Character Studies and Guided Essay Response

 

Character Study

A useful way of approaching this text is by summarising the plot around key characters, as these characters are often used to explore key ideas or themes associated with the text. Complete the following task for as many characters as you are able to (aim for at least 3):

CHARACTERS:

  • Lyle
  • Dibs
  • Girlie
  • Julie
  • William
  • Nugget
  • Maureen

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TASK:

  • LIST 5 adjectives that describe the PERSONALITY of this character.
  • SUMMARISE what HAPPENS to them during the play, including the importance of their role in the ending of the play (50 to 100 words)
  • EXPLAIN what they SYMBOLISE, drawing upon examples from the play (100 to 150 words)
  • LIST 3 quotes that ILLUSTRATE this.

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UPLOAD:

Upload your response on this Padlet wall when you’re done:

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Guided Inheritance Text Response Essay

The following document contains a planned response for a text response essay. Work through each of the steps, as they model an effective way of approaching a text response essay, and then complete the essay in preparation for the assessment task next week:

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Summaries, Quotes and other Inheritance Resources

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Scene Summaries

Here is a copy of the scene summaries that you completed on Inheritance. It is great to see how much care and detail went into so many of the entries. You may want to alter some details, but overall this is a great revision resource:

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Theme Summaries

Here is a copy of the scene summaries that you completed on Inheritance.There are some great summaries of key quotes and how they can be used, so read through them all and use this as a resource to help you with your practice essays:

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Quote List and Other Resources

I have attached a copy of the quote list I made for the earlier theme activity. You are welcome to use the list to assist you in your own revision, but I would highly recommend adding any other quotes that you think may be useful as this list is not exhaustive.

I have also attached a couple of reviews and analytical pieces below. Read through them carefully and either highlight key points/pieces of analysis or make a set of your own notes from them, as they raise some important observations and interpretations regarding the play:

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Practice Essay Topics

These practice essay topics are taken from the Inheritance STL Link page. Use them to help practice your writing skills in the lead up to the assessment task next week:

  1. Both Norm and Lyle claim that ‘life is not fair’ and their view is borne out by all of the characters in the play. Do you agree?
  2. William tells Julia, ‘This is not about what’s good for you’. Is there anyone in the play, Inheritance, who is not driven by self-interest?
  3. Norm tells Young Girlie: ‘That’s the hardest lesson in life, I reckon. Accepting how the coin falls and making the best of it’. How accurate is this view of the world painted in Inheritance?
  4. ‘A man has to live or die on his own piece of dirt. That’s always been the way, hasn’t it?’ Lyle’s beliefs in his right to the land are both the motivation for his life and the reason for his death. Discuss.
  5. Is Maureen Delaney the only winner in the play, Inheritance?
  6. Hannie Rayson’s Inheritance demonstrates that whilst ‘family’ is important, it is not so easy to decide what constitutes a family. Discuss.
  7. This play demonstrates that education alone cannot solve problems of poverty, intolerance and depression. Discuss.
  8. Inheritance shows us that misery is destined to repeat itself. Discuss.
  9. This play supports the notion that people from the city are just as blind to reality as their country counterparts. Discuss.
  10. Hannie Rayson challenges the view that success in life is about luck and ‘timing’. Discuss.

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Extension Questions and Text Response Essays

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Inheritance Extension Questions

You can find the extension questions that we complied in class in the documents below. You may want to add to some of the answers (perhaps by including some relevant quotes…) or include some more of your own ideas, so I have included a Word (.doc) version. You can also use these as models for any similar would you complete in the future:

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Essay Writing 101: Text Response Essays

You can find the slides from yesterday and today’s class here. They include details of the upcoming assessment task (including criteria) and details of the required structure for a text response essay. There are annotated sample paragraphs included and three practice essay topics at the end:

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Work for Term 1 Week 3

 

Below are the tasks that you will need to be working on, both in class time and for homework, over the coming week. You will need to complete the following work by the start of Term 1 Week 4 (Tuesday 17 February).

 

Task 1: Inheritance Scene Summaries

You will be allocated at least two scenes from the play Inheritance by Hannie Rayson. You will be responsible for providing a summary of these scenes that places them within the wider context of Rayson’s play and identifies any important ideas or information that are contained within the scene. Some scenes are much more important than others, so don’t expect every summary to have the same level of depth.

