TASK: Write an analytical essay of up to 800 words on William Shakespeares A

Midsummer Nights Dream, responding to one of the topics below.

Your analysis will be neatly handwritten. Please include this assessment sheet when you submit your work.
Your essay must include:

an introduction that engages the question, introduces the texts and defines three points about the ways
power influences characters and outcomes.

three developmental paragraphs elaborating on each point with embedded evidence. USE A-C-E twice
per paragraph.

Assert: a supporting argument
Cite: embedded evidence
Explanation to elaborate on your evidence and support your ideas about the text

a conclusion that explains how an understanding of the key areas addresses the question



Comment and grade:


2014 Year 10 English
Drama Unit
Text Analysis
Weighting: 25%

Name:

Date issued: Tuesday, 02/03.09.14 Week 7

DRAFT DUE: Friday, September 12 WEEK 8

Due Date: 19.09.14 Week 9

Teachers email address: keri.rehfisch@ntschools.net
How does Shakespeare use language and dramatic devices to explore loves ability to
transform?

How does Shakespeare use language techniques and dramatic devices to explore the
idea that nothing is what it seems?

How does Pucks final speech portray the plays central themes?

How does Shakespeare use language techniques and dramatic devices to
communicate ideas to his audience?

PERFORMANCE STANDARDS FOR YEAR 10 ENGLISH

Knowledge and Understanding Analysis Application Communication
O
u
t
s
t
a
n
d
i
n
g

A


A

Extensive knowledge and understanding of ideas, values and
beliefs in texts.
Extensive knowledge and understanding of the ways in
which the readers and creators of texts use language features
and text structures to make meaning.
Extensive knowledge and understanding of the ways in
which texts are composed for particular purposes and
audiences.
Perceptive analysis and evaluation of connections
between reader/audience experiences, ideas, values,
and beliefs, and those explored in texts.
Perceptive analysis of the ways in which the
creators of texts use textual features to influence
opinions and decisions in texts.
Perceptive analysis of the connections between texts.
Sophisticated use of textual features in the
creation of a range of texts.
Sophisticated use of evidence from texts to
develop and support ideas/opinions and to make
comparisons.
Sophisticated application of research skills and
synthesis of information to create texts for
particular purposes.
Fluent and precise use of appropriate
communication skills in the selected modes.
Fluent and precise use of appropriate style
and structure for particular audiences and
purposes.
Fluent and precise use of appropriate
grammar, spelling, vocabulary and
punctuation.
H
i
g
h

B


Detailed knowledge and understanding of ideas, values and
beliefs in texts.
Detailed knowledge and understanding of the ways in which
the readers and creators of texts use language features and
text structures to make meaning.
Detailed knowledge and understanding of the ways in
which texts are composed for particular purposes and
audiences.
Clear analysis and evaluation of connections between
reader/audience experiences, ideas, values, and
beliefs, and those explored in texts.
Clear analysis of the ways in which the creators of
texts use textual features to influence opinions and
decisions in texts.
Clear analysis of the connections between texts.
Effective use of textual features in the creation
of a range of texts.
Effective use of evidence from texts to develop
and support ideas/opinions and to make
comparisons.
Effective application of research skills and
synthesis of information to create texts for
particular purposes.
Effective use of appropriate communication
skills in the selected modes.
Effective use of appropriate style and
structure for particular audiences and
purposes.
Effective use of appropriate grammar,
spelling, vocabulary and punctuation.
S
o
u
n
d

C


Sound knowledge and understanding of ideas, values and
beliefs in texts.
Sound knowledge and understanding of the ways in which
the readers and creators of texts use language features and
text structures to make meaning.
Sound knowledge and understanding of the ways in
which texts are composed for particular purposes and
audiences.
Sound analysis and evaluation of connections
between reader/audience experiences, ideas, values,
and beliefs, and those explored in texts.
Sound analysis of the ways in which the creators of
texts use textual features to influence opinions and
decisions in texts.
Sound analysis of the connections between texts.
Sound use of textual features in the creation of
a range of texts.
Sound use of evidence from texts to develop and
support ideas/opinions and to make comparisons.
Sound application of research skills and synthesis
of information to create texts for particular
purposes.
Sound use of appropriate communication
skills in the selected modes.
Sound use of appropriate style and
structure for particular audiences and
purposes.
Sound use of appropriate grammar, spelling,
vocabulary and punctuation.
L
i
m
i
t
e
d

D


Limited knowledge and understanding of ideas, values and
beliefs in texts.
Limited knowledge and understanding of the ways in which
the readers and creators of texts use language features and
text structures to make meaning.
Limited knowledge and understanding of the ways in
which texts are composed for particular purposes and
audiences.
Limited analysis and evaluation of connections
between reader/audience experiences, ideas, values,
and beliefs, and those explored in texts.
Limited analysis of the ways in which the creators of
texts use textual features to influence opinions and
decisions in texts.
Limited analysis of the connections between texts.
Limited use of textual features in the creation
of a range of texts.
Limited use of evidence from texts to develop and
support ideas/opinions and to make comparisons.
Limited application of research skills and
synthesis of information to create texts for
particular purposes.
Limited use of appropriate communication
skills in the selected modes.
Limited use of appropriate style and
structure for particular audiences and
purposes.
Limited use of appropriate grammar, spelling,
vocabulary and punctuation.
V
e
r
y

l
i
m
i
t
e
d

E


Very limited knowledge and understanding of ideas, values
and beliefs in texts.
Very limited knowledge and understanding of the ways in
which the readers and creators of texts use language features
and text structures to make meaning.
Very limited knowledge and understanding of the ways in
which texts are composed for particular purposes and
audiences.
Very limited analysis and evaluation of connections
between reader/audience experiences, ideas, values,
and beliefs, and those explored in texts.
Very limited analysis of the ways in which the
creators of texts use textual features to influence
opinions and decisions in texts.
Very limited analysis of the connections between texts.
Very limited use of textual features in the
creation of a range of texts.
Very limited use of evidence from texts to
develop and support ideas/opinions and to make
comparisons.
Very limited application of research skills and
synthesis of information to create texts for
particular purposes.
Very limited use of appropriate
communication skills in the selected modes.
Very limited use of appropriate style and
structure for particular audiences and
purposes.
Very limited use of appropriate grammar,
spelling, vocabulary and punctuation.