Syllabus

See: https://knowt.com/note/e5a23a32-eab7-41f6-b126-59767eddfa27/HANDBOOK%20FOR%20ENGLISH%20ATAR%2011

Structures

General Essay Structure

1. Introduction

   • What creates what.

   • State how.

   • Then why those things were used to create the overall goal.

2. Body Paragraphs

   • Elaborate each ‘how’.

   • Evidence?

   • Analyse evidence, link back to question.

3. Conclusion

   • Summarise the whole thing.

   • Restate evidence/explanation and how it relates to the question.

Perspective + purpose:

• Introduction:

  • 3 consecutive opening sentences:

    • What the text presents.

    • What text supports.

    • [key word] allows for…

• Body paragraphs

  • Refer to contextual factors.

    • Open to first point.

    • Provide evidence.

    • State what is in the quote: “This quote shows that…”.

    • Reinforce by explaining: “By having the text include/have…reinforces…”.

    • Relate back to key purpose.

• Summarise.

  • Restate evidence and explanation in very short sentences.

  • Relate back to question; what and how.

Visual language features:

**Just think about art for this one

• Introduction.

  • What visual language features create what?

• Talk about each point (visual language feature) stated in introduction.

  • expand on topics by using language features. E.g. composition → foreground to juxtaposition, emphasises…

  • Explain the effect (just make up a meaning)

• Summarise.

  • Restate evidence and explanation in very short sentences.

  • Relate back to question; what and how.

Composing a narrative, following a prompt

• Take a moment to think about the prompt.

• Keep it simple.

• Focus on one character.

• Similes and metaphors.

• STICK TO THE GENRE

Conventions

• Voice: The unique style of the writer. Is it formal, informal, conversational, or academic? Voice gives writing its personality.

• Diction: Word choice and the use of language. High diction is formal and elaborate, while low diction is more conversational and casual.

• Imagery: Descriptive language that appeals to the senses. It helps create vivid pictures in the reader's mind.

• Syntax: The arrangement of words and phrases to create well-formed sentences. It can affect the pace and mood of a piece.

• Symbolism: The use of symbols to represent ideas or qualities beyond their literal sense. This adds depth to the narrative.

• Paragraphing: Structuring your writing with clear paragraphs helps organize ideas and makes your argument more coherent.

• Cohesion: Using linking words and phrases to connect ideas and ensure your writing flows smoothly.

• Tone and Style: Adapting your writing style to suit your audience and purpose, whether it’s formal, informal, persuasive, or analytical.

• Literary Devices: Incorporating metaphors, similes, alliteration, and other literary tools to enhance your writing and make it more engaging.

• Mood: The emotional atmosphere created by the writing, often influenced by setting, theme, and tone.

• Irony: The use of words to convey a meaning that is opposite of its literal meaning, or when the outcome of a situation is opposite to what was expected.

• Motif: A recurring element, such as an image or theme, that has symbolic significance in a story.

• Allusion: A reference to another text, historical event, or cultural element, which enriches the meaning of the original work.

• Juxtaposition: Placing two or more ideas, places, characters, and their actions side by side to develop comparisons and contrasts.

• **this is not all.

Comprehension

General format:

1. Introduction

   • Briefly state the text and author.

   • Provide a general idea of the main theme or argument of the text.

2. Main Body

   • Answer the Question: Directly address the specific question or prompt provided.

   • Key Evidence: Provide specific quotes or examples from the text to support your points.

   • Analysis: Elaborate on how the evidence relates to your argument or interpretation. Explain the significance of the evidence in the context of the question.

   • Link Back: Relate your discussion back to the question to maintain focus.

3. Conclusion

   • Summarize your main points.

   • Reinforce how your analysis answers the original question.

   • Optionally, provide insights on the broader implications of the text or themes discussed.

Examples:

Discuss how language features are used to represent a character in Text 1:

• Armadale by Wilkie Collins.

The room was decorated in the gaudy continental fashion, and warm sunlight was shining in joyously. Cupids and flowers were painted on the ceiling; bright ribbons looped up the white window-curtains; a smart gilt clock ticked on a velvet-covered mantelpiece; mirrors gleamed on the walls, and flowers in all the colours of the rainbow speckled the carpet. In the midst of the finery, and the glitter, and the light, lay the paralysed ma, with his wandering eyes, and his lifeless lower face - his head propped high with many pillows; his helpless hands laid out over the bed-clothes like the hand of a corpse. By the bed head stood, grim, and old, and silent, the shrivelled black nurse; and on the counter-pane, between his father’s outspread hands, lay the child, in his little white outfit, absorbed in the enjoyment of a new toy. When the door opened, and Mrs. Armadale led the way in, the boy was tossing his plaything - a soldier on horseback - backward and forward over the helpless hands on either side of him; and the father’s wandering eyes were following the toy to and from, with a stealthy and ceaseless vigilance - a vigilance as of a caged animal, terrible to see.

Response:

‘Armadale’, a novel written by Wilkie Collins, features a character who is revealed by language features. Language features including juxtaposition, and similes work in conjunction to develop and represent a character. We are able to interpret that this character is paralysed, and is progressing towards the end of his life on this bed.

The similes in the text reveal that he is extremely ill. It describes him, stating, “…his helpless hands laid out over the bed-clothes like the hands of a corpse”. This quote infers that he is a living corpse; that physically, he looks like death has already taken him. The simile creates contrast between his hands and hands of a lifeless body, this emphasises his paralysis and vulnerability.

