ENGLISH HOW TO SURVIVE AND EVEN ENJOY THE

ENGLISH HOW TO SURVIVE AND EVEN ENJOY THE EXAM

Things to remember � Three hours seems a long time—but it isn’t � Keep to the hour for each section—use a few minutes to plan—and don’t forget to check over the work � Do the tasks in what ever order suits you – just remember to fill in the exam booklet correctly � Every section is marked by a minimum of 2 markers—so at least 6 people see your work —it is very fair!!!

Advice to examiners � Each section has you are looking for a different skill � Part 1 TEXT—students who “own the text”—ie people who show they have studied the text in detail and are able to discuss it in detail � Part 2—CONTEXT—students who show a sophisticated understanding of the concepts in the context, who answer the prompt and can create a piece of writing that shows their understanding. � Part 3—LANGAUGE ANALYSIS—students who show well they can process unseen information and analyse the way language works on an audience

Section A: Reading & Responding

Key assessment expectations � Knowledge this? of the text – how do you show � Use of evidence – includes content and technique. � Coherence and organisation – does my essay have a clear contention; have I used TEEL in my paragraphs? � Maturity, sophistication and insight

Students must indicate the text and topic on which their response is based.

Assessors’ comments � Encouraged to feel confident in your own reading and interpretation of the text � No expected response to a text � Assessors do not have to agree with your interpretation � Support your interpretations and claims with insightful evidence from the text

Assessors’ comments � Don’t ignore the essay question – respond to it and not to your own! � Analyse all aspects of it – what are the assumptions being made? Do you agree completely? Does your agreement need to be qualified? ◦ “It is only love that changes Terry. ” Discuss � Watch out for the little words!

Questions to focus on � Who are the key protagonists and do we witness any change? � What are the key relationships? What do they show about the characters? � What is distinctive about the structural devices used? � Themes – what is the writer/director trying to tell the audience?

Types of questions � Propositional ◦ Justice will always overcome prejudice if one person is brave enough to speak up. ” Discuss. � Quotations ◦ “Sometimes the facts that are staring you in the face are wrong. ” Does emotion interfere with the achievement of justice? � Direct ◦ Why is it so hard for Terry to “tell the truth as he knows it”?

Assessors’ comments � Respond to all the elements in the question: Why is it so difficult for the jury in “Twelve Angry Men” to reach a verdict?

9 -10 range �“demonstrates an understanding of the implications of the topic, using an appropriate strategy for dealing with it and exploring its complexity from the basis of the text. ”(VCAA website)

Introduction � “Twelve Angry Men, ” a play by Reginald Rose presents the view that prejudice, personal feelings and stubbornness restrict our decisions and the choices that are made. This is because the jury finds it difficult to reach a final verdict. Prejudice and personal feelings blind a juror from the truth and being stubborn causes the verdict to be prolonged.

Essay question � 7 th juror: “Oh Brother! Anybody got a deck of cards? ” The most dangerous characters are the least engaged. Do you agree?

How to write a good response � Step 1 � Step 2 � Step 3 ◦ Read the question and underline the keywords ◦ Write out alternative words and phrases for the keywords ◦ Remember to think of all the various aspects of a keywords e. g. suffering ◦ Ask yourself what the question means. ◦ What assumptions are being made that you must address?

How to write a good response � Step 4 � Step 5 � Step 6 � Step 7 ◦ Formulate your contention ◦ Formulate your topic sentences (reasons for your contention) ◦ List the examples you will use for each TS ◦ Start writing

Sample intro � Fundamental to the operation and execution of the jury system, and by extension justice itself, is the concept of duty and commitment. Disengagement and apathy are arguably the most dangerous crimes against this system and are therefore the most damaging. This apathy is personified in juror 7 in Reginald Rose’s play “Twelve Angry Men. ” His character is portrayed as the most detrimental to their process of deliberation. He has “had enough” of the case from the start, more concerned with being on time for his ball game than the outcome. This prevents the most fair and accurate outcome and also jeopardises the fairness of the system they are representing. Although juror 3’s aggression and juror 10’s bigotry are also highlighted as extremely dangerous, juror 7’s inability to care has the deepest moral implications.

