Presentation on theme: "CREATING AND PRESENTING WRITING IN THE CONTEXT"— Presentation transcript:
1 CREATING AND PRESENTING WRITING IN THE CONTEXT ‘JUSTICE’Montana 1948 by Larry WatsonVendetta
2 VCE English, Area of Study 2, is based on Context. Your teachers will have you thinking and talking about the places your texts are set in, the timeframes involved and factors such as major events and common social views relevant to those times and places.You also will be challenged to consider your own life experiences and opinions.You will be encouraged to add other texts, articles and online material relevant to the same theme.
3 Continued... Adjective Verb What does the term ‘prompt’ mean? You will then use the knowledge and ideas you have drawn from the texts as prompts in your own writing.What does the term ‘prompt’ mean?AdjectiveVerb"You have to write in an expository, open-ended and exploratory way and show that you have a good understanding of the issues.'' Peter Julian, head of English at Korowa Anglican Girls' School says:
4 Continued... quick, fast. Adjective You will then use the knowledge and ideas you have drawn from the texts as prompts in your own writing.What does the term ‘prompt’ mean?quick, fast. Adjectiveentice, bring about, encourage, support. Verb"You have to write in an expository, open-ended and exploratory way and show that you have a good understanding of the issues.'' Peter Julian, head of English at Korowa Anglican Girls' School says:
5 ‘What goes around comes around,' All provide a basis for discussion. The context Justice asks you to consider angles such as: What justice is and Whether or not there is such a thing as absolute justice. How might we know when someone else's sense of justice is not the same as ours, and does it really matter?Expressions such as‘,Power Corrupts’‘Justice for all.’ and‘What goes around comes around,'All provide a basis for discussion.
6 How to prepare for the writing task? "If you can devise a good way of responding to the prompt – such as a transcript of an interview between people related to characters in the novel and set it in modern times – that would be a great way to explore the idea and to be creative.‘Putting yourself into the shoes of someone involved with the issue, such as becoming one of the characters or someone associated with a character, will also help greatly.You don't have to quote from the text, but you do need to show an understanding of the ideas.
7 Coming up with a combination of different writing styles can be a big advantage. "Often a crossover between argument, exposition and the creative can be the richest and it can give you greater freedom as a writer because you are not being limited to one or the other.''
8 Context TipsINCLUDE a range of texts, media sources and activities to gain a broad understanding of the context.KEEP notes about your reading and writing and the links between the two.VIEW and debate the issue as broadly as you can.IMAGINE yourself in the situations the characters you are studying experience.TRY to see your own life in different contexts.THINK about why authors have made particular choices.GET to know yourself as a writer by trying different forms.CONSIDER using a mix of writing styles.LISTEN for words and expressions that may add to your interpretations of the texts that you study or your own writing.TRY to come up with an innovative idea at the start of your writing.
9 AssessmentStudents are required to produce up to three assessed pieces in each of Units 1 and 2.Note:In Unit 3 this is worth 30 per cent of the Unit assessment, but 50 per cent in Unit 4. One third of the final Year 12 examination is dedicated to Context.
10 Ultimately, the key to success in this Area of Study is to consider: The inter-relationship between three crucial ingredients:the quality of the writing,the quality of the ideas andthe ability to deal with prompts.Most importantly, this part of the course is about writing. In most respects, it has replaced the writing folio of the previous course. Throughout the year students will be given the opportunity to improve their writing and to develop a better understanding of writing in different forms and for different audiences.
11 What you will be expected to complete this Semester. Complete 3 short writing pieces ( words each) with a detailed Written Explanation that will:Provide a concise account of what it is you wish to convey to your reader.Explain your choices – don’t simply describe or summarise what you have written.Discuss form, language, audience, purpose and context-remember FLAP+CExplain how you are drawing on the selected text for ideas and/or arguments.Write in paragraphs and complete sentences. Aim to produce a fluent, well written piece with interesting insights into your writing process.Aim for a word length in the range words.The completion of the 3 pieces will ensure an ‘S’ for Outcome 2.
12 Graded AssessmentIn preparing for Year 12, we will complete a SAC for Outcome 2. This will be graded out of 30 marks and will be completed under SAC Conditions.What are SAC Conditions?You will have an opportunity to see the question and prepare for it prior to the SAC.You will have a specified period of time to complete the task in class.You can bring in a dictionary and one(1) page of notes.
13 Assessment TaskStudents will be asked to draw on ideas and/or arguments suggested by a chosen Context – JUSTICE. To create written texts for a specified audience and purpose; And to discuss and analyse in writing their decisions about form, purpose, language, audience and context. (Written Explanation- note, this is not required in the Examination.)
14 MARK RANGE DESCRIPTOR: typical performance in each range 25–30 marksSkilful shaping of ideas, arguments and language appropriate to the chosen form, audience, purpose and context.Sophisticated understanding of complex ideas and/or arguments relevant to the chosen Context and presented in selected text/s;Highly expressive, fluent and coherent writing. Use of appropriate metalanguage to present an insightful, highly expressive and coherent written explanation of personal authorial choices.