Noonan

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Gregory Thomas Noonan
8 English A Language and Literature
Ms. Debbie
September 3, 2014
The Day of Australia
In Australia, there are a couple traditions; the most famous one is Australia Day,
which takes place every year on January 26
th
. It is the day of Australia. Many people in
the country celebrate it every year. They celebrate the day because it is about the
founding of the country, because on the 26
th
. 300 years ago it was when Captain Arthur
Phillip raised the Union Jack on Sydney Cove. Every year events for this celebration are
getting bigger and bigger, and more people are celebrating it as Australia becomes a more
busy country, which is why this celebration will last for a long time.
On Australia day all Australians get together and just have fun with friends and
family (Australia Day). Many landmarks hold events, where people can get together
and celebrate it, whether or not people are watching their favourite band, eating their
favourite Australian dishes or playing games with completely random people. The ABC
network has multiple games and events that they host or document every Australia day
(About Australia Day). The fact that one of the most famous networks in Australia
enjoys celebrating it shows that many Australians enjoy celebrating this 200-year-old
culture. The biggest events usually take place in Sydney, the most famous city in
Australia, usually at Hyde Park, a famous park in the central business district of the city.
Sydney also was one of the first cities in Australia. Australia was claimed in 1788, on
Sydney Cove when Captain Arthur Phillip brought 1,350 in a fleet of 11 ships to the area
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(About our National Day). Sydney is the most known place in Australia, its the base
of the country, and it holds one of the biggest events for Australia day.
Australia day is and always will be a day celebrated for being Australian. Most
Australians would prefer to go to Australia on Australia day to celebrate it. They do it
because Australia has many unique things that can only be found in Australia (About
Australia Day), which is why people prefer to celebrate it in the country itself. People
would learn about the countrys culture on the day. They celebrate what the country has
achieved, and maybe what has happened to make it such a major country. They do it so
the little children and younger adults can learn the countrys history. It is so they know
what the country achieved and apply it to make the country even better than it is now
(About our National Day). The biggest events are usually for the youngest audience.
There are many celebrations for children, and performances and games that attract the
attention of teenagers and young adults. The main event for 2015 is that a famous
childrens band, The Wiggles, are having a big performance in Hyde Park, Sydney.
Over the past 200 years Australia day has been preserved. Almost all Australians
in the world celebrate this event, and its getting bigger and bigger every year. This is
because Australia day is the only national day for Australia, since the country does not
have Independence (Australia Day). So as long as Australia day is celebrated, it will be
a surviving cultural tradition, because Australia doesnt have any plans of becoming an
Independent Country. The biggest events are usually for the youngest audience. There
are many celebrations for children, and performances and games that attract the attention
of teenagers and young adults. The main event for next year, is that a famous childrens
band, The Wiggles, are having a big performance in Hyde Park, Sydney. They do it so
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the younger generation can have fun on their countrys national day, making them want to
actually learn about it.
Australia day, a day for the founding of the country, has been celebrated for 200
years by all Australians. All Australians celebrate it every year on The 26th of January.
Many major events take place around the country during this national day, and it is
getting bigger every year as the country grows. The celebration would probably stay for
a long time, maybe another 200 years, because the country is growing pretty rapidly, as it
is not one of the oldest countries in the world.












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Works Cited
"About Australia Day." Australia Day 2013: What Does Australia Day Mean? ABC
Network, n.d. Web. 20 Aug. 2014.
<http://www.abc.net.au/australiaday/about_australiaday.htm>
About our National Day. Australia Day. N.p., n.d. Web. 27 Aug. 2014
< http://www.australiaday.org.au/australia-day/about-our-national-day/>
"History of Australia Day." Australian History. Rochedale State School, n.d. Web. 20
Aug. 2014. < http://www.rochedalss.eq.edu.au/australiaday/austhistory.htm>
"History of Australia Day." Australian History. Rochedale State School, n.d. Web. 20
Aug. 2014. < http://www.rochedalss.eq.edu.au/australiaday/austhistory.htm>


Language and Literature Criterion B: Organizing Year
3
Assignment: Q1 Research Paper
ACHIEVEMENT LEVEL DESCRIPTOR TASK SPECIFIC
ASSESSMENT
0
The student does not reach a standard described by
any of the descriptors below.
The student does not reach a standard
described by any of the descriptors
below.
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1-2



The student:

i. makes minimal use of organizational structures
though these may not always serve the context and
intention

ii. organizes opinions and ideas with a minimal
degree of coherence and logic

iii. makes minimal use of referencing and formatting
tools to create a presentation style that may not
always be suitable to the context and
intention.
The student:
i. introduction and conclusion
minimally frame the paper; the thesis
is missing or inadequate
ii. organizes ideas into 4 or less
incoherent paragraphs; body
paragraph topic and concluding
sentences are missing or irrelevant
iii. makes minimal use of referencing
and formatting tools to create a suitable
presentation style.




