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LECTURE 7: SPRING SESSION on THE AREA of STUDY

Concepts, composers, choices and creativity
by

Paul Cullen

on 17 August 2014

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Transcript of LECTURE 7: SPRING SESSION on THE AREA of STUDY

LECTURE 7: SPRING SESSION
LECTURER: PAUL CULLEN
TOPIC: THE STAGE 6 ENGLISH COURSES
FOCUS: THE AREA OF STUDY
A REVIEW OF LECTURE 6
How would you advise a student in selecting courses?

How would you "sell" fundamentals of English to a student who really needs it?

What factors determine your scope and sequence? Your selection of texts?

How do you deal with Work Placement and extended absences?
EXTENSION 1 AND 2
WHO SHOULD DO IT?

WHAT IS INVOLVED IN EXTENSION 1?
UNIT: "Text, Culture and Value "
independent investigation
literary theory eg. resistant readings
extended responses

EXTENSION 2
Major Work, Viva Voce, Proposal, Reflection Statement
Belonging to community, groups, others
Belonging and alienation
Belonging to self (reputation, honour, morality)
The Prescribed Text:
The Crucible
Making connections to "Belonging"

Salem, Religious orthodoxy
peer pressure, honour, enclosed society
The Crucible
Who? characters
What? what aspect of belonging?
Where? influence of setting
Why? importance of belonging or consequences
Evidence
inclusion, exclusion, barriers like age, sex, race
choices to belong, attitudes to belonging,
identity and "the belonging of self"
Which quotes are most significant/relevant?
A sense of belonging comes from a sense of identity
Self knowledge is the doorway to belonging
To know the self is to belong
Belonging comes from within rather than without
We belong when we fell connected to others and the world
An inner sense of connection leads to an external sense of belonging
Self understanding is the key to belonging
Feeling connected to the world is an inner experience
A sense of the psychic wholeness is the pathway to belonging
A metaphysical sense of communion transcends all physical connections
The natural world is the doorway to heaven
We choose whether to belong or not
An intrinsic sense of belonging transcends all external connections
Belonging is about choosing who we are and where we want to be
The desire to belong is a driving force within us
Belonging is about self acceptance
To belong is to be
A sense of belonging begins intrinsically and spreads out into the world
We cannot belong until we understand ourselves
A sense of belonging stems from a sense of inner wholeness
An inner sense of balance allows the individual to belong harmoniously in the world
What if the HSC question includes the word "how"?
Techniques!!!

What are some dramatic techniques used by composers?

dialogue
lighting
structure of play...4 acts
use of symbolism
http://hsc.csu.edu.au/english/area_of_study/belonging/3720/crucible.htm

TEEL
TEPA
STEEL
PEEL
Belonging exposition
Building up a list of words to complement "Belonging" in written responses
disagreement
disaffection
defiance
antipathy
animosity
bitterness
anxiety
alienation
segregation
dissension
dislocation
disassociation
solidarity
inclusion
harmony
stability
homogeneous
camaraderie
allegiance
fellowship
kinship
union
duty
devotion

synonyms
antonyms
Poetic and language techniques
allegory
alliteration
allusion
assonance
ballad
characterisation
connotation
dramatic monologue
figurative language
hyperbole
irony
juxtaposition
narrative perspective
persona
register
satire
stanza
personification
protagonist
antagonist
repetition
metaphor
simile
North Coast Town
Out beside the highway, first thing in the morning,
nothing in my pocket but sand
from the beach. A Shell station (with their Men's locked),
a closed hamburger stand

I washed at a tap down beside the changing sheds,
stepping about on mud. Through the wall
smell of the vandal's lavatory,
and an automatic chill flushing in the urinal.