For each scene, you will need to provide an explanation of the following:

  • Characters: provide a list of the characters in this scene. Easy!
  • Plot Summary: Summarise what happens in this scene in one or a few sentences.
  • Key Ideas or Themes: Identify and explain any connections with key ideas or themes from the play. This may include ideas such as inheritance, relationships with the land, belonging, the rural/urban divide, financial hardship, family conflict, values, discrimination, intolerance or gender.
  • Important Quotes: include any important, interesting or useful quotes from this scene. Make sure you identify why they are important – do they help to understand a character, are they linked to an important theme or idea, etc. – and provide a page number.

 

You should write up your scene summaries on your device. Once you are happy with what you have produced, you will need to add it to our class running sheet. This can be accessed on Google Docs here:

You are all responsible for you allocated scenes, so make sure you upload good quality notes if you expect to receive the same from others.

 

You can find your scene allocation for Task 1 here (all scenes have been allocated completely at random):

 

This task needs to be completed by the start of Wednesday 11 February’s class so that the rest of the class can use the summaries to assist them with the following activities.

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Task 2: Inheritance Questions

Answer the following question in what you feel is an appropriate level of detail. This will usually require multiple-sentence answers. Evidence should be used wherever possible to support your claims. Include page and scene numbers so that you can quickly refer to information in the future.

As a minimum, all Act 1 and 2 questions should be answered, with your responses recorded in your exercise books.

Extension: If you find the Act 1 and 2 questions easy, answer them in dot points and then move on to the extension questions underneath. The extension questions will need to be answered over several sentences and will usually require reference to multiple sections of the text.

 

Act 1 Questions

  1. What is the effect of having characters address the audience directly?
  2. What picture is painted in the play of life in country Victoria?
  3. What is the function of the appearance of Norm and the young Girlie and Dibs?
  4. What views of the land are explored in this first Act of the play?
  5. What examples are there in the play of prejudice and discrimination?
  6. Explain Lyle’s resentment towards the Hamiltons.
  7. What plan does William have for his parents?
  8. What do we learn of Girlie and Dibs’ parents and the choices and decisions they made?
  9. Explain the attitude of Lyle to Nugget. Is this shared by others?

 

Act 2 Questions

  1. What issues does Maureen identify as being priorities in the Mallee?
  2. What does the revelation about Nugget’s parentage add to the complexity of the plot?
  3. What view does Felix articulate about Nugget’s entitlement to the farm?
  4. What motivates Dibs to give Allandale to Lyle?
  5. What does the final scene and the epilogue suggest about the key theme of “Inheritance”?

 

Extension Questions

  1. To what extent do the events in the play rely on its being set in a rural area. Could it have been re-set in the city with similar results?
  2. Hannie Rayson seems to want to link political position with geographical locale How do the concerns of the country lead to the political attitudes that arise in the play? Does she make the similar assumptions about the city?
  3. For Girlie, the city is a place to avoid, but for the younger generation it is somewhere to aspire to. What do the city and country mean for each of the characters in the play?
  4. Hannie Rayson uses flashbacks to show the cyclical and repetitive nature of life. In what ways are Young Dibs and Young Girlie Myrtle similar to Brianna and Ashleigh Delaney? What about Lyle and Norm?
  5. With the toss of a coin, Girlie gains ‘freedom’. How have her circumstances changed by the end of the play? Is she still ‘free’ in the way she was when the coin was tossed?
  6. Is Maureen right when she says that the land belongs to those who work it?
  7. We think of prejudice most often in association with race and colour. However, Inheritance sees prejudice lurking in many other areas of our lives. What prejudices are explored and what effect do these have on the way the people in the play behave?
  8. ‘All the characters in Inheritance believe that being members of the family will protect their interests. In fact, it is ‘family’ that destroys them’. To what extent do you agree?

 

Use your judgement regarding which set of questions you feel would be most beneficial to you. You must have either all the Act 1/Act 2 Questions OR all of the Extension Questions complete by week 4.

If you finish this work early, it’s probably because you haven’t answered these questions in enough detail, so go back over them or try a few more from the other set if you finish all tasks!