Additionally, the juxtaposition of life and death in the room further characterises him. The lavish decorations “…the Cupids, flowers, gilt clock, and mirrors…”, contrast sharply with his suffering. The room’s beauty in the form of decorations represents the contrast to his deteriorating condition, highlighting the tragedy of his situation.

In summary, through similes, and juxtaposition, the language features in this passage reveal a character who is bed-ridden, paralysed, vulnerable, and trapped in a room that contrasts with his suffering.

Exam question: Text one is an extract from a memoir entitled The Archipelago of Us: A search for our identity in Australia’s most remote territories, by Renee Pettitt-Schipp.

He has stepped onto the
boardwalk and begun to walk beneath the towering Tahitian chestnuts, where the
frigatebirds are beginning to call with a long, low whooooop, whooooop, whooooop.
Massom points to the canopy above his head.
‘Monk?’ he begins to ask.
‘Monkeys? No, they are birds,’ I laugh, and flap my arms to show what I
mean. Massom turns in a circle where he is standing, he raises his arms, raises them
high and wide, turning and turning, laughing and looking at us in disbelief. He is
exhilarated, standing in the jungle, with the wild sounds of the world all around
him. I watch him, it is breathtaking, incredible, something I had started to believe
was not possible. He turns and whoops and laughs and all I want to do is watch, to
be steeped with the wonder of this moment, watching everything in Massom spark
and glow.
Soon we arrive at a juncture, where we turn left and begin the ascent up the
gentle slopes of the hill alongside the clear, wide stream making its unhurried way
to the sea. The climb becomes steeper, the air filling with the acrid smell of
moisture and leaves. Sweating into the humidity, we finally reach the last platform,
and as we do I take my final step up and then desperately try to stop myself
bursting into laughter. For there at the pinnacle is not only the thunderous wall of
water cascading between lush ferns and netting the light, but at its base sits a
beautiful young woman with long, blonde hair in a bright pink bikini.
I can’t help but look briefly at Massom and Erfan. They both look comple tely
stunned, but seem to be trying not to stare, so I busy myself with my bag and give
them a moment. I wonder how far this scene must feel to the men from the
concrete and steel of their respective detention centres. Soon the girl and her older
friend dress and leave, and we all go and stand with our feet in the flow, reach out
and cup the water, feel the spray from the fall form a moist haze around our faces.
We explore upstream, where the water pools wide and dark beneath tall trees, and
where yet more blue and red crabs hide amongst elaborate roots. Years later,
Massom will write to me from Melbourne, will tell me this was one of the best
moments in his life.

Explain how language choices represent new experiences in Text One.

Language choices assist in developing and representing new experiences in the text. The character’s new experiences in The Archipelago of Us: A search for our identity, are built up by the author’s use of language features such as dialogue, descriptive language, and the rule of three. This extract depicts the story of which the characters adventure in the Australian outdoors, gaining new experiences as they go.

Dialogue within the text creates a hint that these characters have never experienced certain events before. Evidently in the text a character says, “Monkeys? No, they are birds’, I laughed”. This quote was a response to another character, questioning the sound of which he is curious about. From this, we are able to interpret that the character, assuming what the sound was, had never heard the sound before, hence why he is questioning it. This gave way to the response of the character quoted previously, to explain that they are not monkeys, but birds. This piece of dialogue reveals that a character has never experienced this before, has never heard this bird’s call or has ever known of a bird that could make a noise like this which leads him to question it out of curiosity, making this a new experience.

The rule of three helps the audience in imagining the characters’ views and experiences in this text. In the extract, the author states, “feet in the flow, reaching out to cup the water, feeling the spray from the fall…”, this quote describes the characters’ experiences, using the rule of three. The use of the rule of three in the description of the text creates a flow in words which embodies the description of the flowing water which allows the audience to experience the scene. The use of sensory language suggests that this is a new experience. They reach out to feel the flowing water as if they are doing something they have never done before. The use of the rule of three accompanied by sensory language, reveals that their experience is a new experience.

Descriptive language allows the audience to further immerse themselves in the new experiences of the characters within the extract. It is evident in the text…(not finished)

Analyse how image 1 works to convey an idea about human nature.

The juxtaposition of a man mowing his lawn in the foreground while a tornado can be seen in the background highlights society’s ignorance or numbness to danger. This contrast infers that people can be so immersed in their activities or routines that they fail to recognise threats around in their environments, triggering delayed or no reactions at all. The image shows a man who continues with his lawn-work, either unconcerned or unaware of the tornado in the background. The tornado and clouds appear very heavy, very concerning, though he does not look back. This situation is a metaphor which emphasises the correlation between humans and risk, even denial to dangerous or threatening risks. It may show how humans can be so focused on what they are doing that they don’t have the ability to foresee or deal with threats, or it can be a representation of how humanity may cope to certain stresses, such as ignoring the issue, hoping it would pass. Overall, the image conveys how human nature can be both resilient but also ignorant to potentially life-threatening risks.

This is an excerpt from Australian Singer Tim Rogers’ 2017 autobiography, Detours.

