[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-350807-105":53,"doc-detail-350807-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","assessment2_rubric_crew-1","Assessment2_Rubric_Crew-1","","Year 9 Unit “Strange Objects” by Gary Crew outlines Rich Assessment Task 2: a six-paragraph textual analysis essay. Students explore one theme from the novel, explaining how the novel’s construction shapes their understanding of that theme through one or more conventions used by Gary Crew, supported by textual evidence. Achievement standards specify differing expectations for structural control, paragraphing, line of argument, language precision, and review/editing for clarity and effect, progressing from approaching to above standard.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/assessment2_rubric_crew-1/350807/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/assessment2_rubric_crew-1/350807.png","ImageObject",442,249,{"name":88,"@type":89},"Stanford","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-30","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",8,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What is Rich Assessment Task 2 in this Year 9 unit?","Question",{"text":109,"@type":110},"Students write a six-paragraph textual analysis essay for the “Strange Objects” unit, focusing on one theme and explaining how the novel’s construction develops their understanding.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How many paragraphs should the essay include, and what are they?",{"text":114,"@type":110},"The essay must be six paragraphs: an introduction, four main body paragraphs, and a conclusion.",{"name":116,"@type":107,"acceptedAnswer":117},"What should students use to support their analysis?",{"text":118,"@type":110},"Students must provide textual evidence and connect each main body paragraph to one or more conventions employed by Gary Crew that influence their understanding of the chosen theme.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},350807,1791746848,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":73,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":9},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Year 9 Unit: Strange Objects by Gary Crew  \nRich Assessment Task 2: Textual Analysis Essay  \nTask: Students are to write an essay exploring how the construction of the novel has contributed to their understanding of one of its themes.  \nThey are to pick one of the themes that you have explored within Strange Objects and write a six-paragraph essay (introduction, four main body paragraphs, conclusion) in which they explain how their understanding of that theme has been influenced by one or more conventions employed by Gary Crew. Each main body paragraph should clearly explore an aspect of their chosen theme and connect it to one or more conventions, providing textual evidence.  \nAn essay planning template is provided in the‘Informed reaction’section for Strange Objects on the Reading Australia website to assist students in planning their essay.  \n\n| By the end of Year 9, students will meet the following Achievement Standards | Approaching or below Year 9 Standard | At\u003Cbr>Year 9 Standard | Above Year 9 Standard |\n| --- | --- | --- | --- |\n| Productive mode: Students understand how to use a variety of language features to create different levels of meaning. In creating texts, students demonstrate how manipulating language features and images can create innovative texts.\u003Cbr>Students create texts that respond to issues, interpreting and integrating ideas from other texts. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation. |  |  |  |\n| Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features.(ACELY1746) | The student’s essay demonstrates use of the basic structural features of an essay, developing a single line of argument and using paragraphs and textual evidence. | The student’s essay demonstrates clear use of the structural and language features of an essay, developing a single line of argument using paragraphs, textual evidence and appropriate language. | The student’s essay demonstrates sophisticated use of the structural and language features of an essay, developing a complex line of argument using paragraphs, transition markers, textual evidence and sophisticated language. |\n| Review and edit student’s own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features.(ACELY1747) | The student makes some attempt to plan and proofread their work to improve its quality. | The student plans and proofreads their work to improve clarity, content and style. | The student plans and proofreads their work to improve clarity, content and style, demonstrating thoughtful consideration of audience and purpose. |\n| Receptive mode: By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors.\u003Cbr>They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from the text to analyse and explain how language choices and conventions are used to influence an audience. |  |  |  |\n| Understand that authors innovate with text structures and language for specific purposes and effects.(ACELA1553) | The student identifies some aspects of the structure and language used in Strange Objects and suggests reasons for their use. | The student identifies several aspects of the structure and language used in Strange Objects and explains their use and effects. | The student identifies several aspects of the structure and language used in Strange Objects , explaining why they are innovative and evaluating their use and effects. |\n| Interpret and compare how representations of people and culture in literary texts are drawn from diffe","cbCaitnSw2htW8fo","https://ap.wps.com/l/cbCaitnSw2htW8fo","pdf",98433,"English","# Rich Assessment Task 2\n## Essay task requirements\n## Achievement standards (approaching to above)","[{\"question\":\"What is Rich Assessment Task 2 in this Year 9 unit?\",\"answer\":\"Students write a six-paragraph textual analysis essay for the “Strange Objects” unit, focusing on one theme and explaining how the novel’s construction develops their understanding.\"},{\"question\":\"How many paragraphs should the essay include, and what are they?\",\"answer\":\"The essay must be six paragraphs: an introduction, four main body paragraphs, and a conclusion.\"},{\"question\":\"What should students use to support their analysis?\",\"answer\":\"Students must provide textual evidence and connect each main body paragraph to one or more conventions employed by Gary Crew that influence their understanding of the chosen theme.\"}]","Assessment2_Rubric_Crew-1 | PDF",1790091205]