A focus of the Term 3 Zoom Session (VCE preparation) is the use of metalanguage — as it pertains to Opinion-based texts (Argument Analysis), Text Response essays and English Language/Craft of writing. An awareness of literary and storytelling devices across a range of text types helps you tune into the author’s narrative strategies, and their views, values and intentions. Your job is to contextualise these devices — that is, you need to apply them to the (multiple) meanings and purposes of the text (on a variety of direct and indirect levels).
Wednesday 5 August: Round Up and Notes: For those who haven’t got or received the booklets, please send me your address. This will make the sessions more productive and easier to follow. We’re working on the metalanguage for key ideas/techniques and major themes as outlined below.
Please send me some sentences each week based on exercises from our classes and work you’re doing at school. We’re working on good use of metalanguage and sharper analysis; clear and polished expression (ironing out any grammatical and fuzzy errors);
Term 3 Wednesday Lessons 6.30 – 7.30: 5 August; 12 August; 19 August; 2 September; 9 September
- The Language of Comparison
- The Language of Prejudice
- The Language of Criticism
- The language of corruption/abuse of power
- Link to essay-writing
- Essays with a focus on story-telling features (all of the above plus extra features; stage craft, film techniques, world of the text )
- See Green Workbook Analytical Vocab Builder; our Pink Story-telling devices and Craft of Writing workbook; our Essay writing workbook and hand-outs.
The Language of Comparison
Learn and apply the “Language of Comparison” which is critical to everything we do in English. It will help us think and analyse texts more sharply and insightfully. For example; (Argument Analysis/Persuasive Techniques) comparisons/analogies are a critical “persuasive technique”. They are critical to the author’s point of view and the development of an argument.
Text response: comparisons between each character’s attitudes, mindsets, choices and responses; between key scenes; a before/and after self. They are critical to Shakespeare’s views and values (ie comparison between Banquo and Macbeth/Macbeth and Lady Macbeth/ Macduff and Macbeth) . Film techniques: comparisons between cinematic techniques.
Literary techniques such as symbols, metaphors, similes, allusions etc. world of the text settings all consist of comparisons – literal vs abstract etc. and the similarities/differences in the applications and representations.
I will be circulating short and longer articles and textual excerpts with varying degrees of formality – which are good to read and re-read. Please apply this language to your own text and work in class.
The Analytical Vocab Builder: Please see Texts 30 p 39 and others: https://www.englishworks.com.au/english-works-analytical-vocab-builder/
The Language of Prejudice/discrimination/racism (inclusion and exclusion)
Most texts we study for text response revolve around some form of prejudice and discrimination. (social, racial, gender) This language helps you analyse people’s experiences more insightfully. There is often a comparative aspect as well – comparisons between “them” and “us”. This overlaps with the language of criticism esp for Argument Analysis/Persuasive techniques.
Please apply this language to your own text and work in class as well as to the variety of excerpts we’ll be reading/analysing.
Please see: https://www.englishworks.com.au/chinese-dancing-bendigo-style-joo-inn-chew/: https://www.englishworks.com.au/the-stolen-generations-roses-story/
Written expression and grammar
Please send me 10 sentences before each lesson either based on our shared articles, some from our workbooks, or from your work in class. We will analyse your expression; grammatical strengths/weaknesses; your application and contextualisation of the metalanguage and use of quotes; (use of nominals; strategic use of non-finite clauses etc). I’ll do some relevant grammar based on your sentences. You need to write clearly and efficiently.
Payment
Lessons are $40 or 3 lessons x $100. Where possible I try to organise text-specific lessons (instead of this one). For example Macbeth or First Nations poetry etc. These are often shared or single lessons based on specific text / essay-writing skills and I have a discounted price for students who do group sessions.
(Bank Details) Jennifer Minter; Bank First; BSB 704-191; Account No. 25807
Goals
One of our goals is to write as smartly, and as clearly and as efficiently as possible in our own words. This will help distinguish your work from others and from AI.