NZQA
Approved
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR TEACHER USE
Draft
Internal Assessment Resource
English Level 3
This resource supports assessment against:
Achievement Standard 91479
Develop an informed understanding of literature and/or
language using critical texts
Resource title: Let’s get critical, critical! [Adapted for use
by Westlake Girls High School]
4 credits

This resource:
 Clarifies the requirements of the Standard
 Supports good assessment practice
 Should be subjected to the school’s usual assessment quality assurance
process
 Should be modified to make the context relevant to students in their school
environment and ensure that submitted evidence is authentic
Date version published by
Ministry of Education
December 2012
Quality assurance status
These materials have been quality assured by NZQA.
NZQA Approved number A-A-12-2012-91479-01-6103
Authenticity of evidence
Teachers must manage authenticity for any assessment
from a public source, because students may have
access to the assessment schedule or student exemplar
material.
To support internal assessment from 2013
Using this assessment resource without modification
may mean that students’ work is not authentic. The
teacher may need to change figures, measurements or
data sources or set a different context or topic to be
investigated or a different text to read or perform.
This resource is copyright © Crown 2012
Page 1 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR TEACHER USE
Internal Assessment Resource
Achievement Standard English 91479: Develop an informed
understanding of literature and/or language using critical texts
Resource reference: English 3.8A
Resource title: Let’s get critical, critical! [Adapted for use by
Westlake Girls High School]
Credits: 4
Teacher guidelines
The following guidelines are supplied to enable teachers to carry out valid and
consistent assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by Achievement
Standard English 91479. The achievement criteria and the explanatory notes contain
information, definitions, and requirements that are crucial when interpreting the
standard and assessing students against it.
Context/setting
This assessment activity requires students to write a formal essay on either a
literature text or a language topic (the primary source). They will use at least two
critical texts (the secondary sources) from different time periods or perspectives to
inform and develop their understanding of the text or topic.
Conditions
Critical texts can include articles, reviews, commentaries, or documentaries.
Use of plagiarism-identifying websites, such as Turnitin, or a Google search may help
to monitor students’ use of secondary sources.
Different time periods of secondary sources should be used to develop critical
analysis.
Ensure students are familiar with using critical texts and have developed information
literacy skills. See Note 5 in the Achievement Standard explanatory notes.
Resource requirements
None.
Additional information
Opportunities also exist to connect students’ research to the assessment of other
internal standards such as:
•
Achievement Standard English 3.4 (91475): Produce a selection of fluent and
coherent writing which develops, sustains, and structures ideas
•
Achievement Standard English 3.7 (91478): Respond critically to significant
connections across texts, supported by evidence.
This resource is copyright © Crown 2012
Page 2 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR TEACHER USE
Wherever such integration between different parts of the programme occurs, ensure
that the work presented for each assessment is sufficiently developed to meet the
criteria for each standard. In all such cases you should refer closely to each relevant
Achievement Standard, including its explanatory notes and the conditions of
assessment guidelines.
This resource is copyright © Crown 2012
Page 3 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR STUDENT USE
Internal Assessment Resource
Achievement Standard English 91479: Develop an informed
understanding of literature and/or language using critical texts
Resource reference: English 3.8A
Resource title: Let’s get critical, critical! [Adapted for use by
Westlake Girls High School]
Credits: 4
Achievement
Develop an informed
understanding of literature
and/or language using critical
texts.
Achievement with Merit
Develop an informed and
convincing understanding of
literature and/or language
using critical texts.
Achievement with
Excellence
Develop an informed and
perceptive understanding of
literature and/or language
using critical texts.
Student instructions
Introduction
This assessment activity requires you to write a formal essay on a literature text (the
primary source). You will create a hypothesis about your literature and will use at
least two critical texts (the secondary sources) to inform and develop your
understanding of this hypothesis. It is recommended that these critical texts
come from different time periods or perspectives to ensure a more convincing
analysis.
You have done a formative task in which you received feedback. This has helped
prepare you for this assessment. You will be using the same skills here, and it is
recommended that you read through any notes/handouts used for the formative task
to help you with this assessment.
You will be assessed on how well you show an informed understanding of the
primary text or topic using critical texts.
Note you may NOT use: the same hypothesis used for your formative report for this
summative assessment, as it is important your study is original.
This resource is copyright © Crown 2012
Page 4 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR STUDENT USE
Just as the formative task did earlier this year, this assessment task will guide you
through the process of using critical texts, a process which includes:

selecting and using appropriate strategies for locating critical texts and
processing information from secondary sources (for example, database
searching)

