WGHS English Department 2014 NCEA Level 2 English AS 2.

7 Name: ______________________________ Form class: __________________________

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Achievement Standard 2.7: Analyse significant connections across texts, supported by evidence (internal, 4 credits, version 1) Assessment Criteria
Achievement Analyse significant connections across texts, supported by evidence. Achievement with Merit Analyse significant connections across texts convincingly, supported by evidence. Achievement with Excellence Analyse significant connections across texts perceptively, supported by evidence.

Explanatory Notes
Analyse significant connections across texts involves recognising and interpreting connections across texts. Analyse significant connections convincingly across texts involves developing reasoned and clear interpretations of connections across texts. Analyse significant connections perceptively across texts involves developing insightful and/or original interpretations of connections across texts. Significant connections are connections of importance and consequence and may relate to: purposes and audiences ideas language features structures. Supported by evidence refers to the use of specific and relevant details from the text to support analysis. 1

WGHS English Department 2014 NCEA Level 2 English AS 2.7

Introduction
You will be required to read/ view/ listen to at least four texts. The texts can be any combination of written, visual, and/or oral and short and/or extended. You must study at least one of these texts on your own. It is important that you check with your teacher first to see if the text is at the appropriate level of the curriculum. During the year (see the Y12 planner and the box below for dates) you will write log entries OR complete a data chart for at least four texts which you have selected to analyse. You will analyse the significant connections between the texts. Your teacher will discuss with the class a wide range of ideas and possibilities for a choice of topic or theme for this activity. You teacher will guide you but all work must be done independently, you must make your own connections between the texts and draw your own conclusions. You will be assessed on your ability to recognise and interpret links between texts. Your preparatory work can be done at home but the final written report must be written in class. You have four hours to write your report and then you will be permitted to take this home for three nights and type up your final copy. Your drafts will be secured to your final copy and submitted with the final written piece. The drafts and the final copy will be closely compared for consistency.

Due Date: (for the typed written report) Tuesday 19th August 2014 Other important dates:
Log entry #1 Log entry #2 Log entry #3 Log entry #4 Term 1 Week 9 Term 2 Week 6 Term 3 Week 2 Term 3 Week 3

Task 1: Choose a connecting aspect across texts

Select one connecting aspect on which to base your investigation. Select at least four suitable texts (at least one must be self-selected) and compare how your connecting aspect is presented across your selected texts. Check with your teacher that your texts will provide you with the opportunity to achieve the standard at every level.

Choosing your texts: Select four texts that have connections between them that you can analyse.
A connecting aspect might be:

character

setting

theme

genre

historical context

More specific connecting aspects include:

stereotypes in literature (e.g. mother and father figures, teenagers, heroes, villains) friendship in literature.

animals in literature urban or rural settings perspectives on growing up in New Zealand 2

WGHS English Department 2014 NCEA Level 2 English AS 2.7 The texts can be any combination of written, visual, and/or oral and short and/or extended. You also need to make sure the text is suitable for a Year 12 student or above. This means that texts chosen should be at the Curriculum Level 7. As an example, we will consider texts about facing a challenge, and consider the way these texts treat this idea. Note: you may NOT use any of this material in your own assessment. We could read the following texts: Magazine Article - The Story of Oprah, Novel - The Whale Rider, Film - Billy Elliot, Novel Pride and Prejudice Firstly, you should write down the ways in which you predict the texts will treat the idea of facing a challenge. For example, you could write a list of questions: What motivates the characters to face up to or retreat from challenges? How is the idea of facing a challenge presented? How is the central character portrayed? Ordinary? Heroic? Damaged? How are relationships portrayed? How important are friendships and loyalty? What effects do the challenges have on characters? How has stress affected the characters? How have the challenges changed them? How is the setting of the text portrayed? How do the characters react to the setting? How do these ideas relate to you and to todays society? What can we learn from the ideas presented? What is the author/director trying to make us think about?

