Dance 2019 v1.1

1. Dance 2019 v1.1 Writing an extended response

2. This resource has been designed to assist teachers to support students in developing their literacy skills and applying these in an extended response.

3. 1 • Analyse the task in the sample assessment instrument, identifying cognitions students are expected to demonstrate (e.g. evaluate, justify, analyse, interpret).

4. 2 • Consult the syllabus glossary for definitions of each of these cognitions. For example, what is involved when students evaluate? In Dance, when students evaluate a dance work, they need to: • make a judgment about the dance work, based on selected criteria (i.e. to communicate the dance work’s stated meaning), and develop a viewpoint (i.e. perspective) and • justify this viewpoint (i.e. give reasons or evidence from the dance work to support their viewpoint) through • analysing dance concepts and skills evident in the work (i.e. examining or considering something for the purpose of finding meaning) and • interpreting dance concepts and skills evident in the work (i.e. to clarify and explain the meaning of a dance work).

5. 3 • Support students to prepare ideas for their response by: • choosing a question (if more than one question is provided in the task) • identifying and developing a viewpoint in response to the question, which involves making an overall judgment that should be woven through their extended response • developing at least three key points, which justify their overall viewpoint • justifying each of these key points with examples and evidence (i.e. analyses and interpretations of selected dance concepts and skills) from the dance work studied.

6. 4 • Once students have developed ideas regarding their viewpoint and supporting key points, guide them in planning and writing their extended response. Support them in applying the following generic structure for an analytical essay: • Introduction • State a viewpoint (i.e. thesis statement) clearly responding to the question and referring to the dance work studied. • Provide a preview of the key points to be addressed in the essay. • Ensure that the final sentence leads the reader into the essay.

7. 4 • Body • Include at least three paragraphs, each of which • focuses on a key point, which justifies a viewpoint • applies the PEEL structure (Virtual Library 2017) to each paragraph: • clearly stating the key Point of the paragraph • justifying this key point with Evidence (or examples) • Explaining this evidence further, particularly how it supports the key point and • including a final sentence which Links back to the question and overall viewpoint or as a transition to the next topic or paragraph.

8. 4 • Conclusion • Reiterate the viewpoint (i.e. overall evaluation/judgment). • Summarise the key points. • Draw the essay to a close by reinforcing the viewpoint in such a way as to be memorable to the reader.

9. 5 • As well as supporting students to develop their use of dance terminology, guide students to develop their vocabulary to write cohesively, in order to strengthen the quality of their extended response. The following resources may be of benefit in this regard: • UNSW Sydney, ‘Transition Signals in Writing’, https://student.unsw.edu.au/transition-signals-writing • The Learning Centre, The University of Sydney 2010, Vocabulary for Writing Essays (Word document) http://sydney.edu.au/stuserv/documents/learning_centre/VocabForEssays

10. Using PEEL structure: Sample paragraph 1

11. Using PEEL structure: Sample paragraph 2

12. Reference • Virtual Library, ‘PEEL Paragraph Writing’, www.virtuallibrary.info/peel-paragraph-writing.html