Tareas de redacción 1er trimestre, 2014 ESCRITA A MANO DOBLE RENGLÓN FECHA LÍMITE: 9 DE OCTUBRE DE 2014 Realiza una de estas tareas relacionadas con el tema de la diversidad artística. Escribe un mínimo de 250 palabras. A Imagina que durante tus vacaciones de verano trabajas para la oficina de turismo de tu ciudad. Elabora un folleto para que el visitante pueda hacerse una idea de la realidad artística del lugar. Para ello elige tres actividades, monumentos o eventos que ilustren esta parte tan importante del arte del lugar donde vives. B En los museos europeos se exponen muchas obras que fueron sacadas de los países de procedencia durante guerras o invasiones. Algunos opinan que estas obras deberían de devolverse a sus países originales ya que forman parte de sus patrimonio cultural. Escribe un ensayo plasmando tu opinión al respecto. C En la Tate Britain, uno de los principales museos londinenses, una mujer de limpieza tiró una bolsa en la basura. El problema fue que la bolsa formaba parte de una exposición de arte moderno que exhibía el museo. La bolsa era una obra del artista Gustav Metzger, que la había titulado “Nueva creación de la primera presentación pública de un arte autodestructivo”. Colocada sobre una mesa cubierta de desperdicios, la bolsa contenía trozos de cartón y periódicos viejos. No era la primera vez que ese tipo de suceso pasaba. Reflexiona y escribe un ensayo sobre qué piensas que es el arte para ti y qué características debería tener una obra para exhibirse en un museo de renombre internacional. FORMAT NOTES Folleto/hoja informativa/panfleto/anuncio (Brochure, flyer, pamphlet, advertisement) Language: formal or informal, depending on the public to whom it is directed Message: persuasive; intends to convince reader of the benefits of topic Format: Images often accompany text; text also explains topic, purpose, where it is found, how much it costs, etc. ! ! ! ! ! ! Use of commands, quotes, recommendations & exclamations is appropriate. Begin with a headline / title (e.g., Come to Madrid, tierra del sol) Include contact details. Give each section a subheading (e.g., Landscape, Food, Accommodations) Fold into columns. Use evocative language to persuade reader. ¡VENGA A MADRID: Tierra del sol! Las atracciones ¡Visite las maravillas de la ciudad! Los hoteles ¡Reserve una habitación pronto! Los restaurantes Coma tapas en el bar. La vida nocturna El transporte Ensayo (Essay) Language: neutral language in which ideas are described and defined, presenting reliable and trustworthy facts, sometimes with the use of quotes Message: informative Format: follow essay writing norms; combination of informative elements (facts, quotes) with subjective elements as well. ! ! ! ! ! ! ! ! Title your essay so that it summarizes the theme. Include your name under the title. Discursive essay weighing pros and cons of topic. Use clear structure (introduction, development of idea, conclusion) Photos can be used that are related to the theme of the essay. Use connectors (así, sin embargo) Include factual content, which is supported by examples in the text. Use of inferred opinion is encouraged. RUBRIC CRITERION A: LANGAUGE • How effectively and accurately do you use language? Failure to write the minimum number of words will result in a 1-‐point penalty. Points Level Descriptor 9-‐10 Command of the language is good and effective. A wide range of vocabulary is used accurately, with few significant errors. Some complex sentence structures are clear and effective. 7-‐8 Command of the language is effective, despite some inaccuracies. A range of vocabulary is used accurately, with some errors. Simple sentence structures are clear. 5-‐6 Command of the language is generally adequate, despite many inaccuracies. A fairly limited range of vocabulary is used, with many errors. Simple sentence structures are usually clear. 3-‐4 Command of the language is limited and generally ineffective. A limited range of vocabulary is used, with many basic errors. Simple sentence structures are sometimes clear. 1-‐2 Command of the language is generally inadequate. A very limited range of vocabulary is used, with many basic errors. Simple sentence structures are rarely clear. 0 The work does not reach a standard described by the descriptors above. CRITERION B: MESSAGE • How clearly can the student develop and organize relevant ideas? Points Level Descriptor 9-‐10 The message has been communicated well. The ideas are relevant. The development of ideas is coherent and effective; supporting details are appropriate. 7-‐8 The message has been communicated fairly well. The ideas are mostly relevant. The development of ideas is coherent; supporting details are mostly appropriate. 5-‐6 The message has been partially communicated. The ideas are relevant to some extent. The development of ideas is evident at times; supporting details are sometimes appropriate. 3-‐4 The message has barely been communicated. The ideas are sometimes irrelevant and/or repetitive. The development of ideas is confusing; supporting details are limited and/or not appropriate. 1-‐2 The message has not been communicated. The ideas are irrelevant and/or repetitive. The development of ideas is unclear; supporting details are very limited and/or not appropriate. 0 The work does not reach a standard described by the descriptors above. CRITERION C: FORMAT • How correctly do you produce the required text type? • To what extent are the conventions of text types appropriate? Points Level Descriptor 5 The text type is clearly recognizable and appropriate. Conventions appropriate to the text type are effective and evident. 4 The text type is generally recognizable and appropriate. Conventions appropriate to the text type are evident. 3 The text type is sometimes recognizable and appropriate. Conventions appropriate to the text type are limited. 2 The text type is hardly recognizable or is not appropriate. Conventions appropriate to the text type are very limited. 1 The text type is not recognizable. Conventions appropriate to the text type are not used. 0 The work does not reach a standard described by the descriptors above.