the merchant of venice essay questions hsc

Paper 1 - Section I - 10 Full-Length Reading Tasks

Paper 1 - Section II - 60 Practice Essay Questions

This article contains several sample HSC questions for all modules of the year 12 Advanced English Course.

5 minute read

Last updated 

October 8, 2021

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Six Second Summary

Introduction.

As regular practice is essential to effective study regimes, students should utilise these questions in the lead up to trial and HSC exams. Questions are best practised under timed conditions to best prepare for the exams in an authentic environment.

These questions have been prepared by top state-ranking tutors at Premier Tutors with several years of experience teaching the new syllabus, including three tutors who have placed 1st in NSW for English Advanced.

Common Questions

“Through the language of emotion, texts may provide timeless and universal portraits of humanity.”

To what extent does this statement relate to your own understanding of your prescribed text? In your response, refer to the quotation and your prescribed text.

“Literature always anticipates life. It does not copy it but moulds it to its purpose.” – Oscar Wilde

Assess the effectiveness of your prescribed text in providing an authentic image of reality. In your response, refer to the quotation and your prescribed text.

“It is difficult to maintain individual identity in the face of homogenous collectives.”

To what extent does this statement relate to your own understanding of your prescribed text?

How does your text represent the paradoxical nature of human behaviours and motivations?

Literature’s power comes from its ability to confront the reader’s assumptions by representing new perspectives on the human experience. How does your understanding of your prescribed text reflect this statement?

“One’s identity is a culmination of their individual and collective human experiences.”

To what extent does this statement align with your understanding of your prescribed text? In your response, refer to the quotation and your prescribed text.

How does your text represent the inconsistencies between morality and human behaviours?

“The medium is the message” – Marshall McLuhan

How does the composer of your prescribed text communicate their perspective on the human experience through their form choices? In your response, refer to your prescribed text and the above statement.

“Despite our different behaviours, human motivations are all the same.”

How does your composer respond to their context to represent enduring ideas about the human experience? In your response, make close reference to the given statement and the prescribed text.

Question 10

“If the world were clear, art would not exist.” – Albert Camus

How does your prescribed text use storytelling to clarify the uncertainties and inconsistencies of the human experience? In your response, refer to the given statement and your prescribed text.

Question 11

How does the composer of your prescribed text experiment with form to challenge readers’ perspectives about the human experience?

Question 12

“The only constant within the human experience is change.”

To what extent does this paradoxical statement reflect your understanding of your prescribed text?

Question 13

How does your text use storytelling to deepen the responder’s understanding of the power of human relationships?

Question 14

How does your text develop a strong voice to shape the reader’s perspectives about the nature of individual experiences?

Question 15

“The most powerful and transcendental human experience is love.”

Love can come in many different forms. How does your text represent the impact of this emotion on individual and collective human experiences? In your response, make close reference to the above statement and your prescribed text.

Form Questions

Question 16 - prose fiction.

“The primary purpose of prose to create an authentic representation of the human experience.”

To what extent does the given statement align with your understanding of your prescribed text? In your response, discuss how narrative voice and structure help create this authenticity.

Question 17 - Poetry

“The power of poetry is not so much in the literal meaning of the words, but in the feelings that it evokes through imagery and other creative choices. It is through those feelings that we learn about the human experience.”

To what extent does this statement align with your understanding of your prescribed text?

Question 18 - Drama/ Shakespearean Drama

Analyse your prescribed text’s use of performance devices in representing human emotions.

Question 19 - Nonfiction

Analyse how the narrative voice of your prescribed text deepens your understanding of the individual experience represented.

Question 20 - Film & Media

Analyse how visual techniques work in conjunction with dialogue to accurately portray the interaction between individual and collective human experiences.

The following are all text-specific questions:

All the Light We Cannot See (Doerr, Anthony):

Question 21.

How does Doer represent the impact of adversity on the individual and collective behaviours?

Question 22

“So how, children, does the brain, which lives without a spark of light, build for us a world full of light?”