Other connections will reveal themselves as you read more texts, so remain open to observing ideas you had not anticipated before starting this study. HOW is a THEME shown in a text? When trying to identify a theme, examine the relations among the parts of the story and the relations of the parts to the whole: Characters: What kind of people does the text deal with? What defines them? What difficulties do they have? What makes them feel they belong? Plot: What do the characters do? Are they in control of their lives, or are they controlled by fate? Motivation: Why characters behave the way they do, and what motives dominate them? Style: How does the author present reality? Does he use short or long sentences (in a novel/short story/play/film)? What kind of paragraphs / stanzas (in poetry) are there? Are they short and conversational or are they long and involved? What is the rhythm of the poem (in poetry)? Is the work divided up? If so, how and where? Tone: What is the authors attitude towards his subject? Values: Does it seem like the author is making a value judgement? What are the values of the characters/ speaker in the story/ poem? What values does the author seem to promote? REMEMBER that theme, plot, and structure are inseparable, all helping to inform and reflect back on each other. Also be aware that a theme we determine from a story never completely explains the story. It is simply ONE OF THE ELEMENTS THAT MAKE UP THE WHOLE. The theme allows the author to control or give order to his/ her perceptions about life.

Planning:
Write down the main theme which connects the texts you plan on studying. Note: a theme may be an abstract noun or a statement or question. For example, you might investigate war as a theme (abstract noun) or texts which explore the idea of the horrors of war (statement).

_____________________________________________________________________________
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WGHS English Department 2014 NCEA Level 2 English AS 2.7 Now list some of the texts you would like to include in your investigation (this does not limit you to using other texts you later discover):

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Write down how you predict the theme will be portrayed in your texts. You may phrase these as questions (see examples above). Keep these questions in mind as you study each text and think about the extent to which your questions are answered.

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Task 2: Identify and record significant connections

This assessment requires you to select a particular aspect of text (such as character, setting or theme) and analyse these significant connections across a range of texts. Firstly, you must collect specific and relevant details from a range of texts before you can begin to see links across them. You must identify at least two significant connections between your chosen texts and select specific supporting evidence (examples) from the texts. Identifying your connections Note that any connection that you find does not need to be evident in every text you have selected. You can identify and record significant connections between texts in any way you wish. For example, you may wish to use a chart so that as you read, you can note significant connections. See the partial example below: Theme: Facing a challenge Text details (title, text type, creator, reference) The Story of Oprah Novel The Whale Rider Film Billy Elliot Novel Pride and Prejudice Ideas/ themes/ messages Other aspects of the text: Dream of overcoming her poor background. Dream of making her koro proud Chasing his dream to dance Womens place in society.

WGHS English Department 2014 NCEA Level 2 English AS 2.7 Connecting the Dots Reading Log OR Data Chart You will be given ONE class period to write a reading log or data chart entry for each text. Your reading log/ data chart must remain in class to ensure authenticity. However, you may read texts and make notes about them at home. For each text you will be asked to make a record of: The presentation of themes in the text and other connecting features (such as character, setting, narrative point-of-view, symbolism, imagery etc.) The purpose of the text/ audience response or manipulation

Each text discussed must be supported by evidence that includes reference to specific and relevant details. You should aim to have at least ONE specific example for every point you make. Choice ONE: Connecting the Dots Log Entries Your FOUR log entries will be completed on refill. Each entry must be less than two sides of A4 refill. These entries must include the following: Date:________________________ author/creator: _____________________ 1. 2. Title: _______________________ Category: written/ visual/ oral

Write a brief summary about what happens in the text/ what the text is about: The purpose of the text/ audience response or manipulation What do you think the purpose of the text is? Why? Give a clear example from the text that helps prove this purpose quote or give examples from the text to support your answer. Discuss your own personal response to the text and why you felt that way. Who is the intended audience and how do you think the text manipulated the audience to respond in a particular way? Give a clear example from the text that helps prove who the audience is and their intended response quote or give examples from the text to support your answer.

