Module B: Critical Study of Texts… ??? A single text study – the evaluation of ideas and indicative expression… ??? A serious full-on detailed reading of a single text. - To find and name and describe and explain and assess the ways the writer has tried to show his thoughts, beliefs and important ideas about life! A serious, full-on, detailed reading of a text. But – not so much for the story itself – but more a “detective-like” approach to finding all the language forms and features which tell the story and develop the characters and show the writer’s attitudes and opinions.

A critical study requires “critical thinking”

This module requires students to explore and evaluate a specific text and its reception in a range of contexts … ??? Students will act like a detective and pull-apart the text to see what makes it “work” (or… how it doesn’t work). Then, once you have collected all the evidence and clues and information you can find… you will have to figure-out how people in different contexts would react to the ideas, events and opinions of the composer (and the text). Also, the students will figure-out why different people react in different ways,

a range of contexts … ??? Module lens (from English syllabus) Time AND place (history) lenses - see ideas of the text in a HISTORICAL CONTEXT Culture lenses – see ideas of the text in a CULTURAL CONTEXT Social lenses – see ideas of the text in a SOCIAL CONTEXT

is the text – and it’s characters… settings… events… ideas… values… assumptions… etc – consistent, dependable, trustworthy, honourable and… – believable, credible, sincere, … within the context (historical, social, cultural) of the text, the author and the responder?? This means that you have to ask questions about the characters… settings… events… ideas… values… assumptions of the text - composer - and responder. It develops students’ understanding of questions of textual integrity

For example… Is Hamlet – and it’s characters… settings… events… ideas… values… assumptions… relationships…etc – consistent, dependable, trustworthy, honourable and… – believable, credible, sincere, … within the context (historical, social, cultural) of the play, the author and the responder?? For example – “In Shakespeare’s Hamlet, to what extent is treachery and revenge shown as significant elements of human nature?”

Students explore the ideas expressed in the text through analysing its construction (second person narrative and present continuous “ing), content (imagery, description, figurative language techniques) and language (working class Aussie vernacular!). ***

They examine how particular features of the text contribute to textual integrity.

Hamlet portrays real and fake insanity – from wild grief to seething rage - and explores themes of treachery, revenge, incest, and moral corruption. How?

They research others’ perspectives of the text and test these against their own understanding and interpretations of the text.

Students discuss and evaluate the ways in which the set work has been read, received and valued in historical and other contexts.

They extrapolate (infer, estimate value, predict) from this study of a particular text to explore questions of textual integrity and significance.

Students develop a range of imaginative, interpretive and analytical compositions that relate to the study of their specific text. These compositions may be realised in a variety of forms and media.

Answer the question in a SEPARATE writing booklet. Extra writing booklets are available. In your answer you will be assessed on how well you: __________________________________________ demonstrate an informed understanding of the ideas expressed in the text evaluate the text’s language, content and construction organise, develop and express ideas using language appropriate to audience, purpose and form __________________________________________ Section II — Module B: Critical Study of Texts 20 marks Attempt ONE question from Questions 3–9 Allow about 40 minutes for this section