Mod C Do’s and Don’t Do’s (from previous years’ feedback) 2007 (Internals)
Better responses to Module C questions demonstrated a thorough understanding of the relationship between representation and meaning. Representation refers to the way ideas are portrayed through texts and implies someone’s perspective or their point of view. The better responses demonstrated a sophisticated, conceptual understanding of the module, the elective and the question. Students who achieved a high range result were able to compose a perceptive, considered evaluation of the visual text and connect this to a cohesive discussion and skilful analysis of selected episodes or scenes. Better responses demonstrated a discerning use of texts and a skilful control of language. Weaker responses showed a limited understanding of representation. These responses tended to describe aspects of the elective and/or module rather than drawing conclusions about how the composer used techniques to shape meaning and position the responder in a particular way. Stronger responses demonstrated an ability to:
* write a sustained and detailed response which reflected a thorough understanding of the Module and their core texts in particular * provide an articulate and well supported evaluation of the techniques used to represent either ‘truth’ or ‘powerplay’ in each text * draw fluent and insightful connections between each of the texts and as such construct a cohesive and integrated response * write fluently
* support their comments with pertinent examples and quotes Weaker responses:
* were short and lacking in close analysis of the texts
* lacking in fluency – spelling, sentence structure, expression were confused * were unable to present a detailed analysis of each text * in some instances ignored the question completely
* were unable to make connections of any substance between the texts * failed to support their commentary through examples or quotes * simply re-told the story
In your answer you were assessed on how well you:
* Evaluated and showed understanding of the relationship between representation and meaning * Organised, developed and expressed ideas using language appropriate to audience, purpose and form.
2009’s HSC* markers report noted that ‘In the case of the most popular prescribed text, Julius Caesar, some candidates considered the provocative insights generated by Shakespeare’s representation of the personality of a leader, and how a leader can be adversely affected by power; or they analysed the representation of a situation such as when an aspiring leader can deliberately provoke a coup d’état. The related text of own choosing was used to develop and challenge this aspect of representation, and further explore the diverse and provocative insights of their thesis….. Weaker responses superficially referred to aspects of conflict within texts rather than conflicting perspectives.’ This is something to watch. Dealing with the question
Implicit in the question is the argument that the way Shakespeare represents different points of view about personalities, events and situations in Julius Caesar shapes the way the audience feels about the play as a whole. And the way the composer of your orm represents different points of view in the text whatever it is, also determines how the audience feels about that text as a whole. At a basic level you first have to identify some useful conflicting perspectives in the text.
In order to answer the question you needed to consider the audience’s response to the text/s, and to explain how it is manipulated by the way conflicting perspectives are represented. So if we break it down… * What is the audience’s response to the text? Describe it explicitly. (what exactly does the audience appreciate or understand or enjoy or approve of or ….?) * Identify what conflicting perspectives are represented in each text? (What personalities,...
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