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Task 3: Paragraphs

Select at least TWO topics from the below list. For EACH topic, write one TEEL paragraph (minimum of six sentences).

Your TEEL paragraph must begin with a topic sentence. This sentence should establish an opinion, rather than merely stating a fact from the play.

Your TEEL paragraphs will need to include evidence (i.e. quotes) from the play. All quotes must be neatly incorporated/embedded in your own sentences.

There should be an explanation and analysis of any evidence you provide.

Your paragraph should end with a linking sentence that restates your argument.

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You can choose from the below topics:

  1. Rayson uses the location of the disputed property to highlight the challenges in country Victoria.
  2. Maureen is representative of more than the views of the Delaneys.
  3. It is clear from the views of the grandchildren that much has been inherited from their parents and grandparents.
  4. Girlie and Dibs refuse to face the past and their part in the rift that grips their families.
  5. The contrasting views of Lyle and William highlight the complexity of ownership.

 

If you need to revise essay writing and TEEL paragraphs, you may find the following resources useful (note that they won’t use Inheritance as their examples, but the same general rules still apply):

 

You will need to hand in your paragraph responses at the start of class on Tuesday 17 February. Please make sure they are not in your exercise books (although they can be hand written on loose-leaf paper).

 

 

 

Inheritance: Setting and Background

 

Inheritance’s author, Hannie Rayson, extensively researched her play, including ten trips into the Mallee region in order to talk with farmers, gather stories and come to an understanding about life in these rural communities. Allendale, the family farm at the heart of the play, in many ways serves as a microcosm of Australian society and the issues facing rural Australia in particular.

In order to fully appreciate the events and characters in Inheritance, it is important to understand this wider context. Below are some brief introductions to some of these key aspects of the text. Your task it to find three additional pieces of information about each of the following aspects of Australia’s history and society:

 

1. The Mallee

 

The Mallee is an ill-defined remote rural area of Victoria, New South Wales and South Australia whose sparse population is heavily dependent on farming. The area is hot, dry and quite arid, including areas of desert, making it particularly susceptible to drought. The area is relatively sparsely populated with few sizable towns, making efficient and effective delivery of basic government services such as education and healthcare very difficult, particularly outside of major centres such as Mildura, Echuca and Swan Hill.

Find three facts about the Mallee region…

 

 

2. Demographics of Rural Australia

Demographics in Australia have changed dramatically over the past century. We have gone from a predominantly rural country dependent upon agriculture to one of the most heavily urbanised societies in the world. While farmers still have an important place in Australia’s culture and self-identity, their importance to the economy has been supplanted by the cities. A declining population, which is growing older, has led to many new problems.

Find three facts about the demographics of rural Australia…

 

 

3. The 1982-1983 Drought and its effect on Rural Australia

Cycles of drought has been a constant aspect of life in Australia, particularly in rural areas. A particularly devastating drought occurred in 1982-1983. After decades of record growth and production in agriculture, fuelled by high prices for produce, the rural economy collapsed, suffering billions of dollars of losses. A collapse in global food prices further hurt farmers. Faced with loss of income, increasing debt, record inflation rates and little prospect for improvement, many farmers were pushed past breaking point.

Find three facts about the 1982 Drought and its impact on Rural Australia in particular…

 

 

4. Economic Rationalism and the Deregulation of the Australian Banking System

The Hawke-Keating government of the 1980s and early 1990s made many important economic reforms. Amongst these was the embracing of a policy of ‘economic rationalism’ (a belief in the free market’s ability to solve problems) and, with this, the deregulation of the banking system, which created increased competition between banks. This resulted in banks offering more loans, taking less, often to riskier borrowers (banks, after all, are about making money for their shareholders, and are not necessarily concerned with the wellbeing of their debtors). This had many positive effects, but also resulted in many more people took out loans than they could not afford to repay.

