1 hsc advanced english introductory ppt2

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HSCAdvancedEnglish

Area of Study: Belonging 40%

Three Modules: 20% each !0%

HSC T"o # t"o hour e#a$s

So$e grahics and infor$ation fro$ &aren 'ager ()*



Te#t re+uire$ents for Advanced Englishfro$ &aren 'ager (#ford )niversity *ress

'ou are re+uired to engage in the close study of at

least fve types o prescribed text, one dra"nfro$ each of the follo"ing categories:

Sha-esearean dra$a

rose .ction

dra$a or .l$

oetry non.ction or $edia or $ulti$edia te#ts

'ou are also e#ected to engage "ith a "ide range ofadditional related te#ts and te#tual for$s/



&ey deas )nderstanding language, for$s,

features and structures of te#ts

)nderstanding conte#t, urose andaudience

)nderstanding characters, settings,the$es and values

1esonding to and co$osing te#ts



1e+uire$ents for the HSC Advanced

English coursefro$ &aren 'ager

Advanced Course

Area ofStudy

Belonging Romulus my Father

Raimond Gaita (nf)

40% Second unitLanguage, Creative, Critical

Module A Comparison of texts: Texts in Time Frankenstein Mary Shelley (pf)and Bladerunner directed byRidley Scott (f)

20% Third unitCritical

Module B Critical Study of a Text

Poetry: William Butler Yeats (p)

20% First unit

Critical

Module C Representation and text: ConictingPerspectives

Julius Caesar William Shakespeare (Sd)

20% Fourth unitCritical



For example: ote!ta"ing sca#old for analysis ofa text

Adapted from $aren %ager

&uestions ConsiderationsPurpose: hy has this te!tbeen constructed"

to tell a story# to entertain# toinform# to record history# topersuade or ar$ue# to describe# toteach# to e!press an emotion orfeelin$ or idea# to respond to a

person# situation or e%ent #to re&ect'udience: ho has this te!tbeen constructed for"

a$e $roup# $ender# education le%el#cultural and reli$ious back$round#personality and interests# biasesand preudices

*onte!t: hen and hereas this te!t constructed"What do + brin$ to thiste!t"

,echni-ues: hat are thee.ects of the com oser/s

personal# social# historical# culturaland orkplace considerations

dramatic# literary# 1lmic or poeticforms# $enre# te!tual inte$rity#



Scaolding resonses considers :&aren 'ager

3anguage for$ and features cine$atograhy

Structurelot of te#t

5or$

Characterisation

6arrative

The$es

7aluesvaluing: 8hat cultural or social assu$tions 9valuesand eliefs resonders are e#ected to share; are $ade in

this te#t< s this te#t culturally and socially neutral< Hasthe "ay this te#t is read changed over ti$e<



Area of Study: Belonging

The concets

1eresentation

*ercetions

Conte#t

nterrelationshis

$aginative ande#tended resonse

Suggestions and ascaold



Composer

TextResponder Meaning

Meanin

g

Context &

Perspectives:

personal,

cultural,

historical,social

Perceptions: interplay of

recognition andinterpretation and

is influenced by

our preconceived

ideas, memories,

experiences and

senses

Perceptions: interplay of

recognition andinterpretation and

is influenced by

our preconceived

ideas, memories,

experiences and

senses

Assumptions

about

belongingM e a

n i n

g

Representationof belonging

through

language

features and

ideas

Context &

Perspectives:

personal,

cultural,

historical,social

M e a n i n

g

Meaning

Meaning

M e a n

i n gM e a n i n g

Meaning



Area of Study: Belonging

8riting e#ercises such as: A young child has =ust landed in Australia for the .rst ti$e at Sydney>s

usy nternational Airort/ She $oves closer to her $other, reaching forher hand feeling confused y the loud foreign voices/ ?escrie "hat shesees, hears, s$ells and feels in one to t"o aragrahs/

A ac-ac-er has een on the sa$e @ight as the young child/ He has

een travelling around Euroe for over a year/ He +uic-ens his ace andlengthens his stride/ The cacohony of fa$iliar Aussie voices $a-es hi$s$ile/ ?escrie "hat he sees, hears, s$ells and feels in one to t"oaragrahs/

