Task Description: Create an essay based on your study of Module A: Textual Conversations and your prescribed texts, Shakespeare’s play The Tempest and Atwood’s novel Hag-Seed, in your response to ONE of the questions below: 1. The rubric asks you to ‘explore common or disparate issues, values, assumptions or perspectives and how these are depicted’. How has your understanding of The Tempest and Hag-Seed been enhanced by exploring this textual conversation? OR 2. The rubric asks you to consider the ‘ways that a reimaging or reframing of an aspect of a text might mirror, align or collide with the details of another text’. How has your understanding of The Tempest and Hag-Seed been enhanced by exploring this textual conversation? In your answer you will be assessed on how well you: · demonstrate understanding of how composers are influenced by another text’s concepts and values · evaluate the relationships between texts and concepts, using appropriate textual evidence · organise, develop and express ideas, using language appropriate to audience purpose and form Your task will be 800-900 words. Outcomes EA12-1 independently responds to, composes and evaluates a range of complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EA12-3 critically analyses and uses language forms, features and structures of texts justifying appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaning EA12-5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments EA12-6 investigates and evaluates the relationships between texts EA12-8 explains and evaluates nuanced cultural assumptions and values in texts and their effects on meaning Topic Studied for this Task Module A: Textual Conversations In this module, students explore the ways in which the comparative study of texts can reveal resonances and dissonances between and within texts. Students consider the ways that a reimagining or reframing of an aspect of a text might mirror, align or collide with the details of another text. In their textual studies, they also explore common or disparate issues, values, assumptions or perspectives and how these are depicted. By comparing two texts students understand how composers (authors, poets, playwrights, directors, designers and so on) are influenced by other texts, contexts and values, and how this shapes meaning. Students identify, interpret, analyse and evaluate the textual features, conventions, contexts, values and purpose of two prescribed texts. As students engage with the texts they consider how their understanding, appreciation and enjoyment of both texts has been enhanced through the comparative study and how the personal, social, cultural and historical contextual knowledge that they bring to the texts influences their perspectives and shapes their own compositions. By responding imaginatively, interpretively and critically students explore and evaluate individual and common textual features, concepts and values. They further develop skills in analysing the ways that various language concepts, for example motif, allusion and intertextuality, connect and distinguish texts and how innovating with language concepts, form and style can shape new meaning. They develop appropriate analytical and evaluative language required to compose informed, cohesive responses using appropriate terminology, grammar, syntax and structure. By composing critical and creative texts in a range of modes and media, students develop the confidence, skills and appreciation to express a considered personal perspective. Marking Criteria