About Margaret

Qualified English Teacher, BA/BT UNE, Registered with VIT, located in Berwick Victoria 3806. Contact 0418 440 277, email contact@englishtutorlessons.com.au

English Tutor Melbourne

My Melbourne based online English tutoring service provides the one-on-one attention that may be missing from school. 

Based in Berwick in Melbourne Victoria, I can reach students all across Victoria via online classes using ZOOM.

I am a Year 11 and Year 12 VCE specialist with experience teaching the VCE Victorian Curriculum for Mainstream English.

 English does not have to be difficult 

Using a tutor can help.  With a strong grasp of English you can enhance your academic performance across many other subjects and this knowledge will transfer into your further studies and future career paths.

 Would you like to know what makes a good essay? 

Are you a Science/Maths loving student for whom English is a weak point?  I can explain the correct format for essays and provide you with notes on all texts and full scaffolding of essay prompts.

Are you stressed about writing essays for Units 1-2 and 3 Creating Texts & Unit 4 Reading & Responding to Texts? 

My knowledge of the texts for years 11 and 12 is comprehensive.  This knowledge will help you to explore the depth of skills required for Units 1-2 & 3 Creating Texts Frameworks and Unit 4 Reading & Responding to Texts.

I have a proven track record of helping students to achieve high ATAR Scores in English.

Do you need help in Analysing Argument in Years 11 and 12 English?

I will de-mystify Language Analysis for you and give you the confidence to answer both components of Audio/Visual Analysing Argument & Article Analysis. I will help you research topics for Presenting a Point of View with an Oral Presentation.

Join me on your learning adventure to achieve A+ in English.

Contact me to discuss a tailor-made program just for you:

  1. Via mobile phone = 0418 440 277
  2. Via email = margaretnmorris@gmail.com

Sunset Boulevard Context the World Outside the Text

This Resource is for students in Year 12 studying ‘Sunset Boulevard’ Film Directed by Billy Wilder in AOS1: Unit 3, Reading & Responding to Texts, Analytical Text Response, in the Victorian VCE 2025-2026 Mainstream English Curriculum

The Year 12 Study Guide for Analytical Texts – Context in Which a Text is Created and Read

Consider the ways in which meaning is affected by the contexts in which a text is created and read. The readers historical context shapes their response to and interpretation of a text. An Analytical text response therefore must demonstrate a close knowledge of the ‘world of the text’ that is the world literally outside the text. The ‘world of the text’ puts emphasis on historical, religious, racial, gender, social values, cultural values, attitudes, and behaviours of the period of time the text is based on.

What does the ‘World of the Text’ Look Like?

America in the 1950’s

Post-war America had entered into a period of unprecedented economic prosperity. It was a time of fiscal growth – driven by a number of factors including the rapidly developing car industry and a housing boom – increased consumerism and employment opportunities. The film industry was booming despite a repressive political climate.

HUAC Committee to Counter Communism

Politically the 1950’s was a deeply conservative decade, dominated by the Cold War and fear of communism. The House Un-American Activities Committee (HUAC) had been established to counter the communist ‘menace’ and intensified its efforts to flush out and vilify those viewed as a threat to the American way of life. A purge ensued that divided and damaged Hollywood. Right wingers testified against friends and colleagues, while directors and actors who were suspected of communist affiliations were targeted by the HUAC and blacklisted. Wilder had experienced Nazi Germany and was opposed to the overreach of the HUAC. He supported Hollywood professionals who had been targeted by the HUAC and refused to endorse the oath of allegiance proposed by the Screen Directors Guild.

Conservative 1950’s Gender Roles

In the 1950’s gender roles were clearly delineated and society was extremely conservative. Women were largely dependent on men, economically and socially. Although Hollywood was one of the few contexts in which women could have careers as actresses, all the power structures in the film were invested in men. Society was patriarchal and this male-dominated hierarchy did not start to change until the late 1960’s with the advent of the feminist movement.

How does the Context of 1950’s America Influence Sunset Boulevard?

