Technology Achievement Standard

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Technology Achievement Standard

Internal assessment resource reference number English/3/7 B4



    Internal Assessment Resource

Subject Reference: English 3.7

Internal assessment resource reference number:

    English/3/7 B4

“In Search Of”

Supports internal assessment for:

Achievement Standard: 90726 v2

    Complete independent research on a language or literature topic and

    present conclusions in writing

Credits: 4

Date version published: January 2006

Ministry of Education

    quality assurance status For use in internal assessment from 2006 ? Crown 2006 1

Internal assessment resource reference number English/3/7 B4


    Teacher Guidelines:

    The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.


    This investigation is integrated with themes that the class explores as part of the study of one or more texts. Students then complete their own independent research based on themes they select. They focus on formulating effective research questions, then select and read other relevant texts and present a written report. As well as examining the theme in each text they investigate connections between texts and develop judgements about those connections.


    This activity requires a combination of class and homework time. Students can collect information and develop their reports in and out of class time. Teachers will need careful checkpoint procedures to ensure authenticity of student output.

    Headings and examples have been suggested for aspects of the research process and reports. Students should follow these. Explanatory Note 6 requires that a written bibliography is provided.

Resource requirements:

    Access to information sources to model the research process should be given during class time.

Possible Local Adaptation:

    Where local adaptations are made, teachers and schools should ensure that they have: ; checked that the adapted assessment validly assesses the achievement standard; ; checked the copyright status of any material imported into the assessment


    ; complied with all internal and external quality assurance requirements.

?Crown 2006 2

Internal assessment resource reference number English/3/7 B4



Internal Assessment Resource

Subject Reference: English 3.7

Internal assessment resource reference number: English/3/7 B4

“In Search Of”

Supports internal assessment for:

    Achievement Standard: 90726 v2

    Complete independent research on a language or literature topic and present conclusions in writing

    Credits: 4

    Student Instructions Sheet

    Part of your English programme will focus on one or more texts featuring themes that are important to writers and directors. Using text(s) studied in class as a starting point, complete your own investigation into one of these themes based on several texts you have chosen. As suggested by the title of this activity, you will develop research questions that expand understandings of your topic. You will select relevant information from a range of referenced resources. The report on your judgements will make connections between the texts and develop judgements about the importance or significance of your chosen theme. In this way you will have gone „in search of‟ how texts have explored your theme, then presented your judgements.

    An essential step in the research process involves formulating effective research questions that are central to you expanding your understanding of your chosen theme and developing judgements. As you read texts as part of your research you will be encouraged to keep your research questions under review. You may decide to adapt your questions to make them more effective and relevant.

    Your teacher will introduce you to the research process using a range of sample materials.

    You will complete work in class and for homework. Your teacher will guide you on how much time you have to prepare the task. Your research will be presented in written form.

You will be assessed on how well you:

     propose research questions which expand understandings of your topic ;

    ; select relevant information from a range of referenced resources

    ; presenting well supported conclusions that develop judgements in an

    appropriate written format.

    ?Crown 2006 3

Internal assessment resource reference number English/3/7 B4


    Task 1: In search of … themes and texts

a) As a class discuss significant themes in texts which are part of your English

    programme this year. A range of themes in New Zealand texts read in an English

    programme might include:

    ; the development of a New Zealand identity

    ; freedom versus conformity

    ; race relations in New Zealand

    ; New Zealanders‟ relationship with the environment

    ; spiritual and/or personal growth

    Add other themes to this list. This activity uses texts drawn from a New Zealand

    setting. You can approach your selected theme using texts from other


    b) Write the themes linked to texts from your English programme on the board. With

    your teacher‟s input list other texts linked to that theme. You could set your ideas

    out in this way for each theme:

     Other texts which are student

     selected and could link to this theme

     from outside the class programme Texts studied in class

     THEME: Relationships

     in New Zealand The Piano Jane Campion Literature Wife to Husband‟, „Advice to a Discarded Lover‟ Fleur Adcock Once Were Warriors Alan Duff

     „At the Bay‟, „Prelude‟ Katherine Mansfield

    Thoughts of Remuera Housewife‟, „Calvary Street‟ - James K. Baxter

c) Having considered a range of possible themes and texts as a class, select one

    theme. You must gain teacher approval for your theme before beginning research.