Find three facts about Economic Rationalism and Deregulation in this period…

 

 

5. The Mabo Decision and Indigenous Land Rights

 

For much of Australia’s history, a doctrine of ‘terra nullius’ applied. This doctrine said that Australia was uninhabited before British settlement, and therefore Britain could claim all land in Australia. This doctrine ignored the fact that approximately one million indigenous Australians inhabited Australia before white colonisation, and ignored any native claim to land. This all changed with the historic 1993 Mabo decision in the High Court, which ruled that Australia was not terra nullius and, in some circumstances, native title (i.e. claims by indigenous groups to unused land in Australia) still applied. The Keating government enshrined the High Court’s decision in the Native Title Act, which allowed indigenous people to make native title claims. However, a large (and largely untrue) fear campaign followed this, and there was much resentment in rural areas in particular.

Find three facts about the Mabo decision and native title…

 

 

6. The Stolen Generations

The Stolen Generations is the term given to official Australian government policy between 1909 and 1970 of removing half-caste indigenous children from their families and placing them in white, state-run care. There were various motivations, from child protection to a desire to breed-out the aboriginal race. Many of these children were abused, used essentially as slave labour, and were deprived of their native culture, community and family connections. However, many people thought they were doing the good, ‘Christian’ thing by taking in these children, removing them from their ‘backward’ native culture and instead bringing them to ‘real’ civilised society.

Find three facts about the Stolen Generations…

 

 

7. Pauline Hanson and One Nation

Pauline Hanson came to political prominence in 1996 when she won a seat in the House of Representatives. Her maiden speech decried ‘political correctness’, attacked ‘multiculturalism’ and expressed a fear that Australia was ‘being swamped by Asians’. Her views were polarising, with some people violently opposing her, particularly in the cities and southern states, and some people strongly supporting her, particularly in Queensland and rural areas.

Find three facts about the rise of Pauline Hanson and One Nation…

 

 

A Useful Resource

The following document provides some useful background information about the setting and context of the play Inheritance. You may want to use it to help complete the above tasks. However, you will need to do some of your own research as well.

 

 

Transition: Language Analysis

Activity 1: Exploring an Issue
(Marriage Equality)

Below are four marriage equality ads. Some are in favour of marriage equality and some are opposed. You will each be assigned one ad to analyse. For your ad, you will need to be able to IDENTIFY and EXPLAIN:

  1. What is the CONTENTION of the ad?
  2. What is the TONE of the ad?
  3. Who is the INTENDED AUDIENCE of the ad?
  4. What ARGUMENTS are presented in the ad?
  5. What TECHNIQUES are used to convince the audience?

 

Ad 1: ‘It’s Time’

 

Ad 2: ‘Homecoming’

 

Ad 3: ‘Where’s your Mummy?’

 

Ad 4: ‘Gathering Storm’

 

Activity 2: Persuasive Techniques

You will be assigned one of the following persuasive devices. Your task will be to create a poster to explain what is technique is and how it works. These techniques will form much of the METALANGUAGE of language analysis – the vocabulary that you will need to draw upon when analysing and explaining a piece of writing. I will then put your responses together into a very valuable resource that you will be able to use over the coming year.

  1. Facts and Statistics
  2. Anecdotal Evidence
  3. Hypothetical Evidence
  4. Expert Evidence
  5. Attacks and Ridicule
  6. Clichés
  7. Generalisations
  8. Hyperbole/Exaggeration
  9. Humour
  10. Logic and Reason
  11. Repetition
  12. Rhetorical Questions
  13. Sensationalism
  14. Figurative Language (Similes and Metaphors)
  15. Figurative Language (Alliteration)
  16. Emotive Language
  17. Inclusive Language
  18. Exclusive Language
  19. Formal Language
  20. Informal/Colloquial Language
  21. Appeal to Fear
  22. Appeal to Safety
  23. Appeal to Patriotism/Nationalism
  24. Appeal to the Hip Pocket/Economic Concerns
  25. Appeal to Tradition
  26. Appeal to Family Values

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You should use Part 3 of your Using Language to Persuade textbook and the STL Link resources to help you complete this task, and you may need to undertake a bit of additional research online.

After selecting your Persuasive Technique, you will now need to create a POSTER that explains WHAT the technique is, WHY a person would use it (i.e. it’s effect) and HOW it can be used (i.e. provide an example). Your final poster should adopt a structure similar to this:

You will then need to submit your completed poster electronically as an A4 sized PDF document in a LANDSCAPE orientation.

 

 

 

Transition: Future Worlds Context

 

Introduction: Visions of the Future

Watch the below montage of scenes from famous science fiction films (which have a distinctly dystopian edge).

