mark thisIn Las Vegas, where the night was brighter than the day, the neon lights flashed, coming from all the casinos. There was a guy called Bob who had blue eyes and short brown hair. He spent his time winning and gambling all his money. On the other side of Las Vegas, there was Jess with white hair and green eyes, staring out into the long street, thinking about life. Jesse's parents were religious and hated that they lived in such a gambling and sinful city. "Jess, you will go to your friend's house, that is it. Don't go off to some random street," Jess's dad said. Jess did not like that her parents were controlling her life and wanted to rebel against them.

On the full moon, there was a party where Bob and his friend were going. It was the biggest party in Las Vegas, where all the hot supermodels went to have a good night. Bob and his friends attempted to get into the party, but the bouncers did not let a bunch of little kids into a party. Bob was not taking no for an answer. He and his friend went around to the back and jumped into the party. From across the pool, Bob saw the most beautiful girl he had ever seen. All of Bob's attention was on Jess. He leaned over to his friend and whispered, "I've got to get to know her." His friend nodded and encouraged him to go for it. Bob was hesitant but took a deep breath. He approached Jess, feeling nervous. "Hey," he said, "I'm Bob. I couldn't help but notice you from across the pool. Your eyes are absolutely beautiful." "Thank you, Bob. I'm Jess. It's nice to meet you."

As Bob and Jess started to talk, they found out more about each other. Bob shared his stories of his gambling adventures and how he believed in taking risks even when the odds were stacked against him. Jess was in love with the night and had a fascination with the stars. As the party reached its peak, Bob and Jess found themselves dancing under the disco ball, with all the lights glowing through the night sky. With the dazzling lights shining in their eyes, Bob and Jess danced under the disco ball. They decided to go somewhere more private, so they went up to the rooftop. When they got to the top, there was a flower garden where vibrant flowers flourished under the moonlight. Suddenly, someone yelled, "The cops" Bob and Jess quickly went out the back gate where no one was running, and they ran to the other side of the street.

There was a casino, and Jess was hesitant at first, but Bob convinced her to go inside for a little bit. Jess and Bob went inside and headed over to one of the blackjack tables. Bob was on a gambler's high and showing off. Jess's parents rushed into the casino where Jess and Bob were. "It's my crazy, control-freak parents," Jess stated. Jess's parents were shouting and yelling out Jess's name to find her. "My parents hate casinos and think they are sinful," said Jess. Jess looked at her phone and realized that her parents had somehow tracked her location to the casino. They were desperate to find her and take her back out of this sinful place. Without hesitation, Jess and Bob rushed out of the casino, blending into the bright street outside.

As bob and jess ran out into the street, bob and jess were standing in the middle of the road. Jess parents were yelling at jess to get out of the middle road under all the commotion and the bright lights bob could not hear the bus coming to him “bob look out,”

 with this Report Marks Knowledge Application Marks Organisation & Development Marks Textual Features

A 8-9 · Subtle and complex creation of perspectives and representations of concepts, identities, times and places in an imaginative text. · Discerning manipulation of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions. · Discerning use of aesthetic features and stylistic devices to prompt emotional and critical audience responses. 7-8 · Discerning use of the pattern and conventions of an imaginative text and the role of writer to achieve particular purposes and relationships with audiences. · Discerning selection and synthesis of subject matter to support perspectives. · Discerning organisation and sequencing of subject matter to achieve particular purposes, including discerning use of cohesive devices to emphasise ideas and connect parts of an imaginative text. 7-8 · Discerning language choices for particular purposes. · Discerning combination of a range of grammatically accurate/appropriate language structures, including clauses and sentences, to achieve particular purposes. · Discerning use of written features, including conventional spelling and punctuation, to achieve particular purposes.

B 6-7 · Effective creation of perspectives and representations of concepts, identities, times and places in an imaginative text. · Effective manipulation of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions. · Effective use of aesthetic features and stylistic devices to prompt emotional and critical audience responses. 5-6 · Effective use of the pattern and conventions of an imaginative text and the role of writer to achieve particular purposes and relationships with audiences. · Effective selection and synthesis of subject matter to support perspectives. · Effective organisation and sequencing of subject matter to achieve particular purposes, including effective use of cohesive devices to emphasise ideas and connect parts of an imaginative text. 5-6 · Effective language choices for particular purposes. · Effective use of a range of grammatically accurate/appropriate language structures, including clauses and sentences, to achieve particular purposes. · Effective use of written features, including conventional spelling and punctuation, to achieve particular purposes.

C 4-5 · Appropriate creation of perspectives and representations of concepts, identities, times and places in an imaginative text. · Appropriate use of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions. · Appropriate use of aesthetic features and stylistic devices to prompt audience responses. 3-4 · Suitable use of pattern and conventions of an imaginative text and the role of writer to achieve particular purposes and relationships with audiences. · Suitable selection and adequate synthesis of subject matter to support perspectives. · Suitable organisation and sequencing of subject matter to achieve particular purposes, including suitable use of cohesive devices to emphasise ideas and connect parts of an imaginative text. 3-4 · Suitable language choices for particular purposes. · Suitable use of a range of mostly grammatically accurate/appropriate language structures, including clauses and sentences, to achieve particular purposes. · Suitable use of written features, including conventional spelling and punctuation, to achieve particular purposes.

D 2-3 · Superficial creation of perspectives and representations of concepts, identities, times and places in an imaginative text. · Superficial use of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions. · Use of aspects of aesthetic features and stylistic devices that vary in suitability. 2 · Inconsistent use of pattern and conventions of an imaginative text and the role of writer established. · Narrow selection of subject matter to support perspectives. · Inconsistent organisation and sequencing of subject matter, including some use of cohesive devices to connect parts of an imaginative text. 2 · Language choices that vary in suitability. · Inconsistent use of grammar and language structures. · Use of written features, including spelling and punctuation, to achieve particular purposes.

E 1 · Creation of fragmented perspectives and representations of concepts, identities, times and places in an imaginative text. · Fragmented use of some ways ideas underpin texts. · Fragmented use of language features. 1 · Fragmented use of the patterns and conventions of an imaginative text and aspects of role of writer established. · Fragmented selection of subject matter. · Some connections between parts of the text. 1 · Inappropriate language choices. · Fragmented use of grammar and language structures. · Variable and inappropriate use of written features, including spelling and punctuation.

N 0 · Does not satisfy any of the descriptors above. 0 · Does not satisfy any of the descriptors above. 0 · Does not satisfy any of the descriptors above.