So far we have guided you through Module C – The Craft of Writing and the different sections of Paper 1 – Common Module.
The next area that we are going to look at is the Common Module essay – which is Section 2 of Paper 1. We will look at what then rubric means and the best way to present an essay. We have deconstructed the different types of essay questions for this module in our previous blog post so if you need some guidance on where this is all going – head back there. If you are still a bit unsure about how it all works, feel free to get in contact with us and we will point you in the right direction.
To get things started, we have the rubric below…
In this common module students deepen their understanding of how texts represent individual and collective human experiences. They examine how texts represent human qualities and emotions associated with, or arising from, these experiences. Students appreciate, explore, interpret, analyse and evaluate the ways language is used to shape these representations in a range of texts in a variety of forms, modes and media.
Students explore how texts may give insight into the anomalies, paradoxes and inconsistencies in human behaviour and motivations, inviting the responder to see the world differently, to challenge assumptions, ignite new ideas or reflect personally. They may also consider the role of storytelling throughout time to express and reflect particular lives and cultures. By responding to a range of texts they further develop skills and confidence using various literary devices, language concepts, modes and media to formulate a considered response to texts.
Students study one prescribed text and a range of short texts that provide rich opportunities to further explore representations of human experiences illuminated in texts. They make increasingly informed judgements about how aspects of these texts, for example context, purpose, structure, stylistic and grammatical features, and form shape meaning. In addition, students select one related text and draw from personal experience to make connections between themselves, the world of the text and their wider world.
By responding and composing throughout the module students further develop a repertoire of skills in comprehending, interpreting and analysing complex texts. They examine how different modes and media use visual, verbal and/or digital language elements. They communicate ideas using figurative language to express universal themes and evaluative language to make informed judgements about texts. Students further develop skills in using metalanguage, correct grammar and syntax to analyse language and express a personal perspective about a text
The key ideas that our team believe are important are in bold. Sometimes students get carried away with highlighting main points…by the end the whole excerpt is highlighted.
So let’s break the keys parts and give them some meaning that you can use in your next essay and hopefully assist when you are completing assessments.
- Individual and collective human experiences
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- If we take a moment to consider this, is really is the first building block you need to complete this module effectively. What is an individual and collective human experience you might be asking? Well, really, its anything that makes us human. Think about an experience that is universal to all individuals living on earth. It can be something simple such as love, hate, revenge, identity or relationships. However, once you start studying your prescribed text, you will start to see experiences that are specific to that text. For example Shakespeare often comments on experiences concerning social class and Orwell’s 1984 divulges specific ideas about romantic love (relationships) and rebellion.
- Texts represent human qualities and emotions associated with, or arising from, these experiences
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- Once you have identified the different human experiences, you then need to take a step further and consider what qualities and emotions are connected with, allow for or provide for these experiences. Let’s take the human experience of rebellion as an example – emotions of anger and change are often a causative factor for this experience. There is also the quality and desire for change or independence that stem from the experience of rebellion. The question on the day can ask for something specific so make sure that you read and understand exactly what is being asked from you.
- Language is used to shape these representations
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- As always, this one is in there for good measure to make sure that you have you evidence from the text and a range of textual forms and features. Try and push yourself as much as possible to use sophisticated techniques such as extended metaphors and visual imagery. When analysing the language, make sure that you explain the technique that you are using to show off your understanding to the marker. Another top tip that we can share with you is to make sure that you look at the textual holistically – consider its form and structure and how you can use this to help analyse your understanding
- Anomalies, paradoxes and inconsistencies in human behaviour and motivations
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- This is where a lot of students fall down. Each of those words have such a unique definition yet they are so similar at the same time. NESA hasn’t provided any specific definitions for these words so they are to be given their natural meaning:
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- Anomaly: This is when something derives from what is common, usual or expected and the result is surprising. Students often think that this means that the opposite of what is expected is to occur but that’s a limited view. Rather, an anomaly can be a result that does not usually fit with the course of being. When we link this back to human experiences, you want to consider how the reaction or emotions with the human experience presents an anomaly – does a character act or do something that is not expected in the circumstances or doesn’t reflect how you would presume they would act?
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- Paradox: Generally defined, a paradox is something that initially seems contradictory or perplexing but when further examined presents a truth despite contrasting ideas. In Shakespeare’s Hamlet we are presented with the lines “I must be cruel to be kind”. Upon first reading it seems strange that someone would need to be cruel to achieve kindness – they are opposing ideas. Yet, when you understand in context that Hamel is protecting his mother – ie being cruel to Claudius to be kind to his mother – the understanding is revealed. Consider if any of the characters or ideas that you study in your texts present this course of events.
- Inconsistency: To act inconsistently means that there is no logical explanation or reason to account for an individual’s actions. What they appear to say or believe does not match their actions. If this holds true for a character in your text, try and suggest a reason why they act inconsistently – this will speak to the human emotions and qualities
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- See the world differently, to challenge assumptions, ignite new ideas
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- This is when your analysis is invited to proposed ideas and suggest reasons to account for a situation. It is this element of your essay that will provide you with the most marks as you are providing original thought and synthesizing all the ideas you have gained during the course of studying the prescribed text. Be confident to suggest that a character or personal in text challenges assumptions of readers as they are positioned to consider something new or ignite new ideas as the idea has been presented in a unique and authentic way which boosts original thought. This bit can be slightly tricky so if you have a specific question please feel free to ask us.
When writing a response, the first thing you need to do is really understand what the question is asking. Then, we usually recommend writing about three human experiences using the following structure:
Introduction:
- Thesis
- Introduction of text
- Three human experiences
Paragraph 1
- Human experience 1 and interaction with the question
Paragraph 2
- Human experience 2 and interaction with the question
Paragraph 3
- Human experience 3 and interaction with the question
Conclusion
- Sum up the three human experiences and how they link back to the question
Hopefully the above helps with a deconstruction of the module and how you are to analyse you texts. As mentioned, in our blog Deconstructing Paper 1 – Advanced and Standard English – Common Module, we have broken down the different types of questions for this module.
Of course your assessment tasks will be unique and individual so if you require some help breaking them down, please drop us a line and one of our team members will gladly assist.