This blog signals the end of our HSC English series on the new syllabus. We have now covered each module for the standard and advanced course and also gone through the different papers including their structure and the best way to complete the paper on exam day.
So without a waiting moment longer, we will breakdown the module, understand the different elements, look at a set of texts and their conversation in an attempt to help you guys study your way through this module.
Here is the module below with the key words in bold:
In this module, students explore the ways in which the comparative study of texts can reveal resonances and dissonances between and within texts. Students consider the ways that a reimagining or reframing of an aspect of a text might mirror, align or collide with the details of another text. In their textual studies, they also explore common or disparate issues, values, assumptions or perspectives and how these are depicted. By comparing two texts students understand how composers (authors, poets, playwrights, directors, designers and so on) are influenced by other texts, contexts and values, and how this shapes meaning.
Students identify, interpret, analyse and evaluate the textual features, conventions, contexts, values and purpose of two prescribed texts. As students engage with the texts they consider how their understanding, appreciation and enjoyment of both texts has been enhanced through the comparative study and how the personal, social, cultural and historical contextual knowledge that they bring to the texts influences their perspectives and shapes their own compositions.
By responding imaginatively, interpretively and critically students explore and evaluate individual and common textual features, concepts and values. They further develop skills in analysing the ways that various language concepts, for example motif, allusion and intertextuality, connect and distinguish texts and how innovating with language concepts, form and style can shape new meaning. They develop appropriate analytical and evaluative language required to compose informed, cohesive responses using appropriate terminology, grammar, syntax and structure.
By composing critical and creative texts in a range of modes and media, students develop the confidence, skills and appreciation to express a considered personal perspective.
As you can tell, this module is made up of a few different parts so it’s important that you have a solid understanding of each so that you can appreciate how they all come together and then adopt this in your writing.
- Enhanced through the comparative study
- Even though this is found later in the rubric – we thought it is important to address it earlier on. Basically this whole module is founded on the premise of comparing the prescribed texts. Rather than analyze them individually, you are required to compared each of them against the other, using the below points as you starting point that drives the connection.
- Resonances and Dissonances…Reimagining or Reframing
- The rubric considers starting with the ways that the texts either resonate with each other (that is, agree or show some similarity) or are dissonante (disagree or present a clashing element). To better shape your view, consider how the ideas presented in the earlier the texts are reimagined or reframed in the later text. What does the later text do differently or the same? Can you account for reasons why? How does the reimagination or reframing add value to the concepts? Using the answers to these questions will provide for a fundamental starting point for your studies.
- Mirror, align or collide with the details of another text
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- In addition to the above, also consider the ways that the conversation between the texts may provide for mirroring ideas. That is, are the ideas presented in the texts in an agreeance? Do they reflect similar ideas and values? Perhaps it might be that the ideas collide and show differences or provide for alternate perspectives? You might find that each conversation has an element of both and that is where your deep analysis lies – you ability to express this tension and account for it will ensure that you are onto band 6 success.
- Common or disparate issues, values, assumptions or perspectives and how these are depicted
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- This has a lot going on so let’s take one at a time. What conceptual idea/value does each of the texts discuss or provide commentary about? Start with your basics such as love, loyalty, deception and relationships. Then take a deeper look at the texts that you are studying and narrow down these issues – perhaps something about social status? Then consider how each of the texts depict certain assumptions or perspectives about these values. How are the common or disparate? Why are they like this? The answer to this question is in the element that follows below
- Influenced by other texts, contexts and values
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- Each of the texts are heavily influenced by their respective contexts and values which is reflected in their composition. To add to this, the way in which we study these texts are further influenced by our context and values. So to make sure you answer these elements effectively, think of it like a series of sieves at work. Take the idea or value and place it in the context of the earlier text. How does this give meaning to the value and the way in which the composer has addressed it? Then look at the later text and how it takes that same value yet appropriate it in light of a different context. When compared, are the ideas mirroring or colliding? Then again take both texts and the idea and then consider the present contemporary context and apply that to further deduce meaning. From our context, how do we appreciate how each of the respective writers?
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- This may seem a little confusing so it’s probably best that we take one of the set of texts and analyse. We are going to go with Shakespeare’s The Tempest and Margaret Atwood’s Hag Seed.