How has Doer’s representation of hope deepened your understanding of the human experience? In your response, make close reference to the given quotation and your prescribed text.

Question 23

How does Doer’s complicated portrayal of heroes and villains reveal the universality of our underlying humanity?

Vertigo (Lohrey, Amanda):

Question 24.

How does Lohrey represent the importance of connection with place in shaping the individual human experience?

Question 25

“To awaken human emotion is the highest level of art.” – Isadora Duncan

Discuss how Lohrey’s representation of the range of human emotions has enhanced your understanding of the human experience. In your response, make close reference to the given quote and your prescribed text.

Question 26

How does Lohrey represent the impact of loss and grief on individual human experiences?

Nineteen Eighty-Four (Orwell, George):

Question 27.

“Don’t let it happen. It depends on you.” – George Orwell

How does the above quotation resonate with your understanding of Orwell’s authorial intent?

Question 28

How does Orwell represent the power of collective narratives to homogenise individual human experiences?

Question 29

How does Orwell represent the nature of human emotions within a totalitarian regime, and how does this representation help support his authorial purpose?

Past the Shallows (Parrett, Favel):

Question 30.

“No man is an island entire of itself.” – John Donne

Does the above quotation affirm or challenge Parrett’s representation of isolation in Past the Shallows?

Question 31

Analyse how Parrett’s representation of fear shapes your understanding of human behaviours and motivations.

Question 32

How does Parrett represent the influence of setting on individual and collective human experiences?

Rosemary Dobson Collect Poems

‘Young Girl at a Window’, ‘Over the Hill’, ‘Summer’s End’, ‘The Conversation’, ‘Cock Crow’, ‘Amy Caroline’, ‘Canberra Morning’

Question 33

How does Dobson experiment with form to examine the impact of internal conflict on the individual human experience? In your response, refer to AT LEAST TWO of Dobson’s prescribed poems.

Question 34

“His eyes lit windows facing west / to the lemon-coloured light.” - Over the Hill, Rosemary Dobson

How does Dobson’s poetry engage with the different human reactions to change? In your response, refer to the above quotation and TWO OR MORE of Dobson’s prescribed poems.

Question 35

How does Dobson use her poetic form to explore the depth of human emotions? In your response, make clear reference to specific FORM choices made by Dobson in NO MORE THAN TWO of her poems.

Kenneth Slessor Selected Poems

‘Wild Grapes’, ‘Gulliver’, ‘Out of Time’, ‘Vesper-Song of the Reverend Samuel Marsden’, ‘William Street’, ‘Beach Burial’

Question 36

How does Slessor use imagery to evoke confronting emotions and experiences? In your response, refer to AT LEAST TWO of Slessor’s prescribed poems.

Question 37

How does Slessor highlight the paradoxes and anomalies inherent within the human experience? In your response, refer to NO MORE THAN TWO of Slessor’s prescribed poems.

Question 38

How does Slessor’s use of poetic personas allow him to shine light on complex aspects of the human experience? In your response, refer to AT LEAST TWO of Slessor’s prescribed poems.

The Crucible (Miller, Arthur)

Question 39.

“Whilst The Crucible is clearly a response to Miller’s context, it also contains enduring messages about human behaviours and motivations.”

How does the above statement reflect your understanding of the human experience represented in Arthur Miller’s The Crucible?

Question 40

How does Miller represent the power of institutional narratives to overwhelm and shape individual and collective human experiences?

Question 41

“Fear is the primary motivator within the human experience.”

To what extent does this statement reflect your understanding of the human experiences represented in Arthur Miller’s The Crucible?

The Merchant of Venice (Shakespeare, William)

Question 42.

How does Shakespeare represent differing motivations and their impact on human behaviours?

Question 43

“Life itself, my wife and all the world / Are not with me esteemed above thy life.” (Bassiano to Antonio, IV.i.275-276, The Merchant of Venice, William Shakespeare)

How does Shakespeare represent the importance of connection with others in providing value to human experiences?

