Revisiting a shared memory…

I’ve never been to Malaysia before. I’ve never even had a layover there. I’ve never had reason to use my tiny amount of Bahasa Indonesian which is leftover from years 3-8 and so very similar to Bahasa Malay…

But sometimes I feel like I have.

Not so much because so many of my closest friends have their ancestral roots in Malaysia and so when they travel to visit their families I see lots of photos and hear lots of tales of the malls of KL and the splashes of the theme park there.

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More because of my own family history. Despite the fact that I am as white bread as they come, I have my own roots laid down in Malaysian soil. My granddad was in the RAAF and as you may be aware, there is an Australian Air Force base situated in Penang which he was stationed at for about 2 and a half years. My grandmother, mother and two uncles joined him and lived there, in the humidity and the heat and exotic haze- a family of five forever intertwined with the cultural heritage of that tiny island which is already so culturally diverse.

So, when I set foot there and hopped on a bus across the island- I didn’t feel so much like a foreigner, but more like someone who was returning to a dream. I’d heard so much about this place of fresh seafood straight from street vendors who didn’t just pass on their wares, but also the dirtiest words of their language to my infant uncle; this land of Chinese Swimming Clubs and monsoonal rains; this land of murtabak and chilli and curries and the call to prayer. I was prepared for the experience of revisiting this new/old place to feel strange but I don’t think I was quite as prepared as I originally thought.

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Walking through Georgetown- with it’s heritage listed status and therefore it’s unchangedness- was like walking through a faded postcard. The houses were colourful, magical… an explosion of nostalgia and history which ticked every box I have. Cycling through the relatively quiet streets- especially on a cool Sunday morning- to explore and discover the street art before the hordes of tourists with selfie sticks descended only enhanced the feeling that I shared more than I knew with this old-new-familiar-foreign place. When I rode through the city to a hipster filled market, I knew that Penang knew me better than I ever thought it could.

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When I booked my flights to Penang, I wanted- more than anything- to visit the house, or at least the area, my family lived in. I love and miss everyone who lived there very much at the moment and my granddad passed away 5 years ago now. I thought by visiting their old neighbourhood, I’d feel their presence so strongly and while I was hoping for this- I didn’t really expect it.

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But when I arrived at the address and the trees were large and the house looked old- foreign- amongst the redone and renovated town houses surrounding it, I could feel the ghosts surrounding me. This was more than I hoped for. This was authentic and this road was the one my uncles and mum walked along everyday on their way to school. This tree which was once small, now shades the window of my mum’s old bedroom. This home housed my Grandma and Granddad, protecting them against the lashings of monsoonal rain- the cool tiles providing some comfort from the tropical heat. My uncle had a paddling pool in the front yard where there is now a motorbike. This house, this place, was a part of my history- despite the fact that my skin was now, after riding there in the hot morning sun, bright red- a feature that belies my EnglishIrishScottish blood.

The illusion of belonging was broken a little when a lady peeked out of the curtains- reminding me that this is not just mine and I am very much an outsider in this street, city, island, country, continent- but belonging is more than skin, it’s more than blood, it’s about where you feel you belong and where the people accept you.

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After my journey to the past, I rode to the aforementioned hipster market and got talking to a lady selling kefir (because of course I did). She asked what I had been doing in Penang and I told her that I had just visited my mother’s old house. She smiled wide and said she remembered fondly the Australian officers who worked in Penang and Butterworth, remembered the makeshift bars and remembered the RAAF school which my mum and uncle attended. She said- honestly and genuinely- that I should bring my mother and grandmother back with me next time, that she would take us to the places they would know, they would remember. She said “welcome back” to me.

Belonging is about how you feel, where you feel accepted, where you feel a part of a shared past.

And Penang- against all odds- held that for me.

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//

Also- I wish Identity and Belonging was still a part of the English curriculum because dayum, sample piece for Mind of a Thief for days…

I’ll post more about what I actually DID in Penang soon. I just felt like writing something other than what would essentially be a review post.

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The Gap Between My Legs is Closing – A Poem.

the Gap between my legs is closing

                                                                      and with it- the gap between my eyes and my size. I know-

most-

…some

of the time

that I Look:

                STRONG

                HEALTHY

                WELL

                HAPPY

I Am:

                STRONG

                HEALTHY

                WELL

                HAPPY

 

but

sometimes

my eyes still glaze and the haze of “flashback fog” takes me back to no rack-
ed plates on barbells
and jutting collar-
ed shirts that don’t swell
and space between thighs
and try as I might

the head doesn’t always win over the ghosts of ill fitting sizes of obsession

 

BUT

it’s worth it when it does because my cheeks are flush
and my hair is –annoying!— but lush
and I can sit without pain and I can
lift without shame
and I can run without needing to
and I can rest without feeling…                                                                                                                                                                                                                               too
lazy.

