1549ATAR Notes Eniiiiuglish Lecture Slides FINAL

8/15/2019 1549ATAR Notes Eniiiiuglish Lecture Slides FINAL

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*anuar" $+ , - %TS

HSC English AdvancedHead Start

)resented ":

!asti Saeedi



• loc

- English as a su 0ect1 intro to English1 essa" advice1 writing ti2s• loc $- Terms and $ of !S( English• loc &- Terms & and ' of !S( English1 Trials and !S(

3utline of the Lecture



• (haracter uilding su 0ects

• English in the curriculum vs English in the world

• 4hat English can do for "ou a2art from an ATAR 52assion1 art1understanding humans6

Ever"one needs English





• English is a out e#2ressing meaning

- !ow do we e#2ress meaning- !ow do we ;nd meaning- 4h" is meaning im2ortant- 4hat is meaning• 8efeating su 0ectivit"

English as a su 0ect



• !ow < language and evidence•

4hat < moral of the stor"1 emotions• 4h" < te#tual integrit" and literar" value as a 2iece of art

Meaning



• 8efeat su 0ectivit" through =EEL>N?•

@ou cannot e right or wrong in English1 ut "ou can e 0usti;ed orun0usti;ed in "our argument/essa"• English is a form of art < treat it as such

English1 the su 0ective su 0ect



• 4hat the author meantShe dran from a lue cu2.Literall". That9s all.

• 4hat m" English teachinter2rets

The character9s sadness s"m olised " the luecolour of the cu21 re echer inner anguish andturmoil.

BShe dran from a lue cu2C



• St"le- !ow good it sounds-E#2ression 5clear1 mature1insightful6- 4hich words are "ou

using (hoose somethingother than ha22"1 sad1 nice1ig etc.

4hat is so2histicated writing



• =orm- !ow well it reads- (lear1 well < formed structure- Must relate to audience- Allows for clarit" and focused

writing- ear in mind the 2ur2ose of "our

writing



• Te#ts and wider reading•

Aids with reading tas s ills• 8iDerent te#t t"2es 2rovide diDerent anal"tic s ills• roaden "our 2ers2ectives < !S( English inherentl" fosters wide

reading

Read Ever"thing



• >ntro must have a S3L>8 thesis which is- So2histicated- >nsightful- Thematicall" relevant

• Eg =rodo9s 7uest allows him to discover himself. vs =rodo9s 7uest of the Ring of )ower is one that testsall 2ossi le levels of endurance1 challenging him to the2oint of ultimate self < discover" and inner strength.

Essa" Advice



• ?ood idea to sign2ost "our arguments 5this is notthe 2lace to egin 0usti;cation6

• )rovide some conte#t and egin insight• >m2ressive sentence at the eginning and end 5as

with conclusion6• Mar ers should e a le to see how "ou have

answered the 7uestion " "ou referencing "ourthesis and arguments

>ntroduction continuedF



od" )aragra2hs- To2ic sentence- Te#tual evidence- Guote or reference- E#2lanation and critical anal"sis- Reference ac to thesis and link back to question



Guestion To what e#tent does environmentaDect character



• )eo2le9s characteristics are often 2roducts of circumstance.• This is seen when (haracter H ecomes more hostile in his violent

and aggressive 2rison environment1 as he Bhates the loo and feelof 2eo2leC now.

• This emotive language re ects the hostilit" and estrangement of2rison life1 and (haracter H9s increasing violence1 as with his rawl

with (haracter @. This is s"m olic of H9s newl" foundaggressiveness that is a direct result of his harsh environment1 andis holisticall" unchangea le.

• Thus1 environment aDects character to a high e#tent1 through(haracter H9s su conscious1 ut ver" real aggressiveness ofcharacter1 that is a direct re ection of the aggressiveness of 2risonlife.

Sam2le od" )aragra2h



• The" are reall" im2ortant. egin ever" od"2aragra2h with one.

