Q9 (a)

Section III — Module C: The Craft of Writing

Criteria	Marks
• Composes a highly engaging piece of writing that skilfully uses the stimulus<br>• Crafts language skilfully to evoke and sustain an emotional response<br>• Demonstrates skilful control of language and structure appropriate to audience, purpose, context and selected form	9–10
• Composes an engaging piece of writing that effectively uses the stimulus<br>• Crafts language effectively to evoke and develop an emotional response<br>• Demonstrates effective control of language and structure appropriate to audience, purpose, context and selected form	7–8
• Composes a piece of writing that adequately uses the stimulus<br>• Uses language competently to evoke an emotional response<br>• Demonstrates sound control of language and structure appropriate to audience, purpose, context and selected form	5–6
• Composes a piece of writing that attempts to respond to the question<br>• Demonstrates variable control of language	3–4
• Attempts to compose a piece of writing with some relevance to the question	1–2

General NESA Feedback

In better responses, students were able to:

• compose a highly engaging piece of writing that skilfully used the stimulus
• specifically address the key word ‘continue’ and engage with layers of the stimulus, including ideas linked to books, reading and the notion of transformation
• effectively use one of the nominated styles, or a hybrid, in crafting their writing
• evoke and sustain a particular emotional response in the reader by crafting their language through figurative, rhetorical or linguistic devices
• demonstrate a transformative element in the character, persona or subject of the piece as inferred by the stimulus
• demonstrate an authentic and engaging character or voice, appropriate to the purpose and style of the writing
• use the extract in a metaphorical and conceptual way when crafting their response
• demonstrate skilful control of language and structure throughout their response, appropriate to audience, purpose and context.

Areas for students to improve include:

• responding to the question and stimulus in authentic ways to engage the reader
• including the stimulus as an integral aspect of their writing, rather than inserting a perfunctory or implied reference to the stimulus
• developing and representing complex idea(s), showing insight into how language has been crafted to shape meaning
• avoiding engaging with the stimulus only on a literal level
• developing an emotional response in the reader as stipulated in the question
• developing their own authorial, original voice and avoiding emulating the voice of a writer from the prescribed text(s), unless it is relevant to the question
• structuring a response, using one or more of the writing styles, with a specific emphasis on ‘crafting’ their writing for a specific purpose and audience
• developing clarity, cohesion and skilful control of language to engage the reader.