3-4



The student:

i. makes adequate use of organizational structures
that serve the context and intention

ii. organizes opinions and ideas with some degree
of coherence and logic

iii. makes adequate use of referencing and
formatting tools to create a presentation style
suitable to the context and intention.
The student:
i. frames the paper using an adequate
introduction paragraph ending in a
thesis and conclusion paragraph
ii. organizes ideas into 5 somewhat
coherent and logical paragraphs; 3
body paragraphs have adequate topic
sentences and concluding sentences
iii. makes adequate use of referencing
and formatting tools to create a suitable
presentation style.


5-6
The student:
i. makes competent use of organizational structures
that serve the context and intention

ii. organizes opinions and ideas in a coherent and
logical manner with ideas building on each other

iii. makes competent use of referencing and
formatting tools to create a presentation style
suitable to the context and intention.
The student:
i. frames the paper using a competent
introduction paragraph ending in a
thesis and conclusion paragraph
ii. organizes ideas into 5 coherent and
logical paragraphs with ideas building
on each other; 3 body paragraphs with
competent topic sentences related to
the thesis and concluding sentences
iii. makes competent use of
referencing and formatting tools to
create a suitable presentation style.
Some of the details about the day
should be better explained to show
how they are linked to the identity of
Australians.




7-8

The student:

i. makes sophisticated use of organizational
structures that serve the context and intention
effectively

ii. effectively organizes opinions and ideas in a
coherent and logical manner with ideas building on
each other in a sophisticated way

iii. makes excellent use of referencing and
formatting tools to create an effective presentation
style.
The student:
i. frames the paper using a
sophisticated introduction paragraph
ending in a thesis and conclusion
paragraph
ii. effectively organizes ideas into 5
coherent and logical paragraphs with
ideas building on each other in a
sophisticated way; 3 body paragraphs
with effective topic sentences related to
the thesis and concluding sentences
iii. makes excellent use of referencing
and formatting tools to create an
effective presentation style.

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Language and Literature Criterion C: Producing Text
Year 3
Assignment: Q1 Research Paper
ACHIEVEMENT LEVEL DESCRIPTOR TASK SPECIFIC
ASSESSMENT
0
The student does not reach a standard described by
any of the descriptors below.
The student does not reach a standard
described by any of the descriptors
below.




1-2

The student:

i. produces texts that demonstrate limited personal
engagement with the creative process; demonstrates
a limited degree of thought, imagination or
sensitivity and minimal exploration and
consideration of new perspectives and ideas
ii. makes minimal stylistic choices in terms of
linguistic, literary and visual devices, demonstrating
limited awareness of impact on an audience
iii. selects few relevant details and examples to
develop ideas.
The student:
i. writes a less than 700 word
informative paper about a cultural
tradition; uses limited and mediocre
sources
ii. makes minimal stylistic choices in
the use of transition words and body
paragraph topic sentences are
nonexistent or not related to the thesis
iii. selects few relevant factual details
and research examples to develop
ideas; direct quotations are not used or
are overused.




3-4




The student:

i. produces texts that demonstrate adequate
personal engagement with the creative process;
demonstrates some degree of thought, imagination
and sensitivity and some exploration and
consideration of new perspectives and ideas
ii. makes some stylistic choices in terms of linguistic,
literary and visual devices, demonstrating adequate
awareness of impact on an audience
iii. selects some relevant details and examples to
develop ideas.
The student:
i. writes an adequate 700-800 word
informative paper about a cultural
tradition; uses a minimum of 3 sources
of adequate quality
ii. makes some stylistic choices in the
use of transition words and some body
paragraph topic sentences are related
to the thesis
iii. selects some relevant factual details
and research examples to develop
ideas; attempts to use at least 2 direct
quotations.



