Revolting
Sweet
Assessment

CREATIVE TASK: My Revolting Sweet Make up your own revolting sweet. Maybe you want to give your confectionary magical properties. You must make up your own name for the sweet. You will also need to describe the ingredients, taste and method used to make your sweet. You will choose ONE promotional option to complement your description. For example: The Mystical VooBooGoo sweet was made on a cloud, where the quazimble fairies lived. These fairies spent their whole lives collecting the wishes of little children in their wings, but sometimes the wishes were too many and a few slipped off into the clouds. The fallen wishes then got soaked up in the clouds and later fell back to earth as special rain drops. These drops were eaten by the wamble-toed half-sh. The sh later went to the bathroom if you know what I mean and the stuff that was leftover was actually quite tasty. These wambletoed leftovers were gathered up by the people of the Fangthistle tribe and then later boiled in water to make the delicious sweet you will eat today. How will I be marked for this assessment? Please do each of these things in your assessment to achieve full marks. Create a short narrative history of the sweet in FICTIONAL style. Please include the narrative tense. Please include some dialogue. Please include a structure for the history using proper paragraphs. Write a description of the sweet using persuasive language - language that makes people want to buy the sweet and eat it, even though it is disgusting! Be sure that you have created new words for your sweet in the style that Roald Dahl does in the BFG. How many created words did you nd in the sample above? How many new words did you create for your revolting sweet? PROMOTIONAL ASPECT (choose one) Be sure to create a label or colourful packaging that is neatly drawn when you hand in your work. You must do your own artwork. No getting images from the Internet. Write a catchy jingle for your sweet, which should be sung and recorded as part of the assessment. Create a billboard advertisement/poster promoting your sweet. Please use this naming convention when you put your work into the drop box: EngA08 - Childhood - Revolting Sweet - FULL NAME Please be sure that you have cut and pasted the marking criteria to the bottom of your work when you put it into the drop box.

Revolting
Sweet
Assessment

Criterion A is CONTENT. It assesses what you say. My assessment _____________ Teachers assessment______________
Level O Descriptor Work was not done. What it looks like in my work I have not done any of the indicators below in this assessment

1-2

Very limited understanding; little / no awareness of authors choices; lacks detail, development, support. Creative work shows very limited imagination and uses few literary features Incorrect / no use of literary terms. Limited understanding; sometimes shows awareness of the authors choices; not enough detail, development or support. Creative work shows limited imagination and sensitivity. Occasional use of literary terms.

In describing my revolting sweet, I do not explain how the sweet is made, tastes or give any history for it.(The sweet was good.) I do not show ANY imagination in creating my revolting sweet. There is no label, no jingle for the sweet, and there is no advertisement either. In describing my revolting sweet, I basically explain how the sweet is made, tastes and give some history for it, but these descriptions need more detail. (I rely on sentences like theseThis sweet tasted like a lemon, so it was not good). I show A LITTLE imagination in creating my revolting sweet. The reader can get a basic image of what I mean. There is a label, and a jingle or advertisement, but these are simple and need more work. In describing my revolting sweet, I explain how the sweet is made AND tastes using some details (for example, This sweet tasted like a lemon that had been soaked in vinegar, and it made my mouth pucker up like a sh). I show some imagination in creating my revolting sweet. The reader can get a clear image of what I mean. In describing my revolting sweet, I explain how the sweet is made AND tastes using VERY GOOD details (for example, This sweet tasted like a lemon that had been soaked in vinegar for two weeks, and it made my mouth pucker up like a sh and my toes curl up whenever I put one in my mouth). I show imagination in creating my revolting sweet. The reader can get a very clear image of what I mean.

3-4

5-6

Sufcient understanding; shows awareness of the authors choices; adequate detail, development, support Creative work shows some imagination and sensitivity. Usually accurate and appropriate use of literary terms.

7-8

Good understanding; shows good understanding of the authors choices; substantial detail, development and support. Creative work shows imagination and sensitivity. Relevant literary terms are used accurately and appropriately.

Revolting
Sweet
Assessment
9-10 Excellent understanding; shows excellent understanding of the authors choices; sophisticated detail, development and support. Creative work shows a high degree of imagination. Excellent use of literary terms In describing my revolting sweet, I explain how the sweet is made AND how it tastes using EXCELLENT details (for example, This yellowish and greenish sweet tasted like a a two-month-old sour lemon that had been soaked in putrid vinegar for two weeks, and it made my mouth pucker up like a bloated cod sh and my toes curl up like roly-poly bugs whenever I put one in my mouth). I show EXCELLENT imagination in creating my revolting sweet. The reader can ALMOST TASTE AND FEEL my sweet from the wonderful description I have created.

Criterion B is Organization. It assesses how you organize your work.

My assessment _____________ Teachers assessment______________ Level
O 1-2

Descriptor
Work was not done.

