... actions that can be seen by audience eg. Zac passes out at the piano in Cosi.
© Andrea Hayes 2010 Cambridge Checkpoints 2011 VCE English Units 3 & 4 ...
STRUCTURE The structure of the text is the order in which these events happen. This is deliberately planned to emphasise the message(s) in the most effective manner. Possible structures include: (a)
Chronological:
Events arranged according to how they would occur in ‘real time’.
(b)
Retrospective:
Events arranged so story begins with final moment.
(c)
Flashbacks:
Providing background information where necessary.
(d)
Traditional linear: Beginning, middle and end.
(e)
Flash forwards:
(f)
Non-linear or complex plot structure: doesn’t follow traditional linear plot.
Providing information about character’s future.
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CHARACTERS Characters are persons or creatures that do and say things in text. They help communicate the author’s messages and point of view and help develop themes through their actions, thoughts, feelings, descriptions and dialogue. Character types you should know include: 1.
Protagonist – Most important character, usually hero, in a drama (play, film) or narrative (story).
2.
Antagonist – Name given to describe character that is in opposition to hero (protagonist) in a drama or narrative.
Characterisation
Character development
STYLE Style is made up of the following elements and they all influence one another.
Language.
Tone.
Form, genre and conventions.
Point of view = Whose voice?
Film techniques.
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FORM, GENRE AND CONVENTIONS ACTIVITY 3 What is form? What is genre? What are conventions?
An author chooses the form and genre/text type that enables them to best communicate their message(s). An author needs to know the conventions of their chosen form and genre and to feel comfortable writing in it. You need to be able to recognise these conventions. See following Conventions and metalanguage section. ACTIVITY 4 Write your two List 1 texts and their forms and genres. TEXT
LITERARY FORM
GENRE
Example: On the Waterfront
Film
Drama
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LANGUAGE The audience and purpose of the text determine the choice of language by the author. Authors can choose to use colloquial, jargon, personal, formal language depending on their audience and purpose. To make their characters convincing they choose language people from that time would have spoken eg. ‘rat’, ‘D & D’, ‘Mr Upstairs’ in On the Waterfront. Shakespeare’s audience understood and expected his plays to be performed using iambic pentameter, prose etc. If the text is of science-fiction genre, an author may make up their own language eg. ‘extra-union sex’ and ‘fleshclubs’ in Things We Didn’t See Coming. ACTIVITY 5 How would you describe the language of your List 1 texts? Give some examples.
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TONE Tone indicates the author’s attitude towards his subject matter including characters, themes, institutions, etc. Tone is a characteristic of voice. In plays and films this can be demonstrated by changes in an actor’s voice and manner. In writing the author uses language to indicate tone. Sometimes the tone will change during a narrative. Adjectives to describe tone: Curious, ominous, cautious, regretful, guilty, thoughtful, aggressive, optimistic, pessimistic
POINT OF VIEW Point of view is the perspective from which a text is seen or told. You need to ask yourself, ‘who is telling the story?’ Three principal points of view most commonly used are: 1.
The first person narrator in which the point of view is solely that of the character telling the story.
They may be a central or minor character who either observes or participates in the action. A first person narrator cannot see into the minds of the other characters. This device significantly reduces the reader’s sense of author’s presence in the text. 2.
The point of view of a single character who is used by the author as a central observer or participant in the action (third person narrative).
3.
The omniscient (godlike) point of view enables the writer to present the inner thoughts and feelings of his characters. The narrator has no part in story.
ACTIVITY 6 Who is telling the story in your text?
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CONVENTIONS AND METALANGUAGE Conventions are the customary practices concerning form, structure and language that people expect when reading or watching a text. For Example: A play will be structured using scenes and stage directions and when it is performed there will also be dramatic features like projected voices of actors, asides and soliloquies in Shakespeare when one character speaks and the other characters act as if they don’t hear him. Knowing the guidelines for conventions makes it easier to follow and understand a text. Knowing the metalanguage used to discuss these conventions helps with your text response. Novels Novels are written in prose and are narratives (tell a story). They are usually divided into parts and/or chapters. Novels can be structured in a variety of ways and be told from different points of view. Plays Plays are no more difficult or easy to study than novels, poems etc. As long as you realise that a play needs to be studied as both an aural and visual form, and are familiar with dramatic conventions used in plays you will have no trouble. One of the most important things to remember when you are studying a play is the form and staging devices that are part of style. You need to pay attention to discussing the form (dramatic techniques) and not just the narrative (story).
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DRAMA TERMS AND TECHNIQUES Term or technique
Definition
Beat
Used in playwriting to stress key moments and changes in the emotion of a scene. It acts like a signal and pause for audience to consider the intended change. These moments may be emotional, perceptive, eg. a moment of self awareness.
Direct address
Character speaks directly to the audience to reveal a thought or idea (aside or narration).
Epilogue
A speech directed at the audience once a play is over.
Naturalism
Drama representing real life on stage; in modern plays where action is presented as a slice of life.
Monologue
Lines/speech delivered by one character to either the audience or another character, uninterrupted.
Prologue
Introduction to a performance.
Realism
A style attempting to recreate life on stage through the use of realistic sets, lighting, sound and action.