The Film Noir Conventions in Sunset Boulevard

  • Noir films explore the underbelly of the human experience = Showcases a bleak, nihilistic world of moral corruption and human fallibility. Anti-hero protagonist – Joe Gillis – talented but disillusioned scriptwriter – becomes Norma’s gigolo – toy boy lover bought and sold by aging actress – has the ‘perfect’ Hollywood lifestyle of endless champagne and caviar, expensive clothes, but it’s a cliché he hates it because he has to sell his soul – “The poor dope, he always wanted a pool. Well, he got one but the price turned out to be a little high”.
  • Typically gloomy, oppressive settings, shadowy lighting shot in black & white to contribute to the ambience of brooding menace = The darkness of Sunset Boulevard reflected the disenchantment of the times. Pessimism and disillusionment became increasingly present in the American psyche due to the Cold War, the looming threat of atomic war, Communism “Red Scare” all manifested in a collective sense of uncertainty and paranoid behaviour. The corrupt and claustrophobic world of film noir embodied these fears.
  • Characters are alienated = Operate in their own bubbles rarely wanting to intersect with the outside world = in particular Norma’s reclusive lifestyle means that she seldom leaves the house, let alone Hollywood – she is tormented by her use by date – we first see Norma in the distance behind blinds with dark sunglasses covering her eyes – hence indicating both her imprisonment within her horror house and her distorted vision of the world outside. Furthermore, Wilder relates the bygone greatness of her glory days in Hollywood to a horror-inspiring confinement to the past and blindness.
  • Femme fatale = Norma Desmond – a grandiose dame who emasculates her male victims – juxtaposed with ‘Salome’ Biblical figure who has John the Baptist beheaded. Norma’s cigarette holder with a clip entraps her unsuspecting victims
  • The macabre = The chimpanzee’s macabre funeral with Norma grotesquely absorbed in the dead pet with one comic companion turning into one long nightmare for Joe – Joe recounts a disturbing dream of a monkey dancing for pennies – in a Freudian context the film noir element has alarming nightmares – for Joe he is foreshadowing his own dancing for $500 per week entrapped by Norma and his potential death – the paranoia of the 1950’s suggests the doomed ending for people under the threat of the atomic bomb
  • Tight concise dialogue = Use of flashbacks & voice over narrative of a dead man – Joe’s dialogue is cynical, disillusioned, and pessimistic – “Just a movie writer with a couple of B pictures to his credit”
  • High contrast lighting = Chiaroscuro style lighting using special placement of spotlights – juxtaposition between light and dark – film drenches dramatic moments in atmosphere – emphasises shadow and light to create dramatic tension. The darkness of the film also reflected the disenchantment of the times.

All Resources created by englishtutorlessons.com.au Online Tutoring using Zoom for Mainstream English Students in the Victorian VCE Curriculum 2025

VCE Year 12 Mainstream English Tutoring for 2026

English Texts for 2026

For Year 12 Mainstream English in 2026 I am teaching some of the selected texts from the VCAA Lists 1 & 2. I am NOT teaching every text on the 2 lists.

All Classes are online using Zoom

Check out my website for extensive Year 11 and Year 12 Resources @ https://englishtutorlessons.com.au

Experienced Teacher with proven Track Record of achieving high ATAR Scores for students I teach studying VCE Year 12 Mainstream English

The texts I will be teaching for Section A in the 2026 Exam:

  • Sunset Boulevard film by Director Billy Wilder
  • Oedipus the King play by Sophocles
  • Chronicle of a Death Foretold novel by Gabriel Garcia Marquez
  • The Complete Stories short stories in Every Move You Make by David Malouf
  • My Brilliant Career novel by Miles Franklin
  • Twelfth Night play by William Shakespeare
  • We Have Always Lived in the Castle novel by Shirley Jackson
  • The Memory Police novel by Yoko Ogawa
  • Born a Crime novel by Trevor Noah
  • Bad Dreams short stories by Tessa Hadley

The Frameworks I will be teaching for Section B in the 2026 Exam:

  • Protest
  • Personal Journeys
  • Play
  • Country

Fees for one-on-one Lessons = $80 per 1 hour

Lessons include notes on the texts with essay scaffolding of prompts

Contact me to discuss a class tailor-made just for you:

Via email = margaretnmorris@gmail.com

Via mobile = 0418 440 277

Sentence Starters & Other Useful Words for Analytical Essays

This Resource is for Mainstream English Year 12 Students writing Analytical Essays for Reading and Responding to Texts AOS1 Units 3 & 4 in the SAC and VCE English Exam Section A.

It is a good idea to vary the type of words you use to write an analytical essay for Section A in the VCE English Exam. Below are helpful ways to introduce your essays, body paragraphs, conclusions and other alternative words so that your essay flows with a higher level metalanguage.

