Essay Text: The Breakfast Club Assessment Essay on film Techniques – English Assignment Help

Assignment Task:

Task:

You will submit – to DayMap and provide a hard copy of your work.
“The Breakfast Club, directed and produced by John Hughes in 1985, tells the story of five teenagers who spend a Saturday in detention at the fictional Shermer High School. They are harangued and ordered not to speak or move from their seats by the antagonistic principal, Mr. Richard Vernon, and remain for a period of eight hours and fifty-four minutes (from 7:06 a.m. to 4 p.m..). He assigns a 1,000 word essay in which each student must write about who they think they are, and then leaves them mostly unsupervised, returning only occasionally to check on them. Prior to that day, they were total strangers, with nothing in common and came from a different clique or group. They were a brain, a princess, a jock, a criminal and a basket case. Before the day was over, they had touched each other and learnt a lot about each other.
Task Type: Essay on the film techniques used in the film The Breakfast Club.
Task: After viewing the film The Breakfast Club, students are to produce a response which addresses the way in which film techniques are used in the film.
Choose one of the following:

“Nothing is on screen by accident”
Discuss this statement with reference to film techniques used in the film The Breakfast Club.
57277007620How does the director add depth to the characters in the film The Breakfast Club and portray their personalities through the use of film techniques.
Choose two different scenes in the film The Breakfast Club that you find particularly effective.
Describe how both scenes are filmed and comment on why they have been presented this way.
Things to remember:
Use correct essay format. There must be an introduction, a body of well developed paragraphs and a conclusion.
An introductory paragraph should be written that mentions the topics that will be elaborated on in the body.
Each paragraph must have a topic sentence that introduces the topic for the paragraph.
576072017145A concluding paragraph should complete the easy but not introduce any new ideas.
Pay careful attention to spelling, punctuation and grammar, making sure all are correct.
Pay careful attention to sentence sense and construction, making sure there are no run-on sentences.
Avoid using contractions in a formal essay.
Film title – make sure you underline and italicise the title of the film in the essay.
The essay must be drafted, revised and edited carefully.
You need to self-draft, read aloud the work, ask a peer to assist you and seek assistance from teacher.
Remember to proof-read the final essay to make sure there are no errors before submission.
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Type in Arial 11 a
ARMS – CUPS
Y10 Australian Curriculum Achievement Reference Codes
Analyse texts (listening, reading and viewing) Create texts (speaking, writing and creating)
AT1: evaluate how text structures can be used in innovative ways by different authors.
AT2: explain how the choice of language features, images and vocabulary contributes to the development of individual style.
AT3: develop and justify their own interpretations of texts.
AT4: evaluate other interpretations, analysing the evidence used to support them.
AT5: listen for ways features within texts can be manipulated to achieve particular effects.

CT1: show how the selection of language features can achieve precision and stylistic effect.
CT2: explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments.
CT3: develop their own style by experimenting with language features, stylistic devices, text structures and images.
CT4: create a wide range of texts to articulate complex ideas.
CT5: make presentations and contribute actively to class and group discussions, building on others’ ideas, solving problems, justifying opinions and developing and expanding arguments.
CT6: demonstrate understanding of grammar and accurately use spelling and punctuation when creating and editing texts.
CT7: vary vocabulary choices for impact.
CT8: accurately use spelling and punctuation when creating and editing texts.
Year 10 Achievement Standards Task 4: Film Task NAME: ________________________ HG: _______
Knowledge & Understanding Analysis Application Communication
A

