Transcript Last Leg of the AOS Journey

Learning Objective:
To understand the different components of the AOS –
Belonging (Paper1)
Road Map:
-Conceptual thinking
-Approaches to the sections
-Review
The Concept of Belonging
 Did the texts invite you to belong to their worlds?
 How did the texts represent the concept of
belonging?
 How does your perception and assumptions about
belonging compare with that of the composers you
studied?
 Has your perspective been challenged or altered?
 How do you view the notion of belonging after your
study of the texts?
 What lines of argument have you developed as a
result?
Meaning
Perceptions:
interplay of
recognition and
interpretation and
is influenced by
our preconceived
ideas, memories,
experiences and
senses
Meaning
Text
Meaning
Meaning
Composer
Meaning
Assumptions
about
belonging
Meaning
Context &
Perspectives:
personal,
cultural,
historical,
social
Meaning
Representation
of belonging
through
language
features and
ideas
Context &
Perspectives:
personal,
cultural,
historical,
social
Responder
Perceptions:
interplay of
recognition and
interpretation and
is influenced by
our preconceived
ideas, memories,
experiences and
senses
Belonging
 Representation: You need to explore, critically analyse
and evaluate why and how the texts have used textual
features and forms to shape meaning and influence
responses.
 Contextualisation: How your personal, cultural, social
and historical context affects your perspective of
belonging. Integrate the significant aspects of context
throughout your response.
 Interrelationships: You need to find other texts that
enable you to make meaningful connections with your
prescribed text. These texts of your own choosing should
support and challenge how your prescribed text
represents belonging ensuring that you can develop a
range of informed theses or lines of argument.
The Concepts
 Perceptions: You must take into consideration
the composers’ contexts and your own
context to appreciate how they interpret
belonging and how you respond to this
perception of belonging. Perception refers to
the interplay of recognition and interpretation
and is influenced by our preconceived ideas,
memories, experiences and senses. It can alter
and even distort how we view the notion of
belonging.
Theses or Lines of Arguments
 We spend our lives trying to belong to self, a
place and others, not realising that it is our
perceptions and attitudes that enable us to
belong or not belong.
 When we begin to understand the forces that
drive us to belong we develop empathy for
others and personal insight.
 The relationships we have with self and others
shapes our perception of belonging.
Ideas
 If we don’t accept
who we are and
believe in ourselves
then we may spend a
life time searching for
our identity and a
place where we
belong.
 The simple act of
unquestioning
friendship and
kindness nurtures the
notion of belonging.
Ideas
 We all need to find a
place where we belong
and we are accepted.
 When individuals
experience a strong
connection to a place
the notion of
belonging is
strengthened and
enriched.
Ideas
 The pressure to belong and
conform has the potential to
threaten individuality and
independent thought.
 Belonging to a community or a
group is not always a positive
thing. To maintain the
cohesion, power and authority
of the community or group,
individuals could be forced to
conform and suppress their
individuality. Freedom and
independence can become
casualties of conformity.
Section 1: Reading Task
 “Strong responses demonstrated perception and
insight into the ideas embedded in the texts and
supported a thesis with effective textual evidence.”
 “Weaker responses simply described the content of
either the written or visual without linking them”
 “A discussion which focused primarily on language
techniques often restricted the candidates’
opportunity to demonstrate their understanding of
the ideas in the texts or to develop their ideas
effectively”
Reading Task
The ideas!
Composer’s
purpose and
attitude towards
belonging
How language
features, form and
structure represent
belonging
How you
personally respond
to the texts
Section 1: Reading Task
• How the composer shapes your
understanding of and response to the
concept of ‘Belonging’
 Identify the feature
 Exemplify the feature
 Explain the impact of the feature
 Extrapolate by discussing why the composer
used the feature
The use of the
possessive personal
pronouns ‘my’ and
‘mine’ and the
second person ‘you’
couples with the soft
sibilant ‘s’ sound and
the gentle simile
convey a mother’s
love for her child and
her pain that he does
not feel that he
belongs. The
rhetorical question at
the end of the stanza
reflects her frustration.
The disjunction ‘but’
and the plosive
alliterative ‘b’ changes
the bitter tone to one of
hope for a future when
belonging and
acceptance will be
universal.
