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Area of Study: Discovery
Transcript of Area of Study: Discovery
What do you need to consider for the first assessment task in terms of applying the rubric? You are composing a piece of writing. What can you ask yourself as you plan what you will write?
What is the discovery? Categories/types/nature of the discovery.
By whom is it being discovered? What is their context etc.?
How is it being discovered?
What happens after the discovery? Impact? Speculations for future discoveries?
discoveries from the texts? Self discovery.
BY CRAIG ARNOLD
Teach me a fruit of your
country I asked and so you dipped
into a shop and in your hand
held me a thick yellow pinecone
no knife between us
you put it to your teeth
sideways like a bird and bit
and peeled away the fleshy
scales or were they petals
crisp white at the core
peppered with black seeds
sweet and light like a cold cloud
like some exotic sherbet carried
hand over hand from a mountaintop
by a relay of runners straightway
to the Inca’s high table
we sat on metal chairs
still pebbled with rain the seat
of my pants damp we passed it
back and forth no matter how
carefully we could not help
spilling the juice making
our cheeks sticky our fingers
getting sticky our fingers no
not even once touching
How might you use this poem as a stimulus for a piece of imaginative writing?
Section II — Writing Task
Criteria Marks 13–15
• Composes skilfully an engaging piece of imaginative writing that uses
ONE of the items provided as the central element
• Skilfully explores an individual’s decision to embrace or reject a
connection with others
• Demonstrates skilful control of language and structure appropriate to
audience, purpose, context and selected form
This Area of Study requires students to explore the ways in which the concept of discovery is represented in and through texts.
Discovery can encompass the experience of discovering something for the first time or rediscovering something that has been lost, forgotten or concealed. Discoveries can be sudden and unexpected, or they can emerge from a process of deliberate and careful planning evoked by curiosity, necessity or wonder. Discoveries can be fresh and intensely meaningful in ways that may be emotional, creative, intellectual, physical and spiritual. They can also be confronting and provocative. They can lead us to new worlds and values, stimulate new ideas, and enable us to speculate about future possibilities. Discoveries and discovering can offer new understandings and renewed perceptions of ourselves and others.
An individual’s discoveries and their process of discovering can vary according to personal, cultural, historical and social contexts and values. The impact of these discoveries can be far-reaching and transformative for the individual and for broader society. Discoveries may be questioned or challenged when viewed from different perspectives and their worth may be reassessed over time. The ramifications of particular discoveries may differ for individuals and their worlds.
By exploring the concept of discovery, students can understand how texts have the potential to affirm or challenge individuals’ or more widely-held assumptions and beliefs about aspects of human experience and the world. Through composing and responding to a wide range of texts, students may make discoveries about people, relationships, societies, places and events and generate new ideas.
By synthesising perspectives, students may deepen their understanding of the concept of discovery. Students consider the ways composers may invite them to experience discovery through their texts and explore how the process of discovering is represented using a variety of language modes, forms and features. In their responses and compositions, students examine, question, and reflect and speculate on:
• their own experiences of discovery
• the experience of discovery in and through their engagement with texts
• assumptions underlying various representations of the concept of discovery
• how the concept of discovery is conveyed through the representations of people, relationships, societies, places, events and ideas that they encounter in the prescribed text and other related texts of their own choosing
• how the composer’s choice of language modes, forms, features and structure shapes representations of discovery and discovering
• the ways in which exploring the concept of discovery may broaden and deepen their understanding of themselves and their world.
Activity - Using the poem as a stimulus, write a plan for a piece of writing that explores the concept of discovery.
Area of Study: Discovery
Study Day 1
Paper 1, Section 2
Question 2 (15 marks)
Compose a piece of imaginative writing that explores a decision to embrace or reject a connection with others.
Use ONE of the items below as the central element of your writing.
The room is shaded and
cool, the afternoon sun is
bright. The silent scene
outside may as well
belong to another world.
handout - questions
How might we approach the rubric? Is there a way of simplifying it?
We have to think of discovery in terms of a PROCESS. We are essentially being asked to trace the concept of discovery from its initiation, through stages, to the final significance.
Let's break it up into 5 parts:
1. What is the discovery? Definition/types (SPICE)
2. What determines our perspective on discovery?
context (social, cultural, political, historical, gender, religious, intellectual)
3. How do we discover?
careful planning etc.
4. What are the consequences/impacts of the discovery? Transformation stage.
new or changed values/ideas
new worlds etc.
discovery through engaging with texts, including your own. This stage involves a synthesis of ideas and results in
Note: We are engaging in a process here. The point is not so much the discovery of, say, penicillin in itself (that's for science class). The point is: what was the context of the discovery? Was it planned? How did it transform the world? What did the discoverers reveal/learn about themselves? Was something revealed in you as you found out about the discovery though texts? Were you transformed?
Example taken from 2013 Paper (AOS: Belonging)
Worksheet – Pitahaya, by Craig Arnold
1a. What is the discovery in the poem?
1b. Categories/types/ nature of the discovery
2. Can we say anything about the context of the poem? Assumptions? The values conveyed?
3. How does the persona make the discovery?
• careful planning etc.
4. What are the consequences/impacts of the discovery? Transformation stage. Speculations for future discoveries?
• new or changed values/ideas
• future possibilities
• new worlds etc.
5. What does the persona discover about himself? What are your discoveries from the text?
What were the markers looking for in the 2013 example?
Candidates showed strength in these areas:
addressing all parts of the question, exploring decisions to embrace or reject connection in a variety of settings and narrative forms
using an item in a subtle way to imply a sense of belonging
skilfully using language appropriate to their chosen form of imaginative writing
using motifs derived from the items to create coherence
demonstrating a strong sense of narrative voice.
Candidates need to improve in these areas:
using an item as a central element to explore the decision to embrace or reject a connection with others
understanding the mechanics and control of language
writing credible and original narratives.
Use your notes from the worksheet and brainstorm ideas for your piece of writing.
What is your discovery going to be and how does it relate to the discovery in the poem?