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- The Tempest is a well known story that starts with a storm and we find ourselves on an island where Prospero and his daughter Miranda have been exiled. The island is magical and there are many spirits, including Ariel and Caliban at work who interfere with the characters. During their trials and tribulations of the characters, Shakespeare comments on many ideas such as justice, love and revenge. The way he explores these ideas are a reflection of his context being the Renaissance ideas were prevalent in society.
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- Hag Seed, written 400 years is a direct reimagination of The Tempest. Following a similar story line, Atwood has adopted the setting and characters to reflect a change in context. Whilst the key ideas of justice, love and revenge (to list a few) are explored in her text, they are reimagined in a way that deals with contemporary concerns.
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- So, by taking Shakespeare’s context saturated by Renaissance ideas and then applying the lense that Atwood adopted in a contemporary society, we are able to understand the ways in which the conversation about thematic ideas remain constant over time, despite different contexts. Then taking each idea, value and assumption we can analyse if the composers share resonances or dissonances and then account for those positions (using the dot point below as a starting point).
- Textual features, conventions, contexts, values and purpose of two prescribed texts.
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- Once you have an understanding of ideas that each text explores, consider how each text does this using certain features and conventions together with how these represent their respective contexts and values.
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- For example – The Tempest is written as a play and Hag Seed as a novel. Why is this the case? Well this is a simple one to answer- plays were a common way of communicating ideas in Shakespeare’s time. Remember that many people wouldn’t have actually read the play (because they were not educated enough) but went to the Globe Theatre to watch the production. Conversely, Hag Seed’s construction as a novel reflects contemporary interests and conforms to societal norms. Given these marked differences, the purpose of each text remains constant – that being to both entertain audiences yet also inform them of different views and perspectives.
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- Using the above example, consider these elements and how they link to your texts. Then consider the ways that you can use this as part of your argument the next time you write an essay.
- Personal, social, cultural and historical contextual knowledge…shape their understanding
- The texts you study will be shaped through the way that you understand and appreciate the different personal, social, cultural and historical contexts of each of the texts and you current moment. The texts explore themes that are universal to the human condition and that is why they have remained relevant over time. However, if you are able to adopt a particular lens and filter that through the theme, a new understanding or meaning will be shaped.
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- Take for example again Shakespeare’s The Tempest. It discusses ideas about royalty, marriage, loyalty and revenge. If we cast our eye to appreciate the historical context during which the text was composed, we can understand how the adaptation of Kings and boats being shipwreck were relevant as society at the time would have been able to connect to that personally and develop their own understanding. Atwood’s Hag Seed demonstrates a historical change through a different setting in which is more relatable to her audience. This is just one example of many but try and use this mindset for your text and see what analysis you come up with. If you are unsure you can email us and we will help out as much as possible.
- Responding imaginatively, interpretively and critically
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- This is the dot point we are more than familiar with – the requirement to be able to respond to a question using an imaginative or critical angle. For an imaginative – don’t scare yourself into thinking that you have to write a story or a narrative. Imaginative has a wider application than this and really means that you can be expected to write something other than an essay. Remember that one of your assessments during the year will be a multimodal which calls for a sense of freedom and creative interpretation. However, there is also critical analysis involved and so this dot point asks for a unison of both. See our other blog posts that discuss multimodals more in depth.
- Various language concepts, for example motif, allusion and intertextuality
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- Although analysis is built upon the foundations of language concepts, this module wants you to take this further and consider structural and overarching elements that connect the texts. For example, do they both employ a motif that is adapted? Or is there a sense of intertextuality of the earlier text in the later? If so, what meaning can be made from this? Remember that these connections are not an accident – composers have been skilful in their craft so it is your job to identify them and present an argument that helps push this concept.
Notes and Preparation
Now that the rubric is over, we can look at the best way to prepare and attack a question.
We always recommend table form as it makes it easier for you to visually see what has been completed and what gaps remain. For this module, a table with the following layout might be of assistance
| Conversation | Text 1 | Text 2 | Resonance/dissonance/mirror/collide | Context/value/ form/conventions (this could go on!) |
| This would be your thematic idea.
How do the texts talk to each other? |
Your evidence from text 1 (always the earlier text) | Your evidence from text 2 | Take a moment to consider how the idea/conversation is the same or different? Include as much detail as possible.