• Tin" versions of "our thesis1 that ranch out to ma e2oints

• )aving the wa" for arguments and 0usti;cation•

(oncise and clear 5no length" te#t summar"6

To2ic Sentences



•

8o not treat 7uotes as a cut and 2aste t"2eenter2rise• Eg 4illiam was alwa"s reminiscing a out his

childhood1 his famil"1 and his u2 ringing. This isseen when he sa"s B> wish for m" childhood

homeC. IS• 4illiam9s lament in his Bwish for 5his6 childhood

homeC re ects a dee2 and 2rofound longing forhis life as an adolescent1 as he reminisces a outhis childhood1 his famil"1 and his u2 ringing.

>ntegrating Guotes



•

Guestion- >f not throughout "ou2aragra2h1 thende;nitel" at the end

- Reinforce the 2oint1

0ustif" "our answerinthe 7uestion

•

Thesis- @our thesis is "ouroverarching argument

- @our thesis allows "ou toranch out into

argument1 whichres2onds to the 7uestion

Lin ac to the Thesis J Guestion



• Mini version of "ouressa"

• No need to restate all"our 2oints

• >s the KEN moment of

"our essa"• ?ive insight1 2rofound

conclusions1 and answerthe 7uestion with st"le

(onclusions



• and 9s ecome and ,9s when the 7uestion isanswered thoroughl"

• S"lla us1 s"lla us1 S@LLA %S• The answer is in the s"lla us• Ste2 into the shoes of the !S( mar ers• %se the 7uestion in "our answer

Answering the Guestion



• Te#t H heightens the valueof Te#t @ " re2resentingsimilar values throughdiDerent conte#ts. This isseen in 57uote61 whichs"m olises 5e#2lanationand anal"sis6. Therefore1 itis seen how the theme of His crucial to characterdevelo2ment.

• Te#t H heightens the value of

@ " re2resenting similar vawhich resonate through diDeconte#ts. This is seenF 57uoNot onl" does the te#t 2lace ttheme into high regard1 ut 2ersists through time to e2revalent + "ears later in TewithF 5anal"sis6. !ence1 it ishow the same theme is showtwo diDerent te#ts1 em racienriching one another des2it

eing written "ears a2art.

Sustained Answer





• !ave a wide sco2e for "our essa" 5 e"ond facevalue6

• A straction is e"• 8iscuss ideas1 not words or techni7ues• Thin a out 4!@ "our insight is signi;cant < this is

where it gets reall" a stract

Ada2ting essa"s



• Term < Area of Stud" 8iscover"• Term $ < Module A: (om2arative Stud" of Te#ts and

(onte#t 5>nterte#tual (onnections/>nterte#tual)ers2ectives6

• Term & < (ritical Stud" of Te#ts•

Term ' < Re2resentation of Te#ts 5)eo2le and)olitics/)eo2le and Landsca2es6

Rundown of "ear $



• Area of Stud"- 4hat does B8iscover"C mean• )a2er - Reading Tas- (reative 4riting Tas- A3S Essa"

Term



• >nterrelationshi2 etween te#ts• 3wn nowledge1 e#2erience through te#ts1 and assum2tions• !ow it can e re2resented 5te#ts1 forms1 st"les6• Bthe wa"s in which e#2loring the conce2t of discover" ma" roaden

and dee2en their understanding of themselves and their world.C5English Stage , S"lla us6

8iscover"



• Tests com2rehension s ills in unseen te#t• Tests nowledge of techni7ues• Tests understanding of conce2t of 8iscover"• Tests "our a ilit" to argue 5es2eciall" last 7uestion6

Reading Tas





• Read 7uestions efore e#cer2ts• B!owC techni7ues•

mar techni7ue 5with anal"sis6• ' mar s O at least ' diDerent techni7ues with dee2

anal"sis1 s"nthesis of ideas1 and argumentativewriting 5mini essa"6

• ringing two te#ts together- 8on9t 0ust cut and 2aste- ?ive new insight



• e original 5no clichPs6• %se e#2erience and imagination• Authentic voice• =orm is not de;ned• Artistic choices• Stud"ing for (reative 4riting

(reative 4riting Tas



• > wal ed down a road

toda". >t was hot < a out&Q degrees. The sun wasas hot as a giant all ofgas that the earthrevolved around.

