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Year 9 English
Assessment Task Guidelines
TEXT RESPONSE ESSAY
Reading & Responding - A Midsummer Night’s
Dream
Task
Students are required to prepare an analytical/expository piece of writing of at least 700
words addressing ONE of the topics provided. Students are to write an introduction, three
body paragraphs, and a conclusion on your selected topic.
In order to successfully complete the assessment task, students must address each of the
criteria, considering:
● The broad ideas within the text
● The characters and themes
● Literary Features
● Historical context
● Textual Evidence
● The structure of each body paragraph - including a strong thesis statement
Students should aim to include at least two examples / quotes per paragraph as part of
the textual evidence to support each of their ideas.
Topics
1. “We cannot fight for love, as men do. We should be woo’d, and
were not made to woo.” How does the play explore the way in
which genders are portrayed?
2. A Midsummer Night’s Dream demonstrates the experience of
unrequited love. Discuss.
Criteria Not
Shown
Understandi
ng of ideas
and themes
Insufficient Evidence Makes reference to ideas and characters at least once in the piece. Discusses the themes, ideas and characters with at least one reference to social, cultural and/or historical contexts. Discusses the themes, ideas and characters, making at least two references to the social, cultural and/or historical context of the text. Reflects on and discusses ideas and opinions about characters, settings, and events in the text. This includes at least three references to social, cultural and/or historical contexts of the text.
Demonstrat
e an
understandi
ng of body
paragraph
structure.
Insufficient Evidence The paragraph is based around a recount of the narrative or plot. The paragraph opens with a statement about the themes or big ideas of the text. There is an Example included with some Elaboration that explains the quote. There is an attempt to Link back to the topic at the end of the paragraph. The paragraph has attempted a relevant argument outlined in the Thesis Statement. There are multiple instances of Evidence quoted in the paragraph with some Elaboration included. There is some attempt to Link back to the thesis or prompt at the end of the paragraph. Includes a clearly stated and relevant Thesis Statement, with multiple instances of Evidence and Elaboration to support the points being made at the beginning of the paragraph. There is a clear Link back to the thesis or prompt at the end.
Use of
appropriate
textual
evidence
Insufficient Evidence Examples are driven by narrative recount and are either not quoted, or with only 1-2 quotes included in the entire essay. Aspects of the text are mentioned and/or quoted (at least 3 throughout the essay) as part of a response. Relevant aspects of the text (at least 5 throughout the essay)) are selected and used as evidence that mostly relates to the points being made in the paragraph. Relevant aspects of the text (at least 7 throughout the essay) are selected and used as evidence that directly relates to the points being made in the paragraph.
Essay
Structure
Insufficient Evidence Includes an introduction in relation to the prompt. Includes at least two body paragraphs as part of the body of the essay. Includes an introduction, attempting a contention in relation to the prompt. Includes three body paragraphs as part of the body of the essay. Includes an introduction, attempting a contention in relation to the prompt. At least two of the body paragraph arguments are signposted. Includes three body paragraphs and a conclusion attempting to link back to the topic. Includes an introduction, with a clear contention in response to the topic Includes signposting of the three arguments in the body. Includes three body paragraphs and a conclusion linking back to the topic.
Literary
Technique
(How the
author
creates
meaning)
Insufficient Evidence Includes at least one reference to a literary feature within the essay. Includes at least two references to literary features throughout the essay. Includes a reference to a literary feature in each paragraph, with at least one attempt to discuss the intended effect. Includes a discussion about a literary feature in each paragraph, including reference to the author’s intended effect.
Pronouns
and Tenses
Insufficient Evidence Uses Proper Nouns in place of the pronouns continuously throughout the piece. No clear pattern to how verb tenses are used. There is an occasional use of pronouns in place of Proper Nouns in the essay [at least 3]. Tenses vary from past to present throughout the piece. Mostly correct use of pronouns within and between sentences. Mostly correct use of present tense verbs when discussing the text. Correct use of pronouns within and between sentences. Correct use of present tense verbs when discussing the text.
