📖 English · AS 91104 · 2.7

Significant connections across texts (internal)

Internal 4 credits Connections Comparison Evidence Purpose Synthesis

AS 91104, 4 credits. Analyse significant connections across texts, supported by evidence. AT LEAST FOUR TEXTS are required, at least ONE student-selected. The word doing the work is significant — a connection that leads somewhere, not merely one that exists.

Reference sheet →

1 Reading the notation

Four texts minimum, at least one student-selected — a specific rule easy to under-meet.

📖 Terms the schedule grades you on

5 terms
Analyse (Achieved)
Recognise and INTERPRET connections across texts.
Convincingly (Merit)
REASONED AND CLEAR interpretations.
Perceptively (Excellence)
INSIGHTFUL AND/OR ORIGINAL interpretations.
Texts (note 5)
At least FOUR (written/oral/visual, short/extended); at least ONE student-selected.
Connections may relate to (note 3)
Purposes/audiences, ideas, language features, structures.

2 Kinds of connection, and what makes one significant

A connection of importance and consequence — one that leads somewhere.

The four named categories (note 3)

  • Purposes and audiences.
  • Ideas.
  • Language features.
  • Structures.

3 Organising by connection, not by text

Every paragraph must hold every text — the connective word is the tell. ✕

A paragraph about only one text

If a paragraph mentions only one title, it is not a connection paragraph, however detailed. Organise by POINT of connection, with every relevant text present in every paragraph, joined by a working connective — "whereas", "similarly, though", "by contrast".

4 From stated significance to perceptive insight

A connection that turns out, on closer inspection, to be a contrast.

What a connection paragraph contains

  • The point of connection, stated in your own terms.
  • Each text: the moment, the technique, the evidence, the effect.
  • The SIGNIFICANCE: what this connection reveals that neither text shows alone.

Practice

Recall it first, then use it — testing yourself builds the memory, where rereading the notes above only feels easier.

Recall and application shuffled together — you have to work out what each item wants before you can answer it, which is the part the exam actually tests. Both kinds feed the same spacing schedule, so anything you miss comes back sooner.

Say the answer out loud before flipping — that attempt is where the learning happens, even when you get it wrong.

Exam-style only. Instant feedback, shuffled each attempt, best score saved on this device.

Past exams & resources

NZQA 91104 assessment resources Internal — check the current standard and Conditions of Assessment