Welcome back to our HSC edition of our blog posts – we hope that you have enjoyed reading them and more importantly, have been able to understand something new or clarify something that was previously confusing. We are always open to suggestions so if there is something you would like more information about or have questions about, please get in touch and we will do our very best to assist.
In this post we are going to look at the English Advanced Module B- Critical Study of Literature. Whilst Standard also has a Close Study of Literature for Module B, the rubric is slightly different so we will address that in a different post.
Speaking of rubrics, let’s start with having a read over the rubric for this module, highlight the key points and then give them some meaning:
In this module, students develop detailed analytical and critical knowledge, understanding and appreciation of a substantial literary text. Through increasingly informed and personal responses to the text in its entirety, students understand the distinctive qualities of the text, notions of textual integrity and significance.
Students study one prescribed text. Central to this study is the close analysis of the text’s construction, content and language to develop students’ own rich interpretation of the text, basing their judgements on detailed evidence drawn from their research and reading. In doing so, they evaluate notions of context with regard to the text’s composition and reception; investigate and evaluate the perspectives of others; and explore the ideas in the text, further strengthening their informed personal perspective.
Students have opportunities to appreciate and express views about the aesthetic and imaginative aspects of the text by composing creative and critical texts of their own. Through reading, viewing or listening they critically analyse, evaluate and comment on the text’s specific language features and form. They express complex ideas
precisely and cohesively using appropriate register, structure and modality. They draft, appraise and refine their own texts, applying the conventions of syntax, spelling and grammar appropriately.
Opportunities for students to engage deeply with the text as a responder and composer further develops personal and intellectual connections with the text, enabling them to express their considered perspective of its value and meaning
Now we are going to take out the important parts and give them practical meaning so that you know how to best address the rubric and prepare for the assessments:
- Detailed analytical and critical knowledge
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- This is the basic foundation of this module. It invites you in to consider the different ideas, themes and issues explored in the text yet be critical of them at the same time. That is, pass judgement on the way the author/composer has presented and unveiled the idea. Did they put forward a particular point of view that is flawed? Do they express a universal truth that still resonates with a modern audience? If so, why? These are the higher end questions the markers are expecting that you interact with to demonstrate that you understand the ideas presented to you and develop your own personal appreciation for the text.
- Distinctive qualities of the text, notions of textual integrity and significance
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- An important part of the rubric that is often overlooked. We have seen questions in the past purely focus on the ‘textual integrity’ of a text so we highly recommend that you take some time to consider what this means. When analysing a text, you need to appreciate it as a whole. That is, how has it been composed to follow a certain plot with particular characters to demonstrate an idea? How is the narrative or plot structured? What role does this text play in Literature overall? Why has the author decided to focus on certain aspects and not others? Consider why the text is still valuable in a contemporary setting notwithstanding the fact that it was composed many years ago. All of these questions will prompt you to consider the qualities of the text which contribute to its textural integrity and overall significance.
- Construction, content and language
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- As an extension of the above, this part of the rubric asks you to consider the individual elements of the text that give rise to your critical analysis. How has the plot been established the way it has? Does the construction of the different stanzas reflect the content of the poem? What language has the writer adopted? Does it change throughout the text..if so why? Upon a consideration of this question, you will address this point of the rubric. Ensure that you have solid evidence to support these ideas – you might need to draw two quotes – one from the beginning and one from the end to demonstrate a certain point or refer to the structure holistically.
- Notions of context with regard to the text’s composition and reception
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- A critical concept that is a good way to begin your critical analysis. First start with the context in which the text was written. Consider the social situation that the author was composing their text in and the different ideas that were in circulation at the time. How does this impact the content of the text? That is, does the composer adopt or challenge the assumptions and ideas that were upheld at the time? Why did the author create the text in that particular form (a poem, a play or a poem)?
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- Once you have understood the context in which it was created, then consider how the audience of the time of the text would have received the text. Would they have agreed with the issues explored or would it have been a text that challenged views of the time?