Sample Body paragraph � Initially, the aggression from juror 3 is at the forefront of the negative traits in the jurors. He calls the defendant a “rotten kid” immediately and attempts to convince the men throughout the play that the young man will “be found guilty as sure as he’s born” regardless of their personal beliefs about his guilt. The audience resents his loud, opinionated views because, like the 8 th juror, we recognise the personal bias and anger behind those views from the start, thus his irrelevant commentary. As juror 3 ironically states, “there are no secrets in a jury room” and eventually his motives emerge in the open. However, juror 3’s opposition and heated involvement throughout can be seen as active involvement in the deliberation. Despite his largely negative take on the whole case, at least he is making a concerted effort to decide the fate of a teenage boy. Juror 8 opens by suggesting they “owe [the boy] a few words” and it is for this very reason that the actions of juror 3 are dangerous but ultimately his own twisted version of reality – the nature of the jury system means that you are entitled to “unpopular opinions. ” We can therefore accept s “wrong” opinion over no opinion at all. Furthermore, we eventually feel sympathy for juror 3 and the heartache his son had out him through – it would be an exaggeration to therefore describe his actions and opinions as dangerous.

Themes in “OTW” � Power & corruption � Forms of power � Power as knowledge � Redemption � Morality � Individual conscience � Faith/Christian symbolism � Goodness � Working class life

Symbols and motifs - Fog - Joey’s jacket - Pigeons and hawks - Christian symbols - Hook

Themes in 12 AM � Rule of law - Law and justice and the failure/success of the jury system � Civic � the duty and social responsibility individual and integrity - taking a stand ◦ Internal conflict and decision-making ◦ Courage is essential in taking a stand

Themes in 12 AM � Obstacles ◦ ◦ ◦ to justice Prejudice and racism Apathy and disengagement Ignorance Lack of responsibility Fallibility of memory Fact vs fancy

Quick summary � The individual is crucial in the achievement of justice - all individuals must carry out their civic duty and social responsibility. � Prejudice, racism, stereotypes, fallibility of memory, fact vs fancy, all have the potential to undermine the justice system.

Symbols and motifs �Role of the judge �Locking of the door �Scarred table �Weather – heat, storm, subsiding of the storm �Broken fan

Don’t…. . � Summarise the text � Leave out CAMELS/stage directions � Start a paragraph with an example � Start your conclusion with “In conclusion…” � Use the same example more than once � Leave out aspects of the question � Reuse key words repeatedly � Panic if the question looks really complex – just start breaking it down.

Have an opinion on…. � Writer/director’s purpose/message � How this message is conveyed to the audience � The key characters � Changes and relationships in relation to these characters

Structure of an essay � Intro ◦ ◦ contention Explanations of keywords Alternative words to keywords Scope � Body (3) ◦ TEEL; topic sentence, explanation, evidence/examples and link

Structure of an essay � Use a variety of words to show you make good language choices Demonstrating/indicating/a reflection of The use of …. Therefore demonstrating that…. The notion of……is valued above…. . The director’s/playwright’s interest in theme of. . . is expressed through the experiences of (character’s name) ◦ A recurring symbol in the text is. . . which is associated with. . . ◦ ◦ ◦

Structure of an essay � The film/text endorses the values of. . . � The director uses ……(techniques) to convey the idea/point that. . . � While (name of text) suggests that. . , it also suggests that. . � Kazan/Miller challenges the stereotypes…. . � Kazan/Miller deliberately constructs… � Kazan/Miller is alluding to… � Kazan/Miller interweaves…

The final word from us � Know your text inside out –live, breathe, eat it. ◦ Evident in your ability to give evidence (content and technique) for all the claims you make � Know the structure for your essay � Are you able to analyse the essay question accurately? � Practice, practice – full pieces and plans (contention, TS and examples for each TS)

ENCOUNTERING CONFLICT What to remember for the exam!

