writing literary interpretations in english...analytical exposition three reasons for making the...

WritingLiteraryInterpretationsinEnglish

PresentedbyLindsayWilliams

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©L&EWilliamsHoldingsPty Ltd,2017

AnticipatorySet

• Read‘TheSinkHole’(page1&2).• Insmallgroups,makeaninference:• Whatwillhappenwhentheboysreturn?• Howdoyouknow?• Whosefaultwillitbe?Why?

LearningGoals

Duringthisworkshop,youwill:• explore implicationsofthenewexternalassessment(exam)regimeforthecurrentYear9cohort• compareandcontrastthestructureandsomekeylanguagefeaturesofInterpretations(andExpositions)• discusshowthesefeaturesallowstudentstoshowtheybelongtothe‘LiteracyCriticismClub’.

ReviewingStructureofInterpretation

InterpretationtointerpretthemessageofatextMasteryofthegenredemonstrates:thatoneisableto‘read’themessageofthetextandhenceisabletorespondtotheculturalvaluespresentedinthenarrative(Rothery andStenglin1997:156).

InterpretationtointerpretthemessageofatextStructure:Martin&Rose(2008)• Evaluation• Synopsisoftext• Reaffirmation

Structure:Derewianka &Jones(2016)• Themeidentificationandpreviewofelements• Elementevaluation• Themereiteration

ReadtheInterpretation(p3)

• ReadtheexemplarforanInterpretationbasedontheshortstory(bothareaimedatYear9,thefirstexternalexamgroup).• Asyouread,canyouidentifytheStages?

Yousaytoma(r)to,Isaytoma(y)to…

Interpretationvs

AnalyticalExposition

Threereasonsformakingthedistinction:• makesthedifferencebetweenNAPLANstyleExpositionsandInterpretationsmuchclearer(tosimplify,oneisbasedingeneralknowledgetheotherintextknowledge)

• theirsocialpurposesaredifferent,eventhoughtheyarebothmakinganargumentofsorts.Intheexample,studentsarenot(presumably)beingaskedtodrawontheirgeneralknowledgetoargueabouttheircontention;presumablytheywouldberequiredtodrawonevidencetosupporttheirinterpretationsofthe text.

• differentsocialpurposesmeanthattheintroduction,body,conclusionservedifferentfunctionswithinthetwogenresè differentchoicesfromsystemoflanguage.

KeyLanguageFeatures

ElaboratingClause

Oneclauseexpandsanotherbyelaboratingonit(orsomeportionofit):• restatinginotherwords,e.g.Thepandasatethebamboo;theydevouredeverysinglestalkofthatgrass-likeplantinthebackyard.• specifyingingreaterdetail,e.g.Emilywouldbemorerestrained,gentlytuggingatthestickytape,carefulnottotearthepaper.• commenting,e.g.Thelightsflickeredon;itwasanincrediblesightafterthehoursofdarkness.• orexemplifying,e.g.Allthelightswentofftogether:Christmaslightswentout,theneonlightsofthebillboardswentout,andeventheemergencystreetlightswentout.

ElaborationinInterpretationFirstly,inBenandIsaac,theauthorconstructstwocontrastingcharacters.Isaacisthesensibleone.Thisisexemplifiedwhenheknowsthatthe‘gapinghole’theycomeacrossisasinkholeandwarnsBenthehe’d‘bettermoveback’because‘theedgelooksabitcrumbly’.Heisalsotheonewhoisinitiallyreluctanttogodownintothedarkness.Ontheotherhand,Benisimpetuousandadventurous,notreallyworriedaboutthedangers.Heistheonewho,withoutthought,dropshisbikeandgoesto‘theveryedgeofthehole’.Moreover,heistheonewhocomesupwiththeplanfortheboystouseropestolowerthemselvesintotheholeandpressuresIsaacwithpromisesofexcitementandtauntsaboutlackofcourage:‘Chicken?’hesaystoIsaac.Ultimately,Ben’spersonalitywinsthrough,sealingtheboys’fate.