Make sure you use a specific example from your text for every point you make. 3. 4. 5. What are the main ideas the author wants you to think about in this text? How is the main theme portrayed? Remember to provide specific examples to support your points. You may write in note or bullet-point form. How is the treatment of the theme similar and/or different to any other of your texts? Provide specific details. Make notes about another aspect of the text, for example presentation of characters, setting, narrative pointof-view, symbolism, imagery etc. (e.g. What are some of the language features used in this text that you noticed? How is the story put together - Is it chronological, does it have flashbacks, is it told in 1st or 3rd person, does it have one narrator or more than one? (Give clear examples from the text that support your answer/s quote or give examples from the text to support your answer.) You may also want to create notes about the following aspects of the text: In what way does the text comment on society? In what way(s) does this text lead the reader to reconsider his/her values and/or beliefs? In what ways has this text helped you to understand a situation unfamiliar to you? In what ways has this text helped you to understand a situation that is familiar to you? 5

6.

WGHS English Department 2014 NCEA Level 2 English AS 2.7 Choice TWO: Connecting the Dots Data Chart (This data chart must be kept in your clearfile at school.)

Text Details:

Brief summary:

Purpose/ audience:

Ideas:

Similarities/ differences:

Another aspect:

Other notes:

Text 5 (optional)

Text 4

Text 3

Text 2

Text 1

WGHS English Department 2014 NCEA Level 2 English AS 2.7

Task 3: Analyse the significant connections

Your teacher will give you a copy of an analysis chart similar to the example below for you to complete which will help you prepare for your written report. While you are completing the chart think about the links (connections) that you have found between the texts. Make reasoned points that interpret the links that you have identified between the texts. Provide supporting evidence for the points you make. Analysing your connections Consider similarities and/or differences and their effect(s) in the various texts. Try to develop understandings that show some insight or originality about the connections you have identified. For example, you might explain why significant aspects used in the texts communicate ideas about human experience, society, and the wider world.

UNDERSTANDING ANALYSIS
The first word in each of the levels of the Achievement criteria is ANALYSE. It is vital to know what is meant by the word in this context. The grade you get will depend on how much analysis you give and how clever that analysis is. Essays that get the higher grades tend to be longer and have more supportive evidence, but the main reason for the higher grade is that there is more, and more perceptive analysis. Simple analysis includes explanations like these: What does it mean? E.g. Fire is a symbol of power, it can be used destructively or constructively. Why did the character(s) do or say this? This explains setting, plot, character things within the text. What difference did this make? This explains the importance of the details you have described and how the theme is conveyed. Perceptive analysis includes explanations like these: How does this fit in with things in the text? E.g. Is it part of the climax/contrast/parallel (main plot subplot) structure? How does this work? (Does it continue or complete a developing idea or mood? Or is it a change or contradiction?) How does this make me feel? (How is the author/poet/director manipulating my feelings? Why?) What does this make me think? (How does this fit into the themes of the text?) How can this be linked to the world beyond the text? ( What cross-overs are there between the author and his/her life or us and our lives on the one hand and the world inside the text on the other?) How well does this work? (How appropriate, powerful, perceptive, clear or moving is the use of this technique here?)

Identifying the connections Analysis Chart (example)

Theme Facing challenges in English Literature as explored in Pride and Prejudice, Sense and Sensibility, Lord of the Rings, Charlotte Gray. Research Questions: 1. What challenges do the characters face? How are characters shaped through overcoming challenges? 2. To what extent are the challenges influenced by the society in which the text is set? 3. To what extent is overcoming challenges important for the characters development? 7

WGHS English Department 2014 NCEA Level 2 English AS 2.7 Analysis Chart: Pride and Prejudice Connection 1 (plot/events) What obstacles do the characters face? Many obstacles (Mr Darcy) "pride" of rank and fortune and "prejudice" against Elizabeth's inferiority of family. Elizabeth prejudiced against Darcys snobbishness. Sense and Sensibility Marianne controlling her emotions wild uninhibited Marianne and Elinor overlooked due to their lack of money.' Lord of the Rings Aragorn: must overcome the obstacle of not believing in himself and his capabilities Frodo: must overcome obstacles (physical torment, hunger, being influenced by the power of the ring) to save the world. Obstacles influenced by setting - set in a time when noone is safe, danger lurks everywhere. Charlotte Gray Faces dangers in France - delivers radio parts for underground, blowing up train. Fathers stories about war haunted her.

Connection 2 (setting) To what extent are the obstacles influenced by the society in which the text is set?

