YEAR+13+THEME+STUDY

Complete independent research on a language or literature topic and present conclusions in writing. **__1. Choose a specific topic:__** Choose something that you find interesting enough to sustain you through the project. Choose something with plenty of information available. -social or racial prejudice in Literature //(literature includes film, poetry, drama, short text or extended text//), -sexism, - “The Outsider” i.e. somebody who doesn’t fit the mould or perhaps is bullied by society. -Young Love -Pressure of Family to conform -The American Dream Recurring symbols Portrayal of Maori Men and Women The conventions of romantic love over time The relationship between love and society The changing attitudes towards love over the centuries The changing attitudes towards marriage over the centuries Love and loss A study of different types of love: maternal love, sacrificial love, unrequited love (never obtained) It is important to have questions which require some higher-level thinking: Analysing – ability to break down a whole into parts and comment on those parts Evaluating – ability to justify a decision, judgement or hypothesis. Creating - ability to generate new ideas, or ways of viewing things.
 * __ Achievement Standard 90726 (English 3.7) __**
 * Steps **
 * Literature topics are theme-based research: **
 * __ Choosing Key Questions __**

Questions beginning with “What” usually ask you merely to describe rather than analyse or evaluate. “What” questions are often better suited to NCEA Level 1 or 2 research projects. Higher-level questions include: what ifs, comparisons, projections, what does the portrayal of a certain theme tell us about differences in society through time, what are the responses of “The Outsider” to bullying or social prejudice. ** Make sure that you have recorded the bibliographic information of the book, poem, film, short text: author, page, scene. -Identify the scenes or pages or lines that give you information in the text that answer questions in your topic. -Record these relevant quotes or scene details under the topic questions so that you can then include them in your report as quotes and/or examples.
 * 2. __Formulate “higher-level thinking” questions which enable you to analyse your material, draw conclusions an form judgements.__**
 * __ 3. Head up focusing question pages so that you can record the answers to the questions that you pose. __

Look up information about what the “outsider” is in literature, what social or racial prejudice is, young love compared to “old love” etc. Author/producer __Title of Film or extended Text (underlined),__ date published, where published. Author Title of short text or poem “…”
 * __4. Don’t forget that you must define your topic and this can be addressed in your__ opening paragraph** – not the introduction, as this must be punchy and engage the reader.
 * __ 5. Bibliography set up __**

Author www…… “Title of Article”, date that you viewed it.

Author “Title of Article”, __Name of Book or Magazine,__ date published, where published. __ **6. Footnotes are easy to use:** __ Eg : If you want to quote somebody’s opinion of how Othello appeared to be socially or racially prejudiced against, you would give their quote in a sentence like. Richard Newton considers that “Othello was clearly set up to be the outsider and therefore vulnerable to Iago because it was made clear to audiences that he wasn’t from Venice.” (i) afterwards or [|[1]] Eg: The Outsider in Ameican literature can be viewed as “ underrepresented voices of American Literature such as Native American, Hispanic American, Asian American” [|[2]] ---  //Then it will look like this (below) at the bottom of **your** page// __Footnotes__ [|[1]] Newton, Richard, __The Dense Version of Othello,__ page 237, published in 1970, London [|[2]] Nessenbaum, Casey, “Outsider American Literature Rationale”, []=, 12 April, 2009. -- __ **7. Draw Conclusions and develop judgements from the data.** __

**__8. Organise your material with an introduction, a number of sections integrating findings and judgements, and a conclusion.__ 700 words.** English 3.7 || Complete independent research on a language or literature topic and present conclusions in writing || 3 || 4 ||||  Internal || English || English Written Language || 16 November 2005 |||| 16 November 2005 || This achievement standard requires independent research of a language or literature topic, where the student is expected to propose research question(s), then present conclusions in writing, based on selected information from a range of referenced resources.  ·  Propose research questions that expand understandings of the topic. ||  ·   Propose research questions that expand understandings of the topic. ||  ·   Propose research questions that expand understandings of the topic. || ·   Select relevant information from a range of referenced sources. ||  ·   Select relevant information from a range of referenced sources. ||  ·   Select relevant information from a range of referenced sources. || ·   Present well-supported conclusions in an appropriate written format. ||  ·   Present, in an appropriate written format, well-supported conclusions that include judgements that are convincing and well organised. ||  ·   Present, in an appropriate written format, well-supported conclusions that consistently develop perceptive and integrated judgements. ||
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**Explanatory Notes**
1  This achievement standard is derived from //English in the New Zealand Curriculum//, Learning Media, Ministry of Education, 1994, up to and including Level 8. SPEAKING: Interpersonal Speaking, Using Text, Thinking Critically, Exploring Language, often with links to Processing Information With links to: LISTENING: Listening to Texts, Interpersonal Listening WRITING: Poetic Writing, Transactional Writing READING: Close Reading VIEWING: Viewing PRESENTING: Presenting.

2  The subject of research must be related to the student’s study of English language or literature texts in English and be of sufficient depth and breadth to provide opportunity for conclusions to be drawn and presented.

3  //Propose research questions that expand understandings of the topic// means that students formulate questions that extend from existing information and encourage research into new areas.

4  //Relevant information// may include material from primary sources such as written, visual, oral texts relevant to the topic/issue, and secondary sources such as critiques, reviews, commentaries, articles. In some tasks there may be opportunities for students to conduct surveys and interviews and use other resources.

5  //A range// may relate to a variety within a genre, a variety over time, a variety over genres or a number of samples within a primary source (eg several soliloquies from one play).

6  //Referenced sources// means that a written bibliography is provided.

7  //Perceptive// means with intuitive understanding and insight.

8  //Conclusions// refers to analysis and/or judgements and/or commentary.

9  //Integrated judgements// refers to a student’s ability to synthesise evaluations made based on information drawn from several sources.

10  Students should use appropriate research process methodology to complete the investigation.

11  The written report should include an introduction clearly stating the focus and scope of the research, and a body of accurate information from which relevant conclusions are drawn. The report would be expected to show accurate use and control of writing conventions. The report may be illustrated or supported by audio or visual material.

12  Teachers and students may choose to reshape material gathered and presented for this achievement standard as a basis for assessment against other achievement standards, eg AS90725, English 3.6 //Construct and deliver an oral presentation//, or to use this investigation as background study in preparation for externally assessed achievement standards.

**Quality Assurance**
1  Providers and Industry Training Organisations must be accredited by the Qualifications Authority before they can register credits from assessment against achievement standards.

2  Accredited providers and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards.

Accreditation and Moderation Action Plan (AMAP) reference || 0226 ||