In the exam � No statement of intention-show what you are trying to achieve � Must make connection to the text more obvious as no SOI � Only one prompt for 4 very different texts � Could be a visual prompt

KEYS TO SUCCESS Quality of Writing Quality of ideas Handling of the prompt

What that means? � Examiners are looking for �Students who are able to explain the BIG PICTURE behind the prompt and use the prompt effectively �Students who have thought about the context and are able to use examples to support/illustrate/illuminate their ideas �Students who can write clearly, coherently and fluently “Students must respond to the prompt. While a prompt can be seen as a springboard for ideas in relation to the context, the piece of writing must deal with the ideas the prompt itself offers. The most successful scripts showed insight into the implications of the prompt. Some students ignored the prompt completely. ”

Assessment � Ideas. . . showing depth and breadth in your exploration of significant conceptual ideas and thinking and a conceptual link to your text(s) � Writing. . . demonstrating your ability to use language effectively and accurately � Prompt. . . a your work clear link to the prompt is shown in

Big Picture Ideas � Remember it is ENCOUNTERING CONFLICT— not just conflict so therefore it is about how people react and respond to conflict � So make revision notes with examples for �Causes of conflict and the types �What is needed to survive conflict? -(survive is not live) �Consequences of conflict – �For individuals/families/relationships �Communities �Societies/world

Often asked questions. � Can I use outside information? Is it checked? � Do creative responses earn more marks than expository? � Can I refer to a Part 1 text such as 12 Angry Men which would suit this context? � Do I need to use quotes? � Should I use more than one text as the basis of my piece? � Can I use ideas I have put in an essay before?

Examiners comments �About use of text “While this is a clear instruction that the text drawn from must inform the writing in ways that must be clear to the reader and that the student has used it effectively “ as appropriate to the task”. � In the examination students who compose seemingly gratuitous creative pieces or simply label one of their characters ‘Abigail’, ‘Blanche’ or ‘Holden’ have not fully examined or explored the ideas of the text in relation to the prompt. They must ensure that the connection between the piece of writing and the nominated text is discernible and central in the ideas of their pieces. The most successful responses drew thoughtfully from the text; however, the least successful only used a scene or a feature of character in a superficial way or retold the plot of the text. � (Assessment reports 2010, 2011 –VCAA website)

� About examples � Students who used more than one source to illustrate their ideas often produced pieces with a strong sense of unity and purpose. This cohesiveness was contrasted by pieces where one idea followed the next as students went through their list of examples. The product was more a plan for an essay than a thoughtful, finished piece.

Visual Prompts the consequences of conflict are always negative

People are the greatest cause of conflict.

Expected qualities 9– 10 • Demonstrates an insightful grasp of the implications of the prompt/stimulus material, and perceptively explores its conceptual complexity using an appropriate strategy for dealing with it. • Achieves an assured, cohesively structured piece of writing in an appropriate form, successfully integrating, in a sophisticated way, ideas suggested by the selected text(s). • Makes fluent and effective use of language. 8 • Demonstrates an insight into the implications of the prompt/stimulus material and explores its complexity using an appropriate strategy for dealing with it. • Achieves a controlled, cohesively structured piece of writing in an appropriate form, effectively using ideas suggested by the selected text(s). • Makes fluent and confident use of language. 7 • Demonstrates a clear understanding of the prompt/stimulus material, and the ability to explore some of its ideas, using an appropriate strategy for dealing with it. • Achieves a coherent piece of writing in an appropriate form, making some use of ideas suggested by the selected text(s). • Uses language accurately and appropriately. 6 • Demonstrates an understanding of the prompt/stimulus material and is able to work with some of its ideas, using an appropriate strategy. • Presents a generally organised piece of writing, in an appropriate form, drawing on ideas suggested by the selected text(s). • Uses language adequately and appropriately. 5 • Demonstrates an understanding of the prompt/stimulus material, and the ability to respond to some of its ideas. • Presents a piece of writing with some organisation, demonstrating some understanding of ideas suggested by the selected text(s). • Uses language adequately and appropriately. 4 • Demonstrates some understanding of the prompt/stimulus material, and the ability to respond to it. • Presents a piece of writing with limited organisation and limited reference to the selected text(s). • Shows adequate language control.