Expression
and
mechanics
of language
Insufficient Evidence Writing contains recurring errors in spelling and/or grammar. Sentence structure is simplistic and unvaried. The language used is mostly accurate, including the correct spelling of names and places in the text. Full stops are being used appropriately to separate clauses. Language use is accurate and clear with few errors in syntax. Commas and full stops are used correctly most of the time, with some errors. Language use is controlled to create clear and fluent expressions with little to no errors in syntax. Writing correctly makes use of commas, full stops, and semicolons to
- In act 2 scene 2 lysander is woken after the spell and he suddenly starts to express his love for helena (more than he ever did for hermia) “and run through fire i will for thy sweet sake.” and continues to downgrade hermia to an extent which he says “content with hermia?” which translates to hermia who? CONTENTION : Shakespeare demonstrates how although love can be a very blissful thing to experience there is always a time where it can face challenging situations. This can occur when the one you love cannot return the same emotion and the same unconditional love, however regardless of the outcome you shouldn't give up on love. ARGUMENTS: Shakespeare elaborates on how sometimes there are things you cannot have but that doesn't mean that they are impossible to get a grasp of. This main idea in the play is love, specifically unrequited love. He shows through characters and how although they are aware of the fact that the person they have fallen for doesn't show the same desire for them they are still persistent with their emotions, however this can sometimes have a negative effect on the person
- Helena is in love with demetrius who doesn't love her back
- Act 1 scene 1 “the more I love, the more he hateth me”
- Act 2 scene 2 Helena is running after demitrius (her love) but demitrius outruns her she expresses how “i am out of breath in this fond chase” shows how one can get exhausted from chasing something which they cannot have.
- In act 2 scene 1 Helena describes herself as “ugly as a bear”. This passage shows the negative impacts of love. Because Demetrius is in love with Hermia, Helena's best friend, she has started to feel more insecure and ungly about her appearance, referring to herself as “a bear”. Shakespeare uses the word ‘as’ to create simile to help the readers sympathise with her character and help them understand more clearly of how low helena thinks of herself.
- Helena is a victim of unrequited love and she is aware of this however her love does not die, she pursues her deepest inner emotions regardless of how many people demetrius is in love with
- Another example of Helena's unrequited love for Demetrius is in act 1 scene 1 “ Call you me fair...motion of Demetrius' heart". In this passage/ quote we can
infer that Helena was feeling indifferent. She didn't seem mad about the fact that Demetrius doesn’t love her. Shakespeare explains how sometimes when you have a lover which returns the same emotions to you, there can also be a time when your lover may turn their back on your love to pursue that same emotion for/ to someone else. ; Sometimes regardless of if the person you love loves you back there is almost nothing you can do to be with them whether it be if you're forced into something you're against or if there is something/someone strictly not allowing you to do
- hermia's father (egeus) is forcing hermia and demetrius to get married. This is bad for hermia, lysander and helena however this is a positive for demetrius
- During the time of the creation of this story women were not allowed to choose their love. “We cannot fight for love, as men do. We should be woo’d, and were not made to woo.” (this has the usage of rhyme- shakespeare uses rhyme to give the language more energy and more emotion. This also helps actors memorise parts of a play easier as the rhythm can help the words flow easier, especially when performing.
