Task sheet-Antigone
Stage 2 English
SACE ID NUMBER:
Assessment Type 2: Creating Texts
Task: Exposition
Word Count: 1000 words maximum
Weighting 10%
Description of Task: Write an exposition on an issue of concern presented in the play ‘Antigone’
Students will demonstrate:
- The ability to write logically.
- Relevant content with examples used to support your points.
- Use of co
ect exposition structure.
- Use of accurate spelling and co
ect expression and paragraphing.
- Ability to write up to a 1000 words.
What is an Exposition?
• Sets out to argue and prove a case
• Aims to convince targeted audience of the validity of a viewpoint on an issue by presenting logical
progression
• Anticipates and answers possible objections or opposing arguments
• Presents well researched evidence to support the case
• Provides facts and reputable authorities and research to prove, or disapprove, a position
• Written with precision and authority
Possible Exposition Topics:
1. Feminism
2. Patriarchy
3. Adolescence
4. Gender Roles
5. Misogyny
6. Gun laws
7. Education
8. Suicide
9. Domestic abuse
10. Addiction
Exposition Scaffold:
Introduction: presents the point of view and previews the arguments to be presented
Argument 1
Argument 2
Argument 3
Conclusion: sum up the arguments and reinforces the writer’s point of view
Performance Standards for Stage 2 English – Assessment Type 2
- Knowledge and Understanding Analysis Application
A Comprehensive knowledge and
understanding of ideas and perspectives
in a range of texts.
Thorough knowledge and understanding
of ways in which creators of texts use a
ange of language features, stylistic
features, and conventions to make
meaning.
Extensive knowledge and understanding
of a wide range of ways in which texts
are created for different purposes,
audiences, and contexts.
Complex analysis of ideas,
perspectives, and/or aspects of
culture represented in texts.
Perceptive analysis of language
features, stylistic features, and
conventions used in texts, and
thoughtful evaluation of how
these influence audiences.
Critical analysis of similarities
and differences when
comparing texts.
Versatile and precise use of
language and stylistic features
to create a wide range of
coherent texts that address the
purpose, audience, and context.
Fluently integrated use of
evidence from texts to develop
and support a response.
Sophisticated use of accurate,
clear, and fluent expression.
B Knowledge and understanding of ideas
and perspectives in a range of texts.
Knowledge and understanding of ways
in which creators of texts use a range of
language features, stylistic features, and
conventions to make meaning.
Knowledge and understanding of a
ange of ways in which texts are created
for different purposes, contexts, and
audiences.
Detailed analysis of ideas,
perspectives, and/or aspects of
culture represented in texts.
Detailed analysis of language
features, stylistic features, and
conventions, and evaluation of
how these influence audiences.
Clear analysis of similarities
and differences when
comparing texts.
Accurate use of language and
stylistic features to create a
ange of coherent texts that
address the purpose, context,
and audience.
Appropriate use of evidence
from texts to develop and
support a response.
Consistent use of accurate,
clear, and fluent expression.
C Knowledge and understanding of some
ideas and perspectives in texts.
Knowledge and understanding of ways
in which creators of texts use some
language features, stylistic features, and
conventions to make meaning.
Knowledge and understanding of ways
in which everyday texts are created fo
different purposes, contexts, and
audiences.
Analysis of some ideas and
perspectives represented in
texts.
Description and some analysis
of different language features,
stylistic features, and
conventions, and/or some
evaluation of how these
influence audiences.
Analysis of some similarities
and differences when
comparing texts.
Generally accurate use of
language and stylistic features
to create texts that address the
purpose, context, and audience.
Selection of some evidence
from texts to develop and
support a response.
Appropriate use of accurate,
clear, and fluent expression.
D Knowledge and understanding of some
ideas in a na
ow range texts.
Some knowledge and understanding of
ways in which creators of texts use
language features and conventions to
make meaning.
Knowledge and understanding of ways
in which some everyday texts are
created for different purposes and
audiences.
Description of some ideas in
texts.
Description of some language
features, stylistic features,
and/or conventions.
Description of some similarities
and differences in texts.
Use of some language and
stylistic features to create a
na
ow range of texts.
Partial use of basic evidence
from texts to develop a
esponse.
Inconsistent use of expression.
E Identification of an idea in a text.
Identification of a limited range of ways
in which creators of texts use language
techniques.
Recognition of one or more ways in
which a familiar text is created.
Reference to an idea in a text.
Recognition of language o
stylistic features.
Recognition of a simple
connection between texts.
Restricted use of language o
stylistic features to create a text.
Limited use of evidence from a
text in a response.
Limited use of clear expression.
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