Sample Introductions � “New environment creates conflict. ” � (Causes of conflict) � Intro 1 --Individuals, seeking for greener pastures, will often be exposed to new and unfamiliar surroundings that will ultimately cause disagreement to arouse. Often at times, asylum seekers will tend to resent living with other races due to different habits in terms of decision-making, cultural superstitious or beliefs. It mostly leads to arguments. Also, refugees and asylum seekers will find it hard to adopt new surroundings and language barriers. Sometimes, others may not at all overcome the conflict because most prestigious organisations prefer to employ people with English-oriented backgrounds for better profitability. Most asylum seekers or refugees will also have an unfair treatment and will be subjected to racism. Migrants will always encounter difficulties and obstacles in quest for a better and liveable surrounding as long as racism is globally alive and well.

Intro 2 --Conflicts arise from new environments where people are unfamiliar and do not know how to handle new cultures and lifestyles. In the novel, Rugmaker of Mazar-e-Sharif, Najaf fled his homeland of Afghanistan to escape threats of the Taliban but found himself in a land that forced him to question his decision. He struggled alone as he did not understand the language or the practices of Australia. Conflict itself derives from our individual differences and it is for that fact that it is an inevitable part of our existence. When our needs for appreciation are not being fulfilled in our relationships, we experience relational conflict because others do not see us in the way we wish to be seen. For example, older employees may be upset if newer co-workers do not give them respect for the wisdom that comes with their years of experience. In Arthur Miller’s play, The Crucible, a group of girls are led by Abigail Williams on a witch hunt where they find themselves in uncomfortable and threatening surroundings, forcing them to pursue untrue accusations which results in interpersonal collisions. When our feelings clash with others’ feelings, we are in conflict and this can often be caused by new and unfamiliar environments.

“Conflict can be a catalyst for change. ” (Consequences of conflict) Intro 1 --Most people tend to think that conflict is a bad thing, however, if it is managed properly, positive outcomes can be produced. Struggles of any kind can be positive when they encourage creativity, new looks at old conditions, the clarification of points of view, and the development of human capabilities to handle interpersonal differences. Alternatively, conflict can be negative when it creates resistance to change, establishes chaos in organizations or when interpersonal relations foster distrust. Despite these possibilities, conflict is a facilitator of change and is a necessary process through which decisions are made. Some of the positive outcomes of conflict are that better ideas are produced by interacting and sharing of thoughts so new approaches are realised, individual views are clarified by being open, long standing problems are brought to the surface and resolved by having good communication and understanding, creativity and interest are increased by compiling ideas and interests, and one’s capacity can be tested.

Intro 2 -When dealing with difficulties and hardship, some of us might tend to change the approach or procedure to maximise and overwhelm these conflicts. In Rugmaker of Mazar-e-Sharif, it is after witnessing the full wrath from the hands of merciless Taliban’s that Najaf decided to flee Afghanistan and head course for a safer and liveable condition. After having learnt of the 09 -11 bombing, George Bush didn’t hesitate in closing the American borders from other countries and consistently change into a more secure-conscious state. After Nelson Mandela served 27 long years of imprisonment for conviction of sabotage, he finally made a dedicated decision and later became a successful man who represented as the president of South Africa. It is indeed that our obstacles that we face can help mould our decision and help us seek change in once approach.

Para building � It may seem that our everyday lives are filled with mundane routine, however we eventually realise that every relationship, every commitment gradually becomes a significant part of who we are and how we see the world. � The ultimate power of ‘family’ is to shape who we are and how we see the world. � It’s said that we can only live our lives forward but only understand them in reflection. � Really understanding our past is essential to living a satisfying life.

