NOVEL STUDY: MODERNIST TEXTS Novel: T1 (2016) Investigate and reflect on different ways of F. Scott The Great Gatsby, Task 1 Students explore the modernist genre and W1-W5 reading literary texts, including: Fitzgerald. Extended Written identify exclusive and overlaid traits that are The Great Gatsby Film Response evident. the degree to which individual viewpoints, A choice of questions Students explore and comment on the experiences and contexts shape readings of Short Stories: looking at generic representation, presentation and construction of and narrative Extracts from The texts. A reading of a text refers to a meaning particular individuals and/or groups within conventions, the role James Joyce Dubliners, that can be made of a text. In responding to a specific societies. of language devices, literary text, readers might consider the context Contextual understandings of the author and and or the effects of Literary Theory: context. their society of the writer, the society and culture in which Modernism (Take home) Approaches to characterisation, including the the text was produced, their own experience of Reading practices 5% use of archetypal figures, authorial intrusion, the (lenses): Marxism, reading and their own way of thinking about the dramatisation of a and the character’s inner life Psychoanalysis world use of interior monologue Brian Literary Terms, different narrative approaches, including Moon how the production and reception of texts is Task 2 multiple narrators, the unreliable narrator, the Literature for Senior informed by an understanding of the Short Written omniscient narrator and the use of specific by Robert Students Response conventions usually associated with a genre points of view, irony, synecdoche. characters’ Spearwood. A passage analysis of the differences between initial personal a section of the text structuring arguments using relevant textual – construct a reading. evidence responses and more studied and complex In-class 5% responses using appropriate linguistic, stylistic and critical terminology to respond to texts how there are different reading practices or strategies, such as reading with an emphasis on using stylistic features to craft and articulate readings/interpretations various representations; or reading with a focus how the production and reception of texts is on different contexts; or reading intertextually, informed by an understanding of the that is, reading that focuses on connections conventions usually associated with a genre between texts. Different reading strategies (novel) produce different readings. Analyse distinctive features in literary texts, including: how text structures, language features and stylistic elements shape meaning and create particular effects and nuances, including through
T1 (2016) W1-W5 Investigate and reflect on different ways of reading literary texts, including: the degree to which individual viewpoints, experiences and contexts shape readings of texts. A reading of a text refers to a meaning that can be made of a text. In responding to a literary text, readers might consider the context of the writer, the society and culture in which the text was produced, their own experience of reading and their own way of thinking about the world how the production and reception of texts is informed by an understanding of the conventions usually associated with a genre the differences between initial personal responses and more studied and complex responses how there are different reading practices or strategies, such as reading with an emphasis on various representations; or reading with a focus on different contexts; or reading intertextually, that is, reading that focuses on connections between texts. Different reading strategies produce different readings. Analyse distinctive features in literary texts, including: how text structures, language features and stylistic elements shape meaning and create particular effects and nuances, including through NOVEL STUDY: MODERNIST TEXTS Students explore the modernist genre and identify exclusive and overlaid traits that are evident. Students explore and comment on the representation, presentation and construction of particular individuals and/or groups within specific societies. Contextual understandings of the author and their society Approaches to characterisation, including the use of archetypal figures, authorial intrusion, the dramatisation of a character’s inner life and the use of interior monologue different narrative approaches, including multiple narrators, the unreliable narrator, the omniscient narrator and the use of specific characters’ points of view, irony, synecdoche. structuring arguments using relevant textual evidence using appropriate linguistic, stylistic and critical terminology to respond to texts using stylistic features to craft and articulate readings/interpretations how the production and reception of texts is informed by an understanding of the conventions usually associated with a genre (novel) Novel: The Great Gatsby, F. Scott Fitzgerald. The Great Gatsby Film Short Stories: Extracts from The Dubliners, James Joyce Literary Theory: Modernism Reading practices (lenses): Marxism, Psychoanalysis Literary Terms, Brian Moon Literature for Senior Students by Robert Spearwood. Task 1 Extended Written Response A choice of questions looking at generic and narrative conventions, the role of language devices, and or the effects of context. (Take home) 5% Task 2 Short Written Response A passage analysis of a section of the text – construct a reading. In-class 5%