Module BA ssessment Task 2012

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Module BA ssessment Task 2012 Powered By Docstoc
					                                               PICTON HIGH SCHOOL
                                           ENGLISH ADVANCED – HSC 2012
                                                    Module B
                  CRITICAL STUDY OF TEXT – Shakespearean Drama: HAMLET
DUE DATE: Monday 20th August 2012
Weighting: 15%
Modes Assessed: Listening (15%)
Outcomes Assessed:
     1. Explains and evaluates the effects of different contexts of responders and composers on texts.
     2a. Recognises different ways in which particular texts are valued.
    3. Develops language relevant to the study of English.
    4. Explains and analyses the ways in which language forms and features and structures of texts shape
meaning and influence responses.
    6. Engages with the details of texts in order to respond critically and personally.
    12a. Explains and evaluates different ways of responding to and composing texts.
Criteria for Assessing Learning:
In this task you will be assessed on your ability to:
 Explain the meaning of the set extracts from the play, and how they relate to the play as a whole
 Discuss different interpretations of the play
 Demonstrate how different language and dramatic techniques are used to create meaning in different
     ways
 Demonstrate your own personal engagement with the play
 Show that you have planned and prepared by writing a detailed and appropriate response
 Deconstruct the play and other perspectives on the play

TASK:
You will listen to a recording of two extracts from the play Hamlet by William Shakespeare. They will be
played twice. You may write notes while you are listening.

"Hamlet's soliloquies effectively reflect the central concerns of the play as a whole."

With close reference to the two set extracts from the recording, and to the play as a whole, discuss to what
extent you agree with the statement above.

 In your response you should discuss how the soliloquies are effective dramatic devices which develop
character, reveal themes and contribute to the structural development of the play as a whole.

You can begin preparing for this task immediately, using your class notes and independent research, however,
you should be focusing on your own personal response to the play.

During completion of the task, you will not be permitted to use any pre-prepared notes. Your bags will need
to be left at the front of the room. Once the two extracts have been played for you, then you will have 5
minutes to take notes and planning. Then the extracts will be played again. You will then be given 40 minutes
of writing time to complete your personal response in this lesson.

There is no specific word limit for this task. Bear in mind that the expectations for an HSC response are
around 800 words, or 4-6 pages of an exam booklet. You should practise your ability to write within the time
limit.

Absence on the due date will need to be supported by a medical certificate in the case of illness or a letter outlining
exceptional circumstances, which must be submitted to the Head Teacher. Unexplained absences on the assessment
date will result in a mark of zero ‘0’ and an ‘N’ warning. There will be ONE catch up session in week 3 ONLY.
                                       Marking Criteria                                        Marks
       Argues skilfully with detailed textual reference the extent to which the soliloquies
        effectively reflect the central concerns of the play as a whole
       Demonstrates a perceptive understanding of the context, language, form and ideas
                                                                                               17–20
        of the play with detailed textual references
       Composes a sustained argument using language appropriate to audience, purpose
        and form
       Argues effectively with detailed textual reference the extent to which the
        soliloquies reflect the central concerns of the play as a whole
       Demonstrates an informed understanding of the context, language, form and ideas
                                                                                               13–16
        of the play with detailed textual references
       Composes an effective argument using language appropriate to audience, purpose
        and form
       Presents a sound argument of how the soliloquies reflect the concerns of the play
        as a whole
       Demonstrates an understanding of the context, language, form and ideas of the
                                                                                               9–12
        play with appropriate textual references
        Composes a sound argument using language appropriate to audience, purpose and
        form
       Describes aspects of how the soliloquies reflect the play as a whole
       Makes limited reference to the play                                                     5–8
       Composes a limited response
       Attempts to explore aspects of the set text using elementary knowledge of the play
       Attempts to compose a response to the question                                          1–4



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