Transcript Transition - Yr 12 Context Writing

OUTCOME 2:
Creating & Presenting
CONTEXT: The Imaginative Landscape
FOCUS TEXT/S: One Night the Moon, Island - short stories
 Students focus on the interconnection between reading and
writing.
 Students should be able to identify and describe ideas and
arguments presented in selected texts and draw on those
ideas and arguments to create written texts for a specified
audience and purpose.
 Students should explain their own decisions about form,
purpose, language, audience and context in their writing.
OUTCOME 2: Assessment
 In response to a specified prompt you will need to
create a sustained piece of imaginative, expository or
persuasive writing, based on ideas from the text/s.
 This includes a ‘statement of intention’ of your writing
choices in terms of form/context, language, audience,
purpose and connections to prompt and text.
 This SAC is worth 30 marks and must be completed in
150 minutes.
 You are only permitted to bring in a dictionary.
UNIT 3, OUTCOME 2:
Creating & Presenting
Context:
The Imaginative
Landscape
Texts: One Night the Moon (film) &
Island (collection of short stories)
‘The Imaginative Landscape’
…what does it mean?
 The Context ‘The Imaginative Landscape’ can mean
many different things. Part of the challenge of this unit
is to develop an understanding of what it could mean
and be able to recognise in the texts studied how other
writers use the concept in their work.
 You will need to show your understanding of the
context and texts studied by drawing inspiration for
your own writing from the listed texts.
 You can begin to develop your understanding of the
Context by thinking about the following things:
 The relationship between people and landscape.
 How our sense of who we are is connected with where
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we are.
Landscape as: natural, man-made, imagined, social,
emotional, fantasy, etc.
How we experience our landscape through our: senses,
memories, social values, historical context,
perceptions, expectations, etc.
Landscapes are always filtered through the author’s or
artist’s consciousness, making the external
environment and imagination inseparable.
Do people see the landscape in exactly the same way,
or is it interpreted and imagined differently by each
person?
Is a landscape only real when people interact with it?
WHAT IS
LANDSCAPE?
 There are many different physical landscapes that
can elicit different ideas, memories or emotions
 Consider the images in the following slides.
WHAT IS
LANDSCAPE?
 For each slide, jot down some spontaneous notes
following a SEE-THINK-IDEA thinking process:
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 What do you SEE in the image?
 What does it make you THINK about?
 What writing IDEA could this lead to?
See…
Think…
Idea…?
See…
Think…
Idea…?
See…
Think…
Idea…?
See…
Think…
Idea…?
See…
Think…
Idea…?
See…
Think…
Idea…?
See…
Think…
Idea…?
What is a prompt?
 The prompt is a statement that provides a concept or idea
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to explore in relation to the context – The Imaginative
Landscape.
In Creating and Presenting SACs you will be asked to create
an original piece of writing based on the prompt provided.
The concept in the prompt needs to be the focus of your
piece and should be explored and developed throughout.
Prompts will narrow down the broad focus of the Context
and help provide some direction to your writing.
Here are a few examples:
 ‘Events and experiences influence the way we connect to
place.’
 ‘Our sense of the world is often determined by
connections with physical places.’
 ‘The landscape is a determining force in people’s lives’.
What styles and forms of writing
can be used?
 Throughout the year you will complete practice
writing tasks in 3 different styles of writing:
Imaginative, Expository and/or Persuasive writing.
In the SACs and exam, you can choose to write in any
one of these styles, or a combination.
 You will also practice writing in a variety of forms - you
may choose to use one form at a time or attempt to
incorporate multiple forms in a single writing piece.
 Here are some possible forms: Short story, personal
reflection, essay, feature article, opinion piece,
interview, fable, speech, etc.
Statement of Intention
(or Written Explanation)
This is required in Context SACs to allow you the
opportunity to explain and justify your
inspiration, writing choices and your intentions
for the piece. This enables you to demonstrate
your understanding of the importance of
authorial choices in writing for a specific purpose
and audience.
Statement of Intention
(or Written Explanation)
You will need to cover the following:
 FORM/CONTEXT: the type of piece you are writing and
where it may be found, e.g. feature article in a travel
magazine.
 LANGUAGE: Explain your language choices – say why you’ve
used certain words, structures, characters.
 AUDIENCE: you need to aim your piece at a specified target
audience based on many factors such as, age, interests,
experiences, etc.
 PURPOSE: you need to explain your specific intention in
writing this piece beyond it’s purpose as an English task.
 CONNECTIONS: to prompt and text.
 You can remember these features with the acronym:
‘FLAP+C’
 You can write the statement of intention as yourself, in first
person (i.e. ’I’).
Practice writing task
#1
 Drawing on the ideas and advice presented by Archie
Fusillo, write an original piece based on the following
prompt:
“It can be difficult to accept changes that occur
to a familiar landscape.”
 This piece must be submitted to your class teacher
on the first day of classes 2012 as part of your folio
of writing.
Task Criteria:
 Write a 400-600 word piece according to the following
statement of intention information:
 STYLE: imaginative
 FORM/CONTEXT: A short story to be published in a
collection of short stories by teenagers about “changes.”
 LANGUAGE: First person narrative voice to allow readers
to step into the shoes of the character. Imagery and
metaphor to enhance physical landscapes and other
descriptive details of internal thoughts and feelings to convey
emotional landscapes. A short story where an event occurs in
the life of the character and is conveyed in a distinct
beginning, middle and end structure. Aim to achieve
character development in order to create a believable
protagonist.
Task Criteria:
 AUDIENCE: Teenagers who have experienced a significant
change in their life that they struggled with.
 PURPOSE: To be a part of the collection of stories that aim to
make readers feel like they are not alone in their experiences of
significant changes in life. To also encourage them to persevere
with, confront and accept circumstances that they can’t control.
 CONNECTIONS to prompt and text:
 Prompt: This piece will connect to the prompt by exploring a
moment in a character’s life when they needed to endure a
significant change that they found difficult to accept initially.
 Text: This piece connects to One Night the Moon. In the film
the mother needs to endure significant changes to her life and
the extreme difficulties of dealing with the loss after losing
her daughter , but also the acceptance that eventually must
follow.