8 SHIP English – Identity Assignment

Name: _______

After reading and viewing the 3 texts, “A Bridge to Wiseman’s Cove,” “About a Boy”

and “Swimming Upstream”,

Complete the following steps to construct a portfolio.

This portfolio will explore the 3 young, male protagonists: Carl, Marcus and Tony.

1. The following factors change for the main characters: Resilience, Non-Judgemental Significant

Other, Sense of Purpose and Sense of Belonging. Write one statement noting the factor at

the beginning of the novel and write another statement noting the change which has occurred

by end of the text (24 Statements in total)

2. Create and complete the following chart

A Bridge to

Wiseman’s Cove

About a Boy Swimming

Upstream

Parenting Style of Parent

(Kerry, Fiona, and Dora & Tony)

Positive Impact on Main Character

Negative Impact on Main Character

Feelings towards the parent

3. What is the most important similarity shared by the three characters? Explain your answer.

(1-2 Paragraphs)

4. Draw an outline of each character. Inside the outline list the character’s habits of the mind.

Outside the habits they have not achieved and below each habit, suggest a way the character

can achieve this.

5. Write an essay addressing the following statement, “It doesn’t matter how resilient we are,

without someone to nurture us we cannot achieve our potential.” Discuss this statement in

relation to the three main characters. (500 words)

6. Compose a personal reflection on how these characters have helped to deepen your

awareness of how stumbling blocks in life can be overcome to achieve great things. (350

Words)

Due Date: Thursday, Week 3 – 9th May 2013

This task sheet must be submitted as the coversheet for the portfolio.

Task Comment Grade

Step 1: 24 Statements 1 mark = neat, accurate and clear statement

/24

Step 2: Parent Chart 1 Mark = basic, limited input. 2 Marks = complex, insightful input.

/30

Step 3: Similarity Paragraph(s)

/1

Step 4: 3 Character Diagrams 5 Marks = messy, limited and incomplete. 7.5 Marks = neat, simple and complete. 10 Marks = attractive, detailed & complete.

/30

Step 5: Essay Demonstrated understanding of the texts

Logical Essay Structure

Use of Paragraphs, correct spelling and sentence structure

Total /40 /20 /10 /10

Step 6: Personal Reflection

Reflective thinking

Clearly expressed writing

Total /20 /10 /10

TOTAL /160

A B C D

Fluent and precise cohesion within the essay founded by strong internal structure of paragraphs through the use of examples, quotations and substantiation of claims. (ACELA1766)

Mostly fluent and precise cohesion within the essay founded by sound internal structure of paragraphs through the use of examples, quotations and substantiation of claims. (ACELA1766)

A basic level of cohesion within the essay founded by plain internal structure of paragraphs through the use of examples, quotations and substantiation of claims. (ACELA1766)

A limited level cohesion within the essay founded by a minimal internal structure of paragraphs through the use of examples, quotations and substantiation of claims. (ACELA1766)

Advanced recognition and explanation of a variety viewpoints and perspectives concerning individual people and concerns represented in texts (ACELT1807)

Developed recognition and explanation of a variety viewpoints and perspectives concerning individual people and concerns represented in texts (ACELT1807)

Simple recognition and explanation of a variety viewpoints and perspectives concerning individual people and concerns represented in texts (ACELT1807)

Incomplete recognition and explanation of a variety viewpoints and perspectives concerning individual people and concerns represented in texts (ACELT1807)

Thoughtful and thorough opinions and arguments about aspects of literary texts based on personal reflection, clarification and evaluation. (ACELT1627)

Attentive and consistent opinions and arguments about aspects of literary texts based on personal reflection, clarification and evaluation. (ACELT1627)

Casual and developing opinions and arguments about aspects of literary texts based on personal reflection, clarification and evaluation. (ACELT1627)

Unfocused and inconsistent opinions and arguments about aspects of literary texts based on personal reflection, clarification and evaluation. (ACELT1627)

Effective coherence created in texts through devices like lexical cohesion, grammatical theme and text connectives (ACELA1809)

Adequate coherence created in texts through devices like lexical cohesion, grammatical theme and text connectives (ACELA1809)

Some coherence created in texts through devices like lexical cohesion, grammatical theme and text connectives (ACELA1809)

Ineffective coherence created in texts through devices like lexical cohesion, grammatical theme and text connectives (ACELA1809)