E#tended resonses and tis such as: The i$ortance of develoing and integrating a thesis or line of

argu$ent Te#ts for a variety of reasons can invite us to e art of their "orld or

$a-e us feel disengaged and disconnected/>



8hat "e cover inRomulus, My Father

The dea of Belonging to a ne" "orld

A ne"found sense of fa$ily

Setting

Characters3anguage

Selecting and ntegrating 1elated Te#ts

*ractice Assess$ent Tas-s: MidCourse and Trial E#a$inations



HSC English 9Advanced;Area of Study: Romulus, My Father y 1ai$ond

aita 9nf;

5eatures of the chater:

)nac-ing the 1uric: the -ey concets

Bac-ground and conte#t of aita

Social and Historical Conte#t of Romulus, My

Father Te#tual 5or$ and Structure

deas of Belonging/



aita>s )se of language is characterised y:

Concrete descrition

1esect and reverence for the landscae

His tone is understatedD style direct andsi$le

Hu$our to underlay athos and tragedy

E#tract fro$ the novel analysed and

annotated "ith language features andlin-s $ade "ith the concet of elonging



3in-ing landscaeto concet

aita uses the landscae to re@ect the

feelings and attitudes of the characters/ tis as if their isolation and alienation arereinforced y the star-, arren landscae/

This is evident in chater three "henaita recounts a ti$e "hen his $other

"as rought y ta#i fro$ Maldon to5rog$ore/



He first sees her “when she

was two hundred metres or

so from the house, alone,small, frail, walking with an

uncertain gait and

distracted air. In that vast

landscape with only crudewire fences and a rough

track to mark a human

impression on it she

appeared forsaken.” p.32.



)sing the landscae as a sti$ulus for i$aginative"riting: Section

Select one of the following uotations from the te!t.

"se this uote as a central idea in your own piece of

imaginative writing that e!plores how landscape shapes our

sense of #elonging or of not #elonging. $ecall how %aita uses

language in his descriptions of the landscape and try to usesome of his techniues in your own writing.

&He longed for the generous and soft 'uropean foliage( )p.*+

&-e walked in the hills and often swam in the river( )p.*&/he landscape seemed to have a special #eauty( )p.0*

&/he hills looked as old as the earth( )p*23



Advanced: Module A: Co$arativeStudy of Te#ts Conte#ts F Elective 2:

Te#ts in Ti$e

Connections fra$ed through: Context: GG! England societal

transfor$ation "ith an industrialrevolution and a "or-ing class societyde$anding to e heardD GI2 )S

threat of acid rain and gloal "ar$ing,econo$ic rationalis$ andune$loy$ent

Creators: 7ictor 5ran-enstein andEldon Tyrell

Creations: The $onster and therelicants

Values: co$assion, love, courageand integrity



The creators

7ictor 5ran-enstein and Eldon Tyrell lac- insight, hu$ilityand e$athy/ They areegocentric and indierent to

the needs and feelings oftheir creations/

Tyrell is not horri.ed y hiscreations li-e 5ran-ensteinDrather he delights in his o"nhandi"or-/ 'et, his treat$entof the$ is as cruel as5ran-enstein>s re=ection ofhis $onster/



The assess$ent tas-s anda ossile aroach 'ou are in a ar in China To"n in 3os Angeles, 20GI/ 'ou

overhear a conversation et"een 5ran-enstein>s $onster and1oy Batty/ 'ou hear the$ e#change their stories, discuss their

attitudes to"ards their creators, and co$are their values ande#eriences/

“Scotch without the rocks, Sam.” Outside the rain belted out itsall too familiar dissonant rhythm on the city of fallen angels.nside, a cold blue light chilled me to the core des!ite the

"eeting warmth of the scotch, and cast thin eerie shadows onthe faces of the regulars in the bar. # giant of a man sat hea$ily

down on the bar stool between me and the guy whose blue eyesshone strangely. # !atchwork of red scars !er$erted his faceinto a re!ulsi$e $isage. My instinct was to get the hell out ofthere, but nothing much ha!!ened in this !lace, so stayed.