And I can take my own advice
to “look after yourself”
instead of shelving it on the “not for me” shelf”

… most… some… Sundays.

And I move ‘cause it feels good
and I eat not just because I should
and I eat well not just because I said I would
I want to, I want to, I want to and it’s just
the best.
And I don’t fear anything…

most… some… meal times.

                                                                                       and the gap between my legs is closing
and with it, the gap between what I say and what I write and what I think when I look in the mirror

is,

slowly, most times, sometimes…

closing too.

//

This is a hard one to press publish on. For all sorts of reasons. It speaks of my no.1 biggest sin- my need to control my life instead of giving everything over to God. It speaks of my no.2 biggest sin- finding my identity in things other. But it also speaks of a struggle for so many women and girls and boys and men. It speaks of this need to be thinner or leaner or whatever and that anything that gets you there is worth it and that lean = the best when actually, lean doesn’t necessarily equal healthy or even that fit. It also speaks a little to comparison and the way we distort ourselves when we look through a warped mirror like that of social media, or even the people around us. This isn’t an issue for everyone but I know that I can very easily fall into the comparison trap and it plays into my natural competitiveness. But I need to reject that and focus on what’s important in my life:

My God
My health
My purpose

And all of these things point to the same ultimate conclusion: stop looking at yourself. I was going to say “stop looking at yourself through a distorted lens” but I think it’s more poignant (for me) to simply stop being so concerned with the perception of ME and instead be focusing on what God’s doing through me, what I’m doing to help others, what my gifts and talents are and instead of focusing on something so fleeting as my physical appearance, instead be focusing on things of a more lasting and even eternal nature. I am still always going to care about my health and my fitness which will be reflected in my body, but it shouldn’t be my number one priority. My priorities should be my relationship with God, my relationship with others and my relationship with the world around me. And in each of these priorities my love of fitness and love of healthy food plays a part.

Let me explain, if I truly value my relationship with God, I truly value every gift he has given me- including my body- and I believe He wants me to be physically fit and strong to do what he has designed me to do. I know I couldn’t have lost the weight I did, the way I did, with the ease I did, without Him. I not only lost weight but other things in my life which had a hold on me were shed too. I also think He took me down in order to demonstrate the hold control had over my life, even when I didn’t realise it. He continues to work on me in this area and I know fitness is somewhere in this plan. 

Secondly, my relationships with others have developed and grown and my fitness has played a part in that. I’ve been told countless times that I inspire people and that I spur people on. I like to think I’m encouraging and a good friend. I hope I am and that my love of fitness can help others come to a similar place. I also think my “journey” has enabled me to better understand people who are coming from a similar place at both ends of the scale. While I was never a full blown victim of an ED, my thinking around food, exercise and my body was not healthy and I think I can relate to people better for it.

Thirdly, my relationship with the world around me. There is so much to be done. So much to get passionate about and to change. Today is National Sorry Day. We continue to reject refugees and asylum seekers. Racism and sexism is rife. People live in fear. I want to be a part of this change and community engagement is part of that. Food is part of that. Fitness can be a part of that. I believe my purpose is to use my passions- writing, food, fitness, education, social justice, faith… to affect some of this social change- even if on a small scale. I want to make my students think about their words. I want them to think about their vote. I want them to think about their voice. I want my students to make ethical choices. I don’t want them to buy into the economy of fear. I don’t want my students to hate themselves. I don’t want them to make others hate themselves. I don’t want my students to compare themselves to others. I don’t want my students to live unhealthy lives. If I can be a role model- I can change lives… I hope. 

So… even though posting this was scary, I hope it did something for someone. 

If I were you… tackling the social, historical and cultural context. [VCE English]

Ah, the old “understanding of the social, historical and cultural context” criterion. Everyone’s favourite. I think I’ve received more questions about this point and how to include it in essays than questions about anything else in my teaching career.

And that’s because it is tricky. It’s a fine line to walk between showing you know the social, historical and cultural context of a text and accidentally changing your wonderful English essay into a historical or sociological exposition. Despite being a history teacher, I also never really enjoyed teaching this bit because I often found that I wasn’t able to go into enough depth and students would rarely do their own extra research to come to a thorough understanding of the time of place that the text was both set and produced in.

