Monthly Archives: April 2014

How to create a self-marking quiz using Google Forms

This guide will show you how to create a quiz which automatically grades answers using a Google Form and Spreadsheet.

We will be adding an image, a video and the following question types:

Text

Multiple Choice

Checkboxes

Choose from a list

 

Creating Your Quiz

1. Visit http://forms.google.com/

2. If asked, log-in to your Gmail account.

3. The page will open to a new Google Form which will be saved in your Google Drive. You will be asked to name your quiz and select a theme. These can be changed later.

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4a. If you would like participants to use names, then simply write ‘Name’ beside ‘Question Title’. Change the ‘Question Type’ to ‘Text’. Tick ‘Required question’ if you would like this to be compulsory for all participants.

4b. If you do not want to use names, instead type the first question to your quiz. ‘Help Text’ is optional and can be left blank. Tick ‘Required question’ if an answer is compulsory. Select your question type.

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Important Notes:

  • Your quiz can be updated/changed at any time.
  • For Text questions which ask participants to type their answers, lower/upper case will not affect the marks (as we will see in the Automatic Grading section), but spelling and spaces will impact the marks. Therefore, for Text questions it is best to ask questions which ask for one-word answers.

 

From here, you have two options regarding how your quiz is organised.

 

Option 1 – One Page

In a one page Form, participants are brought to a page with all the questions on it. Here is an example of what it looks like:

On single page Forms, participants do not have to navigate between pages for questions.

You may add multiple images/videos by clicking ‘Add Item’ at the end of the page. The order of questions/images/videos/etc. can be changed.

Here is how to create the one page quiz above, continuing from step 4:

 

5. To add the next question, click ‘Add item’. Add your question and select what type of question you wish to use. Tick ‘required question’ if it requires an answer.

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6. Continue this process until you reach the end of your questions.

7. To add an image to the end of your quiz, click the arrow beside ‘Add item’ and select ‘Image’.

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8. On the next screen, you can upload an image, take a snapshot,  insert a URL to an image, select an image from your Google Drive, or search for images to insert to your post. If you select ‘Search’ and choose either Google or Life to search for your images, only images  labelled for commercial reuse with modification will appear. You can also search stock images which are available for personal or commercial use only in Google Drive, and may not be independently redistributed or sold. More information on image usage can be found here.

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9. When you have found/uploaded/linked your image, press ‘Select’ and it will be added to your quiz.

10. You can add a title and hover text to the image. Under the image, you have the options of indenting the it left, centre and right.

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11. To add a video, click the arrow beside ‘Add item’ and select ‘Video’. You can search YouTube for the video you want to add. If you click on the icon beside the video you can view it before adding it. Alternatively, you can select URL to paste the link to the video. Press ‘Select’ when you have chosen your video. As with the image, you can add a title, caption and indent it.

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12. Navigate to the bottom of the page. Here you can enter what text appears once participants submit their answers. You are also shown three check boxes:

Show link to submit another response — Checking this box will allow users to submit as many form responses as they’d like.

Publish and show a link to the results of this form — Checking this box will give respondents access to the form’s summary of responses.

Allow responders to edit responses after submitting — Checking this box will allow respondents to change their answers to your form.

Tick/Untick boxes as needed.

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13. Before you share your quiz, see what it looks like!

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14. If you wish to change the order of the questions,  image or video, simply click on it or the pencil (edit) icon and drag it.

15a. Now you can move to Automatic Grading at step 16. However, if you now decide you want to change the format from one page to multiple pages, please follow the following steps:

15b. Navigate to the end of your form, select the arrow beside ‘Add item’ and click ‘Page Break’.

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15c. Drag the page break where you want to mark the end of one page and the beginning of another. Adding text is optional.

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15d. The break between the two pages will appear.  This can be repeated as often as you like. Continue to step 16 to learn about Automatic Grading.

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Option 2 – Multiple Pages

In a form with multiple pages, participants continue from one page to another. Here is an example:

If you add images/videos, they will appear at the end of a page. Unlike a one page form, you choose what question(s) they appear under.

Here is how to create the above quiz with multiple pages, continuing from step 4:

5a. To add a page break, navigate to the end of your form, select the arrow beside ‘Add item’ and click ‘Page Break’.

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5b. The page break will mark the end of one page and the beginning of another. Adding text is optional.

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5c. The break between the two pages will appear.  This can be repeated as often as you like, wherever you like, throughout the quiz.

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6. To add a question to page 2, click ‘Add item’. Add your question and select what type of question you wish to use. Tick ‘required question’ if it requires an answer. You can add as many questions as you like to a page.

