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Hong Kong Examinations and Assessment Authority
PD Session 1
Preparing students for the Hong Kong Diploma of Secondary Education (HKDSE) Literature in
English Paper 3 Short Task
Component Weighting Duration
Public examination
Paper 1Appreciation
Paper 2Essay writing
30%
50%
2½ hours
3 hours
Portfolio (2012 & 2013) School-based Assessment (2014 onwards for school candidates only)
20%
3
20% of subject weighting
Covers a more extensive range of learning outcomes through employing a wider range of assessment modes that are not all possible in external examinations
Gives more comprehensive picture of student performance throughout the period of study
Comprises works produced by students over SS4 to SS6
Is not an “add-on” element but an integral part of the curriculum
Portfolio (School-based Assessment from 2014)
4
Portfolio/SBAPortfolio/SBA
A review of a film / play / performance of about 600 words
ORA piece of creative work of between 600 to 1500 words (a short story / play, a collection of poems, or an adaptation of a literary work) or a short film
(8% of the subject weighting)
5
ReviewsReviews
more than one review may be needed
a commentary on how the film(s)/play(s) was/were critically received by the media
perhaps a re-evaluation of the piece is required if it is particularly old or was received in a certain way
may cover a franchise, series, etc.
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The contentThe content
Plot synopsiswhat, who, where, when
Should be…brieffactualneutral
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Analysis1Analysis1
What:
The plot/story
Is it…
interesting/involving?
believable/credible?
a good example of the genre?
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Analysis 2Analysis 2
Who:
the characters
Are they…
interesting?
easy to identify with?
believable?
stereotypes/original?
9
Analysis 3Analysis 3
Where:
the settings
Are they…
interesting?
believable?
atmospheric?
10
Analysis 4Analysis 4
When:
the time period
Is it…
convincingly recreated?
imaginative?
topical?
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Technical aspects:Technical aspects: Writing (plot & dialogue)Writing (plot & dialogue)
√
suspenseful
clever
funny
poignant
x
predictable
clichéd
unfunny
uninvolving
Is there a meaningful subtext?
12
PerformancesPerformances
√
convincing
outstanding
well-observed
compelling
hilarious
x
unconvincing
underwhelming
lack-lustre
indifferent
unfunny
Are the performances great? (an Oscar-winner or a Razzie?)
13
Location/setsLocation/sets
√
evocative
beautiful/ugly
atmospheric
grand/spectacular
stylish
x
poorly-captured
ill-chosen
not exploited appropriately
mundane
Is the movie about the setting, or could it be set elsewhere?
14
DirectionDirection
√
individual
original
inspired
x
workmanlike
pedestrian
uninspired
Is this the work of an ‘auteur’ or an amateur?
15
CinematographyCinematography
√
sweeping
spectacular
striking
fluid
x
constrained
flat
static
What makes the images special?
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MusicMusic
√
moving
atmospheric
grand/discreet
complimentary
discreet
original/source
genre
x
dull
melodramatic
derivative
intrusive
Is the music part of the whole experience or quite literally incidental?
17
EditingEditing
√
dynamic
fluid
subtle
coherent
x
static
stilted
clumsy
incoherent
Are subliminal connections made or is it a dog’s dinner?
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Visual effectsVisual effects
√
artistic
believable
subtle
spectacular
x
unoriginal
unconvincing
obvious
threadbare/cheap
Can you see the strings?
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Sources of problems in ASources of problems in A--level level portfoliosportfolios
texts analyzed in terms of themes only/other facets of films, books, performances routinely ignored
too much emphasis on supposed ‘review style’ language
opinions ‘lifted’ from pre-existing reviews
opinions almost always positive
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Ways to improveWays to improve
Read newspaper/magazine/online reviews
Post online reviews (e.g. Empire, Amazon, etc.)
Explore a director’s/performer’s back catalogue
Watch films which have won awards
Choose something with artistic merit or pretensions
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Classroom practiceClassroom practice
Carry on the good work!
