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This assessment has been prior verified by SQA and so meets the minimum assessment standards.

Please note that these documents have not been produced or edited by SQA. The assessments have been deliberately left in the original format and font used by the centre.

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National 5 English: Reading for

Understanding, Analysis and Evaluation

The gr8 db8

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Questions for Internal Assessment

What you have to do:

1. Read the whole of the non-fiction passage very carefully. It might help to read it more than once.

2. Answer the questions using your own words as far as possible. You do not have to answer in sentences.

3. Pay attention to the number of marks awarded to each question: this gives you a guide of how many pieces of information/evidence are required in the answer.

4. The codes listed in the right hand column refer to the assessment standards that have been shared with you in class.

5. If instructed to do so by your teacher, attempt this assignment without support

The gr8 db8 Internal Assessment Questions

Remember: Use your own words as far as possible in your answers.

It is acceptable to ‘quote and explain’ but quotation alone will gain no marks unless you are specifically asked to do so.

| | | |Mark |Code |

| | | | |Eng |Lit |

| | |Read carefully lines 1 - 6 | | | |

|1 | |“how texting is wrecking our language” (line1) | | | |

| | |In your own words, explain clearly how examples the writer gives in the first paragraph illustrate|4 |1.2 |1.1 |

| | |this idea. | | | |

| | | | | | |

| | |Read carefully paragraph 2 | | | |

|2 | |Identify any feature of sentence structure the writer uses in this paragraph. |3 |1.3 |1.2 |

| | |Explain how this feature illustrates an aspect of the place he is describing. | | | |

| | | | | | |

|3 | |Chose one of the following: |3 |1.3 |1.3 |

| | |“digital virus.” (line 6) | | | |

| | | | | | |

| | |“masks dyslexia.” (line 6-7) | | | |

| | | | | | |

| | |“People seem to have swallowed whole...” (line 22) | | | |

| | | | | | |

| | |Explain what your chosen image means and analyse its effect. | | | |

| | | | | | |

|4 | |“all popular beliefs about texting are wrong” (line 17) | | | |

| |a |In your own words explain how the writer illustrates this point. |2 |1.2 |1.1 |

| | | | | | |

| |b |Then in your own words list the ideas Crystal illustrates to show how the public is mistaken. |2 |1.2 |1.1 |

| | | | | | |

|5 | |“the need to save time and energy is by no means the whole story of texting” (Lines 55 –56) |3 |1.2 |1.1 |

| | | | | | |

| | |In your own words illustrate examples the writer gives to back up this statement. | | | |

| | | | | | |

|6 | | |3 |1.2 |1.1 |

| | |Read carefully lines 27–36. | | | |

| | | | | | |

| | |In your own words, explain how texting and using shortened forms of language are similar. | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

|7 | |Read carefully lines 43 - 50 | | | |

| | | | | | |

| | |“Sending a message on a mobile is not the most natural of ways to communicate. The keypad isn’t |4 |1.3 |1.2 |

| | |linguistically sensible.” | | | |

| | | | | | |

| | |Explain how the writer’s language emphasises and makes clear this idea. | | | |

| | | | | | |

| | |You should refer to two aspects/techniques such as word choice, sentence structure/punctuation | | | |

| | |Consider the passage as a whole | | | |

|8 |(a) |Which of the following best describes the purpose of this? |2 |1.1 |1.2 |

| | |To inform | | | |

| | |To entertain | | | |

| | |To amuse | | | |

| | |To provide a range of evidence | | | |

| | | | | | |

| | |Justify your choice with close reference to the passage. | | | |

| | | | | | |

| |(b) |Explain clearly, with close reference to the passage, how effective the writer has been in |3 |1.3 |1.3 |

| | |achieving his aims. | | | |

| | | | | | |

|9 |(a) | | | | |

| | |Who would be likely to read this article? Think about: |2 |1.1 |1.2 |

| | |Age and/or | | | |

| | |Interests and/or | | | |

| | |Nationality and/or | | | |

| | |Another audience you can identify | | | |

| | | | | | |

| |(b) |Referring to evidence from the passage, explain how you reached this conclusion. |2 |1.1 |1.2 |

| | | | | | |

| | |Total Mark |(33) | |

|Outcomes |Assessment Standards |Making Assessment Judgments |Assessment for Candidates (Appendix 1) |

| | | |Commentary on assessment judgements |

|Understand, analyse and |1.1 |can identify the purpose and audience|Questions 8a, 9a, and 9b |

|evaluate detailed written |Identifying and explaining |giving appropriate textual | |

|texts, by |the purpose and audience as |justification |Candidates will have to provide a developed answer to both question 8a and 9a&b in order to achieve Outcome |

| |appropriate to genre |can infer the generic conventions of |1.1 |

| | |fiction and non-fiction texts | |

| | | |Question 8a |

| | | |Purpose plus a brief general, explanation as to why this is the case. |

| | | |The evaluation as such will be answered in 8b. |

| | | |For purpose any response though very unlikely to be to amuse. |

| | | | |

| | | |Question 9a & b |

| | | |Audience plus key points that demonstrate: |

| | | | |

| | | | |

| | | |Idea of dislike of or bemusement at texting |

| | | |Idea of creativity or adaptability |

| | | |It is not a disaster / crisis for literacy |

| | | |Abbreviations / texting is not just for the young |

| | | |Deviant spellings have a long history |

| | | |Raises linguistic awareness |

| | | |idea of development / evolution of language |

| | | |optimistic or positive about texting |

| | | | |

|Outcomes |Assessment Standards |Making Assessment Judgments |Assessment for Candidates (Appendix 1) |

