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Module C
REPRESENTATIONAND TEXT
Module C
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This module requires students to explore
various representations of events,
personalities or situations. They evaluate how
medium of production, textual form,
perspective and choice of language influence
meaning. The study develops students
understanding of the relationships betweenrepresentation and meaning.
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In their responding and composing, students
consider the ways in which conflicting
perspectives on events, personalities or
situations are represented in their prescribed
text and other related texts of their own
choosing. Students analyse and evaluate how
acts of representation, such as the choice oftextual forms, features and language, shape
meaning and influence responses.
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In their responding and composing, students
consider their prescribed text and other texts
which explore the relationships between
individual memory and documented events.
Students analyse and evaluate the interplay of
personal experience, memory and
documented evidence to broaden theirunderstanding of howhistory and personal
history are shaped and represented.
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Representation and Text
Language is a complex tool invented bysociety. As any artefact it can have beneficial ordetrimental effects. It can be used and abused.
Language can never achieve pure representation.It cannot mean by itselfit is determined bycontext, intention and collective agreement.
People often use language to conceal rather thanreveal their real intentions. All attempts to
communicate are subjective and therefore evenwell intentioned, informative writings can beprone to bias or unconscious distortion of truth.
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All texts are deliberately constructed to convey an agenda anda set of values.
This means that every composer has a purpose, which isbased on the issues arising from their context and audience.
To that end, the composer uses conflictingperspectives/interplay between history and memory as avehicle for successfully conveying their purpose to theaudience.
So, through the representation of events, personalities andsituations (which utilises form, language and structuraldevices), the responder is positioned to accept the
perspective that the composer has represented asvalid/credible.
As a consequence, the composer is able to successfully imparttheir values to the audience.
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There is a difference between what a text is about andits message. The Smithsonians September 11 website
is about history but its message (intentionally or not) isthat history is selective and constructed. Birthday
Letters by Ted Hughes portrays some conflictingperspectives but one of its messages is that perspectiveis shaped through and by language. Similarly, TheJustice Game portrays conflict within the formal setting
of the court; however, one message is that thedominant perspective tends to be the one that is mosteffectively represented in the game.
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Interpretations
Points-of-view
Demonstrations
Accounts of
Versions
Descriptions
Depictions
Constructions
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THEMES/ISSUES TECHNIQUES/FEATURES
VALUES
PURPOSE
MEDIUMSTYLE/FORM
EVENTS
CHARACTER
SETTING
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Context
Audience
Conflicting
Perspectives
History andMemory
Composers
agenda
Perspectiveprivileged
Composer
successfully
conveys theirperspective
REPRESENTATTION
POSITIONING
OF
RESPONDER
VALUES
PURPOSE
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Hero or
villain?
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Robertson in The Justice Gamecomments onhow emotional subjectivity affects anobjective perspective. This is the CONTENT of
the text. Yet at the same time, we can see in his writing
that HIS own emotional subjectivity (strongfeelings against the death penalty) affects theobjectivity of The Justice Game. This is theCONSTRUCTION of the text.
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History and Memory
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This Module is really very much like the AOS inthat it requires you to absorb an overall conceptand apply this to both the core text as well as
your related material. Remember that HOWmeans techniques. This is
always true in HSC English. So not only do youneed to work out WHAT the message about the
concept is from your texts but also exactly HOWthis message is conveyed through poetic, literaryand visual techniques.
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What is a perspective? Why do people have
different perspectives and what can causethem to conflict? How are conflicting
perspectives represented in society?
What is history? What is memory? What is
the relationship between them? Is one morevalid than the other? How are history andmemory represented in society?
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Thesis Ideas
Hughes effectively manipulates the poetic
form to present a unique and evocativecollection of poems that invoke empathy for
his circumstances and reinforces that there isan agenda behind every perspective.
Discordant opinions ignite conflicting
perspectives and the composer harnesses thetextual form to highlight their perspective asthe most valued of those opinions.
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In the construction of a representation ofhistory, it is individual and collective memorywhich conjures an understanding of the
historical figure or event, yet it is historicallyaccurate details and trivialities whichauthenticate such representations.
Physical evidence and relevant historical details
are essential in constructing both history andcontext as they create direct links to memory.
History can only be recorded retrospectively;hence, to a degree it relies on memory. The
interplay of history and memory therefore canresult in new understandings of events andpeople, ones which are now reshaped andcoloured by individual and collective memories
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Markers Comments
Stronger responses demonstrated a perceptive
understanding of how composers use different
ways to construct meaning and evoke responses
through textual features and details Masterful control of language was evident as
these responses developed the thesis through
strategic-topic sentences, a confident andinformed approach to both texts and clear
consideration of the key ideas.
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Many stronger responses demonstrated an
awareness of the constructedness of texts and
how the choice of form and its associated
language features connected with thecomposers purpose and context.
Judiciously selected textual evidence was
used to support the evaluation of the formand its distinctive features.
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Weaker responses focused more on anexploration of the prescribed text and text of ownchoosing through the elective rather than the
focus of the modulethe act of representation. Weaker responses were largely descriptive and
limited in scope. Some understanding of the actof representation through form was evident;
however, the treatment of the prescribed textand the text or texts of own choosing wassuperficial and inconsistent.
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THEMES/ISSUES TECHNIQUES/FEATURES
VALUES
PURPOSE
MEDIUMSTYLE/FORM
EVENTS
CHARACTER
SETTING
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Context
Audience
Conflicting
Perspectives
History andMemory
Composers
agenda
Perspectiveprivileged
Composer
successfully
conveys theirperspective
REPRESENTATTION
POSITIONING
OF
RESPONDER
VALUES
PURPOSE
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PURPOSE REPRESENTATION
POSITIONINGVALUES
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WHATThesis Statement re Conflicting Perspectives/History and Memory?
HOWHow is it being represented?(Medium, structure, techniques)
WHYWhy is it being represented in the manner?
What have you understood?(Power of language/form, Agenda, Manipulation, Bias,
Values)
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A Final Thought..
Students develop a range of imaginative,
interpretive and analytical compositions that
relate to different forms and media of
representation. These compositions may berealised in a variety of forms and media.
What could this mean in regards to the
examination question?
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