7. To add an image to this question, click the arrow beside ‘Add item’ and select ‘Image’.

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8. On the next screen, you can upload an image, take a snapshot,  insert a URL to an image, select an image from your Google Drive, or search for images to insert to your post. If you select ‘Search’ and choose either Google or Life to search for your images, only images  labelled for commercial reuse with modification will appear. You can also search stock images which are available for personal or commercial use only in Google Drive, and may not be independently redistributed or sold. More information on image usage can be found here.

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9. When you have found/uploaded/linked your image, press ‘Select’ and it will be added to your quiz.

10. You can add a title and hover text to the image. Under the image, you have the options of indenting the it left, centre and right. If you wish to change the order of the questions and the  image, simply click on it or the pencil (edit) icon and drag it.

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11. To add a video, click the arrow beside ‘Add item’ and select ‘Video’. You can search YouTube for the video you want to add. If you click on the icon beside the video you can view it before adding it. Alternatively, you can select URL to paste the link to the video. Press ‘Select’ when you have chosen your video. As with the image, you can add a title, caption and indent it.

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12. Continue this process, including page breaks, until you reach the end of your questions.

13. Navigate to the bottom of the page. Here you can enter what text appears once participants submit their answers. You are also shown three check boxes:

Show link to submit another response — Checking this box will allow users to submit as many form responses as they’d like.

Publish and show a link to the results of this form — Checking this box will give respondents access to the form’s summary of responses.

Allow responders to edit responses after submitting — Checking this box will allow respondents to change their answers to your form.

Tick/Untick boxes as needed.

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13. Before you share your quiz, see what it looks like!

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14. If you wish to move questions around, simply click on your question and drag it. Page breaks etc. can also be added and moved.

15. Now you can move to the Automatic Grading at step 16.

 

 

Automatic Grading

16. A Spreadsheet for responses is automatically created when you create a new Form. Select ‘View Responses’ to open this sheet in a new tab. You can modify responses in the Spreadsheet if you wish.

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17. Flubaroo can be put to excellent use at this point and has some great features. A demo of these features can be found here:

However, it does not grade the responses automatically and participants cannot see their results instantly (example). There is a workaround for this which doesn’t involve using the Flubaroo script in the Spreadsheet, which we shall now address.

 

18. In your Spreadsheet, click the plus button to add a new sheet. We’ll call this ‘Sheet2’.

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19a. In Sheet2, select A1 (column A, row 1).

19b. Type the following and then press enter:

=query

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19c. It should look like this when you press enter:

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20. Go back to your first sheet.

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21a. Select all the columns which are part of your quiz. Do this by clicking the letter at the top which will select the whole column. It will appear like this:

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21b. (‘Form Responses’!A:E) means that columns A to E are selected in the ‘Form Responses’ sheet.

21c. Once you have the columns selected as illustrated above, press enter and you will be brought back to Sheet2, where all entries in the Form Responses sheet will be copied. This will update automatically when participants will submit their answers.

 

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22. Go back to your Form, click ‘View live form’ and answer the questions correctly. This is to create an ‘answer key’ in your Spreadsheet.

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22. Once you have submitted your answers, return to your Spreadsheet. (Note, your response may take a minute or two to appear.) Once you see your answers, view Sheet2, where you will see the entries copied.

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23. In the column to the right of the last entry, select the cell in the second row. In this example, we are selecting F2. In this cell, we will be typing the function which will grade the quiz using the answers you submitted.

24a. In F2, type

=(IF(

and select the cell containing your first answer (or type in the correct coordinate, in this case C2).

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24b. Now we tell the formula what the right answer is, and the number of marks per right/wrong answer.

 

24c. In this example, we are telling the formula that if the answer in C2 is “Option 1”, a correct answer is worth 10, and an incorrect answer is worth 0. And we want the marks awarded in this question to be added to the next question, so we put a plus sign after this. The formula then looks like this:

=(IF(C2=”Option 1″, 10, 0)+

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It is important to note, in particular for answers which ask participants to type their answers, it will have to match. Lower/upper case will not affect the marks, but spelling and spaces will impact the marks.

For instance, imagine our question at C2 asked to write the answer and the answer was Byline (=(IF(C2=”Byline”, 10, 0). If a participant accidentally added a space at the beginning/end of the answer then a 0 will be given for this answer. Therefore, for Text questions it is best to have one-word answers.

 

24d. Now we want to add the answer to the next question. Now our formula will appear as follows: =(IF(C2=”Option 1″, 10, 0)+IF(D2=”Option 2″, 5, 0)+

 

 

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Further to the important note above, in the case of Text questions whose answers have different spellings, it is best to add both of the variables like as follows: (=(IF(C2=”Byline”, 10, 0)+IF(C2=”By-line”, 10, 0)+

 

24e. Continue this process until you have all of your questions’ answers and marks typed. Once you have the bracket to your last question added, add another one to complete the function. In this example, it looks like this: =(IF(C2=”Option 1″, 10, 0)+IF(D2=”Option 2″, 5, 0)+IF(E2=”Option 1″, 25, 0))

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24f. Now, press enter and the marks will be rewarded.

