Documente Academic
Documente Profesional
Documente Cultură
HSC
Presented by:
Emily Tyrrell
Schedule
First 45 minutes:
Who am I?!
Essay Models
Module A
Module B
Second 45 minutes:
How to Analyse an ORT/Module C
Study Tips
Third 45 minutes:
Improving your analytical language
Improving your creative
2
Hello World
3
Writing for Each Module
Question Interpret the question. This usually means integrating the focus of the
rubric with what you have been provided.
Expand add some extra information if you feel confident enough. Is this question
over looking anything important provided by your texts?
This should not draw the focus away from the question, but instead, supplement it
Link End with a sentence that links back to the question and expansion
Writing for Each Although texts appear to deal with similar subject
matter, it is context that powerfully affects form
Module: Thesis and values
Module A
Undoubtedly, it is through the form, content and structure of a text that authors
communicate universal values in light of the contextual experiences of their time.
Moreover, one must also consider the influential and egotistical role of the composer
themselves, who through the manipulation of form and values shape the responders
reception of the text. Propagated through the Globe Theatre and mediated by the Tudor
theocracy, Shakespeares Richard III (R3) examines the values of authority, agency and
language in light of both contextual and individual understandings of the empire,
teetering on Enlightenment thought. Whilst Pacino examines the same values in Looking
for Richard (LFR), a comparative study highlights how differing contexts and personas
shape the post-modern concerns of his film. Accordingly, the shape and meaning of a text
is founded upon the values of the audience and composer alike.
Writing for Each Although texts appear to deal with similar subject
matter, it is context that powerfully affects form
Module: Thesis and values
Module A
WHAT NOT TO DO
The composer has the ultimate say in the creation and manipulation of the text. Context,
therefore, powerfully affects values. Propagated through the Globe Theatre and mediated
by the Tudor theocracy, Shakespeares Richard III (R3) examines the values of authority,
agency and language in light of both contextual and individual understandings of the
empire, teetering on Enlightenment thought. Whilst Pacino examines the same values in
Looking for Richard (LFR), a comparative study highlights how differing contexts and
personas shape the post-modern concerns of his film. Accordingly, the shape and
meaning of a text is founded upon the values of the audience and composer alike.
Module B
How does your text display
textual integrity?
The links between ideas,
language and form
Writing for Each Module: Body
Thematic structure
Fantastic for studying
Adds extra evidence to your argument
Writing for Each Module:
Integrated Essays
What it looks like:
Begin with a theme that builds upon your thesis
Make sure it links to the question
Analyse a quote from your first text
Compare this quote to one from the second text
Reinforce with another quote from the second text
Come to a larger conclusion with a quote from the first text
(which is usually the prescribed text)
The conclusion will reinforce the significance of the paragraphs
theme in relation to your thesis/the question.
Writing for Each Module:
Integrated Essays
The experience of discovery may transform personal values because of the
heightened emotional responses they evoke. In turn, this forces us to reconsider
our understanding of values and norms. Bradleys unusual choice of the non-linear
plot line, compiled with the the elusive third person narrator, allows him to begin
with a diary entry which conceals authentic documents;. Where Bradleys audience
begins to question the nature of truth so closely interwoven with fiction, Heaney
instead grants solace within childhood curiosity. He begins, as a child, they could
not keep me from the wells, subtly employing the past tense to connote the
retrospective focus. Enhanced by exclusive language, Heaney highlights the
difference between an adults caution and a childs curiosity, implying a greater
understanding of the world around them despite age. When we return to Bradleys
text, we are assured of emotion and knowledges transformative power, contained
so eloquently in the homonym itself, Wrack. Through the ambiguous simile, trust
in maps is like trust in love, little is what it seems, Bradley ingeniously
encapsulates the experience of the book itself that the transformative discovery
of value (or lack of) is based upon our intellectual and emotive responses.
Writing for Each Module:
Integrated Essays
Why?
It shows a skill and sophistication typical of the Band 6
outcomes
It allows you to contrast the texts directly
There is space for greater development of voice and the
original thesis
CAUTION
Done poorly, integrated essays WILL NOT WORK
Verbose
Time consuming
Confusing
Writing for Each Module:
Body
Regardless of what style you choose to write in, it is best to organize your
essay according to themes
How to pick themes
What is a theme?
- A theme is an idea that is expressed
through a text. They are commonly Look at past questions. Are themes
universals, and have strong links to the repeated across various questions?
human experience
- IE: Power, Authority, Family, What have you used in previous
assessments? Have they worked, or do
Identify the commonalities in your texts,
they need improvement?
and work towards what makes them so: - Commonly, its not the themes themselves
- ie. An anxious tone is present in both the Wild
Swans at Coole and Easter 1916 by WB Yeats. that lose you marks, but how they are
The theme is not anxiety that would be too expressed
simple. Rather, we look for the reason why - Rather than scrapping themes altogether,
Yeats is anxious. What makes sense for both try and revision them
of these poems is the passage of time. Time
generally, therefore, could form a themed
paragraph.
