What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You will show your understanding of how context shapes verbal language use. You are going to choose a context that relates to a text you have studied or will be studying this year. Your context should not be the studied text itself.
You will:
- identify a context that relates to your studied text and check with your teacher that it will provide you with sufficient verbal language at an appropriate level. For example, your studied text might be Animal Farm and some related contexts could be the language of propaganda, the language of political corruption, or the language of 1940s Britain
- select an appropriate text which relates to the context you've selected. For example, a speech from a political leader, written materials developed as propaganda, or a text written in 1940s Britain
- describe the context
- closely read the text to identify specific examples of verbal language used in that context
- describe characteristics of the specific examples of verbal language and how they are typical of the context
- explain how the context has influenced the specific examples of verbal language and how the examples connect
- draw conclusions about the relationship between the context and the specific verbal language choices.
You will show your understanding of how context shapes verbal language use. You are going to choose a context that relates to a text you have studied or will be studying this year. Your context should not be the studied text itself.
You will:
- identify a context that relates to your studied text and check with your teacher that it will provide you with sufficient verbal language at an appropriate level. For example, your studied text might be Animal Farm and some related contexts could be the language of propaganda, the language of political corruption, or the language of 1940s Britain
- select an appropriate text which relates to the context you've selected. For example, a speech from a political leader, written materials developed as propaganda, or a text written in 1940s Britain
- describe the context
- closely read the text to identify specific examples of verbal language used in that context
- describe characteristics of the specific examples of verbal language and how they are typical of the context
- explain how the context has influenced the specific examples of verbal language and how the examples connect
- draw conclusions about the relationship between the context and the specific verbal language choices.
How to present your learning
You will demonstrate your understanding of how context shapes verbal language through a written response. This could take the form of an essay, but may also include a report or another appropriate written text type.
Your written response should be approximately 750-800 words.
You can discuss other possible ways of presenting your evidence with your teacher. These may include visual verbal presentations (3-4 minutes) and oral presentations (3-4 minutes).
You will demonstrate your understanding of how context shapes verbal language through a written response. This could take the form of an essay, but may also include a report or another appropriate written text type.
Your written response should be approximately 750-800 words.
You can discuss other possible ways of presenting your evidence with your teacher. These may include visual verbal presentations (3-4 minutes) and oral presentations (3-4 minutes).
Timeframe
Your teacher will provide details of the time you have, the checkpoints, and the submission date/time for your final assessment.
Your final presentation should take approximately 6-8 hours of class time to produce. You may also work on your presentation in your own time.
Your teacher will provide details of the time you have, the checkpoints, and the submission date/time for your final assessment.
Your final presentation should take approximately 6-8 hours of class time to produce. You may also work on your presentation in your own time.
Getting started
You may wish to use the template provided with the student resources. This will help you to:
- outline the context
- give specific examples of the verbal language use
- consider the characteristics of the verbal language
- explain why and how the verbal language is used in the context.
You may wish to use the template provided with the student resources. This will help you to:
- outline the context
- give specific examples of the verbal language use
- consider the characteristics of the verbal language
- explain why and how the verbal language is used in the context.
Student resources
Here are some examples of texts and how they can relate to more than one context. This is not an exhaustive list, and you will need to work with your teacher to identify an appropriate context that relates to your studied text. Once you have identified a context, you will need to identify an appropriate text to use for this Assessment Activity so that you can identify specific example of verbal language use.
Example 1
Studied text/s: poetry of Wilfred Owen and Siegfried Sassoon.
Possible related contexts:
- World War I
- Language of war
- Language of masculinity.
Possible text type: war poetry, sports biographies, and similar things.
Example 2
Studied text/s: poetry of Maya Angelou, Langston Hughes, Amanda Gorman, war poetry.
Possible related contexts:
- The language of protest.
Possible text type: speeches by Martin Luther King, Malcolm X, Greta Thunberg, and similar things.
Example 3
Studied text/s: Animal Farm by George Orwell.
Possible related contexts:
- The language of propaganda/conspiracy.
Possible text types: propaganda posters from WWI and WW2, speeches made by politicians, comments on news articles (you will need to identify the commentators who are using the language of conspiracy), websites dedicated to conspiracy theories, social media posts made by a group, and similar things.
