3.

4 Respond critically to oral or visual text studied

Achievement criteria

You will write one essay of over 500 words on a visual or oral text you have studied
in class. The essay will provide opportunities to gain achievement, merit, and
excellence grades. You will be assessed on your ability to evaluate and analyse ideas,
language, and evidence from the text to support a clear, controlled, and logical
discussion.

On this page: Achievement | Achievement with Merit | Achievement with Excellence

Achievement

• Develop a critical response to specified aspect(s) of written text(s) using

supporting evidence.

Make sure you:

• thoroughly plan to answer all parts of the question by constructing a

discussion or argument in response to a specific question
• state your argument in the introduction, extend your argument by covering a
number of well supported points in 5–6 clear paragraphs, state your final
thoughts in the conclusion
• make it clear which text type you are writing about by using appropriate
terminology to examine features accurately
• know the content thoroughly so you can use accurate quotations, examples,
and details from the text(s) to support your analysis and evaluation of the
text(s)
• show you have examined and understood the main ideas, events, and
characters in the text(s)
• identify how the text(s) makes you feel or what it made you think about
• show some level of personal interest or enthusiasm for the text(s)
• understand the roles of both director (or creator) and the viewer or listener
• make links between supporting evidence and generalisations about the
writer(s) or aspects of your chosen text(s)
• write over 500 words clearly, logically, and accurately.

Achievement with Merit

• Develop a convincing critical response to specified aspect(s) of written text(s)

using supporting evidence.

Make sure you:

• Reach Achievement
• respond to all parts of the question equally and develop a direct and full
discussion or argument around the text and the question
• thoroughly examine the text(s) by close reading significant parts so you can
make valid conclusions about writer's purpose and craft
 • show how the writer's style relates to purpose and audience as well as the
qualities and characteristics of the genre
• support your study by reading other critical academic articles about your text
to help clarify ideas
• distinguish and/or evaluate how certain effects, ideas, and elements are
presented and why they were presented in that particular way
• integrate evidence of production techniques and quotation to show an
appreciation of the wider text(s)
• examine how production techniques have been used to shape the viewer's or
listener's point of view
• make relevant and mature conclusions based on personal response and
understanding to show how issues raised by the text(s) are relevant to you and
make value judgements
• think across and beyond the text(s) and reflect on society, the implications for
characters and/or show an appreciation of craft
• use mature expression of ideas and thought throughout your essay
• write over 500 words clearly, logically, and accurately.

Achievement with Excellence

• Develop an integrated and perceptive critical response to specified aspect(s) of

written text(s) using supporting evidence.

Make sure you:

• reach Achievement with Merit

• know how to read and deconstruct a question and produce answers that
demonstrate a deep and full understanding of the text
• select material to develop a critical argument explaining how all elements of
the text(s) (plot, setting, character, and style) work together to support the
writer's purpose in an integrated way
• consistently evaluate the effectiveness of how language techniques have been
used to communicate a message
• choose a main theme or character that can be fully discussed and linked to
other themes in the text to further your argument
• show accurate, frequent, and confident use of terminology when explaining
your ideas connected to the writer's purpose
• use insightful analysis to make mature and valid observations and respond
personally by evaluating the implications of the text in the wider world
• make conclusions and judgements throughout the essay about the author's
purpose and use of language to give a balanced and insightful response
• write over 500 words in a succinct discussion or argument using accurate and
sophisticated language.
Terminology

Here are explanations for terminology used in the achievement criteria for this
achievement standard. They are grouped by level of achievement.

On this page: Achievement | Achievement with Merit | Achievement with Excellence

Achievement

Develop a critical response means you form an argument using thoroughly discussed
content notes and close examination of the written material as evidence to prove your
case. Critical response involves the close analysis and evaluation of aspects such as
theme(s), setting, characterisation, context (social, political, historical, etc),
conventions of genre, positioning of reader. Also consider how the writer has shaped
the text through structure, method of narration, style, and literary features to help
make valid judgments about the writer's purpose and how they have presented their
ideas.

Specified aspects will include features used in crafting and shaping the text such as
structure, method of narration, style, word choice, use of language, literary features,
and could include theme(s), characterisation, setting, context (social, political, or
historical), and positioning of the reader. A particular feature of the text will be
identified and stated in the question and your answer must focus on this.

Supporting evidence means combining accurate and relevant quotations, statements

of events, and analysis and evaluation of characterisation in order to answer the
question in depth.

Achievement with Merit

Convincing means to be confident with the content and style of writing you use. Your
essay could develop a convincing argument by being accurate, very detailed, precise,
or persuasive.

Achievement with Excellence

Integrated means you are able to combine evidence from the text with your own
comments to help support your argument.

