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7/25/2019 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 ()*
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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$s/
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&ey deas )nderstanding language, for$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
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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
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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#
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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<
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Area of Study: Belonging
The concets
1eresentation
*ercetions
Conte#t
nterrelationshis
$aginative ande#tended resonse
Suggestions and ascaold
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Composer
TextResponder Meaning
Meanin
g
Context &
Perspectives:
personal,
cultural,
historical,social
Perceptions: interplay of
recognition andinterpretation and
is influenced by
our preconceived
ideas, memories,
experiences and
senses
Perceptions: interplay of
recognition andinterpretation and
is influenced by
our preconceived
ideas, memories,
experiences and
senses
Assumptions
about
belongingM e a
n i n
g
Representationof belonging
through
language
features and
ideas
Context &
Perspectives:
personal,
cultural,
historical,social
M e a n i n
g
Meaning
Meaning
M e a n
i n gM e a n i n g
Meaning
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Area of Study: Belonging
8riting e#ercises such as: A young child has =ust landed in Australia for the .rst ti$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
$a-e us feel disengaged and disconnected/>
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8hat "e cover inRomulus, My Father
The dea of Belonging to a ne" "orld
A ne"found sense of fa$ily
Setting
Characters3anguage
Selecting and ntegrating 1elated Te#ts
*ractice Assess$ent Tas-s: MidCourse and Trial E#a$inations
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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/
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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 $ade "ith the concet of elonging
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3in-ing landscaeto concet
aita uses the landscae to re@ect the
feelings and attitudes of the characters/ tis as if their isolation and alienation arereinforced y the star-, arren landscae/
This is evident in chater three "henaita recounts a ti$e "hen his $other
"as rought y ta#i fro$ Maldon to5rog$ore/
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He first sees her “when she
was two hundred metres or
so from the house, alone,small, frail, walking with an
uncertain gait and
distracted air. In that vast
landscape with only crudewire fences and a rough
track to mark a human
impression on it she
appeared forsaken.” p.32.
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)sing the landscae as a sti$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. $ecall how %aita uses
language in his descriptions of the landscape and try to usesome of his techniues in your own writing.
&He longed for the generous and soft 'uropean foliage( )p.*+
&-e walked in the hills and often swam in the river( )p.*&/he landscape seemed to have a special #eauty( )p.0*
&/he hills looked as old as the earth( )p*23
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Advanced: Module A: Co$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
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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 $onster/
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The assess$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 $isage. My instinct was to get the hell out ofthere, but nothing much ha!!ened in this !lace, so stayed.
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7ocaulary for Creating anArgu$ent "ith Co$le# Sentences
5urther$ore
Moreover
AlsoHo"ever
6evertheless
6onetheless
Conse+uently Therefore
Thus
Hence
Si$ilarly
Contrastingly Alternatively
5irstly , 5inally
Most signi.cantly
8hilstJ
AlthoughJ
SinceJ
BothJ
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Co$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$n, aeal tosenses, seculate, urge
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Tone
detached, i$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, $ysterious
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3anguage, rahics, 3ayoutComposer, context, culture and
valuesPurposeOriginality versusappropriation
Vectors, Framing
alient imagesCompositional axis and rule othirdsPerspective!po"er!
positioning! persuasion
Colour !line!texture!balance!shapes#ac$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
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?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$GNK GI0G
rudishaesthetics
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Aristotle, Socrates, *lato
Seneca, Cicero, (vid, *liny Caed$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
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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 $a#
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Vocabulary or "ritten responses:
Res!onders are&
ositioned y, engaged in , engrossed y,interested in, challenged y, encouraged to,
included in, involved in, connected to, entrancedy, convicted y
Res!onders&
co$rehend the, areciate the, discern the,
envisage a, erceive a, e$race, are convictedy, associate "ith
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