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Penrith High SchoolStage 4 English

Writing the Self unit handouts

Handout Title

1 Writing stimulus

2 Writing workshop questions

2a Year 8 Self and peer assessment

2b Group participation checklist

3 Part !ntroduction" who are #ou$

3 Part % &nit o'er'iew" representing the self

3 Part ( )esponding to the unit o'er'iew

*andout 3a ssessment outline

*andout + utobiograph# , social purpose

*andout - .e/t 1 0.he %roken (olumn , reda ahlo

.e/t 2 (hapter 1 Swimming &pstream.e/t 3 .apestr#" !talian li'es o'er fi'e generations

*andout 4 (ritical understanding , narrati'e form

*andout 5 6)e7Writing You , Wide )eading ssignment

*andout 8 # most embarrassing moment

*andout 9 (ritical writing workshop questions

*andout 1: collecti'e autobiograph#

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Handout 1

Writing stimulus

&se the following , either singl# or in combination > as the stimulus #our ownautobiographical writing@

You are also free to de'elop #our own themes and starting points@ You will ha'e opportunities to workshop #our own peers writing throughout the

unit@

1@ memorable e'ent2@ n important relationship3@ n improbable relationship+@ special place-@ 0.he da# !A@4@ Self>portrait" describe #ourself at

this momentB drawing on #ourdifferent senses

5@ lesson learnt8@ When ! was the boss9@ fa'ourite possession1:@<ealing with fear 11@*appiness12@Sorrow13@=mbarrassment1+@(onflict1-@*armon#

14@Caughter 15@Co'e18@Dictor#19@<efeat2:@!n the beginning21@;ear the end22@&nderstanding23@(onfusion2+@<ealing with itA2-@<anger 24@Safet#

25@Co'e28@*ate

29@(hange@3:@([email protected] une/pected@[email protected]@32@Cies@33@Eustice@

[email protected] unimaginable@3-@0%ut its different for girls34@0%o#s dont cr#35@)isk38@Safet#[email protected] ! belie'e+:@0.r# li'ing in m# skin+1@0Walk in m# shoes+2@ind and bod#+3@)ight and wrong++@)esponsibilit#

+-@[email protected] fight+5@;e'er [email protected]+9@non#mit#-:@Glor#-1@0! wish-2@Fbsession-3@Fbstacles-+@0Who would ha'e

thought$

--@;e'er again-4@0!f ! had m# time o'er-5@Fn course




Handout 2

Writing workshop questions

Workshop steps:

1@ ='aluate #our partners work using <e %onos 0Si/ .hinking *ats as a wa# to makenotesB clarif# issuesB and pro'ide feedback to #our partner 6see below7@

2@ %ased on what #our 0Si/ .hinking *ats e'aluation has re'ealedB and choosing fromthe list belowB ask #our partner the questions #ou belie'e will best assist him ? her tothink about how the# might set about impro'ing their piece of writing@

pening questions1@ What is this piece about , in a word or two$2@ Who are #ou writing this piece for$3@ Wh# are #ou writing this piece$

+@ What did #ou learn from this piece of writing$-@ What surprised #ou in the draft$4@ Where is the piece of writing taking #ou$5@ What are #ou going to do ne/t$8@ What do #ou like best in the piece of writing$9@ What questions 6related to writing and ? or #our piece7 do #ou ha'e of me$

Process and de!elopment questions1@ Where will #ou go from here$2@ You'e made a change toA6identif# change7@ Wh# did #ou do that$3@ !m a bit puled b# 6identif# part7@ !s more information needed$

+@ ! would like to know more about that part" its important ? interesting@ What can #outell me$-@ *ow did #ou come b# this idea$4@ Wh# do #ou feel this piece is good$5@ re there an# parts #ou arent happ# with$8@ *ow ha'e #ou drawn the reader into #our stor#$

"uestions that deal with structure1@ What were #ou tr#ing to achie'e with #our introduction$2@ *ow did #ou come about #our conclusion$3@ .ell me the main steps in #our stor#@

+@ <oes this paragraph keep things mo'ing quickl#$-@ !s this too slow , too much information perhaps$4@ t what point do #ou want #our reader hooked$5@ *ow ha'e #ou kept #our reader hooked as the stor# proceeds$

#losing the conference




1@ .ell me about the process this piece went through@2@ Fn a scale of 1 , 1: how do #ou feel about this piece compared to others #ou ha'e

written$3@ !n what wa#s has this conference helped #ou$+@ What suggestions and ideas from this conference will #ou use$

Sources=rnie .uckerB H(onferencing in the Secondar# (lassroomIB in )@<@ WalsheB P@archB <@Eensen 6eds7B Writing and Learning in AustraliaB elbourne" F/ford &ni'ersit# press and<ellasta %ooksB 1984@

<onald ura#B quoted in %@ amlerB Relocating The Personal B ;orwood" .=B 2::1@

Conferencing: some questions which work in argaret Gill 6ed7B Resources 4B ;orwood" .=B 1989@

E!aluating $our writing partner%s work: Si& thinking hats

'ed hat: emotion*ow do #ou feel about this piece$ What is #our initial reaction$

White hat: informationWhat information do #ou ha'e" e@g@ about #our partnerB the conte/tB the e'ents in thespeech etc$ What 6more7 do #ou need to know to help make sense of the piece$