Question 44

How does Shakespeare in The Merchant of Venice represent the influence of social laws and norms on both individual and collective human experiences?

The Boy Behind the Curtain (Winton, Tim)

Question 45.

How does Winton’s memoir form invite the reader to reflect upon the impact of past experiences in shaping individual identity? In your response, refer to AT LEAST TWO of Winton’s stories prescribed for study.

Question 46

To what extent does Winton engage with the tensions between individual motivations and collective expectations? In your response, refer to NO MORE THAN TWO of Winton’s stories prescribed for study.

Question 47

“For many, certainty has become the new normal, but it’s an illusion…We’ll forever be vulnerable to havoc.” – Havoc, Tim Winton

How does Winton represent the illusions within the human experience? In your response, make specific reference to above quotation and AT LEAST TWO of Winton’s stories prescribed for study.

I Am Malala (Yousafzai, Malala & Lamb)

Question 48.

“We realise the importance of our voices only when we are silenced.” – I am Malala, Malala Yousafzai

How does Yousafzai represent the importance of storytelling to empower individuals and collectives? In your response, make close reference to the above quotation and your prescribed text.

Question 49

How does Yousafzai represent the importance of maintaining individual values in the face of challenging individual and collective human experiences?

Question 50

How does Yousafzai in I am Malala represent the emotions and behaviours associated with experiences of inequality?

Question 51

How does Yousafzai in I am Malala represent our underlying, universal humanity despite our different beliefs and backgrounds?

Billy Elliot (Daldry, Stephen)

Question 52.

“We cannot change who we are, no more than we can change the rising of the sun or the coming of the tides.”

Does the above statement affirm or challenge your understanding of the representation of individual identity in Daldry’s Billy Elliot?

Question 53

How does Billy Elliot use visual techniques to engage with the difficulty of overcoming social expectations?

Question 54

How does Daldry in Billy Elliot represent the importance of acceptance to the human experience?

Go Back to Where You Came From (O’Mahony, Ivan)

Question 55.

How does Go Back to Where You Came From use documentary techniques which confront the viewer’s expectations to reveal the range of human experiences?

Question 56

How does Go Back to Where You Came From represent the power of new experiences to change existing perspectives?

Question 57

How does Go Back to Where You Came From represent our underlying, universal humanity despite our different beliefs and backgrounds?

Waste Land (Walker, Lucy)

Question 58.

“A powerful artistic vision is undeniable.”

Does the above quote affirm or challenge your understanding of Waste Land’s representation of the importance of artistic purpose for individual identity?

Question 59

How has your study of Waste Land enhanced your understanding of the power of creative expression to unite communities?

Question 60

How does Waste Land use visual techniques to shape our understanding of the timelessness and universality of human concerns and challenges?

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• The Merchant of Venice

William Shakespeare

• Literature Notes
• Essay Questions
• Play Summary
• Character List
• Summary and Analysis
• Act I: Scene 1
• Act I: Scene 2
• Act I: Scene 3
• Act II: Scene 1
• Act II: Scene 2
• Act II: Scene 3
• Act II: Scene 4
• Act II: Scene 5
• Act II: Scene 6
• Act II: Scene 7
• Act II: Scene 8
• Act II: Scene 9
• Act III: Scene 1
• Act III: Scene 2
• Act III: Scene 3
• Act III: Scene 4
• Act III: Scene 5
• Act IV: Scene 1
• Act IV: Scene 2
• Act V: Scene 1
• Character Analysis
• Critical Essays
• Major Themes
• Major Symbols and Motifs
• William Shakespeare Biography
• Famous Quotes
• Film Versions
• Cite this Literature Note

Study Help Essay Questions

1. Why has the character of Shylock been interpreted in so many differing ways by so many different critics? Why is this dramatic character more puzzling, or more stimulating, than any other character in any of Shakespeare's other romantic comedies?

2. Many critics feel that the images of the sea in Act I, Scene 1, strike the keynote of the play, that they suggest the bond story as the central theme. Do you agree or disagree? Why?