Son of Mine
My son, your troubled eyes search
mine,
Puzzled and hurt by colour line.
Your black skin soft as velvet shine;
What can I tell you, son of mine?
I could tell you of heartbreak, hatred
blind,
I could tell of crimes that shame
mankind,
Of brutal wrong and deeds malign,
Of rape and murder, son of mine;
But I'll tell instead of brave and fine
When lives of black and white
entwine,
And men in brotherhood combine This would I tell you, son of mine.
The emotive
adjective and
verbs position
the reader to see
that the son
feels alienated
by colour and
race.
Her frustration spills
over into the next
stanza where she
lists using emotive
language with
disturbing
connotations how her
people have been
alienated. These
highly charged words
contrast with the
medium modality and
repetition of ‘could’.
Reading Task
 Integrate in the
last question
through a line of
argument
 Look at the value
of each question!
 Use a range of
features and
details.
 Don’t neglect
visual techniques!
Section II: Writing Task
“They demonstrated structural complexity,
cohesion, the use of an authentic, sustained
and engaging voice and took advantage of
the opportunity the question presented to
showcase originality and perceptiveness.
The mechanics of language, punctuation,
sentence structure and paragraphing were
applied skillfully in these responses”
Craft
 Writing is a craft
that can be
learned and
perfected!
 Practice does
make perfect!
 Write from
experience!
Writing Task
 Craft the writing:
-Imagery
-Sound devices
-Senses
-Poetic devices
- Structure
- Voice
- Syntax
-Extended metaphor
-Powerful verbs
-Motif
Suggestions
 Use a concept /idea
about belonging
Focus on the setting
Focus on characterisation
– the crafting of a
character: voice, gestures,
relationships, perception
of belonging…
 Draw on a current event
or happening
Be inspired by Section 1
texts!
Concepts
Empathy
Compassion
 When individuals
experiences a strong
connection to a place the
notion of belonging is
strengthened and enriched.
 The simple act of
unquestioning friendship
and kindness nurtures the
notion of belonging.
 If don’t accept who we are
and believe in ourselves
then we may spend a life
time searching for our
identity and a place where
we belong.
 Consider that a place can act as an alienating
or inclusive force for different individuals.
Describe a place that you remember or feel
close to focusing on the use of suggestive
imagery and sensuous language. Evoke a
sense of belonging and then disrupt that
feeling through your descriptions. Ensure that
your readers can ‘see’ what you are
describing; don’t neglect those small details
that can capture the essence of a place.
 What is your concept/idea?
We buzz north through
hours of good farm country.
The big, neat paddocks get
browner and drier all the
while and the air feels thick
and warm. Biggie drives. He
has the habit of punctuating
his sentences with jabs on
the accelerator and
although the gutless old
Volksie doesn't exactly give
you whiplash at every
flourish, it's enough to give
a bloke a headache. We
wind through the remnant
jarrah forest, and the sicklylooking regrowth is so rainparched it almost crackles
when you look at it. (Tim
Winton, The Turning)
There’s a nothingness on the horizon that watches and waits. Nothing. I turn around
and look back at the empty beach. There is no other place I want to be. I see a set
coming. Digging deep into the ocean I gain speed and push my way onto the wave. A
great force pushes me on and on. A huge rush of adrenalin kicks in as I stand up and
fly down the glassy face. For that split second nothing else matters. No thoughts in
my mind about school or my future or anything. All that matters is here on this wave.
I don’t care what will come next…
We began our run, turning out of the gate at a brisk jog. I
was feeling good; intently listening for strained breathing
coming from my combatant. I took the leading position
along the road in an attempt to set the pace at one which
I could maintain, but whenever I grew too complacent he
would retake the lead. He upped the stakes proposing
that we do ten push-ups and ten sit-ups at every roadsign, which I, of course agreed to, realising a chance to
catch my breath and increase my upper body strength. A
slick sweat covered by body and the heat of the exercise
inflamed a recent sunburn on my back that I thought I was
over. It felt like annoying flying ants were swarming on
me. I searched my brother’s face of consternation for any
sign of real weakness, but his technique and spring were
still great.