The grand final is played in the neighbouring town of Boulder at the Digger Daws oval, as onomatopoeically perfact an oval is it is perfectly. The short cab ride there has us both a little pensive. Although I’ve got no emotional investment in the game, I want this to be a great experience for Dad. We both have an interest in the big league, mine more rabid than his, but we’ve always shared storoes about the country games we’ve seen, and recall the local women’s leagues and suburban kids’ games with great fondness.

I’ve seen spellbinding performances on the grand stages, but still my favourite footy stoy is how Dad and his mates would finish on a cold Melbourne Wednesday night, buy a big loaf of bread, paw out the fluffy innards and stuff it with hot salty chips as a reqard for the walk home. Graeme, who, after winning a grand final with his amateur team, swapped guernseys with the opposition side in respectful tradition. Once the crown dissipated, he then hastily dug a ditch in the middle of the oval, threw the jumper in, set it on fire, pissed on i (steam no doubt also abundant) and then buried it.

I doubt there’ll be steam even in the hot-dog broiler at the oval today. Weather is my least favourite subject to discuss, after religion and personal training, but it’s the perfect day for country footy and its spectators. Dry and warm, the sky so bereft of cloud that the oval takes on gigantic proportions, like a full head of hair sprung free from a ponytail. Skills will be on full display; the cab has dropped us, and though Dad is in excellent cheer and protests my assistance, there have been enough falls and injuries lately for me to be a little cautious. We take out time to walk there, mingling with the crown of about two thousand.

The dominant dress code is formal and revealing. We’re so used to being among crows rugged up against the Melbourne cold, it’s a joy to see so much colour and vibrancy.

How is the father-son relationship represented through the construction of the narrator’s voice?

Visual language

In short, just think of analysing in art (⌐■_■)

1. Cinematography: Documentaries often feature diverse cinematographic techniques to capture real-life events, including handheld camera work for a sense of immediacy, long shots to establish context, and close-ups to convey emotion or detail.

1. Lighting: Lighting in documentaries varies depending on the subject matter and setting, with natural lighting preferred for authenticity but artificial lighting used when necessary to ensure visibility and clarity.

2. Composition: Documentary compositions are carefully crafted to frame subjects within their environment, convey mood and atmosphere, and guide the viewer's attention to key elements or details.

3. Visual Effects: While documentaries typically prioritize authenticity, visual effects may be used sparingly to enhance storytelling or illustrate abstract concepts through techniques such as animation or motion graphics.

4. Editing: Documentary editing plays a crucial role in shaping the narrative, pacing, and flow of information, with techniques such as cuts, fades, and montages used to condense time, convey meaning, and create emotional impact.

Conventions of the documentary genre form

1. Interviews: Documentaries often feature interviews with subjects relevant to the film's topic, providing first-hand accounts, insights, and perspectives.

2. Archival Footage: Documentaries frequently incorporate archival footage, photographs, and audio recordings to provide historical context and support the narrative.

3. Voiceover Narration: Many documentaries utilize voiceover narration to guide the audience through the story, provide context, and offer commentary on the subject matter.

4. Verité Style: Some documentaries employ a verité style, capturing real-life events and interactions as they unfold, often without scripted dialogue or staged scenes.

5. Expert Commentary: Documentaries may include commentary from experts, scholars, or individuals with specialized knowledge related to the film's subject, offering analysis and interpretation.

6. Montage Sequences: Montage sequences are commonly used in documentaries to condense information, convey a passage of time, or evoke an emotional response through rapid editing and juxtaposition of images and sounds.

7. Reenactments: In certain documentaries, reenactments or dramatizations may be used to recreate key events or illustrate historical moments when archival footage is unavailable.

8. Graphics and Text: Documentaries often utilize on-screen graphics, text overlays, and visual aids such as maps, charts, and diagrams to provide additional information and enhance understanding.

9. Musical Score: Music plays a significant role in documentaries, setting the tone, evoking emotions, and enhancing the storytelling through carefully selected compositions and soundtracks.

10. Interviews with Filmmakers: Some documentaries include interviews or behind-the-scenes footage with the filmmakers themselves, offering insights into their creative process, motivations, and challenges encountered during production.

Key terminology

• Viewpoint: The particular stance, angle, or standpoint from which a character or narrator perceives and interprets events, issues, or situations in a text.

• Context: The circumstances, background information, and setting that shape and influence the character's or narrator's viewpoint, providing a framework for understanding their perspective within the narrative.

• Representation: How the character or narrator presents themselves and their community, whether accurately reflecting their experiences and perspectives.

• Tone: The attitude or emotional expression conveyed through the character's or narrator's voice, which can range from serious and somber to light-hearted and humorous.

• Language: The specific words, phrases, and expressions used by the character or narrator, which can reveal their cultural background, level of education, and emotional state.

• Values: The beliefs, principles, and priorities expressed or implied by the character or narrator, which can shape their actions, decisions, and interactions with others.

Sherpa quotes to remember

Just make something up if you can’t remember…

1. Phurba Tashi Sherpa Mendewa: "For us, climbing Everest is part of our life. It's a way to support our families, but it also holds a deep spiritual meaning."

2. Ngima Tsering Sherpa: "We are the backbone of the mountain. Without Sherpas, there is no expedition."

3. Russell Brice: "Climbing Everest has become a very commercial business, but we must never forget the Sherpas who make it all possible."

4. Ed Douglas (Journalist): "The mountain is sacred to the Sherpas. For them, it's not just a challenge or a prize, it's a deity."