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You can see in the screenshot above that the mark has been awarded using the function typed into the cell.

If an error appears or if it didn’t mark it correctly, double-check the following: the answers you provided,the quotation marks in between each answer are double quotation marks (” “), the brackets and commas are in the correct places.

To provide further illustration for functions, here is the formula I used for my Broadsheets and Tabloids quiz (20 questions; 5 marks per right answer, 0 marks for incorrect answer; two variations on the spelling of byline):

=(IF(C2=”Broadsheet”, 5, 0)+IF(D2=”Broadsheet”, 5, 0)+IF(E2=”Tabloid”, 5, 0)+IF(F2=”Broadsheet”, 5, 0)+IF(G2=”Tabloid”, 5, 0)+IF(H2=”Broadsheet”, 5, 0)+IF(I2=”Tabloid”, 5, 0)+IF(J2=”Masthead”, 5, 0)+IF(K2=”Byline”, 5, 0)+IF(K2=”By-line”, 5, 0)+IF(L2=”Headline”, 5, 0)+IF(M2=”Caption”, 5, 0)+IF(N2=”Copy”, 5, 0)+IF(O2=”Broadsheet”, 5, 0)+IF(P2=”Tabloid”, 5, 0)+IF(Q2=”Tabloid”, 5, 0)+IF(R2=”Broadsheet”, 5, 0)+IF(S2=”Broadsheet”, 5, 0)+IF(T2=”Tabloid”, 5, 0)+IF(U2=”Broadsheet”, 5, 0)+IF(V2=”Broadsheet”, 5, 0))

If you need help with the function, get in touch!

 

25. Now that you have your function in place, click the small blue box which appears and drag it downwards. In this example, we will drag it downwards to the 32nd row. This means that responses entered up to row 32 will be graded using the function you entered. Once you drag downwards to the point of your choosing, it will grade any entries already present and will be ready to automatically grade further entries.

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26. Now, label your F column (F1) ‘Results’. Then test out your live Form using right and wrong answers and double-check that they were marked correctly. Now your quiz is ready to be shared!

27. If you wish respondents order to allow respondents to see their result instantly (like here in my Broadsheets and Tabloids quiz), please continue with the following steps.

28a. In your Spreadsheet, click the plus sign to create a third sheet.

28b. In your third sheet, select A1 (column A, row 1), type the following and then press enter:

=query

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28c. It should look like this when you press enter:

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28d. Go to Sheet2 and select the first column you would like to appear (e.g. the name column) and press enter.

28e. Repeat steps 28b to 28d if you would like to add more columns (typing =QUERY into B1 for the second column you would like to appear, then C1 if applicable, etc.).

29a. Now, click ‘File’ and then ‘Publish to web’.

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29b. Ensure that ‘Automatically republish’ is checked. This means that it will update the page will approx. every 5 minutes.

The third sheet is the one we want to ‘publish’.

The link provided will show the data in Sheet3. You can view the example I used here.

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29c. I would recommend using a link shortener service such as Google’s or TinyUrl’s and then provide respondents with the shortened link to view results. A useful way of providing the link is to put it into the “Text which appears at the confirmation page” part of your Google Form.

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30. Share your quiz!

 

 

Disable Responses

To stop accepting responses to the quiz, go to your Form and press the ‘Accepting Responses’ button. This will disable the quiz and allow you to write a message to anyone who tries to take the quiz. It can be enabled again at any point by clicking the ‘Not Accepting Responses’ button.

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Broadsheets and Tabloids – Features and Online Quiz

Identifying Features of Broadsheets and Tabloids

Students identify which features are typically found in broadsheets and tabloids.

‘Broadsheet or Tabloid?’ Task (PDF)

Media-Studies-Revision-1

 

Here is the completed table for page two of the task (PDF, with space for students to write further details/examples), a copy of which is below.