Section III: Extended
Response
 Must demonstrate
understanding of key
concepts and ideas of
belonging from the
rubrics and through
your response to the
texts
 Develop theses or
lines of argument
 Choose texts that
connect with
concepts
2010 HSC Examination Rubrics
In your answer you will be assessed on how
well you:
 demonstrate understanding of the concept of
belonging in the context of your study
 analyse, explain and assess the ways
belonging is represented in a variety of texts
 organise, develop and express ideas using
language appropriate to audience, purpose
and context.
Notes from the Marking Centre
 Better responses introduced a thesis to
answer the question in their introduction
and maintained and supported it
throughout the essay.
 Better responses developed a thesis
which demonstrated a strong conceptual
understanding
 Sustained and built on their argument,
augmenting their points with judiciously
chosen textual details and astute
analysis of both texts.
Texts of own Choosing
 Discerning choice of
related material that
enhance and strengthen
your argument through
subtle comparison or
stark contrast.
 Enable you to support
and challenge the theses
or lines of argument
 You can easily discuss
the textual features
Way Home –
Libby Hathorn
Thesis: Line of
Argument
Your Concepts/Ideas
 What
ideas/understanding
have you gained from
your study of
belonging?
 These ideas/concepts
become the framework
and drivers for your
extended response.
Thesis: Line of
Argument
 Your personal response
to belonging through
your study of the
prescribed text and
related texts.
 Your point of view
 Your argument
 Developed and
supported by judicious
textual analysis.
Developing a Thesis
 Strong opening paragraphs that introduce clear
lines of argument or theses that directly address
the question.
 A response that is driven by your thesis
connected to the question. Each successive point
must further your thesis through textual analysis
and support. You can support or even challenge
your thesis through the analysis of the text/s.
 Precise topic sentences that are connected to and
build on the thesis.
Developing a Thesis
 Judicious textual support: it is better to
use detailed, relevant examples from the
text/s than spurious, shallow examples.
 Always support the analysis of language
features with examples from the text/s
and evaluate their impact on the
responder. Never use a shopping list of
techniques!
Developing a Thesis
 An evaluation: Appraises, analyses, considers
and/or judges
 A comparison: Similarities and differences, makes
connections between and through texts
 A personal response: Original, considered
response where student voice is explicitly or
implicitly evident.
 An argument: Persuades and convinces – strong
personal voice is explicitly or implicitly evident.
Furthering a Thesis or Line of Argument
John Donne wrote that “no man is an island”, yet despite the
most basic human need to belong, many choose to be alone.
The song ‘Good
Day’ by Jewell
emphasises the
importance of inner
strength when you
are forced to alienate
yourself from the
world: “It’s gonna be
all right
‘cause I’m all right
with me.”
Billy leaves his home,
his dog and his father
to escape the abuse
and the pain. His
decision is not easy but
he would be rather be
alone than living with a
father who abuses him
and gives him no love.
Old Billy rejects the
world because of his
guilt and pain.
In the Indian film
Slumdog Millionaire,
Jamal and Salim are
forced to survive
without a family
when their mother
is shot. Jamal is
loyal and caring, but
his brother is selfish
and hard. Jamal
never gives up on
his brother or his
childhood friend
Latika.
Furthering a Thesis or Line of Argument
If we want to belong and be accepted it is easier to
conform and comply.
The Island presents
unquestioning
conformity and mob
rule in its most ugly
and destructive form.
Unlike The Crucible
where at least a few
dare to challenge the
madness, no-one on
the island questions
the cruel ostracism of
an outsider who is
shipwrecked on the
island.
Miller applauds the
individual who stands
up for what he or she
believes in against the
hostile tide of
antipathy, but the
deaths of these
individuals
demonstrates why so
many choose to
belong to the
dominant group.
Juno in the film of
the same name
defies convention.
She is a free spirit,
atypical teenager
who displays
wisdom and
commonsense
beyond her years.
Being pregnant at
sixteen alienates
Juno from her
peers, but she just
takes it all in her
stride.
Final Word
 Develop original
concepts for your
imaginative and
integrated
responses
 Integrate the HOW
 There are so many
texts related to
belonging!
 Make it personal!