5. Ang Tshering Lama: "Every year we come here, every year we face the risks. We do it because this is our home and this is our life."

6. Dawa Tashi Sherpa: "When we are on the mountain, we feel the presence of the spirits. We always seek their blessings for a safe journey."

7. Norbu Tenzing Norgay: "Everest is a cash cow for many, but the Sherpas pay the price."

8. Karma Gyalzen Sherpa: "The mountain doesn't discriminate. It challenges everyone equally, but the Sherpas bear the greatest burden."

9. Pemba Sherpa: "For the world, Everest is a dream. For us, it's a livelihood filled with danger and sacrifice."

10. Dorje Khatri: "Climate change is impacting the Himalayas. Our glaciers are melting, and this affects our lives and the mountain we revere."

Sherpa

Teacher’s example:

T – the documentary opens which montages of the Nepalese mountains accompanied by mysterious and harmonious music. Peedom’s (director) choices to use conventions of the poetic documentary style.  

E – Poetic style works through evoking feeling rather than making a point 

E – the visuals include multiple images of the Nepalese mountains in fast motion, including wide angle shots of the snow swirling the music is unfamiliar and suspenseful 

E - A combination of these stylistic features works to influence a wester viewer to feel displaced in this environment. I am an outsider discovering the world. That is not like anything we have experienced before. Since I know from the title that this documentary will focus on the experiences of the sherpas, I am immediately influenced to understand that this is a documentary which I will come to understand the culture and experiences of the sherpa.  

L - Because I am a westerner this mysterious and fearful mood foreshadows that I am about to uncover of social injustice plotted to indigenous people 

Another example:

T - The documentary introduces Phurba, a seasoned Sherpa guide, through a series of interviews and footage showcasing his role in leading Everest expeditions. Peedom's directorial choice to emphasize Phurba's perspective establishes him as a representative voice of the Sherpa community, providing insights into their experiences and challenges in the Everest industry.

E - By foregrounding Phurba's perspective, the documentary adopts a personal and authoritative approach, allowing viewers to witness firsthand the daily realities and complexities of Sherpa life. The visuals include shots of Phurba navigating treacherous mountain terrain with confidence and precision, while the interviews capture his candid reflections on the cultural significance of mountaineering for the Sherpas.

E - These stylistic choices work in tandem to humanize Phurba's experience and elevate his voice as a spokesperson for the Sherpa community. The juxtaposition of awe-inspiring mountain landscapes with intimate glimpses into Phurba's life and work serves to underscore the Sherpas' deep connection to the Himalayas and their crucial role in supporting Everest expeditions.

A - As a viewer, I am drawn into Phurba's story, feeling a sense of admiration for his resilience and dedication to his craft. The documentary's focus on Phurba's perspective prompts me to empathize with the Sherpa community's struggles and aspirations, deepening my understanding of their cultural heritage and values.

L - As a Western audience member, Phurba's narrative serves as a window into the Sherpa world, offering a nuanced portrayal of their traditions, beliefs, and contributions to mountaineering. The personalization of Phurba's journey invites me to reflect on the power dynamics and ethical considerations inherent in the Everest industry, prompting me to engage critically with issues of representation and exploitation in adventure tourism.

Other random notes

Random notes:

The conclusion of expository style texts do not conclude everything nicely. It is a call to action so it may leave the audience with thoughts and questions.

(Teacher’s random notes/consider it irrelevant but just take a scan through))

Evaluate is to make a judgement about the effectiveness.

She achieves her purpose by…

Make a judgement on possible endings

Journalist’s reflective as voice-over against panning long-shots of the mountains.

Effect?

Response?

Peedom’s choice to start a closing sequence with a journalists reflective voice against a panning long-shot of the mountains directs the audience’s response towards the environmental aspect of the documentary which leads onto the the culture and spirituality of the Sherpas, as a sense of serenity is expressed within the shot.

Tenzing’s Story is then shown again with the voice-over of his son, to remind us of the past, creating a metaphorical bridge between the present and the past, it creates a connection between the audience of today and the Sherpas of the past.

The close-up shots induce a sense of familiarity and closeness.

The Sherpas haven’t changed throughout the documentary, only the viewer has.

“They’ve got control of climbing the mountain” - This is a good choice because the mountains were a sanctuary for the Sherpas; now they have gained back full control of the mountain, controlling when or who climbs.

“Our father wanted to get us the best education possible so we could have other careers not climbing” - values of family and education are expressed.

A montage of spiritual conditions accommodated with calming music - it doesn’t seem as if they are struggling financially, contrasting from Bryce’s voice.

Phurba’s voice is reflective - he is proposing a future without foreigners, a land’s return to the indigenous.

“If I had climbed, I would have climbed 22 times” - he would’ve broken a world record. A sense of Irony.

“But if I go to the mountain and my family is not happy, then there is no benefit in earning that money” - Phurba (Sherpas) has completely rejected capitalism.

We end off with black screen, informational text. The motivation was to remind us of the government (capitalists), and not just end off with the ‘happy’ life of the Sherpas. We are reminded that the industry will continue.

“Russel Brice continues to campaign to make climbing safer on Everest” - makes Brice look good, to pay some homage after how he was portrayed. It makes us think, complicates the situation and reminds us about how complex this concern may be. Brice has a very strong parallel; we thought he would be gone but he comes back.

