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As91104 significant connections pack

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As91104 significant connections pack

  1. 1. Western Springs College Level Two EnglishAchievement Standard 91104 v1 Analyse significantconnections across texts, supported by evidence ‘Now, you connect the dots’ Credits: 4 Assessment: internal This achievement standard involves analysing significant connections across texts, supported by evidence. Achievement Criteria Achievement Achievement with Merit Achievement with Excellence Analyse significant Analyse significant Analyse significant connections across connections across texts connections across texts texts, supported by convincingly, supported perceptively, supported evidence. by evidence. by evidence. Explanatory Notes: Analyse significant connections across texts involves recognising and interpreting connections across texts. Analyse significant connections convincingly across texts involves developing reasoned and clear interpretations of connections across texts. Analyse significant connections perceptively across texts involves developing insightful and/or original interpretations of connections across texts. Significant connections are connections of importance and consequence and may relate to: • purposes and audiences • ideas • language features • structures. Supported by evidence refers to the use of specific and relevant details from the text to support analysis. At least four texts (written, oral and/or visual; short and/or extended) must be included. The texts selected for study may be any combination of written, visual and/or oral. At least one text must be student selected.
  2. 2. The theme for this year is: “When Worlds Collide”which focuses on the idea of conflict. This may be conflict that is happening in someone’smind or emotions (internal conflict) or conflict that occurs between people or cultures or nations(external conflict).Instructions for Writing your LogsYou will need to write about four texts in total. Three of these may be texts studied in classbut one must be a text you have chosen yourself. Any ‘own choice’ texts must beextended texts – novels or biographies. Always check with your teacher that your chosentext is at the appropriate level and relates sufficiently well to the theme.You will keep your logs for each text in a clearfile and will be given the deadline for eachone by your teacher. When the log has been checked and returned to you, fill in the grid atthe front of your folder and your teacher will stamp it as COMPLETEDIn term three, you will write a report analysing the significant connections across thesefour texts. You will be given detailed instructions about how to do this, and an exemplar,before you begin.
  3. 3. Read the exemplar carefully before beginning.Head up each of your four logs this way:Text Number: __________ Date:_______________________Title ____________________________________________________Author ___________________________________________________Begin with a brief introduction giving details of the text and explaining thenature of the conflict you will be discussing.In your first paragraph, describe the conflict, explaining who is involved andsaying briefly how it develops in the text.In your second paragraph, explain whether or not the conflict is resolved bythe end of the text. If it is resolved, explain how the resolution occurs. If not,explain why a resolution was not possible.In your third paragraph, explain how at least one language feature has beenused to effectively ‘craft’ the text. Identify the technique and explain why theauthor has used it, giving at least two examples from the text.In your fourth paragraph, identify the author’s theme or message i.e. explainwhat you think he/she is trying to teach us about the nature of conflict, itscauses, its manifestations and/or its effects.
  4. 4. ExemplarText Number: One Date: 25th March, 2012Title: The God Boy Author: Ian CrossBegin with a brief introduction giving details of the text and explaining the nature of the conflict you will bediscussing.This New Zealand novel, first published in 1957, is considered a classic because of its realistictreatment of domestic violence and the psychological impact this conflict has on the children withinthe family, especially the youngest child Jimmy Sullivan.In your first paragraph, describe the conflict, explaining who is involved and saying briefly how it developsin the text.In this novel, the main character Jimmy Sullivan is not one of the partners in the conflict butbecomes increasingly affected by the deterioration of his parent’s relationship and the ensuingarguments in the home. His father, who we only know as Mr Sullivan, is a drinker, and oftentaunts and abuses his wife, blaming her for his own inadequacies and failures. Jimmy explains itby saying: “ Dad drinks, you know and Mum gets iffy. It’s been going on for years, but theselast two years it’s worse. Dad keeps saying she dragged him down, and she says that henever was up…They go on like that, and I can’t understand, really I can’t, what it’s allabout, and yet I feel terrible.” He copes with the endless arguments by using a series of“protection tricks” which