After watching the above clip, answer the following questions:

  1. What futuristic elements were present in the sequence?
  2. What different future world could you identify?
  3. What made these worlds and societies different from today?
  4. How many different films could you identify? (There are 43 in total – no cheating by looking at the YouTube description!)

Using these examples and your own research, construct definitions for the following terms. Each definition should be a minimum of three sentences long and include at least one example.

Define:

  • Utopia
  • Dystopia

 

The most extreme dystopian visions: Post-Apocalyptic Worlds

The Road is a Pulitzer Prize winning science fiction novel by the acclaimed American author Cormac McCarthy. The futuristic world is describes is one where society has completely ceased to exist after an unknown disaster, and tells the story of an unnamed man and his son who take an endless journey south in search of food, shelter and warmth. It has been made in a bleak, brutal, intense, and yet starkly beautiful film. Watch the opening scene below (3.00 minutes to 6.00 minutes)

Start at 3 minutes 00 seconds: http://youtu.be/x6arDlAAF4Y?t=2m56s

  1. How is this future world established?
  2. What is the effect of stripping away aspects of our current society? What is left behind? What does this reveal?
  3. What do you think the purpose of stories like this could be?

Extension: Find out more about the story by reading this extract from The Road by Cormac McCarthy. 

 

And now for something completely different: Wall-E’s Dystopia

Not all visions of the future need to be this extreme. The Pixar film Wall-E also presents a dystopian society. Watch the below clip to see an illustration of it:

After watching the clip, consider the following questions:

  1. What makes this society ‘dystopian’? Provide examples to support your claims.
  2. What links exist between this society relate to our present day society?
  3. What comment do you think the filmmakers are making about our current world and the effects of our current choices?

 

 

Holiday Homework: Begin reading Fahrenheit 451 by Ray Bradbury. We will be studying this novel in the second half of Term 1 next year. Make note of any futuristic or dystopian elements that you see in the text.

 

 

Life of Pi and Exam Revision

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Life of Pi

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Below are slides that will take you through an approach to an essay on the topic:

  • Life of Pi explores the importance of believing in the better story.’ Discuss.

It includes quotes and ideas for paragraphs (one per slide). This is one of the topic from the previous assessment task. However, it deals with some good, general ideas which can be applied to many topics.

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End of Year 11 VCE English Exam

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You can download and print off a practice exam here:

This exam is in the same format as the final English exam. It has three sections: Text Response, Context and Language Analysis. Complete this exam under timed conditions (3 hours) to help prepare yourselves for the end of year exam.

Thanks to Ms Wackett, there is also a ten minute screencast that will take you through the end of year exam, it’s  format, what you are expected to do and how to prepare:

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Language Analysis Revision Materials

 

Below are the materials from today’s class. Remember that more detailed version of this material, along with additional exercises, are found in previous blog posts (listed below in a previous post) and the Using Language to Persuade textbook.

 

Language Analysis Quiz: Language Analysis Quick Quiz

Language Analysis Exercises: Language Analysis Practice and Revision Tasks – Letters and Cartoon

Language Analysis Essay Structure:

 

Language Analysis Practice Essay: ‘Perhaps it’s time we gave our children some tough love’ opinion article and instructions

 

You may also find the following documents useful tools to use as quick-reference guides in your revision:

 

 

Bringing it Together: Language Analysis

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You can find all the relevant blog posts relevant to language analysis assembled below in order to assist you with your revision. Materials related to the oral presentation have been included too, as they are will include information and examples related to persuasive techniques. Remember that you should also use your Using Language to Persuade textbook to help you revise too.

 

Language Analysis Materials:

Introduction to Persuasive Techniques

Identifying Persuasive Language: Wayne LaPierre’s NRA Speech

Language Analysis – 5 Steps

Structure of a Language Analysis Essay

Tips for writing a written response to language analysis

Language Analysis: Response Structure, Revision and Practice

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Persuasive Oral Presentation Materials:

Persuasive Oral Presentation (Introduction)

Persuasive Oral Presentation (Techniques, Rebuttals)

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Other STL Link Resources:

Language Analysis

Persuasive Oral

Planning a Language Analysis Essay

Year 11 Language Analysis