ElaborationinInterpretationIsaac isthesensibleone.(elaboration:example1)Thisisexemplifiedwhenheknowsthatthe‘gapinghole’theycomeacrossisasinkholeandwarnsBenthehe’d‘bettermoveback’because‘theedgelooksabitcrumbly’.(elaboration:example2)Heisalsotheonewhoisinitiallyreluctanttogodownintothedarkness.Ontheotherhand,Benisimpetuousandadventurous,notreallyworriedaboutthedangers.Heistheonewho,withoutthought,dropshisbikeandgoesto‘theveryedgeofthehole’.Moreover,heistheonewhocomesupwiththeplanfortheboystouseropestolowerthemselvesintotheholeandpressuresIsaacwithpromisesofexcitementandtauntsaboutlackofcourage:‘Chicken?’hesaystoIsaac.Ultimately,Ben’spersonalitywinsthrough,sealingtheboys’fate.

ElaborationinInterpretationIsaac isthesensibleone.(elaboration:example1)Thisisexemplifiedwhenheknowsthatthe‘gapinghole’theycomeacrossisasinkholeandwarnsBenthehe’d‘bettermoveback’because‘theedgelooksabitcrumbly’.(elaboration:example2)Heisalsotheonewhoisinitiallyreluctanttogodownintothedarkness.Ontheotherhand,Ben isimpetuousandadventurous,notreallyworriedaboutthedangers.(elaboration:example1)Heistheonewho,withoutthought,dropshisbikeandgoesto‘theveryedgeofthehole’.(elaboration:example2)Moreover,heistheonewhocomesupwiththeplanfortheboystouseropestolowerthemselvesintotheholeandpressuresIsaacwithpromisesofexcitementandtauntsaboutlackofcourage:‘Chicken?’hesaystoIsaac.Ultimately,Ben’spersonalitywinsthrough,sealingtheboys’fate.

ElaborationinInterpretationIsaac isthesensibleone.(elaboration:example1)Thisisexemplifiedwhenheknowsthatthe‘gapinghole’theycomeacrossisasinkholeandwarnsBenthehe’d‘bettermoveback’because‘theedgelooksabitcrumbly’.(elaboration:example2)Heisalsotheonewhoisinitiallyreluctanttogodownintothedarkness.Ontheotherhand,Benisimpetuousandadventurous,notreallyworriedaboutthedangers.(elaboration:example1)Heistheonewho,withoutthought,dropshisbikeandgoesto‘theveryedgeofthehole’.(elaboration:example2)Moreover,heistheonewhocomesupwiththeplanfortheboystouseropestolowerthemselvesintotheholeandpressuresIsaacwithpromisesofexcitementandtauntsaboutlackofcourage:‘Chicken?’hesaystoIsaac.(elaboration:comment)Ultimately,Ben’spersonalitywinsthrough,sealingtheboys’fate.

NoElaboration

Firstly,inBenandIsaac,theauthorconstructstwocontrastingcharacters.Isaacisthesensibleone.Ontheotherhand,Benisimpetuousandadventurous,notreallyworriedaboutthedangers.

ElaborationinInterpretationThroughaskillfullyplannedplot,thefollyofthedecisiontoenterthesinkholebecomesapparent.IntheOrientation,readersareintroducedtoBenandIsaacwhoappeartobesimplytwoboysonaninnocentbikingadventuretorelievetheboredomoftheschoolholidays.However,thedangerconfrontingtheboysisforeshadowedinthedescription(throughtheuseofametaphor)ofthesuncasting‘longtentaclesofdeepshadowacrosstheforestfloor’.ThereaderisthenleadtobelievethatthecentralComplicationtoberesolvediswhetherBenandIsaacshouldexplorethesinkhole.However,theCodacontainsanunexpectedtwist:readersmakethesurprisediscoverythatatthebottomoftheholearavenouscreatureawaits.Suddenly,themenaceimpliedintheearliermetaphorbecomesapparentandisemphasisedintheunconventionalpunctuationofthefinaltwowordswiththecreaturewaiting‘Patiently.Hungrily.’Itisclearthattheboyswillbeeatenalive;thecautiousIsaacshouldhavetrustedhisown,sensibleadviceandresistedBen’simpetuousbehaviour.

