Common Module: Texts and Human Experiences

How to choose a Related Text.

Source: Eva Gold and Kate Murphy Mel Dixon (Ed) ETA The Merchant of Venice Common Module: Texts and Human
Experiences: 2018.

Choosing a related text is a complex but enjoyable task. The related text is only needed for school
assessment. The text must contain sustained links to the Common Module and should help develop
a thesis on Texts and Human Experiences that connects both related and prescribed texts either
through comparison or contrast. It does not need to contain the same themes or events, but should
have comparable ideas about Texts and Human Experiences, and be a rich and complex text. It is
generally accepted that writing about a different textual form to the prescribed text offers a better
understanding of how modes or language elements affect meaning.

Considerations when choosing a related text:

• The importance of textual form; in order to explore texts with different purposes, audiences and
modes of representation, a different type of text to the prescribed text is recommended;
• Connections to the module – the related text should offer rich opportunities to discuss
representation of human experiences;
• Similarities and differences in themes and style to the prescribed text – the related text need not
be similar in context or content, but should provide some interesting points of comparison.

Questions to ask before choosing a text:

• What will the marker think about this text? Rich and complex texts should be the aim.
• Does the choice of text suggest choice by a well-read student who has carefully thought about the
Module? Or alternatively as a reader of teen fiction with little attempt to consider the needs of the
subject English?
• Does the related text link successfully to the module ideas? What aspects of human experience
does it address? Does it offer enough interesting language to give detailed evidence?
• Does the composer use interesting narrative strategies and explore intriguing ideas?

Comparative Analysis table

Name of Text Form, features Links to Common module
and structure of rubric
text including
evidence
Sense and Satire It depicts two sisters who
Sensibility (Jane Realism symbolise opposite
Austen 1811) Romance qualities one is a
conventions pragmatist while the
other represents
romantic idealism. As a
bildungsroman, the novel
explores the growth and
development of the
sisters as they mature
through the experience of
falling in love in a socially
restrictive society
Links to Prescribed text:
The Merchant of Venice
Billy Elliot
The ‘marriage market’ and economic reasons
behind romantic unions are explored in both
texts. The difference between the world of Venice
and the romantic atmosphere at Belmont creates
extended metaphors that are similar to the way
the two sisters act as character foils to one
another.
The maturation theme is strongly evident in Billy
Elliot where the young Billy must confront the
limitations of life in Northern England compared
with the possibilities of a future in London. The
relationships within the family are also strong. The
change in context and social class offer another
view on how families support one another at
times of crisis.
How do I use the related text for writing?

Given the breadth of the module Texts and Human Experiences, the related text is more easily
selected by considering what experiences are present in the prescribed text so that a point of
contrast or comparison can be made.

The Merchant of Venice is such a complex text with various subplots offering very different
perspectives but somehow coming together, we have:

 a loyal friendship experience with Antonio and Bassanio;

 a commercial experience with Shylock, Antonio and the exchange of money;
 a romantic experience with Bassanio and the exchange of love;
 a marital experience through the ring plot;
 a family experience with Jessica’s betrayal of her father as she exchanges her family for
marriage, and
 a justice experience with Portia and Antonio and the possible exchange of his freedom for
death.

But experiences go beyond plot. They are about how we think and communicate ideas. In this play
two speeches stand out:

Shylock’s ‘I am a Jew’ and; Portia’s the quality of mercy speech.

The centrality of a legal speech is a factor in many other texts such as Atticus’ speech in Harper Lee’s
To Kill a Mockingbird and K’s speech in Kafka’s The Trial.

Possible thesis statements that link the texts under the module intent and add an original slant
would include:

• Texts can be understood as a defence of human behaviour and motivations

• It is through the words of the characters that we come to an understanding of what it is
that drives individuals and their experiences
• Texts become a vehicle for individuals to communicate their experiences to the collective
both within the text and outside the text through the responder

What other thesis statements could you add?

How do I write on Texts and Human Experiences?

A highly effective or sophisticated essay must do more than merely present a close analysis of the
text or reiterate the main ideas that you have learnt about in class. The aim of an essay is to engage
in
evaluation – developing arguments and making judgements about your text, and
synthesis – succinctly drawing ideas together in response to a set question.

The question relates to the ideas in the module statement. Although many extended responses do
little more than demonstrate the student’s knowledge of the text and some understanding of the
module, better essays will be specifically tailored to the requirements of the set question

The prescribed text must be discussed in terms of the module so it is useful to use the words from
the module or synonyms so that it is clear to the marker.