English Works

Homework Page: 1.15 and 2.30 Class

November 2019

Task 1: argument analysis

Exploring evidence, facts and figures

  • What is the evidence?: What are the facts: What are points of view? Identify “hard” and “soft” evidence, experts, statistics, people stories.
  • References:
  • Red Book: “P Plate extensions overdue”: Exercise 20, p. 31
  • Red Book: “Editorial Sharing the Fat load?” Exercise 27, p. 38
  • Red Book: “Support Animal Lives,” Exercise 36, p. 48
  • Red Book: “Animal testing: a necessary evil? Exercise 34, p. 46
  • Green Book: Read pp 6-7; Exercise 6 on p. 8
  • Skills: advanced comprehension, reasoning and analytical skills; essay-writing skills (evidence)
  • Links: Red Workbook Tasks

The technique of comparison

  • The Red Book: page 36: Exercise 25
    The Red Book: page 37, Exercise 26
  • The Green Book: pages 33 and 34: Exercise 20 and 21
  • Use the technique of comparison in your own essays

Task 2: essays

Writing a point-of-view essay:

  • Essay topic 1: Main contention: the government must implement strict regulations to safeguard children from exploitation in the gambling industries
  • The rebuttal; Some say that parents should be free to choose their leisure and entertainment activities.
  • Essay topic 2: Should Police use body cameras to control crime? Write two body paragraphs
  • Write a rebuttal (refer to the articles; use evidence and quotes; use comparisons (See Yellow Book: p. 15

References

  • Yellow Book: Exercise 25, p. 55
  • Yellow Book: in transit program, exercise 22, p. 51
  • Yellow Book: Start times at school, Exercise 22, p. 48-49
  • Yellow book: 9 year old children on public transport, Exercise 19, p. 45
  • See Yellow Better Essay and Yellow Book: How can I improve my persuasive essays
  • Skills; essay-writing skills; vocabulary extension; evidence; sophisticated use of persuasive devices.

Task 3: editorials

  • Please read and re-read the articles and learn some nice words and phrases
  • The Age: “Get Technology right for Naplan”
  • The Age: “Young lead way on climate action”
  • The Age: articles on Police Body Cameras
  • The Age; article on religious bigotry
  • Skills: advanced comprehension; vocabulary building; sophisticated written expression; argument analysis; essay writing skills

Task 4: vocabulary

Exploring words and phrases: please go over the following words. Choose 5 to learn in a sentence.

  • Swathed: wrapped around
  • To garner – to collect, deposit, to store..
  • To infiltrate- to filter into or through
  • Inveigh against –  to attack strongly in words, to attack vehemently in words , speak violently – abusive speech
  • to Coerce – to restrain or constrain by force law or authority; compel to do something
  • Ostracise- to banish (without trial ) and exclude
  • Akin –  related or alike  – partaking of the same property
  • Daubed- to cover with  or coat with to spread over something
  •  Denunciation –  – open harsh criticism of something that was bad or ..
  • Denounce – to inform or to inveigh against; accuse publicly; to give notice of intention to withdraw
  • Inexplicable: cannot be explained
  • Qualms – worries and concerns
  • Condescension – supercilious
  • Perpetuity – lasting forever
  • Newfangled:  changing
  • To justify – to condone, to rationalise – to normalise
  • Nonchalant: coolly unconcerned, indifferent, casual unexcited
  • Insouciant: carefree and unconcerned
  • Rueful: – sympathetic; causing sorrow, pitiable
  • Inarticulate: unable to express oneself
  • Incoherent: disjointed unclear not making sense
  • Baleful: menacing pernicious
  • Affront:  insult
  • Cavalier: haughty disdainful supercilious   ill-concerned diffident casual
  • Supercilious: haughtily disdainful or contemptuous

Task 5: Work on texts and poems

Poem: The Puzzle : Erin Hansen

Task: Using poetic terms to analyse the poem: extended metaphors

Fly Away Peter by David Malouf

Read the first two to three chapters: Keep reading

Analysing comparisons: There are numerous comparisons in the first three chapters. Choose a comparison and analyse the similarities and differences.  

  • Characters: Father and Son
  • Characters: Jim and Ashley
  • Different attitudes to landscape and to birds.

Character descriptions: write a father-and-son or mother-and-daughter story; try to capture the sense of difference between the two characters.  Include some dialogue, some stand-out phrases or sayings that capture the essence of both.

  • The father stands for tradition and habit; the son for change and progress. The father is abrupt and gruff; the son is fluid and flexible.
  • There is a sense of hurt that exists between them.
  • Think about the images: metaphors, similes.
  • Try to capture their idiosyncratic traits.

Poems and other texts

To be advised (such as The Curious Incident of the Dog in the Night-time, Lord of the Flies, A Christmas Carol and excerpts in class). Super advanced comprehension and reasoning skills; narrative devices.

  • Bruce Dawe: Drifters
  • Gwen Harwood: Suburban Sonnet

Task 6: Grammar

  • Sentence elements, subject, predicates, objects and phrases, pp 41-46
  • Sentences: phrases and clauses and punctuation pp 52 – 55, p. 72-73
  • Nominalisation, p. 51
  • Listing devices, p. 56

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Other useful pages from past classes