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Section A– Text response
Most students showed textual knowledge and had an understanding of the key ideas and characters within the texts. The majority of students were able to construct an essay, using conventional standards and responding to the topic.
Students were offered two topics for each text and this gave them the opportunity to demonstrate their knowledge and skills. Few students responded with simplistic plot summaries.
The types of topics varied, but all offered the opportunity to develop a sustained discussion linked to aspects of key knowledge for Units 3 and 4, Outcome 1. A close interpretation showed that topics such as The Old Man Who Read Love Stories (i.), Things We Didn’t See Coming (ii.) and Year of Wonders (ii.) focused, in part, on characters, while A Farewell to Arms (i.), Cat’s Eye (ii.) and Cosi (ii.) challenged students to explore major themes.
Topics that called on reader interpretation as a key aspect of the response included A Christmas Carol (i.), Dear America – Letters Home from Vietnam (ii.) and Life of Pi (i.). The ways in which authors express or imply a point of view and values were represented by Henry IV, Part I (ii.), Interpreter of Maladies (ii.) and Ransom (i.).
Topics that focused on the way the author or director uses structures, features and conventions to construct meaning are best exemplified by A Human Pattern: Selected Poems (ii.), On the Waterfront (i.) and The Reluctant Fundamentalist(i.). It is worthwhile noting that the focus of any particular topic stems from the stated types suggested here but many also have more than one strand. Students who are able to demonstrate an understanding of how the construction, structures and features of the text operate in adding meaning were rewarded. Students demonstrated their ability to understand, acknowledge and explore the genre of their selected text.
Most of the concerns with students’ text responses relate to dealing with the topic. There is a distinct difference between being well prepared and attempting a prepared response. After a detailed study of their text throughout the year, students should be encouraged to have confidence in their own reading and demonstrate a personal understanding of their text, rather than relying exclusively on commercially produced
material.
It is important to be aware that there are no ‘correct’ responses. Each response is assessed on its own merits and the complexity of the texts and the topics allow for a variety of possible approaches. Students should be bold in their assertions about their texts if they have a good working knowledge of their text, its characters and themes, as well as the way in which the author or director has worked to present those ideas. Certainly, students may expect to challenge or qualify aspects of a topic.
The area that requires the most work is the understanding, deconstruction and organisation of responses in relation to the set topics. Students should look critically at the wording of the topic and consider what assumptions are being made within it. It is still a problem that too many students seem to want to respond to their own question rather than grapple with the ideas of the set topic. It is worth reviewing the relevant description from the published ‘Expected Qualities – Text Response’. For a score of 9 or 10, a script ‘demonstrates an understanding of the implications of the topic, using an appropriate strategy for dealing with it, and exploring its complexity from the basis of the text.’
Students must also ensure that they are exploring all of the elements presented in the topic. Too often a key point is plucked from the topic and an essay produced, omitting a significant idea that has a major bearing on the topic itself. For example, the second topic for Henry IV, Part I was: ‘“Shakespeare’s Henry IV, Part I explores what it means to be an honest and honourable man.”Discuss.’ Some students who attempted this topic ignored the key idea of honesty and presented a stock response to honour in the play, instead of providing a potentially provocative and interesting discussion on what it means to be an honest man in the play.
Likewise, there were two distinct parts to the topic for Ransom (ii.). The first dealt with violence, but the second part (‘...the reader is left with a sense of optimism.’) offered the potential for thoughtful insights into the novel. All parts of the question needed to be considered and there should have been a natural symmetry between the parts of the topic. The most successful pieces were selective in the use of text in relation to the topic and did not feel the need to show knowledge of the entire text.
The majority of students demonstrated an understanding of writing a text essay.
Clear introductions, appropriate paragraphing and the ability to embed quotations appropriately were a feature of most pieces. These basic skills must continually be reinforced, including building more sophisticated vocabulary, continuing to improve grammar and more focus on sentence structure.
