2021HSCExtended responseThe Tempest + Hag-Seed

Q1 (g)

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?
MIRANDA: . . . But thy vile race— Though thou didst learn— had that in’t which good natures Could not abide to be with; therefore wast thou Deservedly confined into this rock, Who hadst deserved more than a prison.
CALIBAN: You taught me language, and my profit on’t Is, I know how to curse. The red plague rid you For learning me your language!
(from The Tempest)
“Then, seven individuals are imprisoned in events in which the jailer is Prospero. He would seem to be the top jailer in this play.”
“Plus he’s a slave-driver,” says Red Coyote.
“Not just with Caliban, he’s got his foot on Ariel too,” says 8Handz.
“He threatens him with that oak tree. Permanent solitary. It’s inhuman.”
“Plus he’s a land stealer,” adds Red Coyote.
(from Hag-Seed)
From Hag-Seed by Margaret Atwood published by Hogarth. Copyright © Margaret Atwood, 2016. Reprinted by permission of The Random House Group Limited.

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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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