Thankfully, VCAA seems to agree and have since REMOVED this pesky requirement from the VCE English and EAL curriculum.

*cue celebration*

HOWEVER…!

Even though it’s no longer explicit part of the criteria it’s still 100% necessary to think about the time and place the text is set and produced in because of a new part of the KEY KNOWLEDGE and SKILLS for the Reading and Creating AOS and the Reading and Comparing AOS.

In these two AOS’s you are required to show an understanding of the audience, purpose and context of different texts and how these three things influence an author.

To address these aspects of the criteria and show an understanding of how they are affected by each other, and how they affect other components of the text, you still need to know those historical, social and cultural components of the text itself and when it was released.

Why?

For the following reasons:

  • To address how the audience comprehends and understands the purpose of a text, you must first know the context of that audience.
  • If a film was written/released during the Cold War, it will have very different influences to a remake of the same film filmed today. This results in different themes coming through to the audience and also, the different author/director will have a different purpose, in part, because their audience is different.

It may have similar ideas or themes, it may have similar character, quotes, shots etc but it WILL be responding to a different audience and have a different purpose. Consider the horrific remake Guess Who with Ashton Kutcher in comparison with the original Guess Who’s Coming to Dinner. Same basic story, vastly different purposes, vastly different audiences, vastly different worlds.

BUT, the fact remains that you need to know how to include this stuff in your essays and the KEY word in this whole messy equation is

PURPOSE.

As I’ve said many times before, you need to be aware of the authorial intent and this needs to shape your piece of work. Authorial intent should be an element of your contention and THIS is where your understanding of the audience, purpose and context can come into play.

So, if we’re wanting to be able to develop contentions with true authorial intent in mind, we need to know the context they’re writing in and for and why they’ve chosen the context they’ve set their work in to achieve their purpose.

It’s also important to know this so we can develop alternate perspectives. To a 1950s housewife, All About Eve is probably extremely feminist and counter cultural. To our eyes now, while it has feminist points and some extremely strong female leads, the final outcome for Margo suggests that the intent of Mankiewicz is not as “girl power” as we may originally think.

BUT AMY, HOW DO I ACTUALLY INCLUDE THIS STUFF IN MY ESSAYS?

Well, lovely student, you will pleased to know that if you go with the idea of the context informing the authorial intent which you are already including in your content, you’re already doing it.

Every time you infer that Perkins is presenting Mabo as a flawed by powerful leader who needs the support of those around him, in order not to glorify the man but instead, the movement you are acknowledging that in her context of 2012, Rachel Perkins is encouraging her audience to step up and be a part of said movement. You’re recognising that this film could be as much about her own father as it is about Eddie Mabo. You’re acknowledging that while Mabo is an Indigenous hero, this film is for a mainly white, middle class, reasonably well educated audience who has the power to change.

And you could include this contextual information explicitly in your introduction as the starting point (instead of starting with something that makes me want to die like “In Rachel Perkins’ 2012 biopic Mabo…”) or as a way to enter into that deeper interpretation. You should also be able to incorporate into your conclusion as you finalise your answer and broaden it out to wider significance.

Throughout your body paragraphs consider using language which leads to contextual inclusion. “Despite audience expectations of women…” “Although the film is set in the 18th century, the authorial context of Cold War paranoia…” “The original audience of the film…” “The contrast between the ancient setting and the modern audience…” “The text, while unfamiliar to a modern audience, explores universal themes- a fact made more obvious through the directors use of modern music and shooting techniques.” This technique will also help you tick the metalanguage box. Two in one! Yessss.

Remember that your essay is ultimately an answer to a question and to truly answer that question, you need to know what has shaped your evidence and answer. If you don’t, it would be like using a scientific study to prove your point about hair removal creams being ineffective without knowing that this scientific study was performed using gorillas as test subjects.

Remember, those who forget their history are doomed to repeat VCE!

Or something like that.

Happy writing!

Amy xx

Lessons from Mum- a poem

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Hold my hand when crossing the road

Hold on to the swing

Hold the door open for everyone.

