3.7 Text Connections

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3.7 Text Connections

  1. 1. Resource title: Text in TimeCredits: 4Christine Wells
  2. 2. This assessment activity requires you torespond critically to significant connectionsacross texts from one time period.You will present your findings as acomparative essay. This will include:• identifying at least two significantconnections across the texts• recognising, responding to, and evaluatinglinks across the texts• providing supporting evidence from thetexts.• You will be assessed on how perceptive your critical responses to the significant connections are.Due date:
  3. 3. 1. The time period, genre and text type that we will explore is Science Fiction films of the1980s. 2. Choose at least four texts from this time period. One text must be chosen by you. The texts can be any combination of written, visual, and/or oral and short and/or extended text. 3. Check with your teacher to ensure that the text you have selected is appropriate for this standard. • See Resource A for further guidanceThinkingGathering Managing self Participating
  4. 4. • Identify at least two significant connections between your chosen texts, for example, style, theme, character, mood, structure, or the intended audience. 1. For each text that you have selected, find specific evidence that supports the connections you have chosen. See Resource A for further guidance. • Present your findings 1. Present your findings either as a ThinkingGathering comparative essay or a digital language and Using text,Processing symbols presentation such as Managing self Applying PowerPoint, Keynote or Prezi. Participating and contributing
  5. 5. Potential connections are listed below.• Style. This includessymbolism, imagery, motif use, narrativeperspective, visual and verbal techniques, andlanguage choices.• Character. This includes conflicts within andbetween characters, character change, minorcharacters that are used assymbols, characterisation techniques, andcharacter relationships.• Structure. This includes placement ofevents, use of formal structures (such aspoetic form), editing techniques, repetitivedesignations, and lack of structural choices.• Mood. Does a similar mood prevail betweentexts? How is this mood created? What is thepurpose of this mood?• Theme. Do the texts share similar concerns?Is there a similar author’s purpose?
  6. 6. For each connection determine whether you are able to:• form judgements about this connection• personally respond to the connection• find specific details to support the connection• show how the connection reveals the wider context of thetime• show how the connection reveals something about our Applyingsociety, our experiences, and/or ourselves.
  7. 7. 1. Using a range of visual organisers (for example, Venn diagrams or mind maps), explore each of your connections. Begin linking the connections you have discovered to the wider context. Consider how the connections you are exploring show you: • the world of the author and their intended audience • where the texts are placed in relation to other literary movements • how the connection is indicative of the society of its time • how the texts show us something about the human experience. 2. Provide supporting evidence for the points you make. Supporting evidence could include Thinking quotations from the texts and specific langugae, text andProcessin Using examples. symbols g Managing selfApplying Participating and contributing
  8. 8. Achievement Achievement with Achievement with Merit ExcellenceRespond critically to Respond critically and Respond critically andsignificant connections convincingly to perceptively toacross texts, supported significant connections significant connectionsby evidence. across texts, supported across texts, supported by evidence. by evidence.
  9. 9. The student responds critically to significant connections across at least four texts, oneof which must be student selected, from one time period in a comparative essay. Thisinvolves:• selecting one or more significant connections across all four texts. Connectionsinclude:- purposes and audiences- ideas, knowledge, and experience- language features- structures.• making evaluative interpretations and judgements about how meaning is created bythe significant connections that link all four texts• supporting the argument with specific and relevant references and details. This mayinclude quotations and/or references to studied texts and/or other sources and/orquotations.
  10. 10. The student responds critically and convincingly to significantconnections across at least four texts, one of which must be studentselected, from one time period in a comparative essay. This involves:• selecting one or more significant connections across all four texts.Connections include:- purposes and audiences- ideas, knowledge, and experience- language features- structures.• making discerning and informed interpretations and judgements abouthow meaning is created by the significant connections that link all fourtexts• supporting the argument with specific and relevant references anddetails. This may include quotations and/or references to studied textsand/or other sources and/or quotations.•
  11. 11. The student responds critically and perceptively to significantconnections across at least four texts, one of which must be studentselected, from one time period in a comparative essay. This involves:• selecting one or more significant connections across all four texts.Connections include:- purposes and audiences- ideas, knowledge, and experience- language features- structures.• making sophisticated and insightful and/or original interpretations andjudgements about how meaning is created by the significantconnections that link all four texts• supporting the argument with specific and relevant references anddetails. This may include quotations and/or references to studied textsand/or other sources and/or quotations.
  12. 12. • Draft internal assessment resource English 3.7A

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