7ocaulary for Creating anArgu$ent "ith Co$le# Sentences

5urther$ore

Moreover

AlsoHo"ever

6evertheless

6onetheless

Conse+uently Therefore

Thus

Hence

Si$ilarly

Contrastingly Alternatively

5irstly , 5inally

Most signi.cantly

8hilstJ

AlthoughJ

SinceJ

BothJ



Co$osers:

reresent, accentuate, reinforce, highlight, roose,ro$ote, allude to, denote, connote, convey, evo-e,indicate, signify, e#lore, suggest, e$hasise,

recall, reveal, include, conceive, accentuate, dra"attention to, stress, re@ect, reinforce, assert that

de$onstrate, elicit a resonse, encourage, enhance,

e#e$lify, foster, create, indicate, intensify,ro$ote, tyify, under$ine, conde$n, aeal tosenses, seculate, urge



Tone

detached, i$assive, ironic,condescending, suerior, innocent,earnest, alien, urgent, "ar$,encouraging, indo$itale sirit,regretful, rela#ed, resentful,

nurturing, haunting, disconnected,re@ective, confronting, deserate,rela#ed, $ysterious



3anguage, rahics, 3ayoutComposer, context, culture and

valuesPurposeOriginality versusappropriation

Vectors, Framing

alient imagesCompositional axis and rule othirdsPerspective!po"er!

positioning! persuasion

Colour !line!texture!balance!shapes#ac$ground % contextual!non&ight sourceParody, satire, subversionModality: cartoon, photograph

Contrast!'uxtaposition

ymbolism

(emanding oro)ering ga*e

#ody language andgesture: interactive

+rouping o fgures

Modality

ntertextuality

-bove all: e)ect onmeaning andresponder



?ar-Ages4K0

00 A?

MiddleAgesG000G400

diot>s uide to 8estern Cultural Eras

1enaissance

Mid G400G!00s

Art Sciencerevival

Sha-eseareHu$anis$

Age ofEnlighten

$ent

G!L0G00s

ScienceMaths

Augustansatire

ndustrial

1evolutionGK00GI00

Technology1o$anticis$

GKL0GI00ndividuality

$aginationArt eautyE$otionEnergy6ature

Modernis$

GI00 GI4LEverythingne">

*rogressSocial (rder?isillusion$

ent

*ost$odernis$

Aroriation)ncertainty<<<

<<GI4L 6o"8ho -no"s< Things are

relative

G/Ancientreece:science,

$aths,dra$a, art

2/Ancient1o$e:

science,

$aths,dra$a,art

<<<<<

7ictorianis$GNK GI0G

rudishaesthetics



Aristotle, Socrates, *lato

Seneca, Cicero, (vid, *liny Caed$on, 7enerale Bede, Bards>,

Beowulf , %$eryman

Chaucer, Mallory

Sencer, Marlo"e, Oohnson, Sha-eseare Bacon, 6e"ton, ?escartes, Oonathon S"ift,

8ollstonecraft

*oe, Mary Shelley, *ercy Shelley,

8ords"orth, Coleridge, 3ord Byron, &eats 5itPgerald, He$ing"ay, 8oolf, 'eats



Essay and *aragrah

Structure*oint co$le# toic

sentenceargu$ent Q

+uestionE#laine#lore

E#and your oint

Analyse suort,co$are contrast,e#a$les +uotes

1elate to +uestion

-ns"er the .uestion in every paragraph

ntroduction su$$ary of L argu$ents

*aragrah G Argu$ent G Q 2 te#ts

*aragrah 2 Argu$ent 2 Q 2 te#ts

*aragrah N Argu$ent N Q 2 te#ts

*aragrah 4 Argu$ent 4 Q 2 te#ts

*aragrah L Argu$ent L 2 te#ts

Conclusion su$$ary of argu$ents

Ai$ y ne#t year for G200 "ords $a#



Vocabulary or "ritten responses:

Res!onders are&

ositioned y, engaged in , engrossed y,interested in, challenged y, encouraged to,

included in, involved in, connected to, entrancedy, convicted y

Res!onders&

co$rehend the, areciate the, discern the,

envisage a, erceive a, e$race, are convictedy, associate "ith

1 hsc advanced english introductory ppt2

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