Eat a floury apple, and stand about. At this kerb
sand crawls by, and palm fronds here
scrape dryly. Car after car now-it's like a boxer
warming up with the heavy bag, splitting air.
A car slows down and I chase it. Two hoods
going shooting. Tattoos and greasy fifties pompadour,
Rev in High street, drop their first can.
Plastic pennants on the distilled morning, everywhere;

a dog trotting, and someone hoses down the pavement;
our image flaps in the shop fronts; smoking on
past the pink "Tropicana" motel (stucco with sea shells);
the RSL, like a fancy dress Inca; the "Coronation",

a warehouse picture show. We pass
bulldozed acres. The place is becoming chrome,
tile facing and plate glass: they're making California
Pass an Abo, not attempting to hitch, outside town.
Whatever works for you!
Film techniques
camera shots
camera angles
visual features such as:
lighting
layout
facial expression
gesture
colour
symbolism
salience
mis en scene
montage
vectors (reading paths)
modality
COMMON INSTRUCTIONAL TERMS IN SHORT ANSWER QUESTIONS

ANALYSE
COMPARE
CONTRAST
DEMONSTRATE
DESCRIBE
EVALUATE
EXPLAIN
HOW
IDENTIFY
OUTLINE
RECOUNT
SUMMARISE
1. WHAT SEEMS TO BE HAPPENING IN THE TEXT? (1 MARK)

2. IN WHAT WAYS IS THE SITUATION STEREOTYPICAL OF AN AUSTRALIAN FAMILY?

3. HOW DOES THE BODY POSITIONING SHOW A SENSE OF BELONGING?

4. DESCRIBE THE FACIAL EXPRESSIONS AND EXPLAIN WHAT THESE SHOW ABOUT THE ATTITUDES IN THE GROUP.

5. WHAT IDEAS DOES THE FRAMING SUGGEST?

6. EVALUATE WHICH TEXT IS MOST EFFECTIVE IN CONVEYING A SENSE OF BELONGING?
Paper 1 Section 2 Writing
How well you understand the concept of belonging
How well you organise, develop and express ideas appropriate to audience, context and purpose
letters
feature article
journal entries
monologue
script
review
speech transcript
They could set a transactional/non-creative text ...
ALWAYS PLAN
REJECT THE OBVIOUS
WRITE IN THE SPECIFIED FORM
BE CONSCIOUS OF AUDIENCE & PURPOSE
USE FIGURATIVE LANGUAGE
AVOID THE OFFENSIVE AND TEDIOUS
THE NARRATIVE
STRUCTURE OF THE NARRATIVE
ORIENTATION
An arresting beginning

Do not introduce too much information too quickly
Resolution
A happy ending?

ambivalent ending

can be a question

ellipsis

what is the result?
COMPLICATION
An obstacle or challenge or conflict is introduced

all drama is about conflict:
with another person
another group
with an organisation/government
with the environment
with the self
Setting may be developed

Concept set up by allusion
who?
where?
when?
what?
why?
Practice Writing Activities
All he wanted was to belong...
It was a uniform. She stared
.
He was tired of being told he had to belong
description of character and setting
good vocabulary:
"The Verb is God"
imagery:
metaphor
interesting
sentence
structure
editing, if time
Practice Extended response
Step 1: Underline the key words in the question
"The need to belong marks us as human and it is such connections that lead to fulfilment"
After studying Belonging, to what extent do you agree with this statement?
Step 2: Define key words by writing a few synonyms
for each
Step 3: Come up with 3-4 thesis statements
Step 4: Plan the order of your points
Drafting an extended essay
response
Use a formal register
avoid colloquialisms and abbreviations
combine short sentences into complex sentences
be concise by using nominalisation- creating nouns from verbs: "The composer describes the setting..." becomes "The description of the setting..."
use appropriate connectives such as "in addition", "although", "in the same way"
use evidence comprehensively yet judiciously
conclusion: a pithy summary

Discussing Textual features
ads appeal by...
appeals to...
attracts attention to...
contrasts with...
creates a sense of...
creates empathy for...
describes...
draws attention to...
enhances...
enriches...
features...
highlights...
implies...
illustrates...
implies...
involves readers in...
maximises...
promotes...suggests a sense of...
tells the audience...
PAST HSC BELONGING ESSAY QUESTIONS
2012: HSC BELONGING ESSAY QUESTIONS

An individual’s perceptions of belonging evolve in response to the passage of time and interaction with the world.
In what ways is this view of belonging represented in your prescribed text and at least ONE other related text of your own choosing?

