SAC TASK



-114300-228600002014 Unit 1 English LanguageChild Language Acquisition SAC GuidelinesOutcome 1 TASK: On completion of this unit the student should be able to identify and describe primary aspects of child language acquisition.Timeline for the completion of this SAC:Period 1Period 2Period 3Period 4DUE DATE: THURS 5th JunePlanning/writing essay or developing picture bookDrafts must be submitted to the teacher. Writing essay or developing picture book Drafts must be submitted to the teacher.Writing essay or developing picture book Drafts must be submitted to the teacher.You will submit your completed essay or picture book at the end of the double period. This time is not negotiable and will not be changed (see ‘Absences’)Allowable MaterialsCoursework notesTextbookAbsencesStudents who miss their appointed assessment time due to illness will need to provide a medical certificate immediately upon returning to school.Failure to produce a medical certificate will mean you receive an N for this Outcome.Assessment of SACThere are 20 possible marks for this SAC. Use the marking rubric provided to ensure your responses demonstrate the key knowledge and skills of this Outcome.0318135SAC TASKSYou are to choose one of the tasks below and complete these in class. Write a 500 word persuasive essay detailing your opinion on the Nature vs Nurture debate. In this, you will be expected to reference scientific sources to legitimise your argument. A minimum of five sources must be included your bibliography.Produce an educational resource on child language acquisition that will be given to new parents. The type of publication you choose to produce is entirely up to you. You could produce a children’s storybook, a pop-up book, a PowerPoint presentation, a pamphlet etc.Write a picture book for a particular stage of acquisition. You must write an accompanying reflection detailing your authorial choices regarding word selection, colour, theme etc. Your reflection must be a minimum of 300 words.00SAC TASKSYou are to choose one of the tasks below and complete these in class. Write a 500 word persuasive essay detailing your opinion on the Nature vs Nurture debate. In this, you will be expected to reference scientific sources to legitimise your argument. A minimum of five sources must be included your bibliography.Produce an educational resource on child language acquisition that will be given to new parents. The type of publication you choose to produce is entirely up to you. You could produce a children’s storybook, a pop-up book, a PowerPoint presentation, a pamphlet etc.Write a picture book for a particular stage of acquisition. You must write an accompanying reflection detailing your authorial choices regarding word selection, colour, theme etc. Your reflection must be a minimum of 300 words.TASK 1Your persuasive essay must discuss the following theorists and where they are situated in the debate:Noam ChomskyJean PiagetB.F SkinnerYour referencing must be completed in Oxford style.Oxford ReferencingThere are two key components to Oxford referencing:FootnotesReference listIn-text referencing employs the use of footnotes. A superscript numerical reference is attached to your quote or reference and the corresponding number is published at the bottom of that page, detailing your reference.The reference list is a compilation of all your resources, included at the end of your essay.0170180In the 1916 edition of Brunning's popular home gardening manual, The?Australian Gardener, the section on vegetable pests was?prefaced with the comment:As many new mixtures for spraying have been placed on the?market, several experiments have been conducted by the Entomological Branch?with the extermination of pests. Some of the mixtures have proved successful, and it is well to know at the beginning of the season what are the best pest materials to use.1?These materials included Benzole emulsion, Pestend, Clift's manurual insecticide and 'Harbas' red oil, as well as Paris green, lead arsenate, and various tobacco preparations. Lead arsenate was recommended for home garden use in the control of cabbage moth, cutworm, pumpkin beetle, slugs and snails, as well as codlin moth, and small tins of lead arsenate for home garden use were available from seedsmen. It is likely that some home gardeners welcomed the opportunity to abandon the time-consuming practice of trunk bandaging, particularly as they were assured that it would 'not be necessary if the trees are sprayed several times with arsenate of lead'.2 harry Simpson grew up at Rosemont, a stately?home set in one and?a quarter acres of garden in the?Melbourne suburb of Surrey Hills. The garden consisted?mainly of fruit trees and roses, and some 60 years later, Harry recalled that 'The everlasting spraying seemed?to?go on endlessly. Arsenate of lead?was all that was used as far as I can remember though I think nicotine came in somewhere'.3__________________________________________________________________________________________?F.A. Falkner, The Australian Gardener: An Epitome of