writing literary interpretations in english...analytical exposition three reasons for making the...
TRANSCRIPT
WritingLiteraryInterpretationsinEnglish
PresentedbyLindsayWilliams
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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
Acknowledgements
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