AS Workbook (4 credits) Explain significant connections across texts, supported by evidence

Transcription

1 AS Workbook (4 credits) Explain significant connections across texts, supported by evidence Student (full name): CONGRATULATIONS! If you are starting this unit, you must have read/viewed at least FOUR texts. What do I have to do? I have to think carefully about the thematic threads that are woven into stories (written, visual/oral texts). I have to pick ONE common thematic thread that runs through all my texts. I need to explain how the texts deal with a I need to compare and comment on the treatment of a theme in each text. Story (plot) Literature (all texts) Thematic threads Thematic threads are the ideas that weave through a story; a theme is not the plot of a story. For example: in Spiderman... Plot = a boy is bitten by a radioactive spider and gets super-hero powers that he uses to fight crime. Themes = accepting responsibility, dealing with guilt, resentment, good versus evil, escaping a dysfunctional environment (MJ or Harry), love, jealousy, etc TASK ONE brainstorm texts & themes EXEMPLAR: Spiderman Peter, MJ, Harry The Outsiders Ponyboy, Cherry, Dallas, Socs The Outsiders Johnny OMAM Jealousy THEME Wanting a better life / struggle for success OMAM Curley vs. everyone else (irrational) Othello Iago = bitter villain MDB The Last Samurai Algren, emperor

2 TASK TWO checking out the template for making notes How does each text treat the theme? Answer questions in the template to make notes. FOR EXAMPLE Theme: Wanting a better life TEXT 1: The Last Samurai Writer/director/singer: Edward Zwick HOW IS THE IDEA OF [THEME] PRESENTED IN [THE TEXT]? Describe how the THEME is shown in this text. You can mention either the whole text or different parts of the text. WHOLE TEXT: The idea of wanting a better life is shown throughout The Last Samurai because Nathan Algren is trying to become a better person all the way through the film. PART A: When he lived in the samurai village, he learnt Japanese sword-fighting techniques. He also learnt a lot about self- discipline. As he becomes a better warrior, he overcomes his disgraceful alcoholism (he drank too much because he felt guilty about killing women and children). He wanted to drink to block out his guilt, but in the end he learnt to stay sober and lead an honourable life. PART B: The theme of wanting a better life was also presented when Algren more or less became Taka s new husband. He tried really hard to do the right thing and look after her children. HOW DID THE THEME AFFECT THE RELATIONSHIP BETWEEN CHARACTERS? [S] The idea of wanting a better life affected the characters by bringing them closer together. [E] In the beginning, there was a huge culture clash between Algren and everyone in the Samurai village, but they soon bonded when they all realised that they were all striving for a better life. [X] For example, Algren and Katsumoto become close friends who would literally die for each other when they realised that they were both students of war. They ended up really respecting each other, which is amazing considering they didn t understand each other s customs in the beginning. SAY SOMETHING ABOUT THE WRITER / DIRECTOR S INTENTIONS. What were they trying to show about the theme? Edward Zwick s shows that a desire for a better life is basic part of life. People from different cultures can clash over obvious differences, but when they can overcome petty differences when realise they share a deep belief in something decent. In this case. It s the idea of self-sacrifice being more important than self-indulgence. [This could be the comment at the end of your SEXC paragraph; longer critical comments usually leads to higher grades]

3 Theme: TEXT 1: Writer/director/singer: HOW IS THE IDEA OF [THEME] PRESENTED IN [THE TEXT]? Describe how the THEME is shown in this text. You can mention either the whole text or different parts of the text. WHOLE TEXT: PART A: PART B: HOW DID THE THEME AFFECT THE RELATIONSHIP BETWEEN CHARACTERS? [SEXC paragraph answer] SAY SOMETHING ABOUT THE WRITER / DIRECTOR S INTENTIONS. What were they trying to show about the theme?

4 Theme: TEXT 2: Writer/director/singer: HOW IS THE IDEA OF [THEME] PRESENTED IN [THE TEXT]? Describe how the THEME is shown in this text. You can mention either the whole text or different parts of the text. WHOLE TEXT: PART A: PART B: HOW DID THE THEME AFFECT THE RELATIONSHIP BETWEEN CHARACTERS? [SEXC paragraph answer] SAY SOMETHING ABOUT THE WRITER / DIRECTOR S INTENTIONS. What were they trying to show about the theme?