Connection 3 (character) To what extent is overcoming obstacles important for characters development?

Landed gentry class in England during the Regency period Social norms of the era class very important. Women were not allowed to inherit land, and all of their possessions including any money became the property of their husbands. The Bennet family had no great dowry. Womens place in society: marry, have children, look after their husbands.

Obstacles similar to Pride and Prejudice. Women expected to be married or contemplating marriage.

War shapes her character uncertainty created by war helps with war effort.

Ostracised for marrying out of class: Mr Edward Farrows choosing to marry Miss Sterling. Colonel Brandon: happy to marry Marianne regardless of her situation

Impt overcoming obstacles at core of story - the ultimate task destroying the ring and evil.

Impt overcomes obstacles faces personal inhibitions and horrors of war.

WGHS English Department 2014 NCEA Level 2 English AS 2.7

Task 4: Present your analysis as a written report

You will have FOUR hours in class to write up your report and then THREE nights to type up your report.

Summative Assessment Report Outline - This summative report will contain at least TWO connections across FOUR texts
Format One Building connections one text at a time HEADING (e.g. Overall Theme or Significant Connection) Introduction What was your theme or overall connection? What were you trying to find out (You may wish to use questions ) State the connections that you intend to develop. (Two or more) What were the titles of your texts and who created them? Paragraph Two ( Use theme/ connection statements to form headings.) Text One What was the first text that you studied? What did your text reveal about your theme and your connection? Use quotes and evidence to support your points. What is your interpretation of this? Paragraph Three Text Two What was the second text that you studied? What did your text reveal about your theme and your connection? Use quotes and evidence to support your points. What is your interpretation of this? Compare this text to the first or other text(s). Paragraph Four Text Three What was the third text that you studied? What did your text reveal about your theme and your connection? Use quotes and evidence to support your points. What is your interpretation of this? Compare this text to the other text(s) Paragraph Five Text Four What was the fourth text that you studied? What did your text reveal about your theme and your connection? Use quotes and evidence to support your points. What is your interpretation of this? Compare this text to the other text(s) Conclusion One paragraph Sum up what you have said explain again briefly what you have discussed What final comments / judgements or observations can you make about how you feel about the texts and the overall theme or connection.

WGHS English Department 2014 NCEA Level 2 English AS 2.7 Format Two: Separating the Connections HEADING (e.g. Overall Theme or Significant Connection) Paragraph One Introduction What was your theme or overall connection? What were you trying to find out (You may wish to use questions ) State the connections that you intend to develop. (Two or more) What were the titles of your texts and who created them? Example: The texts I chose to analyse examine different perspectives on growing up in our country and span experiences from the 1920s and 1930s in Mihipeka: Early Years and Oracles and Miracles, to today in O Tamaiti, Dare Truth or Promise, Say Thank You, and The Boy. Regardless of whether the character grew up in the 1920s or the 1990s the perspective they had on growing up was closely linked to their relationships with parents and families, between young and old, Maori and Pakeha. My report outlines three key connections about growing up I made between these texts: the pressure to fit in, the importance of family to help children develop resilience and the impact of parenting on a childs life. Paragraph Two Use a statement that shows a connection, as a heading What is the connecting aspect that you found across two or more texts? Explain the connection in each text using quotes and evidence. Make judgements or observations about this connection Conclude your point(s) Example: Fitting in when growing up at a price Mihipeka and Dare Truth or Promise both show young people denying important aspects of themselves in order to gain acceptance. Mihi Edwards gives up her Maori heritage and her spirituality to fit in with her pakeha husband and his group of friends. Mihi decides that it is important that she marry a pakeha so that her children do not appear Maori and are subjected to the same hardships that she suffered as a child. Her husband reveals his racist side towards Mihi having Maori friends which is the catalyst which breaks the marriage. Mihi then immerses herself in her culture and rediscovers happiness. Louie in Dare Truth or Promise also denies her true self to please her parents and society. Feeling guilty about falling in love with Willa, Louie gives up seeing her and tries to appear normal by taking a boy to the ball. Louie may seem happy on the surface but underneath her misery is festering like an untreated wound. It takes Louies failed suicide attempt for her parents to be more understanding and for Louie to feel that she could be herself and not deny her sexuality. Both Mihis and Louies cases show that being true to yourself and happy with who you are matters much more than fitting in to a bigoted or intolerant society. Paragraph Three Use a statement that shows another connection, as a heading. What is the connecting aspect that you found across two or more texts? Explain the connection in each text using quotes and evidence. Make judgements or observations about this connection Conclude your point(s) Paragraph Four (optional) follow outline for paragraph 3. Conclusion - One paragraph Sum up what you have said explain again briefly what you have discussed What final comments / judgements or observations can you make about how you feel about the texts and the overall theme or connection. (e.g. are the texts representative of real life?) Example: In conclusion, it is clear from my chosen texts that love not discipline helps a young person grow up and survive in an often unfair world. Harshness crushes young people. In many of the texts I chose the young people miss out on the love they need to grow and gain a sense of pride and identity: Ginnie and Fag in Oracles & Miracles, Tino in 'O Tamaiti, the daughter in Say Thank You. The positive comes through strongly too. Mihi Edwards in Mihipeka says about her Kuia that she has always understood my feelings. Being understood and loved is what children need most when growing up. 10