2011:

Explore how perceptions of belonging and not belonging can be influenced by connections to places.

In your response, refer to your prescribed text and at least ONE other related text of your own choosing.

2010:

An individual’s interaction with others and the world around them can enrich or limit their experience of belonging‘

Discuss this view with details reference to your prescribed text and ONE other related text of your own choosing.

2009:

Understanding nourishes belonging. A lack of understanding prevents it.’

Demonstrate how your prescribed text and ONE other related text of your own choosing represent this interpretation of belonging.


Reference: aghsbelonging.weebly.com

http://hsc.csu.edu.au/english/

web2.warilla-h.schools.nsw.edu.au/.../Belonging/ADV&STANDARD%2...

www.curriculumsupport.education.nsw.gov.au/.../teachingideas/belongin...

http://www.areaofstudy.com/summary_of_ideas_belonging.htm

http://www.slideshare.net/bhewes/english-advanced-2011-trial-prep
How do you teach the concept?
Prior knowledge
Socio-historical context of the text's composition
Who is who in a text?
The title...significance?
Choose good readers
Revision of discrete segments
Finish the prescribed text thoroughly
THEN
provide an exemplar ORT
TEACHING THE TEXT

Prescribed text: Poetry
Skrzynecki, Peter, Immigrant Chronicle, University of Queensland Press, 1975,
• ‘Immigrants at Central Station, 1951’
• ‘Feliks Skrzynecki’
• ‘Crossing the Red Sea’
• ‘Leaving home’
• ‘Migrant hostel’
• ‘A drive in the country’
• ‘Post card’.

1: Study of the poem ‘Post card’
Aim: to provide a task that will help students to verbalise ideas in the poem and capture the psychological tensions of the poem through the language of dialogue.

Task: After reading and initial discussion of the poem, students work in pairs to create a dialogue between the speaker and the postcard. The dialogue must be written as a script, using first person voices and expressing the conflicting perspectives of the poem. Students are not to just re-use the words of the poem but try to express the ideas in their own composed words. Students can perform the dialogue for the class.

Students must use the following words and phrases in their dialogue: journey, I feel, I need, you must.

Follow up task: After students have closely studied the poem, they could revise their dialogue and perform it for the class.

2: Study of the poem, ‘Crossing the Red Sea’.
Aim: to make the journey of migration more concrete for students and to elicit understanding of the political pressures which are referred to in the poem.

Task: Obtain maps of Europe pre-World War II and post World War II. Get students to locate the places mentioned in the poem and to trace the journey taken.

Follow this up with students researching post-war Europe (particularly Poland).

IDEAS for
TEACHING

Inside Break
insidebreak.org.au

Excellent resource for additional texts

YOU NEED TO
DEVELOP THESIS STATEMENTS
Conclusion
Strong thesis statements
clear explanation
relevant quotes
effectiveness of
composers' techniques
BELONGING AND PLACE, LOCALE,
SETTING, ENVIRONMENT
Assessment Task 3
Backwards planning: what do you want to achieve after 5 lessons?
An AOS or Module?
Don't forget engagement tools
AOS
Language and
Experience
Comparative text Study
Texts and Society
Close study of texts
Genre
Crime Writing
History
and memory
You have been shown 2 ORT to complement the prescribed text:
NOW
Each campus is come up with 2 ORT that tap into NEW resources for the study of
Belonging. Explain how the resource is relevant and ONE teaching strategy
The Girl in the bottle
from
The red tree
by Shaun Tan
COME UP WITH A STORY
ABOUT BELONGING INVOLVING:
A QUOTATION
A NOTE
UNEXPECTED ARRIVAL
Full transcript