Mrs Joslyn Fox

 TIME MANAGEMENT: Don’t leave everything until the last minute!!!

Think carefully about how you PHRASE your question. It will make all the difference!  Check with your teacher to make sure it is appropriate.

 Remember that you are being marked on your ability to intelligently discuss HOW your texts are crafted, NOT what they are all about.

This means using terms such as:  Characterisation  Setting  Themes  Symbolism  Narrative voice  Imagery

 Remember that the characters in your texts are not real people – they are devices of the author that help craft the text.

 Don’t fall into the trap of treating the film text as if it were a written text – the techniques used will be different eg. camera angles, soundtrack, editing, dialogue etc.

 Integrate your discussion of texts within EACH paragraph – don’t write half your essay on the first text and the other half on the second.

 Use topic sentences to start each paragraph – position your reader to follow the flow of your discussion.

 Never include a quotation for its own sake… always integrate them into your own writing with some kind of context. For example:  He could easily see his own mortality reflected “twisted and anguished” in the pale water. Vs  He could easily see his own mortality reflected in the pale water. “Twisted and anguished”.(p.27)

 Short, frequent quotations integrated into your writing are far more effective than huge slabs.

 Make sure you include evidence from EACH text in your essay – don’t favour one text over the other.

 Link your conclusion back to your introduction – then ask… HAVE I ANSWERED THE QUESTION ?

 Never be tempted to plagiarise – heavy penalties apply for this.

A. There are no right or wrong texts, but a good rule of thumb is to make sure they are complex enough to allow the opportunity for deep thought.

 There is no advantage to this – marking takes into account only how effectively you met the assessment criteria and linked the two texts, no matter what they are.  Since most students write their Individual Study in Term 3 (when they have had time to develop their skills), making one a film can be quite a time-saver

A. This means writing that shows evidence of careful drafting. In other words there should be no errors in spelling, syntax and grammar.  Abbreviations also have no place in a piece of polished writing (particularly not the title! …AQOTWF does not equal All Quiet on the Western Front.)

A. VERY STRICT!!  Once you go over the word count the marker will stop reading.  DO NOT be tempted to lie about your word count.

A. A good question is focused on the authors’ roles in constructing each text, without being too broad. A good question allows for clear discussion of technique. A good idea is to look at some of the questions in the paired text section of a past examination and adapt as necessary.

GOOD QUESTION:  “Obsessive love is deep”. How do the authors of Enduring Love and Lolita explore the linked themes of obsession and love? LIMITED QUESTION:  “Obsessive love is deep”. How do the characters of Enduring Love and Lolita come to the conclusion that this is true?

GOOD QUESTION:  Compare the ways in which the authors present central characters’ journeys of healing. (The Sound of One Hand Clapping and Away.) LIMITED QUESTION:  Compare the ways in which the central characters of the two texts you studied learned from their mistakes. (The Sound of One Hand Clapping and Away.)

 Knowledge & Understanding  Analysis  Application  Communication

1. Knowledge & understanding of authors’ use of stylistic features and language techniques to communicate ideas and influence the reader’s response. 2. Knowledge and understanding of ideas, values, and beliefs in texts. 3. Knowledge and understanding of the textual conventions of different text types

2. Analysis of the similarities and differences in texts, in comparative exercises 3. Analysis of the ways in which language techniques are used to influence opinions and decisions in texts.

1. The use of language skills and techniques to create coherent texts that address the meaning and intention of the task 2. Recognition of connections between texts, and an integrated approach to comparing and contrasting texts. 3. The use of evidence from texts to develop and support a response. 4. The use of textual, structural, and conventional features of selected text types and forms of presentation to convey meaning.

1. Accuracy, clarity, and fluency of expression. 2. Appropriate form and register for audience and purpose.

 your knowledge of BOTH texts  your understanding of how the authors’ have crafted each text (ie. techniques they have used)  a coherently developed argument in the essay that makes a clear link to the question you have posed  effective use of evidence from both texts to support the argument, appropriately integrated

 effective use of integrated quotations in the essay  recognition and development of the connections between texts including similarities and differences  an effective structure to your essay  accurate and fluent expression  appropriate form and register for the audience/ purpose (ie. a formal essay aimed at the marker)

 You must complete a student record sheet for supervision and verification of the critical essay.