Achievement Standard English 91478: Respond critically to significant connections across texts, supported by evidence (Credits: 4)

Amazingly Real Connections

Achievement / Achievement with Merit / Achievement with Excellence
Respond critically to significant connections across texts, supported by evidence. / Respond critically and convincingly to significant connections across texts, supported by evidence. / Respond critically and perceptively to significant connections across texts, supported by evidence.

Student instructions

Introduction

This assessment activity requires you to respond critically to connections across a number of full-length feature films. You could narrow the focus of the activity by limiting the texts to those that fall within the same genre of film (for example; mystery, drama, fantasy and existentialism) or choose to study films by a single director (for example, Christopher Nolan). Connections could include ideas, language features, style, and/or structures. You will present your findings in an essay (minimum 800 words, maximum 2 400) You will work on this project in class and in your own time.

Checkpoint:

Due date:

You will be assessed on the perceptiveness of the interpretations and judgements you make about the connections you identify

Process

Step 1: Select four suitable visual texts. Check with your teacher that the texts you have chosen will allow you to achieve the Standard. You may use three texts that have been studied in class, but you have to select one text independently.

Step 2: Identify a range of possible connections you could respond to (Resource 1). Possibilities include:

·  genre conventions

·  treatment of themes

·  relationships

·  conflict

·  development of the director’s style

·  structure

·  character

·  point of view

·  use of audience perspective

·  setting.

Step 3: Identify significant connections between your texts

Choose a connection then write it as a Thesis Statement

An effective way to write a Connections Assessment is to have a statement/quote that you can prove or disprove by using the films you are studying. This statement can be used as a beginning point to your comparative essay. Your thesis statement should be a response to this statement. Here are some examples…

For example: How to choose a film genre connection

Mystery: Suspense is often maintained as an important plot element in mystery films. This can be done through the use of the soundtrack, camera angles, heavy shadows, and surprising plot twists

Drama: Drama film is a genre that relies on the emotional and relational development of realistic characters. While Drama film relies heavily on this kind of development, dramatic themes play a large role in the plot as well.

Fantasy: Fantasy‑usually contains supernatural or highly fanciful elements such as magic, supernatural creatures, and magical or enchanted places. Often the theme is one of good vs. evil.

Existentialism: The idea of existentialism comes from the idea of the study of existence or what it means to exist.

Think of the films you have seen so far in class, could you argue for or against any of these statements?

Once you have thought about that and chosen your genre you need to become familiar with what’s called genre conventions. Genre conventions are the accepted and expected ways that a film is made to make it look, sound and feel like other films in the same category for example;

Horror Film

If you were to go and see a Horror film you would have EXPECTATIONS as to how the setting is shown

Setting:

Ø  Small communities or isolated places.

Ø  Urban environments, dark streets and narrow alleyways.

Ø  Large cities or run down ghost towns.

Ø  Anything that connotes isolation or being alone.

Step 4: Analyse your selected texts, identifying the connections.

For example, if you have chosen a theme as your connection: Create a Theme Map

Once you’ve identified a major theme in your text, you can create a concept map to understand exactly what your text is saying about this theme. The sample theme map below is for the film Look Both Ways, directed by Sarah Watt

.

Activity to be repeated for each film:

1.  What do you think, is a major theme of your film?

A major theme of ……………………………………………………………..... is……………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………..

Now you’ve identified a major theme in your film, you can create a concept map to understand exactly what your text is saying about this theme.

2.  Draw a diagram like the sample theme map above. Put the name of the major theme in the middle.

3.  Make a box for characters and a box for plot. In the boxes, write notes on how these relate to the major theme.

4.  Add a third box, labelled ‘Other’. This is where you can note down any other elements in the text that relate to your major theme. For example, the setting is important to the theme or the time span reinforces the relevance of the theme. Symbols/ techniques/ narrative structure and other features of the film could be in this box too.