To introduce
This essay discusses … … is explored … … is defined …
The definition of … will be given … is briefly outlined … … is explored …
The issue focused on …. … is demonstrated … … is included …
In this essay ….. … is explained … … are identified …
The key aspect discussed … … are presented … … is justified …
Views on …. range from …. … is evaluated … … is examined …
The central theme … … is described … … is analysed …
Emphasised are … … is explained and illustrated with examples …  

Introduction Starters Lines
In (title), (author) explores the idea of (theme/idea) through (technique/character/setting) (title) by (author) contends/argues/suggests that
Set in … (title) examines/explores/questions
The central idea of (concept/idea) is the tension/conflict between
At the centre of (title) is the tension/conflict between
The viewpoint/perspective of (character) reveals to the reader/audience that
Throughout (title), (author) utilises/exploits/employs (technique) in order to (character) embodies the qualities of … through their (character) demonstrates this idea/these values by
Similar/opposing qualities are displayed by (character) who
The relationship between (character) and (character) can be seen as representing the tension between While the actions of most of the characters suggest that … the behaviour of (character) demonstrates The journey/transformation from … to … highlights the values of
Ultimately (title) highlights/reveals/exposes  

Body Paragraphs
As shown by (textual evidence), (what the textual evidence suggests or implies)
This is significant/revealing because …
Furthermore/Moreover, (textual evidence) also supports the idea that …
In contrast/However, (textual evidence) implies/reveals that …
Although, (counterargument), (argument)
The sense of … pervades the opening of the text, suggesting that …
The image/motif of … symbolises the idea of …
It is at this point that the tension between … and … becomes explicit, showing the need for …
This is seen most clearly when …, highlighting …      

Body Paragraphs to explain effects of language
affects / illustrates / reinforces / characterises / impacts on / reveals / demonstrates / implies / subverts / exemplifies / portrays / underscores  

To conclude
In summary, … To review, … In conclusion, …
In brief, … To summarise, … To sum up, …
To conclude, … Thus, it is evident that … Hence, …
It has been shown that, … In short, … Therefore, …
As a result, … In light of … Consequently, …
Clearly, … On the whole,… This demonstrates …
Finally, … Overall … Given these points …
Ultimately, … The evidence supports … Taken together …
In conclusion, it is clear that (restate contention)
Overall, the evidence supports the idea that (contention)
Given these points, it is evident that …
Taken together, the arguments presented demonstrate that …
Thus, it is evident that … 

Alternatives to presents
conveys / explores / implies / demonstrates / illustrates / indicates / signals / suggests        

Alternatives to presents positively
advocates / endorses / promotes / recommends / supports

Alternatives to presents negatively
challenges / condemns / critiques / exposes / questions

To compare and contrast
Similarly, … In the same way … Likewise, …
In comparison … Complementary to this … Then again, …
However, … This is in contrast to … In contrast, …
And yet … Nevertheless, … Conversely, …
On the contrary, … On the other hand, … Notwithstanding …
Whereas … In contrast to … That aside, …
While this is the case … … disputes … Despite this, …        

To add ideas
Also, … Equally important … Subsequently, …
Furthermore, … Moreover, … As well as ….
Next… Another essential point… Additionally, …
More importantly, … In the same way … Another …
Then, … In addition, … Besides, … Then again, …
Firstly, … secondly, … thirdly, … finally, … To elaborate, …  

To present uncommon or rare ideas
Seldom … Few … Not many …
A few … … is uncommon … is scarce …
Rarely … … is rare … … is unusual …  

To present common or widespread ideas
Numerous … Many … More than …
Several … Almost all … The majority …
Most … Commonly … Significant … …
Is prevalent … is usual … Usually …  

To present inconclusive ideas
Perhaps … may be … … might be …
There is limited evidence for … … is debated … … is possibly …
Could … may include …    

To give examples
For example, … … as can be seen in … … supports …
An illustration of … … as demonstrated by … … is observed …
Specifically, … is shown … exemplifies …
Such as … As an example … To illustrate, …
For instance, …      

To show relationships or outcome
Therefore … As a result … For that reason …
Hence, … Otherwise, … Consequently, …
The evidence suggests/shows … It can be seen that … With regard to …
After examining …. These factors contribute to … It is apparent that …
Considering … it can be concluded … Subsequently, …. The effect is …
The outcome is … The result … The correlation …
The relationship … The link … The convergence …
The connection … interacts with … Both ….
affects … Thus it is … … causes …
influences … predicts … … leads to …
informs … presupposes … emphasises …
demonstrates … impacts on … supports …  

To present prior or background ideas
In the past, … Historically, … Traditionally, …
Customarily, … Beforehand, … Originally, …
Prior to this, … Earlier, … Formerly, …
Previously, … Over time, … At the time of …
Conventionally, … Foundational to this is … In earlier …
Initially, … At first, … Recently …
Until now, … The traditional interpretation …    