Example 4
Studied text/s: Billy Elliot directed by Stephen Daldry.
Possible related contexts:
- The language of identity (inclusion or exclusion).
Possible text types: political debates on relevant issues, opinion pieces on relevant issues, and similar things.
Here are some examples of texts and how they can relate to more than one context. This is not an exhaustive list, and you will need to work with your teacher to identify an appropriate context that relates to your studied text. Once you have identified a context, you will need to identify an appropriate text to use for this Assessment Activity so that you can identify specific example of verbal language use.
Example 1
Studied text/s: poetry of Wilfred Owen and Siegfried Sassoon.
Possible related contexts:
- World War I
- Language of war
- Language of masculinity.
Possible text type: war poetry, sports biographies, and similar things.
Example 2
Studied text/s: poetry of Maya Angelou, Langston Hughes, Amanda Gorman, war poetry.
Possible related contexts:
- The language of protest.
Possible text type: speeches by Martin Luther King, Malcolm X, Greta Thunberg, and similar things.
Example 3
Studied text/s: Animal Farm by George Orwell.
Possible related contexts:
- The language of propaganda/conspiracy.
Possible text types: propaganda posters from WWI and WW2, speeches made by politicians, comments on news articles (you will need to identify the commentators who are using the language of conspiracy), websites dedicated to conspiracy theories, social media posts made by a group, and similar things.
Example 4
Studied text/s: Billy Elliot directed by Stephen Daldry.
Possible related contexts:
- The language of identity (inclusion or exclusion).
Possible text types: political debates on relevant issues, opinion pieces on relevant issues, and similar things.
[ File Resource ]
- Title: EN 1.1c Student Resource
- Description: English 1.1c Student Resource
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-12/EN%201.1%20Student%20Resource_1.docx?VersionId=TSfPjMHzpy6s2vueTk0ulV8E6whdXmUE
- File Extension: docx
- File Size: 106KB
- EN 1.1c Student Resource.docx
- Description: English 1.1c Student Resource
EN 1.1c Student Resource
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You will show your understanding of how context shapes verbal language use. You are going to choose a context that relates to a text you have studied or will be studying this year. Your context should not be the studied text itself.
You will:
- identify a context that relates to your studied text and check with your teacher that it will provide you with sufficient verbal language at an appropriate level. For example, your studied text might be Animal Farm and some related contexts could be the language of propaganda, the language of political corruption, or the language of 1940s Britain
- select an appropriate text which relates to the context you've selected. For example, a speech from a political leader, written materials developed as propaganda, or a text written in 1940s Britain
- describe the context
- closely read the text to identify specific examples of verbal language used in that context
- describe characteristics of the specific examples of verbal language and how they are typical of the context
- explain how the context has influenced the specific examples of verbal language and how the examples connect
- draw conclusions about the relationship between the context and the specific verbal language choices.
You will show your understanding of how context shapes verbal language use. You are going to choose a context that relates to a text you have studied or will be studying this year. Your context should not be the studied text itself.
You will:
- identify a context that relates to your studied text and check with your teacher that it will provide you with sufficient verbal language at an appropriate level. For example, your studied text might be Animal Farm and some related contexts could be the language of propaganda, the language of political corruption, or the language of 1940s Britain
- select an appropriate text which relates to the context you've selected. For example, a speech from a political leader, written materials developed as propaganda, or a text written in 1940s Britain
- describe the context
- closely read the text to identify specific examples of verbal language used in that context
- describe characteristics of the specific examples of verbal language and how they are typical of the context
- explain how the context has influenced the specific examples of verbal language and how the examples connect
- draw conclusions about the relationship between the context and the specific verbal language choices.
How to present your learning
You will demonstrate your understanding of how context shapes verbal language through a written response. This could take the form of an essay, but may also include a report or another appropriate written text type.
Your written response should be approximately 750-800 words.
You can discuss other possible ways of presenting your evidence with your teacher. These may include visual verbal presentations (3-4 minutes) and oral presentations (3-4 minutes).
You will demonstrate your understanding of how context shapes verbal language through a written response. This could take the form of an essay, but may also include a report or another appropriate written text type.