WGHS English Department 2014 NCEA Level 2 English AS 2.7 Notes to help you write your report. A good body paragraph: Is specific and states what the paragraph is about Includes supporting evidence Explains and analyses details Relates your answer to the original topic. If you wish to connect all texts: In the texts I have studied a significant connecting aspect that I found was.. In the texts I have studied a consequence of (connecting aspect) is that Another idea that occurred in my texts was that The portrayal of (connecting aspect) reveals that Across all texts the reason for (connecting aspect) was due to Using linking words will make your report flow much better. Here are some examples to help you: Linking words to connect ideas between texts: A similarity can be seen between This text is different to the previous two discussed, in that. The main connecting idea between these two (three) texts is Both texts seem to be addressing Both the previous text and this text are saying (are encouraging us are challenging us) Heres a similar aspect to the first text. All three of these texts point out In the same way So too A good conclusion: Is one paragraph only Re-states your connection and briefly summarises the ain points Does not use the same words if possible Does not introduce new points Sentence starters for conclusions: In summary, it is apparent that In conclusion, it can be seen that It is clear from my connections that

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WGHS English Department 2014 NCEA Level 2 English AS 2.7

Assessment schedule: English 91104

Evidence/Judgements for Achievement The student analyses significant connections across texts with supporting evidence. This means that the student: selects at least four texts self-selects at least one text uses any combination of written, visual, and/or oral texts recognises and interprets significant connections across texts, focused on any of: knowledge, experience, and ideas purposes and audiences language features structures may interpret connections other than thematic ones demonstrates an interpretation of the connections, for example, by explaining how these common aspects communicate ideas about such contexts as human experience, society, and the wider world supports their findings with specific evidence from the texts presents their findings in an appropriate form. Evidence/Judgements for Achievement with Merit The student convincingly analyses significant connections across texts with supporting evidence. This means that the student: selects at least four texts self-selects at least one text uses any combination of written, visual, and/or oral texts recognises and interprets significant connections across texts, focused on any of: knowledge, experience, and ideas purposes and audiences language features structures may interpret connections other than thematic ones develops a reasoned and clear interpretation of the connections, for example, explaining how these common aspects communicate ideas about such contexts as human experience, society, and the wider world supports their findings with specific evidence from the texts presents their findings in an appropriate form. Evidence/Judgements for Achievement with Excellence The student perceptively analyses significant connections across texts with supporting evidence. This means that the student: selects at least four texts self-selects at least one text uses any combination of written, visual, and/or oral texts recognises and interprets significant connections across texts, focused on any of: knowledge, experience, and ideas purposes and audiences language features structures may interpret connections other than thematic ones develops insightful and or original interpretations of the connections, for example, explaining how these common aspects communicate ideas about such contexts as human experience, society and the wider world supports their findings with specific evidence from the texts presents their findings in an appropriate form.

Your teacher will show you exemplars so that you can see how the grades are awarded.

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