Assessment Task 3 Short Story Narrative 1 (1)

Student: Lachlan Gepp Class: Year Ten English

Assessment Item Short StoryNarrative

Teacher Mrs Roth, Mr Otto, Mrs Hibberd, Miss O’Neill

Date issued Length 500-800

Draft due Due date

Introduction

The genre of heroic literature finds its origins in ancient myths. Over time, societies developed complex dramas using their pantheon of heroes and villains, and these narratives served to pass on their values and belief system. Modern audiences know the genre mainly through superhero stories, although at their core, little has changed. Both modern and historic heroic stories magnify everyday human concerns and play them out in an exaggerated scale.

Throughout this unit you have studied how visual language and writing techniques construct hero and villain characters. You have also explored the conventions of the hero genre and seen how these can be employed for various effects.

The taskWrite a short story with the protagonist as either a (super) hero or a (super) villain.

Choose one of the scenarios below and construct your narrative around it. Your character can either enter into the scenario or be the cause of it.

• Your story must ‘stand alone’, i.e. it must be a whole, properly structured narrative.

• Write in the past tense, using a third person perspective.

• Make imaginative use of the genre’s codes and conventions.

Mt Maria College

English Department

Unit: Heroes and Villains

Task 3 – Short Story/Narrative

Scenarios In the middle of a city, a train pulling tanks of various chemicals derails and spills its

payload. A strangely shaped asteroid crashes in the Arctic ice plains. At a secret military testing site, an experimental robotic soldier breaks free. A rare crystal idol is stolen from a museum. A passing solar storm drenches the planet in deep-space cosmic radiation with disastrous

consequences. A series of tornadoes sweeps towards populated areas. Above a major city, an inter-dimensional portal ruptures the sky. Time starts behaving erratically, unexpectedly jumping forwards and backwards.

Task Conditions Notice of task and topics Planning to be completed before drafting stage. Drafting in class. 4 lessons under exam conditions. Final copy can be word-processed at home. Written draft must be submitted.

Common Curriculum Elements Interpreting the meaning of words or other symbols Interpreting the meaning of pictures/illustrations Using correct spelling, punctuation, grammar Using vocabulary appropriate to a context

Overall Result:

Guidelines:PlotThe action within a short story occurs over a short period of time, perhaps a few hours or a day. When the action is stretched over a longer time, the writing becomes too shallow in terms of character development and description.

Use the conventional structure of a story: Orientation (engagingly introduces when, where, who) Complication (a problem arises that must be dealt with) Climax (the highest point of drama when the problem is solved or overcomes the characters) Resolution (what occurs after the problem; perhaps includes a twist)

OR, you may write an ending which is open-ended but suggestive, leaving it up to the reader’s imagination as to what has happened

CharacterShort stories involve only a few characters, but between these characters there must be some amount of drama and conflict to create an interesting and engaging narrative. The characters should have obvious differences.

TIPS for writing charactersThe first time the character is introduced they should create an immediate impression on the reader. Their personality should be established through selective description.

Don’t just list descriptions about the character’s hair, eyes, clothes, etc. Incorporate these descriptions into the action of the story.

E.g. Rustan’s piercing blue eyes narrowed behind the long strands of his chestnut hair. The market place was brimming with vibrant colour and the shouts of the traders, yet Rustan stood quite still, his long dark cloak ably concealing him in the shadows of the alley.

Show, don’t tell. Avoid simply telling the reader how your character feels; show the reader through the character’s actions.

E.g. Rustan sighed wearily. The assassin had vanished; he had to accept that now. He slumped against the wall and cursed himself.

Think carefully about the language you use to describe each character’s actions- your language choices should reflect the type of character they are.

E.g.…she shuffled across the room… she marched across the room…she glided across the room

Characters don’t only speak in dialogue to each other, they also think to themselves. Your characters should speculate, reflect, guess, doubt, remember, consider, wonder, etc.

StyleEmploy the codes and conventions of your genre: typical character types, settings, objects, actions, language.Write an equal balance of descriptions of actions, descriptions of appearances, and dialogue and thought.

Planning

The Character: hero or villain Name/s: 2.0(Robot) Prototype (Old Robot) Joseph and Julia (The two surviving scientists)

Personality

What is the most important thing to them? Why?

To complete their new robot 2.0 to destroy the out of control Prototype.

What do they worry about/ not worry about?

The fear of being murdered, as 4 of their fellow scientists have been murdered.

What do they enjoy doing/ avoid doing?

They enjoy working on their new robot and they avoid being alone, otherwise they may be killed.

What angers them/ pleases them?

How do they behave towards others/ like to be treated by others?

What do others think of them?

That they were stupid to even try to make a robot in the first place.

How do they feel about their destiny? Why?

Abilities

Strengths/ Powers Weaknesses:

Equipment/Vehicles:

Base/Headquarters

Appearance

Clothing

Emblem/Symbol

2.0 Emblem, which is positioned on the left of his chest.

Prototype’s Emblem, which is positioned on its shield – held by its left arm – and on the centre of its chest.

The Plot

Scenario: At a secret military testing site, an experimental robotic soldier breaks free.

Orientation:Details of setting When: 2042

Where: New York

What action/event begins the narrative and sets the plot in motion?

Underground in sector 47, 6 Scientists are testing out brand new technology found in deep space. Attaching this new technology to a Prototype robot. The new technology is to learn from every mistake it makes and to learn from everything around it. To take in information such as books and TV.

Complication – How does the problem arise?

The Prototype robot becomes override by an outside hacker, and then walks straight out of the underground facility. One of the scientists kills himself; after finding out his own creation killed his wife and he couldn’t live without her. 2 of the scientists were suspiciously murdered on their way home and one other scientist was brutally ripped in half by the protoype.. Leaving the last two scientists, Joseph and Julia, in fear and despite the fact, they continued on building and designing a new and improved robot to overcome this prototype.