To present others’ ideas
According to … Based on the findings of … it can be argued… … proposed that …
As explained by … … states that … … claims that …
However, … stated that … … suggested … … concluded that …
Similarly, … stated that …. … for example, … … agreed that …
Based on the ideas of … … defined …. as …. … relates …
As identified by … … disputed that … … contrasts …
With regard to … argued that … … concluded that … … confirmed that …
argues …. highlights … demonstrates …
found that … identifies … wrote that … demonstrated …
also … reported …. pointed out that …
maintained that … hypothesised that … … expressed the opinion that …
also mentioned …. asserts that …. identified …
goes on to state/suggest/say … emphasises … challenges the idea ….
showed that … explored the idea …
 

All Resources created by englishtutorlessons.com.au Online Tutoring using Zoom for Mainstream English students in the Victorian VCE Curriculum

Types of Essay Topic Prompts in Analytical Writing

This Resource is for Mainstream English Year 12 Students writing Analytical Essays for Reading and Responding to Texts AOS1 Units 3 & 4 in the SAC and VCE English Exam Section A.

Identifying the key elements of the topic that includes content words specify what the essay should cover. Identifying direction words (task words such as discuss, do you agree, how) tell you how to approach the essay and indicate the type of answer you should provide.

Look for limiting words – adjectives or adverbs such as ‘limited’, ‘always’, ‘essential’ and ‘inevitably’ that will have a significant impact on your response. Take these words into account when forming your opinion. Rephrase the topic in your own words and if in doubt, use a dictionary to look up words that you are unsure of, then try to answer the question.

Is there a quotation from the text in the prompt? Identify where the quotation is from in the text and who said it. What is the quotation telling you? Address the quotation in one of your body paragraphs.

Your approach to each essay will depend on what type of prompt is being asked. Regardless of whether the prompt is character/ theme/ quote/ how/ metalanguage or film technique based, you must always consider Message of Author OR Director in every body paragraph.  Does your response and contention to the prompt consider how the Author or Director feels about these issues, views and values and how they want their audience to react?

  1. Discuss-based prompts:

These prompts typically require an in-depth answer that takes into account all aspects of the debate concerning a topic or argument.  It is important to have a clear Main Contention that explores your side of the answer to the topic and have a proper resolution or conclusion.  Don’t leave the discussion open-ended but make sure you conclude with a purpose.  

If you are going to challenge the prompt in your discussion, use body paragraph 2 to do this and back your challenge up with evidence from the texts.  You must demonstrate reasoning skills with this type of question, by using evidence to make a case for or against the topic/argument. It is important to note that while challenging the prompt is acceptable, do not go off topic and keep addressing the content in the topic.

2.            Character-based prompts:

These prompts focus on one or more characters if the character’s name is mentioned in the prompt.  In this case, you would most likely structure your body paragraphs based on particular characters or something in common with a set of characters.  Your examples need to be relevant to the specific character named in the prompt but also consider themes or relationships of that character with other characters.  As characters in texts are always interrelated to other, the actions of others are also connected to the themes and ideas the author is trying to convey.  Don’t forget minor characters.

3.            Theme-based prompts:

Usually your paragraphs will be based around particular themes.  For example, in this case, paragraphs may be based on ‘love’, ‘escape’, ‘horrors of war’ etc.  These paragraphs can have character discussions embedded within them in order to demonstrate how the characters represent each theme.  Discussion of the author’s choice of language such as symbols or imagery can be essential to the analysis of a theme.

4.            Quote prompts:

These prompts can be character or theme-based.  However, it differs from other essay topics because it includes a direct quote from the text.  Remember that the quote is part of the prompt, so ensure that you address it.  One of the best ways of doing so is to contextualise the quote into one of the body paragraphs and analyse it in your discussion.

5.            How question prompts:

These prompts are usually structured, ‘how does the character/event/theme do this?’  OR ‘how does the author explore the idea?’  How prompts position you to focus on the author’s writing intentions through the literary construction of the text.  This can be achieved by discussing structure, language, symbols, motifs, themes, characters and the literary techniques explored in the text and then explain how they affect the narrative and the topic in the prompt.  Use the techniques as evidence to support arguments that attack the main themes/ideas/values mentioned in the prompt.

In ‘how’ type questions in films, rather than focusing on literary construction, it is important to focus on the director’s film intentions using CAMELS = camera techniques / acting / mise en scene / editing / lighting and sound.

6.            To what extent prompts:

By asking the question “to what extent’ the prompt is asking you to discuss how one element is greater in validity than the other element.  You need to answer whether the claim is to “a greater extent” or “to a lesser extent”that the assumption in the question is valid or verifiable [provable].  Therefore, there is more than one angle to answer the question.  You need to think about your opinion but also weigh up each side to the answer and discuss both sides.  To say the question definitely was “to a greater extent” you then must build your case, support it with evidence to make it valid.  Then give the other side of the case, how it was “to a lesser extent” and support it with evidence to make it valid.