Para building � Add 3 more sentences to each of these, discussing and exploring the idea of the topic sentence � Write a subsequent paragraph which explains and explores how a ‘quote’, scene, event from your text illustrates what you’ve said. Or…begin an anecdote or story which will pursue this idea Or…simply expand the discussion you’ve begun about identity and belonging

Exploration may have but and interestingly eventually finally apparently however whilst if, in fact if despite ultimately but, in fact as well as this although perhaps in some cases

Part C: LANGUAGE ANALYSIS

You have to be able to: � “Analyse and compare the ways in which verbal and non-verbal (including visual) language…is used to persuade readers and viewers to share the point/s of view being presented. ”

What examiners are looking for: � An understanding of the ideas and points of view presented � An analysis of ways in which language and visual features are used to present a point of view and to persuade readers � Controlled and effective use of language appropriate to the task

High Level Responses: � Show a perceptive and sophisticated understanding of a range of ways in which the written and visual language positions readers in the context presented. � Develops a cogent, controlled and wellsubstantiated analysis using precise and effective language and expression.

2010 Exam: Appealing to the readers’ sense of social justice, Lee reminds the audience why biological diversity is ‘so important’ in protecting the living standards of the ‘poor’. Highlighting how reduced genetic variation and increased biological similarity within ecosystems will impinge upon ‘food security’, ‘nutrition’ and the health of the ‘rural poor’ in exacerbating ‘extreme poverty’, Lee asserts that it is our humanitarian duty to ensure that such injustice is not inflected upon our fellow human beings. Metaphorically presenting ‘us’ Westerners as the ‘powerful economic giant’ and callous ‘affluent hunters’ ‘subordinating’ the interests of the poor to pursue personal wealth and ravish the environment, Lee urges us to ‘hunt less, gather less and preserve more before it is too late’, effectively summarizing the crux of his argument into a useful repetition of metaphor. By evoking imagery in the reader with ‘us’ – the affluent, greedy giant, insatiably destroying habitats and marginalising the livelihood of the third world, the reader’s sense of justice and righteousness is inflamed to urge compliance to Lee’s contention.

The basis on which the piece has been created. What is it that the presenter is trying to achieve? What might you expect from this person? Context Contention The construction of the piece. Where the reader is being led. The specific language – the selected words and phrases to effect a particular purpose.

The basis on which the piece has been created. What is it that the presenter is trying to achieve? What might you expect from this person? Context Contention The construction of the piece. Where the reader is being led. The specific language – the selected words and phrases to effect a particular purpose.

It is safe to say that no writer randomly puts down his thoughts and ideas when presenting a point of view. Therefore you must consider how the construction of a piece is adding to its impact – where it is leading the reader or listener. Your task is to identify that construction and to analyse the way it adds meaning to the piece in terms of its persuasiveness.

WHAT ARE THE SPECIFIC WORDS, PHRASES AND IMAGES THAT THE WRITER USES IN ORDER TO CREATE A PARTICULAR IMAGE OR FEELING? WHY HAS HE CHOSEN THAT WORD OR IMAGE?

COLOURS BEST DEMONSTRATE THE CONCEPT OF CONNOTATION DENOTATION CONNOTATION RED PRIMARY COLOUR WHITE ALL COLOURS COMBINED SOCIALISM, STOP, ANGER, HOT, SEX PURITY, CLEANLINESS, WHOLESOMENESS (MILK) BLACK ABSENCE OF COLOUR EVIL, FEAR, DEATH GREEN SECONDARY COLOUR BLUE& YELLOW ENVIRONMENT, ENVY, FERTILE, ILL YELLOW PRIMARY COLOUR COWARDLY, CAUTION PINK SECONDARY COLOUR RED & WHITE FEMALE

How to write a strong analysis: Step 1: Use your reading time wisely! � Read all materials thoroughly (including the background information) � While reading consider: - The point of view that is presented - The arguments presented to support this view - The language choices intended to persuade the audience

Step 2: Take a few moments to plan � As soon as writing is allowed, use a highlighter or pen and identify on the page the key aspects that you think should be addressed in your analysis. (Remember: You cannot analyse every line in the piece and there is no expectation that you do!)

Step 3: Structure your analysis logically � Provide a succinct introduction � Use - the key arguments that you have identified to give your analysis purpose. What is the argument? How has written and visual language been used to persuade the audience to agree? � To conclude- Keep it simple! Hint: Save the closing statement and analyse this. What final thoughts does it provoke in the target audience?