“One year later, Just as the 2015 Everest climbing season was getting underway, a major earthquake hit Nepal, killing 19 people including 10 Sherpas. - despite everything they did, and went through, people still die.

“In memory of all the Sherpas who have died working on mount Everest”

Ethos, Pathos, Logos

Ethos

• Definition: Appeal to ethics, credibility, and trustworthiness.

• Example: A doctor endorsing a specific brand of medicine based on their expertise and experience.

Pathos

• Definition: Appeal to emotions and feelings.

• Example: A charity commercial showing starving children to evoke sympathy and encourage donations.

Logos

• Definition: Appeal to logic, reason, and evidence.

• Example: Statistics showing the benefits of a new product compared to its competitors.

ot only reflect her Indigenous roots but also capture the complex interplay of love, pain, and resilience in the face of adversity. Through these literary devices, she vividly portrays the protagonist's world, deeply embedded in cultural heritage and personal struggle.

Tara June Winch and “Swallow the Air” context stuff

Write brief summary notes on the event (include relevant dates or other statistics )and how this moment/ event impacted the First Australians.

Forced to live on the fringes:

• During assimilation, many First Nations people were forced to leave reserves which were reclaimed by governments for housing and mining.

• It was difficult for First Nations people to find work in the towns and cities due to the racism in society.

• They were often refused access to community venues and services (e.g. hospitals and pools).

• This resulted them to be forced to live in poverty.

Stolen children:

• The assimilation policies focused on children who were considered more adaptable to white society than adults.

• First Nations children were forcibly removed from their families in this time of assimilation.

• First Nations children were removed in 1910-1970 under policies. They are referred to as the Stolen Generations.

• Children of mixed race were more vulnerable to removal, as it was thought they could be more easily assimilated into the white community due to lighter skin colour.

• The policies of child removal left a legacy of trauma and loss that continues to affect First Nations communities, families and individuals.

Contradictory logic:

• Assimilation failed its aim of improving the life of First Nations people.

• It expected First Nations people to take responsibility for becoming the same as white people - yet the First Nations people were never given the same rights/opportunities.

• Regardless of efforts, First Nations people weren’t accepted as equals in society, and were still considered the inferior race.

• This belief undermined the objectives of the assimilation policy and led to its failure.

• The impact that the assimilation policies left, still impacts the First Nations communities today.

TJW Practise responses + quotes

Analyse the use of voice to create setting in the passage

In the passage, the setting of a dysfunctional urban city is created through Mays point of view and Aunty Joyce’s dialogue.

The revealing of May’s point of view of being a fearful outsider is created through her intimidated tone and her visual imagery given through her fragmented language. Aunty Joyce’s dialogue outlines her representation for May through the use of vernacular language.

May’s change from “she” to “we” in “she pulled back the dirty lace curtain; we looked out on to the cement and tar”, shows the intimidation in her tone and her transitioning from being an outsider to one of them.

May’s point of view of the shallow and poor living standards is created through the use of fragmented language in “rubble edging fences, rubbish clogging gutters…”

In the opening chapter of Tara June Winch's text, the language choices poignantly reflect her background and the context of her Indigenous Australian heritage. Winch, who is of Wiradjuri descent, weaves symbolism and vivid imagery into her narrative to illustrate the protagonist’s deep connection to nature and the spiritual world, while also portraying the harsh realities of her upbringing.

The passage "Mum’s sad emerald eyes bled through her black canvas and tortured willow hair" uses striking imagery to convey the mother's anguish and emotional burden. The "sad emerald eyes" symbolize the mother's hidden pain and the "tortured willow hair" evokes a sense of suffering and entanglement, reflective of Winch's own experiences with familial and cultural struggles.

Winch’s use of nature symbolism is evident when she describes, "Mungi was his name, the first turtle ever... the ancestor spirit... decided to let him live by reincarnation." This reference to Mungi, the turtle, symbolizes resilience and continuity within Indigenous culture, suggesting a deep respect for ancestral stories and natural elements. The turtle’s story mirrors the protagonist’s own journey of endurance and connection to her heritage.

Imagery is further used to depict the protagonist’s world, as seen in "the stingray’s overturned body looked more like a caricature of a ghost than a sleeping raincoat." This vivid description not only brings the scene to life but also symbolizes the intrusion of death and the protagonist’s confrontation with loss and mortality. The stingray, “exhausted, like a fat man in a tight suit after a greedy meal,” represents the struggle and the release that follows death, paralleling the mother’s own release from her mental and emotional struggles.

The line "Her soft hands overturned and exhausted" poignantly illustrates the culmination of the mother's pain and the release of her burdens, connecting the physical exhaustion with emotional and spiritual liberation. The final scene, where "tears fell into the ice-cream container, dripping off my eyelashes and sliding over my cheeks," employs powerful imagery to highlight the protagonist's grief and the indelible impact of her mother's suffering.

Winch's language choices, rich with symbolism and imagery, n

Final Essay for task 6 - responding essay + teacher feedback

How do the voices in a text explore different perspectives on an issue?

Swallow the air, by Tara June Winch explores different perspectives on the issue of the marginalisation on Aboriginal people in Australia. Through May’s voice, displacement, poverty and the fracturing of family identity are laid bare. These are the result of the normalised hostility towards the Indigenous communities which stem from early settlement.

*Be specific about whose voices communicate these perspectives.