- Hermia's father clearly states in act 1 scene 1 that “this man (demetrius) hath my consent to marry her” and then elaborates on how “ as she is mine, I may dispose of, / which shall be either to this gentleman (demetrius) / or to her death, according to our law”
Shakespeare elaborates on how sometimes there are things you cannot have but that doesn't mean that they are impossible to get a grasp of. This main idea in the play is love, specifically unrequited love. The author shows this through characters and how although they are clearly aware of the fact that the person they have fallen for doesn't show the same desire for them, they are still persistent with their emotions. However, he also shows how this can sometimes have a negative effect on the individual. In Midsummer Night’s Dream, many characters have fallen victim to this idea of unrequited love. One of the most prominent ones being the love Helena has for Demetrius. A love which she does not receive back. During Act 1 scene 1 Helena explains how “the more I love, the more he (Demetrius) hateth me” this passage is showing the audience how Helena's one-sided love is being constantly rejected by her love. As an audience we can infer that she is deeply concerned about this through the tone of the passage; however, Helena does not allow this worry to affect her emotions and her feelings for Demetrius that are deeply engraved in her heart. Act 2 scene 2 Helena is running after Demetrius (her love) but Demetrius outruns her she expresses how “I am out of breath in this fond chase” this quote elaborates on how one can get exhausted from chasing something which they cannot have. We can link this to the real world and how sometimes there are limitations to what we have. Even after trying your hardest to grasp these things, even after putting in your maximum amount of effort, there are just things that are never meant to be, in this case, Helena and Demetrius are just not meant to be. Another example of this is in act 2 scene 1 where Helena describes herself as “ugly as a bear”. This piece of evidence shows the negative impacts of love. Since Demetrius is in love with Hermia, who is Helena's best friend, she has started to feel more ugly and insecure about her appearance, referring to herself as “a bear”. Shakespeare uses the word ‘as’ to create simile to help the readers sympathise with her character and help them understand more clearly of how low Helena thinks of herself, giving them a deeper understanding of her self grief. Helena is a victim of unrequited love and she is aware of this however her love does not die, she pursues her deepest inner emotions regardless of who Demetrius is in love with. Shakespeare addresses to his audience that many things are going to stand in the way of you and your desires, however, the most important thing to keep in mind is that you shouldn't give up regardless of how physically or mentally draining the task is. Shakespeare explores the idea of how sometimes there are obstacles that life throws at you to test the love of lovers, and how there can also be times when your lover may unintentionally turn their back on your love to pursue that same emotion for someone else, which becomes another form of unrequited love. He also shows how sometimes when you finally get what you want you deny the fact that it is reality. When Lysander is under the influence of Puck's spell and his love for Helena suddenly flourishes he is exposed to this idea of one-sided love and can experience this as Helena is unable to reciprocate his feelings. In act 2 scene 2 Lysander starts to express his love for Helena, more than he ever did for Hermia which causes doubt and tension in the audience especially after he exclaims that he would “run through fire...for thy sweet sake.” Shakespeare has made usage of a hyperbole to exaggerate just how much Lysander
would do for “his love '' Helena. He wrote this to help add more effect and express how great Lysander's love for Helena had become and how strong the influence of Puck's spell was. Lysander then continues to downgrade Hermia to an extent to which he says “content with Hermia?” which translates to “Hermia who?”. Even after all of this Hermia still loves Lysander, but soon after gets outraged at the idea that his love for her was a lie. Demetrius also falls in love with Helena, due to the impact of the spell however Helena thinks that they are making fun of her and thinks its a joke this is ironic since Helena has been seeking this love from Demetrius for a while and as soon as Demetrius reciprocates these feelings and emotions she turns them down thinking its a joke. This helps create suspense and anticipation in the audience and causes tension in the audience’s mind. The irony is also used here to emphasize a central idea or a certain point in the storyline. In social context many people experience that when something is limited or when you can’t have it you would do anything to gain it however as soon as it's in your grasp you question it, thinking that it seems to be too good to be true, which can be mentally exhausting. In this case, it's Demetrius finally loving Helena, and her thinking it's to make her seem foolish. The author shows the audience how sometimes life throws obstacles to test your love and sometimes when you get what you have been wishing for your whole life you want to question it. In conclusion, Shakespeare's forms of attachment of personas throughout the play Midsummer Nights Dream allows the audience to connect through a series of emotions and events which display the strong feeling of the love characters experience. Ultimately, he allows his characters to encounter many positive and negative situations that allow the characters to learn many things about love. One of the most obvious ones being the disheartenment one feels when they come across unrequited love. This helps the audience consider their actions and how regardless of the outcome of their love the characters still do not allow themselves to let go and give up something so important to them and their passionate; love.
