Year 11 English-Connected Texts
Year 11 English—connected texts study
Due date: Week 2 Term 4
|From the Curriculum Statement: |
|‘In the connected texts study each student will consider texts in relation to each other, to the context in which they are |
|generated, and to the context in which they are read or viewed. This will give students the opportunity to consider themselves|
|in relation to the texts from points of view such as gender, class, and culture, by examining what is included in the text and|
|what is excluded from the text. |
|Students will choose …show more content…
a minimum of two texts that are connected in some way, either by similarity or difference and interpret |
|each text individually, drawing out the connections between them.
This connection might be in content, theme, style, form, |
|context, or purpose. This may be achieved by writing an essay on two novels but could also be achieved by comparing visual |
|or aural texts, poems, magazines, or newspaper articles from the same or different social, cultural, or historical contexts. |
|Students could include a variety of text types in the texts chosen for connection and use a creative form for their response. |
|Oral and electronic modes could be used for the presentation of students’ findings.’ …show more content…
|
|Task: |
|Write a response (500-1000 words) or give an oral presentation (3-7 minutes) in which you consider two texts in relation to |
|one another. |
| |
|Choose your two texts according to your areas of interest and your aspirations in this subject (two novels, a novel and a |
|film, a novel and a short story, for example). |
| |
|As well as considering the texts themselves, consider the contexts in which they were generated (eg written just after |
|September 11 2001 by a survivor), and the contexts in which they are read or viewed (eg read just after the trial of Schapelle|
|Corby). |
| |
|You must not simply summarise the plot, though some reference to it will be necessary. |
|Models: (choose one) |
|Choose an area of connection to focus on in relation to your texts (eg content, theme, characterisation, style, form, context |
|or purpose). Plan and write an essay that shows you understand each text and uses your focus to intertwine discussion and |
|interpretation of the different ways each author has created their text. (This option is essential for students enrolling in |
|English for Year 12.) |
| |
|Decide what is the best thing to focus on in your texts (eg compare two different characters, analyse the writers’ differing |
|bias on the issues). Write three separate sections (total still 500-1000 words): |
|discuss text one |
|discuss text two |
|compare the two texts. |
| |
|3. Negotiate a different response with me (eg creative: still 500-1000 words). |
PTO
Year 11 English—connected texts study
Due date: Week 2 Term 4
|Name: (attach this sheet to your |
|essay) |
|Criteria for Judging performance: |
| |
|knowledge |
|To what extent does the student demonstrate knowledge of the texts?
|
|understanding |
|To what extent does the student show understanding of the ideas in the texts? |
|How effectively does the student recognise and/or explain how techniques are used by the author(s) to express ideas? |
|How well does the student recognise the values, beliefs or concerns explored in the texts? |
|To what extent is the student aware of the interaction of the reader and the author(s)?
|
|analysis |
|How clearly does the student identify both similarities and differences between the texts? |
|To what extent does the student connect more than one aspect of the texts? |
|How well does the student analyse the features identified in the connections? |
|communication |
|How accurate and fluent is the student’s expression? |
|How appropriate are the form and register for the audience and purpose? |
|Teacher’s Assessment: |
| |
| |
| |
| |
| |
| |
| |
| |
READING JOURNAL
You are required to keep a reading/viewing journal on the two texts which is to be submitted with your final piece as evidence of your thinking. I will assess your journal regularly so I can monitor your progress and give you feedback. It will also allow me to help you in the framing of your question for your final comparative piece. Read/view and stop to make entries every now and then.
Entries can include all or some of the following:
• A discussion of how you feel about events and characters – what has the author done to make you feel like this? • A discussion on aspects of your own life the text has made you contemplate. How has you life’s experiences affected your reading or viewing of the text and response to it? • Connections between this and other texts you have read (intertextuality). You should certainly be making active connections between your second text back to your first, but make connections with other texts as well, including texts we have studies in class if appropriate.