    You can complete research on „relationships in NZ Literature‟ (from tasks 1(a) and

    (b)), or other themes shown in the exemplars.

d) Expand your initial list to include other possible texts that could be linked to your

    selected theme. You could include:

    ; written texts, such as fiction, drama, biography / autobiography, short story

    collections, and poetry anthologies.

    ; visual texts, such as film, television, and theatre.

    ; oral texts, such as discussions, interviews, radio documentaries and readings.

    You must gain teacher approval for the texts you intending using for your research.

    You should also examine any critical readings and commentaries available on

    these texts.

    ?Crown 2006 4

Internal assessment resource reference number English/3/7 B4


    Task 2: In search of … research questions

a) Your research questions must allow you to expand understandings of your theme.

    To gain achievement you must be able to present judgements (draw conclusions)

    about the information you have found. At excellence level those judgements will

    include perceptive judgements.

    Consider these research questions developed to explore the „relationships in New

    Zealand literature‟ theme. Effective questions can lead you to interpret and make

    judgements about your information.

     and where they can lead: Research questions

     1. Through whose eyes do

     we witness the relationship

     presented in each text? „How‟ is the critical word here which How influential is their will lead you towards making perspective in portraying judgement statements. the relationship?

     2. To what extent does „To what extent‟ will lead you towards the context (time, place, making evaluative comments about social conditions, other the role the context has. people) influence the relationship?

     Making perceptive connections 3. How can I connect the between texts means synthesising portrayal of research judgements across more than one relationships in each text to source. other texts?

     4. What do these key Being able to assess the

     relationships shown in importance or significance of an

     texts reveal about NZ idea in a wider context (like the

     literature or society? significance of a theme raised in a text

     to NZ society) leads to evaluation.

    b) Read the research reports in Exemplars A and B focusing especially on how the

    research questions are addressed. Using the annotations on the right of each

    report as a guide, underline several sections where students make

    judgements. Note that these judgements are sustained across the report to

    gain excellence.

    ?Crown 2006 5

    Internal assessment resource reference number English/3/7 B4


    Read this extract from a research report on New Zealanders’ Relationship with

    their Environment.

    Complete your analysis of the reports in Exemplars A and B in the same way:

     Sample of student

    comments and What relationship do New Zealanders have with the underlinings highlighting

    environment? judgements /evaluations

    made: In the poem, `The Mountains' the persona is terrified of the

    rugged landscape that surrounds his hometown. To him the

    mountains seem predatory and dangerous "like tigers". He Supporting evidence:

    gives the example that the shape and conditions of the Several

    judgements made landscape have more influence on where we build our cities

    and run our communities than anything else. He feels that - and

    Develops perceptive developed. nature has some sort of control over humans and it is this original judgements.

    control that he fears. This power turns the environment into a

    spiritual presence. The persona senses freedom in nature

    but is too scared of its power to grasp this freedom. However,

    in the song `Nature' by Wayne Mason the persona craves

    this freedom. It seems that he is troubled by his life and so Supporting evidence: turns to nature for "some thoughts that are new", that is a

    Judgements on new start. There is no fear apparent in this text though which ‘Nature’ linked to suggests that it is up to the individual whether they are afraid ‘The Mountains’’

    of nature‟s power or not. In some respects these two texts Evaluation Makes effective links embody the ambivalent attitude New Zealanders have back to this hypothesis assesses significance throughout the report. of previous comments towards the environment: on the one hand fearful, on the in a wider NZ context

    other having a real desire to be immersed in it.

