Assessment 3: Comparative Analysis
Education & Teaching
25th May 2025
3
Stage 2 English
Assessment Type: EXTERNAL AT3 Comparative Analysis (30%)
Text Overview:
A comparative analysis is a way to look at two or more similar texts to see how they are different and what they have in common. You will be writing an analytical essay in which you will be comparing and contrasting your two chosen texts. You are expected to produce a higher level of analysis in your writing.
The comparative analysis must be a product of independent study but it is appropriate for the teacher to advise and support in choosing texts to compare, and design a question or topic on which to base your response.
Task Description: Complete a written comparative analysis of two texts evaluating the ways in which language features, stylistic features and conventions have been utilised by the authors to represent ideas, perspectives and aspects of culture in order to influence audiences.
You will be creating a comparative analysis in the structure of an analytical essay. You will need to create a question that you will answer following your essay structure.
Select TWO texts from the following ensuring that the selection offers a successful opportunity for comparison. (They must have similar ideas or themes)
These texts can be selected from one or more of the following categories:
extended texts (a
novel, a graphic novel, a collection of short stories, a biography, or other non-fiction prose text
)
poetry (
a poet study, anthology, theme study, song lyrics
drama texts (play text or live performance)
film texts (feature film)
media texts (
advertisements, talkback radio programs, magazines, technical journals, news presentations, sports reporting, political commentary or cartoons, editorials, websites,
documentaries,
social media, blogs, podcasts, gaming, and other forms of digital medi
a)
In completing the comparative analysis, you must not use texts read or viewed in other parts of the assessment program. However, you may use texts that are similar in type and purpose.
Length /Conditions: 2000 words – total maximum. There is no 10% more on this Task. All SACE Word limits are Maximums.
Due: Draft – Friday Week 8 Term 3
Assessment: Note that ALL of the criteria below will be assessed.
|
Knowledge & Understanding |
Analysis |
Application |
|
KU1 Knowledge and understanding of ideas and perspectives in texts. Ku2 Knowledge and understanding of ways in which creators of texts use language features, stylistic features, and conventions to make meaning. KU3 Knowledge and understanding of ways in which texts are created for different purposes, audiences, and contexts. |
An1 Analysis of language features, stylistic features, and conventions, and evaluation of how they influence audiences.
An2 Analysis of language features, stylistic features, and conventions, and evaluation of how they influence audiences.
An3 Analysis of similarities and differences when comparing texts. |
Ap1 Use of language features to create coherent texts that address the purpose, audience, and context.
Ap2 Use of evidence from texts to develop and support a response.
Ap3 Use of clear, accurate, and fluent expression.
|
Framework for a Response following analysis and comparison tasks
You have 2000 words to use in order to demonstrate your knowledge and understanding, comparative analysis and application skills for this task.
Your response to this task must be written.
This may seem like a substantial word count; however, you will gather much more than this as you analyse the individual texts and work on the planning table.
You will not be able to write everything that you would like to in the response that you will create. Instead you will need to prioritise and select the topics you choose ensuring that you consider what is the same and what is different about the texts.
Remember that your comparison will be most effective if you treat the texts with equal importance and attention to word count.
You should construct your response in order to compare the texts throughout as opposed to analysing the texts separately and then considering them together at the conclusion.
Performance Standards for Stage 2 English – Assessment Type 2
|
- |
Knowledge and Understanding |
Analysis |
Application |
|---|---|---|---|
|
A |
Comprehensive knowledge and understanding of ideas and perspectives in a range of texts. Thorough knowledge and understanding of the 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. |
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. |
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. |
|
B |
Knowledge and understanding of ideas and perspectives in a range of texts. Knowledge and understanding of the 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. |
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. |
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. |
|
C |
Knowledge and understanding of some ideas and perspectives in texts. Knowledge and understanding of the ways in which creators of texts use some language features, stylistic features, and conventions to make meaning. Knowledge and understanding ways in which everyday texts are created for different purposes, contexts, and audiences. |
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. |
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. |
|
D |
Knowledge and understanding of some ideas in a narrow range texts. Some knowledge and understanding of the ways in which creators of texts use language features and conventions to make meaning. Knowledge and understanding of ways in which some everyday texts are created for different purposes and audiences. |
Description of some ideas in texts. Description of some language features, stylistic features, and/or conventions. Description of some similarities and differences in texts. |
Use of some language and stylistic features to create a narrow range of texts. Partial use of basic evidence from texts to develop a response. Inconsistent use of expression. |
|
E |
Identification of an idea in a text. Identification of a limited range of ways in which creators of texts use language techniques. Recognition of one or more ways in which a familiar text is created. |
Reference to an idea in a text. Recognition of language or stylistic features. Recognition of a simple connection between texts. |
Restricted use of language or stylistic features to create a text. Limited use of evidence from a text in a response. Limited use of clear expression. |