Unless they’re too far away— it gets awkward

Don’t spend longer than 10 minutes on hold

Don’t hold onto your pee too long. It’s bad for you

Maximum hold hairspray is only for special occasions

Hold your breath when using maximum hold hairspray

Hold on, I’m a coming

Hold your head up high

Don’t hold onto people who aren’t trying to hold onto you

Hold faith

Hold yourself in high regard

Hold the people in your life to high standards

Hold yourself to higher ones

Hold your bag across your body

Hold the line

Hold dinner parties

Hold up those who can’t hold up themselves

But make sure someone is holding you*

*I will always be holding you

Hold on tight

Especially when you think you can’t hold on anymore

Hold fast

Hold out for the right man

Don’t hold back

If someone promises you something, hold them to it

Don’t hold back your tears, emotions or thoughts. They all have value.

Hold that plank a little longer

Hold everything in perspective

Hold my hand when crossing the road… and the path… and the raging river and the slow stream and when you’ve gone ahead across the ocean and when we’re only a metre apart and when you don’t want to and when you don’t need to and when you do and when you try and when you’re not sure and especially when you just don’t know.

Hold my hand and don’t ever let go.

~

Thank you for holding me in your womb, your arms, your respect, your esteem and in high regard. I hold you dearer than you will ever know.

Love, Amy

If I were you… | Easter Holidays!

It’s been building… slowly but surely, you’ve seen it. Hot Cross Buns are becoming more and more prominent, the ads on TV have started to feature terrifying, man size rabbits, and suddenly, eggs are no longer the health foods they were two months ago.

It’s Easter.

And with Easter, comes school holidays!! GLORIOUS. 2 weeks of freedom from the school yard and 2 weeks of being the independent young adults you are soon to become.

You may notice that I have not said that these holidays bring 2 weeks of freedom from school full stop. There should be elements of school in your life for these two weeks. You’re in year 12- there are no total breaks until November. Sorry. But I hardly think I’m the first to say that, so you should be used to it by now.

THAT BEING SAID, I do not expect you to be working like you do at school for the next two weeks. It would be unhealthy, unwise, unproductive and could seriously impact your chances of doing well throughout the year. You need to have a balance. Which is what this blog post is all about. So without further ado, this is what I would be doing if I were you.

5 Things To Do in the Easter Break

  1. Revisit every text on you syllabus (minus the creative text, unless you’re expected to be able to write on it for the exam- many schools are focusing on one text and one text only for the Reading and Creating section of the exam- in my opinion, a wise choice.)
    This means rereading novels, plays, short stories etc and rewatching your film texts. Also, don’t just reread them- reread them with purpose. Go through and highlight the aspects you think will be important. Look for commonalities in the text. Look for language features which are unique or different. Annotate in the margins regarding the authorial intent and how certain passages fit in with the text as a whole. Make quote lists, create character bios, create author bios, create time period bios…
    Or at least just reread each text.
    And for the love of all that is good, if you haven’t read the texts, read them now. Stop reading this and read the texts.
  2. Meet up with friends and discuss the next text you’re studying/last text you studied. Go out for brunch- Melbourne does this well- and discuss quality literature- Melbourne does this better. You don’t have to talk about your text the whole time, but at least engage in what each of you think the text is about and how you came to that opinion. Ask each other what you liked or didn’t about the book and what bits were your favourites and which ones forced you to read page 85 ten times before you understood. By discussing your texts, you’re reinforcing your knowledge and you can enrich each other’s understandings of the text as a whole. Plus, brunch! What can be better?
  3. Write the first draft of your oral presentation AND perform it to a friend. Get them to perform theirs in return and see what you learn from one another and how you can improve. Bonus points if your friend disagrees with your contention. For EXTRA bonus points, write an analysis of the language your friend uses in their oral- sneaky LA practice. See my blog series on the oral here
  4. Maintain a good sleeping pattern. I’m not suggesting you wake up when you would for school- calm down. I am suggesting that you don’t go crazy. Don’t start sleeping at 3am and waking up at 2pm. It will wreak havoc on your body clock and frankly, you don’t have time to adjust to that when school goes back. Wake up before 9-10 each day and don’t go to sleep too late.
  5. Have a day each week where you don’t do anything related to school at all. Consider it a detox day. Go see a movie and have dinner with friends, go up to the mountains and do a bush walk. Go to Bounce and injure yourself so badly you can’t finish your schooling. Go to a museum in the city and learn for the fun of it.

AND ONE MORE THING:

I didn’t count this because you should be doing it every damn day, but

  • WATCH and READ the NEWS. (proper news.)
  • Choose one article to analyse every day.
  • Analyse it. Even if you don’t write an analysis on it, still analyse it.

I hope that was helpful! Have a wonderful break and don’t make yourself sick on all the Easter chocolate you buy on Easter Monday when everything is half price!

 

If I were you- Navigating the new Year 12 English Exam

The day has finally arrived! Kill the fattened calf- VCAA have released a sample English exam!

This is what English teachers around the world* have been waiting for. At last, something which will tell us what this new study design will look like in examination format.

For sometime, the school I used to teach at has been developing their unit plans with a focus on what we want students to learn by the end- that is, what we would like them to produce. Annoyingly, at least a component of that is based on the assessment they will be completing. While we have had an idea of what will be on the exam in that it will be similar to the SACs, it still wasn’t 100% set in stone.

Now, we have a sample paper. Now we can finally have some certainty in what we tell our students about the exam. That isn’t to say the exam will look identical to the sample paper, but at least we now have more of a guide.

So, this post is to highlight any changes and to let you, as students, know what you need to be keeping in mind as you speed toward October (It’s MARCH, WHAT?!)

Click HERE to see the sample exam

Section A: Text Response/ Analytical Interpretation of a Text

This section is basically a safety blanket. It wasn’t broke, so they didn’t fix it and everyone can breathe a sigh of relief. The questions are the same types that we’re used to (propositional [ie. posing a statement and asking you to discuss this idea], quotation and direct) and the texts are familiar. The only difference between the 2016/2017 exams are that in the 2016 exam students are invited to write in either an analytical or expository fashion whereas in the 2017, you must write analytically. This indicates a stronger focus on the metalanguage and the mechanics of how directors, writers, poets etc develop their intention throughout the text. There should be more how and significantly more why. 

Also important to note- if you choose a collection of short stories or poetry, it is stated that you can no longer base your text on one story or poem- at least 2 pieces from the collection must be discussed. Personally, if you were ever going to just discuss one poem/short story your essay would have been severely below average and frankly, if you only discuss two (ie do the barest of minimums), I wouldn’t be holding out much hope.

Section B: Section B – Writing in Context/Comparative analysis of texts

The new bit! How excitement! This is the bit we were all chomping at the bit for and wow- it’s a biggie.

Let’s start with the instructions:

“Section B requires students to write a comparative analysis of a selected pair of texts in response to one topic (either i. or ii.) on one pair of texts.Your response should analyse how the two texts present ideas and/or issues, and should be supported by close reference to both texts in the pair.

If you choose to write on a multimodal text in Section A, you must not write on a text pair that includes a multimodal text in Section B.

In the answer book, indicate which text pair you have chosen to write on and whether you have chosen to answer i. or ii.

Your response will be assessed according to the assessment criteria set out on page 14 of this book.

Section B is worth one-third of the total marks for the examination.”

Nothing too shocking but again, the focus is on analysis and developing an interpretation regarding the views being presented in the texts. You MUST engage with both texts. You MUST use high quality evidence- quotes, language, visual techniques, structural evidence- throughout. It is not an essay about one text with a paragraph thrown in on the other text at the end. It is balanced and it examines how the texts, when compared, offer the audience a richer perspective on the issues and ideas within.

Notice how they don’t even mention themes- themes are at the bottom of the triangle; too broad, too general. The issues and ideas which stem from those themes are what you need to be focusing on as that is where you will find your authorial intent hiding.

The questions themselves is what we were really interested in! What would they look like? Would they be quote based? Propositional? Direct questions? Discussion based? Explicitly structure focused?

The answer, of course, is all of the above. There are some really familiar types of questions but there are some which at first, seem particularly nasty. Sorry to any WCC kids, but the Black Diggers/Longest Memory ones seem like the examiners were having a wordy day when they wrote them. Once you scratch the surface they’re not so bad… but at first- wow.

Here are some examples:

‘It is individual courage and determination that help bring about change in society.’ Explore points of comparison in the way this issue is dealt with in the two texts.

This question is for The Crucible and Year of Wonders . It’s pretty familiar to most students. A propositional question at its most propositional, it provides an issue and asks you to analyse how the text(s) engage with the text. It’s important that you provide an interpretation- that is, what the author intends the reader to understand about this issue.

This question also specifies that it’s engaging with points of comparison rather than those of contrast- this invites discussion of similarities between the text but you can also engage with differences, certainly. They should just be less of a focus.

 “… I also know how important it is in life, not necessarily to be strong but to feel strong.” (Into the Wild)
“… you are as powerful and strong as you allow yourself to be.” (Tracks)
Compare how the importance of personal strength is explored in these texts.

