1. Developing and analysing Rosie Kerin

2. Be ready to talk very briefly about one or more: 1. The ideas 2. The genre 3. The personalities 4. The context (where, why, when) 5. The craft (sound, vision, literary techniques) 6. The tone (The author's attitude towards the subject and audience, for example playful, serious, ironic, formal, etc. from BOSTES, NSW K-10 Glossary) Rosie Kerin - SAETA Refresher Course - 12 February 2016 - www.writeme.net

3. https://www.youtube.com/watch?v=Nck6BZga7TQhttps://www.youtube.com/watch?v=Nck6BZga7TQ, viewed 10 February 2016. (I used 0:00-2:51.)

4. Be ready to talk very briefly about one or more: 1. The ideas 2. The genre 3. The personalities 4. The context (where, why, when) 5. The craft (sound, vision, literary techniques) 6. The tone (The author's attitude towards the subject and audience, for example playful, serious, ironic, formal, etc. from BOSTES, NSW K-10 Glossary) Rosie Kerin - SAETA Refresher Course - 12 February 2016 - www.writeme.net

5. http://comediansincarsgettingcoffee.com/president-barack-obama-just-tell-him-you-re-the-presidenthttp://comediansincarsgettingcoffee.com/president-barack-obama-just-tell-him-you-re-the-president, viewed 10 February 2016. (I used 11.15 to 14.00)

6. Be ready to talk very briefly about one or more: 1. The ideas 2. The genre 3. The personalities 4. The context (where, why, when) 5. The craft (sound, vision, literary techniques) 6. The tone (The author's attitude towards the subject and audience, for example playful, serious, ironic, formal, etc. from BOSTES, NSW K-10 Glossary) Rosie Kerin - SAETA Refresher Course - 12 February 2016 - www.writeme.net

7. , https://www.youtube.com/watch?v=Nck6BZga7TQ, viewed 10 February 2016. (I used 0:00-2:51.)https://www.youtube.com/watch?v=Nck6BZga7TQ

8. Be ready to talk very briefly about one or more: 1. The ideas 2. The genre 3. The personalities 4. The context (where, why, when) 5. The craft (sound, vision, literary techniques) 6. The tone (The author's attitude towards the subject and audience, for example playful, serious, ironic, formal, etc. from BOSTES, NSW K-10 Glossary) Rosie Kerin - SAETA Refresher Course - 12 February 2016 - www.writeme.net

9. https://books.google.com/ngrams/graph?content=intertextuality&year_start=1950&year_end=2016&corpus=15&s moothing=3&share=&direct_url=t1%3B%2Cintertextuality%3B%2Cc0https://books.google.com/ngrams/graph?content=intertextuality&year_start=1950&year_end=2016&corpus=15&s moothing=3&share=&direct_url=t1%3B%2Cintertextuality%3B%2Cc0 viewed 10 February 2016.

10.  So much scope for fun and relevance.  You will do one intertextual study per semester.  The degree of control/freedom is open.  Student are able to analyse texts or create a text.  Assessment pieces will be 1000 words, 6 minutes oral presentation or equivalence for multimodal production. https://www.sace.sa.edu.au/documents/652891/5228685c-cf02-4e5b-bcff-0d3925f1d75dhttps://www.sace.sa.edu.au/documents/652891/5228685c-cf02-4e5b-bcff-0d3925f1d75d viewed 10 February 2016. Rosie Kerin - SAETA Refresher Course - 12 February 2016 - www.writeme.net

11.  Try this out and adapt for your classes with small texts as samples.  Provide it as a draft document before they progress to formal assessment.  Focus on the gaps as well as the connections.  Focus on craft and not just setting, theme or characters. Rosie Kerin - SAETA Refresher Course - 12 February 2016 - www.writeme.net

12. http://www.nytimes.com/2015/10/18/nyregion/dying-alone-in-new-york-city.htmlhttp://www.nytimes.com/2015/10/18/nyregion/dying-alone-in-new-york-city.html viewed 10 February 2016.

13. Rosie Kerin - SAETA Refresher Course - 12 February 2016 - www.writeme.net http://generator.acmi.net.au/gallery/media/little-frenchmanhttp://generator.acmi.net.au/gallery/media/little-frenchman viewed 10 February 2016

14.  What connections are evident between the texts?  Where are there significant departures or gaps, and what is the effect of those?  What other intertextal links can you make between one or both of these texts, and others you have read, seen or heard?  Of course, you/students need evidence to support your views. Rosie Kerin - SAETA Refresher Course - 12 February 2016 - www.writeme.net

15.  Intertextuality: relationship between/across texts  Appropriate: use another’s work within a text  Subvert: undermine another’s work within a text  Allusion/allude: indirect referencing to another text  Parody: imitation for comic effect  Mashup: combining elements of other texts to create a new one

16. The shaping of a text's meaning by the reading of other texts or the interrelationship between texts such as when an author borrows from or transforms another text or a reader’s referencing of one text in reading another. Texts gain meaning through their reference to or evocation of other texts. https://www.sace.sa.edu.au/documents/652891/5228685c-cf02-4e5b-bcff-0d3925f1d75dhttps://www.sace.sa.edu.au/documents/652891/5228685c-cf02-4e5b-bcff-0d3925f1d75d viewed 10 February 2016. Rosie Kerin - SAETA Refresher Course - 12 February 2016 - www.writeme.net

