AT2 Theme or Issue - Graffiti - Art or Vandalism - C - Grade

Stage 2 English as an Additional Language
Assessment Type 2: Responses to Texts

Task 1: A response to texts with a focus on a theme or issue
Graffiti: Art or Vandalism?

After reading the following articles and viewing images of graffiti and street art discuss your ideas and
opinions about the issue of graffiti. Select one of the following forms for your response:
 a formal letter
 newspaper column
 magazine article.
Choose an audience by considering, for example, who the letter is addressed to or what newspaper
or magazine will be publishing the text. Complete the piece in a maximum of 800 words.
As a class we will read some of the texts below and listen to at least 5 minutes of the ABC podcast.
The other texts should be read independently.
Eickmier, G Graffiti: Art or Vandalism? http://www.museumofthecity.org/project/graffiti-art-or-

vandalism/
NY Times When does graffiti become art? The opinion pages: Room for debate
http://www.nytimes.com/roomfordebate/2014/07/11/when-does-graffiti-become-art/ This site includes
links to 4 debate pieces from different writers who argue both sides of the issue.
Miller, L ‘Not all graffiti is vandalism – let’s rethink the public space debate’ The Conversation
http://theconversation.com/not-all-graffiti-is-vandalism-lets-rethink-the-public-space-debate-38972
Mitchell, N Is Graffiti Art or Vandalism?

http://www.abc.net.au/radionational/programs/lifematters/graffiti/6601672 This is a podcast of a radio
discussion.
In this task you should:

1. produce clear and coherent writing, using appropriate vocabulary (C1)
2. demonstrate comprehension and evaluation of the information, ideas and opinions presented
in the texts (Cp1)
3. analyse and evaluate the personal, social and/or cultural perspectives in the texts (An1)
4. use language features and conventions appropriate to the audience and context of the chosen
text type (a formal letter, newspaper column or magazine article) (Ap1)
SACE Board of South Australia

Ref: A561383 1 of 3
Wang Fang
SACE College
60 Greenhill Road
29/8/16
Mrs Pandora
420 Banksy Place
Litchfield SA 5999
Dear Madam,
I am your neighbour who lives next to you. When I walk pass the front of your house I have
seen you have repainted your picket fence. As a part of the commuting I think I have the
responsibility to tell you how do I feel about the paint that you have done, I strongly believe
that the paint you did on your fence is graffiti which is not an art work therefore I write this
letter to you to give you some suggestions and make you do some change to improve the
environment of this community.
In my opinion, the paint you did on your fence is not a kind of artwork, it is graffiti which is a
kind of vandalism also is a kind of advertisement because you painted your business name
and your phone number on that fence, the most arrestive thing is your business name and
the phone number that all prove the paint you did on your fence is advertising. When you
repaint your fence I think you didn’t have consider about other people’s feel. The paint you
did is in a public place in is not a personal exhibition or a museum. When people go to work
or go home after work they have to pass through your fence therefore they have to see the
paint on your fence. Well the house you live is not in one of Litchfield’s historic conservation
zones, which means you can paint whatever you want on your fence but it is zoned as
residential and in Litchfield Council, advertising on residential properties is not allowed.
Therefore I want to give you some suggestion to make this community become better; I
suggest you to consider more about other peoples’ feel also as a part of this community the
work you did need to be significant, which means through this work to convey an information
of a theme. Therefore I also suggest you change your style to make the work on your fence
become more profound.
You might not agree with my opinion but I believe if you follow my suggestion it well make
this community better and that also is the main reason I write this letter to you.
Yours faithfully,
Wang Fang

Ref: A561383 2 of 3
Performance Standards for Stage 2 English as an Additional Language
- Communication Comprehension Analysis Application
A Consistently clear and Thorough Consistently clear Discerning use of a wide

coherent writing and comprehension and analysis and evaluation range of appropriate
speaking, using a diverse evaluation of information, of personal, social, language features and
and sophisticated ideas, and opinions in and/or cultural attitudes conventions to produce
vocabulary. texts. and perspectives in coherent texts for different
texts. purposes, audiences, and
Sophisticated and Sophisticated
contexts.
consistent demonstration comprehension of ways Thorough analysis of
of grammatical control in which texts are the relationship Comprehensive selection
and complexity. composed for varied between purpose, and use of information from
purposes, audiences, conventions, and sources, with consistent and
and contexts. language features of appropriate referencing.
texts.
B Usually clear and Well-considered Well-considered Effective use of a range of

coherent writing and comprehension and analysis and evaluation appropriate language
speaking, using a sound evaluation of information, of personal, social, features and conventions to
vocabulary. ideas, and opinions in and/or cultural attitudes produce texts for different
texts. and perspectives in purposes, audiences, and
Effective and usually
texts. contexts.
accurate grammatical Detailed comprehension
control and complexity. and evaluation of ways Effective analysis of Effective and considered
in which texts are the relationship selection and use of
composed for specific between purpose, information from sources,
purposes, audiences, conventions, and with appropriate
and contexts. language features of referencing.
texts.
C Generally clear and Comprehension and Appropriate analysis of Appropriate use of language
coherent writing and some evaluation of personal, social, and/or features and conventions to
speaking, using an information, ideas, and cultural perspectives in produce texts for different
appropriate vocabulary. opinions in texts. texts, with elements of purposes, audiences, and
evaluation. contexts.
Appropriate grammatical Accurate comprehension
control and some of ways in which texts Some analysis of the Selection and use of
complexity. are composed for relationship between information from sources,
familiar purposes, purpose, conventions, with appropriate
audiences, and contexts. and language features referencing.
of texts.
D Occasionally clear and Some comprehension of Some recognition of Some use of language
coherent writing and aspects of information the personal, social, features and conventions to
speaking, using a and/or ideas in texts. and/or cultural produce texts with some
restricted vocabulary. perspectives in texts. awareness of purposes and
Some comprehension of
audiences.
Partial grammatical ways in which some Some description of
control and some texts are composed for the relationship Use of information from a
complexity. purposes and audiences. between purpose, narrow range of sources,
conventions, and with attempted referencing.
language features of
texts.
E Limited clarity and Limited comprehension Limited recognition of Limited use of language
coherence in writing and of information in texts. the personal, social, or features to produce a text.
speaking, with a cultural ideas in a text.
Limited awareness of Use of information from a
restricted vocabulary.
one or more ways in Limited description of source.
Limited grammatical which texts are purpose, conventions,
control. composed for a purpose and/or language
and audience. features of a text.

Ref: A561383 3 of 3

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Stage 2 English as an Additional Language

Assessment Type 2: Responses to Texts

Graffiti: Art or Vandalism?

Eickmier, G Graffiti: Art or Vandalism? http://www.museumofthecity.org/project/graffiti-art-or-

Mitchell, N Is Graffiti Art or Vandalism?

In this task you should:

SACE Board of South Australia

SACE Board of South Australia

A Consistently clear and Thorough Consistently clear Discerning use of a wide

B Usually clear and Well-considered Well-considered Effective use of a range of

SACE Board of South Australia

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