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BELONGING

AREA OF STUDY. BELONGING. Familial Belonging. AOS PAPER 1. Alienation. AOS Section I: Reading Task AOS Section II: Imaginative Response AOS Section III: The extended response - developing a line of argument or thesis. Dislocation. AOS Concepts. Representation

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BELONGING

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  1. AREA OF STUDY BELONGING

  2. Familial Belonging AOS PAPER 1 Alienation AOS Section I: Reading Task AOS Section II: Imaginative Response AOS Section III: The extended response - developing a line of argument or thesis Dislocation

  3. AOS Concepts Representation How the composer’s choice of language modes, forms, features and structures shape meaning and influence responses.These choices are influenced by a composer’s sense of belonging. How the concept of ‘Belonging’ is conveyed through the representations in texts of people, relationships, ideas, places, events, and societies. Assumptions underlying various representations of the concept of ‘Belonging’. Possibilities presented by a sense of belonging to, or exclusion from the text and the world it represents.

  4. Section 1: Reading Task • Strong responses demonstrated perception and insight into the ideas embedded in the text and supported a thesis with effective textual evidence. • Weaker responses simply described the content of either the written or visual without linking them. • A discussion which focused primarily on language techniques often restricted the candidates’ opportunity to demonstrate their understanding of the ideas in the texts or to develop their ideas effectively – HSC Examination Feedback

  5. Section 1: Reading Task • How the composer shapes your understanding of and response to the concept of belonging • Identify the feature • Exemplify the feature • Explain the impact of the feature • Extrapolate by discussing why the composer used the feature

  6. Reading Task The ideas! Composer’s purpose and attitude towards belonging How language features, form and structure represent belonging How you personally respond to the texts

  7. The emotive adjective and verbs position the reader to see that the son feels alienated by colour and race. Son of Mine My son, your troubled eyes search mine,Puzzled and hurt by colour line.Your black skin soft as velvet shine;What can I tell you, son of mine?I could tell you of heartbreak, hatred blind,I could tell of crimes that shame mankind,Of brutal wrong and deeds malign,Of rape and murder, son of mine;But I'll tell instead of brave and fineWhen lives of black and white entwine,And men in brotherhood combine -This would I tell you, son of mine. The use of the possessive personal pronouns ‘my’ and ‘mine’ and the second person ‘you’ couples with the soft sibilant ‘s’ sound and the gentle simile convey a mother’s love for her child and her pain that he does not feel that he belongs. The rhetorical question at the end of the stanza reflects her frustration. Oodjeroo’s frustration spills over into the next stanza where she lists using emotive language with disturbing connotations how her people have been alienated. These highly charged words contrast with the medium modality and repetition of ‘could’. The disjunction ‘but’ and the plosive alliterative ‘b’ changes the bitter tone to one of hope for a future when belonging and acceptance will be universal.

  8. Reading Task Suggestions Integrate in the last question using a line of argument Look at the value of each question! Use a range of features and details. Don’t neglect visual techniques!

  9. Section II: Writing Task They demonstrated structural complexity, cohesion, the use of an authentic, sustained and engaging voice and took advantage of the opportunity the question presented to showcase originality and perceptiveness. The mechanics of language, punctuation, sentence structure and paragraphing were applied skillfully in these responses’ HSC Examination Feedback.

  10. Writing Task Use a concept /idea about belonging Focus on the craft of writing: Imagery Structure Voice Syntax Work on the setting that your characters move in Avoid philosophical discussions!

