Assessment+portfolios+feedback

All responses explain how the main characters belong or do not belong in their worlds. Stronger responses **extend** this information to **general concepts** about **belonging**. Most responses identified some techniques and used plot reference and/ or characterisation. Stronger responses **linked** a **wide variety** of **techniques** to specific textual **examples** and these to the concept of **belonging**. All responses identified technqiues that the composer of their text used well. Stronger responses linked these techniques to audience engagement and/ or emotional impact. All responses identified some significant quotes. Better responses explained the relevance of any quotes where the link to belonging was not immediately clear. All responses were stronger on question 6 than question 2. Stronger responses showed a **complex** understanding of the concept of **belonging** **independent of** their **text**. Some responses came to conclusions that could not be sustained in an argument. **Be careful of what generalisations you make**. All responses referred to the concept of belonging and linked their texts to the question. Stronger responses had arguments, expressed in the form of **topic sentences**, to back up their thesis (agreement or disagreement with the question) All responses referenced techniques. Stronger responses **linked** a **wide** **range** of **techniques** to textual **examples** to the concept of**belonging** All responses related their texts to belonging. Some responses did not use the texts they said best related to //Strictly Ballroom// in their essays. This was, quite frankly, mystifying. Stronger responses drew specific **links** between concepts of **belonging** in //**Strictly Ballroom**// and their **related texts**. Generally, the selection of related texts was effective. Some related texts, especially in the multimedia section, were not directly related to belonging and/ or were not substantial enough to sustain a thorough analysis. A strange, yet common, phenomena was the desire to define techniques. Remember, you're writing for English teachers, so you don't need to explain basic English terms for us. English teachers know //you know// what techniques are when you identify and assess their use correctly. If you don't do that, not even a definition can save you! Some responses did not have all 5 related texts. For those responses, you are able to get a maximum of 6 marks for each responses. Therefore if you have only done 3 related texts, the maximum marks you can get for Part A is 18. All responses had difficulties with spelling, capitalisation, punctuation, referencing, unfinished sentences, nonsensical sentences, logical paragraphing and uniform formatting. These things are all extremely important. =**__//FRIENDS DON'T LET FRIENDS HAND IN UNEDITED ASSESSMENTS. EDIT A FRIENDS ASSESSMENT TASK TODAY!!//__**= If you would like more specific feedback on your assessment task, please feel free to email me. The earlier you email, the more likely you are to get a quick response.
 * __PART A__**
 * __Question 1__**
 * __Question 3__**
 * __Question 4__**
 * __Question 5__**
 * __Questions 2 and 6__**
 * __PART B__**
 * Essay**
 * Personal Response**
 * __General Feedback__**