Exploit the overlap between language and literature requirements
Encourage reviewing ability through different language skills areas
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Activity Activity
Book-related pairwork for classroom practiceHKDSE Literature in English Classroom Practice Pairwork Activity.doc
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Creative workCreative work
Candidates may wish to adapt part of one of the set texts for a different medium, write an alternative ending or additional scenes, or produce entirely original work
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Creative workCreative work
What:text-typegenrethemesubtext/meaningstructure
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‘‘Story GrammarStory Grammar’’ structurestructureReferentialOrientationComplicationResolutionCoda
EvaluativeWhy the story is actually being
told
Labov & Waletsky (1967)
Episode structureSettingBeginningReactionAttemptOutcomeEndingCoda
Evaluation
Mandler (1984:22)
Orientation
Complication
Resolution
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Who:
the characters
Are they….
interesting?
easy to identify with?believable?stereotypes/original?consistent with those in set
text
Does the writer have a feel for character/an understanding of human nature?
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Where:
the settings
Is it…
interesting?
believable?
atmospheric?
Has the writer been there?
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When:
the time period
Is the time/period…
well-observed?
imaginative?
topical?
Has the writer done his/her research?
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Not recommendedNot recommended
encouraging students in the same class/school to study different issues arising from the same text
portfolio work on texts not written or made in English
Not allowedNot allowed
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How How schools can plan for SBA Implementationschools can plan for SBA Implementation
Conduct SBA as an integral part of teaching and learning and not treat it as an “add-on”
Set up school’s own assessment plan, specify the no. of assessment activities to be conducted for individual subjects
Coordinate the conduct of the SBA across subjects so that students’ work will not be concentrated into one or two critical months
Incorporate SBA as a part of schools’ internal assessment program and replace some of the current assessment activities, e.g. assignments, tests etc
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PD Session 2
Preparing students for the Hong Kong Diploma of Secondary Education (HKDSE) Literature in
English Paper 3 Extended Task
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The extended essayThe extended essay
What can I do?An extended essay of 1500 – 200 words on
a…
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……ThemeTheme
arising from one or more set texts and applied to other work(s) or arising from the other work(s) of one set writer
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thethe ThemeTheme
Can be…
Conceptual
eg.good/evillove/hate racism/sexism
Or…
Technical
eg.genre style tone
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a a WorkWork
Inspired by a theme/idea in a set text or connected to a writer of a set textnovelshort storyplayfilm/TV showpoempainting/sculpturecomicmusic
The work should be arts- related: ‘arts’ refers to activities such as literature, cinema, television, music, painting and dance, which people take part in for the purposes of enjoyment, or to create various impressions and/or meanings’
36
a a WriterWriter
A study of the works of a writer (novelist/poet/dramatist/scriptwriter) who may have written one of the set texts or whose works are connected in some way to the set texts (perhaps in terms of theme, genre, time period, etc.)
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Theme activity 1 (10 minutes)Theme activity 1 (10 minutes)
What are the themes of the set short stories?
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Short stories (Set 1)Short stories (Set 1)
The Yellow Wallpaper
Roman Fever
Paul’s Case
The Chrysanthemums
The Lottery
Seventeen Syllables
Dead Men’s Path
Cathedral
Everyday Use
The Red Convertible
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Theme activity 2 (10 minutes)Theme activity 2 (10 minutes)
The short stories may have more than one theme. Which of the following themes matches best with which story?
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Short story Theme
1. The Yellow Wallpaper A. Escapism
2. Roman Fever B. Superstition
3. Paul’s Case C. Religion
4. The Chrysanthemums D. Snobbery
5. The Lottery E. Materialism
6. Seventeen Syllables F. Repression
7. Dead Men’s Path G. Oppression
8. Cathedral H. Madness
9. Everyday Use I. Despair
10. The Red Convertible J. Community
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Short story Key Theme
1. The Yellow Wallpaper H A. Escapism
2. Roman Fever D B. Superstition
3. Paul’s Case A C. Religion
4. The Chrysanthemums F D. Snobbery
5. The Lottery J E. Materialism
6. Seventeen Syllables G F. Repression
7. Dead Men’s Path B G. Oppression
8. Cathedral C H. Madness
9. Everyday Use E I. Despair
10. The Red Convertible I J. Community
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Theme activity 3 (10 minutes)Theme activity 3 (10 minutes)
Match the themes from the previous activity with the non-set texts.