developing a hypothesis or theory to frame an investigation

reading to locate and select with discrimination information that presents ideas or
viewpoints that help inform your investigation

evaluating the reliability and usefulness of selected information in relation to the
investigation

synthesising information from the primary sources and the critical texts.
At the end of the booklet is a checklist with spaces for your teacher to sign-off
as you complete each step of the assessment process.
Tasks
1. Selecting your literature text
Choose a literature text - your primary source - that encourages mature, rich
analysis; it is suggested (but not compulsory) that you select a text studied in
class. You can also use a text you studied in the past, or even one you have read in
your own time, provided it is rich enough to provide sound analysis. Your teacher
will check your text choice. Write it on the space provided below:
Title of primary source: ___________________________________
Author: _______________________________________________
2. Writing your hypothesis
A. Read through your primary text at least a couple of times and ask yourself the
following questions:
B.
-
What themes are present? What is the strongest theme present?
-
What motivates characters to act the way they do?
-
Are the fates of the characters dictated by their own actions, or the actions
of others?
-
What stylistic features has the author/director made use of and why?
Identify and read a range of critical works including secondary sources such
as articles, reviews, commentaries, and documentaries about your primary
This resource is copyright © Crown 2012
Page 5 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR STUDENT USE
text. Secondary sources may be found on the Internet (for example, Google
Scholar), in databases (such as EPIC), or in libraries. Consider the main
ideas/arguments in each critical text – are there any ideas that interest you?
That you could use to create your own hypothesis?
C. Use steps A and B to formulate your hypothesis. Some hypotheses from the
NZQA exemplars include:
-
-
Katherine Mansfield’s “Miss Brill” is an insightful exploration of the inner
self.
In Othello, Iago sabotaged Othello’s relationship with Desdemona
because he was jealous of him.
In Shakespeare’s play Othello, Desdemona was a loyal and deeply loving
wife who did not deserve to die.
Othello was the puppet of Iago’s cruel plot but he was equally responsible
for Desdemona’s murder as Iago was. Desdemona was the innocent
victim.
Iago is not the villain of the play, Othello is.
Lord of the Flies can be interpreted using Freudian psychoanalysis.
Although set in the future, the film The Hunger Games serves to reinforce
the current patriarchal society.
In Kung Fu Panda, Po’s character development can be understood
according to Lacanian theory.
A Clockwork Orange shows that people are evil because of their
environments, rather than being born bad.
A Clockwork Orange shows that when a man loses the ability to choose,
he ceases to become a man.
Write your hypothesis as a statement below. Your teacher will then sign off on it.
Note: this is NOT set in stone. Your hypothesis may change as you progress
through your study of critical texts.
The research is not about proving your hypothesis correct as much as it is about
shaping your understanding of your primary text.
Hypothesis:
______________________________________________
______________________________________________
3. Selecting and reading your critical texts
You should have already read a number of critical texts to help you formulate your
hypothesis.
Choose at least two critical works to inform your understanding. It is recommended
that you choose texts from two different perspectives or time periods as this should
ensure you will have a range of ideas to discuss. For example, you could use A. C.
Bradley’s criticism of Othello written in 1904 to contrast with F. R. Leavis’ critical
position on the same play written in 1952, to explore the character of Othello.
Another approach might be to choose critical texts on two different literary theories
(ie. using an article on Freudian analysis in Othello and an essay on archetypal
criticism to gain an understanding of the character of Iago).
This resource is copyright © Crown 2012
Page 6 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR STUDENT USE
A note on using the Literature Resource Centre on EPIC: After doing an initial
search for the title of your text (ie. “King Lear”), narrow your results down by selecting
the subject key words on the left side of the screen under the “Narrow Results”
heading. This will allow you to look at critical essays related to a specific aspect of
your primary text (for instance, you can look at essays on “Deception” for Much Ado
About Nothing).
When selecting critical texts, be very careful of your sources. While some study
guides may be acceptable, most online study guides (ie. Sparknotes; Shmoop) are
not sophisticated enough in their analysis and are therefore not suitable. It is also
important that you can name the author of the critical text.
If searching for online resources, look for websites with the suffix .edu, because
these will be university websites. Although just make sure you’re not reading work by
university students – you want to look by material written by lecturers!
A number of novels/play/short story collections include critical introductions by
respected critics and editors. These can be used as critical texts.
Name your critical texts and their authors below and have your teacher sign off on
them:
Critical Text A
______________________________________________
Author:
______________________________________________
Critical Text B
______________________________________________
Author:
______________________________________________
This resource is copyright © Crown 2012
Page 7 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR STUDENT USE
4. Evaluating your critical texts
Remember to evaluate the effectiveness of the critical texts as you read as this will
help make your report perceptive. Use the following questions to guide you in this
evaluation.
1. What do you know about the author? What makes them experienced on
the subject of the primary text or qualified enough to talk about it?
2. What statements are made about the primary text and your hypothesis? Are
these statements well-supported with evidence?
3. How reliable is this text? Does it ignore some significant examples from the
primary text?
4. What points of the argument do you disagree with? Why is this?
5. Can you identify a particular literary theory behind the work (ie. Feminist
theory)? How does this influence the critic’s reading of the primary text?
