Whose Reality Intro - Year 12 English
Download
Report
Transcript Whose Reality Intro - Year 12 English
AOS 2 – Creating & Presenting
Text Based
Unit 3 – Spies
Unit 4 – Death of a Salesman
Exam – can refer to one or both
texts.
What is Reality?
Reality is a fact, most see it as ‘the truth’ if speaking
objectively
However, the context is called “Whose Reality?”,
leading us to question the concept of personal
realities and multiple realities.
A question is posed by the context: whose truth is it?
How do we justify our truths? Why do we interpret
them in this way?
What is Reality to You?
Activity: Define reality.
At this moment what
does it mean to you?
What makes up your
world?
What does Freud tell us?
“Life, as we find it, is too hard for us; it brings us too
many pains, disappointments and impossible tasks. In
order to bear it we cannot dispense with palliative
measures... There are perhaps three such measures:
powerful deflections, which cause us to make light of
our misery; substitutive satisfactions, which diminish it;
and intoxicating substances, which make us insensible
to
it.”
Sigmund Freud
Freud and the Iceberg
Freud compares our
conscious mind to an
iceberg
Only the smallest aspect
of our minds is
perceivable on the
surface – so much more
is going on underneath
You will see this clearly
reflected in your texts
The Prompt
When you do this outcome, you will be asked to
respond to a prompt – a statement about reality that
you will be asked to explore (agree or disagree).
The prompt is usually quite generic (broad/general) so
students can explore ideas from either text.
It may or may not contain the word reality
You are required to deal with the CONCEPTS it raises.
Previous Exam Prompts
2012 Exam – ‘Our fantasies can be more powerful
than our reality’.
2011 Exam - ‘Shared experience does not mean that
people see things the same way.’
2010 Exam - ‘Sometimes people find themselves
living in a world created by other people.’
2009 Exam - ‘We do not see things as they are. We
see them as we are.’
2008 Exam - ‘We can evade “reality” but we cannot
avoid the consequences of doing so.’
The prompt
Your piece should clearly address the prompt but does
not have to provide a definite ‘answer’ or stick rigidly
to the prompt.
Shape your ideas around the prompt, using it as a
starting point for wider discussion on the context .
DO NOT write a generic or pre-prepared piece that is
unrelated to the prompt.
Assessing key ideas in prompts
Highlight/underline the key words
Look up any words in the dictionary you’re uncertain
of
Rephrase the prompt
Consider the context ideas that are relevant to it
How does this link to your chosen text?
What’s your opinion on it?
What texts, images, songs, quotes, theories spring to
mind?
Writing Requirements
Expository
Persuasive
Creative/imaginative
‘Hybrid’ or combined form
Texts
Draw upon the ideas related to Death of a Salesman by
Arthur Miller or Spies by Michael Frayn. In Unit 3 we
will do Spies, in Unit 4 we will do Death of a Salesman.
In the exam you can draw on both if you want!
DO NOT focus only on your selected text/s – these
pieces tend to resemble text response essays and can
only result in a mid-range mark of 4-7 out of a possible
10.
Written Explanation
You will have an opportunity to write a written
explanation for your SACs
This allows you to make the link between your piece
and the prompt concrete
You can be creative whilst you have this, experimental
even
You will NOT have an opportunity to write one in the
exam
Good writing?
Dependent on the quality of your writing, the quality
of your ideas and your ability to deal with the prompt.
‘There can be no good writing without good ideas.’
Sophisticated understanding of the context;
sophisticated and clear expression.
Be accurate and specific not general and vague.
Assessors have found that the weakest responses are
those that are too general and only ‘superficially’
explore key ideas.
Context Notebooks
Your context notebook will be a valuable resource for
gathering ideas for writing.
You will complete short writing tasks in this, both in
and out of class.
You will need to gather ideas for writing in your own
time
You should use this notebook to plan your Outcomes
and refine ideas for writing
This will be used as a tool to determine satisfactory
results in this outcome.
Whose
Reality?
Yours
What is reality?
Someone else’s
Michael Frayn
Multiple realities?
Stephen Wheatley
Emotional realities?
Keith – mother, father
Subjective reality?
Arthur Miller
Objective reality?
Willy Loman
Real? Truth?
Linda, Biff, Happy
Unreal? Fake?
Constructed realities
First Context Notebook Activity…
What is the message of this cartoon?
Context ideas & statements
Reality is hard to define. Reality can be harsh. We all
(consciously/subconsciously) seek to avoid reality at
times.
There can be multiple realities/versions – sometimes
these clash.
We can consciously shape our reality – writing is
reflective and involves revising reality
There are universal truths
We all perceive reality differently – why?
Our past experiences impact on our perceptions
Significant people/events compel change
Sample prompts
'The line between illusion and madness is a fine one.'
'When we attempt to make order out of chaos then we
risk distorting reality.'
'Believing is seeing. The reality that we perceive is the
reality that we want to perceive.'
'An experience becomes real when others feel what it
felt like for you.'
'People's memories shape their understanding of
themselves, their world and others.'
Sample prompts cont…
'We can never attain a fully objective view of reality
because we remain trapped in the prison of our
subjectivity.'
'When competing realities clash the result can be only
tragedy.'
'Our sanity depends on a clear understanding of what
is and isn't real.'
'A person's self-image can interfere with their ability to
perceive reality clearly.'
Sample prompts cont…
‘There are no facts, only interpretations.’
‘The truth means different things to different people.’
‘People re-create their memories to suit their current
reality.’