Visual humour
Humour derived from the actor’s actions that can be seen by audience eg. Zac passes out at the piano in Cosi.
Andrea Hayes 2010 Cambridge Checkpoints 2011 VCE English Units 3 & 4
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KEY FILM TECHNIQUES ACTIVITY 5 Complete the following table: Term
Explanation
Example
Mise en scene Framing Camera Angles Shot sizes Movement
Editing Animation Montage SFX
Lighting Iconography: Costume + makeup
Sound track: Dialogue, music, silence, atmosphere
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ACTIVITY 6
TEXT CHEAT SHEET Andrea Hayes 2010 Cambridge Checkpoints 2011 VCE English Units 3 & 4
Title: Author: Themes 4-5
Characters Quotes 3 points per character
Plot 8 – 10 (TPs)
Setting 3–5
Style 3–5 POV, language, genre, tone, structure
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WRITE YOUR PERSPECTIVE ON A TEXT ACTIVITY 8 What do you think the author is telling us? How?
Cosi perspective: 1st draft I think that Nowra is telling us that love, loyalty and betrayal are important in all contexts including a mental institution and the wider world. He draws parallels between the world of opera, the world of the mental institution and the outside world of 1971 in Melbourne. Nowra’s comic play uses humorous characters, visual humour, farce, one-liners to introduce the universal values and explore concepts of order and chaos and illusion and the real world. His main character Lewis develops from an insecure and uncertain person to a more confident and assertive character who rejects his friends’ prejudice and shallow values. Andrea Hayes 2010 Cambridge Checkpoints 2011 VCE English Units 3 & 4
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ACTIVITY 9 Develop key sentences on your text on each key element.
FOUR STEPS TO TEXT RESPONSE Andrea Hayes 2009 Cambridge Checkpoints 2010 VCE English Units 3 & 4
Step 1: Dissect topic/prompt: What is being asked? What is missing? Step 2: Plan. Step 3: Write. Step 4: Review and edit.
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1. DISSECT TOPIC
Identify all parts of the topic – at least three.
Identify themes, issues and ideas in topic and ones that are missing.
Note key words and write synonyms.
List the questions the topic is asking and link to themes and protagonist.
Challenge topic if necessary.
Decide your perspective on the topic.
Pay careful attention to question tags eg. ‘discuss’, ‘do you agree?’, ‘How …?’
SAMPLE TOPIC ‘Maestro suggests that it is more important to develop and maintain relationships than it is to achieve success’. Discuss.
IDENTIFY PARTS OF TOPIC 1.
More important to develop and maintain
2.
Relationships
3.
Achieve success
THEMES, ISSUES, IDEAS IN TOPIC
Betrayal and guilt
Alienation
Love – romantic, music
Musical ambition – affirmation or life or corruption
History – holocaust
Questions on Topic Linked to Themes and Protagonist
Which relationships? Keller & Paul, Rosie & Paul, Paul & parents
How do they develop? – love, betrayal, guilt
How are they maintained, or not? – betrayal, guilt
What is success? Is it fame? – corruption, musical ambition
Does success bring happiness? – Keller – history, holocaust
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Who achieves success? – Keller compared to ‘second-rate perfection’ of Paul
What are the dangers of ambition and success? – corruption, holocaust, alienation
Are relationships more important than success? Why? love, alienation
Hint! Challenge topics that include words: ‘only’, ‘every’, ‘always’, never’.
2. PLAN
Allow 10% of total essay time for planning.
Brainstorm or construct concept map listing points and evidence that answer topic questions.
Order your points using the No-fail formal essay structure.
Write key points at topic sentences.
Rewrite your perspective as an introduction.
3. WRITE List LINK WORDS you may use in your essay.
4. REVIEW AND EDIT
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TEXT RESPONSE CHECKLIST 1.
Perspective on text prompt in introduction.
2.
Author’s name, text title, form in introduction.
3.
Key points related to themes/issues in introduction.
4.
Key words or synonyms from prompt used.
5.
Formal structure; intro-body-conclusion.
6.
Topic sentences in all paragraphs.
7.
Paragraphs are linked using link words and phrases.
8.
All points relate to key textual elements.
9.
Quotes support points and are quoted correctly.
10. Formal language is used. 11. ‘I think’, ‘I feel’, ‘In my opinion’ are not used. 12. No new points in conclusion. 13. Response is edited carefully.
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GENERAL SAMPLE PLAN
Introduction
Body
Contention.
Definition of terms.
Explain using key points.
Separate paragraph for each key point.
Topic sentence.
Example.
Interpretation.
Link to next paragraph and topic.
Answer statement using interpretive findings.
No new points.
Conclusion
WHAT NOT TO DO Andrea Hayes 2008 Cambridge Checkpoints 2009 VCE English Units 3 & 4
Don’t write how you speak.
Avoid starting all the sentences with the same words, eg. ‘The novel says …’
Make sure you haven’t written one giant paragraph!
Don’t write, ‘I think the story was boring’.
Don’t write a summary of the text.
Don’t call a novel a ‘film’. Don’t call a film a ‘movie’.
Don’t change tense during essay.
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