| A.B. PATERSON COLLEGEYEAR 11ENGLISHLIMITED CONDITIONS TESTCOMPARATIVE ANALYTICAL ESSAY | |
Student’s Name: __________________________________ Tutor Group: __________
Teacher’s Name: __________________________________ Date: 10th Sept
MODE: Written examination
PURPOSE: To present a comparative analysis of The Taming of the Shrew and 10 Things I Hate About You in an essay.
AUDIENCE: Teachers and peers
GENRE: Comparative essay
LENGTH: 500 – 700 words
TIME ALLOWED: 90 minutes
CONDITIONS: 1. Access to The Taming of the Shrew and 10 Things I Hate About You 3. You will have prior knowledge of the genre. 6. You will be given the question for the examination four days prior to the examination. (Including a weekend) 7. You may prepare one hundred (100) words of planning notes to bring into the examination. 8. You may bring an annotated copy of The Taming of the Shrew. 9. Apart from ESL students, no dictionary use is permitted. 10. You must submit all notes and planning with your final copy.
Year 11 students have been exploring one of the recent swathe of films “updating” Shakespeare stories. They have been asked to contribute an essay to a magazine – Reinventing Shakespeare – for Queensland literature students on the value of such transformations. A.B. Paterson College has particularly been asked to consider the value of 10 Things I Hate About You as a reflection of The Taming of the Shrew.
Write a comparison between William Shakespeare’s Taming the Shrew and a modern film adaptation: 10 Things I Hate About You. In your answer you should consider the following: * A comparison of the way in which the different texts depict relationships, marriage and gender roles. * The use of stereotyping * The use of language techniques as contrasted to film techniques (aesthetic features) * The context in which the text was created and the effect of the values and attitudes underpinning the text on the audience.
Criteria | CCE’s | UNDERSTANDING AND RESPONDINGTO CONTEXTS. | exploitation of a range of patterns and conventions of the analytical essay to achieve specific purposes discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions and perspectives manipulation and control of the role of the writer, and relationship with audiences. | * Expounding a viewpont * Analysing * Synthesising * Justifying * Criticising * Expounding a viewpont * Structuring/organising extended written text * Justifying | UNDERSTANDING AND CONTROLLING TEXTUAL FEATURES | a discerning combination of a range of grammatically accurate language structures for specific effects, including clauses and sentences in written texts discerning use of mode- appropriate cohesive devices to develop and emphasise ideas and connect parts of texts, including paragraphing in written texts discerning use of a wide range of apt vocabulary for specific purposes