English - annotated exemplars level 1 AS90852

Explain significant connection(s) across texts, using supporting evidence (1.8)

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Low Excellence

Commentary
Student response

Student 1 (PDF, 38KB)

To meet this standard with Excellence, significant connection(s) across texts must be perceptively explained using supporting evidence.

This involves making clear points that develop understandings, showing some insight or originality about the connection(s) being addressed. The significant connection/s are links, commonalities and/or relationships between aspects of the four selected texts.

The student refers to four texts: Looking for Alibrandi, A Sad Joke on a Marae, Boy and Patches Hide No Scars. The work identifies a thematic connection within the four texts (everyone feels like they do not belong in society or their cultures), and provides supporting evidence of the thematic connection within each text.

The student makes clear points that develop understandings. Interpretation of the connection is insightful in relation to the texts Looking for Alibrandi (1) and A Sad Joke on a Marae (2). Explanations about the place of people in society begin to show perceptive understanding.

To meet this standard with Excellence more securely, the student needs to explain some of the insight gained from connections in greater depth, particularly with reference to the texts Boy and Patches Hide No Scars.

High Merit

Commentary
Student response

Student 2 (PDF, 36KB)

To meet this standard at Merit, significant connection(s) across texts must be convincingly explained using supporting evidence.

This involves making clear points that develop understandings about the connection(s) being addressed. The significant connection/s are links, commonalities and/or relationships between aspects of the four selected texts.

The student refers to four texts: Wuthering Heights, Titanic, Twilight and Romeo and Juliet. The work identifies a thematic connection within the four texts (unconditional love), and provides supporting evidence of the thematic connection within each text.

The student makes clear points about the risks and possible consequences of characters’ love for each other, and begins to hint at perceptive understandings about the connection between the four texts. Some interpretation of unconditional love is evident in the explanations relating to the texts Titanic (2), Twilight (3) and Romeo and Juliet (4).

To meet Excellence, the student needs to develop more perceptive comments in relation to the text Wuthering Heights (1).

The student could:

  • develop the comparison between the texts Romeo and Juliet and Twilight (4)
  • develop the interpretation of the class difference at that time (3).

Low Merit

Commentary
Student response

Student 3 (PDF, 35KB)

To meet this standard at Merit, significant connection(s) across texts must be convincingly explained using supporting evidence.

This involves making clear points that develop understandings about the connection(s) being addressed. The significant connection/s are links, commonalities and/or relationships between aspects of the four selected texts.

The student refers to four texts: The Last Spin, On the Sidewalk Bleeding, The Dangerous Lives of Alter Boys and Romeo and Juliet. The work identifies a thematic connection within the four texts (teenagers making wrong choices resulting in negative consequences), and provides supporting evidence of the thematic connection within each text.

The student makes some points which develop understandings about the connection between two the two texts On the Sidewalk Bleeding and The Last Spin (1). The explanation of how these consequences will affect the characters’ friends and families is generally convincing.

To meet Merit more securely, the student needs to:

  • provide further supporting evidence of the connection itself for the text Romeo and Juliet
  • develop clearer understandings about the connection in relation to the texts Romeo and Juliet and Altar Boys.

High Achieved

Commentary
Student response

Student 4 (PDF, 36KB)

This involves expressing ideas about the connection(s) being addressed. The significant connection/s are links, commonalities and/or relationships between aspects of the four selected texts.

The student refers to four texts: The Notebook, Titanic, The Boy in Striped Pyjamas and Romeo and Juliet. The work identifies a thematic connection within the four texts (forbidden friendship and love), and provides supporting evidence of the thematic connection within each text.  

The student expresses ideas which begin to hint at convincing understandings about the connection of forbidden love between the four texts. The relationship difficulties that the young characters face in the texts The Boy in Striped Pyjamas (1), (2), Titanic (3), The Notebook and Romeo and Juliet (4) are identified and there is some explanation of the consequences of these.

To reach Merit, the student needs to make clear points that develop understandings about the connection itself. For example:

  • a more convincing connection could be made between the text The Notebook and the idea of forbidden love
  • a clearer explanation could be made about the idea that forbidden love is unstoppable.

Low Achieved

Commentary
Student response

Student 5 (PDF, 36KB)

For Achieved, significant connection(s) across texts must be explained using supporting evidence.

This involves expressing ideas about the connection(s) being addressed. The significant connection/s are links, commonalities and/or relationships between aspects of the four selected texts.

The student refers to four texts: Romeo and Juliet, Titanic, Grease and Noughts and Crosses. The work identifies a thematic connection within the four texts: young lovers facing difficulties in being together.

The student provides supporting evidence of the thematic connection within each text (1), (2), (4) and (5).

The student expresses some ideas about the difficulties of young love, relating it to the texts Romeo and Juliet (3) and Titanic. Ideas about difficulties faced begin to be expressed for Grease and Noughts and Crosses (6).

To meet this standard more securely the student needs to explain the significant connection (the difficulties faced by young lovers) between the texts Noughts and Crosses and Grease, with supporting evidence.

High Not Achieved

Commentary
Student response

Student 6 (PDF, 36KB)

For Achieved, significant connection(s) across texts must be explained using supporting evidence.

This involves expressing ideas about the connection(s) being addressed. The significant connection/s are links, commonalities and/or relationships between aspects of the four selected texts.

The student refers to four texts: The Notebook, How Things Are, Art of Love and Romeo and Juliet. The workidentifies a thematic connection within the four texts: the challenges/obstacles of love.

The student identifies and provides supporting evidence of which characters fall in love and what obstacle they face. within each text (1) (2) (3) (4). This is generally a description of what happens in each of the texts.

To reach Achieved, the student needs to explain the significant connection (the obstacles/challenges of love) by expressing an idea about the significant connection itself.

 
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