Common Mod TAHE Rubric
In this module, students deepen their understanding of how texts represent ________ and ________ human experiences.
individual, collective
In this module, students explore how the comparative study of texts reveals ________ and ________ between and within texts.
resonances, dissonances
Students are expected to evaluate notions of ________ with regard to the text’s composition and reception.
context
What is the primary focus of this module?
A) Memorising plot details from a variety of texts.
B) Strengthening and extending students' knowledge, skills, and confidence as accomplished writers.
C) Analysing the financial success of literary texts.
D) Learning about the biographies of authors.
B) Strengthening and extending students' knowledge, skills, and confidence as accomplished writers.
Name the three main types of responses in Mod C
The exploration of texts in this module may invite the responder to:
A) See the world differently and challenge assumptions.
B) Stick to traditional ideas and avoid new perspectives.
C) Focus solely on the entertainment value of a text.
D) Ignore cultural and historical contexts.
A) See the world differently and challenge assumptions.
In this module, students understand how composers are influenced by:
A) Other texts, contexts, and values.
B) The financial success of their works.
C) The number of pages in a text.
D) The popularity of their texts among readers.
A) Other texts, contexts, and values.
In this module, students are expected to base their judgments on:
A) Personal opinions without textual evidence.
B) Detailed evidence drawn from research and reading.
C) The opinions of their classmates only.
D) Generalisations about the text's genre.
B) Detailed evidence drawn from research and reading.
Students write for a range of audiences and purposes using language to:
A) Convey ideas and emotions with power and precision.
B) Entertain readers with humor.
C) Simplify complex ideas for children.
D) Imitate the style of famous writers.
A) Convey ideas and emotions with power and precision.
Provide a resonance and dissonance between the context and/or form of the Richards
e.g. Both works explore the theme of power and its corrupting influence, with Richard III’s ambition serving as a central focus.
Shakespeare’s play presents Richard’s rise and fall as a moral lesson, while Pacino’s documentary emphasises the human aspects of Richard’s character, exploring the motivations and emotions that drive him. This shift in focus reflects the modern interest in psychological depth and the complexity of human nature, resonating with contemporary audiences who may view Richard as more than just a villain.
Which of the following is NOT a goal of this module?
A) To examine how different modes and media use visual, verbal, and digital language elements.
B) To formulate responses based on memorisation of facts.
C) To use metalanguage, grammar, and syntax to analyse language.
D) To express personal perspectives about texts.
B) To formulate responses based on memorisation of facts
Students analyse how their ________, ________, cultural, and historical contextual knowledge influences their perspectives on the texts.
personal, social
Students are encouraged to explore and evaluate which aspects of the text?
A) The author's personal life.
B) The text's context, composition, and reception.
C) The text's translation history.
D) The popularity of the text among readers.
B) The text's context, composition, and reception.
How do students use the texts they study in this module?
A) As models and stimulus for developing their own complex ideas and written expression.
B) To memorise the vocabulary used in the texts.
C) To compare the texts with other unrelated genres.
D) To focus on the entertainment value of the texts.
A) As models and stimulus for developing their own complex ideas and written expression.
Provide 3 contextual influences on Eliot's composition of poetry
Post-war disillusionment, industrialisation, declining spirituality, capitalism, urbanisation
Students are encouraged to explore how texts provide insight into ________, paradoxes, and inconsistencies in human behaviour.
anomalies
When comparing two texts, students are encouraged to explore:
A) Only the similarities in the plot.
B) Common or disparate issues, values, assumptions, or perspectives.
C) The entertainment value of the texts.
D) The language style without context.
B) Common or disparate issues, values, assumptions, or perspectives.
By composing creative and critical texts, students can express views on the ________ and ________ aspects of the text.
aesthetic, imaginative
Students evaluate how writers use language creatively and imaginatively to express insights, evoke ________, describe the wonder of the ________, shape a perspective, or share an aesthetic vision.
emotion, natural world
Name all the prescribed texts and their authors for every module
George Orwell 1984
Shakespeare's Richard III & Al Pacino Looking for Richard
TS Eliot: The Love Song of J Alfred Prufrock, Preludes, Rhapsody on a Windy Night, The Hollow Men, Journey of the Magi
Kim Boey Stamp Collecting
Margaret Atwood: Spotty Handed Villainesses
Students use ________ language to express universal themes and ________ language to make informed judgments about texts.
figurative, evaluative
What do students explore by responding imaginatively, interpretively, and critically?
A) The financial success of the authors.
B) Individual and common textual features, concepts, and values.
C) The humour and satire in the texts.
D) The simplicity of the language used in the texts.
B) Individual and common textual features, concepts, and values.
Engaging deeply with the text allows students to express their considered perspective of its ________ and ________.
value, meaning
During the editing stages, students apply the conventions of ________, ________, ________, and grammar appropriately and effectively for publication.
syntax, spelling, punctuation
Provide an example of a paradox, anomaly and inconsistency from 1984
Paradox: War is Peace, Freedom is Slavery, Ignorance is Strength
Inconsistencies: The ever changing past according to the party (Rewriting history)
Winston turning on Julia
The changing enemy in the war
Paradox: The ministry of love being responsible for torture and brainwashing
Anomaly: Winston & doublethink
Winston's acts of rebellion