Section A– Text response
Most students showed textual knowledge and had an understanding of the key ideas and characters within the texts. The majority of students were able to construct an essay, using conventional standards and responding to the topic.
Students were offered two topics for each text and this gave them the opportunity to demonstrate their knowledge and skills. Few students responded with simplistic plot summaries.
The types of topics varied, but all offered the opportunity to develop a sustained discussion linked to aspects of key knowledge for Units 3 and 4, Outcome 1. A close interpretation showed that topics such as The Old Man Who Read Love Stories (i.), Things We Didn’t See Coming (ii.) and Year of Wonders (ii.) focused, in part, on characters, while A Farewell to Arms (i.), Cat’s Eye (ii.) and Cosi (ii.) challenged students to explore major themes.
Topics that called on reader interpretation as a key aspect of the response included A Christmas Carol (i.), Dear America – Letters Home from Vietnam (ii.) and Life of Pi (i.). The ways in which authors express or imply a point of view and values were represented by Henry IV, Part I (ii.), Interpreter of Maladies (ii.) and Ransom (i.).
Topics that focused on the way the author or director uses structures, features and conventions to construct meaning are best exemplified by A Human Pattern: Selected Poems (ii.), On the Waterfront (i.) and The Reluctant Fundamentalist(i.). It is worthwhile noting that the focus of any particular topic stems from the stated types suggested here but many also have more than one strand. Students who are able to demonstrate an understanding of how the construction, structures and features of the text operate in adding meaning were rewarded. Students demonstrated their ability to understand, acknowledge and explore the genre of their selected text.
Most of the concerns with students’ text responses relate to dealing with the topic. There is a distinct difference between being well prepared and attempting a prepared response. After a detailed study of their text throughout the year, students should be encouraged to have confidence in their own reading and demonstrate a personal understanding of their text, rather than relying exclusively on commercially produced
material.
It is important to be aware that there are no ‘correct’ responses. Each response is assessed on its own merits and the complexity of the texts and the topics allow for a variety of possible approaches. Students should be bold in their assertions about their texts if they have a good working knowledge of their text, its characters and themes, as well as the way in which the author or director has worked to present those ideas. Certainly, students may expect to challenge or qualify aspects of a topic.
The area that requires the most work is the understanding, deconstruction and organisation of responses in relation to the set topics. Students should look critically at the wording of the topic and consider what assumptions are being made within it. It is still a problem that too many students seem to want to respond to their own question rather than grapple with the ideas of the set topic. It is worth reviewing the relevant description from the published ‘Expected Qualities – Text Response’. For a score of 9 or 10, a script ‘demonstrates an understanding of the implications of the topic, using an appropriate strategy for dealing with it, and exploring its complexity from the basis of the text.’
Students must also ensure that they are exploring all of the elements presented in the topic. Too often a key point is plucked from the topic and an essay produced, omitting a significant idea that has a major bearing on the topic itself. For example, the second topic for Henry IV, Part I was: ‘“Shakespeare’s Henry IV, Part I explores what it means to be an honest and honourable man.”Discuss.’ Some students who attempted this topic ignored the key idea of honesty and presented a stock response to honour in the play, instead of providing a potentially provocative and interesting discussion on what it means to be an honest man in the play.
Likewise, there were two distinct parts to the topic for Ransom (ii.). The first dealt with violence, but the second part (‘...the reader is left with a sense of optimism.’) offered the potential for thoughtful insights into the novel. All parts of the question needed to be considered and there should have been a natural symmetry between the parts of the topic. The most successful pieces were selective in the use of text in relation to the topic and did not feel the need to show knowledge of the entire text.
The majority of students demonstrated an understanding of writing a text essay.
Clear introductions, appropriate paragraphing and the ability to embed quotations appropriately were a feature of most pieces. These basic skills must continually be reinforced, including building more sophisticated vocabulary, continuing to improve grammar and more focus on sentence structure.