3. What do the choice of caskets made by the Prince of Morocco and the Prince of Arragon show about their fitness to marry Portia? Explain.

4. Relate Antonio's naturally melancholy disposition, which is emphasized in the opening scene, to his stoic acceptance of misfortune when he has to forfeit the bond.

5. The famous eighteenth-century writer Samuel Johnson refers in one of his essays to the "improbability" of The Merchant of Venice. What qualities of the play are the most improbable?

6. The nineteenth-century poet Samuel Taylor Coleridge speaks of Shakespeare's "representation of men in all ages and all times" in this particular play. What are the universal or timeless elements in it?

7. Compare the argument about usury (I.iii), the talk about friendship (III.ii), and the plea for mercy (IV.i) from the standpoint of dramatic intensity. Which one of these subjects, in your view, is the most important issue in this play?

8. Many critics think that The Merchant of Venice is more tragic than comic. Why do you think so? Or do you disagree? Why?

9. Justify Shylock's demand for revenge against Antonio.

10. From references in the play, quotes, allusions, etc., describe Venice as a setting and as a city for this play.

Previous Film Versions

Next Cite this Literature Note

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HSC Texts and Human Experience Sample Essay & Analysis: The Merchant of Venice

Subject: English

Age range: 16+

Resource type: Other

Last updated

21 September 2021

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This is a three-part resource for students undertaking the NSW HSC Common Module Texts and Human Experience.

A generic essay plan shows students how to compose an essay suitable for Stage 6, progressing them from the simpler PEEL/TEAL models of Stage 4 and 5.

A sample essay for the prescribed text, The Merchant of Venice, answers a sample question for this module.

There is also a second copy of the essay, marked up to show how it follows the plan, and with five short questions which require students to engage critically with the essay and its form.

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HSC Common Module: Merchant of Venice Talking Points AND Essay

Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare 'talking points' instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text. These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing. The essay is a three-part resource for students undertaking the NSW HSC Common Module Texts and Human Experience. 1. A generic essay plan shows students how to compose an essay suitable for Stage 6, progressing them from the simpler PEEL/TEAL models of Stage 4 and 5. 2. A sample essay for the prescribed text, The Merchant of Venice, answers a sample question for this module. 3. There is also a second copy of the essay, marked up to show how it follows the plan, and with five short questions which require students to engage critically with the essay and its form.

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Merchant of Venice

By william shakespeare, merchant of venice essay questions.

In what ways does The Merchant of Venice defy the comedic genre?

While The Merchant of Venice is firmly placed in the genre of comedy, it is a unique comedy in that it features many tropes of early modern tragedy – namely, the gruesome predilections and rhetorical skill of its central antagonist, the long-winded soliloquies interrogating major philosophical concepts, and the bleak, anxious tone that characterizes most of the play before its "twist" of a conclusion. As such, many interpret the play as an ambiguous take on the nature of prejudice and the tragic consequences it can have (though they do materialize in this play in particular).

To what extent is Shylock a true antagonist?

A major contributing factor to the play's ambiguous tone is its antagonist, Shylock. Shylock is both a selfish, money-hungry, vengeful schemer and a victim of prejudice at the hands of the Christian characters. As such, the play encourages its audience to question wether Shylock can be considered a pure villain or pure victim throughout. While he is inarguably the play's central antagonist, his character development over the course of the play asks the audience to reflect on where that antagonism may have been generated.

What, or who, triumphs at the end of the play?

Generally speaking, it is the Christian characters who triumph at the end of the play, specifically Antonio as he is freed from his contract with Shylock. However, Portia's speech during the trial (when she is disguised as Balthazar) suggests that the real victor in the play is mercy, or qualities of the righteous Christian soul. Mercy was and continues to be associated with Jesus Christ, and in speaking about the importance of mercy between Shylock and Antonio, Portia suggests that the teachings of Christianity will triumph in the end.

Why does Shylock demand a pound of Antonio's flesh instead of money?