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Book /Poem Film
The Stepford Wives The Shining
Pride and Prejudice It’s a Wonderful Life
Life of Pi Black Narcissus
Great Expectations Inception
Dr. Jekyll and Mr. Hyde Schindler’s List
Something Wicked This Way Comes Revolutionary Road
Mrs. Dalloway The Village
1984 There Will Be Blood
The Secret Agent Agora
The Rime of the Ancient Mariner Titanic
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Book /Poem Key Film Key
The Stepford Wives J The Shining H
Pride and Prejudice D It’s a Wonderful Life J
Life of Pi C Black Narcissus F
Great Expectations E Inception A
Dr. Jekyll and Mr. Hyde F Schindler’s List G
Something Wicked This Way Comes A Revolutionary Road I
Mrs. Dalloway H The Village B
1984 G There Will Be Blood E
The Secret Agent I Agora C
The Rime of the Ancient Mariner B Titanic D
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The Essay should contain aThe Essay should contain a Thesis Thesis which is explored which is explored throughthrough……
Exposition
Substantiation
Synthesis
Conclusion
46
PreparationPreparationYou may want to
investigate a viewpoint/idea on a given theme/work/writer and discuss how far you agree with it
argue a point of view and persuade the reader of its value
analyze a situation and criticize it
compare and contrast different things
review a problem and put forward a solution to it
47
PurposePurpose
Think out clearly what you want to write and then put it down in one sentence: ‘I intend to analyze/describe/ discuss/evaluate such and such (your chosen topic)’.
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ResearchResearch
Read widely and take notes
Consult general and specialized books on a subject, journals, newspapers, magazines, government publications, films, advertising, CD-ROMs, the Internet, etc.
Record the title and author of what you read and other necessary details (such as the publisher, and place and year of publication)
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In theIn the Introduction Introduction you shouldyou should……
state your purpose
state your idea/argument
give a brief outline of the main points you intend to cover to support your idea/argument
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In yourIn your Substantiation Substantiation you shouldyou should……
develop your main points, giving information and evidence to support each point you make. Be sure the point is relevant to the topic and that the argument is developed clearly and logically
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In yourIn your Synthesis Synthesis you shouldyou should……
draw your main points together so that the relationship between them can be clearly seen
not introduce any new ideas
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In yourIn your Conclusion Conclusion you shouldyou should……
sum up your main points
not claim to have shown/proved more than your evidence can support.
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Other featuresOther featuresYou should be sensitive to…
AudienceThe marker applying the marking guidelines, who has knowledge of the field but perhaps not the text
Tonethe attitude you have towards your subjectthe attitude you have towards your audienceshould be objective and persuasiveno emotional outbursts
Styleavoid using ‘I’, ‘me’, ‘we’, ‘you’, ‘our’, ‘In my opinion’, ‘I think’, ‘It is my belief’, etc.
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Languagesimple and straightforward expressionavoid colloquialisms and slang accurate spelling of terms and titles (which should be given in full)
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OvergeneralizationAvoid sweeping statements that you cannot support. Exercise restraint in your conclusions and rely upon convincing your reader with evidence
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Referencing of Sources of Referencing of Sources of InformationInformationWhy reference sources?
To validate a point, statement or argument
To give credit to the originator of the thought
To permit readers to check the original work and assess it for themselves
To add value to a paper by demonstrating familiarity with relevant literature
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What should be referenced?
Direct quotations. These should be put in inverted commas
Any information (ideas or data) obtained from another author, whether that information be a direct quotation or paraphrased comments
Definitions of terms, if necessary
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PlagiarismPlagiarism
‘to take and use (the thoughts, writing, inventions, etc. of another person) as one’s own’. (The Concise Oxford Dictionary)
copying the work of another student
directly copying any part of another’s work
summarizing the work of another
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Theme activity 4Theme activity 4
Write extended essay titles for the ‘twin’ text (i.e. either the book or the film in Activity3).
HKDSE Literature in English Classroom Practice Pairwork Activity Student A Part 1 Match these words associated with books to the correct definitions. 1. a classic A. a written account of a journey 2. a volume B. a book which is bought by millions of people 3. travelogue C. story about a person’s life written by that person 4. pulp fiction D. a book of the highest quality 5. style E. books of low, though sometimes popular, quality 6. satire F. last part of a story, following the climax 7. bestseller G. the language the writer uses to tell the story 8. autobiography H. writing which makes a person or idea seem foolish 9. chapter I. one of a series of books 10. epilogue J. part of a book Part 2 Put the words in the box below into the correct spaces in the sentences. novels entertaining fun conclusion crime masterpiece dream prose account vocabulary 1. Swift’s Gulliver’s Travels makes of the political systems of 17th century Europe. 2. Mickey Spillane is noted for writing a large number of cheap and nasty thrillers. 3. Long Walk to Freedom is a very interesting of his own life by the African leader
Nelson Mandela. 4. Many 17th century books are difficult to read because they are
continuous without any breaks. 5. There are seven in J.K Rowling’s Harry Potter series. 6. In William Golding’s Pincher Martin, we only discover that the main character was
dreaming after the dramatic to his escape from the desert island. 7. Paul Theroux’s exploration of China by rail in Riding the Iron Rooster is very . 8. Joseph Conrad’s novel Nostromo is recognised as a literary . 9. Virginia Woolf is difficult to read because her writing is very unusual. 10. It’s every writer’s to be top of the sales list at some time in their career. Part 3 Now answer Student B’s questions.
Part 4 Ask Student B the following questions and note down his/her answers. If you are working alone, look at B’s sentences in Part 2 and write your own answers. 1. What do people remember most about the novels of Charles Dickens? e.g. His characters. 2. What kind of book is The Lion, the Witch and the Wardrobe? 3. What was the first piece of Chaucer’s The Canterbury Tales? 4. When should you stop turning the pages of a good suspense thriller? 5. How does E M Forster express his ideas in A Passage to India? 6. What is one of the main features of Graham Greene’s stories? 7. What does Justin Wintle fail to explore adequately in Romancing Vietnam? 8. What is complicated about Agatha Christie’s detective mysteries? 9. What kind of a book is Gone with the Wind? 10. What kind of a book is The Untold Story.
Student B Part 1 Match these words associated with books to the correct definitions. 1. characters A. the dramatic ending of a story 2. plot B. story where characters represent ideas like good and evil 3. climax C. the people in the story 4. an epic D. the speed at which a story moves 5. an allegory E. what happens in the story and the way it is organized 6. a biography F. the use of concrete objects to represent ideas 7. symbolism G. usually a lengthy novel covering a major historical period 8. theme H. the introduction to a story 9. pace I. true story about a real person written by another person 10. prologue J. the underlying topic of a book Part 2 Put the words in the box below into the correct spaces in the sentences. represents develop thriller sequence famous background description works exploring life 1. Nobody gave more to Victorian personalities than Charles Dickens. 2. In C S Lewis’ The Lion, the Witch and the Wardrobe the lion Jesus and the
White Witch is the devil. 3. Geoffrey Chaucer’s famous The Canterbury Tales were preceded by a long
introductory piece. 4. A good suspense makes you keep turning the pages right up to the conclusion. 5. E M Forster’s of the caves in A Passage to India brilliantly expresses his idea of
the hollow, empty universe. 6. Graham Greene’s experience as a screenwriter shows itself in the rapid way in which his
stories . 7. Justin Wintle spends too much time writing about what he had for dinner in Romancing
Vietnam; and not enough time his subject, which is the current state of the country.