7.            Do you agree prompts:

When answering these questions, the most important thing is to work out your argument – what you think about the ideas put forward in the prompt?  Are they right, or wrong?  You need a clear Main Contention as to which way you are handling the idea behind the question.  Once you decide if you agree with the question then do not answer ‘I agree’ you must use wording that shows you understand how the author/director views this topic.  Suggested answer would be ‘the author endorses the value of [the idea in the prompt]’ OR ‘the author supports the idea that [concept from the text]’.

8.            Metalanguage or film-technique prompts:

This type of prompt is very similar to How-based prompts, specifically in the fact that the discussion of film element techniques is essential.  For this type of prompt specifically, however, the actual techniques used can form more of a basis for your arguments, unlike in How-based prompts.  Look at film techniques the Director has used to get his idea across about the character, theme or event and with the elements of the film explain how these features combine to help create the film’s overall meaning.  Suggested elements of CAMELS = camera techniques / acting / mise en scene / editing / lighting and sound.

All Resources created by englishtutorlessons.com.au Online Tutoring using Zoom for Mainstream English Students in the Victorian VCE Curriculum

‘Animal Farm’ by George Orwell: The Basics

See the source image

This Resource is for Year 9 English students studying the novella ‘Animal Farm’ by George Orwell as an analytical text response for the English curriculum in Victoria.

Historical Context

Animal Farm by George Orwell was written between 1943-44 during World War II. It was an era of totalitarianism in which powerful European countries were under the control of dictators such as Adolf Hitler Fuhrer of Germany, Benito Mussolini Leader of Italy, and Joseph Stalin General Secretary of the Communist Party of the Soviet Union. Orwell drew strongly from Russian history of the 1917 Russian Revolution and other repressive totalitarian regimes to write his novella.

Satire and Allegory

Not published until 1945, Animal Farm is both a satire [using humour to criticise] on equality, how power corrupts and an allegory [metaphor/fable] on communism, the 1917 Russian Revolution and the brutal Stalinist period which followed. Orwell himself explained the novella as “the history of a revolution that went wrong”.

Failure of Communism or a Fairy-Tale

The novella can be seen as the historical analysis of the failure of communism or merely a fairy-tale where barnyard animals rebel to drive out humans and attempt to rule the farm themselves on the basis of equality free from their master’s tyranny. The animals seem to have achieved a utopian sort of communism where each animal would work according to his capacity, respecting the needs of others. Unfortunately, the venture failed when a power-hungry pig, Napoleon, (representing Joseph Stalin) becomes a ruthless totalitarian dictator.

Warning of Absolute Power of a Totalitarian System

While the animals cling to the idea they are their own masters of the farm, the fairy-tale does not have a happy ending. Power has turned the elite pigs from simple ‘comrades’ to tyrants who walk on two legs like humans and carry whips. Through propaganda and brainwashing the pigs change the crucial rule of their ‘Seven Commandments’ from “all animals are equal” to “all animals are equal but some animals are more equal than others”. The 7th Commandment is emblematic of Orwell’s belief that the 1917 Communist Revolution in Russia merely replaced one capitalist class system with another hierarchy of power as a warning to all mankind against the absolute power of a totalitarian system.

Animal Farm as an Allegory

Animal Farm as an allegory means that the story, situations, and characters stand for other characters and events so as to make a point about them. The main action of Animal Farm stands for the Russian Revolution of 1917 and the early years of the Soviet Union under Joseph Stalin. ‘Animalism’ is really communism and ‘Manor Farm’ is Russia. The setting of the farm is a dystopia which is an imagined world that is opposite to a utopia, an ideal place or state.

THEMES
power & control totalitarianism communism
corruption loyalty propaganda
religion language used for power revolution & rebellion
equality & inequality class system deception & betrayal
fear & exploitation apathy idealism
SYMBOLS
Manor Farm / Mr Jones & Mr Pilkington Animal Farm Old Major & the song he teaches the animals
Snowball Napoleon Squealer
Boxer 7 Commandments The barn
The windmill The pigs The dogs
Mollie & Clover The cat Muriel
Benjamin The rats Moses
milk & apples The hens & ducks Jones rifle

All Resources are created by englishtutorlessons.com.au One-on-One Online Tutoring of Mainstream English using Zoom

We have always lived in the castle’s weird and enigmatic Merricat analysis

This Resource is for Mainstream English Year 12 Students studying the novel ‘We have always lived in the castle’ by Shirley Jackson in Units 3 & 4 AOS 1.