(ellow hat: strengths) good points

What do #ou like most about the piece > e@g@ aspects of st#leB descriptionB characterBtoneB message$

*lack hat: weaknessesWhat dont #ou like 6with e/amples7$ What 0blocks are there to #our appreciation and ?or understanding$

+reen hat: creati!it$Possible responses and interpretations> come up with wa#s of reading the pieceBsuggestions about the message@ !s it a cle'erB well written piece$

*lue hat: ,ig picture and choicesWhat are the most significant aspects of the piece for #ou$ *ighlight areas #ou wouldwant to select as e/amples of good writing@

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Handout 2a-ame: ..............//

(ear 0 Self and peer assessment

InstructionsStep 1@ .ick the bo/ that best describes how well #ou displa#ed #our personal skills inhelping #our group to complete this task@

Step 2@ Present #our personal e'aluation to #our group to confirm@ !f the# agree with#ouB the rest of the group will sign in the space pro'ided@ !f the# do not agreeB #ou mustnegotiate with them as to the most appropriate description of #our efforts@

Step @ *a'ing completed the taskB e'aluate as a group #our effecti'eness in workingtogether in the second table@ =ach member of the group recei'es the same e'aluation inthis section@

Step 4@ =ach group member signs in the spaces pro'ided to indicate that the# are inagreement that this is a true and accurate e'aluation of the group effort@ 6.his sectionwill be 'erified b# teacher obser'ation@7

PersonalSkills

er$frequentl$

3requentl$ ostl$ Sometimes -e!er

! displa#edco>operati'elearningskills in

helping m#group tocompletethis task6seechecklisto'er7

! put m# besteffort into thetaskB so thatthe group

wouldachie'esuccess

JJJJJJJJJJJJJJ JJJJJJJJJJJJJJJ J

JJJJJJJJJJJJJJ JJJJJJJJJJJJ

signed signed signed signed

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+roup skills5 knowledge

E&cellent Well6e!eloped

6e!eloping

7nde!eloped

-ot6ispla$ed

(ompletedtask shows

understandingof the te/t

Group workedeffecti'el#and in asupporti'ewa# tocomplete taskefficientl#

JJJJJJJJJJJJJJ JJJJJJJJJJJJJJJ

J

JJJJJJJJJJJJJJ JJJJJJJJJJJJ

signed signed signed signed

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Handout 2,

+roup participation checklist

As you work with others on the set task, indicate each time you demonstrate the

following eha!iours with a "

1 2 3 + - 4 5 8 9 1:

Shared m# ideas with others

sked questions of others

Cistened to answers to questions

Fffered ? ga'e directions

=/pressed opinions

cknowledged and supported theopinions of others

=ncouraged others

(ompromised when required




Handout Writing the self

Part 8 9ntroduction: who are $ou

!magine that fi'e different people who know #ou are gathered in the same room@ s the#

begin to talk to each other it becomes quickl# ob'ious to all that the onl# thing the# ha'ein commonB not counting the room and the weather outsideB is knowing YF&@ Gi'en thatonl# so much can be said about a sparsel# furnished room and a sunn# da#B thecon'ersation naturall# turns to this common subKect@ Polite enquiries are made abouthow each of the indi'iduals who ha'e come together in this room knows #ou@ musingand not>so>amusing anecdotes about things #ou ha'e done o'er the #ears aree/changed@ <ifferent people gi'e 'oice to their opinion of #ouB be it good or bad@

!f #ou could listen in on these con'ersationsB what do #ou imagine #ou would hear$ight #ou be surprised b# some of the things that are said$ Would the 0#ou that #our#ounger sister or brother knows be the same 0#ou that #our =nglish teacher knows$

Would #our weekend sport coach ha'e the same opinion of #ou as a Year 5 student in#our roll call class$ <oes #our best friend know things about #ou that #our grandmotherdoes not$ Would the things that each of these people has to sa# about #ou accord withwhat #ou belie'e to be true about #ourself$ !n shortB are #ou the same 0#ou to all ofthese different people$ Fr do #ou go about #our dail# life not as one single 0selfB but asa multiplicit# of 0sel'esB all housed in the one ph#sical bod#$

;ow imagine that at the same time as these fi'e people ha'e gathered together to talkabout #ouB somewhere in a different room #ou are meeting #ourselfA three timesL .he0#ou of toda# meets the 0#ou who was in Year +B then the 0#ou who will be doing the*S(B and then the adult 0#ou who is 3- #ears old@ <o #ou recognise #ourself each time$

!n what wa#s are #ou different at different stages of #our life$ What ha'e #ou becomeand was this anticipated b# #our #ounger self$ *a'e #our 'aluesB attitudes and interestsremained constantB or ha'e the# changed$ !f the# ha'e changedB what has broughtabout this change$

8cti!it$)eflect in #our Kournal upon some of the questions posed in the abo'e paragraphs@ %eprepared to share #our response with others in the class@

inall# imagine that the 0#ou from each of these different stages in #our life went awa#

and wrote about themself and each of the others@ Would the 3- #ear old 0#ou writeabout the present 0#ou in a wa# that the present 0#ou would recognise$ re the thingsthat the present 0#ou might write about the Year + 0#ou likel# to be the same things asthe Year + 0#ou would write about themself$ !f the answer to these questions is noBwhich is the real 0#ou$ fter allB #ou are the same person at all of the different stages of#our lifeB arent #ou$