    It is important that you keep your research report stage in mind as you select

    and record information from your texts. The information you assemble at this

    stage will be the basis of the judgements you will make in your report.

    c) Develop at least three research questions. It is essential that your research

    questions allow you to make judgements. You can use or adapt the questions

    shown in task 2 and in the exemplars for your own research, but you may not

    repeat any information, judgements or judgements.

    As you find new texts, keep your research questions under review as you

    may decide to adapt the questions to make them more effective and relevant.

    ?Crown 2006 6

    Internal assessment resource reference number English/3/7 B4


    Task 3: In search of … relevant information

    a) You need to select information from a range of referenced sources. As you consider each text you need to scan it to determine its usefulness and relevance. When you have determined if a source is potentially useful, skim read it keeping your research questions in mind.

    b) Look over this sample log entry based on a text studied in class:

    Title Wife to Husband

    Director/ Author Fleur Adcock

    Date of entry 9/5/2003

    1. Through whose eyes do we witness the relationship

    presented in each text? Research questions Research

    The narrator is a married woman. She is still awake after an questions from from task 2:

    argument with her husband he seems less concerned: “into task 2

    the pit of sleep/ You go with a sudden skid.” She is more

    troubled: “On me/ Stillness falls gradually . . . twitching

    nerves”. We see the gulf between the characters through the

    woman‟s eyes and because of this we sympathise with her.

    2.How does the context (time, place, social conditions,

    other people) influence the relationship?

    After the argument, the husband‟s head is turned away but

    her face is “hidden.” This might suggest that she hides (or has

    to hide) her true feelings but he doesn‟t feel the need to mask

    his views. The husband seems to be the dominant character.

    3. Connections with other texts?

    Some connections between narrator and Beth in Once Were

    Warriors. Marriage sustained on a physical level but

    lovemaking appears to only paper over deeper cracks in

    marriage. Some connections on same idea to The Piano.

    Interesting that the portrayal of male insensitivity is consistent

    over these three texts despite time difference and setting and

    both male and female authors. (N.B. Must check Baxter out

    for counter to this.) Perhaps, here both characters share some

    of the blame: “Do we dare, now, to open our eyes?”

    b) Use your research questions as headings as you record information.

    c) You may include texts studied in class as part of the introductory stages to the research process, but the emphasis of your research will be on texts you have


    ?Crown 2006 7

Internal assessment resource reference number English/3/7 B4


    Task 4: Completing your research report

    a) Before you begin your research, read the research reports in the exemplars and

    discuss their strengths and weaknesses.

    b) Follow the format of exemplars A to F (Excellence to Achievement). To meet the

    criteria for this achievement standard, you must:

    ; include your research questions which expand understandings of your topic.

    You may use or adapt research questions from this activity or the exemplars.

    ; select relevant information from a range of referenced resources. must

    show that you have selected information, not simply copied information with no

    attempt at selection. You could choose several ways to demonstrate this,

    including using data charts, written notes, or highlighted sections of printed

    materials. Regardless of how this information is presented, you must clearly

    acknowledge your sources.

    ; present well supported conclusions that develop judgements in a written report.

    Your report will be approximately 700 words long, and include a bibliography.

    ; You may not repeat any judgements or judgements from the exemplars used in

    this activity.

c) You are now ready to present your conclusions in an appropriate written format.

    Structure and organise your information and ideas in your report to include:

    ; an introduction outlining the focus of your research

    ; a number of sections integrating conclusions and judgements linked to your

    key questions

    ; a conclusion

    ; a bibliography

    Your report should show the accurate use and control of writing conventions.

?Crown 2006 8

Internal assessment resource reference number English/3/7 B4


    Exemplar A: Excellence

In search of: „Representations of Masculinity‟ -

as explored in Foreskin‟s Lament, Man Alone, What Becomes of the Broken Hearted?,

    Once Were Warriors, „The Farmhand‟.

     Proposes research questions which expand understandings of the topic. [first criterion] Research Questions:

    1. How significant is the central character‟s masculinity and how does it help

    shape his role in each text?