Mary Katherine Blackwood (Merricat) Narrator

The opening chapter establishes Merricat as the 1st person narrator of the novel who narrates using a mordant [harsh], sarcastic and biting tone but also grim humour from her own perspective. In her narrating she is unreliable as she can deceive readers when it suits her. She tells us from the start her relationship with her sister Constance and her opinion of the world which is clearly affected by her eccentric state of mind. “My name is Mary Katherine Blackwood. I am eighteen years old, and I live with my sister Constance. I have often thought that with any luck at all I could have been born a werewolf” (p.1). She tells us about what she likes and dislikes “I like my sister Constance, and Richard Plantagenet (King of England in 1483 assassinated his 2 young nephews who stood in his way to the throne), and Amanita phalloides (poisonous death-cup mushroom). Everyone else in my family is dead.” (p.1)

Why is everyone dead?

Six years ago, the Blackwood family – John Blackwood (father to Merricat & Constance), Ellen Blackwood (mother), Aunty Dorothy (married to Julian, John’s brother) and Thomas (young brother of the girls) mysteriously died of arsenic poisoning at a family dinner. Julian survived but was disabled and mentally affected by the arsenic. Constance was tried for the murder of her family and acquitted, although everyone in the town believes she is guilty. What we learn late in the novel, though, is that it was Merricat, twelve years old at the time, who poisoned her family. She put arsenic in the sugar because she knew that her beloved sister Constance did not use sugar. Why Merricat poisoned her family is the strange terrain that Jackson’s novel explores. The answer is never entirely clear, although what is clear is that Jackson never gives us anything like a motive that would, from a normative [standard] perspective, to either explain Merricat’s actions or justify her family’s slaughter.

Why did Merricat poison her family?

Jackson’s Merricat shows herself to be angry, unruly, wilful, and resistant to change. She is also violent, describing her hatred for the villagers she encounters in her twice-weekly trips to the village; she imagines them suffering and dead on the ground. She also seems obsessed with punishment. What does become clear is that her family punished her for her wild behaviour, for roaming the grounds, burying objects, wielding her magic spells of protection around the sister she loves. Early on, Constance tells the one person who still visits the girls, a friend of her mother’s, Helen Clarke, that Merricat “was always in disgrace” and that she was a “wicked, disobedient child” (p.34). Later, in a scene that is crucial in illuminating her character, Merricat hides outdoors and fantasizes her parents talking about how she must never be punished, must never be sent to her bed without dinner; they tell Merricat’s brother to give her his dinner and insist that Merricat must always be “guarded and cherished” (p.96). One can only presume this is pretty much the opposite of how Merricat’s parents actually treated her.

Merricat’s parents punished her & sent her to bed without dinner

Jackson walks a fine line here. On the one hand, Merricat seems to have a primal intolerance for what seem to be quite acceptable forms of parental discipline. All we know for sure of Merricat’s past is that her parents punished her by sending her to bed without dinner. Merricat responds to these banal punishments with rage, and to the extent that she has a motive for killing her family, it seems to be precisely this intolerance for punishment. Merricat wanted revenge being sent to bed without dinner made her angry and she also did not have the loving family she wanted.

Merricat was singled out because she diverged from gender norms

There are also hints that Merricat was unfairly singled out by her parents because of her divergence from gender norms. There is no sense that her brother Thomas, who spent at least some time, for instance, climbing trees, was subject to the same discipline as Merricat. He got to eat his dinner. Merricat is clearly not a beautiful, charming young woman like Constance, and she is not a boy like Thomas. Herein, perhaps, lies some of Merricat’s rage and some of her justification.

Merricat is strange, weird, enigmatic, and possibly a psychopath or paranoid schizophrenic

Merricat is an isolated, estranged hypersensitive young female protagonist, socially maladroit [awkward], highly self-conscious and disdainful of others. At times she appears more childlike than her 18 years and behaves as if mildly retarded, but only outwardly, inwardly, she is razor sharp in her observations and hyperalert to threats to her wellbeing. Like any mentally damaged person she most fears change in unvarying rituals of her household. Merricat’s strangeness, her demonic energy, her predilection for magic and casting curses appears to be self-invented witchcraft but she does not align herself to the male power of Satan. For 100 pages she taunts readers with her sharp, teasing and at times funny voice, but tells us only what she wants us to know, and not why she has a complete absence of guilt for poisoning her family. It seems what Merricat wants is to be alone with her cat Jonas and with Constance. Is Merricat a typical product of small-town America? Much of Merricat’s time is spent outdoors. She appears like a tomboy who wanders in the woods, unwashed and her hair uncombed, distrustful of adults and of authority.