| | | |Commentary on assessment judgements |

| |1.2 |Identifying and explaining the main |Candidates will have to answer one of the following questions in order to achieve Outcome 1.2. |

| |Identifying and explaining the |ideas and supporting details | |

| |main ideas and supporting |can infer from the passage, drawing |Questions 1, 4a, 4b, 5 and 6 |

| |details |on appropriate evidence | |

| | | |Question 1: |

| | | | |

| | | |For full marks gloss / reference must be made to the line: |

| | | |“vandals” or “destroying” or “pillaging” “Genghis Khan did to his neighbours. |

| | | |As well as the words in the questions “wrecking” |

| | | | |

| | | |Question 4a: |

| | | | |

| | | |Candidates should show they understand the meaning of the writer’s point (quote) by referring to examples, |

| | | |which illustrate the point being made. |

| | | | |

| | | | |

| | | |Question 4b: |

| | | |And any one of the contradiction expressed in these lines: |

| | | | |

| | | |(the language) being different is new-fangled/modern/recent |

| | | |only children/juveniles/ teenagers use it |

| | | |it impedes/restricts/obstructs linguistic/verbal competence |

| | | |it will have a significant effect |

| | | |it is a tragedy |

| | | | |

| | | |Question 5: |

| | | |Candidates should show they understand the meaning of the writer’s point that it is not just about saving |

| | | |time or taking shorts cuts but rather the need for and ability to ‘play’ with and manipulate and experiment |

| | | |with language. |

| | | | |

| | | |Question 6: |

| | | | |

| | | |Candidates should show they understand the meaning of the writer’s point (quote) by referring to examples, |

| | | |which illustrate the point being made. |

| | | |Gloss on/ref to: |

| | | | |

| | | |both use shortened forms of language / abbreviations |

| | | |using shortened forms is not new / has a long history |

| | | |both have been met with disapproval |

| | | |have been accepted as new words or into language in their own right. |

| | | | |

| | | | |

|Outcomes |Assessment Standards |Making Assessment Judgments |Assessment for Candidates (Appendix 1) |

| | | |Commentary on assessment judgements |

| |1.3 |can identify and analyse various |Questions 2, 3, 7 and 8b |

| |Applying knowledge and |features of a writer’s use of | |

| |understanding of language to |language and its effect |Quotation plus comment required in answer. One mark for appropriate quotation and one mark for appropriate |

| |explain meaning and effect, |can use appropriate textual reference|supporting comment. |

| |using appropriate critical |or quotation to support statements | |

| |terminology | |Two examples needed. Must come different aspect/technique. |

| | | | |

| | | |Question 2: |

| | | | |

| | | |Use of “But” |

| | | |Comment on use of list suggesting variety and multiplicity of feelings |

| | | |Use of rhetorical questions which invites reader to agree |

| | | |Question 3: |

| | | |Clear analysis of the image |

| | | | |

| | | |“digital virus.” – suggests destructiveness / spreads easily / disease / being harmful / unwanted |

| | | | |

| | | |“masks dyslexia” – suggests concealment / cover / façade / deceiving |

| | | | |

| | | | |

| | | |“People seem to have swallowed whole...” - suggests easily digested / believed / gullible |

| | | | |

| | | |Question 7: |

| | | |Candidates should show they understand the meaning of the writer’s point |

| | | | |

| | | |Answers should suggest the following points: |

| | | | |

| | | |The letters that are used most often are not the most easily accessed on the keyboard because of the layout. |

| | | | |

| | | | |

| | | |Question 8b: |

| | | |Candidates should show they understand the meaning of the writer’s point that texting can help literacy and |

| | | |it is merely the evolution of language. |

| | | |Key points: |

| | | | |

| | | |Idea of dislike of or bemusement at texting |

| | | |Idea of creativity or adaptability |

| | | |It is not a disaster / crisis for literacy |

| | | |Abbreviations / texting is not just for the young |

| | | |Deviant spellings have a long history |

| | | |Raises linguistic awareness |

| | | |idea of development / evolution of language |

| | | |optimistic or positive about texting |

| | | | |

| | | | |

| | | |Gloss on/ref to: |

| | | | |

| | | |Not a crisis |

| | | |Being creative with language and words |

| | | |Meeting everyday needs |

| | | |Will not hinder literacy |

| | | |Language evolves with generations |

| | | | |

| | | | |

| | | | |

Internal Assessment Marking Guidance

Teacher Notes

|N5 Outcome 1 : Understand, analyse and evaluate detailed written texts, by |

|The Standard |Assessment Judgements |Guidance |

|1.1 |can identify the purpose and audience giving appropriate textual justification |

|Identifying and explaining the purpose and audience as | |

|appropriate to genre | |

|Outcome 1 | |

| | |

|Read and Understand complex word- based texts | |

|1.1 |1,4,5 & 6 |

|Selecting and using relevant information | |

|1.2 |2,7, 8a, 9a & 9b |

|Explaining a range of aspects | |

|1.3 |3 & 8b |

|Evaluating effectiveness | |

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