What it looks like in my work

I chose not to do this task. In writing the description of my revolting sweet, I do not seem to have an order to what I am saying. There are no signs of dialogue used in this writing assessment. I did not complete the promotional aspect In writing the description of my revolting sweet, I do have an order to what I am saying, but the order gets confusing at times. There are only a few signs of dialogue used in this writing assessment. Promotional aspect sometimes ts with my written description

Generally disorganized; not in a logical order Paragraphing and transitions are very weak No attention is paid to critical apparatus*

3-4

Shows the beginnings of organization; lacks signicant logical order Paragraphing and transitions are weak little attention is paid to critical apparatus*

Revolting
Sweet
Assessment
5-6

Basically organized, clear and coherent; arguments presented in a logical manner; Paragraphing and transitions are apparent Some attention is paid to critical apparatus*

In writing the description of my revolting sweet, I have an order to what I am saying, and the order is easy to follow. There are some signs of dialogue used in this writing assessment, but more would have made this work better. Promotional aspect generally ts with my written description In writing the description of my revolting sweet, I have a clear order to what I am saying. There are several clever signs of dialogue used in this writing assessment. Promotional aspect ts with my written description In writing the description of my revolting sweet, I have an extremely well-planned order to what I am saying. There are clever signs of dialogue used in this writing assessment. Promotional aspect enhances my written description

7-8

Usually well-organized, clear and coherent; arguments presented in a thoughtful and logical manner Paragraphing and transitions help to develop ideas; Sufcient attention is paid to critical apparatus*

9-10

Consistently well-organized, clear and coherent; arguments presented in a perceptive and persuasive manner Paragraphing and transitions help to develop ideas Sophisticated use of critical apparatus*

CRITERION C is about LANGUAGE and assesses how you use words and grammar. My assessment _____________ Teachers assessment______________
Level
O

Descriptor
Work was not done.

What it looks like in my work

I chose not to do this task.

Revolting
Sweet
Assessment
1-2

Vocabulary often inappropriate and limited; very frequent errors* often hinder communication There is little attempt to use suitable register Oral/ presentation work shows little or no skill.

My vocabulary is very limited and it is difcult for me to communicate the ideas I want to. The grammatical errors I have make it impossible for the reader to follow my ideas. The style of language I choose is not LIGHTHEARTED AND FUN as this task requires. I may have written it in essay style, or I may have only used bullet points. My vocabulary is limited in many places and it is difcult for me to communicate the ideas I want to. There are some examples where I do this well, though. The grammatical errors I have make it difcult for the reader to follow my ideas in MANY parts of this written work. The style of language I choose is sometimes LIGHTHEARTED AND FUN as this task requires, but at other times it is not. I have tried to create a style of language that makes the reader have a good time. My vocabulary is thoughtful in some places and I communicate the ideas I want to FAIRLY well through MOST of this written task. There are SOME grammatical errors in my writing but these only make the story difcult to follow in a few places. The style of language I choose is generally LIGHTHEARTED AND FUN as this task requires. I have really tried to create a style of language that makes the reader have a good time. My vocabulary is thoughtful in MOST places and I communicate the ideas I want to VERY well through MOST of this written task. There are FEW grammatical errors in my writing and there are NO AREAS where these errors cause confusion for the reader. The style of language I choose is LIGHTHEARTED AND FUN as this task requires. I have done a very good job of creating a style of language that makes the reader have a good time.

3-4

Vocabulary sometimes inappropriate and somewhat varied; regular errors* hinder communication. There is an attempt to use suitable register. Oral/ presentation work shows some skill.

5-6

Vocabulary usually appropriate and generally varied; some errors* sometimes hinder communication. Often uses suitable register. Oral/ presentation work shows adequate skill.

7-8

Vocabulary appropriate and varied; occasional errors* rarely hinder communication. Consistent use of suitable register. Oral/ presentation work shows good skill.

Revolting
Sweet
Assessment
9-10

Vocabulary always appropriate and greatly varied; very infrequent errors*. Suitable register mastered. Oral/ presentation work shows excellent skill.

My vocabulary is thoughtful throughout this written work and I communicate the ideas I want to EXTREMELY well. There are VERY FEW grammatical errors in my writing and there are NO AREAS where these errors cause confusion for the reader. The style of language I choose is LIGHTHEARTED AND FUN as this task requires. I have done an excellent job of creating a style of language that makes the reader have a good time.

* includes errors in spelling, pronunciation, punctuation, grammar and syntax

* critical apparatus refers to quotations, textual references, supporting evidence/materials and citing of sources. If the task involves specic styles such as news article etc., then critical apparatus should include aspects such as headings, sub-headings, captions etc. Grade Boundaries: 0-41; 5-92; 10-143; 15-194; 20-235; 24-276; 28-307

Effort-I must assess myself on effort by explaining why I gave myself the level I did.
Level 0 1 2 3