This week, we will begin exploring the Western genre. We will be looking at a series of images and revising our image analysis conventions, as well as conducting an initial viewing of ‘High Noon’. Please note the ClickView link to this text in a previous blog post.
Please download the resource below, which gives you some contextual information which will prove useful to your investigation into the Western genre.
The link below will take you to the 2017 ATAR English paper:
https://wace1516.scsa.wa.edu.au/__data/assets/pdf_file/0009/461475/English_exam_2017.PDF
This examination gives you an opportunity to:
I am more than happy to mark formative (practice) responses and to arrange a tutorial to go through areas for development.
Please also familiarise yourselves with the two documents below:
The assessment table below contains information about the different assessments in Year 12 ATAR English.
The examination brief below gives you information about the structure of the Year 12 ATAR examination:
Your attention is drawn to the syllabus document (also available on the course cover page on SEQTA), particularly the glossary which can be found at the back of this document:
https://wace1516.scsa.wa.edu.au/__data/assets/pdf_file/0003/5754/English-Y12-Syllabus-AC-ATAR-GD.pdf
Finally, a range of resources relevant to ATAR English can be found at:
https://wace1516.scsa.wa.edu.au/syllabus-and-support-materials/english/english2
Below is an annotated extract from The Diving Bell and the Butterfly. Please read the extract through carefully and explore the annotations in as much detail as possible.
The learning objective here is to demonstrate the construction of the text for a specific purpose. The writer (Bauby) has used a range of generic conventions to position a specific response from the reader- namely his determination conflicting with his vulnerability. It’s a confronting chapter but we’re engaged by the distinctive and authentic voice which emerges from the limitations of his existence. He is very aware of his situation, but he creates a narrative which is infused with humour, irony and admiration for his desire to be validated as a fellow human being.
As you read it, look at the parts I’ve highlighted and read my annotations. The purpose here is for you to recognise what effective writers do and to use this as a stimulus for your own Composing responses next week.
Please explore the modelled example below, the audio text which accompanies it, the text itself and the assessment criteria.
The text of the modelled example (above) is as follows:
On reflection, it wasn’t the ‘end of the world’ moment I’d made it out to be. At the time, however, it was genuinely traumatic. The immaculate rows of desks and chairs, bookcases crammed with texts I’d most probably never get to read dominated my immediate landscape… as did my nemesis who was propped patiently against a cupboard waiting for me. It wasn’t meant to be like this. I’d imagined sailing through the choppy waters of my ‘A’ Levels and leaving school in a manner which made my parents proud of me. However, here I was, with my copy of Dr Faustus in my hand, about to be informed I was no longer a student in the school I’d known since I was eleven years old. Being told you’re not good enough hurts at any age and her words were daggers. Chucked on the academic scrapheap at seventeen, I trudged to the local job centre and threw myself at their mercy. And yes, it still hurts. But not as much.
Please note that the text of the my modelled response is written in black, my annotations are in blue and references made to the assessment criteria are written in red.