  11. There’s a nothingness on the horizon that watches and waits. Nothing. I turn around and look back at the empty beach. There is no other place I want to be. I see a set coming. Digging deep into the ocean I gain speed and push my way onto the wave. A great force pushes me on and on. A huge rush of adrenalin kicks in as I stand up and fly down the glassy face. For that split second nothing else matters. No thoughts in my mind about school or my future or anything. All that matters is here on this wave. I don’t care what will come next…

  12. We began our run, turning out of the gate at a brisk jog. I was feeling good; intently listening for strained breathing coming from my combatant. I took the leading position along the road in an attempt to set the pace at one which I could maintain, but whenever I grew too complacent he would retake the lead. He upped the stakes proposing that we do ten push-ups and ten sit-ups at every road-sign, which I, of course agreed to, realising a chance to catch my breath and increase my upper body strength. A slick sweat covered by body and the heat of the exercise inflamed a recent sunburn on my back that I thought I was over. It felt like annoying flying ants were swarming on me. I searched my brother’s face of consternation for any sign of real weakness, but his technique and spring were still great.

  13. Suggestions When you are writing imagine it as a journey. Do you want to drive through a flat, monotonous landscape with no scenery or would you like some mountains, streams, forests…. Avoid the trap of clichés, generalities and facts – the marker does not want a long, tiresome journey. Imagine yourself an artist with a palette of colours. Don’t make drab or overused choices. Write from your experience and imagination. Use paragraphs!

  14. Suggestions Focus on the setting Work from experience Focus on characterisation – the crafting of a character: voice, gestures, relationships… Draw on a current event or happening

  15. Section III: Extended Response Must demonstrate understanding of key concepts and ideas of belonging from the rubrics and through your response to the texts Develop theses or lines of argument Choose texts that connect with concepts

  16. Notes from the Marking Centre • Candidates who clearly understood the purpose of their texts were able to demonstrate conceptual understanding and respond personally. • High-range responses used key terms particular to their focus area to create their own thesis, and displayed an ability to evaluate and analyse. • Better responses developed a thesis which demonstrated a strong conceptual understanding of the module and the elective.

  17. Picture Books: The Red Tree, Way Home, Tales from Outer Suburbia, The Arrival, My Place, The Island Graphic Novels: American Born Chinese (Yang) - Jin Wang, a lonely Asian American middle school student who would do anything to fit in with his white classmates Sacco’s Palestine One Night The Moon Winton’s The Turning Texts of Own Choosing

  18. Thesis: Line of Argument Your Concepts/Ideas What ideas/understanding have you gained from your study of belonging? These ideas/concepts become the framework and drivers for your extended response.

  19. Thesis: Line of Argument Your Concepts/Ideas Based on your prescribed text and texts of own choosing Mind maps connecting concept/ideas with textual features and details Your thesis integrates your response!

  20. Respond immediately to the question or statement. You could agree or challenge it. Develop a thesis or line of argument that relates to the question or statement and sustain this throughout your response. Use your texts to support or challenge the thesis or concept. Section 3:Extended Response

  21. Thesis: Line of Argument • Your personal response to belonging through your study of the prescribed text and related texts • Your point of view • Your argument • Developed and supported by textual analysis

  22. Furthering a Thesis or Line of Argument When your cultural identity is marginalised you can feel dislocated and displaced, and believe that you do not belong to your culture or the dominant culture. A migrant in a new land can be isolated by language, culture and absence of friends and family. The flawed and troubled father in Romulus My Father is isolated by the slow acceptance of migrants in Australia in the1950s and by the mental illness of his wife. Many indigenous people are caught between the two worlds: the world of their ancestors and the world of the colonisers, and belong to neither. Singer and poet Archie Roach acknowledges this conflict, but he is a powerful advocate for the Aboriginal culture and the need to respect and embrace that culture. As we grew up we felt aloneCause we were acting whiteYet feeling black ‘Took the Children Away’ – Archie Roach The western culture is so powerful and pervasive that many young people reject their cultural identity believing that this is the only way that they can ever belong. Botj in Johnson’s film Yolngu Boy rejects his Yolngu culture believing that it is the old way; however, he loses his dignity, self-respect and eventually his life.

  23. Final Word • Develop original concepts for your imaginative and integrated responses • Integrate the HOW • There are so many texts related to belonging! • Make it personal!

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