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Outcomes assessed: P1 Demonstrates an understanding of the relationships between composer, responder, text and context. P2 Identifies and describes relationships among texts. P4 Identifies and describes language forms and features and structures of particular texts that shape meaning and influence responses. P5 Describes the ways different technologies and media of production affect the language and structure of particular texts. P6 Engages with a range of texts in order to develop a considered and informed personal response. P9 Assesses the appropriateness of process and technology in the investigation and organisation of information and ideas. P13 Reflects on own processes of responding and composing. Assessment Criteria: In this task you will be assessed on your ability to: • Demonstrate understanding of the way perceptions of journeys are shaped in and through a close study of texts. • Make connections among texts and the concept of Journeys. • Synthesise aspects of a variety of texts. • Organise, develop, and express ideas using language appropriate to audience, purpose and context. Marking Guideline attached. YES Task description: Write a formal essay in which you respond to the following question Journeys teach us about ourselves, the world and others. Show how this is true for your Prescribed text and TWO Related texts, one of which MUST be a visual/ film text of your own choosing OR studied in class. PRESCRIBED TEXT : TWO POEMS from the anthology of “Journeys” poetry. In your response you should consider : • What composers reveal about the nature of journeys and their affects upon the protagonist and the responder. • How composers explore what we can learn from journeys and what our experiences teach us about ourselves, about other people and about the world we live in. • The ways journeys can be personal, leading us to examine our own thinking, attitudes and values and how they may help us to understand and appreciate the different perspectives of others. • The ways journeys in texts may enhance our understanding of the complex and diverse world in which we live. • How composers explore the nature of journeys through choices in language features, forms and structures, including their use of visual techniques. • That as a responder, we also share the journey experience and think about how the composer shapes our response. Suggested preparation for task: Students must: • Synthesise their discussion of the texts. • Include specific textual detail, quotes and techniques • Write a formal essay. prescribed text #1 Immigrants at Central station, 1951. It was sad to hear The trains whistle this morning At the railway station. All night it had rained. The air was crowded With a dampness that slowly Sank into our thoughts- But we ate it all: The silence, the cold, the benevolence Of empty streets. Time waited anxiously with us Behind upturned collars And space hemmed us Against each other Like cattle bought for slaughter. Families stood With blankets and packed cases- Keeping children by their sides, Watching pigeons That watched them. But it was sad to hear The train’s whistle so suddenly- To the right of our shoulders Like a word of command. The signal at the platforms end Turned red and dropped Like a guillotine- Cutting us off from the space of eyesight While time ran ahead Along glistening tracks of steel. Peter Skrzynecki prescribed text #2 The Ice-Cart Perched on my city office-stool, I watched with envy, while a cool And lucky carter handled ice. . . . And I was wandering in a trice, Far from the grey and grimy heat Of that intolerable street, O’er a sapphire berg and emerald floe, Beneath the still, cold ruby glow Of everlasting Polar night, Bewildered by the queer half-light, Until I stumbled, unawares, Upon a creek where big white bears Plunged headlong down with flourished heels And floundered after shining seals Through shivering seas of blinding blue. And as I watched them, ere I knew, I’d stripped, and I was swimming too, Among the seal-pack, young and hale, And thrusting on with threshing tail, With twist and twirl and sudden leap Through crackling ice and salty deep — Diving and doubling with my kind, Until, at last, we left behind Those big, white, blundering bulks of death, And lay, at length, with panting breath Upon a far untravelled floe, Beneath a gentle drift of snow — Snow drifting gently, fine and white, Out of the endless Polar night, Falling and falling evermore Upon that far untravelled shore, Till I was buried fathoms deep Beneath the cold white drifting sleep — Sleep drifting deep, Deep drifting sleep. . . . The carter cracked a sudden whip: I clutched my stool with startled grip. Awakening to the grimy heat Of that intolerable street. Wilfred Gibson instructions: can you please send me an email on the two related texts you decide to do so I can familiarise myself with them the essay paragraph structure must be; intro- 200 words prescribed text #1-400 words related text #1 – 250 words related text #2 – 250 words prescribed text #2 – 400 words conclusion – 150 words

Outcomes assessed:
P1 Demonstrates an understanding of the relationships between composer, responder, text and context.
P2 Identifies and describes relationships among texts.
P4 Identifies and describes language forms and features and structures of particular texts that shape meaning and influence responses.
P5 Describes the ways different technologies and media of production affect the language and structure of particular texts.
P6 Engages with a range of texts in order to develop a considered and informed personal response.
P9 Assesses the appropriateness of process and technology in the investigation and organisation of information and ideas.
P13 Reflects on own processes of responding and composing.

