2017 Year 10 Accelerated English: Exploring connections between texts

1. ANALYSE HOW MEANING CHANGES WHEN THE FORM OF A TEXT CHANGES / Mark
Range / Mark
Achieved
Sophisticated analysis of the ways in which meaning is altered when the text is transformed / 10-9
Insightful analysis of the ways in which meaning is altered when the text is transformed / 8-7
Some analysis of the ways in which meaning is altered when the text is transformed / 6-5
Limited discussion of the ways in which meaning is altered when the text is transformed / 4-3
Little or no identification of the ways in which meaning is altered when the text is transformed / 2-1
2. IDENTIFY THE WAYS FORMS OF TEXTS MAKE MEANING USING METALANGUAGE / Mark
Range / Mark
Achieved
Thorough and complex understanding and knowledge of the conventions of the original and transformed text with excellent use of metalanguage (play script and film). / 10-9
Thorough understanding and knowledge of the conventions of the original and transformed texts with very good use of metalanguage (play and film). / 8-7
Some understanding and knowledge of the conventions of the original and transformed texts with appropriate use of terminology (film and play). / 6-5
Some awareness of the conventions of the original and transformed texts with some use of terminology (play and film). / 4-3
Limited awareness of the conventions of the original and transformed texts with little use of terminology (play and film). / 2-1
3. EVIDENCE / Mark
Range / Mark
Achieved
Considered selection and highly effective use of textual evidence to support an interpretation / 10-9
Careful selection and effective use of textual evidence to support an interpretation / 8-7
Relevant selection and use of textual evidence to support an interpretation / 6-5
Some relevant selection and/or use of textual evidence to support an interpretation / 4-3
Limited selection and/or use of textual evidence to support an interpretation / 2-1
4. EXPRESSIVENESS, FLUENCY AND PRESENTATION OF IDEAS / Mark
Range / Mark
Achieved
Highly expressive and coherent development of ideas / 10-9
Expressive and coherent development of ideas / 8-7
Clear and coherent development of ideas / 6-5
Clear expression of ideas / 4-3
Simple expression of ideas / 2-1
5. UNDERSTANDING THE CONTEXT AND IDEAS AND ATTITUDES THE TEXT/S APPEAR TO ENDORSE (views and values) / Mark
Range / Mark
Achieved
Thorough and complex understanding of the context, ideas and attitudes the texts appear to endorse / 10-9
Thorough understanding of the context, ideas and attitudes the texts appear to endorse / 8-7
Understanding of the context, ideas and attitudes the texts appear to endorse / 6-5
Some understanding of the context, ideas and attitudes the texts appear to endorse / 4-3
Limited understanding of the context, ideas and attitudes the texts appear to endorse / 2-1

Total: /50

Marks / 50-45 / 44-40 / 39-38 / 37-35 / 34-33 / 32-30 / 29-28 / 27-25 / 24-23 / 22-15 / < 15
Grade / A+ / A / B+ / B / C+ / C / D+ / D / E+ / E / UG

Comments:

2017 Outcome LITERATURE

Great Expectations by Charles Dickens

Guidelines

Exploring connections between texts.

TASK: After reading and viewing Great Expectations, write an essay analysing the connections between the two, concentrating on three key scenes to help you complete this task. You should:

-Consider how the reading of a text can change according to the form of the text and its context.

-Investigate, analyse and compare how different interpretations of texts are influenced by language features and structures (novel and film)

-Refer to reviews in your discussion if you can, to emphasize the differences between the written text and the effect that the adaptation to film has on the viewer/reader (can source as research)

-Analyse the values and contexts of the texts and how they may differ

-Look through one (or more) of the literary lenses as you analyse

Your essay should:

•Focus on the ways that texts relate to and influence each other. (novel and film)

•Learn that meanings of texts are evolving and open to different interpretations (novel and film)

•Consider how the reading of a text can change according to the form of the text and its context

•Investigate and analyse how different interpretations of texts are influenced by language features and structures, using relevant metalanguage of both (novel and film)

Timeline for completion

Class before SAC / Period 1 / Period 2
Teacher to check planning sheet / Writing the evaluative and comparative piece / Writing the evaluative and comparative piece

Word Limit

  • 1000-1200 words.
  • This word limit will be strictly enforced. Responses that significantly exceed the word limit are not considered to demonstrate “sophisticated control” (see marking criteria)..

Assessment of SAC

  • There are 50 possible marks for this SAC. Use the marking rubric provided to ensure your responses demonstrate the key knowledge and skills of this Outcome.

Prompts:

Mike Newell’s film does not make the same harsh criticism of the wealthy as Dicken’s original text does. Discuss.

Mike Newell’s version ofGreat Expectations is way more romanticised than Dicken’s work, resulting in a very different message. Do you agree?

Mike Newell’s attempt at making specific parts of Great Expectationsgothic alter the original text. How is this film version different?