1. Module C: Representation and Text Elective 2: History and Memory Prescribed Text: Fiftieth Gate

2. Clear, well thought-out thesis statement, which links both to the module and elective. Logical development of ideas through precise topic sentences, synthesis and analysis of techniques for meaning. Judicious choice of evidence. Awareness of purpose, context and audience. Wide and appropriately used vocabulary.

3. You need to work out a thesis statement. Look at the question below: To what extent has textual form shaped your understanding of history and memory? In your response, make detailed reference to your prescribed text. Here is an example thesis: Task: Create four different thesis statements in response to the question using the ‘think-pair-share’ approach. Traditionally, society has depicted the notion of history and memory as being completely separate; two clashing discourses that approached their subject matter with completely different methods. History provided documented evidence, objective in its detail, whereas memories were personal and subjective and as such had no place in historical academia. However a study of the representation of history and memory through textual form and features reveals that in fact these two elements are highly dependent on each other, exposing symbiosis in their complexity.

4. Thesis related to an event or a situation that has been represented through the reciprocal relationship of History and Memory, and what this representation conveys about individual experiences in the past. Representation is shaped by the composer’s perspective that is in turn influenced by experiences, context and purpose. Although history and memory are fallible, when they are layered together, the past is illuminated and transported to the present. Lived human experience resonates inviting understanding and even empathy. Use the event of the Holocaust or a situation to frame the response. Find memorable examples of memories in the texts of the event or the situation. Discuss how the form and the medium of production have determined the language features and shaped the representation.

5. The best results in the HSC have a conceptual (thematic) approach to thesis response. Examples of ideas that you could explore include: Loss of innocence Storied existence Post-traumatic stress disorder/Depression Flawed humanity Courage in the face of adversity Loyalty Loss of faith and hope Chance Resilience Hope In your piece a suggestion would be to have two ideas that you could conceptually explore and find multiple examples from the text to back up your point. Reminder: each example must extend your argument!!!

6. Thesis statement: Create a table or mind-map to An example below has been done for you: Idea One: Flawed HumanityIdea Two: Storied existence What is humanity? Why should we be humane? To whom should we humane? Can humanity be flawed? Is it more important to survive or be humane? Should society sympathise with those who have a flawed humanity? Which is more important history or memory? How and why do we exist through stories? Can this lead to bias? Omitting of painful details? Link: How has flawed humanity been textually represented in the prescribed text? Link: How has storied existence been textually represented in the prescribed text?

7. ParagraphContent/ Context Quotes/ Analysis Intro Body One Body Two Body Three Body Four Conclusion Use the table as a plan to help you create your essay. Remember: You do not get to progress beyond this step until the table is completely filled!

8. Your intro should have a general statement on the concept of history and memory – link to thesis, specific focus of essay (i.e. Themes chosen) and general overarching statement. Your body paragraphs should make use of the TXXXXC model (shown on the right) to help you construct your piece around one idea. Conclusion should sum up what has been covered and what this has revealed. Paragraph structure T – Topic sentence What is the point your focusing on? X - eXpandMore information needed X - eXampleQuotes, evidence X - eXpandAnalyse example X - eXtendWhy does this matter? C - ConcludeRe-position reader, what has been revealed, link.

9. Drafts, drafts, drafts!!! Highlight your thesis statement and make sure you can trace it throughout your piece – if you cannot, than that will need to be fixed! Avoid colloquial statements (e.g. ‘Baker gets the audience’ – rather use ‘Baker conditions the audience’). Be aware of vocabulary – need to develop – don’t go overboard though! Be simple – the more you try to cram in, the more your argument is diluted and the less marks you will receive.

10. Calm your nerves before the test – all will be fine! Memorise structure and have some time put aside in the test for the planning stage. You are allowed to bring in quotes. Practise, practise, practise!!! Have several go’s at home in your own time. If you find yourself running out of time it is more important that you have a complete conclusion and leave off that last paragraph than not having one at all! Leave time at the end of the test to edit your piece.

11. Look at the model responses and complete the following activities: 1. Underline the thesis statement. 2. Trace the thesis statement in the piece. 3. Highlight areas of synthesis. 4. Explore examples of complex vocabulary and sentence structure. 5. Look at the use of evidence – how is it analysed? 6. Make note of the structure of the piece. 7. Record overall impressions – how can I use this for my piece?

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