May, a first person narrator describes her surroundings, housing commission, unregistered cars, busted prams, and echoes of broken dreams”. The listing and descriptive language present in the quote creates a disillusioned tone. Through her disillusioned tone in the listing of her environment, the reminiscent past of the colonialist government still lingers which hint at the forcible removal of Aboriginal people from their traditional lands. She also staets, “slices of scum”, in comparison to “half a million-dollar beachfronts”. These two quotes highlight the inequity faced which further emphasises the powerlessness in the Aboriginal communities.

*TS must refer to both parts of question. Also link parahraph back to Q at CS.

The reader is reminded that the context in which these events happen due to the usage and abuse of alcohol as an attempt to mask away the poverty and hopelessness. May’s tone begins nostalgically, bu then becomes filled with frustration and disillusionment, “She’d stumble”, wearing, “cocksucker lipstick”. The alliteratoin here creates an emphasis on the scene, with the harsh adjective creating an uncomfortable sexually aggressive tone. May reminds the audience that Aboriginal families are close-knit and loving but are dysfunctional due to alcohol. Although Aunty can be described as caring and loving, we are reminded that her life is chaotic due to alcohol abuse.

*Mention whose voice is used to create the perspective in TS.

Later in the novel, May encounters the dominant white group. The graffiti on the cycleway wall, states, “Mull up lads…fuck off coons”. The violent and derogatory language reveal the attitude of the residents in the area towards the Indigenous population, putting may under a racist stereotype, dehumanising her, evident of the previous government policy: “Flora and Fauna”. It reminds us that the Australian government still has a long way to go in order to eliminate the issue of racism. The irony that his was once traditional Aboriginal land is highlighted when the voice of the white rapist says, “This gunna show ya where ya don’t belong”. May’s tone becomes euphemistic, stating, “I do not nourish..This be my death". She chooses to accept it and relate as a girl who should’ve been nurtred, growing in a safe environment - not many Aboriginal children experience this.

*Whose voice represented by the racist, violent, remnants of colonial attitudes toward Aboriginal people.

The voices in Swallow the Air, depict the perspectives of May through the trauma and poverty she experiences while also depicting the voices of the opposing group, emphasising the effects of colonisation; the government policies, in which caused the dysfunction in Aboriginal families, the displacement and the abuse of alcohol. Winch emphasises the need for attention on the hostility drawn towards the Aboriginal communities as a result of the deep-rooted underlying factors on the issue.

Discuss how has voice been crafted to reveal an inner or hidden conflict in at least one text.

Text: Swallow the air - tjw

Comparison

TJW quotes to remember

Themes

1. Inner Journey and Self-Reflection

• "I remember the day I found out my mother was head sick... Mum’s sad emerald eyes bled through her black canvas and tortured willow hair. She had a face that only smiled in photographs."

  • This quote reflects the narrator’s emotional depth and the impact of a mother’s struggle on her inner journey.

• "I was again a child."

  • This line resonates with the theme of nostalgia and returning to a simpler, more innocent time, which deepens the narrator's introspective journey.

• "I knew it was all right not to forget."

  • This reflects the acceptance of memory and the importance of carrying loved ones with you on a personal journey.

2. Connection to Nature and Cultural Stories

• "Mungi was his name, the first turtle ever... the ancestor spirit was watching and decided to let him live by reincarnation or something."

  • This embodies the connection between personal identity, cultural stories, and nature, serving as a symbolic reference for resilience and continuity.

• "An angel fallen, lying on its back, was now opened to the sky... the stingray was spilling at the sides – it was free."

  • This vivid description reflects themes of freedom and release from suffering, mirroring the mother’s struggle.

3. Inclusive Language and Connection

• "We get drunk on the salt air and laughter."

  • Here, the inclusive language ("we") draws readers in, invoking a sense of unity, freedom, and shared joy.

• "We go cloud busting... We make rainbows that pour out from our heads."

  • This line invites the reader to join the siblings' imaginative journey, reinforcing the connection between family, imagination, and the natural world.

4. Loss and Memory

• "When we arrived at Aunty’s house there was a police car parked out front... I knew she was dead."

  • This line poignantly captures the narrator’s realization of loss, evoking themes of abandonment and the impact of grief on one’s journey.

• "Tears fell into the ice-cream container... Salt water smeared her handwriting of black marker – remember."

  • This speaks to the themes of memory and loss, as well as the tangible connection to the mother even after she is gone.

5. Endurance and Hope

• "Mum starts on about the saucepans... We’re gunna have a bloody Christmas turkey this year, my loves."

  • This line reveals the mother’s hope and determination to create happiness for her children, showing resilience despite hardship.

• "I reckon it was the happiest day of her life. She was at last lucky."

  • The narrator’s perspective on the aunt’s fleeting luck suggests an underlying sense of hope, as well as the fragility of that hope in difficult circumstances.

Voice

1. "I remember the day I found out my mother was head sick."

- Reflects a personal, intimate tone that shapes the narrator's voice as one of nostalgia and sorrow, revealing personal memories with empathy and vulnerability.

2. "She had a face that only smiled in photographs."

- This line constructs a voice that carries the weight of observation and melancholy, encapsulating the mother’s hidden struggles.

3. "Aunty never used to reckon she was lucky. She always just figured she was passed a raw deal, dealt a bad hand."

- The conversational, reflective tone captures the resilience and humor in Aunty’s perspective on life, shaping a voice of enduring hardship and acceptance.