    2. How important is masculinity to the society portrayed in each text?

    3. What similarities are there between the texts in how masculinity is

    portrayed? Selects information from a range of referenced sources. [second criterion] Referenced resources means that a written bibliography is provided [follows report]. [Refer to Explanatory Note 6]


    Title: Foreskin's Lament

    Author: Greg McGee

    Date: 7/4/2003

    QU 1:

    The central figure in the text is Seymour known to his friends as "Foreskin." The university educated man is unlike his rugby teammates who are rural Kiwi `hard' men . Masculinity puts more important things, like life, into perspective for him as it is shown when one of the men tries to play through the pain barrier (an attempt to appear strong and manly) but suffers further injuries, which prove to be fatal.

QU 2:

    The rural, rugby orientated society is seemingly the epitome of masculinity. The society has little tolerance or respect for gays (poofs) or women (fluff). Rugby is seen to be the epitome of masculinity; a hard, no nonsense man's game that ultimately separates the men from the boys.

QU 3:

    There is a definite attitude towards physical weakness and lack of power which is seen as unmanly. This is also the case with homosexuality which can also be observed in Once

    Were Warriors when Jake‟s son is labelled a „poof‟ for not displaying `masculine' behaviour.

Title: Once Were Warriors

    Director: Lee Tamahori

    Date: 10/5/2003

    QU 1:

    Jake Heke is an arrogant, explosive man who is easily provoked. His excessive drinking and knack of getting into fights makes him a dangerous and deadly character. He often uses his fists to prove his masculinity. Jake also shows no emotion when his wife tells him that their son is to be sent to social welfare: “Anybody would've thought he's dead the way

    you lot are carrying on. It'll toughen him up, he's too soft anyway.”

QU 2:

    There is a certain expectancy from the men in the society of the degrading urban ghettos to act manly and display their toughness. Fighting serves as a warning, earns respect of others. Jake enforces himself as the sole decision maker and head of the household. Beth told to "just do what you're told!" There is a strong sense of male superiority.

?Crown 2006 9

Internal assessment resource reference number English/3/7 B4


    QU 3:

    It reinforces the belief that strength and physical toughness are the most important attributes contributing to masculinity. These ideas are evident in Eoreskin's Lament but are

    conveyed through actions on the rugby field.

Title: What Becomes of the Broken Hearted?

    Director: Ian Mune

    Date: 19/5/2003

    QU 1:

    Jake changes as the film progresses. He attempts to come to terms with his marriage break up and the deaths of two children. He is still violent though, but becomes aware that this loses respect. He starts to portray masculinity by protecting those he has hurt (eg Sonny)

QU 2:

    They live in a poverty stricken area. Gangs, unemployment feature. When Jake makes different friends, gets a job he no longer gets involved in meaningless violence. He shows his masculinity in a more positive way.

QU 3:

    Connections with Warriors but a more positive view of masculinity here.

Title: Man Alone

    Author: John Mulgan

    Date: 22/5/2003

    QU 1:

    Farm work conveys masculinity through the rural nature of the job. Johnson goes out to `do it alone' in the big, wide world. A modest income with hard work appears give him an air of masculinity. “There isn't any better country than this, not where a man can go about and get work, and stop when he wants to, and make money when he needs it and take a holiday when he feels ready for one."

QU 2:

    The society is very farm and rural orientated and there is an impression of `every man for himself.'


    Foreskin's Lament is a text with similar notions of the classic kiwi bloke. The other texts also suggest masculinity displayed through an emotionless, staunch and tough exterior.

Title: Farmhand

    Poet: James K Baxter

    Date: 24/5/2003

    QU 1:

    Portrayal is shown through working on the land. Very shy of women but at home with the farm work he undertakes.

QU 2:

    He is single and working on the farm - it is his life. Isolated but not lonely. Content with the lifestyle.

QU 3:

    Obvious connections with Man Alone. Both characters work hard on the land. Both are quiet „no frills‟ type of men.

    ?Crown 2006 10

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