%# now it should be quite ob'ious to #ou that ideas and questions relating to our sense




of who we are and how others percei'e us to be are 'er# complicated@ Fne of the mostinteresting things about these ideas and questionsB and what makes them worthwhilestud#ing in =nglishB is the fact that the# highlight how our 'er# sense of who we are andhow we understand we can 0be in this world 6i@e our su,;ecti!it$7 is ine'itabl# shapedb# language and acts of communicationB such as the stories we tell about oursel'es and

the stories that others tell about themsel'es@ !n the unit of work #ou are going toconsider what this means for writing about #ou and #our life@





Part * 7nit o!er!iew: representing the self

Work in #our group to match the definitions to the words highlighted in the te/t@

(omplete the responding to the o'er'iew acti'it#@

Eacques <erridaB a famous rench philosopherB is renowned for ha'ing said that 0there

is nothing outside the te&t < =/

We can take this to mean that there is nothing which is not te&tual <

= in nature@ What does this mean

for our understanding of our own su,;ecti!it$ <

=$ Cike a con'ersation #ou might ha'e had this

morning with a friendB like this piece of writing ! ha'e composed for teaching purposesB

like a film or tele'ision program #ou might watch tonightB who and how #ou understand

#ourself to e is a product of language choices #ou make and how #ou put these

together@ !n this sense #ou 0write and 0rewrite #ourself e'er#da# that #ou li'e@

Cets consider an e/ample@ !magine that a personalit# qui required me to describe

m#self in a sentence@ !f ! respond with the words 0! am sh#B ! might be thinking of how

difficult ! find it to speak to strangers at a social gathering@ What ! am clearl# not thinking

about is the fact that ! teach classes of up to 3: students nearl# e'er# da#@ ;ow this

does not mean that ! am not sh#B or that othersB such as strangers ! might be introduced

to at a part#B will not see me as sh#@ What it does emphasise is that who ! am is much

more comple/ than the simple statement 0! am sh# would suggest@ What ! can sa# about

m#self at an# one time is much too complicatedB e'en contradictor#B to e'er be totall#

captured in speech or writing@ 6.his is particularl# the case if ! am answering a

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personalit# qui which onl# allows me a one sentence answerL7 # abilit# to describe

m#self to m#self or to others is limited b# the words ! can use and how ! can choose to

use them@ !n other words who # elie!e # am does not e/ist be#ond who # can say # am@

What needs to be understoodB thenB is how and wh# ! make m# choicesB as well as the

different wa#s open to me to put these choices together so that the# make sense@

utobiographical te/tsB like all te/tsB are constructions <

=@ .he# are not reflections of the wa# we

really are@ .he# can onl# partl# tell the 0truthB or tell part of a truth which is onl# true for a

particular moment in time@ 6!f ! complete m# personalit# qui before school and then go

to teach a class of 3: students or address the whole school at assembl# can ! still sa# !

am sh# during the period of time in which ! am in'ol'ed in these acti'ities$7

.here are limits on what a writer can and will sa# in an autobiographical piece@ 6! might

admit to being sh# but there are other things about m#self ! would not want to re'eal to

readers@7 !n retelling an e'ent from their lifeB the writer will ine'itabl# be selecti'e@ .he#

will choose to highlight certain aspects of what happenedB and to o'erlook , either

deliberatel# or otherwise , others@ What might be called the gaps and silences <

= in an

autobiographical te/t are Kust as re'ealing about the author as what is actuall# written on

the page@

*owe'erB such selecti'it# does not occur b# accidentB and there is more to it than a

writer Kust wanting to keep some things secret@ .here are discourses <




= operating in

societ# which ha'e a strongB sometimes limitingB influence on how we shape our

identit$ <

=@ .hese act as frames <

= , much like window frames , through which we 'iew

the world and oursel'es@ Such things as our raceB our religionB our le'el of educationB

our genderB our age and our se/ualit# mean we will see some things about oursel'es

and the world 'er# clearl# and easil#B but other things ma# be blocked from our 'iew

because the# are outside of the frame@

urtherB the writer of autobiograph# will be aware of how his or her readers will ha'e

certain e/pectations about what the# will read@ .his is because autobiograph# is a genre

< =B

which means it is defined b# commonl# accepted cultural <

= understandings of what is

written about and how it is written about@ or e/ampleB a reader will not e/pect an

autobiograph# to be a second b# second , if such a thing is possible , log of e'er#

thought an indi'idual hasB and e'er# action the# undertake@ .here is certain to be an

e/pectation that the autobiographical te/t will ha'e a particular shape or structureB and

that this will t#picall# take a narrati!e <

= form@ .his form also requires that an autobiograph# has

been written for a purpose be#ond recording e!erything that happened@ Such an

e/pectation will come from a readers pre'ious e/periences of autobiograph#@ .his

means that if ! were to write about m#selfB what ! will write will be informed not onl# b#




m# own li'ed e/perience but also what # ha!e read of what others ha!e written aout

their li!es@ Similarl#B the meaning m# readers will make of what ! ha'e written will also

be shaped b# what they ha!e read of what other writers of autoiogra$hy ha!e written

aout their li!es@ # own life and identit# are in this wa# inseparable from those of other