• The characters – did they change? How? How effectively were they created by the author? Which characters were foregrounded and which were marginalised in the text? What was the effect of this on the way you responded to them? • The themes – the main ideas you saw being developed. What were particularly useful quotations, events or images that illustrate the themes or ideas presented? • The setting(s) – both time and place. How were they communicated? How important were they to the text’s plot and overall message? • The style of narration – use of 1st person/3rd person, use of voiceover, focus on one character or many? • The style of text – humorous, tragic, realistic, fantastic, satirical. How does the style affect your response to the text’s events, characters and themes? • The structure of the text. Was it a linear recount or did it use flashbacks? Was it complicated or straightforward? What was the effect of the structure on your response to the text? • The significance of particular events, characters and symbols in communicating the text’s ideas. • The implied author’s view of characters, events and ideas. How can you determine this? • The ending – did you find it satisfying, frustrating, puzzling, depressing or what? Why? What does it indicate about the author’s view of the world? • Has reading this text influenced any of your ideas? Why? • What sort of person in the implied author? What does s/he care about? Who is s/he creating this text for? Are you one of those people or did you text to resist the reading? • To what extend can you see that your gender, socio-economic, political, cultural or ethnic circumstances have affected your response to the text? • What view of life or ideology is presented in the text? Is it a balanced view? Where do you stand? What is it in you that allows you to either sympathise with or reject the implied author’s view? Note: the author is the person who created the text. The implied author is the voice that emerges in a text – it may not actually be the author’s view. The reader is the person who reads or views the text. The implied reader is the kind of reader the actual reading is invited to become by the implied author.
-----------------------
1st Text:
2nd Text:
Focus Question: For example: How does style ( Humorous? Tragic? Realistic? Fantastic?) affect your response to the text’s events, characters and themes?)
A FEW FINAL HINTS:
• Don’t retell the plot . You should make reference to the plot so that your points make sense to someone who has not read or viewed the text, but what you are actually focussing on is the author’s craft in constructed the text and how it affects your response. • Keep page references of useful quotations or note when they were said in the film, so that you will be able to find them easily again for your final piece. • Don’t start of having already chosen the focus of your texts and your topic for your final comparative piece. This will unnaturally skew your response to the texts and cut you off from other exciting possibilities. Sue you may have a particular theme in mind, but as you read your first text you might discover aspects that you hadn’t even thought of that you wish to explore and make connections with when responding to your second text. Be open to your texts!
Due date: Week 2 Term 4
|From the Curriculum Statement: |
|‘In the connected texts study each student will consider texts in relation to each other, to the context in which they are |
|generated, and to the context in which they are read or viewed. This will give students the opportunity to consider themselves|
|in relation to the texts from points of view such as gender, class, and culture, by examining what is included in the text and|
|what is excluded from the text. |
|Students will choose …show more content…
a minimum of two texts that are connected in some way, either by similarity or difference and interpret |
|each text individually, drawing out the connections between them.
This connection might be in content, theme, style, form, |
|context, or purpose. This may be achieved by writing an essay on two novels but could also be achieved by comparing visual |
|or aural texts, poems, magazines, or newspaper articles from the same or different social, cultural, or historical contexts. |
|Students could include a variety of text types in the texts chosen for connection and use a creative form for their response. |
|Oral and electronic modes could be used for the presentation of students’ findings.’ …show more content…
|
|Task: |
|Write a response (500-1000 words) or give an oral presentation (3-7 minutes) in which you consider two texts in relation to |
|one another. |
| |
|Choose your two texts according to your areas of interest and your aspirations in this subject (two novels, a novel and a |
|film, a novel and a short story, for example). |
| |
|As well as considering the texts themselves, consider the contexts in which they were generated (eg written just after |
|September 11 2001 by a survivor), and the contexts in which they are read or viewed (eg read just after the trial of Schapelle|
|Corby). |
| |
|You must not simply summarise the plot, though some reference to it will be necessary. |
|Models: (choose one) |
|Choose an area of connection to focus on in relation to your texts (eg content, theme, characterisation, style, form, context |
|or purpose). Plan and write an essay that shows you understand each text and uses your focus to intertwine discussion and |
|interpretation of the different ways each author has created their text. (This option is essential for students enrolling in |
|English for Year 12.) |
| |
|Decide what is the best thing to focus on in your texts (eg compare two different characters, analyse the writers’ differing |
|bias on the issues). Write three separate sections (total still 500-1000 words): |
|discuss text one |
|discuss text two |
|compare the two texts. |
| |
|3. Negotiate a different response with me (eg creative: still 500-1000 words). |
PTO
Year 11 English—connected texts study
Due date: Week 2 Term 4
|Name: (attach this sheet to your |
|essay) |
|Criteria for Judging performance: |
| |
|knowledge |
|To what extent does the student demonstrate knowledge of the texts?