This resource is copyright © Crown 2012
Page 8 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR STUDENT USE
5. Collecting your information
Below is part of a chart from one of the exemplars that shows how to gather information from your secondary sources.
Data evaluation chart
Source
Wood, Sam (2009),
Where Iago Lies:
Home, Honesty
and the Turk in
Othello
Leslie Y Rabkin &
Jeffery Brown
(1997), ‘Some
Monster In His
Thoughts: Sadism
and Tragedy in
Othello’
Information relevant to the hypothesis that Iago
sabotages Othello's
relationship with Desdemona because he is
jealous of him.
“the question of his motivation has been either
ignored or deliberately avoided. Such an
approach risks stripping Iago of his humanity, and
presents him as an improviser who "revels
in his ability to manipulate his victims" for no
discernable reason (Greenblatt 233) or a
supernatural and diabolical force beyond the realms
of humanity. In contrast to these arguments, this
essay draws attention to the
theme of home and honesty that runs through the
play to suggest that Iago is, in fact, profoundly
discomforted by his ability to
manipulate his victims, and that we are able to find a
motivation in this discomfort.”
“Just as he may project his self-contempt onto others,
the sadist can find relief from his conflicts
by projecting his feelings of hopelessness, thus
destroying the peace of others and killing their joys.17
For seeing them as miserable as himself, by bringing
others into his own world of suffering and selfcontempt, his pain is assuaged. This is
why Iago is driven to cause Othello to suffer through
This resource is copyright © Crown 2012
Evaluation of source
Relevence: High
Reliable: Wood padded out his report with many other
renowned critics opinions and views, quite reliable.
Contradicted/Supported other sources:
Contradicted, believed Othello was motiveless.
Contradicted other sources too.
Time contrast to other sources: Was good time gap
between 1904 but only
9 years from 1997
Relevance: Medium
Reliable: Quite good, two
different critics placing their opinions into one article,
referenced others too.
Contradicted/Supported other sources: Both, supported
and contradicted in aspects, slightly supported A.C
Bradley too.
Time contrast to other sources: Yes with 1904, not as
Page 9 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR STUDENT USE
A.C Bradley
(1904), Title:
Lecture V:
'Othello',' and
'Lecture VI:
'Othello',
making him realize the discrepancies
between his own false and true selves.”
much with 1997.
Bradley argues that Iago is impelled, not by a love of
evil for its own sake, but to satisfy his
“sense of power and superiority. Othello, we have
seen, was trustful, and thorough in his
trust. He put entire confidence in the honesty of Iago,
who had not only been his companion in
arms, but, as he believed, had just proved his
faithfulness in the matter of the marriage. This
confidence was misplaced, and we happen to know
it; but it was no sign of stupidity in Othello.
For his opinion of Iago was the opinion of practically
everyone who knew him: and that opinion was that
Iago was before all things `honest,' his very faults
being those of excess in
honesty.
Relevance: High
Reliable: High, A.C Bradley is a very well known critic that
has a
lot of respect and accuracy.
Contrasted/Supported other sources:
Supported hypothesis fully
Time contrast to other sources: Yes, 1904 was well
before 1997 and 2009.
This chart has been adapted for you to use in your own studies (see below). If you have another way of gathering information that works for
you, then please feel free to use it. A further possible chart for gathering notes has also been included after these grids. Your teacher will be
signing off that they have seen either these grids OR your notes gathering data from the critical texts.
This resource is copyright © Crown 2012
Page 10 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR STUDENT USE
Use the following chart to collect your information as you read. To ensure that you show an informed understanding of your primary text, you
need to include specific evidence from it to support or argue against the claims made by the secondary texts.
Data evaluation chart for critical text 1
Title of critical text:
Overall Relevance to my study:
Reliable:
Contradicted/Supported other source(s):
Time contrast to other source(s):
Information from the text that is
relevant to hypothesis (ie. which
either supports your hypothesis or
offers an alternate perspective on it)
Evaluation of source
Examples from the primary source which support or contradict this information.
Do you agree with this information?
Why/why not?
-
-
This resource is copyright © Crown 2012
Page 11 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR STUDENT USE
Examples from the primary source which support or contradict this information.
Do you agree with this information?
Why/why not?
Examples from the primary source which support or contradict this information.
Do you agree with this information?
Why/why not?
-
This resource is copyright © Crown 2012
Page 12 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR STUDENT USE
Data evaluation chart for critical text 2
Title of critical text:
Overall Relevance to my study:
Reliable:
Contradicted/Supported other source(s):
Time contrast to other source(s):
Information from the text that is
relevant to hypothesis (ie. which
either supports your hypothesis or
offers an alternate perspective on it)
Evaluation of source
Examples from the primary source which support or contradict this information.
Do you agree with this information?
Why/why not?
-
Examples from the primary source which support or contradict this information.
-
This resource is copyright © Crown 2012
Page 13 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR STUDENT USE
Do you agree with this information?
Why/why not?
Examples from the primary source which support or contradict this information.
Do you agree with this information?
Why/why not?
Your teacher will ask to see your research grids at least twice (once for each text) during the research process to check that you are up-to-date
with the assessment.
If you run out of space, you may use more grids. These will be uploaded to the Y13 English scholaris page so you can print them off.
This resource is copyright © Crown 2012
Page 14 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR STUDENT USE
Another option for collecting your information
Information from the critical text
My judgement on the relevance of the
information to our hypothesis. You should
include an explanation justifying your perspective
on this judgement (ie. “I disagree with this
statement because _______”)
ie. Iago brings about Othello’s downfall because
he is in love with Desdemona.