Horticulture and Agriculture for the State of Victoria, 18th edn, Melbourne, F.H. Brunning, 1916, pp. 297 - 298.????ibid., p. 372.????????Harry Simpson, 'Memories of Surrey Hills', Papers Read Before the Box Hill Historical Society, vol. 4, 1974/75, p.?24.?Reference ListFalkner, F.A., The Australian Gardener: An Epitome of Horticulture and Agriculture for the State of Victoria, 18th edn,? Melbourne, F.H. Brunning, 1916.'Poultry Among the Fruit Trees', Home Gardener, September 1917, pp. 213-2200In the 1916 edition of Brunning's popular home gardening manual, The?Australian Gardener, the section on vegetable pests was?prefaced with the comment:As many new mixtures for spraying have been placed on the?market, several experiments have been conducted by the Entomological Branch?with the extermination of pests. Some of the mixtures have proved successful, and it is well to know at the beginning of the season what are the best pest materials to use.1?These materials included Benzole emulsion, Pestend, Clift's manurual insecticide and 'Harbas' red oil, as well as Paris green, lead arsenate, and various tobacco preparations. Lead arsenate was recommended for home garden use in the control of cabbage moth, cutworm, pumpkin beetle, slugs and snails, as well as codlin moth, and small tins of lead arsenate for home garden use were available from seedsmen. It is likely that some home gardeners welcomed the opportunity to abandon the time-consuming practice of trunk bandaging, particularly as they were assured that it would 'not be necessary if the trees are sprayed several times with arsenate of lead'.2 harry Simpson grew up at Rosemont, a stately?home set in one and?a quarter acres of garden in the?Melbourne suburb of Surrey Hills. The garden consisted?mainly of fruit trees and roses, and some 60 years later, Harry recalled that 'The everlasting spraying seemed?to?go on endlessly. Arsenate of lead?was all that was used as far as I can remember though I think nicotine came in somewhere'.3__________________________________________________________________________________________?F.A. Falkner, The Australian Gardener: An Epitome of Horticulture and Agriculture for the State of Victoria, 18th edn, Melbourne, F.H. Brunning, 1916, pp. 297 - 298.????ibid., p. 372.????????Harry Simpson, 'Memories of Surrey Hills', Papers Read Before the Box Hill Historical Society, vol. 4, 1974/75, p.?24.?Reference ListFalkner, F.A., The Australian Gardener: An Epitome of Horticulture and Agriculture for the State of Victoria, 18th edn,? Melbourne, F.H. Brunning, 1916.'Poultry Among the Fruit Trees', Home Gardener, September 1917, pp. 213-220Example-114300-342900002014 Unit 1 English LanguageChild Language Acquisition Marking Criteria1. UNDERSTANDING OF LINGUISTIC IDEASMark RangeMark AchievedThorough and insightful understanding of the ideas relevant to the essay topic.5Thorough knowledge of the ideas relevant to the essay topic.4Knowledge of the ideas relevant to the essay topic.3Some knowledge of the ideas relevant to the essay topic.2Limited knowledge of the ideas relevant to the essay topic.12. ARGUMENTMark RangeMark AchievedConstruction of a sophisticated argument which acknowledges various aspects of the issue. Discussion is complex and the essay topic is critically analysed.5Construction of a well-developed argument which acknowledges some of the elements of the issue. Discussion is well-developed and the text provides a critical analysis of the topic.4Construction of a general argument which identifies some ideas relevant to the issue. There is some discussion and some analysis of the essay topic3Some evidence of an ability to construct a general response to the text. Generalised discussion of the essay topic2Little evidence of ability to analyse the essay topic or to identify an argument. Generalized discussion as opposed to analysis. Minimal, if any, identification of the essay topic13. STRUCTUREMark RangeMark AchievedIdeas are ordered into a logical structure and links are made between paragraphs/ideas.5Ideas are ordered into a logical structure and links are usually made between paragraphs/ideas.4Ideas may be expressed in paragraphs and sometimes link. 3Ideas are ordered into paragraphs, but do not make links between each idea/argument.2Poor structure and no linking of ideas.14. USE OF METALANGUAGE AND SUPPORTING EVIDENCEMark RangeMark AchievedConsidered selection and use of significant linguistic evidence and highly appropriate use of relevant metalanguage to support analysis.5Careful selection and use of suitable linguistic evidence and appropriate use of relevant metalanguage to support analysis.4Suitable use of linguistic evidence and appropriate use of some relevant metalanguage to support analysis.3Some use of linguistic evidence and use of some relevant metalanguage to support analysis.2Minimal use of linguistic evidence or relevant metalanguage.1TOTAL / 20 FEEDBACK:TASK 2Your publication must include the following things:Information about the different stages of language acquisitionExamples of language produced at