Writing for Each Module: Body
The reasons for approaching your essays thematically
The module is based around textual integrity. Thus, your argument should be as well
Have at least one quote on form per paragraph
Vary the types of language techniques that you use
Do not focus on one part of the text
A scene by scene approach may work for singular paragraphs. However, the ability to
move throughout the texts in order to explore an idea in its entirety shows a greater
amount of skill
Of all the Modules, this is the one to know inside and out
Last years questions prove that they can prescribe an extremely narrow focus
Academic readings, documentaries discussing information with classmates, constantly writing
and adopting challenging arguments may help you with this
Write against yourself
Write one side of the argument to a question, and then write a second essay that proves
your first wrong
Never stop learning
Why is your text important?
Writing for Each Module: Body
Module B
What does this tell us generally?
Dont only know quotes that line up with your themes, but the reasons why
they are important in your text
These are largely determined by political, historical and personal
context
This is where academic readings come in handy
Dont simplify the themes
Capitalise on their intricacies! This will show that youve challenged
yourself when forming your argument
Represent them as they are authentically portrayed in your texts
Understand them in light of your own experiences
This will heighten the amount of personal voice in your responses
It will also make you ANGRY , which is good for essay writing.
Practice, Practice, PRACTICE!
You have the advantage of past papers.
I dont trust people who dont write the importance of saying
things for the first time (when it doesnt count).
Advanced English
HSC
Presented by:
Emily Tyrrell
Module C: Representing People and
Landscapes/Politics
This module requires students to explore various representations of events,
personalities or situations. They evaluate how medium of production, textual form,
perspective and choice of language influence meaning. The study develops
students understanding of the relationships between representation and meaning
Each elective in this module requires the study of one prescribed text offering a
representation of an events, personality or situation. Students are also required to
supplement this study with texts of their own choosing which provide a variety
representations of that event, personality or situation. These texts are to be drawn
from a variety of sources, in a range of genres and media.
Representation:
How a composer
choses to convey an
idea
Module C: Representing People and
Landscapes/Politics
Exemplar ORT: Act of Union by Seamus Heaney (1975)
Context:
- Ireland has long been in conflict with England
- Ireland presently is separated into North and South. The North is
under British rule, whilst the South is self-governed.
- This too has manifested in conflict between Protestants and
Catholics
- Catholics represent nationalists, and Protestants unionists. This
resulted in the Troubles in the North. The Troubles lasted for 30
years, causing wide scale violence, fear and death
- Heaney was a Catholic, born in the North
- Most of his work was apolitical he refused to be a voice for the
violence
Module C: Representing People and
Landscapes/Politics
II
I
And I am still imperially
Tonight, a first movement, a pulse,
Male, leaving you with pain,
As if the rain in bogland gathered head
The rending process in the colony,
To slip and flood a bog-burst,
The battering ram, the boom burst from within.
A gash breaking open the ferny bed.
The act sprouted an obstinate fifth column
Your back is a firm line of eastern coast
Whose stance is growing unilateral.
And arms and legs are thrown
His heart beneath your heart is a wardrum
Beyond your gradual hills. I caress
Mustering force. His parasitical
The heaving province where our past has grown.
And ignorant little fists already
I am the tall kingdom over your shoulder
Beat at your borers and I know theyre cocked
That you would neither cajole nor ignore.
At me across the water. No treaty
Conquest is a lie. I grow older
I forsee will salve completely your tracked
Conceding your half-independent shore
And stretchmarked body, the big pain
Within whose boarders now my legacy
That leaves you raw, like opened ground, again
Culminates inexorably.
I
Tonight, a first movement, a pulse,
As if the rain in bogland gathered head Ideas:
To slip and flood a bog-burst, Think: Colonialism, Gaelic ties, birth, identity
A gash breaking open the ferny bed.
Your back is a firm line of eastern coast
And arms and legs are thrown
Beyond your gradual hills. I caress
The heaving province where our past has grown.
I am the tall kingdom over your shoulder
That you would neither cajole nor ignore.
Conquest is a lie. I grow older
Conceding your half-independent shore
Within whose boarders now my legacy
Culminates inexorably.
II
And I am still imperially
Male, leaving you with pain,
The rending process in the colony,
The battering ram, the boom burst from within.
The act sprouted an obstinate fifth column
Whose stance is growing unilateral.
His heart beneath your heart is a wardrum
Mustering force. His parasitical
And ignorant little fists already
Beat at your borers and I know theyre cocked
At me across the water. No treaty
I forsee will salve completely your tracked
And stretchmarked body, the big pain
That leaves you raw, like opened ground, again
Rubric Quote Module C: The Rubric
Individual
Political Rubric
Perspectives Quote
Individual/
Groups
Competing Real
Political Landscape
Perspectives
Individual/
Groups
Shared Within whose boarders now my legacy Remembere
Political Culminates inexorably d Landscape
Perspectives Personification / Sonnet Form
Examines the consequences of colonialism as Individual/ Within whose boarders now my
a shared reality Groups legacy /Culminates inexorably
Imagined Personification + Sonnet
Motivations
Landscape Form
and Actions
Represents both the history and
future of colonialism
allegorically
Politics
Landscape
Landscape Politics
- Identity - Authority
- Memory - Control
- Imagined landscapes vs real - Colonialism
landscapes - Appearance vs Reality
- Collective Imaginary - Political vs Personal
- Ie: Nationalism, Cannonical
traditions
- Colonialism
Discovery: The Process
An essay plan that I used for every discovery essay I wrote. It can be adapted to any text,
any question and any level of understanding regarding discovery
The beginning of the The bulk of the novel, The ending The relationship
novel or the journey What does the between the text and
What motivates Relationships character learn? the audience
the discovery? between Does the What do we
Is the discovery characters character learn?