Clueelaboration:specify

elaboration:comment

ElaborationinInterpretationThroughaskillfullyplannedplot,thefollyofthedecisiontoenterthesinkholebecomesapparent.IntheOrientation,readersareintroducedtoBenandIsaacwhoappeartobesimplytwoboysonaninnocentbikingadventuretorelievetheboredomoftheschoolholidays.However,thedangerconfrontingtheboysisforeshadowedinthedescription(throughtheuseofametaphor)ofthesuncasting‘longtentaclesofdeepshadowacrosstheforestfloor’.ThereaderisthenleadtobelievethatthecentralComplicationtoberesolvediswhetherBenandIsaacshouldexplorethesinkhole.However,theCodacontainsanunexpectedtwist: (elaboration:specify) readersmakethesurprisediscoverythatatthebottomoftheholearavenouscreatureawaits.Suddenly,themenaceimpliedintheearliermetaphorbecomesapparentandisemphasised intheunconventionalpunctuationofthefinaltwowordswiththecreaturewaiting‘Patiently.Hungrily.’Itisclearthattheboyswillbeeatenalive;(elaboration:comment)thecautiousIsaacshouldhavetrustedhisown,sensibleadviceandresistedBen’simpetuousbehaviour.

ImplicationSequenceaè bè c

Dance:(identification:element) ‘FixYou’movinglyportraysthesupportasongivestohisillmotherthroughmanymovements.(descriptionofexample) Oneactionthatdemonstratesthisoccurswhenthemother(i.e.portrayedbythefemaledancer)spinsclockwiseandthenfallstotherightwheretheson(i.e.portrayedbythemaledancer)catchesher.Themaledancerlifts/pullsthefemaledancerbacktoherfeetinasuperblyexecutedsuspendedmove.Thisactionexpressesthemother’sweaknessasaresultofherillnessincontrasttothestrengthofthesonwhowastheretoguideandsupporthismotherwhenshewasinneed.(linktosummaryofintent)Therefore,itisclearthatthedanceelementofactionplaysapivotalroleincommunicatingthechoreographer’sintent.

ImplicationSequence‘FixYou’movinglyportraysthesupportasongivestohisillmotherthroughmanymovements.

Oneactionthatdemonstratesthisoccurswhenthemother(i.e.portrayedbythefemaledancer)spinsclockwiseandthenfallstothe

rightwheretheson(i.e.portrayedbythemaledancer)catchesher.Themaledancer

lifts/pullsthefemaledancerbacktoherfeetinasuperblyexecutedsuspendedmove.

Thisactionexpressesthemother’sweaknessasaresultofherillnessincontrasttothestrengthofthesonwhowastheretoguide

andsupporthismotherwhenshewasinneed.

Therefore,itisclearthatthedanceelementofactionplaysapivotalroleincommunicating

thechoreographer’sintent.

ImplicationSequenceinInterpretationThroughaskillfullyplannedplot,thefollyofthedecisiontoenterthesinkholebecomesapparent.IntheOrientation,readersareintroducedtoBenandIsaacwhoappeartobesimplytwoboysonaninnocentbikingadventuretorelievetheboredomoftheschoolholidays.However,thedangerconfrontingtheboysisforeshadowedinthedescription(throughtheuseofametaphor)ofthesuncasting‘longtentaclesofdeepshadowacrosstheforestfloor’.ThereaderisthenleadtobelievethatthecentralComplicationtoberesolvediswhetherBenandIsaacshouldexplorethesinkhole.However,theCodacontainsanunexpectedtwist:readersmakethesurprisediscoverythatatthebottomoftheholearavenouscreatureawaits.Suddenly,themenaceimpliedintheearliermetaphorbecomesapparentandisemphasisedintheunconventionalpunctuationofthefinaltwowordswiththecreaturewaiting‘Patiently.Hungrily.’Itisclearthattheboyswillbeeatenalive;thecautiousIsaacshouldhavetrustedhisown,sensibleadviceandresistedBen’simpetuousbehaviour.

ImplicationSequenceinInterpretationThroughaskillfullyplannedplot,thefollyofthedecisiontoenterthesinkholebecomesapparent.(1) IntheOrientation,readersareintroducedtoBenandIsaacwhoappeartobesimplytwoboysonaninnocentbikingadventuretorelievetheboredomoftheschoolholidays.However,thedangerconfrontingtheboysisforeshadowedinthedescription(throughtheuseofametaphor)ofthesuncasting‘longtentaclesofdeepshadowacrosstheforestfloor’.ThereaderisthenleadtobelievethatthecentralComplicationtoberesolvediswhetherBenandIsaacshouldexplorethesinkhole.However,theCodacontainsanunexpectedtwist:readersmakethesurprisediscoverythatatthebottomoftheholearavenouscreatureawaits.Suddenly,themenaceimpliedintheearliermetaphorbecomesapparentandisemphasised intheunconventionalpunctuationofthefinaltwowordswiththecreaturewaiting‘Patiently.Hungrily.’Itisclearthattheboyswillbeeatenalive;thecautiousIsaacshouldhavetrustedhisown,sensibleadviceandresistedBen’simpetuousbehaviour.

