Related material for these candidates was often simplistic or irrelevant. The responses of these candidates seemed to be more fitting with a previous elective from this module: The Individual and the Institution. Weaker responses often did not engage with the question. In stronger responses, candidates effectively constructed a thesis that clearly addressed the question and articulated their understanding of the concepts of the elective. They frequently used a confident personal voice. These responses drew upon a substantial related text and often presented a holistic discussion based upon judiciously selected evidence from the prescribed, and one other, related text.
Weaker responses sometimes engaged with the concept of the elective, but were often a superficial or literal retelling of the texts, or assertions without evidence. Related material for these candidates was often simplistic.
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Weaker responses did not substantiate their discussion with appropriate textual reference or technical discussion. In better responses, candidates developed an argument that addressed the question and demonstrated a strong conceptual understanding of the module and the elective. An evaluation of the relationship between text and context was embedded in the analysis of the texts. Weaker responses tended to make connections between texts through sometimes lengthy description and recount.
They were explanatory and narrative and made few, if any, evaluative judgements. Treatment of context was often absent, superficial or did not clearly relate to any argument. Textual references were often not well selected or integrated into the discussion of the two texts studied. Better responses recognised the significance of context when comparing the ideas and values between the texts.
The relationship between texts and contexts was evaluated and textual reference was detailed and discerningly selected. In weaker responses, candidates adopted a thematic approach to the question, a factual approach to context and made parallel connections between texts. Treatment of the context was not integrated into the discussion and was often treated in isolation. These responses lacked appropriate textual detail and occasionally showed an unbalanced treatment of texts.
They produced a sustained response, developing a thesis that genuinely addressed the question using a discerning selection of textual references. In weaker responses, candidates tended to identify some similarities or differences between the texts, often with a limited understanding of their significance. They considered the comparison of texts in a superficial or generalised way.
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Treatment of context was not integrated into the discussion and was frequently a reference to the time of composition rather than an understanding of how context is reflected in the construction and reception of texts. They often relied on a few basic or inappropriate references to texts. Better responses argued conceptually, demonstrating a strong personal engagement with the play and a perceptive understanding of the final scenes.
They were informed by an evaluation of other perspectives, but not preoccupied with them. They demonstrated an insightful understanding and evaluation of context, language, form and ideas — and produced detailed textual references in a sustained argument.
Weaker responses tended to be descriptive, with less emphasis on the closing scenes of the play. These responses were often structured around discussion of themes or characters and displayed limited textual reference and a lack of cohesion. Better responses focused on the role of Patrick Lewis to further their discussion and explored, for example, his role as storyteller as well as his personal growth or the development of character relationships within the contextual framework. These responses were very insightful in considering the text as a reflection of the human experience and presented a perceptive personal response to the text aided by a sustained view of the text as a whole.
Weaker responses tended to rely on recount with limited textual reference and minimal or no discussion of the closing scenes of the novel, as well as little or no appreciation of the text as a whole. In better responses, candidates presented a perceptive understanding of the way Winton used his text to advance his ideas and incorporated detailed textual analysis to support an insightful discussion. Weaker responses presented a limited view of the text, often confining their discussion to aspects of the text such as themes or relationships that were not linked to the closing scenes.
These responses often lacked development or an awareness of the text as a whole. Stronger responses skilfully argued the extent to which the closing scenes of Jane Eyre informed their judgement of the novel as a whole. Some candidates focused exclusively on the character of Jane, showing little appreciation of the complexity of the text. In better responses, candidates had a perceptive view of contextual influences on the characters and extrapolated this to explore the play from a contemporary perspective.
Weaker responses often focused on a discussion of context or plot, rather than directly addressing the question. There was therefore little, if any, judgement of the play as whole. These responses made limited reference to the text and had little appreciation of the dramatic impact of the play. In better responses, candidates sustained a skilful argument concerning the major ideas of the text and supported this through perceptive analysis of film techniques. Weaker responses tended to neglect a discussion of the closing scenes.
They were descriptive, made limited textual reference and were characterised by recount rather than analysis. These responses were characterised by a strong personal voice, sustained thesis, detailed textual evidence and a skilful and evaluative analysis. Weaker responses tended to be descriptive, often discussing each poem in isolation with limited textual reference. These responses made minimal reference to the closing stanza of Among School Children.
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In better responses, candidates presented a skilful analysis of how the closing scene of The Violets informed their judgement of this poem and others by Harwood. They demonstrated a detailed knowledge of the poems selected for discussion.
Carefully analysed textual references enhanced clearly structured responses, which skilfully argued the significance of the closing stanza. These responses demonstrated a clear personal engagement with the poems. Weaker responses focused on describing moments in the poems. They lacked cohesive argument and detailed textual reference. Poetic techniques were often treated in a simplistic manner. These carefully structured responses argued a strong central thesis based on an understanding of the closing stanza. Weaker responses often paraphrased the poems or offered a limited account of Five Bells without evaluating the significance of the closing stanza.
Textual references and discussion of poetic techniques were limited. These responses treated the ending as a powerful exemplar of the overall speech and evaluated the textual integrity of each speech in a sustained and conceptual way.
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They employed detailed textual references throughout. Weaker responses tended to describe the content of the speeches without evaluating them.
These responses contained limited discussion of language and rhetorical devices and few textual references. Stronger responses demonstrated a perceptive understanding of how composers use different ways to construct meaning and evoke responses through textual features and details. These responses presented a cohesive, focused and incisive thesis that dealt confidently and directly with the demands of the question.
The analysis and evaluation of the textual evidence from the prescribed text — and text of own choosing — were used skilfully to consider how the unique act of representation in both texts evoked responses. Masterful control of language was evident as these responses developed the thesis through strategic-topic sentences, a confident and informed approach to both texts and clear consideration of the key ideas.
It was evident that the selection of the text of own choosing — and how it was used to respond to the question and connect with the prescribed text — influenced the quality of the response.
Weaker responses focused more on an exploration of the prescribed text and text of own choosing through the elective rather than the focus of the module — the act of representation. The responses were largely descriptive and limited in scope, and the exploration of the unique ways of representing history and memory or conflicting perspectives was superficial or largely ignored. Some of these responses did present a simple line of argument, but it was not developed further through relevant textual references.
Generally, the text of own choosing was inappropriate and not used to further the response to the question. Candidates responded to the question through an exploration of conflicting perspectives in a range of ways. One approach was to deal with the notion of conflicting perspectives in the world of the texts through a consideration of characters whose perspectives clashed. Weaker responses superficially referred to aspects of perspectives.
They described these aspects in relation to their texts and employed related texts that did not further the response. Stronger responses demonstrated a deep and holistic understanding of the entire play rather than focusing only on limited scenes or incidents, such as the funeral orations. These responses used well-chosen scenes or extracts to further the thesis as they examined the unique way that Shakespeare represented conflicting perspectives and how his representation evoked a response. Weaker responses revealed a limited engagement with the play, as the textual evidence was restricted to one or two scenes that were not used as textual evidence to explain how the unique ways evoked a response.
Analysis of the form, medium of production as well as dramatic and language features was limited to a description of techniques. Document Details. Studying with Academic Integrity: Studying from past student work is an amazing way to learn and research, however you must always act with academic integrity.
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