5-6

The student:

i. produces texts that demonstrate considerable
personal engagement with the creative process;
demonstrates considerable thought, imagination
and
sensitivity and substantial exploration and
consideration of new perspectives and ideas
ii. makes thoughtful stylistic choices in terms of
linguistic, literary and visual devices, demonstrating
good awareness of impact on an audience
iii. selects sufficient relevant details and examples
to develop ideas.
The student:
i. writes a good 700-800 word
informative paper about a cultural
tradition; uses a minimum of 3 good
quality sources
ii. makes thoughtful stylistic choices in
the use of transition words and body
paragraph topic sentences are usually
related to the thesis
iii. selects sufficient relevant factual
details and research examples to
develop ideas; uses at least 2 direct
quotations.


The student:

The student:
i. writes an engaging 700-800 word
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7-8

i. produces texts that demonstrate a high degree of
personal engagement with the creative process;
demonstrates a high degree of thought, imagination
and sensitivity and perceptive exploration and
consideration of new perspectives and ideas
ii. makes perceptive stylistic choices in terms of
linguistic, literary and visual devices, demonstrating
clear awareness of impact on an audience
iii. selects extensive relevant details and examples
to develop ideas with precision.
informative paper about a cultural
tradition; uses more than 3 excellent
quality sources
ii. makes perceptive stylistic choices in
the use of transition words and body
paragraph topic sentences are clearly
related to the thesis
iii. selects extensive relevant factual
details and research examples to
develop ideas with precision; properly
uses at least 2 direct quotations.



Language and Literature Criterion D: Using Language Year 3
Assignment: Q1 Research Paper
ACHIEVEMENT LEVEL DESCRIPTOR TASK SPECIFIC
ASSESSMENT
0
The student does not reach a standard described by
any of the descriptors below.
The student does not reach a standard
described by any of the descriptors
below.




1-2
The student:
i. uses a limited range of appropriate vocabulary
and forms of expression
ii. writes and speaks in an inappropriate register
and style that do not serve the context and intention
iii. uses grammar, syntax and punctuation with
limited accuracy; errors often hinder communication
iv. spells/writes and pronounces with limited
accuracy; errors often hinder communication
v. makes limited and/or inappropriate use of non-
verbal communication techniques.
The student:
i. uses a limited range of appropriate
vocabulary, sentence structures and
forms of expression
ii. rarely writes in an informative
register and style
iii. uses grammar, syntax and
punctuation with a limited degree of
accuracy; communication is often
hindered by errors
iv. spells/writes with a limited degree
of accuracy; communication is often
hindered by errors; the work has not
been edited




3-4


The student:
i. uses an adequate range of appropriate
vocabulary, sentence structures and forms of
expression
ii. sometimes writes and speaks in a register and
style that serve the context and intention
iii. uses grammar, syntax and punctuation with some
degree of accuracy; errors sometimes hinder
communication
iv. spells/writes and pronounces with some degree
of accuracy; errors sometimes hinder
communication
v. makes some use of appropriate non-verbal
communication techniques.
The student:
i. adequately uses appropriate
vocabulary, sentence structures and
forms of expression to describe the
cultural tradition
ii. sometimes writes in an informative
style
iii. present tense is sometimes used,
and personal pronouns are sometimes
avoided
iv. spelling/writing errors have not been
carefully edited out and the work is
fairly rough



The student:
i. uses a varied range of appropriate vocabulary,
sentence structures and forms of expression
competently
ii. writes and speaks competently in a register and
The student:
i. competently uses appropriate
vocabulary, sentence structures and
forms of expression to describe the
cultural tradition
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5-6



style that serve the context and intention
iii. uses grammar, syntax and punctuation with a
considerable degree of accuracy; errors do not
hinder effective communication
iv. spells/writes and pronounces with a
considerable degree of accuracy; errors do not
hinder effective communication
v. makes sufficient use of appropriate non-verbal
communication techniques.
ii. writes competently in an informative
style
iii. present tense is usually used, and
personal pronouns are usually avoided
iv. spelling/writing errors have mostly
been edited out and the work is fairly
polished






7-8





The student:
i. effectively uses a varied range of appropriate
vocabulary, sentence structures and forms of
expression
ii. writes and speaks in a consistently appropriate
register and style that serve the context and intention
iii. uses grammar, syntax and punctuation with a
high degree of accuracy; errors are minor and
communication is effective
iv. spells/writes and pronounces with a high degree
of accuracy; errors are minor and communication is
effective
v. makes effective use of appropriate non-verbal
communication techniques.
The student:
i. effectively uses appropriate
vocabulary, sentence structures and
forms of expression to describe the
cultural tradition
ii. writes in a consistently appropriate
informative style
iii. present tense is used highly
consistently, and personal pronouns
are avoided
iv. spelling/writing errors have been
edited out and the work is polished