17.  Playing Beatie Bow (Teaching unit for Year 7) Playing Beatie Bow (Teaching unit for Year 7)  Activity 4: Time travel in Playing Beatie Bow and other texts  Receptive assessment task and rubric (analysis of text with film and photos)  The Arrival ((Teaching unit for Year 10) The Arrival ((Teaching unit for Year 10)  Activity 7: Go back to where you came from (SBS series 2011)  Activity 8: The Rabbits and intertextuality  The Red Shoe (Teaching unit for Year 10) The Red Shoe (Teaching unit for Year 10)  Activity 9: Comparison with other texts (for example, What Maisie Knew)  A tradition of Australian historical fiction  Productive assessment task and rubric (Hashtag reporting)  Receptive assessment task and rubric (reflective supervised writing on Australian historical fiction)  True History of Kelly Gang (Teaching unit for senior secondary) True History of Kelly Gang (Teaching unit for senior secondary)  Activity 2: Ned Kelly Wikiracing Game  True Story of the Kelly Gang and intertextuality  Receptive assessment task and rubric (Other texts on Ned Kelly and the Kelly Gang) Rosie Kerin - SAETA Refresher Course - 12 February 2016 - www.writeme.net

18.  Fox (Teaching unit for Year 9) Fox (Teaching unit for Year 9)  Activity 10: Foxes as universal symbols  Receptive assessment task and rubric (Pecha Kucha)  Productive assessment task and rubric (Picture book mashup)  Bush Studies (Teaching unit for senior secondary) Bush Studies (Teaching unit for senior secondary)  Activity 1: Ask Me (Parts 1 and 2) using text and images of Australian bush  Receptive assessment task and rubric (Constructing the Australian landscape)  Productive assessment task and rubric (Victim, agent or witness)  Carry Me Down (Teaching unit for senior secondary) Carry Me Down (Teaching unit for senior secondary)  Activity 2: Visual vignettes of family life  Receptive assessment task based on intertextual links with The Children’s Bach  Looking for Alibrandi ( Teaching unit for Year 9) Looking for Alibrandi ( Teaching unit for Year 9)  Activity 7: Intertextuality and point of view  Activity 8: Personal and social capability (link with Adam Goodes issue)  Intertextuality: Looking for Alibrandi and Redfern Now (ABC TV series)  Receptive assessment task and rubric (Australian texts, universal themes) Rosie Kerin - SAETA Refresher Course - 12 February 2016 - www.writeme.net

19.  ABC Television (2016), Julia Zemiro’s Home Delivery with Kerry O’Brien, Series 4, Episode 1, http://iview.abc.net.au/programs/julia-zemiros-home-delivery/LE1561H001S00, viewed 10 February 2016. http://iview.abc.net.au/programs/julia-zemiros-home-delivery/LE1561H001S00  BOSTES,English Glossary K-10, http://syllabus.bostes.nsw.edu.au/english/english-k10/glossary/#taxonomies, viewed 10 February 2016.http://syllabus.bostes.nsw.edu.au/english/english-k10/glossary/#taxonomies  Eco, U (1980) The Name of the Rose, New York: Mariner Books, p. 360  Kleinfield, N (2015) ‘The Lonely Death of George Bell’, The New York Times, October 19, 2015, viewed 10 February 2016, http://www.nytimes.com/2015/10/18/nyregion/dying-alone-in-new-york-city.html. http://www.nytimes.com/2015/10/18/nyregion/dying-alone-in-new-york-city.html  Ngram, https://books.google.com/ngrams/graph?content=intertextuality&year_start=1950&year_end=2016&corpus=15&smoothi ng=3&share=&direct_url=t1%3B%2Cintertextuality%3B%2C viewed 10 February 2016. https://books.google.com/ngrams/graph?content=intertextuality&year_start=1950&year_end=2016&corpus=15&smoothi ng=3&share=&direct_url=t1%3B%2Cintertextuality%3B%2C  Reading Australia, http://readingaustralia.com.au/http://readingaustralia.com.au/  Seinfield, J (2016), ‘President Barack Obama, “Just Tell Him You’re the President”’, Comedians in Cars Getting Coffee, Series 7, Episode 1, http://comediansincarsgettingcoffee.com/president-barack-obama-just-tell-him-you-re-the-president, viewed 10 February 2016.http://comediansincarsgettingcoffee.com/president-barack-obama-just-tell-him-you-re-the-president  SACE, English Outlines for 2016, ttps://www.sace.sa.edu.au/documents/652891/5228685c-cf02-4e5b-bcff-0d3925f1d75d viewed 10 February 2016.ttps://www.sace.sa.edu.au/documents/652891/5228685c-cf02-4e5b-bcff-0d3925f1d75d  The Late Show with James Corden (2016), Adele Carpool Karaoke, January 13, 2016https://www.youtube.com/watch?v=Nck6BZga7TQ, viewed 10 February 2016.https://www.youtube.com/watch?v=Nck6BZga7TQ  Tytherleigh, D. (2004),The Little Frenchman, The Australian Centre for the Moving Image, http://generator.acmi.net.au/gallery/media/little-frenchman viewed 10 February 2016. (I used 0:00-0:33 and.2:22- 3:38) http://generator.acmi.net.au/gallery/media/little-frenchman Rosie Kerin - SAETA Refresher Course - 12 February 2016 - www.writeme.net