|
|understanding |
|To what extent does the student show understanding of the ideas in the texts? |
|How effectively does the student recognise and/or explain how techniques are used by the author(s) to express ideas? |
|How well does the student recognise the values, beliefs or concerns explored in the texts? |
|To what extent is the student aware of the interaction of the reader and the author(s)?
|
|analysis |
|How clearly does the student identify both similarities and differences between the texts? |
|To what extent does the student connect more than one aspect of the texts? |
|How well does the student analyse the features identified in the connections? |
|communication |
|How accurate and fluent is the student’s expression? |
|How appropriate are the form and register for the audience and purpose? |
|Teacher’s Assessment: |
| |
| |
| |
| |
| |
| |
| |
| |
READING JOURNAL
You are required to keep a reading/viewing journal on the two texts which is to be submitted with your final piece as evidence of your thinking. I will assess your journal regularly so I can monitor your progress and give you feedback. It will also allow me to help you in the framing of your question for your final comparative piece. Read/view and stop to make entries every now and then.
Entries can include all or some of the following:
• A discussion of how you feel about events and characters – what has the author done to make you feel like this? • A discussion on aspects of your own life the text has made you contemplate. How has you life’s experiences affected your reading or viewing of the text and response to it? • Connections between this and other texts you have read (intertextuality). You should certainly be making active connections between your second text back to your first, but make connections with other texts as well, including texts we have studies in class if appropriate.
• The characters – did they change? How? How effectively were they created by the author? Which characters were foregrounded and which were marginalised in the text? What was the effect of this on the way you responded to them? • The themes – the main ideas you saw being developed. What were particularly useful quotations, events or images that illustrate the themes or ideas presented? • The setting(s) – both time and place. How were they communicated? How important were they to the text’s plot and overall message? • The style of narration – use of 1st person/3rd person, use of voiceover, focus on one character or many? • The style of text – humorous, tragic, realistic, fantastic, satirical. How does the style affect your response to the text’s events, characters and themes? • The structure of the text. Was it a linear recount or did it use flashbacks? Was it complicated or straightforward? What was the effect of the structure on your response to the text? • The significance of particular events, characters and symbols in communicating the text’s ideas. • The implied author’s view of characters, events and ideas. How can you determine this? • The ending – did you find it satisfying, frustrating, puzzling, depressing or what? Why? What does it indicate about the author’s view of the world? • Has reading this text influenced any of your ideas? Why? • What sort of person in the implied author? What does s/he care about? Who is s/he creating this text for? Are you one of those people or did you text to resist the reading? • To what extend can you see that your gender, socio-economic, political, cultural or ethnic circumstances have affected your response to the text? • What view of life or ideology is presented in the text? Is it a balanced view? Where do you stand? What is it in you that allows you to either sympathise with or reject the implied author’s view? Note: the author is the person who created the text. The implied author is the voice that emerges in a text – it may not actually be the author’s view. The reader is the person who reads or views the text. The implied reader is the kind of reader the actual reading is invited to become by the implied author.
-----------------------
1st Text:
2nd Text:
Focus Question: For example: How does style ( Humorous? Tragic? Realistic? Fantastic?) affect your response to the text’s events, characters and themes?)
A FEW FINAL HINTS:
• Don’t retell the plot . You should make reference to the plot so that your points make sense to someone who has not read or viewed the text, but what you are actually focussing on is the author’s craft in constructed the text and how it affects your response. • Keep page references of useful quotations or note when they were said in the film, so that you will be able to find them easily again for your final piece. • Don’t start of having already chosen the focus of your texts and your topic for your final comparative piece. This will unnaturally skew your response to the texts and cut you off from other exciting possibilities. Sue you may have a particular theme in mind, but as you read your first text you might discover aspects that you hadn’t even thought of that you wish to explore and make connections with when responding to your second text. Be open to your texts!