Assessment Type 3: External Assessment Comparative Analysis

English Assessment Tasks

Learning Intentions: Students complete a written comparative analysis of two texts and evaluate how the language features, stylistic features, and conventions in these texts are used to represent ideas, perspectives, and/or aspects of culture, and to influence audiences.

Outline of what is required to complete this task

These texts can be selected from one or more of the following categories: extended texts, poetry, drama texts, film texts, media texts. In completing their comparative analysis students may draw on learning from, but must not use, texts read or viewed in other parts of the assessment program. However, students may use texts that are similar in type and purpose.

The comparative analysis must be a product of independent study. Students must not complete the comparative analysis as a shared exercise.

You will need to:

1. Select your texts
2. Ensure that there is a basis of comparison.
3. Plan the structure and elements you wish to include in your comparative analysis, discussing both similarities and differences.
4. Incorporate the most appropriate language features, stylistic features and conventions in your analysis.
5. Make use of the drafting and editing process.

Academic Integrity strategies

• Submit a plan for the development of your response to your teacher.
• Participate in interviews or conferences with your peers and teacher who will ask you questions about your response.
• Submit a draft at the Progress Checkpoint to your teacher for feedbackAcknowledge all sources used, including any AI prompts used.
• Submit your work through the Daymap academic integrity software TurnItIn.
• Check the TurnItin report before final submission.

Knowledge and Understanding

1. Comprehensive knowledge and understanding of ideas and perspectives in a range of texts.Thorough knowledge and understanding of ways in which creators of texts use a range of language features, stylistic features, and conventions to make meaning.Extensive knowledge and understanding of a wide range of ways in which texts are created for different purposes, audiences, and contexts.
2. Knowledge and understanding of ideas and perspectives in a range of texts.Knowledge and understanding of ways in which creators of texts use a range of language features, stylistic features, and conventions to make meaning.Knowledge and understanding of a range of ways in which texts are created for different purposes, contexts, and audiences.
3. Knowledge and understanding of some ideas and perspectives in texts.Knowledge and understanding of ways in which creators of texts use some language features, stylistic features, and conventions to make meaning.Knowledge and understanding of ways in which everyday texts are created for different purposes, contexts, and audiences.

Analysis

1. Complex analysis of ideas, perspectives, and/or aspects of culture represented in texts.
   Perceptive analysis of language features, stylistic features, and conventions used in texts, and thoughtful evaluation of how these influence audiences.Critical analysis of similarities and differences when comparing texts.
2. Detailed analysis of ideas, perspectives, and/or aspects of culture represented in texts.Detailed analysis of language features, stylistic features, and conventions, and evaluation of how these influence audiences.Clear analysis of similarities and differences when comparing texts.
3. Analysis of some ideas and perspectives represented in texts.Description and some analysis of different language features, stylistic features, and conventions, and/or some evaluation of how these influence audiences.Analysis of some similarities and differences when comparing texts.

Application

1. Versatile and precise use of language and stylistic features to create a wide range of coherent texts that address the purpose, audience, and context.Fluently integrated use of evidence from texts to develop and support a response.Sophisticated use of accurate, clear, and fluent expression.
2. Accurate use of language and stylistic features to create a range of coherent texts that address the purpose, context, and audience.Appropriate use of evidence from texts to develop and support a response.Consistent use of accurate, clear, and fluent expression.
3. Generally accurate use of language and stylistic features to create texts that address the purpose, context, and audience.Selection of some evidence from texts to develop and support a response.Appropriate use of accurate, clear, and fluent expression.

Assessment Requirements Summary

The English assessment requires students to complete a comparative analysis of two texts to evaluate how language features, stylistic features, and conventions are used to represent ideas, perspectives, and aspects of culture, as well as how they influence audiences.

Key Pointers to Cover in the Assessment:

• Text Selection: Choose two appropriate texts from categories such as extended texts, poetry, drama, film, or media.
• Basis of Comparison: Establish clear grounds for comparison, focusing on similarities and differences.
• Planning & Structure: Organize ideas coherently, ensuring coverage of perspectives, culture, and audience impact.
• Analytical Depth: Critically analyse language, stylistic choices, and conventions with detailed evaluation.
• Drafting & Integrity: Use the drafting process, submit plans for teacher review, acknowledge all sources (including AI prompts), and check work via TurnItIn.
• Learning Outcomes: Demonstrate knowledge, analysis, and application of ideas, perspectives, and textual strategies, supported with evidence.

Academic Mentor’s Step-by-Step Guidance

The academic mentor guided the student through a systematic approach to ensure the assessment was completed effectively:

1. Understanding the Task Requirements:
   The mentor first explained the purpose of a comparative analysis — not just describing two texts separately but critically exploring how they converge and diverge in terms of ideas, perspectives, and stylistic features.

2. Selecting Appropriate Texts:
   The student was encouraged to choose texts that provided enough scope for comparison. The mentor highlighted the importance of ensuring cultural, thematic, or stylistic overlap while still leaving room for meaningful contrast.

3. Establishing the Basis of Comparison:
   Together, they mapped out core elements such as representation of ideas, cultural perspectives, and the intended audience. This framework became the foundation for analysis.

4. Planning the Structure:
   The mentor guided the student to draft an outline with clear sections: introduction, thematic similarities, stylistic contrasts, audience influence, and conclusion. This ensured the essay flowed logically.

5. Conducting Critical Analysis:
   The mentor emphasized moving beyond description. The student was coached to demonstrate how and why certain features (like metaphors, tone, or visual techniques) were used and what impact they created for audiences.

6. Drafting & Reviewing:
   At the drafting stage, the mentor provided feedback on coherence, use of evidence, and critical depth. The student was reminded to cite sources correctly and check the originality of their work via TurnItIn.

7. Final Refinement:
   The final stage involved polishing language use, ensuring clarity, precision, and fluency in expression, and integrating quotations smoothly to strengthen arguments.

Outcome & Learning Achieved

Through this guided process, the student:

• Gained comprehensive knowledge of how texts convey ideas and cultural perspectives.
• Developed critical analysis skills, evaluating the significance of language and stylistic features.
• Strengthened the ability to compare and contrast texts effectively with clear justification.
• Practiced academic integrity, drafting responsibly and acknowledging all sources.
• Applied appropriate language and stylistic precision, producing a coherent and well-supported analysis.

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