Broadsheet

Tabloid

Content
  • Emphasis on important global/national news, political, economic, social and cultural issues.
  • Covers politics, finance and current affairs.
  • Often has a sports supplement.
  • Emphasis on easy-to-understand and dramatic stories about personalities.
  • Covers sensational news, scandals, gossip, celebrities.
  • Has a large sports section.
Appearance
  • Few photographs, A2 size, black/white.
  • Front page more informative, about public issues.
  • Design emphasises content through detailed articles in small print, with some emphasis on photographs and restrained use of colour.
  • Large eye-catching photographs, A3 size, colour.
  • Front page is entertaining/eye-catching, easy to understand.
  • Design emphasises visual appeal through photographs, colourful font and reversed print on colourful boxes.
Headlines
  • Informative, factual, serious language, black/white.
  • Dramatic, exaggerated, slang, bold/colour.
Articles
  • Formal language, highly researched, factual details, neutral and unbiased, small print.
  • Varied types of sentences.
  • Emphasis on information.
  • Simple language, some research, less details more speculation, bias obvious, large print.
  • Very short sound-bites or sentences.
  • Emphasis on emotion and sensation.

 

 

Quiz

In this quiz, you will be shown the front page of a selection of newspapers and you must select whether you think the page is from a broadsheet or tabloid. Then, you must  identify the highlighted parts of newspapers, and decide if some text/images appeared in a broadsheet or tabloid publication. There are 20 questions and 5 marks for each correct answer.

Please use a nickname/pseudonym, as this will appear along with your result on the list of responses which is accessible below. Lower/upper case will not affect the marks, but spelling and spaces will have an impact.

Good luck!

 

Once you have submitted your answers, click here to view your result on the list of responses (please allow a few minutes for your name and result to appear).

Answers can be found by selecting the hidden text below.

1. Broadsheet                   

2. Broadsheet                   

3. Tabloid                          

4. Broadsheet                   

5. Tabloid                          

6. Broadsheet                   

7. Tabloid                          

8. Masthead                      

9. Byline (or byline)           

10. Headline                      

11. Caption                        

12. Copy                            

13. Broadsheet                  

14. Tabloid                         

15. Tabloid                         

16. Broadsheet                  

17. Broadsheet                  

18. Tabloid                         

19. Broadsheet                  

20. Broadsheet                  

 

Click here for an illustrated guide to creating a self-marking quiz using Google Forms.

Comparative Study: Past and Sample Exam Questions (H)

Cultural Context

2014

“Various social groups, both large and small, (such as family, friends, organisations or community) reflect the cultural context in texts.”

Compare the extent to which one or more social groups reflect the cultural context of at least two texts on your comparative course.

OR

“The cultural context within a text often dictates the crises or difficulties faced by characters and their responses to these difficulties.”

(a) Discuss to what extent this statement applies to at least one central character in one of the texts that you have studied as part of your comparative course. (30 marks)

(b) Compare the extent to which the above statement is applicable to at least one central character in each of two other texts you have studied on your comparative course. (40 marks)

 

2013

“In any cultural context, deeply embedded values and attitudes can be difficult to change.”

Compare the extent to which the above statement is valid in relation to your understanding of the cultural context of at least two texts on your comparative course.

OR

“The issue of social class is important in shaping our understanding of the cultural context of a text.”

(a) Discuss the importance of social class in shaping your understanding of the cultural context of one text that you have studied as part of your comparative course. (30 marks)

(b) Compare the importance of social class in shaping your understanding of the cultural context of two other texts that you have studied as part of your comparative course. (40 marks)

 

2011

“A reader can feel uncomfortable with the values and attitudes presented in texts.”

Compare the extent to which the values and attitudes that you encountered, in at least two texts on your comparative course, made you feel uncomfortable.

OR

“The roles and status allocated to males or females can be central to understanding the cultural context of a text.”

(a) Show how this statement might apply to one text on your comparative course. In your answer you may refer to the roles and status allocated to either males or females, or both. (30 marks)

(b) Compare how the roles and status allocated to males or females, or both, aided your understanding of the cultural context in two other texts on your comparative course. (40 marks)

 

2009

“The main characters in texts are often in conflict with the world or culture they inhabit.”

In the light of the above statement, compare how the main characters interact with the cultural contexts of the texts you have studied for your comparative course.

OR

“Understanding the cultural context of a text allows you to see how values and attitudes are shaped.”

(a) Show how this statement applies to one of the texts on your comparative course. (30 marks)

(b) Compare the way in which values and attitudes are shaped in two other texts on your comparative course. Support the comparisons you make by reference to the texts. (40 marks)

 

2007

Imagine that you are a journalist sent to investigate the cultural context of the worlds of the three texts from your comparative course.

(a) Write an article on the cultural context that you found most interesting. (30 marks)

(b) In a second article compare the cultural contexts of the other two worlds with each other. (40 marks)

OR

“The cultural context can have a significant influence on the behaviour of the central character/characters in a text.”

Compare the way in which the behaviour of the central characters in at least two of your texts is influenced by the cultural context of those texts.

 

2003

Write an essay in which you compare the texts you have studied in your comparative course in the light of your understanding of the term, the cultural context.

