
likes bands like ‘Metallica.’ His best friends are twins: Gel and Aggie, and he has a female friend

5. Ash who he realizes he loves by the end of the novel. He hates school and leaves to find work in
the first chapters of the novel.
Something that I really liked about Gary was his willingness to work hard in his role as a
plumber’s apprentice and not give up when things got tough, so that the job finally becomes really
satisfying and enjoyable. His first job is to dig a 15 metre trench in rock-hard soil and he is
determined to prove that he can do it: “I dug and dug and played backhoe. When the inside of my
thumb started to hurt I checked that Homer was out of range and for a while I made digger noises,
like a three-year-old, to take my mind off the pain.” He does disgusting jobs, like cleaning out
septic tanks and crawling under houses amongst spiders and dog poo, but he is always willing to
man up and do what needs to be done. Kevin develops a real admiration for him as a result: “You
right, Gary?” he eventually said. “You did well back there. Good job.”
THEME (The message or the main idea in the text). In a sentence or two, identify what you think
was the author’s purpose in this text.
Write a paragraph, explaining how this purpose was made clear to you, giving supporting
evidence.
I think the author’s purpose is to show how someone’s values can change and they can develop
a new appreciation of people and relationships as they grow up. At the start of the novel, Gary
comes across as a typical selfish, lazy teenager who dislikes getting up in the morning, hates
school and authority figures, and is rude and unpleasant to his mother and step-father. By the
end, he is a lot more thoughtful, appreciative and adult about a whole lot of things.
This is revealed is through his changed attitude to work and being told what to do. On the day he
signs out of school, he is as disruptive as he can possibly be, and swears at his teacher before he
leaves. He has no desire to be a plumber: “Not bloody likely.” As time passes however, he starts to
enjoy learning new skills and testing himself physically, as well as having money to spend. He
feels more independent and enjoys the affirmation he gets from Kevin. Once he has “tasted the
world” he knows there is no going back. By the end of the novel, he has shaved off his dreads, he
has learnt to be appreciative and honest with his mum, Mario and Ash, and he realizes that Kevin
had helped him “ find a world bubbling with adventure and new things to understand.”
LANGUAGE Identify one language feature / explain why the author has used it.
In this novel, the author has used changes in the register (formality) of Gary’s conversation to
show us how he matures. At the start Scot Gardner uses a lot of colloquial language and
swearing to make Kevin sound like an authentic Aussie teenager, one who is scarcely able to
communicate an idea. When Mario’s friend first offers him work, he (reluctantly) says: “ Yeah, cool.
Fanks Mr Wasser. Fanks heaps,” which is just how kids talk. He relies on a lot of slang words like
”Bewdy” and “Like I could give a rat’s clacker.” At this stage of the novel, he doesn’t really try to
express himself clearly, but by the end, he is attempting to speak more fluently and to say what he
means. The author shows us his maturity through the changes in his language, e.g “ I think it was
mostly my fault that we’ve…you know…never got on. I’m lucky to have a granddad.” His more
formal and accurate language reflects his new willingness to communicate in a genuine way. “
You’re the best thing in my life. I’d spend every minute of every day with you, given half a chance.
Seriously.”

6. Ash who he realizes he loves by the end of the novel. He hates school and leaves to find work in
the first chapters of the novel.
Something that I really liked about Gary was his willingness to work hard in his role as a
plumber’s apprentice and not give up when things got tough, so that the job finally becomes really
satisfying and enjoyable. His first job is to dig a 15 metre trench in rock-hard soil and he is
determined to prove that he can do it: “I dug and dug and played backhoe. When the inside of my
thumb started to hurt I checked that Homer was out of range and for a while I made digger noises,
like a three-year-old, to take my mind off the pain.” He does disgusting jobs, like cleaning out
septic tanks and crawling under houses amongst spiders and dog poo, but he is always willing to
man up and do what needs to be done. Kevin develops a real admiration for him as a result: “You
right, Gary?” he eventually said. “You did well back there. Good job.”
THEME (The message or the main idea in the text). In a sentence or two, identify what you think
was the author’s purpose in this text.
Write a paragraph, explaining how this purpose was made clear to you, giving supporting
evidence.
I think the author’s purpose is to show how someone’s values can change and they can develop
a new appreciation of people and relationships as they grow up. At the start of the novel, Gary
comes across as a typical selfish, lazy teenager who dislikes getting up in the morning, hates
school and authority figures, and is rude and unpleasant to his mother and step-father. By the
end, he is a lot more thoughtful, appreciative and adult about a whole lot of things.
This is revealed is through his changed attitude to work and being told what to do. On the day he
signs out of school, he is as disruptive as he can possibly be, and swears at his teacher before he
leaves. He has no desire to be a plumber: “Not bloody likely.” As time passes however, he starts to
enjoy learning new skills and testing himself physically, as well as having money to spend. He
feels more independent and enjoys the affirmation he gets from Kevin. Once he has “tasted the
world” he knows there is no going back. By the end of the novel, he has shaved off his dreads, he
has learnt to be appreciative and honest with his mum, Mario and Ash, and he realizes that Kevin
had helped him “ find a world bubbling with adventure and new things to understand.”
LANGUAGE Identify one language feature / explain why the author has used it.
In this novel, the author has used changes in the register (formality) of Gary’s conversation to
show us how he matures. At the start Scot Gardner uses a lot of colloquial language and
swearing to make Kevin sound like an authentic Aussie teenager, one who is scarcely able to
communicate an idea. When Mario’s friend first offers him work, he (reluctantly) says: “ Yeah, cool.
Fanks Mr Wasser. Fanks heaps,” which is just how kids talk. He relies on a lot of slang words like
”Bewdy” and “Like I could give a rat’s clacker.” At this stage of the novel, he doesn’t really try to
express himself clearly, but by the end, he is attempting to speak more fluently and to say what he
means. The author shows us his maturity through the changes in his language, e.g “ I think it was
mostly my fault that we’ve…you know…never got on. I’m lucky to have a granddad.” His more
formal and accurate language reflects his new willingness to communicate in a genuine way. “
You’re the best thing in my life. I’d spend every minute of every day with you, given half a chance.
Seriously.”