Is an element the same or outcome the same but achieved in a different way through the second text? |
From the column prior, you must now account for whatever position you have taken an propose a reason why it is the case.
For example, why has a different form been used? Why has a motif be carried in the second text but represented differently? This is where most of your marks will come from so be sure to include as much detail |
Essay Structure
Given that this essay is focused around the conversation between two texts, students usually take two different approaches to writing an essay. This is not to say that one is better than the other, it just comes down to personal preference and style.
Model A – This is based on a thematic approach where each paragraph is structured on the conversation. This means that both texts will be discussed in the one paragraph so that you can shape your analysis as a conversation, just like the study of this module.
Sample below-
Introduction
- Thesis
- Introduce the conversations you will be discussing
- Introduce text 1 with reference to the conversations
- Introduce text 2 with reference to the conversations
- Then account for their similarities/differences (or whatever the case may be depending on the question)
- Concluding sentence
Paragraph 1 – Conversation 1
- Statement – Identify what is the conversation
- Expand – how do both texts do it, what understanding is developed (ie column 4 from above)
- Evidence – text 1
- Technique and Analysis – making sure to link to the question
- Link – Introduce text 2 and link to whatever element you have used to connect them and the conversation
- Evidence – text 2
- Technique and Analysis- this must be done with reference to the above quote to account for the change. Might be 2 sentences.
- Concluding sentence
Paragraph 2 -Conversation 2
- Same as above – but your second conversation
Paragraph 3 -Conversation 3
- Same as above – but your third conversation
Conclusion
- Much the same as the introduction but rather than saying this is what I am going to be talking about, you say it as if you have proven it and the reader can now understand what has been achieved.
Model B – This is a text based approach where you use each of the texts to structure your paragraphs. You still analyse the conversations but you do that across the two paragraphs for each text.
Example below
Introduction – you can use much the same structure as for the first model
- Thesis
- Introduce the conversations you will be discussing
- Introduce text 1 with reference to the conversations
- Introduce text 2 with reference to the conversations
- Then account for their similarities/differences (or whatever the case may be depending on the question)
- Concluding sentence
Paragraph 1 – Conversation 1 – Text 1
- Statement – what is the conversation you are addressing (making sure that you link to the question)
- Introduce text 1 together with a link to the conversation and question
- First evidence for text 1 (including analysis and discussion)
- Second evidence for text 1 (including analysis and discussion)
- Concluding sentence – this sums up the paragraph you have written but also establishes that you are going to be addressing text 2
Paragraph 2 – Conversation 1 – Text 2
- Statement – but rather than stating a new conceptual idea, have a link to the previous paragraph. This might be extending on the element that connects the idea and how text 2 does it differently/the same and the reason why this is the case.
- Depending on your writing style, it might also be useful to include a small introduction to text 2.
- First evidence for text 2 – (including analysis and discussion however be sure that your discussion here links directly with the elements discussed above. Even though the paragraphs are separate, the first is designed to set up the idea/element/idea and the second needs to make sure that all discussion is done in relation to the first paragraph).
- Second evidence for text 2 (again, using the instructions noted for first evidence)
- Concluding sentence – this would be a general sentence to sum up both paragraphs as the discussion of this conversation is now complete).
Paragraph 3 -Conversation 2 – Text 1
- Same as above for paragraph 1
Paragraph 4 – Conversation 2 – Text 2
- Same as above for paragraph 2
Conclusion
- Much the same as Model A but be sure to address the conversations and links between the conversations and texts including the question in the order which you discussed them in your essay.
The main difference between the models are the number of conversations you talk about and how your paragraph structure is put together. Model A allows for 3 conversations where each paragraph discussed both texts together.
Model B on the other hand is structured by the texts which allows for discussion of two conversations and a paragraph on each text.
Regardless of which style you prefer, you must ensure that you clearly link to the question, have evidence of the conversation and the provide for the similarities and differences between the texts. Always keep in mind that the texts only serve as examples for the overall conversation so avoid recounting the text and focus on the analysis of them holistically.
If there is anything in particular you would like more information on, please get in contact with us as we are here to provide as much information as possible.
We have reviewed questions for this module in the blog where we broke down paper 2 so head on over there if you would like to read more about that.
Happy studies!