Assessment Criteria: In this task you will be assessed on your ability to:
• Demonstrate understanding of the way perceptions of journeys are shaped in and through a close study of texts.
• Make connections among texts and the concept of Journeys.
• Synthesise aspects of a variety of texts.
• Organise, develop, and express ideas using language appropriate to audience, purpose and context.
Marking Guideline attached. YES

Task description: Write a formal essay in which you respond to the following question

Journeys teach us about ourselves, the world and others.

Show how this is true for your Prescribed text and TWO Related texts, one of which
MUST be a visual/ film text of your own choosing OR studied in class.

PRESCRIBED TEXT : TWO POEMS from the anthology of “Journeys” poetry.
In your response you should consider :
• What composers reveal about the nature of journeys and their affects upon the protagonist and the responder.
• How composers explore what we can learn from journeys and what our experiences teach us about ourselves, about other people and about the world we live in.
• The ways journeys can be personal, leading us to examine our own thinking, attitudes and values and
how they may help us to understand and appreciate the different perspectives of others.
• The ways journeys in texts may enhance our understanding of the complex and diverse world in which we live.
• How composers explore the nature of journeys through choices in language features, forms and structures, including their use of visual techniques.
• That as a responder, we also share the journey experience and think about how the composer shapes our response.
Suggested preparation for task: Students must:
• Synthesise their discussion of the texts.
• Include specific textual detail, quotes and techniques
• Write a formal essay.

prescribed text #1
Immigrants at Central station, 1951.

It was sad to hear
The trains whistle this morning
At the railway station.
All night it had rained.
The air was crowded
With a dampness that slowly
Sank into our thoughts-
But we ate it all:
The silence, the cold, the benevolence
Of empty streets.

Time waited anxiously with us
Behind upturned collars
And space hemmed us
Against each other
Like cattle bought for slaughter.

Families stood
With blankets and packed cases-
Keeping children by their sides,
Watching pigeons
That watched them.

But it was sad to hear
The train’s whistle so suddenly-
To the right of our shoulders
Like a word of command.
The signal at the platforms end
Turned red and dropped
Like a guillotine-
Cutting us off from the space of eyesight

While time ran ahead
Along glistening tracks of steel.

Peter Skrzynecki

prescribed text #2

The Ice-Cart Perched on my city office-stool,
I watched with envy, while a cool
And lucky carter handled ice. . . .
And I was wandering in a trice,
Far from the grey and grimy heat
Of that intolerable street,
O’er a sapphire berg and emerald floe,
Beneath the still, cold ruby glow
Of everlasting Polar night,
Bewildered by the queer half-light,
Until I stumbled, unawares,
Upon a creek where big white bears
Plunged headlong down with flourished heels
And floundered after shining seals
Through shivering seas of blinding blue.
And as I watched them, ere I knew,
I’d stripped, and I was swimming too,
Among the seal-pack, young and hale,
And thrusting on with threshing tail,
With twist and twirl and sudden leap
Through crackling ice and salty deep —
Diving and doubling with my kind,
Until, at last, we left behind
Those big, white, blundering bulks of death,
And lay, at length, with panting breath
Upon a far untravelled floe,
Beneath a gentle drift of snow —
Snow drifting gently, fine and white,
Out of the endless Polar night,
Falling and falling evermore
Upon that far untravelled shore,
Till I was buried fathoms deep
Beneath the cold white drifting sleep —
Sleep drifting deep,
Deep drifting sleep. . . .

The carter cracked a sudden whip:
I clutched my stool with startled grip.
Awakening to the grimy heat
Of that intolerable street.

Wilfred Gibson

instructions:
can you please send me an email on the two related texts you decide to do so I can familiarise myself with them

the essay paragraph structure must be;
intro- 200 words
prescribed text #1-400 words
related text #1 – 250 words
related text #2 – 250 words
prescribed text #2 – 400 words
conclusion – 150 words

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