• The road efore me

stretched on for whatseemed li e an eternit

The sun9s ;er" em racreathes down m" nec

and > shudder at the

thought of another steloo u21 and am lina white ehemoth ofcosmic energ".

Stor"telling



• Either one or man" or no stories

• Relates to area of stud"

• 4rite a out ideas rather than events

Res2onding to the Stimulus



• )ur2ose: address the area of stud" 5understandingsu22lements conce2t6

• >ntent of the author• road sco2e to allow for im2rovisation• Related te#t and 2rescri ed must oth inherentl" lin

to 8iscover" in "our res2onse

A3S Essa"

R l d T #



• Not on !S( list• B8iscerningC te#t• Te#t t"2e/form1 and thematic content• )o2 culture vs classics

Related Te#t

T $



• Module A: (om2arative Stud" of Te#ts and (onte#t- Elective : >nterte#tual (onnections- Elective $: >nterte#tual )ers2ectives• )a2er $1 Section • =ocus and im2ortance of conte#t• !ow values and meanings change within te#ts

Term $

( t #t



• )olitical 5war1 government1 2olicies6• Social 5reform1 re ellion1 conformit"6• !istorical/Literar" 5time 2eriod/literar" movement6• Eg- The two i ini < clad girls wal ed 2ast the hi22ie

commune and waved at the 2eo2le.- B Lord"ngs91 7uod he1 in chirche whan > 2reche/ >2e"ne me to have an haute"n s2echeF Radix ommalorum est cupiditas .C 5?eoDre" (haucer1 TheCanterbury Tales 6

(onte#t



• Elective : >nterte#tual(onnections

- >nterte#tualit" within

two te#ts- Same themes/stor"/st"le

re2resented in diDerentconte#t

- 3ne sha2es the other5intrinsicall"6

• Elective $: >nterte#tu)ers2ectives

- )ers2ectives within tw

te#ts- Similar themes or thr

in diDerent conte#ts- 3ne enhances the oth

Mod le A Essa"



• Bevaluate the relationshi2s etween te#ts andconte#tsC 5English Stage , S"lla us6

• Te#ts studied in tandem1 Bconsidered togetherC• EDects of value1 conte#t1 and content• %ltimatel"1 as "ourself how conte#t has sha2ed "our

understanding of meaning in the te#ts and wh" this issigni;cant

Module A Essa"

!alf @earlies



• 8rafts from assessments• Rote learning vs active/associative learning• 4orth + of overall mar• ee2 u2 "our ran

!alf @earlies



Term &



• Module : (ritical Stud" of Te#ts• )a2er $1 Section $• Engage with dee2er as2ects of the te#t• Read with an anal"tic magnif"ing lens

Term &

=ocus of the module



• BThrough critical analysis and evaluation olanguage1 content and construction1 students willdevelo2 an appreciation of the textual integritytheir 2rescri ed te#t. The" re;ne their ownunderstanding and inter2retations of the 2rescri edte#t and criticall" consider these in the light of theperspectives of others . Students e#2lore howconte#t in uences their own and others9 res2onses tothe te#t and how the te#t has een received andvalued .C 5English Stage , S"lla us6

=ocus of the module

4hat is te#tual integrit"



• A te#t9s unit" its a ilit" to cohere meaning withvalue. asicall" how well the te#t holds together as a2iece of art how BgoodC or timeless it is

• !ow it has stood the test of time < classic te#ts havete#tual integrit" ecause the" have consistenc" invalue and re2resentation

4hat is te#tual integrit

8egrees of te#tual integrit"