4. "Pain had boiled up under its swollen body; I could feel the stingray’s fight in its last moments of life."

- Creates a voice that is empathetic, projecting the narrator’s emotions onto the stingray, making it almost human-like in its suffering.

5. "Mungi was his name, the first turtle ever… it was what she’d really wanted to say, she wasn’t paranoid about a turtle."

- Through storytelling, the narrator’s voice captures a sense of cultural tradition and a mother's unique way of connecting with her children, blending myth with reality.

6. "It was the scratchies at first, four-dollar winners were pinned up against the fridge, while tens of the losing stubs lined the bins."

- The voice here has a gritty, realist tone, highlighting the contrast between hope and despair in the Aunty’s life.

7. "An angel fallen, lying on its back, was now opened to the sky. I was no longer intrigued by cause of death, loss of life."

- This introspective, almost poetic voice shows the narrator’s gradual shift from curiosity to solemnity, suggesting an encounter with mortality.

8. "We get drunk on the salt air and laughter. We dance, wiggling our bottoms from the dunes’ height."

- Conveys a playful, innocent voice that emphasizes childhood freedom and joy, contrasting with the darker memories.

Perspective

Quotes on Perspective:

1. "I remember the day I found out my mother was head sick."

- Establishes a child’s perspective on an adult’s mental illness, offering a glimpse of confusion and helplessness from a young viewpoint.

2. "She shuffled us out like two jokers in her cards, reminding us to go to Aunty’s house before dark."

- From the child’s perspective, their mother’s actions appear calculated yet loving, symbolizing her sense of protectiveness despite her struggles.

3. "The sand was stewing. I threw my bike with Billy’s below the dunes of spinifex and headed for the point."

- This perspective highlights the child’s immersion in the natural world, experiencing the landscape intensely and as an escape.

4. "I peered out past the bitou bush toward the point, following the pairs of surfers’ legs disappearing over each wave."

- Offers a perspective of quiet observation, showing a reflective and almost meditative connection to the beach and ocean.

5. "Mum starts on about the saucepans; she wants to tell us stories even though we know most of them off by heart."

- The perspective of a child growing up with familiar stories, showing a sense of love and nostalgia, as well as acceptance of her quirks.

6. "Aunty leant over the barricades to Billy and me to give us a big hug, clapping her hands together and laughing."

- Highlights the perspective of a family unit finding joy and comfort in small wins, illustrating the theme of resilience in difficult circumstances.

7. "When we arrived at Aunty’s house there was a police car parked out front, its wheels scraping against the gutter."

- Perspective shifts here to apprehension and foreboding, hinting at a child’s dawning awareness of the serious and unknown.

8. "The entire beach would be packed up in minutes… The sea was again a moving silver gull, mirroring sunset’s embedded lilac."

- Uses perspective to show the narrator’s deep connection to the landscape, blending poetic description with a sense of stillness and transience.

Themes, voice and perspective

1. "She had a face that only smiled in photographs."

- Voice: Captures the narrator's perception of their mother, adding depth to her character.

- Perspective: Shows the narrator’s sensn itivity to their mother's sadness.

- Themes: Speaks to hidden pain, familial love, and melancholy.

2. "I knew she was dead. I took off the ice-cream tub still crowning my head, and stared into its emptiness."

- Voice: The simple, direct realization makes it deeply impactful.

- Perspective: Shows the narrator processing loss in a raw and childlike way.

- Themes: Expresses grief, innocence, and the weight of family trauma.

3. "Mungi was his name, the first turtle ever. They said he was a tribesman who was speared in the neck while protecting himself under a hollowed-out tree."

- Voice: The folkloric retelling brings depth to the family’s cultural heritage.

- Perspective: Reflects the narrator’s connection to stories that embody resilience.

- Themes: Connects to ancestry, survival, and transformation.

4. "Pain had boiled up under its swollen body; I could feel the stingray’s fight in its last moments of life."

- Voice: Vivid imagery brings out a strong emotional reaction from the narrator.

- Perspective: Shows how the narrator interprets suffering and resilience.

- Themes: Links to mortality, empathy, and acceptance of life’s cycle.

5. "An angel fallen, lying on its back, was now opened to the sky."

- Voice: Poetic language that gives a sense of reverence for death.

- Perspective: Shows the narrator’s reflective and spiritual side.

- Themes: Highlights themes of innocence, death, and release.

6. "We carry our bikes to the taps and washed our feet. Billy’s feet were so much darker than mine; he’d sometimes tease me and call me a ‘halfie’ and ‘coconut’."

- Voice: Casual and intimate, grounding the narrator's voice.

- Perspective: Offers insight into family dynamics and racial identity.

- Themes: Reflects identity, family connection, and childhood innocence.

7. "I thought about Mum’s pain being freed from her wrists, leaving her body, or what was left."

- Voice: Haunting, bringing the reader into the narrator's introspection.

- Perspective: Shows the narrator’s empathetic understanding of their mother's struggle.

- Themes: Explores loss, healing, and freedom from suffering.

8. "Aunty cried a lot, it made Billy cry too. I thought she looked like Jesus, with her arms holding the rest of her up like that."

- Voice: Relates complex emotions through childlike similes.

- Perspective: Highlights the narrator’s observations of adult emotions.

- Themes: Connects to sacrifice, faith, and familial strength in hardship.