each of these stagesA list of frequently asked questions and answers. These questions will be from hypothetical parents asking: if something is normal; the major theories of language acquisition; the ideas of Chomsky and Piaget; and/or what stage their child might be inHow first language acquisition is different from second language acquisitionA further reading section where you list any recommended websites or books. Your recommendation must quickly explain what the major focus of the website is and what is good about it1. STAGES AND INFORMATION Mark RangeMark AchievedPublication addressed all stages thoroughly and featured information relevant to the purpose of the text.5Publication addressed all stages accurately and featured information relevant to the purpose of the text.4Publication addressed all stages accurately and featured some information relevant to the purpose of the text.3Publication addressed all stages in some detail.2Not all stages were addressed in the publication.12. LANGUAGEMark RangeMark AchievedLanguage employed takes into account the target audience’s familiarity with the subject. Metalanguage is used appropriately.5Language employed takes into account the target audience’s familiarity with the subject. Metalanguage is not explained.4Language employed is appropriate for the target audience.3Some evidence of an ability to use language appropriate for the target audience.2Little evidence of ability to use language appropriate for the target audience.13. STRUCTUREMark RangeMark AchievedPublication is written in a cohesive and coherent manner that is easy to follow.5Publication is written a cohesive and coherent manner.4Stages are in correct order and publication has a coherent structure.3Stages are in correct order, but publication has no coherent structure.2Poor structure with no logical flow between stages.14. PRESENTATION OF THE PUBLICATIONMark RangeMark AchievedPublication demonstrates care and effort with great attention to detail.5Publication demonstrates care and effort with few errors in present.4Publication appeals to target audience.3Some effort is made to make publication appeal to target audience.2Little to no effort made to make publication appealing to target audience.1-114300114935002014 Unit 1 English LanguageChild Language Acquisition Marking CriteriaTOTAL /20Feedback:TASK 3You are to write an educational resource that supports a child’s acquisition of language. Your text must demonstrate an awareness of the child’s capabilities at the stage and the skills required to progress to the next. It must use appropriate words and appeal to the target audience. As a complement to the text, you must write a reflection that details the stage you wrote the text for and how it successfully scaffolds the child into the next stage of language acquisition.ReflectionThis must be a minimum of 300 words. Make sure you clearly identify what stage of language acquisition the text was written for and how your text explores this stage.-114300114935002014 Unit 1 English LanguageChild Language Acquisition Marking Criteria1. SCAFFOLDS STAGE APPROPRIATE SKILLS Mark RangeMark AchievedPublication tests skills at the identified stage, scaffolds learning into the next stage and develops cognitive skills.5Publication tests skills at the identified stage and scaffolds learning into the next stage.4Publication tests skills at the identified stage, but does not scaffold learning.3Publication tests some skills at the identified stage.2Skills required to decode the text is not appropriate for the stage identified.12. LANGUAGEMark RangeMark AchievedLanguage employed takes into account the target audience’s cognitive and linguistic development, extending their learning. Theme is age appropriate.5Language employed takes into account the target audience’s cognitive and linguistic development. Theme is age appropriate.4Language employed is appropriate for the target audience. Theme may not be age appropriate.3Some evidence of an ability to use language appropriate for the target audience.2Little evidence of ability to use language appropriate for the target audience.13. STRUCTUREMark RangeMark AchievedPublication is written in a cohesive and coherent manner with a strong narrative that engages the target audience.5Publication is written in a cohesive and coherent manner with a strong narrative.4Publication has a coherent structure and a clear narrative.3Publication has no coherent structure, but attempts are made to build narrative.2Poor structure with little to no effort made to build narrative.14. WRITTEN EXPLANATIONMark RangeMark AchievedAuthorial choices are thoroughly explained with detail provided regarding the text’s ability to scaffold learning.5Authorial choices are thoroughly explained, but explanation does not clearly link the text to the learning process.4Authorial choices are clearly explained.3Some effort is made to outline authorial choices.2Little to no effort made to explain authorial choices.1TOTAL /20Feedback: ................
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