Practice Question on bent neck black and a 4 ‘a flustered feather mallee’ the ways in representations of the past allow a how Wagan Watson uses language and nation or culture to recognise itself “Explain literary devices to invite audiences to change how they view identity and nationhood.” 5 Powerpoint on Aestheticism and aesthetic how specific literary elements and forms shape meaning appreciation. and influence responses. Genres may have social, Using aesthetic responses to architecture give ideological and aesthetic functions. Writers may blend and borrow conventions from other genres to appeal to students the discourse to respond aesthetically to a text. particular audiences Read and annotate dusk sessions” write an “The aesthetic response. dingo lounge’ how genre, conventions and language contribute to 1 ‘The Week 3 Annotating focus on form, discourse and interpretations of texts. Choice of language is related to intertextuality. ideological and aesthetic considerations 2 lounge’ how representations vary according to the discourse. ‘The Different groups of people use different terms to represent their ideas about the world and these different discourses (ways or thinking and speaking) offer particular representations of the world not truckin’ around’ the impact of the use of literary conventions and stylistic 3 ‘we’re Annotating focus on tone. techniques not truckin’ around’ the ways in which language, structural and stylistic choices 4 ‘we’re communicate values and attitudes and shed new light on familiar ideas 5 Using two poems develop strategies to discuss how reading intertextually helps readers to understand multiple texts in an essay. and critique representations 1 Focus on Poetry conventions and close reading of developing independent interpretations of supported Week 4 Poetry extracts by informed observation and close textual analysis. In responding to a literary text, readers might consider the context of the writer, the society and culture in which the text was produced, the readers’ contexts and reading
4 Practice Question on ‘a bent neck black and a flustered feather mallee’ “Explain how Wagan Watson uses language and literary devices to invite audiences to change how they view identity and nationhood.” the ways in representations of the past allow a nation or culture to recognise itself 5 Powerpoint on Aestheticism and aesthetic appreciation. Using aesthetic responses to architecture give students the discourse to respond aesthetically to a text. Read and annotate “The dusk sessions” write an aesthetic response. how specific literary elements and forms shape meaning and influence responses. Genres may have social, ideological and aesthetic functions. Writers may blend and borrow conventions from other genres to appeal to particular audiences Week 3 1 ‘The dingo lounge’ Annotating focus on form, discourse and intertextuality. how genre, conventions and language contribute to interpretations of texts. Choice of language is related to ideological and aesthetic considerations 2 ‘The lounge’ how representations vary according to the discourse. Different groups of people use different terms to represent their ideas about the world and these different discourses (ways or thinking and speaking) offer particular representations of the world 3 ‘we’re not truckin’ around’ Annotating focus on tone. the impact of the use of literary conventions and stylistic techniques 4 ‘we’re not truckin’ around’ the ways in which language, structural and stylistic choices communicate values and attitudes and shed new light on familiar ideas 5 Using two poems develop strategies to discuss multiple texts in an essay. how reading intertextually helps readers to understand and critique representations Week 4 1 Focus on Poetry conventions and close reading of Poetry extracts developing independent interpretations of supported by informed observation and close textual analysis. In responding to a literary text, readers might consider the context of the writer, the society and culture in which the text was produced, the readers’ contexts and reading
Year_12_English_LITERATURE_2018_Teaching_and_Learning_Program.docx