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How  to  tackle  an  unseen  prompt  in  a  Context  SAC  or  Examina7on

• The VCAA English Examination will have one unseen prompt in the Section B, and it’ll require you to develop a piece of writing in either expository, persuasive or imaginative form.

• Your piece should be based on, or (at the least) allude to the core principles and themes about Encountering Conflict in either of the subscribed texts you have studied- in our case, Graham Greene’s The Quiet American, or Bruce Beresford’s Paradise Road.

• This week’s SAC will mimic the structure of Section B, and provide only one prompt of which you will respond to with a piece of writing.

• As soon as you see the prompt (during reading time), consider: - The key words of the prompt; - The themes and concepts the prompt attempts to trigger in the writer; and, - What the prompt says about encountering conflict.

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• If you are remotely unsure about any of the concepts in the prompt, - Use your dictionary to define the key words of the prompt; - Consider how you will prove that definition in your piece; and, - Perhaps ensure that your definition of encountering conflict is correct.

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• Think about how the prompt is true, and: - What arguments can I use to prove that the prompt is in fact plausible; - What extraneous sources can I draw upon, allude or refer to in my piece to prove the

prompt; and, - How does Paradise Road link to the prompt in that it proves it to be correct.

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• Think about how the prompt is untrue, and: - What arguments can I use to prove that the prompt is not plausible; - What extraneous sources can I draw upon, allude or refer to in my piece to prove that

prompt is not the case; and, - How does Paradise Road link to the prompt in that it proves it to be incorrect.

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• Now, prepare for writing, and ask yourself some questions about the prompt, like: - How can I challenge this prompt?; - How can my coursework piece, and other practice pieces too, be adapted to the

response for this SAC?; and, - At the beginning of writing time, how will I structure my piece?

- Quickly write a plan as to how you will respond to the prompt, noting all the sources and language you would like to use.

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Notes:

• You will have to write a Statement of Intent that: - is a minimum of 200 words; - outlines what your piece is about, and how you went about writing it.

- Use the following structure if you are unsure as to how to structure a Statement of Intent. Note that you do not have to structure your SOI in this order!

Form: Have you written in expository form, imaginative form or persuasive form? What type of text-type is it: Expository Essay? Diary Entry? Speech? Language: Have you used formal language? Why? Have you used informal language? Why? Is your language choice the appropriate one for your character/form/text-type? Audience Who is your target audience? Why is your opinion piece not targeting a general audience? Why is your expository essay better suited to those with an interest in politics? Purpose: What do you intend your piece to do? Do you intend it to argue? To inform? To suggest? What do you want your readers to take from your piece? Context: How does your piece respond to the context Encountering Conflict? What does your piece say about conflict? How does your piece allude to the notion of encountering?

• It is best to write your SOI after you have finished writing your piece, as it’ll be easier to write your Statement of Intent after you have written the main piece than it would be to write your piece based on a rather short piece of writing about your intended piece.

• A strong and deliberate Statement of Intent is necessary to performing well in the SAC. • However, you will not need to write a Statement of Intent in Section B of the Exam. • This SAC contributes 50 out of 100 VCAA Marks to your Unit 4 Study Score. • Refer to next page for bands and assessment criterion.

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Outcome 2 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.

MARK RANGE DESCRIPTOR: typical performance in each range

41–50 marks Top Band

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.

31–40 marks Second Band

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.

21–30 marks Third Band

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 in writing a clear, coherent and general explanation of personal authorial choices.

11–20 marks Fourth Band

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. Clear expression of ideas in writing. Use of limited metalanguage and clear written expression to identify personal authorial choices

1–10 marks Fifth Band

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. Simple expression of ideas in writing. Little use of metalanguage and simple written expression to identify a limited range of personal authorial choices.