undertaken Emotional/ change? What are we
willingly? Creative/ Are there motivated to
What is the Intellectual/ questions left reconsider?
context of the Physical/ Spiritual unanswered? Why is the text
protagonist? important?
Discovery: The Process
The Motivation
Audience
response PIECS
Learning
Writing for Each Module:
Studying
Presented by:
Emily Tyrrell
Common mistakes made when
writing
Many English students receive the same feedback from
their teachers. It may include:
1. Clarify your writing
2. Needs more analysis
3. Needs evaluation
4. What does this mean?!?
1. Clarify your writing
Active Voice
Sentence Variation
Nominalisation
1. Clarify your writing
Active Voice
Most simply, this has to be with the The passive voice is formed when
positions of the subject (the actor) the word that word regularly be the
and the object (the thing being object is placed in front of the
acted upon) in a sentence subject
Eg. Emily presented the lecture Eg. The lecture was presented by
I ate chocolate Emily
She wrote an essay The chocolate was eaten by me
These are all written in the active voice An essay was written by her
because the subject is in front of the
verb Or the subject is dropped The lecture
was presented
The discovery made on behalf of the reader is one charged with emotion
The clause is shorter and simpler, as you are cutting out the filler words
This results in a self assured voice
Sentence Variation 1. Clarify your writing
When you are writing under This obscures the most important
pressure (Ie. In an exam, the night information in your analysis
before an assignment is due) it is That discovery is both within and outside
very easy to write without full stops: of the novel
That this is an active choice of the author
That this still links to the question,
The composer engages the audience despite the complexity of the idea
through clever use of anaphora to
compel their own discovery of the
importance of emotion. This further
proves the pivotal importance of
discovery in both the characters and
readers lives, meaning that discovery is
imparted on the reader too.
1. Clarify your writing
Sentence Variation
Break your sentences up! Think, when you listen to speech what loses your
attention? The same structures should appear in your own work
What is working The quote What it means for What do we learn from
in this quote to plot progression this? How does it
challenge or affirm the
produce its
question? Can we
meaning understand the
question in a different
light because of it?
3. Needs evaluation
Remember:
It is better to have a simple idea and prove it well than to confuse
your essay through complex arguments
Of course, high range Band 6 responses will be presenting complex
ideas. These ideas, however, are generally found in the body of the
essay, rather than the thesis itself
4. What does this mean?!
Checklist for complexity How many lines am I spending
Can I understand it if I read it on explaining my ideas, as
aloud to myself? If not, simplify compared to textual analysis?
your vocabulary. If you cant do Realistically, you should be
this whilst maintaining the spending equal time on your
same idea, simplify your thesis quotes and ideas (if not, more
time on quotes). Simplify if this
is not the case
Have I proven my thesis in my
paragraphs? If not, it probably
Does my thesis allow me to
means that the thesis youre
answer the question? The
arguing doesnt match the
question takes priority,
understanding of the text
because it is whats in the
marking criteria. There must be
space for the question in your
thesis
Creative Writing
The story
Books/ Both
doesnt have to Both characters
One character Writing has characters and
end with and their
should be their
resolution, nor to be a perspectives
regimented, perspectives
does the central part should change
whilst the other should change
process of of the in different ways
should be naive in different
discovery have
to be complete
creative ways
Creative Writing
1) An Original Idea
Discovery can Discovery can
Does the Discovery can
be mean different
process of either
Discovery is experienced things for different
discovering challenge or
inevitable second hand
end? people grant power
Tautologies
- This is one of the greatest cricket
grounds in the world to play cricket
on Confusion
- The day began this morning - Mixed metaphors, he was watching
- Hes been having nightmares at me like I was a hawk
night about that - Double negatives, theyre still not
without no chance
Ambiguity
- Talk directly, say what you mean Cliches
- Be most wary of this when using - A single tear rolled down her cheek
imagery
- However, be wary of the other Obfuscation (using big words where
extreme: stating the obvious theyre unnecessary)
Writing your piece
Plot / Body
Develop the idea
Harry is the The Boy Who Lived, granting
Begin with one concept hope to the wizarding world
Plot / Body
Conflict
Katniss is caught between protecting her
Have your character immediate family or protecting the good of
caught in a decision the nation
Plot / Body
Keep the secret
Have your protagonist Nick begins his story as an attempt to figure
begin by chasing an it out himself
ideal