• Thorough knowledge and understanding of a wide range of techniques and how they can be manipulated to achieve particular effects for different purposes, audiences, and contexts. (AT5)
• Extensive knowledge and understanding of how a wide range of language features, stylistic features and conventions are used to make meaning.(CT1)
• Comprehensive knowledge and understanding of ideas and perspectives in a range of texts
• Complex analysis of ideas, perspectives and/or aspects of culture
• Perceptive analysis of how language, stylistic features, and text structures are used by the Author/Creator. (AT1,AT2)
• Develop and justify perceptive interpretations of texts using evidence to support ideas (AT3, AT4) Versatile and precise use of language and stylistic features to create a wide range of texts to articulate complex ideas that address the purpose audience and context. ( CT 3,CT4)
• Sophisticated and varied vocabulary choices for impact. (CT7)
• Fluently integrated use of evidence to develop and support cohesive and logical arguments. (CT2) Make presentations and contribute actively to class and group discussions, building on others’ ideas, solving problems, justifying opinions and developing and expanding arguments. (CT5)
• Demonstrate precise understanding of grammar and consistently accurate use of complex spelling and punctuation when creating and editing texts. (CT6, CT8)
• B Knowledge and understanding of a range ways features within texts can be manipulated to achieve particular effects for different purposes, audiences, and contexts. (AT5)
• Knowledge and understanding of how a range of language features, stylistic features and conventions are used to make meaning.(CT1)
• Comprehensive knowledge and understanding of ideas and perspectives in a range of texts
• Detailed analysis of ideas, perspectives and/or aspects of culture
• Sound analysis of how language, stylistic features and text structures are used by the Author/Creator. (AT1, AT2)
• Detailed
• Interpretations justification of texts, analysing the evidence used to support them. (AT3, AT4) Accurate use of language and stylistic features to create a wide range of texts to articulate some complex ideas that address the purpose audience and context. (CT 3,CT4)
• Some sophisticated and varied vocabulary choices for impact. (CT7)
• Appropriate use of evidence to develop and support cohesive and logical arguments. (CT2) Make presentations and mostly active contribution to class and group discussions, building on others’ ideas, solving problems, justifying opinions and developing and expanding arguments. (CT5)
• Demonstrate accurate understanding of grammar and generally accurate use of complex spelling and punctuation when creating and editing texts. (CT6, CT8)
• C Knowledge and understanding of some ways that features within texts can be manipulated to achieve particular effects for different purposes, audiences and contexts. (AT5)
• Knowledge and understanding of how a some language features, stylistic features and conventions are used to make meaning.(CT1)
• Knowledge and understanding of some ideas and perspectives in a range of texts
• Analysis of some ideas, perspectives and/or aspects of culture
• Description and some analysis of how language, stylistic features and text structures are used by the Author/Creator. (AT1, AT2)
• Some evaluation and justification of texts, analysing the evidence used to support them. (AT3, AT4) Generally accurate use of language and stylistic features to create a text to articulate ideas that address the purpose audience and context. (CT3,CT4)
• Some varied vocabulary choices chosen for impact. (CT7)
• Generally appropriate use of evidence to develop and support basic logical arguments. (CT2) Make presentations and contribute to class and group discussions, building on others’ ideas, solving problems, justifying opinions and developing and expanding arguments. (CT5)
• Demonstrate generally accurate use of grammar, spelling and punctuation when creating and editing texts. (CT6, CT8)
• D Limited knowledge and understanding of basic ways features within texts can be manipulated to achieve particular effects for different purposes, audiences, and contexts. (AT5)
• Partial knowledge and understanding of how basic language features, stylistic features and conventions are used to make meaning.(CT1)
• Basic knowledge and understanding of ideas and perspectives in a narrow range of texts
• Description of some ideas, perspectives and/or aspects of culture
• Description of how some language, stylistic features, and text structures are used by the author/creator. (AT1, AT2)
• Basic justification of texts, with limited evidence used to support them. (AT3, AT4) Use of some language and stylistic features to narrow range of texts that attempt to address the purpose audience and context. (CT3,CT4)
• Emerging use of vocabulary choices for impact. (CT7)
• Partial use of evidence to develop and support arguments. (CT2) Occasionally make presentations and contribute actively to class and group discussions, building on others’ ideas, solving problems, justifying opinions and developing and expanding arguments. (CT5)
• Inconsistent understanding of grammar and use of basic spelling and punctuation when creating and editing texts. (CT6, CT8)
• E Identification of limited ways features within texts can be manipulated to achieve particular effects for different purposes, audiences, and contexts. (AT5)
• Recognition of how a limited range of language features, stylistic features and conventions are used to make meaning.(CT1)
• Identification of an ideas and/or perspective in a texts
• Reference to an idea, perspectives and/or aspects of culture
• Limited recognition of stylistic feature and text structures. (AT1, AT2)
• Simple interpretations and justification of texts. (AT3, AT4) Restricted use of language and stylistic features to create a wide range of texts to create a text. (CT 3,CT4)
• Simple vocabulary choices. (CT7)
• Limited use of evidence to support arguments. (CT2) Rarely make presentations and contribute to class and group with little discussion of ideas and opinions (CT5)
• Limited and inconsistent use of basic grammar, spelling, punctuation when creating, and editing texts. (CT6, CT8)

TEACHER COMMENT: GRADE: