2021HSCExtended responseJohn Donne: A Selection of His Poetry + W;t

Q1 (d)

20 marks

Question

How do the extracts provided contribute to a broader textual conversation between the pair of prescribed texts that you have studied in Module A?
As virtuous men passe mildly away,
And whisper to their soules, to goe,
Whilst some of their sad friends doe say,
The breath goes now, and some say, no:

So let us melt, and make no noise,
No teare-floods, nor sigh-tempests move,
T’were prophanation of our joyes,
To tell the layetie our love.
(from A Valediction: forbidding mourning)

VIVIAN: . . . But it can’t be helped. I don’t see any other way. We are discussing life and death, and not in the abstract, either; we are discussing my life and my death . . . (Quickly) Now is not the time for verbal swordplay, for unlikely flights of imagination and wildly shifting perspectives, for metaphysical conceit, for wit . . . (Slowly) Now is a time for simplicity. Now is a time for, dare I say it, kindness.
(from W;t)
W;t by Margaret Edson. Reproduced with kind permission from Nick Hern

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Solution

Criteria	Marks
• Skilfully explains how the two extracts provided contribute to a broader textual conversation between the pair of prescribed texts<br>• Demonstrates a well-informed understanding of context, language, form and ideas using well-selected and detailed textual references<br>• Composes a thoughtful response using language appropriate to audience, purpose and form<br>• Effectively explains how the two extracts provided contribute to a broader textual conversation between the pair of prescribed texts	17–20
• Demonstrates an informed understanding of context, language, form and ideas using detailed textual references<br>• Composes an effective response using language appropriate to audience, purpose and form<br>• Explains how the two extracts provided contribute to a broader textual conversation between the pair of prescribed texts	13–16
• Demonstrates an understanding of context, language, form and ideas using some textual references<br>• Composes a sound response using language appropriate to audience, purpose and form<br>• Describes some aspects of the prescribed text(s) and/or the extracts	9–12
• Demonstrates some understanding of context, language, form and ideas with limited textual references<br>• Composes a limited response to the question	5–8
• Attempts to describe aspects of the prescribed text(s)<br>• Attempts to compose a response to the question Section II — Module B: Critical Study of Literature	1–4

Supplied marking guidance · human reviewed

Compare this with your working, not only your final sentence.

Syllabus alignment

Module A: Textual Conversations

Textual ConversationsCompare how texts, contexts, values, assumptions, perspectives, intertextuality and reimagining shape meaning.

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