OR

(a) With reference to one of the texts you have studied in your comparative course, write a note on the way/s in which the cultural context is established by the author. (30 marks)

(b) Compare the ways in which the cultural context is established by the authors of two other texts on your comparative course. (40 marks)

 

2002

“A narrative text creates its own unique world in which the reader can share.”

Write a response to the above statement in which you compare the texts you have studied as part of your comparative course. Support the comparisons you make by reference to the texts

OR

(a) What is your understanding of the term Cultural Context in relation to any one of the texts in your comparative course? Support your view by reference to at least one key moment from your chosen text. (30 marks)

(b) Compare two other texts from your comparative course in the light of your understanding of the term Cultural Context as you have discussed it in part (a) above. Support the comparisons you make by reference to at least one key moment from each of these two texts. (40 marks)

 

 

General Vision and Viewpoint

2014

“Significant events in texts and the impact they have on readers often help to clarify the general vision and viewpoint of those texts.”

With reference to three texts on your comparative course, compare the ways in which at least one significant event in each text, and its impact on you, helped to clarify the general vision and viewpoint of these texts.

OR

“The extent to which a reader can relate an aspect of the text to his or her experience of life, helps to shape an understanding of the general vision and viewpoint of that text.”

(a) Discuss this view in relation to your study of one text on your comparative course. (30 marks)

(b) With reference to the text you referred to in (a) above and at least one other text from your comparative course, compare how two other aspects of the texts (excluding the aspect discussed discussed in (a) above) influenced your understanding of the general vision and viewpoint of those texts. (40 marks)

 

2012

“The general vision and viewpoint of a text can be shaped by the reader’s attitude to a central character.”

Compare the extent to which your attitude to a central character helped shape your understanding of the general vision and viewpoint of at least two texts on your comparative course.

OR

“Various aspects of texts can provoke a range of emotional responses in readers which aid the construction of the general vision and viewpoint.”

(a) With reference to one text on your comparative course, what aspects of the text shaped your emotional response and helped you to construct the general vision and viewpoint of that text? (30 marks)

(b) With reference to two other texts on your comparative course, compare the aspects of these texts that shaped your emotional response and helped you to construct the general vision and viewpoint of these texts. (40 marks)

 

2010

“The general vision and viewpoint of a text can be determined by the success or failure of a central character in his/her efforts to achieve fulfilment.”

In the light of the above statement, compare the general vision and viewpoint in at least two texts you have studied in your comparative course

OR

(a) How did you come to your understanding of the general vision and viewpoint in any one of the texts you read as part of your comparative course? (30 marks)

(b) Write a comparison between two other texts on your course in the light of your understanding of the general vision and viewpoint in those texts. (40 marks)

 

2007

“A reader’s understanding of the general vision and viewpoint is influenced by key moments in the text.”

(a) Choose a key moment from one of your chosen texts and show how it influenced your understanding of the general vision and viewpoint. (30 marks)

(b) With reference to two other chosen texts compare the way in which key moments influence your understanding of the general vision and viewpoint of those texts. (40 marks)

OR

“ The general vision and viewpoint is shaped by the reader’s feeling of
optimism or pessimism in reading the text.”

In the light of the above statement, compare the general vision and viewpoint in at least two texts you have studied in your comparative course.

 

2005

“Each text we read presents us with an outlook on life that may be bright or dark, or a combination of brightness and darkness.”

In the light of the above statement, compare the general vision and viewpoint in at least two texts you have studied in your comparative course.

OR

(a) With reference to one of the texts you have studied in your comparative course, write a note on the general vision and viewpoint in the text and on how it is communicated to the reader. (30 marks)

(b) Compare the general vision and viewpoint in two other texts on your comparative course. Support the comparisons you make by reference to the texts. (40 marks)

 

2003

“The general vision and viewpoint of texts can be quite similar or very different.”

In the light of the above statement, compare the general vision and viewpoint in at least two texts on your comparative course.

OR

(a) What did you enjoy about the exploration of the general vision and viewpoint in any one of the texts you read as part of your comparative study? Support your answer by reference to the text. (30 marks)

(b) Write a short comparison between two other texts from your course in the light of your answer to part (a) above. Support the comparisons you make by reference to the texts. (40 marks)

 

Sample 1

“The general vision and viewpoint of a text can be changed or reinforced by the ending of the texts.”

In light of the above statement, compare how the general vision and viewpoint of at least two texts on your comparative course is changed or reinforced by the ending of the texts.

OR

“The general vision and viewpoint of a text can be highlighted by the actions of a character or characters in the text.”

(a) With reference to one text on your comparative course, how was the general vision and viewpoint of the text highlighted by the actions of a character or characters? (30 marks)

(b) With reference to two other texts on your comparative course, compare how the general vision and viewpoint of the texts were highlighted by the actions of characters in the texts.

