Dystopian Texts<\/p>\n
Summative Assessment: Compare and Contrast Essay <\/p>\n
Task Description: Compare and contrast the author\u2019s use of dystopian elements.<\/p>\n
Considering both \u201cExamination Day\u201d and the episode \u201cEyes of the Beholder\u201d, discuss three different elements of dystopian fiction. Each of your body paragraphs should focus on one of those elements, comparing and contrasting how each text uses it.<\/p>\n
Criterion A: Analysis<\/p>\n
Maximum: 8 <\/p>\n
Students should be able to: <\/p>\n
analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts <\/p>\n
analyse the effects of the creator\u2019s choices on an audience <\/p>\n
justify opinions and ideas, using examples, explanations and terminology <\/p>\n
evaluate similarities and differences by connecting features across and within genres and texts <\/p>\n
Score<\/p>\n
IB Descriptor <\/p>\n
Task-Specific Clarifications<\/p>\n
0<\/p>\n
The student does not reach a standard described by any of the descriptors below.<\/p>\n
The student does not reach a standard described by any of the descriptors below.<\/p>\n
1-2<\/p>\n
The student: <\/p>\n
provides limited analysis of the content, context, language, structure, technique and style of text(s) and the relationship among texts <\/p>\n
provides limited analysis of the effects of the creator\u2019s choices on an audience <\/p>\n
rarely justifies opinions and ideas with examples or explanations; uses little or no terminology <\/p>\n
evaluates few similarities and differences by making minimal connections in features across and within genres and texts.<\/p>\n
The student:<\/p>\n
shows a limited understanding of the dystopian elements used by each of the authors, nor how or why they are used<\/p>\n
shows a limited understanding of the effects of the authors\u2019 choices on the reader<\/p>\n
does not use textual evidence (quotations) to support or justify their arguments<\/p>\n
does not evaluate the similarities and differences of each author\u2019s use of dystopian elements in their stories<\/p>\n
3-4<\/p>\n
The student: <\/p>\n
provides adequate analysis of the content, context, language, structure, technique and style of text(s) and the relationship among texts <\/p>\n
provides adequate analysis of the effects of the creator\u2019s choices on an audience <\/p>\n
justifies opinions and ideas with some examples and explanations, though this may not be consistent; uses some terminology <\/p>\n
evaluates some similarities and differences by making adequate connections in features across and within genres and texts. <\/p>\n
The student:<\/p>\n
shows a vague understanding of the dystopian elements used by each of the authors; attempts to explain how and why they are used<\/p>\n
shows some understanding of the effects of the authors\u2019 choices on the reader<\/p>\n
uses some textual evidence (including at least 3 relevant quotations) to attempt to support and justify their arguments<\/p>\n
attempts to evaluate the similarities and differences of each author\u2019s use of dystopian elements in their stories<\/p>\n
5-6<\/p>\n
The student: <\/p>\n
competently analyses the content, context, language, structure, technique, style of text(s) and the relationship among texts <\/p>\n
competently analyses the effects of the creator\u2019s choices on an audience <\/p>\n
sufficiently justifies opinions and ideas with examples and explanations; uses accurate terminology <\/p>\n
evaluates similarities and differences by making substantial connections in features across and within genres and texts. <\/p>\n
The student:<\/p>\n
shows a clear understanding of the dystopian elements used by each of the authors, including how and why they are used<\/p>\n
shows a clear understanding of the effects of the authors\u2019 choices on the reader<\/p>\n
uses textual evidence (including at least 6 relevant quotations) to support and justify their arguments<\/p>\n
evaluates the similarities and differences of each author\u2019s use of dystopian elements in their stories<\/p>\n
7-8<\/p>\n
The student: <\/p>\n
provides perceptive analysis of the content, context, language, structure, technique, style of text(s) and the relationship among texts <\/p>\n
perceptively analyses the effects of the creator\u2019s choices on an audience <\/p>\n
gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology <\/p>\n
perceptively compares and contrasts by making extensive connections in features across and within genres and texts. <\/p>\n
The student:<\/p>\n
shows a clear and in-depth understanding of the dystopian elements used by each of the authors, including how and why they are used<\/p>\n
shows a clear and thorough understanding of the effects of the authors\u2019 choices on the reader<\/p>\n
uses textual evidence (including at least 6 relevant and thoughtful quotations) to support and justify their arguments<\/p>\n
skillfully evaluates the similarities and differences of each author\u2019s use of dystopian elements in their stories<\/p>\n","protected":false},"excerpt":{"rendered":"
Dystopian Texts Summative Assessment: Compare and Contrast Essay Task Description: Compare and contrast the author\u2019s use of dystopian elements. Considering both \u201cExamination Day\u201d and the episode \u201cEyes of the Beholder\u201d, discuss three different elements of dystopian fiction. Each of your body paragraphs should focus on one of those elements, comparing and contrasting how each text […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[10],"class_list":["post-93477","post","type-post","status-publish","format-standard","hentry","category-research-paper-writing","tag-writing"],"_links":{"self":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/93477","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/comments?post=93477"}],"version-history":[{"count":0,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/93477\/revisions"}],"wp:attachment":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/media?parent=93477"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/categories?post=93477"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/tags?post=93477"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}