Work sample
English – Year 8
Work sample: Imaginative interpretation – Tuck Everlasting
Relevant part of the achievement standard
By the end of Year 8 students listen to, read and view a range of spoken, written and multimodal texts
interpreting key information, concepts and issues, and evaluating the effectiveness of language choices used
to influence readers, viewers and listeners. They summarise and synthesise the main ideas and viewpoints
in texts and evaluate the supporting evidence. They support their own opinions with specific textual
evidence, and evaluating evidence used by others. They explain ways in which different groups in society
are represented in literary, persuasive and informative texts drawn from a range of social and historical
contexts. They compare and describe text structures and language features in texts, and explain how these
are designed for a variety of purposes and audiences.
Students create sustained and coherent written, spoken and multimodal texts in a variety of forms to explore
significant ideas, report events, express opinions, and respond to others’ views. They interact confidently
with others in a variety of contexts and deliver presentations to report researched information, share
opinions, debate issues, present imaginative interpretations, and evaluate differing perspectives. They
select elements from different literary genres to create informative, imaginative and persuasive texts. In
constructing texts, they take account of intended purposes, the needs and interests of audiences, selecting
vocabulary and appropriate text structures and language features to clarify intended meanings and to
create specific effects. They select language devices to build cohesion in texts, clearly showing connections
between ideas and information.
Summary of task
Students were asked to write an epilogue for the novel Tuck Everlasting by Natalie Babbitt. They were asked
to:
•
write about the further adventures of the Tucks
•
include the four main Tucks and retain the original characterisation of these characters
•
use a descriptive narrative form and include dialogue.
Student attainment of the achievement standard is determined at the end of a reporting period after
reviewing relevant assessment evidence.
Work sample – November 2010
Year 8
© ACARA 2010 (except where otherwise indicated).
Page 1 of 3
Work sample
English – Year 8
Work sample: Imaginative interpretation – Tuck Everlasting
Annotations
Uses an engaging opening to
entice the reader, for example
uses onomatopoeia: ‘Clip-clop,
Clip-clop’.
Selects literary devices for effect
including onomatopoeia (‘Crash’),
and similes (‘like rain falling down
the window’).
Makes accurate and consistent
references to the novel
throughout the piece, for example
‘Mae’s music box’ and ‘the water’.
Demonstrates understanding
of different uses of punctuation
for dialogue and stylistic
representations of speech, for
example the use of ‘n’ for and to
represent the character’s style of
speech.
Uses short sentences to
accelerate the pace and establish
a sense of excitement.
Sustains original characterisation
throughout.
Work sample – November 2010
Year 8
© ACARA 2010 (except where otherwise indicated).
Page 2 of 3
Work sample
English – Year 8
Work sample: Imaginative interpretation – Tuck Everlasting
Annotations
Uses dialogue to develop the
character and create anticipation
about events.
Selects images to establish a
happy mood and a sense of
safety.
Uses a simile to create hope and
suggest possible resolution.
Introduces element of suspense
in contrast to the tone that has
been developed to this point.
Annotation summary
This work sample demonstrates a clear and detailed understanding of the text under discussion. Reference
to the original text is woven through the piece. A clear structure is evident. Language is used carefully and
creatively with attention to detail and consistency in characterisation.
Acknowledgement:
ACARA acknowledges the contribution of trial school teachers and students in providing the tasks and work samples. The annotations written by ACARA
are referenced to the Australian curriculum achievement standards.
Work sample – November 2010
Year 8
© ACARA 2010 (except where otherwise indicated).
Page 3 of 3