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    HSC 2019 - Mod A - Richard - Excellent Responses

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    HSC 2019 - Mod A - Richard - excellent responses

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    HSC 2019 - Mod A - Richard - Excellent Responses

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    christina.lee1404
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    HSC 2019 - Mod A - Richard - excellent responses

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    HSC 2019 - Mod A - Richard - excellent responses

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    HSC 2019 - Mod A - Richard - excellent responses

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Download as pdf
    4 views44 pages

    HSC 2019 - Mod A - Richard - Excellent Responses

    Uploaded by

    christina.lee1404
    HSC 2019 - Mod A - Richard - excellent responses

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Download as pdf
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    SECTION I - Module A: Textual Conversations (20 marks) ‘Attempt Question 1 Allow about 40 minutes for this section ‘Your answer will be assessed on how well you: ms demonstrate understanding of how composers are influenced by another text's concepts and values evaluate the relationships between texts and contexts a onganise, develop and express ideas using language appropriate to audience, purpose and form QUESTION 1 (20 marks) Everything is being dismantled, reconstructed, recycled. To what end? For what purpose? ‘To what extent is this statement (rue of the texts you have studied in this module? In your response, make close reference to the pair of prescribed texts that you have studied in Module A. ‘The preseribed texts are: + Shakespearean Drama and Film = William Shakespeate, King Richard 111 and — Al Pacino, Looking for Richard + Prose Fiction and Film = Virginia Woolf, Mrs Dalloway and ~ Stephen Daldty, The Hours + Prose Fiction and Prose Fiction ~ Albert Camus, The Stranger and ~ Kamel Daoud, The Meursault Investigation SECTION I - Module A: Textual Conversations Marking feedback - general students should: unpack and engage with all aspects of the question interpret and apply knowledge of the module understand and tespond to the module description develop a strong and sustained thesis in response to the question develop broad understanding of both texts and avoid a narrow and simplistic vision of the texts demonstrate a holistic understanding ofthe texts through detailed and well-chosen textual references and effective and accurate contextual examples engage with the texts on a personal level balance and integrate contextual and textual knowledge use clear and effective topic sentences and paragraphs write clearly and legibly. In better responses, students were able to: ‘demonstrate personal and thoughtful engagement with the whole question 1a frame responses around a clear, highly relevant, perceptive thesis that provided scope to generate @ considered, perceptive discussion ‘demonstrate a detailed understanding of context, including where composers may have criticised or rejected aspects of theit own context differentiate between social, historical and cultural contexts show a deep and individual understanding of the texts and make effective use of appropriate references to the texts reveal a strong understanding of the connections between the texts ‘maintain a balanced and synthesised analysis of the text pairing offer an extended and comprehensive analysis of texts and context use evaluative language in a confident and authoritative manner to consolidate thelr argument 1 demonstrate a skilful command of language and structure. ‘reas for students to improve include: English Advanced * Paper 2 — Modules ‘Areas for students to improve include: addressing all elements of the question and referring to the statement in an explicit manner considering the set question carefully and planning the development of their thesis and argument before they start writing developing a thorough and cohesive thesis adapting knowledge to suit the question as opposed to reproducing a generic, thematic-style response demonstrating detailed knowledge of their texts building a discussion that is focused on the intertextual conversation of the pair of texts as, opposed to the texts in isolation avoiding generalised statements about context that do not contribute to the development of the discussion discussing texts in an evaluative and analytical way, rather than a descriptive way considering and analysing how meaning is shaped at a whole text level, rather than dealing with text references in an Isolated way at sentence /scene/stanza level, developing an integrated response which deals with the comparative study, rather than

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