8. Agatha Christie’s detective mysteries always have a complicated, but logical of events.
9. Gone with the Wind skillfully tells a personal story against a of major historical events.
10. The Untold Story is a book about the actress Marilyn Monroe. Part 3 Now answer Student A’s questions.
Part 4 Ask Student A the following questions and note down his/her answers. If you are working alone, look at A’s sentences in Part 2 and write your own answers. 1. What kind of book is Gulliver’s Travels? e.g. A satire. 2. What sort of writing is Mickey Spillane noted for? 3. What kind of book is Long Walk to Freedom? 4. Why are many 17th Century books difficult to read? 5. How many Harry Potter books are there? 6. When do we discover that Pincher Martin was only dreaming in William Golding’s
novel? 7. What kind of book is Riding the Iron Rooster? 8. What kind of book is Nostromo? 9. What makes Virginia Woolf difficult to read? 10. What does every writer dream of having at some point in their career?
Activity 1
What are the themes of the following short stories?
Short story Themes
1. The Yellow Wallpaper
2. Roman Fever
3. Paul’s Case
4. The Chrysanthemums
5. The Lottery
6. Seventeen Syllables
7. Dead Men’s Path
8. Cathedral
9. Everyday Use
10. The Red Convertible
Activity 2
Match the themes with the short stories.
Short story Theme
1. The Yellow Wallpaper A. Escapism
2. Roman Fever B. Superstition
3. Paul’s Case C. Religion
4. The Chrysanthemums D. Snobbery
5. The Lottery E. Materialism
6. Seventeen Syllables F. Repression
7. Dead Men’s Path G. Oppression
8. Cathedral H. Madness
9. Everyday Use I. Despair
10. The Red Convertible J. Community
Activity 3
Match the works with the themes as identified in Activity 1.
Book Film
The Stepford Wives The Shining
Pride and Prejudice It’s a Wonderful Life
Life of Pi Black Narcissus
Great Expectations Inception
Dr. Jekyll and Mr. Hyde Schindler’s List
Something Wicked This Way Comes Revolutionary Road
Mrs. Dalloway The Village
1984 There Will Be Blood
The Secret Agent Agora
The Rime of the Ancient Mariner Titanic
Activity 4
Think of titles for the following extended essays, using the themes already identified.
‘Women and children first [class only]’: how classism is used to increase dramatic tension in Titanic. Pride and Prejudice: ____________________________________________________ _____________________________________________________________________ Coleridge’s use of superstition in The Rime of the Ancient Mariner and the impact it has on the reader. The Village ___________________________________________________________ _____________________________________________________________________ ‘The carousel wheeled, a great back-drifting lunar dream, the horses thrusting, the music in-gasped after, while Mr. Cooger, as simple as shadows, as simple as light, as simple as time, got younger. And younger. And younger.’. The dangers of entertainment as presented in Something Wicked This Way Comes. Inception _____________________________________________________________ _____________________________________________________________________ Why 1984 never happened: an analysis of the weaknesses of authoritarian government in Orwell’s novel. Schindler’s List ________________________________________________________ _____________________________________________________________________
What makes a community tick: the importance of appearances in The Stepford Wives. It’s a Wonderful Life ____________________________________________________ _____________________________________________________________________ Cycles and ellipses: metaphors of religion and rationalism in Agora. Life of Pi _____________________________________________________________ _____________________________________________________________________ Is greed essential to the American dream? What There Will Be Blood has to tell us. Great Expectations _____________________________________________________ _____________________________________________________________________ Unfulfilled dreams and the Revolutionary Road to misery: a study of the causes of depression in Sam Mendes’ film. The Secret Agent ______________________________________________________ _____________________________________________________________________ Emotional peaks: a study of setting and its role in repression in Black Narcissus. Dr. Jekyll and Mr. Hyde__________________________________________________ _____________________________________________________________________ How Kubrick conveys madness through the cinematography in The Shining. Mrs Dalloway _________________________________________________________ _____________________________________________________________________