Yourturn…

ImplicationSequenceinInterpretationThroughaskillfullyplannedplot,thefollyofthedecisiontoenterthesinkholebecomesapparent.(1)IntheOrientation,readersareintroducedtoBenandIsaacwhoappeartobesimplytwoboysonaninnocentbikingadventuretorelievetheboredomoftheschoolholidays.However,thedangerconfrontingtheboysisforeshadowedinthedescription(throughtheuseofametaphor)ofthesuncasting‘longtentaclesofdeepshadowacrosstheforestfloor’.(2)ThereaderisthenleadtobelievethatthecentralComplicationtoberesolvediswhetherBenandIsaacshouldexplorethesinkhole.(3)However,theCodacontainsanunexpectedtwist:readersmakethesurprisediscoverythatatthebottomoftheholearavenouscreatureawaits.(4)Suddenly,themenaceimpliedintheearliermetaphorbecomesapparentandisemphasised intheunconventionalpunctuationofthefinaltwowordswiththecreaturewaiting‘Patiently.Hungrily.’(5)Itisclearthattheboyswillbeeatenalive;thecautiousIsaacshouldhavetrustedhisown,sensibleadviceandresistedBen’simpetuousbehaviour.

‘thefollyofthedecisiontoenterthesinkholebecomesapparent’

IntheOrientation… Thereaderisthenleadtobelieve…

However,theCodacontainsan

unexpectedtwist…

Suddenly,themenaceimpliedin

theearliermetaphorbecomes

apparent…

Itisclearthattheboyswillbeeaten

alive…

EvaluationResourcesinInterpretation

LanguageforInteraction:EvaluativeLanguageExpandedEvaluativeLanguage Positive NegativeAffect/feelingsJudgements aboutbehaviour

Normality: Howspecial?Capacity:Howcapable?Tenacity:Howdependable?Veracity:Howhonest?Propriety: Howfarbeyondreproach?

Appreciation

EvaluativeLanguage

1. Highlightwordswhichexpressfeelings/emotions(PINK);makejudgements aboutbehaviour (BLUE);appreciateobjects,artworks,literature,physicalperformances,landscapeetc (GREEN).

2. Classifythesewords.3. Drawconclusions,e.g.typesof

evaluationmostevidentinthisanalyticalexposition,patternsthatcometolight(e.g.distributionacrossthestagesoftheexposition).

Extractfrom’TheSinkHole’Interpretation:ThemeIdentificationStage‘TheSinkHole’byLindsayWilliamsisan entertaining shortstorythatrevealsthedangers ofsuccumbing topeerpressure.Thismessageiscommunicatedthroughtheclever use ofcontrastingcharactersandacarefullyplannedstory thatendswithasurprising twist.

ExtractfromNAPLANExposition:ThesisStage

MynameisRoxanneWebster,aconsistent buyer ofTheMorningHerald.I amusuallyfilledwithpraise forourcity’smorningpaper,however,whenIsatdownwithmysteamingmugofcoffeeyesterdaymorning,Iwasastounded toreadyourarticleontoysandgames.Thearticle was,inmyopinion,ridiculous;asyousaidthat“toomuchmoneyisbeingspentontoysandgames’?Thisstatementiscompletelyfalse,andasaproud mother ofthreechildren,Ihavecorrect reasons forbelievingthis.

Extractfrom’TheSinkHole’Interpretation:ElementEvaluationStageFirstly,inBenandIsaac,theauthorconstructstwocontrastingcharacters.Isaacisthesensibleone.Thisisexemplifiedwhenheknowsthatthe‘gapinghole’theycomeacrossisasinkholeandwarnsBenthathe’d‘bettermoveback’because‘theedgelooksabitcrumbly’.Heisalsotheonewhoisinitiallyreluctanttogodownintothedarkness.Ontheotherhand,Benisimpetuousandadventurous,notreallyworriedaboutthedangers.Heistheonewho,withoutthought,dropshisbikeandgoesto‘theveryedgeofthehole’.Moreover,heistheonewhocomesupwiththeplanfortheboystouseropestolowerthemselvesintotheholeandpressuresIsaacwithpromisesofexcitementandtauntsaboutlackofcourage:‘Chicken?’hesaystoIsaac.Ultimately,Ben’spersonalitywinsthrough,sealingtheboys’fate.