Perceptive means you are able explain and discuss observations that are meaningful,
relevant, and significant about a text.

Film

Due to the length of a feature film it is possible to see a range of characters and
themes develop and emerge from the text over a couple of hours. Any number of
settings, characters, complications, issues, subplots and twists may be added to
highlight central ideas in the film. A film is crafted so that every production technique
works together to present and support the writer's ideas in an interesting and
appropriate way. It is important that your study and critical response of the film is
very thorough and detailed, or your understanding of the roles of the director and the
viewer.
In addition to all the major aspects of literature, examination questions may ask you to
focus on the characteristics of the film genre, how film production techniques such as
camera work, lighting, music, point of view, or structure have been used to present
ideas convincingly in the text.

Production techniques

Production techniques are the features used to make the text(s) interesting and unique.
Techniques may include: music, dialogue, lighting, graphics, colour, special effects,
soundtrack, camera work, layout, use of space, oral and visual production techniques,
or use of links. By looking at the production techniques closely you will gain a better
understanding of how the text has been produced in order to present the themes,
characters, settings, and plot. See Film Terms for a brief explanation why a technique
may be used. The attitude of the director towards the character helps to set the mood
or feeling of the text. Think about how the techniques and the mood of text work
together to make the production convincing.

Key points to study

• Structure – how the text and the ideas have been put together. Look at the
overall structure of the text(s), the order of scenes, sequencing, and transitions.
• Narrative point of view – who is telling the story and how does this influence
what the audience experiences and feels towards the text? The director will
choose and/or change the point of view to control the relationship between the
audience and the character to support their purpose. Changes in perspective
can be shown by techniques such as voice over and camera shots, like the
point of view shot. See Film Terms. Narrative style refers to how the subject
matter is presented to the audience. See the style chart for analysis ideas.
• Dialogue – identify repeated language patterns in a character's speech. Look at
the types of words used and how they speak. What does this show you about
their personality and background? Think about how the voice is used to show
subtle changes in emotion, accent used to show social status and background,
and gesture to show response to other characters.

Ways to study production techniques

• Select 1–3 important scenes from the text(s) and close view/listen – to identify
any production techniques. Explain how each technique adds to your
understanding of the plot, character and themes. See Close Viewing.
• Identify the changes in narrative point of view to understand how the director
presents the story. What are the advantages and disadvantages of this
technique?
• Use the chart below to identify specific production techniques used in a scene.
Briefly summarise the scene noting what happens in the beginning, middle,
and end.
Action – characters involved
Camera/production techniques
Dialogue/monologue
Sound effects and music
Lighting/atmosphere/mood
 Costume/props
• How have these techniques been used to create interest?

Characterisation

Characterisation is the way the characters in the text(s) are presented so the reader is
guided to make certain judgements that reinforce the themes of the text(s).
Characterisation is shown by the words, actions, and reactions of a character, how
other characters speak about them, how they deal with conflict, their thoughts and
feelings, and direct authorial comment. It is through the characters that the reader
understands different emotional and personal experiences and the themes of the
text(s).

When looking at how a character changes or develops think about relationships,

conflict of ideas or personalities.

Key points to study

• Major character – describe their physical and personal qualities, any strengths
and weaknesses and how they deal with an important issue.
• How relationships are created and developed between main and minor
characters?
• How are the characters revealed or developed? Think about style and language
features.
• Conflict with other characters or within a character.

Ways to study characters

• What language techniques have been used to make the character seem real?
• Identify 3 examples of when the main character showed or lacked
responsibility, honesty, insight, or self-knowledge. How do these qualities
show changes in the character?
• Compare the qualities and circumstances of the main character and a
significant minor character. How does this relationship affect each individual?
• How do some characters reflect or conform to stereotypes or values of
society?
• How does the point of view impact on the reader's understanding and response
to characters?
• How has change in character(s) been used to show insight into the human
condition?
• How are characters developed through visual means, rather than spoken
words?

Other keywords for characterisation: protagonist, major character, minor character,

subject, participant, individual, important, relationship, challenge, weakness, strength,
change, develop, decision, lesson, conflict, issue, qualities, traits, profile, identity,
stereotype.

Theme and purpose

The theme of a text is the message the author is trying to get across to the reader
throughout the text. The purpose can be the reason for writing the text(s) so the writer
can teach the reader an important lesson about life or challenge existing views. There
may be one main theme and several related minor themes in your text(s). Think of
theme as a set of beliefs and values from which judgements on the characters, setting
and actions can be made.

Key points to study

• What are the themes your text(s) presents?

• Who is involved with these themes?
• How have these themes been shown and developed?
• What have the characters learned from dealing with this theme?
• What is the theme showing us about our world and values?