 

 

Literary Genre

2012

“Authors make use of a variety of techniques to shape memorable characters.”

Identify and compare the techniques used to shape one or more memorable characters in at least two texts you have encountered on your comparative course.

OR

(a) With reference to one text on your comparative course, discuss the author’s use of setting (or settings) as an effective feature of good story telling. (30 marks)

(b) With reference to two other texts on your comparative course, compare how the authors use settings as an effective feature of good story telling. (40 marks)

 

2010

“The unexpected is essential to the craft of story-telling.”

Compare how the authors of the comparative texts you have studied used the unexpected in their texts. You may confine your answer to key moments in the texts.

OR

“Aspects of narrative contribute to your response to a text.”

(a) With reference to one of your chosen texts, identify at least two aspects of narrative and discuss how those aspects contributed to your response to that text. (30 marks)

(b) With reference to two other texts compare how aspects of narrative contributed to your response to these texts.

In answer to question (b) you may use the aspects of narrative discussed in (a) above or any other aspects of narrative. (40 marks)

 

2008

“A good text will have moments of great emotional power.”

(a) With reference to a key moment in one of your texts show how this emotional power was created. (30 marks)

(b) Take key moments from the other two texts from your comparative course and compare the way in which the emotional power of these scenes was created. (40 marks)

OR

“The creation of memorable characters is part of the art of good story-telling.”

Write an essay comparing the ways in which memorable characters were created and contributed to your enjoyment of the stories in the texts you have studied for your comparative course. It will be sufficient to refer to the creation of one character from each of your chosen texts.

 

2005

Write a talk to be given to Leaving Certificate students in which you explain the term Literary Genre and show them how to compare the telling of stories in at least two texts from the comparative course.

OR

“Powerful images and incidents are features of all good story-telling.”

(a) Show how this statement applies to one of the texts on your comparative course. (30 marks)

(b) Compare the way in which powerful images and incidents are features of the story-telling in two other texts on your comparative course. Support the comparisons you make by reference to the texts. (40 marks)

 

2001

Write an essay on one or more of the aspects of literary genre (the way texts tell their stories) which you found most interesting in the texts you studied in your comparative course. Your essay should make clear comparisons between the texts you choose to write about.

OR

“No two texts are exactly the same in the manner in which they tell their stories.”

(a) Compare two of the texts you have studied in your comparative course in the light of the above statement. Support the comparisons you make by reference to the texts. (40 marks)

(b) Write a short comparative commentary on a third text from your comparative study in the light of your discussion in part (a) above. (30 marks)

 

 

Theme or Issue

2013

“Studying a theme or issue enables a reader to form both personal and universal reflections on that theme or issue.”

Compare both the personal and universal reflections that you formed on a common theme or issue in two or more texts from your comparative course.

OR

2. “In many texts, a theme or issue may not be resolved to the complete satisfaction of the reader.”

(a) Discuss the extent to which a theme or issue is resolved to your satisfaction in one text on your comparative course. (30 marks)

(b) Compare the extent to which the same theme or issue (as discussed in (a) above) is resolved to your satisfaction, in two other texts on your comparative course. (40 marks)

 

2011

“A reader’s view of a theme or issue can be either changed or reinforced through interaction with texts.”

Compare the extent to which your understanding of a theme or issue was changed or reinforced through your interaction with at least two texts on your comparative course.

OR

“The study of a theme or issue can offer a reader valuable lessons and insights.”

(a) Identify and discuss at least one valuable lesson or insight that you gained through the study of a theme or issue in one text on your comparative course. (30 marks)

(b) Compare at least one valuable lesson or insight that you gained, from studying the same theme or issue (as discussed in (a) above), in two other texts on your comparative course.

The valuable lesson or insight may be the same, or different, to the one discussed in (a) above. (40 marks)

 

2009

“Important themes are often expressed in key moments in texts.”

Compare how the authors of the comparative texts studied by you used key moments to heighten your awareness of an important theme.

OR

(a) Choose a theme from one text you have studied as part of your comparative course and say how it helped maintain your interest in the text. (30 marks)

(b) Compare how the theme you have dealt with in part (a) is treated by the authors of two other texts from your comparative course to maintain the reader’s interest. (40 marks)

 

2008

“The comparative study of a theme or issue allows the reader/viewer to gain a variety of viewpoints on that theme or issue.”

(a) Describe the viewpoint on your chosen theme or issue that emerges from one of your comparative texts. (30 marks)

(b) Compare the viewpoints on the same theme in the other two texts that you have studied. (40 marks)

OR

“There are key moments in a text when a theme comes sharply into focus.”

