Rubric Readiness
Name all the modules you have studied throughout the HSC course.
Common Module: ___________
Module __: ____________
Module __: _____________
Module __: ______________
Common Module: Texts and Human Experiences
Module A: Language, Identity & Culture
Module B: Close study of Literature
Module C: The Craft of Writing
Provide a definition for each of the following:
Individual Experience
Shared Experience
Collective Experience
Universal Experience
The individual persons own experience.
An experience that you have with other people.
An experience that a group of people are experiencing the same/at the same time.
An experience that everyone goes through. This is usually more generic/broad
Name the 6 poems which we studied as prescribed texts for Module A, and the full name of the poet who wrote them
Ali Cobby Eckermann
Leaves
Key
Oombulgarri
Unearth
Trance
Eyes
Provide the full title and author of Module B text.
The Curious Incident of the Dog in the Night Time
Mark Haddon
"Dear Mrs Dunkley. You're long gone, and I'm nearly seventy. But, oh, I wish you weren't dead."
What language technique is made prominent by the use of contractions and the interjection 'oh' in this line from 'Dear Mrs Dunkley'?
Colloquial language
Explain TWO purposes of Module C: The Craft of Writing.
Answers from the rubric could include:
- to strengthen and extend their knowledge, skills and confidence as writers
- to learn to write for a range of authentic audiences and purposes to convey ideas with power and increasing precision
- to study prescribed texts to use as models and stimulus for the development of their own ideas and written expression
- to examine how writers of complex texts use language creatively and imaginatively for a range of purposes, to describe the world around them, evoke emotion, shape a perspective or to share a vision
- to learn to appreciate, analyse and assess the importance and power of language
- to reflect on the complex and recursive process of writing to further develop their ability to apply their knowledge of textual forms and features in their own sustained and cohesive compositions
- to generate and explore ideas through discussion and speculations.
- to engage in the stages of drafting and revising
- to experiment with a range of language forms and features (for example imagery, rhetoric, voice, characterisation, point of view, dialogue and tone)
- to develop editing skills, learning to apply the conventions of syntax, spelling, punctuation and grammar appropriately and effectively for publication
- to work independently and collaboratively to reflect, refine and strengthen their own skills in producing crafted, imaginative, discursive, persuasive and informative texts
The 3 main areas of focus when looking at Waste Land from a conceptual standpoint are:
Artworks, Subjects and Themes
Which poems are the following quotes from:
a) "echoes of laughter roll like distant thunder "
b) "their time is sparse like a dying tree "
c) "the void there is no chasm between us"
a) Oombulgarri
b) key
c) leaves
What is significant and unique about The Curious Incident of the Dog in the Night Time - Why is it a valuable text?
The text exposes readers to alternative experiences
The text subverts traditional ideas of novel form
The text encourages readers to reflect on their own privilege and perceptions
What fictional genre does Ray Bradbury's, 'The Pedestrian' short story, fall under?
Dystopian fiction
Complete the cloze passage below from the Common Module rubric:
Students explore how texts may give insight into the a_______s, pa_______ and in_____________ in human behaviour and motivations.
Students explore how texts may give insight into the ANOMALIES, PARADOXES and INCONSISTENCIES in human behaviour and motivations.
Outline the storytelling and representation of humanity for the following Catadores as featured in the artworks:
Isis
Suelem
Zumbi
Isis - A life of poverty - The classifications of people we make based on class
Suelem - a mother and provider - The role of a parent and provider is based on the foundations of love and care, rather than materialistic property and items.
Zumbi - The ‘peasant’ life - How we perceive what peasants do as valuable or non-valuable
Provide a definition for each of the following words:
Family:
Kin:
Country:
Family: a group consisting of two parents and their children living together as a unit; all the descendants of a common ancestor
Kin: one's family and relations
Country: a nation with it's own government occupying its own territory; an area of region with regard to its physical features
What is the name of the narrator and protagonist in the novel?
And why do they like dogs?
Christopher John Francis Boone
Christopher likes dogs because they are smart, trustworthy, and easier to interact with than people.
After writing a creative piece, there are many questions you might ask yourself during the editing process to check the quality of your work. What are THREE of these questions?