Your written response should be approximately 750-800 words.
You can discuss other possible ways of presenting your evidence with your teacher. These may include visual verbal presentations (3-4 minutes) and oral presentations (3-4 minutes).
Timeframe
Your teacher will provide details of the time you have, the checkpoints, and the submission date/time for your final assessment.
Your final presentation should take approximately 6-8 hours of class time to produce. You may also work on your presentation in your own time.
Your teacher will provide details of the time you have, the checkpoints, and the submission date/time for your final assessment.
Your final presentation should take approximately 6-8 hours of class time to produce. You may also work on your presentation in your own time.
Getting started
You may wish to use the template provided with the student resources. This will help you to:
- outline the context
- give specific examples of the verbal language use
- consider the characteristics of the verbal language
- explain why and how the verbal language is used in the context.
You may wish to use the template provided with the student resources. This will help you to:
- outline the context
- give specific examples of the verbal language use
- consider the characteristics of the verbal language
- explain why and how the verbal language is used in the context.
Student resources
Here are some examples of texts and how they can relate to more than one context. This is not an exhaustive list, and you will need to work with your teacher to identify an appropriate context that relates to your studied text. Once you have identified a context, you will need to identify an appropriate text to use for this Assessment Activity so that you can identify specific example of verbal language use.
Example 1
Studied text/s: poetry of Wilfred Owen and Siegfried Sassoon.
Possible related contexts:
- World War I
- Language of war
- Language of masculinity.
Possible text type: war poetry, sports biographies, and similar things.
Example 2
Studied text/s: poetry of Maya Angelou, Langston Hughes, Amanda Gorman, war poetry.
Possible related contexts:
- The language of protest.
Possible text type: speeches by Martin Luther King, Malcolm X, Greta Thunberg, and similar things.
Example 3
Studied text/s: Animal Farm by George Orwell.
Possible related contexts:
- The language of propaganda/conspiracy.
Possible text types: propaganda posters from WWI and WW2, speeches made by politicians, comments on news articles (you will need to identify the commentators who are using the language of conspiracy), websites dedicated to conspiracy theories, social media posts made by a group, and similar things.
Example 4
Studied text/s: Billy Elliot directed by Stephen Daldry.
Possible related contexts:
- The language of identity (inclusion or exclusion).
Possible text types: political debates on relevant issues, opinion pieces on relevant issues, and similar things.
Here are some examples of texts and how they can relate to more than one context. This is not an exhaustive list, and you will need to work with your teacher to identify an appropriate context that relates to your studied text. Once you have identified a context, you will need to identify an appropriate text to use for this Assessment Activity so that you can identify specific example of verbal language use.
Example 1
Studied text/s: poetry of Wilfred Owen and Siegfried Sassoon.
Possible related contexts:
- World War I
- Language of war
- Language of masculinity.
Possible text type: war poetry, sports biographies, and similar things.
Example 2
Studied text/s: poetry of Maya Angelou, Langston Hughes, Amanda Gorman, war poetry.
Possible related contexts:
- The language of protest.
Possible text type: speeches by Martin Luther King, Malcolm X, Greta Thunberg, and similar things.
Example 3
Studied text/s: Animal Farm by George Orwell.
Possible related contexts:
- The language of propaganda/conspiracy.
Possible text types: propaganda posters from WWI and WW2, speeches made by politicians, comments on news articles (you will need to identify the commentators who are using the language of conspiracy), websites dedicated to conspiracy theories, social media posts made by a group, and similar things.
Example 4
Studied text/s: Billy Elliot directed by Stephen Daldry.
Possible related contexts:
- The language of identity (inclusion or exclusion).
Possible text types: political debates on relevant issues, opinion pieces on relevant issues, and similar things.
[ File Resource ]
- Title: EN 1.1c Student Resource
- Description: English 1.1c Student Resource
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-12/EN%201.1%20Student%20Resource_1.docx?VersionId=TSfPjMHzpy6s2vueTk0ulV8E6whdXmUE
- File Extension: docx
- File Size: 106KB
- EN 1.1c Student Resource.docx
- Description: English 1.1c Student Resource