Compare how key moments from the texts you have studied brought a theme or issue into sharp focus.

 

2006

“In careful reading/viewing of key moments of texts we often find important themes or issues which are developed in the text as a whole.”

(a) Compare how key moments of two texts you have studied in your
comparative course raised an important theme or issue. (40 marks)

(b) In the case of a third text show how a key moment helped in your
understanding of the same theme or issue discussed in part (a). (30 marks)

OR

“The dramatic presentation of a theme or issue can add greatly to the impact of narrative texts.”

Write an essay comparing how the presentation of a theme or issue, common to the texts you have studied for your comparative course, added to the impact of the texts.

 

2004

“Exploring a theme or issue through different texts allows us to make interesting comparisons.”

Write an essay comparing the treatment of a single theme that is common to the texts you have studied for your comparative course.

OR

“Any moment in a text can express a major theme or issue.”

(a) Choose a moment from each of two texts you have studied for your
comparative course and compare the way these moments express the
same theme or issue. (40 marks)

(b) Show how a third text you have studied expresses the same theme or issue through a key moment. (30 marks)

 

2002

“A theme or issue explored in a group of narrative texts can offer us valuable insights into life.”

Compare the texts you have studied in your comparative course in the light of the above statement.Your discussion must focus on one theme or issue. Support the comparisons you make by reference to the texts.

OR

(a) Compare the treatment of a theme or issue in two of the texts you have studied as part of your comparative course. Support the comparisons you make by reference to the texts. (40 marks)

(b) Discuss the treatment of the same theme or issue in a third text in the light of your answer to part (a) above. (30 marks)

 

2001

“Narratives can broaden our understanding of a theme or issue.”

Compare the texts you have studied in your comparative course in the light of the above statement. Support your comparisons by reference to the texts.

OR

2. “A key moment in a narrative text can illustrate a theme or issue very powerfully.”

(a) Choose one of the texts you studied as part of your comparative course and show how an important moment from it illustrates a theme or issue. (30 marks)

(b) Write a short comparative commentary on one key moment from each of the other texts you have studied in the light of your discussion in part (a) above. (40 marks)

 

Sample 1

“The study of a theme or issue can challenge the reader’s attitudes or opinions.”

Compare how your study of a theme or issue in at least two texts on your comparative course challenged your attitudes or opinions.

OR

“A theme or issue can reveal a character’s strengths or weaknesses.”

(a) With reference to one text on your comparative course, discuss how a theme or issue revealed a character’s strengths or weaknesses. (30 marks)

(b) With reference to two other texts on your comparative course, compare how the same theme or issue revealed characters’ strengths or weaknesses. (40 marks)

Pride and Prejudice: Past and Sample Exam Questions (H)

Past Exam Questions (Reverse Chronological Order)

2014

(i)  “Readers can both admire Elizabeth Bennet’s character and learn a variety of lessons from her experiences.”

To what extent do you agree with this view? Support your answer with suitable reference to the novel, Pride and Prejudice.

OR

(ii)  “Throughout the novel, Pride and Prejudice, Austen uses a variety of techniques to entertain her readers and provide commentary on the society of her day.”

Discuss this view of the novel, supporting your answer with suitable reference to the text.

 

2007

(i)  Jane Austen particularly liked Elizabeth Bennet as a character. Did you?

Write your personal response to the character of Elizabeth outlining the qualities that did or did not appeal to you. Your answer should make use of reference to the text in support of your points.

OR

(ii)  “Marriage rather than love is the central theme of Pride and Prejudice.”

Do you agree with this assessment of the novel? Give reasons for your answer supporting them with the aid of suitable reference to the text.

 

2006

(i)  “What fascinates the reader of Pride and Prejudice is the relationship between the central characters of Elizabeth and Mr Darcy.”

Write a response to this statement, supporting your views by reference to the text.

OR

(ii)  “In Pride and Prejudice Jane Austen laughs at the follies of her characters without being cruel to them.”

To what extent would you agree with this view? Support your points by reference to the text.

 

Sample and Past Exam Questions (By Category)

Character

  • 2006: “In Pride and Prejudice Jane Austen laughs at the follies of her characters without being cruel to them.”
  • Elizabeth Bennet is a credible heroine due to her faults as well as her strengths.
  • The appearance of characters in society acts as a shield to their true selves.
  • Discuss gender roles in the novel.

Elizabeth Bennet

  • 2014: “Readers can both admire Elizabeth Bennet’s character and learn a variety of lessons from her experiences.”
  • 2007:  Jane Austen particularly liked Elizabeth Bennet as a character. Did you? Write your personal response to the character of Elizabeth.