Sample Introduction: Keynote speaker at the 2010 international Biodiversity Conference, Chris Lee, speaks with conviction to conference attendees; most of whom are involved in the area of nature conservation. He contends that action must be taken to safeguard the variety of life, or, biodiversity. Alternating between an accusatory and disapproving tone and one of alarm, the two complement each other and are utilised to successfully persuade the speaker’s powerful and influential audience to take action to preserve biodiversity. The use of a visual aid in the form of a slide presentation assists the speaker, presenting the argument through a different medium.

Sample Conclusion: Lee ends with a final call to action with the image of the world being held by human hands. By depicting the world as being in ‘our’ hands, Lee is calling on the audience to reinforce and pass on the message to everyone. The world, is in essence, relying on the conference attendees to care for it and ensure its safety and ensure biodiversity, our ‘greatest treasure’ is not diminished ‘at all costs. ’ Ending with a visual allows the audience to ‘see’ the argument Lee is presenting. In doing so, the audience is able to be persuaded of Lee’s conviction that the safeguarding of biodiversity is vital, and also reinforces to the conference attendees that they need to take action.

Step 4: Make well considered language choices � - Vary language choices when exploring effect: The writer positions… Readers are manipulated/convinced to… It is implied… (writer’s name) alludes to… Lures the reader… Casts doubt on… Forces readers to… Exploring the writer’s intention: Provokes controversy Generates debate Identifies with Empathises with Indicates Expresses Shows - Focuses on Inspires Intends to Highlights the significance of Reinforcing Enforcing Fosters a sense

� Revisit - TONE words: Passive Angry Excited Sympathetic Authoritative Questioning Condescending Facetious Proud Encouraging - Brash Wistful Aggravated Light-hearted Humorous Calm Sarcastic Harsh Disgusted Arrogant

RESPONDING TO A VISUAL

“Rudd Threatens Legal Action against Whaling Nations”- use of detail?

What do I want MY reader, to know? How might I achieve it? 3 ‘C’s’- Big picture- your case Selected detail, connections-Be the expert Cohesion , editing and completion

Final Tips: � � � Pay attention to the background information. It is important to understand the context of the piece. Ensure that you ANALYSE rather than just SUMMARISE (Focus more on how information is presented rather on what is presented) Focus on the tone. Why is it being used and how does it change throughout? Explore how the visuals add to the persuasiveness of the written material. Litter metalanguage throughout to show that you understanding the choices being made. (Don’t turn it into a shopping list!) Practice!

What to do for the remainder of 2013 for Language Analysis • Listen all around you to the way language is being used – ‘normalise’ the task • Become familiar and comfortable using ‘your language of analysis’ • analyse the photo / letters section of The Herald-Sun, The Age. . • Never passively view or listen to an ad – they provide wonderful opportunities for working on analysis • Work on ‘different’ types such as brochures, ‘how to vote cards’, visual displays • Study various forms of visual material: cartoons, pictures, drawings, paintings, images • BE THE EXPERT

Final advice � GAFFS FROM THE ENGLISH EXAM 2009 -12 � � � � � � � Awquidness Marriage vowels A tartoo Iminate death Martyrdom inevitably leads to death Sam uses hypathetic questions The fowl behaviour of parents Situation of life and deaf The writer ultimately commences their piece with… They soon realised war isn’t an easy battle All my experiences lie in sheep I have a few heroes like Martin Luthor King and the Lion Ki. NG Gives enforsus Robert Frost poetry is poetry worth reading The actions of Hitler disregarded the good of smaller entities in order to achieve a greater good He refers to the Olympic runner who stopped to help his rival. This is wrong I can’t recall the runner. The anecdote appeals to the reader’s motions Petrol prices are likely to be conflicting with your income All that both died and survived To Aborigines the land is a holly place Inclusive language helps Sam in reeling people into his boat In the French Revolution So many people lost their heads you couldn’t take 3 steps without standing on a body. Rhetoicle, rhytoical, rhetorical, rytorical, etc The boy had a low self of steam.