writers and readers@ .he meanings that can be made in and from autobiographical te/ts

are in this wa# interte&tual <

=@

!n summar#B the writer of autobiograph# works with language and te/tual formB which

creates a distance between the character known as 0! in the autobiographical te/t and

the 0! who is writing the te/t@ !n a wa#B writing an autobiograph# is like mo'ing be#ond

the place of writing and back through time to redisco!er #ourself@ .his means writing

autobiograph# must be seen as an act of representation <

= rather than the recording of the

0truth or 0realit#@ s such autobiographical te/ts are best described as a 0'ersion of

realit#@ s is implied in this phraseB there e/ists the possibilit# of other 'ersionsB or a

rewriting@ Writing the self is as such potentiall# an act of transformation <

=B in which an

indi'idual can change their understandings and beliefs about who the# are and how the#

can be b# composing different 'ersions of the self and e/perience@





6efinitions

1@ .he techniques which are used and the choices that are made in producingstories@

2@ specific obKect or action that communicates meaning through language@

3@ %eing connected to or ha'ing associations with other te/ts@

+@ .he sharing of beliefsB 'aluesB knowledgeB customs and lifest#le within a societ#or amongst a group of people@

-@ .he categorising of te/ts according to common aspects of subKect matterB form

and language@

4@ orms of language that are related to particular social institutions and wa#s ofdoing things and being@ .hese pla# a role in forming the attitudesB beha'iours andpower relations of those who use them@

5@ Selecti'e constructions of or te/tual choices about aspects of the world and li'ede/perienceB which are shaped b# the attitudesB beliefs and 'alues of both thewriter and the reader@

8@ .#pes of 0incompleteness in te/tsB where something is not full# spelt out so that

the reader might put in place their own knowledge or understandingB or wheresomething is left out so that the reader does not question the 'alues and attitudescon'e#ed in the te/t@

9@ metaphor to describe the fact that in an# act of interpretation or the makingmeaningB we are guidedB and e'en constrainedB b# our pre>e/isting knowledge@

1:@Fur consciousness of our own thoughts and actions@

11@*a'ing certain properties 6eg forms and features7 to make communicationthrough language possible@

12@ .he products of certain rulesB norms and e/pectations@

13@Fur beliefs about who we are and our place in the world@

[email protected] production of something new and differentB as a result of challenging andquestioning what alread# e/ists@

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Part # 'esponding to the unit o!er!iew

<iscuss the following statements about the unit o'er'iew 6Part %7 with a partner@

<ecide which of the statements the author of the o'er'iew would agree withB andwhich of the statements the author of the o'er'iew would disagree with@

Tick > ? the appropriate ,o& and ,e prepared to gi!e reasons for $our

response when reporting ,ack to the class/

8gree 6isagree

1@ utobiograph# requires that the truth be told or written

2@ .here is no such thing as a singleB unique self

3@ We can 0remake oursel'es b# finding different wa#s tospeak and write about our thoughts and e/periences

+@ .he writer of an autobiograph# and the person that he or sheis writing about are one and the same

-@ ='er# autobiograph# is a unique and original te/t

4@ Fur knowledge and understanding of oursel'es is connectedto what we ha'e read and heard other people write and sa#about their li'es

5@ We are free to understand oursel'esB our e/periencesB andour li'es in an# wa# that we want

8@ We are free to write about oursel'esB our e/periencesB andour li'es in an# wa# that we want

9@ !t is pointless tr#ing to understand the forces that shape oursense of who we are

1:@ Stud#ing utobiograph# is an important part of the =nglish

curriculum

3ollow up acti!it$!n appro/imatel# 2: , 2- linesB write an e/planation of what #ou belie'e we will want #outo know and understand about utobiograph# b# the end of this =nglish unit@

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Handout a8ssessment outline

Task 1Working co>operati'el# with others" participation in writing conferences

You will participate in se'eral writing conferences throughout the unit and #ou arerequired to assess #our peers as well as #our own in'ol'ement@ See handouts 2a and2b@

utcomes assessed student"2@ uses a range of processes for responding to and composing te/ts4@ draws on e/perienceB information and ideas to imaginati'el# and interpreti'el#

respond to and compose te/ts11@ usesB reflects on and assesses indi'idual and collaborati'e skills for learning@

Task 2onologue as reda ahlo*andout -B .e/t 1 , #ou e/plored rida ahlos self>portrait The %roken Column and the

wa#s that three different biographical te/ts ha'e shaped the painting@ .he follow>upacti'it# for assessment is".he paintingB The %roken Column has been described as a quest for self>identit#@ Writea monologue as ahlo in which she reflects on the discourses which ha'e shaped hersense of who she is@ <raw on #our understanding of the poemB as well as the notes #ouha'e made about ahlos life and this art work@

utcomes assessed student"1@ responds to and composes te/ts for understandingB interpretationB critical anal#sisand pleasure

+@ uses and describes language forms and featuresB and structures of te/ts appropriateto different purposesB audiences and conte/ts-@ makes informed language choices to shape meaning with accurac#B clarit# andcoherence5@ thinks criticall# and interpreti'el# about informationB ideas and arguments to respondto and compose te/ts@




Task utobiographical pieceB transformed piece and reflection statement@

.his is the end product of #our own autobiograph# writing and the writing workshops #ouha'e participated in@

)ewriting the self"

critical e'aluation of own writing

critical writing workshop

transformed te/t@

&se critical writing workshop questionsB anal#se and e'aluate #our own autobiographicalwriting and how it represents #ou@ &se this understanding to transform #our te/t torewrite #ourself and #our te/t@

Submit %F.* 'ersions with a 2-: word commentar# on the changes #ou ha'e madeBhighlighting how #our sense of self has been 6re7presented@

utcomes assessed student"1@ responds to and composes te/ts for understandingB interpretationB critical anal#sisand pleasure5@ thinks criticall# and interpreti'el# about informationB ideas and arguments to respondto and compose te/ts8@ makes connections between and among te/ts9@ demonstrates understanding that te/ts e/press 'iews of their broadening world and

their relationships within it1:@ identifiesB considers and appreciates cultural e/pression in te/ts@




Task 4Fral presentation" wide reading0What discourses ha'e been most significant in shaping the 0self about which #ou ha'eread$

Prepare #our response and present it orall# to a group within the class@ Submit #ourreading log to #our teacher for assessment@ You will need to negotiate the assessmentcriteria with the teacher@ utcomes assessed

student"1@ responds to and composes te/ts for understandingB interpretationB critical anal#sisand pleasure-@ makes informed language choices to shape meaning with accurac#B clarit# andcoherence4@ draws on e/perienceB information and ideas to imaginati'el# and interpreti'el#

respond to and compose te/ts5@ thinks criticall# and interpreti'el# about informationB ideas and arguments to respondto and compose te/ts1:@ identifiesB considers and appreciates cultural e/pression in te/ts@

Task @=ssa#" anal#sis of own autobiographical writing)epresenting the self"Students write a critical response 6-:: , 5-: words7 to their own autobiographical

writing@

&iscuss how $articular discourses ha!e sha$ed the re$resentation of the self in yourown autoiogra$hical writing"

utcomes assessed student"1@ responds to and composes te/ts for understandingB interpretationB critical anal#sisand pleasure+@ uses and describes language forms and featuresB and structures of te/ts appropriateto different purposesB audiences and conte/ts

-@ makes informed language choices to shape meaning with accurac#B clarit# andcoherence5@ thinks criticall# and interpreti'el# about informationB ideas and arguments to respondto and compose te/ts1:@ identifiesB considers and appreciates cultural e/pression in te/ts@




Handout 4

8uto,iograph$ A social purpose

ke# element of how an# te/t makes meaning is the wa# in which the reason orreasons wh# it has been composed shape its language and form@ .he author of a te/t

will make conscious decisions and choices with regards to language and form with a'iew to being able to most effecti'el# communicate with an intended audience@ .hisneed to communicate effecti'el# suggests that writers will generall# ha'e an im$liedreader in mind as the# write@

Tasks• Working with a partnerB write a te/t which e/plains to a no'ice cook how to boil

the 0perfect egg@

• s #ou work togetherB keep a record of the decisions #ou make regarding the

language #ou use in #our te/t and the form that it takes@ %e prepared to share#our decisions with the class@

;ow consider which of the following social purposes best describes each of the listedte/ts@ You might find that a te/t or te/ts might ha'e more than one purpose@

1@ Work with #our partner to complete Ta,le 8 6o'er7B placing a cross in the rele'antbo/ and pro'iding a supporting e/planation for #our decisions@

2@ (an #ou add an# purposes to those listed$ 6blank columns ha'e been pro'ided@73@ !dentif# the implied reader for each te/tB supporting #our response b# close

reference to the language and form of the te/t@ 6Ta,le *7

The te&ts are:

• 'necoming: an aids diary 6e/tract7• The Choosing 6this poem is a'ailable at

Mhttp"??www@deusne/us@de?english?literature?=nglishCiterature@phpNPoemO

• The %roken Column 6self portrait7

• (y most emarrassing moment 6recount > Handout 07@




Table A

1 2 3 + - 4 5 8 9 1:

11

12 =/planation

'necoming 6e/tract7

0thechoosing

0the brokencolumn

(y mostemarrassing moment

e#"1@ .o teach2@ .o entertain3@ .o arri'e at self>understanding+@ .o make mone#-@ .o record for posterit# 6ie for future time or generations74@ .o criticise societ# or make a political point5@ .o tell a stor#8@ .o capture a uni'ersalB human truth9@ .o enable others to benefit from ones wisdom and e/perience1:@.o connect with others

11@ add #our own12@ add #our own

Ta,le *

.e/t <escription of implied reader Supporting e'idence ?e/planation

'necoming: an A#&) diary 6e/tract7The Choosing

The %rokenColumn

(y mostemarrassingmoment




Handout @

Te&t 1 BThe *roken #olumn% A 3reda Cahlo6image a'ailable at" Mhttp"??www@hammondgaller#@co@uk?'iewJpic@php3$pid+++Qaid3-O or

Mhttp"??www@Kspr@btinternet@co@uk?&ni'ersit#?Stockton?Practical2?ahlo@htmO7M http"??www@fbuch@com?fridab#@htmO7@

1@ !nitial response" Kournal st#le writing@ *ow has reda ahlo represented herself in0.he %roken (olumn 619++7$ 6<escribe the reda ahlo #ou see in the painting@7

2@ atri/ reading and note making acti'it#@ Students work in groups of three@ =achstudent has a 6short7 biograph# of ahlo 6suggested sources listed below7@ .he#make notes about the discourses shaping the painting b# completing the matri/@

atri& questions

!n what wa#6s7 is the painting informed b#"

Te&t 1Mhttp"??www@fbuch@com?fridab#@htmO

Te&t 2Mhttp"??members@aol@com?fridanet?fridabio@htmO

Te&t Mhttp"??www@artchi'e@com?artchi'e??kahlo@htmlO

sense ofalienation fromsociet#$

*er social class$

*er gender$

*er relationshipswith men$

ahlos ph#sicalpain$

eminist ideas$

particular senseor understandingof her bod#$

)eligiousiconograph#$




ahlosknowledge andunderstanding ofart mo'ementsand forms$

*er nationalit#$

*er sense ofplace6geograph#7$

3ollow up.his painting has been described as a quest for self>identit#@ Write a monologue as

ahlo in which she reflects on the discourses which ha'e shaped her sense of who sheis@ <raw on #our understanding of the poemB as well as the notes #ou ha'e made aboutahlos life and this art work@




Te&t 2

#hapter 1 Swimming Upstreamb# nthon# ingletonB elbourne" .e/t PublishingB 2::3@

1@ 'anking acti!it$ , what are the most influential forces shaping nthon# ingletonssense of himself$

Place the following in rank order 6most to least influential7@ re there other forces that #ou would add to the list$%e prepared to support #our answers@

• geograph#

• famil#

• sport

• class

• sibling ri'alr#

• masculinit#

• economics

• politics

• time

2/ +aps and silences

a@ Gaps" Where does ingleton pass o'er particular e'ents or issues in the chapterBallowing the reader to draw their own conclusions using their own life e/perience orcommon sense$ !dentif# what conclusions about the wa# the world works ingleton

appears to take for granted that readers will share with him@

b@ Silences" What does nthon# ingleton appear to ignore or e/clude in this chapter ofhis autobiograph#$ (an #ou suggest reasons wh# he might not want readers toquestion these aspects of his te/t$

/ oice

What adKecti'es or phrases would #ou use to describe the wa# that ingleton representshimself to the reader$ Support each of #our responses b# e/plaining how this has been

achie'ed through the language he uses in the te/t or the structure of the chapter@




Te&t

Tapestry : 9talian li!es o!er fi!e generationsb# aria Pallotta>(hiarolli B )andom *ouse" S#dne#B 1999@pp 21: , 219

Fn the e'idence of this passageB would the author agree with the followingstatements$ %e prepared to support #our response@

• !t is more honest to write about #our own life in the third person

• .here is no 6one7 selfR we are 6multiple7 sel'es

• Fur cultural backgrounds are the single most important influence on who we

are

• .here are common patterns in peoples li'es

• .he first responsibilit# in life is to connect with others• Fur parents are not responsible for what we become

• Writing about #our life is about making meaning of who #ou are

• Sharing #our life and #our understandings of who #ou are with others

enables them to make sense of their li'es

• Cife is about loss

• Gender is an obstacle to be o'ercome

• Self understanding should come before an# attempt to understand others

2/ +aps and silences

a@ Gaps" Where does Pallotta ,(hiarolli pass o'er particular e'ents or issues in thechapterB allowing the reader to draw their own conclusions using their own lifee/perience or common sense$ !dentif# what conclusions about the wa# the world worksPallotta>(hiarolli appears to take for granted that readers will share with her@

b@ Silences" What does Pallotta>(hiarolli appear to ignore or e/clude in this chapter ofher autobiograph#$ (an #ou suggest reasons wh# she might not want readers toquestion these aspects of her te/t$

/ oice: what adKecti'es or phrases would #ou use to describe the wa# that Pallotta>(hiarolli represents herself to the reader$ Support each of #our responses b# e/plaininghow this has been achie'ed through the language she uses in the te/t F) the structureof the chapter@

;SW <epartment of =ducation and .raining ;o'ember 2::+ Page 2+ of 32(urriculum >12 <irectorate http"??www@curriculumsupport@education@nsw@go'@au



;SW <epartment of =ducation and .raining ;o'ember 2::+ Page 2- of 32(urriculum >12 <irectorate http"??www@curriculumsupport@education@nsw@go'@au



Handout D

#ritical understanding A narrati!e form• *ighlight how the author of the autobiographical piece #ou ha'e read has been

selecti'eB and therefore partialB in representing themsel'es b# demonstrating howthe piece has been shaped to fit the structure of a narrati'e@

• ake notes 6e@g@ quotes from the piece7 to show each of the narrati'e stages in

the te/t@

•

rientation

#omplication

E!aluation

'esolution

3ollow up: how does the form of the piece shape"a@ the representation of the self in the piece$b@ #our response to the represented self$




Handout

>'e?Writing (ou A Wide 'eading 8ssignment

The hero%s ;ourne$F'er the last two decades the concept of the hero%s ;ourne$ has become a 'er#

influential approach to understanding the cultural power of narrati'e@ .he theor# isbased on the idea that the fair# tales and m#ths of different cultures show that humansappear to naturall# respond 'er# positi'el# to particular stor# lines in'ol'ing questsB tests6whether ph#sicalB mentalB or emotional7B self>sacrifices and transformations@(ollecti'el#B these structural elements of stories ha'e been called the Hero%s Fourne$@

8cti!itiesPart 8/ Some writers work with the idea that the *eros Eourne# has twel'e basicstages@ .he twel'e stages are described below@ (an these stages be found in theautobiograph# that #ou ha'e chosen to read$

)ead through the twel'e stages and then complete the acti'it# that follows@

1@ The ordinar$ world" in order that the hero ma# be taken into a new worldB he or sheis first shown in a familiarB ordinar# world@

2@ The call to ad!enture" the hero is presented with a problem or challengeB which willtake them out of the comfort and securit# of their ordinar# world@

3@ 'efusal of the call" faced with the callB the hero e/periences fear and e/pressesreluctance@

+@ eeting with the mentor " the heros relationship with a wise man or woman helpsthem o'ercome their reluctance to meet the challenge@ .he mentor is the source ofad'ice and guidance@

-@ #rossing the first threshold" the hero full# commits to the ad'entureB going forwardto the first stage of danger@4@ Tests) allies) and enemies" once across the first thresholdB the hero begins to learn

the rules of the special world and to form new alliances as the# encounter new testsand challenges@

5@ 8pproach to the inmost ca!e" the hero finall# arri'es at the edge of a dangerousplace where the obKect of the quest is hidden@ *ere the hero will ha'e to prepare andplan their strateg# to outwit the 'illains guards@

8@ rdeal" the hero directl# confronts their greatest fear@ !n battle the# are brought tothe 'er# brink of defeat and stare death in the face@

9@ 'eward: ha'ing come through the supreme ordealB the hero is rewarded either

tangibl# 6e@g@B mone#B landB the hand of the princess in marriage7B with greaterknowledge and understandingB or with both@1:@ The road ,ack" the hero must still cross back into the ordinar# world@ urther trials

and tribulations await him?her@11@ 'esurrection: facing another ordealB the odds will be e'en greater for the hero@

.he# will endure and return to the ordinar# world with new knowledge andunderstanding@

12@ 'eturn with the eli&ir " the hero returns with a special eli/irB treasure or lesson from




be#ond the threshold@

(omplete a table that summarises the autobiograph# that #ou ha'e chosen@

Stage in Hero%s Fourne$ Stage in the stor$

1@ .he Frdinar# World

3ollow up: Write an e/planation 6appro/ 1 page7 of how the autobiograph# #ou ha'eread might be understood as a cultural constructB shaped to fit a familiar te/tual pattern@ Part */ 8nother wa$ to understand narrati!e te&ts is to see them as ,eingstructured around fi!e stages/ These are:

1@ a state of equilibrium at the start2@ a disruption of the equilibrium b# some action3@ a recognition that there has been a disruption+@ an attempt to repair the disruption

-@ a reinstatement of the equilibrium

state of equili,rium means that an# potentiall# opposing forces are being held incheckB or in balance@ Fnce this state of balance is disrupted b# an e'entB a chain ofcause and effect is set in placeB with one e'ent leading to another@ inall#B a second butdifferent equilibrium resultsB restoring a sense of status quo@

ap the twel'e stages of the *eros Eourne# against this fi'e>stage model@ Whichstages of the *eros Eourne# seem to fit within which stages of the fi'e stagemodel$

Write a fi'e>sentence plot summar# of an autobiograph# #ou ha'e read 6in #our widereading7, in which each sentence conforms to the rele'ant stage in the fi'e>stagestructure outlined abo'e@

8ssessment task 46see handout 3a7Wide reading" oral presentation to a small group"0What discourses ha'e been most significant in shaping the 0self about which #ou ha'eread$arking #riteria:*ou will e assessed on how well you:

• demonstrate critical understanding of narrati'e theor# and the structure of the

autobiograph# #ou ha'e read• e/plain the wa#s in which the specific structures of te/ts are used to shape

meaning

• identif# and consider the cultural shaping of autobiograph# te/ts@




Handout 0

$ most em,arrassing moment

!t was the da# of the %algowlah %o#s *igh School Swimming (arni'al@ ! had been at*igh School for three weeks and this was a chance for me to be successful in the firstbig sporting e'ent of the #ear@ ! also had the chanceB ! thought to m#selfB to impresssome girls because the carni'al was a combined one with ackellar Girls *igh School@

.here ! wasB standing on the starting block before the start of the 12 Years %o#s -:etres reest#le inal@ ! was feeling ner'ous as ! waited for the starters gun but ! alsofelt quite confident@ ! had swum quite well in the morningB winning m# heat@ ! didnt think !was the fastest swimmer in Year 5 but ! thought ! might get a place@

%angL .he gun went off@ ! had been concentrating hard and got a quick start@ ! felt like !

was fl#ing through the air as ! do'e off@ s ! stretched m# arms out and tucked m# headdownB read# to break the surface of the cr#stal>clearB cool blue water ! thought ! couldhear the cheer of the crowd@

fter breaking the surface of the waterB ! headed quickl# up towards the surface@ !wanted to come up swimming hard and fast@ quick glance from side to side showedme m# start was goodB as ! was up with the leaders@ ! took one strokeB then another@ !tmust ha'e been on about m# fourth stroke that ! knew something was wrong@ ! couldfeel something dragging around m# ankles and m# bottom was feeling a bit of a breeeblowing across it@ TFhB noLT m# brain screamed@ T# Speedos ha'e fallen offLT

