Module A: Comparative Study of Texts Module A: Comparative Study of Texts and Context and Context The comparative study of texts in relation to The comparative study of texts in relation to historical or cultural contexts.historical or cultural contexts.

This module requires students to compare

texts in order to explore them in relation to

their contexts. This means…

You have to look at two different texts –

and figure out how they are the same!

Comparing means to “find similarities”…

You should look for 3 different things in

your texts – the social ideas shown – the

cultural ideas shown – and – the

historical (time and place) ideas shown

The way you feel about your life shows the way you “value” different parts

of your life… which, in turn, shows you the things

that you “value”.

It develops students’ understanding of It develops students’ understanding of the the effects of context and questions of effects of context and questions of value. value. What “value” (or importance) does the

composer put on the particular social ideas – cultural ideas – and/or historical ideas… in each text.

Students examine ways in which social, cultural and historical context influences aspects of texts, or the ways in which changes in context lead to changed values being reflected in texts.

How do important ideas about the societythe culturethe history (time and place) in a

textChange…when someone - or something - changes the text’s

◦ society◦ culture◦ history (time and place)?

This includes study and use of the language of texts, consideration of purposes and audiences, and analysis of the content, values and attitudes conveyed through a range of readings.

This means…You have to learn the style and structure

of your texts – and be able to write in the same style and structure

You have to know what the purpose of the text – and who the target audience of the text is!

You have to learn the technical names and effects of the language – and how this shows characters and events and opinions (of the society, culture and history)

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

This just means that you have to write your own texts – and your own analysis – in different text-types:

Feature articleNewspaper reportReviewConversationWebsite blog… etc…

General Comments Elective 2 was the most popular elective with approximately 40% of all

candidates attempting the question on Frankenstein and BladeRunner.

Better responses developed a thesis which addressed the question and

demonstrated a strong conceptual understanding of the module and the

elective. These responses embedded an evaluation of the

relationship between text and context in the analysis of the

texts and thus revealed a wide-ranging understanding of

context and how that was reflected in texts. These responses

also incorporated an analysis of the ways in which a comparative study

invited deeper understanding of the concepts suggested by the question. Weaker responses tended to make connections between texts often through

lengthy description and recount. They were explanatory and narrative rather than analytical. These responses did not demonstrate evaluative judgements and treatment of context was often superficial or absent. Textual references were often not well selected or integrated into the discussion of the two texts studied.

Notes from the marking Notes from the marking centrecentre

Notes from the marking Notes from the marking centrecentre

Question 1 – Exploring Connections

Better responses demonstrated a conceptual understanding of the

module and a deeper understanding of ambition, place,

relationships or suffering and identity through detailed

analysis and evaluative comments both implicit and explicit. The

relationship between texts and contexts was evaluated and textual

reference was detailed and selected discerningly. A

discriminating feature was a candidate’s ability to engage with the

terms of the question and shape a response accordingly. Weaker responses adopted a more literal approach to the question

and confined the discussion to the more thematic elements of the texts and making simple connections between texts. Treatment of context was not integrated into the discussion and was frequently a series of listed facts rather than an understanding of context as influencing the texts being discussed. These responses often lacked appropriate textual detail and occasionally showed an unbalanced treatment of texts.