are ways of distracting himself and coping with the physical symptomsof stress he is experiencing.The conflict becomes increasingly unpleasant between the parents, and the arguments andcontemptuous exchanges more frequent, until a situation develops where Mr Sullivan tries to grabhis wife and she pulls away with such violence that she falls down the steps. Jimmy is horrifiedand sickened by the incident and the fact that her face “is white as chalk.” Then in the eveningover dinner, Mr Sullivan becomes increasingly abusive to his wife, calling her an “ignorant slob”and saying that women like her need “a boot in their backsides.” At this point, Mrs Sullivanwhispers, “if you don’t stop that I’ll kill you.”In your second paragraph, explain whether or not the conflict is resolved by the end of the text. If it isresolved, explain how the resolution occurs. If not, explain why a resolution was not possible.The conflict is not resolved between the parents but it comes to an end when, during the night,Mrs Sullivan murders her husband. This is revealed to the viewer only obliquely. It isforeshadowed by a haunting dream Jimmy has during the night, and only suggested to the readerby Mrs Sullivan’s demeanour and behaviour in the morning. Jimmy goes to school as usual butfaints in class because of the emotional stress he has suffered, and his distress about hismother’s odd behaviour. “Then there was nothing but a warm floating red all around me and Ilay back and drifted as though I was going to sleep.” The end of the conflict between hisparents is not a resolution for Jimmy unfortunately. After his mother is imprisoned, he is put in anorphanage, where he is occasionally visited by his sister, and although he pretends to be strong, itis obvious that he has been permanently damaged by the conflict between his parents and theresulting traumatic events.In your third paragraph, explain how at least one language feature has been used to effectively ‘craft’ thetext. Identify the technique and explain why the author has used it, giving at least two examples from thetext.One technique that Cross has used effectively is imagery. In order to make us believe we arehearing the authentic voice of a 10year old boy in the 1950s, he has Jimmy use childish and oftenoutdated similes: “she looked like a white gollywog with half the stuffing taken out of it,” to
  5. 5. describe his sister Molly’s mood, or “he had a nose like a hen’s beak” to describe FatherGilligan. These are expressions which are based on the legitimate experience of a child of thattime, and help create a credible portrait of young Jimmy.Another technique used effectively is the use of idiomatic expressions of the time, such as: “I gotthe thin end of the purse” an expression which means to get the worst part of a bargain, or “Iwould scream blue murder” which means to yell extremely loudly. Expressions like these, and“he was a chip off the old block,” meaning he looked just like his father, have been chosen byIan Cross to place the text firmly in its setting: rural New Zealand in the 1950s.In your fourth paragraph, identify the author’s theme or message i.e. explain what you think he/she is tryingto teach us about the nature of conflict, its causes, its manifestations and/or its effects.Cross’s theme in this novel is very clearly focussed on the impact of domestic violence. I think IanCross is trying to show us that domestic conflict that is expressed openly and often in front ofchildren can cause on-going physical and emotional trauma. Jimmy has all the symptoms ofshock when his parents are fighting: racing heart, clammy skin and cold hands and feet, and it isobvious when he begins swearing, destroying property and throwing stones at people, that he isalso emotionally unbalanced. “I was holding my ground under attack from all my enemies,lashing out at them until they killed me, not giving a damn.”Although later in the orphanage he pretends that he doesn’t care about his present situation, orwhat happened between his parents, it is obvious that he has been profoundly damaged by theexperience. His neurotic insistence on being tough, his obsessions and his outbursts of violencemake it clear that he is haunted still: “And ever since then, even when I can’t sleep because ofthis good memory of mine, I tell myself how strong I am, that nothing will ever really get medown.” Timeline for completion of logsTerm Type of Log Due Date1 Short Story ‘The Doll’s House’ Weeks 1 and 21 Film studied in class Teacher will advise1 Own choice extended text End of term2 Written text studied in class Teacher will advise2 Report completed Weeks 9 and 10
  6. 6. ACHIEVEMENT STANDARD 91104 Analyse significant connections across texts, supported by evidence 4 creditsThis cover sheet must be placed at the front of your clearfile. Each time you complete awritten log for a text, record it on this sheet before you hand it in for marking. Your teacherwill stamp the completed column when the log is checked.Title of Text, including name of author or Date Completeddirector1. ( Written / visual /oral)2. (Written / visual /oral)3. (Written / visual /oral)4. (Written / visual /oral)Written Report:4 credits gained Yes / No

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