Could there be an unambiguous notion John Blackwood abused his two daughters?

One assumption for the reason Merricat poisoned her family was because their father was abusing Constance and herself. We do not know for sure that it was specifically sexual abuse, but it is only hinted at. But the absolute strangeness of Jackson’s novel, and Merricat Blackwood, is rendered glaringly familiar. At the root of it all is an abusive father: Merricat killed the abuser and the rest of the family who allowed the abuse to continue and then she saved her sister and herself. Charles’s similarities to Merricat’s father are made explicit several times in the book. He wears Mr. Blackwood’s clothes, he sleeps in his bed, he is greedy, much like Mr. Blackwood, (who kept a book full of names of people who owed him favours and cash.) Charles arrives around the same that Mr. Blackwood’s book falls of the tree, breaking Merricat’s “protective spell.” (p.53) All of this, along with a few of Merricat’s strange aspects leads us to believe that Merricat was sexually abused by her father. The rest of the family either did not know, or refused to do anything about it.

Hypothetical reasons why Merricat poisoned the family

It is never stated what Merricat did get sent to bed without supper, but if all of the previous evidence is considered, this is what might have taken place:

  • Merricat is abused at least once by her father, probably fantasizing about her moon dreamhouse during the act. The mother witnesses, or is at the very least aware of the abuse, but does little to stop it.
  • Merricat tells on her father to the rest of the family, who does not believe her, and she is sent upstairs without dinner. The only one who believes her is Constance, who was also possibly abused. She comforts Merricat.
  • Merricat poisons the family for revenge. She chooses the sugar, knowing that Constance would not eat it.
  • Constance washes the bowl immediately afterwards to hide any evidence that Merricat was the killer.
  • Merricat does not just hate Charles because he reminds her of her father, she also hates him, at least subconsciously, because she fears he will abuse her the same way.

Merricat’s fantasies are alarmingly sadistic

Definitely Merricat’s fantasies are not only childish but alarmingly sadistic hating the villagers enough to see herself “…walking on their bodies” (p.10) and “I am going to put death in all their food and watch them die” (p.10). She has unmitigated hatred hoping the Elberts and their children were “lying there crying with pain and dying” (p.9). Certainly, the villagers taunt Merricat treating her like an outsider with the village children chanting a hectoring rhyme to intimidate her and embeds the notion that Constance poisoned her family “Merricat said Connie, would you like a cup of tea? Oh no, said Merricat, you’ll poison me” (p.16).

Moreover, Merricat’s hatred for cousin Charles, who has literally changed their lives when he invades the Blackwood household without having been invited, is shown clearly in Merricat’s description of him as a “ghost” (p.61) who has positioned himself at the head of the dining room table and looks like their late father. Merricat sees Charles for what he really is a scoundrel after their money and dehumanises him using her witchcraft ideas she “could turn him into a fly and drop him into a spider’s web” or she “could bury him in the hole where my box of silver dollars had been” (p.89). Merricat laughed when she found a round stone similar to the size of his head and she would bury it in the hole saying “Goodbye Charles” (p.89)

Merricat’s Confesion p. 130

Throughout the novel there is the prevailing threat of the murderous Merricat whose fantasy life is obsessed with rituals of power, dominance, and revenge “bow your heads to our beloved Mary Katherine … or you will be dead” (p.111). Certainly, it is the hideous arsenic deaths that constitute the secret heart of the novel and how could such a passive character like Constance be accused of murder when she acknowledges Merricat did poison the family on page 130. Merricat “I put it in the sugar”. Constance “I know, I knew then”. Merricat “You never used sugar”. Constance “No”. Merricat “So I put it in the sugar”. Constance sighed “Merricat we’ll never talk about it again. Never” (p.130). So, the sisters are linked forever by the deaths of their family, as in a quasi-spiritual-incestuous bond by which each holds the other in thrall.

The sisters are finally happy in their ‘castle’

It is also true that by isolating themselves after the fire from a world that hates them, treating them as others, the sisters are happy at last. Possibly Merricat who is psychologically damaged would not survive in a world of normal people and Constance helps to protect her sister from the cruel people and live in their house that had turned into a magical place transformed “Our house was a castle, turreted and open to the sky” (p.120). Against all expectations the Blackwood sisters are happy in their private paradise “on the moon” (p.133).

All Resources created by englishtutorlessons.com.au Online Tutoring using Zoom for Mainstream English Students in the Victorian VCE Curriculum

Analysing Argument Year 12 Quick Revision for Written Texts

This Resource is for Mainstream English Year 12 Students studying Unit 4, AOS 2 Analysing Argument Written Text.

ANALYSING ARGUMENT = 3 elements

(1)    What is the argument the author is making?