Elizabeth and Mr Darcy

  • 2006: “What fascinates the reader of Pride and Prejudice is the relationship between the central characters of Elizabeth and Mr Darcy.”

Minor Characters

  • “In Pride and Prejudice the sources of mirth lie chiefly in the minor characters…”  (A.C. Bradley)

 

Style

  • 2014: “Throughout the novel, Pride and Prejudice, Austen uses a variety of techniques to entertain her readers and provide commentary on the society of her day.”
  • Austen uses letters in the novel to reveal insights into characters and situations as a narrative device.

 

Theme

  • 2007: “Marriage rather than love is the central theme of Pride and Prejudice.”
  • Prejudice in society and pride amongst its people stand in the way of love.
  • Pride and Prejudice is a novel about courtship. Do you agree with this statement?
  • Austen’s working title for the novel was First Impressions. Do you think this title embodies the theme of prejudice and appearances in the novel?
  • The appearance of characters in society shields their true selves.
  • Society and social class are major themes in the novel. Discuss.

Empire of the Sun: Past and Sample Exam Questions (H)

Past Exam Questions (Reverse Chronological Order)

2014

(i)  “Despite his experiences throughout the story, in many ways Jim’s character remains unchanged.”

To what extent do you agree or disagree with this view of the character of Jim Graham? Support your answer with suitable reference to Ballard’s novel, Empire of the Sun.

OR

(ii)  “In the novel, Empire of the Sun, Ballard presents readers with both horror and humanity to create a compelling account of war.”

Discuss this view of the novel, supporting your answer with suitable reference to the text.

 

2012

(i)  Explain how the characteristics that Jim displays, in the course of the novel, enable him to survive in desperate circumstances.

Support your answer with suitable reference to Ballard’s novel, Empire of the Sun.

OR

(ii)  “Ballard uses various literary techniques to create a realistic portrayal of war in his novel, Empire of the Sun.”

Discuss this statement, supporting your answer with suitable reference to the novel.

 

Sample and Past Exam Questions (By Category)

Character

  • 2014: “Despite his experiences throughout the story, in many ways Jim’s character remains unchanged.”
  • 2012: Explain how the characteristics that Jim displays, in the course of the novel, enable him to survive in desperate circumstances.
  • The characters Jim meets during the course of the novel teach him about life and growing up. Discuss the impact at least two of the characters have on Jim.
  • Discuss how Jim changes in the course of the novel.

 

Style

  • 2014: “In the novel, Empire of the Sun, Ballard presents readers with both horror and humanity to create a compelling account of war.”
  • 2012:  “Ballard uses various literary techniques to create a realistic portrayal of war in his novel, Empire of the Sun.”

 

Theme

  • The novel is a coming of age story, tracking Jim’s transformation from child to maturation and loss of innocence. Do you think this is a fair assessment of the novel?
  • Survival, not heroism, is a central theme in Empire of the Sun. Do you agree with this statement?
  • Morality is not black and white in Empire of the Sun, but changes according to circumstances of war. Discuss Ballard’s depiction of morality in the novel.

Translations: Sample Exam Questions (H)

Past Exam Questions (Reverse Chronological Order)

2014

(i)  “Many of the main characters experience conflicting loyalties and learn bitter lessons during the course of the play, Translations.”

Discuss this view, supporting your answer with suitable reference to at least two main characters in the play.

OR

(ii)  “Friel gives language a central role in Translations both as a theme and as a dramatic technique.”

Discuss this view of the novel, supporting your answer with suitable reference to the text.

 

Sample Exam Questions (By Category)

Character

  • 2014: “Many of the main characters experience conflicting loyalties and learn bitter lessons during the course of the play, Translations.”
  • Owen’s character and attitudes change throughout the play.
  • What is the importance of the character of Owen in the play?

 

Style

  • Friel writes out of a sense of a lost past. How is this achieved in the play?
  • How does Friel illuminate the play’s central themes?

 

Theme

  • “Friel gives language a central role in Translations both as a theme and as a dramatic technique.”
  • Friel explores the links between language and identity in Translations.
  • Discuss the importance of language in the play.
  • Translations laments the destruction of an authentic Gaelic culture. Discuss.
  • Brian Friel has said that Translations “has to do with language and only language.” Discuss the themes of language and communication in the play.
  • Translations is a play about language, not history. Do you agree?
  • “Translations is, of course, a play about ‘the meeting of two cultures and specifically of two languages’, as Friel told the Derry People… However Translations is also about a collision between the values of a local community and a centralised state.” (Modern and Contemporary Irish Drama, ed. John Harrington, Norton Critical Editions, p.549.) Do you agree with this statement?
  • “Brian Friel skilfully reveals the far-reaching personal and cultural effects of an action which is at first sight purely administrative.”