How does the character initially react to the problem? Hint: Don’t make your character fearless. It’s much more interesting when a character experiences recognisable emotions.

The 2 remaining scientists, try to resolve the problem by creating a new robot with the same technology but with a faster processor, higher grade security systems and by looking at the old designs for the overridden robot they found out all its faults and made their new robot even better.

What various actions does the character perform in attempting to deal with the problem?

The two scientists that have been left to deal with this out of control robot, continue on with the designs of the new and improved 2.0.

Climax – How is the problem solved/How does the problem overcome the character?

Joseph and Julia finish programming “2.0” and turn on the power. The robot stands up, and as programmed, starts to begin tests.

Walking around Firing its weapons Testing weather resistance Max power output Processor Speed Its new Technology is to learn from every mistake it makes and to learn from

everything around it. To take in information such as books and TV.All these tests prepare the robot for its hardest fight. The new improved robot had been tracking the old prototype for months of training and retrieving patterns of how it fights and how intelligent it is. The New 2.0 robot has built up a great relationship with Joseph and Julia and now it leaves the high tech defence facility in sector 47, to find and destroy Prototype.Resolution – How does the story finish so that the reader is satisfied?

The New, “2.0” robot has an intense battle with “Prototype” and barely triumphs while having lost one arm and half of its head, He Rips out Prototypes processor therefore leaving it unable to perform any actions.

SOME PICTURES TO GET THE IDEAS FLOWING…

SHORT STORY

A B C D EKNOWLEDGE AND CONTROL OF TEXTS IN THEIR CONTEXTS

The student has demonstrated that meaning in texts is shaped by purpose, cultural context and social situation by:

selecting and sequencing substantial, relevant subject matter when constructing the short story

exploiting the patterns and conventions of the short story genre

very clearly maintaining the roles and relationships of the characters


selecting and usually sequencing considerable relevant subject matter when constructing the short story

employing the patterns and conventions of the short story genre

clearly maintaining the roles and relationships of the characters


selecting sufficient relevant subject matter when constructing the short story

in the main, employing the patterns and conventions of the short story genre

establishing and sometimes maintaining the roles and relationships of the characters


selecting some relevant subject matter when constructing the short story

unevenly employing the patterns and conventions of the short story genre

generally establishing and sometimes maintaining the roles and relationships of the characters


selecting some subject matter when constructing the short story

occasionally using some conventions of the short story genre

identifying the roles and relationships of the characters

KNOWLEDGE AND CONTROL OF TEXTUAL FEATURESThe student has demonstrated knowledge of appropriateness of textual features for purpose, genre and register by:

exploiting the sequencing and organisation of the narrative structure

making discerning use of cohesive ties to emphasise ideas and connect parts of the narrative

exploiting an extensive range of apt vocabulary, including figurative uses and descriptive language

combining a wide range of clause and sentence structures for specific effects while

The student has demonstrated knowledge of appropriateness of textual features for purpose, genre and register by:

exploiting the sequencing and organisation of the narrative structure

controlling the use of cohesive ties to connect ideas and parts of the narrative

selecting, with occasional lapses, a wide range of suitable vocabulary, including figurative uses and descriptive language

controlling a wide range of clause and sentence structures, while generally


in the main sequencing and organising the narrative structure

usually linking ideas with cohesive ties

using suitable vocabulary including some descriptive language

using a range of clause and sentence structures, with occasional lapses in grammatical accuracy

controlling paragraphing and punctuation such as commas,


occasionally sequencing and organising the narrative structure

making lapses in linking ideas with cohesive ties

using basic vocabulary using clause and sentence

structures accurately in places, but with frequent grammatical lapses in subject-verb agreement, continuity of tenses and pronoun references

using paragraphing and


linking some ideas with conjunctions

using a narrow range of basic vocabulary

using a narrow range of clause and sentence structures with frequent grammatical lapses that impede understanding

using some punctuation though not paragraphing

using some conventional spelling but lapses impede understanding

sustaining grammatical accuracy

sustaining control of paragraphing and a wide range of punctuation

controlling conventional spelling

maintaining grammatical accuracy

sustaining control of paragraphing and a wide range of punctuation

controlling conventional spelling, with occasional lapses

apostrophes, capitals and full stops

using conventional spelling in the main

punctuation accurately in places, but with frequent lapses

using conventional spelling but with frequent lapses

KNOWLEDGE AND APPLICATION OF THE CONSTRUCTEDNESS OF TEXTSThe student has demonstrated knowledge of the ways in which texts are selectively constructed and read by:

thoroughly exploiting the ways discourses in texts are shaped by language choices by making complex and subtle distinctions when shaping representations

making purposeful and discerning choices that very effectively position the reader

The student has demonstrated knowledge of the ways in which texts are selectively constructed and read by:

making effective use of the ways discourses in texts are shaped by language choices by making fine distinctions when shaping representations

making purposeful choices that effectively position the reader


employing ways discourses in texts are shaped by language choices by making broad distinctions when shaping representations

making purposeful choices that, in the main, position the reader


identifying some ways discourses in texts are shaped by language choices by unevenly shaping representations

making choices that sometimes position the reader


some identification that choices position the reader

Teacher Comment: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Signature: …………………………………………………………………………………….. Date:……………………………………………………….

Student Self Evaluation

Information ProcessRating

Very good Good Fair Poor Very PoorUnderstanding of Task

Own analysis of task

Evaluating and organising subject

matter

Constructing Plan

Use of Drafting Process

Use of appropriate language

Student Comment

---------------------------------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------------------------------------

Documents

Assessment Task 3 Short Story Narrative 1 (1)