During the trial, Shylock refuses to accept 6,000 ducats from Antonio (double the amount of the original loan). While Shylock is portrayed as a money-hungry miser throughout the play, he rejects this offer and continues to demand the pound of flesh from the original contract. This moment suggests that Shylock is not motivated entirely by money or financial gain. On the contrary, it seems his dedication to receiving the pound of flesh stems from his deep desire for revenge on a member of the Christian community, after he has suffered years of abuse at their hands for being Jewish.

How does the play comment on gender?

In one of the play's more lighthearted plots, Portia and Nerissa disguise themselves as male officials of the Venetian court in order to intervene on Antonio's behalf. While cross-dressing was always entertaining on the early modern stage, Portia's confidence that she can sway the court serves as commentary on the relationship between gender and power. Portia suggests that masculinity – and the power associated with it – is itself performative, and that it only takes a male disguise for a woman to be taken seriously among men.

Merchant of Venice Questions and Answers

The Question and Answer section for Merchant of Venice is a great resource to ask questions, find answers, and discuss the novel.

Explain Portias tactics. Why does she appear to support Shylock at first?

When Portia arrives in court, she asks, "Which is the merchant here, and which the Jew?" (4.1.169). Indeed, given the confusion so many people have with the title, it is often this very question which is asked. Scholars have tried to attribute her...

Describe merchant of venice as romantic comedy

While the story hits upon the tragic element of despair, The Merchant of Venice by William Shakespeare, is a comedy because lovers are separated, characters are in disguise, and the story has a happy ending.

ACT III SCENE 3: What do you think Shylock means when he says, “it is my humour”?

This could be defined as "this is what I feel like doing".

Study Guide for Merchant of Venice

Merchant of Venice study guide contains a biography of William Shakespeare, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis.

• About Merchant of Venice
• Merchant of Venice Summary
• Merchant of Venice Video
• Character List

Essays for Merchant of Venice

Merchant of Venice literature essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of Merchant of Venice.

• The Victorious Woman in Measure for Measure and The Merchant of Venice
• Father-Daughter Relationships in The Merchant of Venice
• Mercy and the Masquerade: Trial and Performance in The Merchant of Venice
• Christianity and Judaism in The Merchant of Venice: Imperfect Faith
• The Anti-Semitic Question in Shakespeare's The Merchant of Venice

Lesson Plan for Merchant of Venice

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to Merchant of Venice
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• Merchant of Venice Bibliography

E-Text of Merchant of Venice

Merchant of Venice E-Text contains the full text of Merchant of Venice

• List of Characters

Wikipedia Entries for Merchant of Venice

• Introduction
• Plot summary
• Earlier sources
• Date and text

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HSC Texts and Human Experiences - The Merchant of Venice, by William Shakespeare - Part 1

