(readers, listeners, viewers, an audience and so on) influence their perspectives and ideas understand, assess and appreciate how different language features, text structures and stylistic choices can be used to represent different perspectives and attitudes assess the effects of rhetorical devices, for example emphasis, emotive language and imagery in the construction of argument (ACEEN025) use the information and ideas gathered from a range of texts to present perspectives in analytical, expressive and imaginative ways EN12-7 explains and evaluates the diverse ways texts can represent personal and public worlds Students: assess the impact of context on shaping the social, moral and ethical positions represented in texts analyse and assess the diverse ways in which creative and critical texts As a culminating activity, invite students to imagine they are in the audience for Steve Jobs’ speech and that they are documenting the experience of graduation as a social media story. Students select nine images that represent their response to Steve Jobs’ address and arrange these in a narrative sequence that represents their response. Students can caption these images or use quotes from the speech as titles. Students compose several tweets, up to 280 characters each, that comment on the speech. These could comment on memorable phrases, moments, links to memories, or personal responses to the argument in the speech. These exchanges could be used as dialogue exchanges to illustrate alternative viewpoints and responses.
develop creative, informed and sustained interpretations of supported by close textual analysis (ACELR062) EN12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies Students: independently use and assess strategies for planning, drafting, editing and revising, correcting for errors, refining ideas and ensuring consistent and appropriate style (ACEEN055) use and assess different processes and technologies, individually and in groups, to generate, investigate, clarify, organise, refine and present information and ideas analyse and assess how choice of mode and medium shapes the response of audiences make a list of verbs and adjectives to capture the action and scene in the advertisement comment on the connotations of the drumbeat, the exploding snow and other visual elements such as film techniques. Students comment on: why the advertisement might begin with ‘The woods are lovely dark and deep’ the significance of the statement that ‘winter does not stand a chance’ the concluding statement ‘And miles to go before I sleep’ the absence of a physical person in the advertisement the reason for two voices in the advertisement. The teacher introduces the concept of sustained metaphor as a structural device in literary texts through a structured writing activity. Students are asked to: describe a scene that particularly interests them without making any comparisons of one thing to another. make a list of appropriate language choices (nouns, verbs, adjectives, adverbs) prior to composing the description. Students may need to rewrite this description, if necessary, until it is as free of comparisons as possible. take the same and use it to describe a person they may know. In other words, here the students will create comparisons. draft a description which, though it is a description of the scene above, is really about the chosen person. As a class, students return to the Jeep advertisement, and explore the metaphoric implications of the advertisement. What are the associative meanings of the language choices in the advertisement? Discuss the provocation below with students and ask them to recall instances of when this has happened to them: Readers meet with other texts in their heads. Students revise the ways texts may be visibly connected to each other, for example students could bring in to class examples of references, quotations, allusions, borrowings, adaptations, appropriations, parody, pastiche or imitation as examples of . Intertextuality Adapted from: Teaching Poetry: Reading and Responding to Poetry in the
texts for different purposes, contexts and audiences adapt texts for different purposes, contexts and audiences (ACEEN050) re-create texts by changing context, perspective or point of view and assess the effectiveness of these changes use different ways of transforming experience and ideas into imaginative texts for particular audiences and contexts EN12-6 investigates and explains the relationships between texts Students: develop an increasing understanding and appreciation of new texts by making connections with familiar texts explain similarities and differences between and among texts with reference to their contexts investigate the relationships between text and context by whether, and why, the composers have honoured or altered the meaning in the original text how choices of mode and medium influence audiences. Students view a parody of the poem in Tim Hopkins Snowy Woods Revisited. Invite students to reflect on: whether this adaptation develops a sustained metaphor how this adaptation creates meanings that are similar and different to the original text. Invite students to create a new text that adapts Frost’s poem. Students might: select a line from the poem and appropriate it in a visual text, for example in a film trailer or advertisement write a dramatic monologue based on the persona in the poem describe the scene focalised through a third person use the metaphor in the poem in a new text to represent a different experience. Students compose a reflection that comments on: the intended audience the aspect of the poem they have chosen to adapt and the reasons for this choice. To assist students practise and apply the skills they have developed throughout the unit, teachers provide students with a variety of prompts and stimulus items to respond to. Students can engage in peer editing processes where they comment on elements of each other’s work. The teacher should refer students back to some of the editing processes they practised when composing their parables. The teacher may also provide students with some additional guidelines around the type of feedback to offer each other and the types of things to pay attention to. These may include but are not limited to: word choice use of details sentences organisation of the work cohesion.