5.  Finally, add a box for quotations that relate to the major theme. Have at least four quotes.

6.  Read back over what you’ve written. Do you have a better idea about what the director is saying about the major theme in your text after looking at all the evidence you’ve gathered? Read the example below, then fill in the gaps in the following sentences to form a simple statement about the theme.

Sample answer

A major theme of Look Both Ways is dealing with death. Director Sarah Watt suggests that we shouldn’t waste out lives being afraid of death.

Your answer

A major theme of ……………………………………………………..(title of your text) is …………………………………………………… (major theme). …………………………………….(name director) suggests that …………………………………………………..(director’s point of view on the theme).

7.  Next, show that you have some evidence for your contention. Fill in the gaps following the model provided, to create a basic paragraph about the theme in your text. You can revise and improve it later when you write and polish your Connections essay.

Sample answer

Watt suggests this by depicting how distressed and unhappy Meryl and Nick are when they’re worried about death. Actors Justine Clark and William McInnes manage to mirror one another’s tightly set mouths in the frequently used two-shots, which clearly conveys that they are dealing with death from opposite ends of the spectrum, yet it touches them so similarly that their faces reflect identical emotions. Nick’s mother’s words, “It doesn’t matter how life ends, it matters how it was’ are a clear signal to the viewer that we cannot allow fatal accidents and terminal illness to inhibit our lives.

Your answer

He/She/the director suggests this by ______(one piece of evidence from the Character’s box in your concept map). It is also suggested by ______(one piece of evidence from the Plot box in your concept map) and by ______(character’s name)’s words, ‘______’ (key quotation about the theme).

Step 5: Select and record detailed supporting evidence from the texts.

Step 6: Respond critically to the connections you have identified (Resource 2):

·  form judgements

·  evaluate

·  interpret the significance of the connections.

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 perspective of the director and the intended audience

• where the texts are placed in relation to other literary movements and literary and film theories (e.g. Auteur Theory; Hero’s Journey)

• how the connection is indicative of a philosophy which has shaped society (e.g. Psychoanalysis – Freud and Jung; Classical philosophy – Plato and Aristotle)

• how the films show us something about the human experience.

Step 7: Check the evidence

Ensure that each connection you discuss is supported by specific and relevant details from the texts.

Step 8: Present your findings in an appropriate written format (800 words minimum).

*Acknowledge all sources you have used – your teacher will supply a reference guide if needed.

Resource 1: How are my texts connected?

Brief examples based on cohort study of 3.9, you will be expected to add to these and develop your own for your other films

Film
Connection / Title: Inception
Director: Christopher Nolan
Year: / Title:
Director:
Year: / Title:
Director:
Year: / Title:
Director:
Year:
genre / Ø  Mystery
Ø  Drama
Ø  Fantasy
Ø 
Ø 
treatment of themes / What is real?
relationships / Ø  Cobb and his wife
Ø  Cobb and Ariadne
Ø 
Ø 
conflict / Ø  Trying to let go of his wife
Ø 
Ø 
development of the director’s style / Ø  Made after Memento
structure / Ø  Non-linear narrative (dream layers)
Character roles / Ø  Hero
Ø  Prize
Ø  Dispatcher
Ø 
Ø 
point of view / Multiple POV
setting. / Each dream is a different setting
The future

Resource 2: What are the right questions to ask?

One of the best things you can do to develop your ability to think critically is to become conscious of applying a series of questions to whatever you read; here are some possible questions…

Analysis Questions
 How are the films connected...?
 Why does the director...?
 What are the reasons for the director...?
 What the types of techniques/films...?
 What are the functions of...?
 What other examples of...?
 What is the relationship between ...and ...?
 What is the similarity or difference between... and...?
 How does ...relate/compare/contrast to ...?
 What is (are) the conflicts...?
 What evidence or proof or support is offered...?
 How is this shown to be significant…? / Evaluation Questions
 Is ….... good or bad...?
 Is ..... effective or ineffective...?
 Is .... relevant or irrelevant...?
 Is ..... clear or unclear...?
 Is ..... logical or illogical...?
 What are the advantages or disadvantages of...?
 What is the best solution to the problem / conflict / issue...?
 What should or should not happen...?
 Do I agree or disagree ...?
 What is my opinion...?
 What is my support for my opinion?