YesB it was true@ ! swam the rest of the race with m# white bottom up in the air and aface as red as a beetroot because of the embarrassment ! was feeling@ ! still came thirdBgood enough to get me into the rela# team for the district carni'al@ %ut that didnt matterto me as ! listened to the sound of the crowdB including a lot of girlsB laughing at me as !walked back to m# towel at the end of the race@ ! Kust thanked hea'en that m# Speedoshad become stuck around m# anklesB so that ! could pull them up before ! climbed out ofthe pool@




Handout G

#ritical writing workshop questions

Workshop steps:1@ ='aluate #our partners work using <e %onos Si/ .hinking *ats as a wa# to

make notesB clarif# issuesB and pro'ide feedback to #our partner 6see below7@

2@ %ased on what #our Si/ .hinking *ats e'aluation has re'ealedB and choosingfrom the list belowB ask #our partner the questions #ou belie'e will best assist him? her to think about the forces shaping their representation of the self@ 6<o ;F.attempt to ask all questions@ %e selecti'e@7

pening questions1@ What do #ou find to be powerful in #our writing$ !dentif# a particular e/ample 6eg

a lineB an imageB a metaphorB a representation of a person7 that #ou were 'er#happ# with$

2@ a@ *ow would #ou e/plain the appeal of this e/ample to #ou$ <oes this suggest#ou are 'aluing certain aspects of #our writing o'er others$b@ !f soB what are 'aluing$ What are #ou not 'aluing$

3@ What did #ou want to achie'e with this writing$ Wh# did #ou want to achie'e this$+@ <escribe the 0#ou represented in this piece of writing@

Process and de!elopment questions9@ What discourses ha'e shaped #our piece$ Were #ou aware of their influence as

#ou were writing$1:@What is omitted from #our piece$ Who or what is absent$11@What is hinted at or suggested but not full# spelt out$

12@ What contradictions might there be in #our piece$13@What s#mbols or e/amples of figurati'e language are used in #our piece$ Whatare the# meant to suggest about #ou$

1+@!s there an#thing that #ou ha'e hidden or kept from the reader$

"uestions that deal with structure8@ !s #our piece a narrati'e$9@ !n what wa#s has the structure of #our piece shaped the language that #ou use$1:@What role do #ou pla# in #our narrati'e$ re #ou the hero$11@*ow does the structure of #our piece position the reader$

12@<id #ou intend #our piece to ha'e a 0message or a moral$




#losing the conference-@ (an #ou imagine other wa#s to represent the 0#ou in this piece$4@ *ow would #our piece change if #ou foregrounded 6emphasised and put at the

centre of #our stor#7 an aspect that #ou ha'e marginalised or ignored$5@ !f #ou transformed #our piece of writingB how might #our 6present7 subKecti'it# be

affected$8@ (an #ou see an# 'alue in rewriting the self represented in #our piece$9@ What ha'e #ou gained from this conference$1:@What action will #ou take as a result of this conference$

Sources

.hese questions draw on and e/tend those suggested b# %arbara amler in Rewritingthe Personal "

E!aluating $our writing partner%s work: Si& Thinking Hats

'ed Hat: Emotion*ow did the author position #ou to respond to this piece$ What other reading positionsare a'ailable to #ou$

White Hat: 9nformationWhat information 6e'entsB thoughtsB feelingsB personalities7 is foregrounded in thepiece$ What information is marginalised or passed o'er$

(ellow Hat: Strengths) +ood pointsWhat did #ou find powerful about the writing$ *ow did this affect #ou$

*lack Hat: WeaknessesWhat do #ou find problematic about the writing" gaps$ silences$ contradictions$

+reen Hat: #reati!it$Possible responses and interpretations> come up with different wa#s of reading thepieceB comments about the message 6if there is one7@

*lue hat: *ig picture and choices transformationsWhat other wa#s might the author ha'e chosen to represent the self in this piece$




Handout 1I8 collecti!e auto,iograph$

Students form groups and work as teams to transform their te/ts intoanother form and present to an outside audience@

1@Students anal#se their own writing to identif# how the# ha'e representedtheir self @

2@Students should consider what discourses the# ha'e used and e/plorethe possibilities of representing their new understandings in a differentwa#@ or e/ample the# could create a multi media displa# in the dramaroom" this might include static displa#sB role pla#sB postersB PowerPoint or'ideo presentationsB dramatic readingsB or an# other form of

representation students choose@

3@Students displa#s could de'elop themes related to how the# ha'e6re7written their sel'es@ .hemes could include the 0gendered selfBgeograph#B sportB famil#B educationB or an# other aspects of their li'esthat the# see as influencing who the# are@

[email protected] class to assume responsibilit# to decide who their audience will beand de'elop a plan and timeline to work to this broad goal@

-@=ach group would need to allocate roles and responsibilitiesB determineresources a'ailableB what assistance the# might needB consider who theiraudience is and work within these parameters to mount their 0e'ent@

4@Students construct timetables and work plansB assigning performanceindicatorsB to demonstrate that the# can manage the process of thede'elopment and completion of this proKect within the time frame allowedb# the teacher@ .hese plans will outline who is doing what each =nglishlesson as well as the home preparation that indi'idual students will be

required to undertake between lessons@

writ self hout

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