4. Sample Questions
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Sample questions
Questions related to language, culture, identity
Step 1: Identify the rubric keyword, question word, question keywordStep 2: Match an idea to each rubric keyword, question word, question keyword to form paragraphs
Step 3: Form topic sentences for each paragraph and check that the analysis tables have relevant evidence (Ensure that all rubric keywords are addressed)
Textual Conversation Questions (Can include a stimulus)
- How do composers use textual conversations to convey their thoughts and perspectives of the world?
- How does the textual conversation challenge or affirm the audience’s views of society?
- How does your understanding of social or personal values influenced by textual conversation between your pair of prescribed texts?
- Evaluate how conversations between texts can simultaneously horrify and motivate audiences
- Discuss the role of perspective in shaping messages in texts and discuss how this is enhanced in a study of textual conversations
- How has your study of the two texts enhanced your understanding of their key values?
- When we compare two texts in a textual conversation we come to a deeper understanding of the meaning of each text.
Questions on Form
- Evaluate the form and media in shaping the composer’s message with a close comparison of your pair of prescribed texts
- Evaluate the use of metaphors used in your prescribed texts to convey their message in this textual conversation.
- Evaluate how mode, media, and form are used to convey their meaning of the self and explore the influence of context on their perspectives.
- How does innovative language concepts, form, and style shape new meaning?
- Changes in form inevitably lead to different perspectives on the same issue
- How has the genre conventions influenced the adapted text?
- Understanding of the connections between a pair of texts is enhanced through a consideration of form and content.
- How does a close study of the motifs within ‘Hag-Seed’ reveal a dynamic conversation between Atwood’s novel and Shakespeare’s play, ‘The Tempest’?
Questions related to Context/ Reframing
- Textual conversations allow one composer to build on the observation of another reimagining them in new and varied ways. Refer to contexts, values, and language.
- Appropriation is not about borrowing, but about recontextualising. Discuss this statement by referring to your texts.
- How has the context of each text influenced your understanding of the intentional connections between them.
- In what ways does Atwood’s reimagining of The Tempest better suit contemporary audiences whilst still mirroring details portrayed in the original?
- How does undertaking a comparative study of The Tempest and Hag-Seed enhance your understanding of how texts are influenced by other texts?
- How has the structure and form of the original text, The Tempest, been appropriated by Atwood to create something more important than just the themes and messages Shakespeare originally intended?
- Despite appropriating The Tempest for Hogarth Shakespeare, Hag-Seed is very much a product of Atwood’s perspectives, values and context.
Specific to your text
- The textual conversation between the two prescribed texts offers new insights on [idea]. To what extent is this statement true?
- By creating a comparative study between The Tempest and Hag-Seed, one’s understanding of the thematic resonances and dissonances between texts is enhanced.
- Atwood’s appropriation of The Tempest, Hag-Seed continues the conversation about how life is a performance. Both Prospero and Felix direct the action and orchestrate the main events to achieve their purposes.
- Not only does Atwood reveal a thought-provoking analysis of the way she views The Tempest, she also creates a world in which she makes the characters her own.
- Atwood’s Hag-Seed reminds us that Shakespeare’s plays have transcended time. How has Atwood ensured that The Tempest transcends time and is relevant to a 21st century audience?
- In your study of The Tempest and Hag-Seed, how has the context and values of each text influenced your understanding of the intentional connections between them?
- To what extent does the following statement resonate with your own understanding of how Atwood uses ‘multiverses’ within her text?
- How has Atwood’s innovating with form and style brought new meaning to the concepts of ambition and betrayal in The Tempest?
- Atwood’s appropriation of The Tempest, Hag-Seed continues the conversation about how life is a performance. Both Prospero and Felix direct the action and orchestrate the main events to achieve their purposes.
- The last three words Prospero says are “Set me free.” But free from what? In what has he been imprisoned? I started counting up the prisons and imprisonments in the book. There are a lot of them. In fact, every one of the characters is constrained at some point in the play. This was suggestive. […] So I decided to set my novel in a prison. (Atwood, 2016).
- The Tempest and Hag-Seed dialogically focus the reader on imprisonment. This is evident literally in the setting and the predicament of the characters but it is also a construct of the characters and their mindsets. To what extent do you agree with this statement? In your response, refer to your two prescribed texts The Tempest and Hag-Seed.