This question is more unique though at its core are still the fundamentals of a quotation based question- quotes provided as the launch pad, with a guiding issue to engage with. You must discuss and analyse the quotes listed. If they do not feature heavily; if you do not develop your contention and interpretation without significant inclusion of these quotes then it’s going to be challenging to get anything above a 7. The assessors have chosen these quotes for a reason. Don’t ignore them. Place them in context and ENGAGE with them.

“Compare what the two texts suggest about gaining wisdom”

This direct question regarding Bombshells and The Penelopiad is as comforting in its familiarity as it is in its brevity. It is broad without being needlessly general but specific enough to direct your focus without stifling your interpretative skill. You will need to ensure that your contention for this is precise and your essay, well planned. Otherwise you could fall into listing all the parts of the texts where one gains wisdom without coming to a conclusion regarding the purpose of these sections and how they point to the author’s/playwright’s views on wisdom and how one comes to develop it.

“Memory is pain trying to resurrect itself.” (The Longest Memory)
“That’s the thing, the bits left behind, they’ll come out, they must.” (Black Diggers)
Using these quotations as a starting point for a comparison between Black Diggers and The Longest Memory, analyse how, in the texts, memory is simultaneously inescapable and unbearable.

I just wanted to highlight the importance of brevity and being concise. This question could be so much more accessible and interesting. Instead, it’s dense and just annoying to read. Break it down, look for those key words and my point about engaging with the quote is amplified 10 fold here as they specifically direct you to use them as a starting point.

Section C: Analysis of language use/Argument and persuasive language

Generally speaking this is pretty similar and if you’ve had good teachers, then you will have been doing it the way they want you to for years.

While in previous years VCAA have left the instructions at:

Section C requires students to analyse the use of written and visual language

The new exam specifically states:

Section C requires students to write an analysis of the ways in which argument and language are used to persuade others to share a point(s) of view

Notice the difference? You must engage not just with language (which you never should have been doing in the first place) but engage with language and how it works in conjunction with argument to persuade the reader. You must, therefore, engage with structure, style, language, audience, purpose, and progression. If you fail to engage with the way one argument follows another and the reason it does so then you’re not fulfilling the brief. Language refers to verbal, written, visual language- so images and graphs are fair game too.

In the grand scheme of things, not that much has changed, however it’s good to be aware of what has so you know what you’re being assessed on.

Also check out the marking guide:

Criteria Section A will be assessed against the following criteria:

  • knowledge and understanding of the text, and the ideas and issues it explores
  • development of a coherent analysis in response to the topic
  • use of textual evidence to support the interpretation
  • control and effectiveness of language use, as appropriate to the task

Section B will be assessed against the following criteria:

  • knowledge and understanding of both texts, and the ideas and issues they present
  • discussion of meaningful connections, similarities or differences between the texts, in response to the topic
  • use of textual evidence to support the comparative analysis
  • control and effectiveness of language use, as appropriate to the task

Section C will be assessed against the following criteria:

  • understanding of the argument(s) presented and point(s) of view expressed
  • analysis of ways in which language and visual features are used to present an argument and to persuade
  • control and effectiveness of language use, as appropriate to the task

Like I said, nothing majorly surprising or new- but enough of a shift to warrant a re-read.

I hope this has been helpful!

Let me know if there’s anything you want me to go over specifically!

Happy studying!

Amy xx

*Victoria

5 minute Friday- Breathe

If you’re a regular reader, you know the drill. Friday is my day to take 5 minutes to do some free writing based on a prompt provided by the wonderful Kate Motaung and share it with the whole 5 minute Friday community. Today’s prompt is breathe.

I want to be a tree.

Why?

Because the state of the world today is infusing within me a deep sense of uncertainty, confusion, despair and shame.

I hate observing these images of tiny children made smaller by the weight of ravaging survival pulling them closer to the depths

I wish I could block out the fear mongering speeches of men- and women- who have known nothing but red hot privilege- relative though it may be- as they point their ringed fingers at those who are seeking just a fraction of those hands hold

I wish I could stand as a shield and absorb the proclamations of hate which respond to the shrill dog whistle broadcast by those who cannot claim ignorance but target those who, in vulnerable bliss, do not need to

But I can’t.

All I can do is make like a tree;

breathe in this toxic air and breathe out life, kindness, fact and hope that those who need it most will fill their lungs with deep, gulping, gasps.