HSC Texts and Human Experiences Rubric | English

Guide for Students If you’re studying English Advanced, English Standard or English Studies – you’ve come to the right place! At Schooling Online, we understand that HSC English can be challenging, especially because it’s a compulsory subject. It doesn’t help that the first Texts and Human Experiences module is completely new! Don’t sweat it. We’re here to help! Our animated videos will guide you through the Texts and Human Experiences rubric with the help of engaging explanations and entertaining illustrations. We’ll develop your deep understanding of human experiences by covering the key ideas, complex vocabulary and prescribed texts. Soon enough, you’ll improve your ability to respond to reading comprehension questions and write analytical essays that stand out from the crowd. It’s easy when our videos are always at your fingertips! Breaking Down the Module First, check out our unique six-part series that breaks down the syllabus rubric in detail. We’ll prepare you to understand and analyse any text that explores human experiences. You’ll love our top tips for tackling unseen texts and reading comprehension questions in your Paper 1 exam.  Over six videos, we’ll cover: 1. Individual and Collective Human Experiences 2. Human Qualities and Emotions  3. Anomalies, Paradoxes and Inconsistencies 4. Seeing the World Differently 5. Representing Human Experiences 6. Unseen Texts and Reading Comprehension Along the way, we draw on ideas from literature, philosophy, psychology and even biology. That way, you’ll be able to appreciate complex ideas about human experiences in your prescribed and related texts.   Understanding Prescribed Texts We also offer lessons that explore the prescribed texts for the module. These videos draw on the syllabus content, which will prepare you to develop sophisticated arguments in your essays. We’ll introduce you to the central themes, characters and quotes in each text, while maintaining a focus on how they portray human experiences. You’ll love our clear explanations and helpful tips for assessments and exams! How to get the most out of our videos: 1. Before you start studying the module at school.  Start your HSC year strong! Why not watch our lessons during the holidays or a few weeks before covering the module in class?  We’ll take you step-by-step through the syllabus rubric, introducing you to the key ideas and terminology. We offer you deeper insights into diverse human experiences and ask probing questions that will help you analyse your texts. Our videos encourage you to develop personal definitions of key words, which are required in essay writing. As you watch our videos for the first time, jot down notes or create a visual mind-map to refer to at school.    2. While your class is studying the module.  Watch our lessons one by one as your class covers the module. Use our lessons to enhance your understanding of the rubric before reading and analysing your texts.  Once you start studying your prescribed texts, watch our videos to understand the central themes and notable quotes. We clearly relate each prescribed text to key ideas in the Texts and Human Experiences module. We want you to study the module at your own pace, so feel free to replay challenging sections and skip parts that you already understand. By viewing our lessons on a regular basis, you’ll improve your understanding of complex concepts. Draw on this knowledge to analyse each text independently and develop your own ideas. As you watch each lesson, write down notes that could be valuable for your school work and future exam revision. Remember, you can always re-watch any of our videos to achieve a full understanding.  3. When preparing for an assessment.  Watch our videos before assessments to refine and enrich your understanding of the module. You can revise the whole rubric to find fresh inspiration and hone your analytical skills. Otherwise, you can re-watch specific videos to fill in any gaps in your knowledge. Maybe you could revise with some classmates and discuss the major ideas in your texts. Soon enough, you will feel confident to tackle all your school assessments... and the big HSC exam itself!

  Guide for Educators Teaching a new module can be challenging, even frustrating, due to the paucity of up to date materials. At Schooling Online, we recognise the need for high quality teaching resources that cover the new Texts and Human Experiences module. Our engaging videos support students as they launch into the first module of HSC English. Our videos create opportunities for active learning in a classroom environment. We take the hard work out of learning by explaining concepts in a clear and structured manner. This effective approach caters to a broad range of learners. Students that struggle with interpreting and analysing texts will gain confidence and new skills, while higher-level students can deepen their understanding and excel. We encourage you to integrate these videos into your yearly, monthly and weekly teaching planners. Our videos are based on the NESA Stage 6 Syllabus requirements for English Advanced, English Standard and English Studies. We also want students to meet national requirements, so we have closely referred to the Australian Curriculum content and outcomes. Sign up your school with Schooling Online today and set lessons for students to watch in class or at home. Breaking Down the Module Over six lessons, we unpack every element of the syllabus rubric. We know that students rarely read the rubric on their own, so we’ve extracted the important information for them.  These videos also include top tips for tackling unseen texts and reading comprehension questions in the Paper 1 exam. Over six lessons, we’ll cover: 1. Individual and Collective Human Experiences  2. Human Qualities and Emotions  3. Anomalies, Paradoxes and Inconsistencies 4. Seeing the World Differently 5. Representing Human Experiences 6. Unseen Texts and Reading Comprehension Human experiences are diverse and nuanced, so we’ve combined concepts from literature, philosophy, psychology and even biology to explore the major ideas. With a strong foundational understanding of the module, your students will be ready to approach their prescribed and related texts on their own. Understanding Prescribed Texts We also offer lessons that explore the prescribed texts for the module. These videos draw on the syllabus content, which will prepare your students to develop sophisticated arguments in their essays. These valuable teaching resources cover the central themes, characters and quotes of each prescribed text. How to get the most out of our videos: 1. Introducing students to the module.   Human experiences are so broad and profound that students may be overwhelmed at first. Why not give your students an overview of the rubric and key ideas by showing our videos in class? The videos take an interdisciplinary approach to the rubric and explain each element in detail. For example, the first video explores what it means to be human by considering the views of Descartes, Darwin and the Existentialists.   Our videos also give you full flexibility. You can introduce students to the module by watching our breakdown of the rubric in class. This will pique students’ interest and establish the overarching goals for the module.  Students can also watch the videos for homework to consolidate their understanding. It’s so easy when our videos are a click away! Feel free to use our videos as resources for the following sample activities. Students may:

• Create a colourful mind-map to represent central ideas about human experiences.
• Research some of the great thinkers and theories introduced in each video 
• Apply ideas from the videos to analyse a range of short texts 
• Find related texts that explore major ideas covered in the videos

2. Supporting students as they study a text.  At Schooling Online, we want your students to become independent learners. That’s why our videos model and teach analytical skills in addition to explaining concepts. We recognise the need for students to develop their unique insights into a text, so we’re offering useful resources that support students in studying their prescribed and related texts.  Every video is appropriate for watching in class or as an extra resource for students to use at home. In particular, our lesson on ‘Representing Human Experiences’ introduces students to storytelling, narratology and metalanguage, which will enhance their understanding of how composers represent human experiences. Additionally, our lesson on ‘Unseen Texts and Reading Comprehension’ targets students’ reading and analytical skills.  Turn your classroom into an interactive environment by watching each video in short segments. Pause the video at the beginning or end of each key section and open a discussion with your class. For example, after watching our definition of “human experiences” in the first video in the rubric breakdown, ask students if they have anything to add. Feel free to use our videos as resources for the following sample activities. Students may: 

• Analyse their prescribed or related text through the lens of a philosophical, psychological or biological theory
• Write a paragraph or essay response based on a specific idea related to human experiences

3. Use our videos for internal and external assessment preparation.  Do your students stress out when you remind them of an upcoming assessment? Make the task more enjoyable by using our videos! Play our videos when revising over content in class. You may also assign videos for students to review at home in preparation for an assessment, especially in the lead-up to trial or HSC exams. Internal school assessments may take a variety of forms, including multimodal presentations, creative responses and reflection tasks. The wide range of ideas and approaches in the videos ensures that they are appropriate for students of diverse academic capabilities.  Feel free to use our videos as resources for the following sample activities. Students may:

• Create a set of notes identifying key ideas on human experiences in their prescribed and related texts 
• Analyse a given extract from a prescribed text in preparation for an analytical task
• Discuss how to practice self-reflexivity while reading or composing a text 

As trial or HSC exams approach, feel free to use our videos as resources for the following sample activities:

• Discuss the videos that break down the rubric to prepare students for questions in Paper 1
• Discuss the videos on the prescribed text to revise the key ideas on human experiences
• Compose responses to a practice reading comprehension paper   

The Merchant of Venice, by William Shakespeare - Part 1

See The Merchant of Venice come to life as we unpack key module ideas together. Develop profound insights into the nature of human experiences, as we explore how the play represents individual and collective human experiences, as well as important human qualities and emotions. Along the way, learn how to analyse key characters, quotes and techniques from the play, so you can tackle your essays with confidence!

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Merchant of Venice Generic Essay 19/20

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imscy_8 • 1 year ago

"very good"

jayviru • 1 year ago

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The Merchant of Venice – Essay (Charlotte P)

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Resource Description

The purpose of a storyteller is not to tell you how to think, but to give you questions to think upon.Evaluate this statement in relation to your prescribed text. INTRO: Shakespeare’s The Merchant of Venice gives the audience questions to think upon in regards to the collective assumptions of Christians as good, of individual Jews as evil, and of justice as a fair process. The blended ‘tragi-comic’ play form reflects complexities and inconsistencies in human nature, raising questions about established social structures and flaws in human behaviour. This unpredictable and continually shifting environment of the play leads to ambiguities, encouraging questioning and reflection rather than telling the audience how to think.

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