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- Together with the context of the time of the text, there is also room to appreciate how a modern audience would receive the text. Would they have the same reaction? Would it be different ? How come? How does a change in context change the value of the text? As these questions provoke a holistic approach to the text, this will allow for critical analysis of the text as a whole. Your reflection of these questions can also help your analysis of the textual integrity of the text. Why after all these years is that particular text still studied? How is it still relevant despite its uniquely different context? If it is a modern text, how does it contribute to society in a way in which no other text has been able to address? What role does this text play in a contemporary society? Does it offer new insights or position audiences to consider a different point of view?
- Appropriate register, structure and modality.
- This is relating to the way that you structure your essay. Given the complex ideas and analysis you are providing, you will need to ensure that you have a solid argument that is clearly sustained through your piece. This means having a thesis that adequately addresses the question yet also provides for your unique response. You must also ensure that your language is sophisticated and appropriate for the purpose you are writing for.
In our blog post for best essay structure we will be providing more details about the different ways that you can structure a response so that it is relevant for its purpose and addresses the question.
Our best tips to prepare for this module (no matter which text you are studying) go along the following lines:
- Identify the themes/ideas: Have a working understanding of the ideas that are explored in the text. You want to go into the exam with 3-4 ideas that you are confident with and can use on the day.
- Memorise Quotes: Often students become anxious about the amount of content they need to memorise going into the exam – and we totally understand this. Rather than memorise chunks of writing, stick to the things you absolutely need – quotes and techniques. Remember that you are under a strict time frame so you want to avoid wasting time trying to remember what to write and rather write a fresh essay. Make sure that you have 2-3 quotes memorised for each theme/idea. Even better, if you can memorise quotes that are applicable to more than one idea that means you can use them on the day in the way that works best to the question
- Thesis and topic sentences: The more practice you get the better. Each time you expose yourself to a question, take time to think about the key words of the question and the ideas you are going to be addressing. When you are writing your topic sentences, you will be engaging with one aspect of the question and that particular idea for the paragraph. The more questions you read and the more times you will write will boost your confidence to write something on the day.
- Organise your notes: Once you have the above sorted, have a method of keeping all the information organised – otherwise this will contribute to your stress! We recommend data grids with columns for the idea/theme, technique, quote and then an effect/link back to the rubric or study question. For some modules, it may be necessary to have another column for links or connections. For example, for those who are studying poems you will learn about study 5-6 poems all together but you will only be expected to write about 2-3 on the day. Therefore, use the data grids to set out which poems explore similar ideas and how you are planning on using them on the idea to support your ideas.
- Know your text inside out, back to front: As this is your close and critical study of a text, examiners expect that you know every aspect of your text including the characters/personas, plot, contextual placement and the overall contribution your text makes to the body of literature (textual integrity). To test this deep understanding, the question will often include a stimulus. For example, this could be a quote taken from some part of your text meaning that you will need to understand its location and how to use it together with your prepared material. It may also be a conceptual statement provided from a scholar or critical analysis. You will therefore be required to engage with the idea in the stimulus and directly link it to your overall ideas from the text. There is usually a long period of time between studying your text during the year and then being examined on it at trials or HSC so to make sure your memory is consistent, we recommend reading/watching the text every so often so that you can pinpoint any quote.
- Practice makes perfect: As always, the more questions you expose yourself to and practice adapting your thesis and topic sentences will dramatically improve your ability to write – especially under timed conditions. You will become confident with understanding what you are writing about and knowing how to manipulate your argument to suit the particular question. We also suggest submitting as many of your practice essay’s to your teachers for feedback prior to exams. This way your arguments and evidence are tested and you can make any changes prior to upcoming assessments.
We hope the above helps! If you have any questions or would like us to clarify anything for you please let us know as we would be more than happy to help!
All the best with your studies 😃