Answers may include:
- Have you successfully achieved your artistic purpose?
- Have you used language forms and features to create meaning?
- Have you used symbolism, imagery, rhetoric, voice, characterisation, point of view, dialogue and tone to establish your purpose?
- Have you used simple and complex sentences to create meaning throughout your response?
- Is the meaning within your sentences clear?
- Have you proofed your spelling, punctuation and grammar?
- Have you received feedback from your peers and your teacher?
Complete the cloze passage below from the Module B rubric:
Students explore and analyse the particular id___ and ch____________s of the text and understand the ways in which these c_____________s establish its _________ qualities.
Students study one text chosen from the list of prescribed texts. They engage in the extensive exploration and interpretation of the text and the ways composers (authors, poets, playwrights, directors, designers and so on) portray p____, ideas, s_____ and s_______ in texts.
Students explore and analyse the particular IDEAS and CHARACTERISTICS of the text and understand the ways in which these CHARACTERISTICS establish its DISTINCTIVE qualities.
Students study one text chosen from the list of prescribed texts. They engage in the extensive exploration and interpretation of the text and the ways composers (authors, poets, playwrights, directors, designers and so on) portray PEOPLE, ideas, SETTINGS and SITUATIONS in texts.
Name 3 themes represented in the documentary
Environmentalisim
The importance of education
Fear and survival
Consumerism
Morality
Belonging and home
Dignity
Trauma and pain
Identity
Art and society
Name one poem, a theme represented in the poem, plus 2 quotes which support this
teacher discretion
Name 4 distinctive qualities about the novel, providing an example for each
Structure
Setting
Dramatic Irony
Genre Hybridity
Characterisation
Narrative Voice
Language
Multimodal Interludes
Figurative Language
Orthography
Sentence Structure
Expletives
This question has THREE parts.
(a) What were the purposes of Paul Keating's 'Speech for the Unknown Soldier'
(b) What dominant technique is being used in the opening of the speech: "We do not know this Australian's name and we never will. We do not know his rank or his battalion. We do not know where he was born..."
(c) What is the name of the technique, as used in this extract, that means the listing of similar or powerful words? "Because the Great War was a mad, brutal, awful struggle, distinguished more often than not by military and political incompetence;'
What is the impact of this?
(a) To inform the Australian public of the importance oft eh Unknown Soldier- That he symbolises every Australian who has died in war, and that he and all of them deserve our respect and remembrance. Also, he was trying to persuade the Australian public of the benefits of becoming a republic; moving away form the Commonwealth and the Royal family, and forging a new Australia.
(b) Anaphora
(c) Accumulation. It highlights the horrors of war, hinting at the accountability of the previous government.
Complete the cloze passage below from the Module A rubric:
Through their responding and composing students deepen their understanding of how language can be used to a____, i____, r____, c_______ or d____ prevailing assumptions and beliefs about themselves, individuals and cultural groups.
Through their responding and composing students deepen their understanding of how language can be used to AFFIRM, IGNORE, REVEAL, CHALLENGE or DISRUPT prevailing assumptions and beliefs about themselves, individuals and cultural groups.
How are social concerns conveyed in Waste Land to challenge the viewers perspective of the world?
Write and opening paragraph
teacher discretion
How powerful is language in establishing a sense of identity within one’s broader community?
Write one paragraph exploring this idea, referring to two poems in your response.
teacher discretion
Identify TWO themes represented in the novel, and a quote which illustrates this theme:
The Nature of Difference
Order and Stability
Family Relationships
Language and Communication
Truth and Trust
Answer the THREE questions below - one on each prescribed text - to pass this question:
(a) Who is the protagonist in 'The Pedestrian'?
(b) What technique has Keating employed here in his 'Speech For the Unknown Soldier' to draw the audience's attention to the importance of the Unknown Soldier? "He is all of them. And he is one of us."
(c) What technique in this 'Dear Mrs Dunkley' quote evokes Garner's accusatory tone? "You stared at me. "I beg your pardon?" You mimicked my flat, nasal, state-school accent. You corrected it. You humiliated me."
(a) Leonard Mead
(b) Short sentences
(c) Second person/direct address ("You")