- CUFWRT402A - Write extended stories
Assessor Resource
CUFWRT402A
Write extended stories
Assessment tool
Version 1.0
Issue Date: April 2024
People with the skills outlined in this unit are able to write extended stories in a range of contexts using appropriate structures and creative narrative development techniques. They could, for example, be writing stories for the print media, television, radio, animations, e-learning resources, games, and fiction or non-fiction projects.
They are typically writing stories in response to creative conceptualisations or project briefs, which could be self-generated or developed by others. Examples of extended stories include fully developed non-linear stories for animations or games, learning resources with complex learning and assessment approaches, extended creative responses such as novels or novellas, and non-fiction projects such as biographies.
This unit describes the performance outcomes, skills and knowledge required to write extended stories. It builds on the skills covered in:
CUFWRT302A Write simple stories.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: writing of original extended stories applying appropriate format, and indicating creative engagement with extended storytelling techniques ability to write extended stories that engage the target audience and meet requirements or purpose of a storytelling concept, brief or project. |
Context of and specific resources for assessment | Assessment must ensure: access to word processing software access to a range of information sources as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed. |
Method of assessment | The following assessment methods are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of extended stories written by the candidate in line with relevant criteria as listed in the range statement written or oral questioning to test knowledge of information sources evaluation of creative and information research sources through report, journal or oral reporting. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFRES401A Conduct research CUFWRT401A Edit texts. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
learning skills sufficient to improve performance and product through self-reflection and redrafting after feedback proficient use of word processing and other software tools communication, teamwork and literacy skills sufficient to: interpret creative concepts and briefs write extended stories that engage specific audiences use correct grammar, spelling and punctuation when writing discuss story ideas with colleagues or clients negotiate amendments to stories respond positively to constructive feedback on draft stories initiative and enterprise sufficient to: develop original, innovative and creative approaches in the storytelling process experiment with narrative styles and elements to develop a creative sustained vision extend creative boundaries for self and audience find creative solutions to problems identified during the process of story development locate and use resources to broaden own creative experience self-management and planning skills sufficient to: prioritise work tasks plan extended stories in a logical and cohesive way meet deadlines seek expert assistance as required |
Required knowledge |
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when writing extended stories storytelling techniques appropriate to a range of extended story contexts in-depth knowledge of storytelling narrative, structure and formats appropriate to audience and purpose research techniques incorporating creative concept development and information compiling media laws sufficient to identify defamation and obscenity and seek expert advice on issues that could lead to legal action copyright clearance procedures and privacy protection procedures OHS standards as they relate to working for periods of time on computers |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Formats may include: | anthologies fiction manuscripts literary non-fiction extended features non-fiction manuscripts for book projects script templates storyboards sustained concepts, storylines and narratives for: plays musicals theatre dance television or radio newspapers journals magazines. |
Proposed outcomes may include: | children's or young adult novel or non-fiction extended stories for: plays musicals theatre dance television or radio productions newspapers journals magazines anthologies websites animated film games e-learning resources non-fiction project, such as: history life story biography novel or novella verse novel. |
Purpose of the writing task may include: | artistic response creative idea transfer education and training entertainment income generation information transfer personal development persuasion professional outcome reporting self-fulfilment. |
Structuring techniques may include: | characters dialogue pace plot and subplots point of view setting story mapping storyboarding. |
Relevant personnel may include: | agents asset creators authors clients content experts directors editors graphic designers information architects navigation designers other writers producers programmers publishers user interface designers other technical/specialist staff. |
Visual and aural storytelling structures may include: | convergence of image, music and text gestures and other non-verbal communication metaphors, objects, icons and visual meaning music and sound effects musicality: rhythm beat accent physicality signs and meanings visual characterisation visual forms of storytelling. |
Creative works may include: | animations comics dance fiction, including novels, novellas and longer short stories films music lyrics musicals newspapers, journals and magazines non-fiction plays radio programs television programs theatre. |
Information sources may include: | colleagues commercial enterprises federal, state and local government departments industry associations and organisations industry practitioners and technical experts internet media outlets organisational policies and procedures personal observations and experience publications, e.g.: reference books newsletters and magazines specialist technical journals bulletins press releases letters manufacturer handbooks, manuals and promotional material. |
Criteria may include: | appropriateness of characters and narrative plotting appropriateness of dialogue creative engagement with the format, techniques and style of stipulated extended stories level of engagement with target audience relevance of story content relevance of the creative concept or project soundness of the story's structure: linear non-linear experimental. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Identify the components of a storytelling creative concept, brief or project, including target audience, format, timeline and proposed outcomes | |||
| Consider factors such as style, tone and length in relation to purpose of the writing task | |||
| Decide on the most appropriate structuring technique for extended story writing tasks | |||
| Discuss with relevant personnel possible visual and aural storytelling structures if appropriate to storytelling tasks | |||
| Research extended and more complex stories from a range of creative works that may inspire story ideas to meet project requirements | |||
| Use information sources to research subject areas | |||
| Experiment with a range of narrative structures and writing styles and techniques | |||
| Develop extended ideas for characters, plots and settings | |||
| Develop complex scenarios, contexts and situations as required | |||
| Select the story structure, style, techniques and content that best meet the requirements of projects | |||
| Seek feedback from relevant personnel on proposed stories and refine approach as required | |||
| Draft extended stories using appropriate structuring, style and language | |||
| Use relevant formatting and presentation techniques | |||
| Proofread draft stories for appropriate grammar, punctuation and spelling | |||
| Submit draft manuscripts to relevant personnel for feedback and amend as required | |||
| Evaluate extended stories in line with relevant criteria | |||
| Discuss and confirm with relevant personnel additional requirements or modifications to the story | |||
| Complete necessary amendments as required within agreed timelines | |||
| Evaluate story writing process, assessing one's own performance and noting areas for future improvement |
Forms
Assessment Cover Sheet
CUFWRT402A - Write extended stories
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Assessment Record Sheet
CUFWRT402A - Write extended stories
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