Assessment schedule: English 91478 Short txt messages

Evidence/Judgements for Achievement / Evidence/Judgements for Achievement with Merit / Evidence/Judgements for Achievement with Excellence
The student responds critically to significant connections across at least four texts, one of which must be student selected, 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 evaluative interpretations and judgements about how meaning is created by the significant connections that link all four texts
·  supporting the argument with specific and relevant references and details. This may include quotations and/or references to studied texts and/or other sources and/or quotations.
The student responds critically to the relationships between men and women in the poetry of Robert Browning.
“Browning is sceptical about the possibility of men and women forming loving, reciprocal relationships. He shows this by using the imagery of looking. In ‘My Last Duchess’ the duke says, ‘she liked whate'er/She looked on, and her looks went everywhere’. This quote suggests that men do not trust women to be faithful. In ‘Life in a Love’ the narrator says, ‘look but once ... /At me ... No sooner the old hope drops to ground/Than a new one, straight to the selfsame mark’. This quote suggests that women use flirtatious looks to toy with men.”
The examples above relate to only part of what is required, and are just indicative. / The student responds critically and convincingly to significant connections across at least four texts, one of which must be student selected, 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 about how meaning is created by the significant connections that link all four texts
·  supporting the argument with specific and relevant references and details. This may include quotations and/or references to studied texts and/or other sources and/or quotations.
The student responds critically and convincingly to the relationships between men and women in the poetry of Robert Browning. This includes: making judgements about purpose and author’s intention; showing a wider understanding of the world of the texts when discussing connections; showing an ability to carefully select examples and connections that enhance the overall essay; being discriminating in linking evidence from and between texts; and showing a clear appreciation of the style that connects the texts.
“Browning is sceptical about the possibility of men and women forming loving, reciprocal relationships. He shows this by using the imagery of looking. In ‘My Last Duchess’ the duke says, ‘she liked whate'er/ She looked on, and her looks went everywhere’. This quote suggests that men do not trust women to be faithful. In ‘Life in a Love’ the narrator says, ‘look but once … /At me ... No sooner the old hope drops to ground/Than a new one, straight to the selfsame mark’. This quote suggests that women use flirting to toy with men. The imagery of hunting in the second quote (‘drops to the ground’, ‘mark’) suggests that women have a kind of sexual power that can directly threaten male power.”
The examples above relate to only part of what is required, and are just indicative. / The student responds critically and perceptively to significant connections across at least four texts, one of which must be student selected, 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 and judgements about how meaning is created by the significant connections that link all four texts
·  supporting the argument with specific and relevant references and details. This may include quotations and/or references to studied texts and/or other sources and/or quotations.
The student responds critically and perceptively to the relationships between men and women in the poetry of Robert Browning. This includes: making judgements about how the texts are reflective of the period they are from and the social/political aspects; making observations about the author’s intentions that go beyond a superficial understanding; demonstrating an understanding of expected reader responses and integrating personal observations; showing an ability to sophisticatedly weave contextual and textual information to form new personal understandings; and evaluating the crafting of the texts and how they are indicative of a period of time or style, while suggesting how the style indicates wider purpose.
“Browning is sceptical about the possibility of men and women forming loving, reciprocal relationships. He shows this by using the imagery of looking. In ‘My Last Duchess’ the duke says, ‘she liked whate'er/ She looked on, and her looks went everywhere’. This quote suggests that men do not trust women to be faithful. In ‘Life in a Love’ the narrator says, ‘look but once … /At me ... No sooner the old hope drops to ground/Than a new one, straight to the selfsame mark’. This quote suggests that women use flirting to toy with men. The imagery of archery in the second quote (‘mark’) suggests that women have a kind of sexual power that can directly threaten male power. To Browning, therefore, all women are descendants of the archetypal destroyer, Eve.”
The examples above relate to only part of what is required, and are just indicative.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.