Extractfrom’TheSinkHole’Interpretation:ElementEvaluationStageFirstly,inBenandIsaac,theauthorconstructstwocontrastingcharacters.Isaacisthesensible one.Thisisexemplifiedwhenheknowsthatthe‘gapinghole’theycomeacrossisasinkholeandwarnsBenthathe’d‘bettermoveback’because‘theedgelooksabitcrumbly’.Heisalsotheonewhoisinitiallyreluctant togodownintothedarkness.Ontheotherhand,Benisimpetuousandadventurous,notreallyworriedaboutthedangers.Heistheonewho,withoutthought,dropshisbikeandgoesto‘theveryedgeofthehole’.Moreover,heistheonewhocomesupwiththeplanfortheboystouseropestolowerthemselvesintotheholeandpressuresIsaacwithpromisesofexcitement andtauntsaboutlackofcourage:‘Chicken?’hesaystoIsaac.Ultimately,Ben’spersonalitywinsthrough,sealingtheboys’fate.

Extractfrom’TheSinkHole’Interpretation:ElementEvaluationStageThroughaskilfully plannedplot,thefolly ofthedecisiontoenterthesinkholebecomesapparent.IntheOrientation,readersareintroducedtoBenandIsaacwhoappeartobesimplytwoboysonaninnocent bikingadventuretorelievetheboredom oftheschoolholidays.However,thedangerconfrontingtheboysisforeshadowedinthedescription(usingametaphor)ofthesuncasting‘longtentaclesofdeepshadowacrosstheforestfloor’.ThereaderisthenledtobelievethatthecentralComplicationtoberesolvediswhetherBenandIsaacshouldexplorethesinkhole.However,theCodacontainsanunexpected twist:readersmakethesurprise discoverythatatthebottomoftheholearavenous creatureawaits.Suddenly,themenaceimpliedintheearliermetaphorbecomesapparentandisemphasised intheunconventionalpunctuationofthefinaltwowordswiththecreaturewaiting‘Patiently.Hungrily.’Itisclearthattheboyswillbeeatenalive;thecautious Isaacshouldhavetrustedhisown,sensible adviceandresistedBen’simpetuousbehaviour.

ExtractfromNAPLANExposition:ArgumentStageActive games,suchassports,arejustthat– active.Theykeepourchildrenfitandhealthy,allthewhileteachingthemlessonsthatwillstaywiththemthroughoutthecourseoftheirlife.Teamwork,sportsmanship,sharing,co-operation– allbeneficialskillsthatareimportanttobelearntbyourkids.Toyslikeskippingropes,skateboards,ballsandHula-Hoopsarealltoysthatgetourchildrenoutsideandbeingactive.Aschildhoodobesity issuchaproblem inAustralia,encouragingourkidstobeactivewhilsthavingfun shouldbepromotednotdiscouraged.Therefore,thereisnot‘toomuchmoneyspentontoysandgames’.

Extractfrom’TheSinkHole’Interpretation:ThemeReiterationStageInconclusion,theauthorusesshrewdplottingandcannilycraftedcharacterstocommunicatehisimportantmessageaboutthedangersofsuccumbingtopeerpressure.

Extractfrom’TheSinkHole’Interpretation:ThemeReiterationStageInconclusion,theauthorusesshrewd plottingandcannily craftedcharacterstocommunicatehisimportantmessageaboutthedangersofsuccumbingtopeerpressure.

ExtractfromNAPLANExposition:ReiterationStageInconclusion,yourarticlewassimplyfictitious.Toysandgamesareimportant forourchildren’sdevelopment.Gameskeepourkidshealthy,whilstlearningimportant lessons.Gamesarealsoeducational,andarebeneficialforourchildren’sbraindevelopment.Thereforegamesandtoysareanextremelyimportantlearningaidtoourchildren,andthemoneyspentonthegamesandtoysiswelldeserved.

InterpretationGenre:TypesofReadings(Macken-Horarik 2016)

OnlyevidentinEnglishExtension.

MosthighlyvaluedresponsesinEnglish– canbeproducedbystudentsin

anyyearlevelgivenappropriateteaching.

Conclusion

SequencingLearning(Humphrey2017,p133)

DescriptionPersonalresponse

CharacterdescriptionPlotretelling

ReviewAnalysis

CharacteranalysisCompositional

analysis

Interpretation

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Acknowledgements

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