9. "She was at last lucky. From the front seat in the cab, she looked back at us and said it herself. I think kids that I’d have to be one of the luckiest people around!"

- Voice: Emotive, capturing a moment of joy.

- Perspective: Reveals the narrator’s awareness of fleeting happiness in a difficult life.

- Themes: Touches on themes of hope, resilience, and the search for joy amidst hardship.

10. "I’m not scared of the ocean, that doesn’t come until later. When we’re kids we have no fear, it gets sucked out in the rips."

- Voice: Simple yet profound, encapsulating the narrator’s understanding of innocence.

- Perspective: Reflects a shift from childhood naivety to future understanding.

- Themes: Represents themes of innocence, change, and growth.

Persuasive texts

Interpretive texts

Assessment question: Write an interpretive text discussing a complex idea or concept.

Audience: intellectual audience (context) interested in existential questions.

Purpose: consider their own personal answer to the question after discussing number of options.

The question "What is the meaning of life?" has persisted throughout human history, inviting numerous interpretations across philosophy, religion, and personal reflection. To grasp this question, we first consider the concepts of "meaning" as purpose or intention and "life" as the state of being. Together, they prompt us to explore the purpose of our existence.

Philosophy provides various frameworks for answering this question, often placing the responsibility on individuals to create their own meaning. Existentialism, for instance, emphasizes that humans are free to define their purpose through their choices, without divine or external guidance. Yet, this freedom comes with the burden of responsibility, as Jean-Paul Sartre famously noted: "freedom is so great it is painful." In contrast, nihilism challenges the very idea of meaning, asserting that life has no inherent purpose. This can be unsettling, though some, like optimistic nihilists, argue that it liberates us from societal pressures and allows for authentic, self-driven existence. Religion offers more concrete answers.

Christianity sees life’s purpose in glorifying God and living according to His plan. The Bible instructs believers to love God and their neighbours, suggesting that life’s meaning is found in faith, love, and preparing for eternal life with God. In Buddhism, the meaning of life is to seek enlightenment and free oneself from suffering. By following the Four Noble Truths, Buddhists aim to reach Nirvana, a state free from the cycle of rebirth and suffering. Christianity emphasizes faith in God’s plan, love for others, and living in accordance with divine teachings, while Buddhism focuses on transcending suffering to reach Nirvana through enlightenment. Both provide answers that offer comfort, purpose, and guidance to followers, with a clear framework based on spiritual principles.

Beyond philosophy and religion, another way to explore the meaning of life is through personal fulfillment and societal influences. Personal fulfillment is the sense of meaning one derives from relationships, accomplishments, and the pursuit of individual goals. It encompasses the emotional and psychological satisfaction of living a life in alignment with personal values and aspirations. For many, personal fulfillment may be tied to career success, creative expression, or the cultivation of meaningful connections with loved ones. In this sense, the meaning of life can be highly subjective and individualized, shaped by one's own desires and sense of purpose.

At the same time, societal and cultural values play a significant role in shaping our understanding of life’s meaning. From an early age, individuals are influenced by their cultural environment, which imparts norms, traditions, and beliefs that inform their worldview. Society's expectations—whether related to success, morality, or identity—can deeply affect how we perceive our purpose. For example, in cultures that prioritize community and family, individuals might find meaning through their role within these social structures. In contrast, in more individualistic societies, the pursuit of personal happiness and success may take precedence.

In considering all of these viewpoints, it becomes clear that there is no single, definitive answer to the question, "What is the meaning of life?" Instead, it is up to each individual to reflect on the various options and decide which resonates most with their own beliefs, experiences, and desires. Ultimately, the meaning of life may be a convergence of these factors—philosophy, religion, personal fulfillment, and societal influence—each offering different perspectives on the same fundamental question. While philosophical approaches like existentialism and nihilism emphasize individual freedom and responsibility, religion offers structured guidance through faith and spirituality. Personal fulfillment and societal values introduce more subjective, practical interpretations that allow for diverse answers based on individual experience and cultural background. Whether one finds meaning in spiritual faith, philosophical inquiry, personal fulfillment, or social contribution, the quest for meaning is a deeply personal journey that shapes how we live, think, and relate to the world around us.

Stylistic choices

1. Perspective: The stance or angle from which characters or narrators view events, shaping how the audience interprets the text.

2. Tone: The emotional quality or attitude conveyed through the writer's choice of words and style; can be serious, humorous, sarcastic, etc.

3. Language Features: Specific words, phrases, and structures chosen to create meaning or emphasize certain themes (e.g., figurative language, connotation).

4. Voice: The distinctive style or expression of a character or narrator, often affected by tone and language features, establishing their identity or cultural background.

5. Mood: The feelings evoked in the reader; created through word choice, setting, and atmosphere.

6. Imagery: Descriptive language that appeals to the senses, allowing readers to visualize scenes or feel emotions associated with them (e.g., visual, auditory, tactile imagery).

7. Symbolism: The use of symbols to represent ideas or concepts, adding deeper meanings beyond the literal.

8. Juxtaposition: Placing contrasting elements together to highlight differences and enhance meaning.

9. Dialogue: The spoken exchanges between characters that reveal personalities, relationships, and conflicts.

10. Structure: The way a text is organized, which affects its pacing and the delivery of ideas (e.g., chronological, circular, fragmented).

Language features