Ways to study theme

Choose 5 important quotations which show a theme and complete the chart below:

Quotation
Character – who said it
Context – where said
Meaning of quotation
What it shows about characters
Theme and explanation

What does the title mean? Where in the text(s) does it appear? What characters and
themes are connected with the title?

How has the theme been shown to the reader and how effective are these techniques?

Conflict is used to reveal themes. Choose a significant event that shows conflict
developing for an important character in your text(s).

How has structure and/or character(s) been used to show the themes?

How have symbols and language been used to develop themes?

How does the writer present issues such as truth, justice, prejudice, pain, passion in
the text(s)?

How does the writer use themes to comment or criticise society?

Other keywords for theme and purpose: idea, message, challenge, issue, lesson,
concern, human interest. Conflict and character both help to show the theme.

Conflict and symbol

Conflict is when there is a strong disagreement because of different motivations,

beliefs, and points of view between characters. Internal conflict is when an individual
character struggles to make sense of changes, challenges, and differences in their life
and the outside world. Conflict is often central to any dramatic text and helps to
develop and reveal the strengths and weaknesses of characters, themes, and the
purpose of the text.

• Scroll to title narrative for information on how conflict draws elements of text
together.
• How has conflict been used to highlight strengths and weakness in our own
society?

A symbol is an object or image that is used to represent an idea. Not all texts use
symbolism, however, when used it can be repeated throughout the text as an effective
way to express a complex idea.

Key points to study

• What symbols are used in the text(s)?

• What does each symbol mean and who is connected with it?
• How effective is each symbol?

Ways to study symbol

• Close read – the opening or close of a chapter, or a moment of high tension

looking for any symbols mentioned or used by certain characters.
• Chart:
o What is the object/image?
o Where and when is the object shown?
o Who is connected with the object?
o What does the object mean or show us about the character?
o How does the symbol show the themes?

Other keywords for symbol: symbolism, symbolic, significant object, motif, image.

How to answer a question

Questions will be set by genre, and will include opportunities to discuss aspects of
intertextuality across different genres. If you choose a question discussing
intertextuality you will need to relate your knowledge of texts to aspects of genre.

What will the questions sound like?

• Usually the questions have two parts, however, some questions may only have
one part. The first part may be a quotation, statement, or question asking you
to analyse, describe or show how techniques or methods are used to present
an aspect of the text. Try to form an argument around the quotation or
statement so you focus on the question. The second part usually asks you to
form an argument or detailed discussion giving reasons as to why this aspect
is effective or important to the text as a whole. Take special note of words
such as 'how much' or 'to what extent' that ask you to evaluate or measure the
impact of something. You must treat all parts of the question equally.

Answering a question

• Choose a question that suits the text(s) and targets what you have studied.
• Underline keywords – these words will point to the sections of your study
notes you need to use in your answer. Think of other words that mean the
same so you have a group of useful words to use in your answer. See Know
your question.

Plan – brainstorm and organise evidence

Brainstorm your main ideas using the keywords from the question to get your main
idea. Sum up your angle or point of view in a statement or a challenging question.
Brainstorm five solid points to help expand on your main idea. Select relevant
material to support each point and develop your argument.

Outline of an essay plan

• Begin with a quotation, question, thesis statement, or opinion to sum up the

question.
• Focus on a 4–5 key points.
• Develop a logical argument or explanation for each point.
• Conclude by reinforcing a main idea from your thesis statement.

Paragraphs

A standard paragraph will organise your thoughts and have these things:

• topic sentence – stating the main idea to be developed within the paragraph –
use keyword form question
• explanation – expanding the idea through discussion of evidence and detail.
Quotations examples, and details to illustrate the idea should be woven into
your sentence.
 • link back to the question by using keywords to answer the question.

Self review

Use a checklist such as:

• have I answered both parts of the question?

• How well does my evidence support my point of view?
• Is my personal response meaningful and relevant?

Key tips

• Use exemplars or examples of student work as a model for your own answers.
• View/listen to the text(s) at least twice from beginning to end.
• Practise planning and writing essays of over 500 words under the time limit.
• Choose a question that suits your text(s) and that you understand fully.
• Answer the question by applying your knowledge rather than memorising
essays.
• Use keywords in the question to help focus your answer and to link back to the
question at the end of each paragraph.
• Plan your answer and select appropriate evidence to support your points.
• Answer all parts of the question.
• Memorise quotations so they are accurate.
• Respond to the question by explaining what the text(s) made you think about.
• Demonstrate a wider knowledge of the text(s) by showing how each feature of
the text relates, connects, and influences the other.
• Make sure you use the correct answer booklet for your text(s).
• To help make your meaning clear it is important to aim for quality writing and
to check your spelling, grammar, and punctuation.