• + Shades of ?re"• The Avengers• Shar nado• Iam2ire 8iaries• Twilight•

E2ic Movie• orat

• ?reat E#2ectations• Adventures of !uc le

=inn• Leaves of ?rass• As > La" 8"ing• The >m2ortance of e

Earnest• Titus Andronicus

8egrees of te#tual integrit

Module Essa"



• Stic with "our instincts• Less is more 5fewer ideas more anal"sis and focus6• Mar ers want to see how intensel" "ou have read the

te#t• )oint is for "ou to gain te#tual a22reciation

Module Essa

Term '



• Module (: Re2resentation and Te#t- Elective : Re2resenting )eo2le and )olitics- Elective $: Re2resenting )eo2le and Landsca2es• )a2er $1 Section &• =ocus is on re2resentation and its eDects on meaning

Term

• Elective : Re2resenting • Elective $: Re2resent



• Elective : Re2resenting)eo2le and )olitics

- Engage with 7uestionsof 2olitics 52ower1corru2tion1 2u lic e"e1etc.6

- !ow has truth eenwar2ed or construed in

this re2resentation- !ow does this aDectmeaning

• Elective $: Re2resent)eo2le and Landsca2e

- Engage with how 2eoare associated " theienvironments 5viceversa6

- 4h" has a 2articularlandsca2e een

chosen/sha2ed a2articular 2erson- !ow does this aDect

meaning



• Re2resenting )eo2le and)olitics

• Re2resenting )eo2le aLandsca2es

Module ( Essa"



• Related te#t must involve re2resentation 5in regards

to "our elective6• Bdemonstrate understanding of and evaluate the

relationshi2 etween re2resentation and meaningC5English Stage , S"lla us6

• @ou must ma e a 0udgement of the te#t and howre2resentation and meaning are or are not inherentl"lin ed

odu e ( ssa

T"2es of !S( Guestions



• (haracter ased 2rom2ts 5accessi le6• Thematic 2rom2ts 5most common6• Structural 2rom2ts 5BhowC 7uestions6• Iiews and values 2rom2ts 5audience res2onse or

author9s message6

(

Ier s/2hrases to notice



• BTo what e#tent..C- E#2licitl" sa" to a high/low/great e#tent and 4!@.• BEvaluateFC- Ma e a 0udgement1 or determine the value of a

te#t/theme etc.• B8o "ou agree C- %se of ;rst 2erson is acce2ta le and e#2ected here.• B8iscussFC- >nvestigate into1 and 2rovide 2oints for or/and against.

Trial E#aminations



• 4orth $+ of ;nal mar• Moc !S(• Last chance editing/formalised guidance• Trials are not BharderC than !S(

Lim o etween Trials and !S(



• ST%8@• Schedules/diar"/2lan• )ractise ada2ting "our essa" to various 7uestions• PAST PAPERS ARE ESSE T!A"

(

!S(



• + of ;nal mar• (ramming bad• Rela# the da" efore• )h"sical and mental health

Reca2



• English feeling1 writing a out English e#2ressing meaning• Term < focus on "our Area of Stud" and get ahead in the holida"s• Term $ < focus is on conte#t1 and the value of te#ts that do or do

not change• Term & < critical anal"sis and 2ers2ectives of others as well as

intensive reading of the te#t• Term ' < re2resentation and meaning and how the" aDect each

other what is the truth

?ood Luc



• 8o "our est• >f "ou fail to 2lan1 "ou 2lan to fail 5or not as well as "ou9d li e6• !S( is not the end of the world. >t is the eginning of the most

e#citing 2art of "our life as a human eing in the real world.



BThat is 2art of the eaut" of literature. @oudiscover that "our longings are universal longings1that "ou9re not lonel" and isolated from an"one.

@ou elong.C

- =. Scott =itUgerald

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1549ATAR Notes Eniiiiuglish Lecture Slides FINAL