This is partially true, but not completely, as Iago
also gives other reasons for wanting to hurt
Othello. It is somewhat relevant to my hypothesis
(that Iago is jealous of Othello).
This resource is copyright © Crown 2012
Page 15 of 20
From this information and judgement, develop
insights about our primary text (quote from the
primary text where possible). Remember that
you can diverge from/disagree with the critical text
to some extent, but if you do this, you must explain
why by using supporting evidence.
Iago does admit “I do love her too”, but only
mentions this once in the play. Also, his affection
for Desdemona can’t be that strong as he aids and
even encourages Othello to kill Desdemona. A
more convincing explanation for Iago’s behaviour
is that he is jealous of both Cassio and Othello’s
personal and professional success. He claims
“that 'twixt my sheets
He [Othello] has done my office:”, meaning that he
believes Othello has slept with his wife, Emilia.
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR STUDENT USE
This resource is copyright © Crown 2012
Page 16 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR STUDENT USE
6. Comparing your critical texts
Remember to compare and contrast your critical texts – is one argument stronger
than the other? Do they disagree on any points in regards to your hypothesis? Your
report should show that you are aware of any similarities/differences between them.
7. Considering the exemplars.
A. Integrating information from the literature, critical texts and your own
opinions.
Read the excellence exemplars and then the high achieved exemplars. In each
exemplar, count how many times you see each of these in the exemplars:
1.
Opinions/statements either quoted or summarised from the critical texts
2.
Examples/evidence from the primary text
3.
The student’s own views (ie. look for “I” statements, or statements which
disagree with the critics)
Discuss the difference between achieved and excellence. Do reports at one grade
integrate their ideas more than the other? Which one uses the most “I” statements?
Are these explained/justified with reference to the literature?
List some of the insightful comments made by the excellence exemplars. List some
of the statements made about the literature in the achieved and merit exemplars.
How are they different? Which are the more sophisticated? Consider how you can
make your own report insightful.
B. Considering structure
Look at the first exemplar. Each body paragraph starts with a statement/topic
sentence, and deals with one idea, making it easy to read (and mark!). These are
the ideas dealt with in the first three body paragraphs:
1.
According to critic Sam Wood, Othello and Desdemona’s relationship was
tainted from the beginning of the play.
2.
In the main part of the play, Othello begins to distrust Desdemona because
of the influence of his friend, Iago.
3.
The student explains why he partially disagrees with Wood’s theory.
Discuss the exemplars with your class and teacher. Remember that it is not the
length of the exemplars which determine their grade, but how well they have
demonstrated an informed understanding of their texts.
Look at the other exemplars to see how they are structured and consider how you
will structure your own report. Make sure to use the skills that you have developed in
English over the past five years.
8. Writing your report
Write a formal essay of at least 600 words that develops a coherent reading, critique,
and interpretation that includes judgements, commentary, and details and/or
This resource is copyright © Crown 2012
Page 17 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR STUDENT USE
examples. Include a bibliography in which you acknowledge the sources you have
used.
In your essay, aim to provide evidence of understanding that is discerning,
sophisticated, insightful, and/or original.
Your essay should have the following:
A title (which will be your hypothesis)
An introduction explaining your primary text, your hypothesis and the critical
texts used.
Body paragraphs that show you linking aspects of the critical texts to your
primary text. You should explain how this has informed your understanding of
the primary text. You should also discuss how the similarities and differences
between the two secondary texts.
Conclude your essay by stating whether or not your hypothesis is correct. If
it isn’t, how has it changed?
You also need to make it very clear when you are quoting from either the primary text
or your critical texts.
You will not be marked on your writing conventions (spelling, grammar,
paragraphing) but your writing needs to be VERY CLEAR to ensure your critical
analysis comes through.
9. Including a bibliography
As you are using critical texts, it is important that you include a bibliography at the
end of your report. The school library scholaris page has a guide on referencing
that you can use to set up your bibliography. Remember to include all the sources
you have used, ie. the primary text - your literature study - as well as the critical texts!
If you do not have a correct bibliography, you will NOT ACHIEVE.
10.
Submit your report
The report is due at the end of Week 1 of Term 2 (on or by the 9th of May). You will
submit it during your English period, you teacher will advise you of what day (ie.
period 5 Thursday or period 1 Friday).
This resource is copyright © Crown 2012
Page 18 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR STUDENT USE
Task/process checklist and teacher sign-off
Due Date
Task
Week 9
(24/328/3)
Written hypothesis
Beginning
of week
10 (31/3)
Selected at least
two critical texts
Beginning
of week
11 (7/4)
Collected
information in grids
on first critical text
Beginning
of week
12 (14/4)
Collected
information in grids
on second critical
text
Teacher sign-off when sighted:
This resource is copyright © Crown 2012
Page 19 of 20
Internal assessment resource English 3.8A for Achievement Standard 91479
PAGE FOR TEACHER USE
Assessment schedule: English 91479 Let’s get critical, critical!
Evidence/Judgements for Achievement
Evidence/Judgements for Achievement with Merit
Evidence/Judgements for Achievement with
Excellence
The student develops an informed understanding of a
literature and/or language topic using at least two critical
texts.
The student develops an informed and convincing
understanding of a literature and/or language topic
using at least two critical texts.
The student develops an informed and perceptive
understanding of a literature and/or language topic using at
least two critical texts.
The student uses critical texts in a process that involves:
The student uses critical texts in a process that
involves:
The student uses critical texts in a process that involves:




developing a hypothesis or theory to frame an
investigation
selecting critical texts
selecting information and evaluating its reliability
and usefulness in relation to the investigation
synthesising information from primary sources and
critical texts.
The student writes a formal essay that develops a
coherent reading, critique, and interpretation that
includes judgements, commentary, and details and/or
examples.
“A. C. Bradley and F. R. Leavis had contrasting views
on Othello: Bradley felt Othello was blameless, and
Leavis felt Othello was responsible. Othello is a very
interesting character who is a mixture of both positions.”
The examples above relate to only part of what is
required, and are just indicative.

developing a hypothesis or theory to frame an
investigation

selecting critical texts

selecting information and evaluating its reliability
and usefulness in relation to the investigation

synthesising information from primary sources
and critical texts.
The student writes a formal essay that develops a
coherent reading, critique, and interpretation that
includes judgements, commentary, and details and/or
examples. The essay provides evidence of
understanding that is discerning.
“While A. C. Bradley viewed Othello as ‘the most
romantic figure among Shakespeare’s heroes’,
F. R. Leavis completely disagreed and felt Othello was
totally responsible for the tragedy of Desdemona’s
death. The tragedy of Othello is a mixture of both
positions.”
The examples above relate to only part of what is
required, and are just indicative.

developing a hypothesis or theory to frame an
investigation

selecting critical texts

selecting information and evaluating its reliability and
usefulness in relation to the investigation

synthesising information from primary sources and
critical texts.
The student writes a formal essay that develops a coherent
reading, critique, and interpretation that includes
judgements, commentary, and details and/or examples.
The essay provides evidence of understanding that is
discerning, sophisticated, insightful, and/or original.
“While A. C. Bradley viewed Othello as ‘the most romantic
figure among Shakespeare’s heroes’,
F. R. Leavis completely disagreed and felt Othello was
totally responsible for the tragedy of Desdemona’s death.
This disregards the complex role of Iago’s plot in the
downfall and tragedy of Othello himself, and Iago’s
manipulation of Othello and other characters for his own
Machiavellian ends.”
The examples above relate to only part of what is required,
and are just indicative.
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the
Achievement Standard.
This resource is copyright © Crown 2012
Page 20 of 20