5 Theme: TEXT 3: Writer/director/singer: HOW IS THE IDEA OF [THEME] PRESENTED IN [THE TEXT]? Describe how the THEME is shown in this text. You can mention either the whole text or different parts of the text. WHOLE TEXT: PART A: PART B: HOW DID THE THEME AFFECT THE RELATIONSHIP BETWEEN CHARACTERS? [SEXC paragraph answer] SAY SOMETHING ABOUT THE WRITER / DIRECTOR S INTENTIONS. What were they trying to show about the theme?

6 Theme: TEXT 4: Writer/director/singer: HOW IS THE IDEA OF [THEME] PRESENTED IN [THE TEXT]? Describe how the THEME is shown in this text. You can mention either the whole text or different parts of the text. WHOLE TEXT: PART A: PART B: HOW DID THE THEME AFFECT THE RELATIONSHIP BETWEEN CHARACTERS? [SEXC paragraph answer] SAY SOMETHING ABOUT THE WRITER / DIRECTOR S INTENTIONS. What were they trying to show about the theme?

7 A/. LOW EXCELLENCE (bold font = link to theme or example of critical thinking) B/. LOW EXCELLENCE (bold font = link to theme or example of critical thinking) Introduction outlines all texts and identifies P1: explains 1 st text & link to Elaborates on Josie becoming estranged from her family. Explains director s intentions re: Sums up what viewers should have learnt about P2: explains 2 nd text & link to Points out significant thematic connection between texts. Explains director s intentions re: Elaborates overcoming prejudice to belong in society. P3: explains 3 rd text & link to Points out significant thematic connection between texts. Tries to get readers to think deeply about the theme by asking a rhetorical question. P4: explains 4 th text & link to Points out significant thematic connection between texts. Attempts to explain theme in depth. Explains writer s intentions re: Conclusion obviously made in light of content of essay. Strong statement about what has been learnt.

8 Weighing up the good and bad in the LOW EXCELLENCE exemplar The Good The Bad Identified and explained fairly strong link to theme in all texts Used supporting evidence (i.e. specific details) to reasonably good effect. Showed signs of insight into the writer or director s intentions (gave confident interpretations of creative process). Needed to DEVELOP insightful critique by altering keywords and following up on connotations. Some writing errors. Made clear links between texts, supported with evidence Attempted to develop ideas sequentially (no random paragraphs). B/. LOW MERIT (bold font = link to theme or example of critical thinking) Very basic introduction that identifies P1: compares two texts immediately. Explains link to theme, with evidence. Elaborates on the link to the theme for each text. Paragraph is clearly focused on comparison outlined in first sentence. Tries to develop critique by passing judgment. P2: begins with explanation of 3 rd text s link to theme, with evidence. Comparison to 4 th text, brief explanation and critique. Tries to develop critique by passing judgment. Conclusion is concise clever use of brackets to condense ideas.

9 C/. LOW ACHIEVEMENT (bold font = link to theme or example of critical thinking) Basic introduction that identifies theme & texts. P1: compares two texts immediately. Explains link to theme, with evidence. Very little critical thinking offered about theme in both texts. P2: compares two texts immediately. Explains link to theme, with poor use of evidence. Some use of evidence to make a weak point about the Conclusion contains critical thinking, but has pulled new information out of nowhere. The marker who gave the grade of low achievement must have been feeling generous. Weighing up the good and bad in the LOW ACHIEVEMENT exemplar The Good The Bad Student attempted and submitted work. This effort could be reworked and resubmitted to achieve the standard and earn 4 credits There is very little critical thinking. Follows basic SEXC paragraph structure and then just writes one sentence as a comment on the Ideas in each paragraph are clearly not planned. Uses random information as weak evidence.

10 C/. HIGH NO ACHIEVEMENT Basic introduction that identifies theme & texts. Random last sentence. This is just a plot summary. No critical thinking about the Weak use of evidence (quote). No specific details about the challenges/obstacles to love Some use of evidence, but offered a weak explanation. No specific details about the challenges/obstacles to love Weak evidence, and offered a weak explanation. No specific details about way love is not always a happy ending. Weak conclusion because it sums up a weak overall effort. Weighing up the good and bad in the HIGH NO ACHIEVEMENT exemplar The Good The Bad Student attempted and submitted work. This effort could be reworked and resubmitted to achieve the standard and earn 4 credits There is very little critical thinking. Rarely follows the basic SEXC paragraph structure. Extremely vague there are either no specific details or there are poorly chosen details with insufficient explanation. The attempts to comment about the theme appear to be coy (i.e. unclear, teasing readers into thinking the writer knows something about this subject but is too reserved to plainly say out loud). DO NOT BE COY IN FORMAL WRITING.