(2)    How are the techniques used by the author & the language around arguments?

(3)    Why does this technique & language affect the audience? The author’s intention to make audience do something:

  • Think something – logos – appeals to logic, research, graphs, reputable people as evidence
  • Feel something – pathos – emotional response, idioms, cliches, attacks or praises, emotive language rhetorical questions
  • Do something – ethos – act ethically & responsibly – call to action for the readers to actively get involved in the issue

Written Text Article Analysis = How to start annotating

  • Begin at the top of the article and analyse it in a chronological order
  • Look at the big picture [context] and how it may have wider considerations for the author’s arguments
  • Look at the language around the arguments and how the author transitions tone and language to examine the arguments
  • Do not forget all the visuals [including banners on top of websites or podcasts] and how they are relevant to the written text
  • Essay start of the document is called the ‘opening strategy’ / middle is called ‘the body strategy’ and the end is called ‘the closing strategy’
  • Include a brief conclusion how the author used language to persuade the audience

SAMPLE INTRODUCTION FORMAT

There is an ongoing debate about xxxxxxxxxxxxxx (Context) In response to the issue is an [text form = opinion piece/letter to the Editor/Editorial/Podcast] by xxxxxxxxxx titled “xxxxxxxxxxxxxxx” published on [date] xxxxxxxxxxxxxxxxx by the [source] xxxxxxxxxxxx (Author/Title/Source) [The author’s name] contends in a xxxxxxxx tone, that xxxxxxxxxxxxxxx (Tone/Contention). Her/His [text form] targets xxxxxxxxxxxxxxx positioning her/his audience with [type of language], transitioning from [example pathos to logos] (Audience). She/He bases her/his appeals to xxxxxx with “quote phrase” to stress the importance of xxxxxxxxxxxxx (Intention). The accompanying [visual form = photograph/cartoon] of xxxxxxxxxxxxx by [name of cartoonist or title of photograph] signals xxxxxxxxxxxx and endorses [author’s name] contention that xxxxxxxxx with the intention to xxxxxxxxxxxx (Visual/Intention)

All Resources created by englishtutorlessons.com.au Online Tutoring using Zoom for Mainstream English Students in the Victorian VCE Curriculum

Much Ado About Nothing by Shakespeare a Brief Analysis

This Resource is for students studying ‘Much Ado About Nothing’ play by William Shakespeare in Analytical Text Response, in the Victorian VCE Mainstream English Curriculum

Human Emotion and Psychology

Usually classified as a romantic comedy, William Shakespeare’s Much Ado About Nothing is both a love story and a ‘much darker and stranger play’ (Dobson 2011/The Guardian).  The play is a study in human behaviour, of psychological power and abuse; it is a critique of social structures; it hides some of the ugliness of human behaviour behind a veil of light comedy, ambiguity and fast-paced wit.

In the process of all of this, the plot of Much Ado About Nothing also just happens to include two budding romances built on the tenuous grounds of perception and deception.  In exploring human emotion and psychology, Shakespeare draws ambiguous connections between love and loathing, desire and distrust, union and destruction, honesty and deception, trust and doubt, malice and forgiveness.  Shakespeare’s pairing of antithetical themes in Much Ado About Nothing highlights how people can be inconsistent in their approach to relationships and romantic unions, deceiving themselves as well as others.  

The Fatal Flaw

Much Ado About Nothing also explores desire, and people’s need for reciprocal love; how we respond when we believe we have attained love, and how we rail at our (sometimes perceived) rejection.  Shakespeare’s contrast of the relationship between Hero and Claudio with that of Beatrice and Benedick suggests that genuine affection only comes from seeing your partner as a whole person: flawed, the product of their environment or context, and with strengths and charms.  Many of Shakespeare’s characters have this ‘fatal flaw’, a defect in their personality, that taken to extreme, can lead to their downfall.  Each character has their own ‘fatal flaw’ that shines light on some of the darker characteristics of humanity.

Marriage According to Beatrice & Benedick

Beatrice and Benedick do not simply revile marriage for the sake of being contrarians; such a justification would be disappointing in otherwise complex and interesting characters.  They are older and they lack the social status of other characters such as Hero and Claudio; they see the absence of meaning in life and therefore in marriage, yet they enjoy the cut and thrust of their intelligent witticisms.  They understand that marriage does not augment their enjoyment of life or contribute to some greater existential meaning. 

That Shakespeare’s characters, at times unknowingly, make much ado about nothing perhaps reflects the playwright’s view that life is ultimately pointless.  Benedick’s conclusive justification for requiting Beatrice’s alleged love is that ‘the world must be peopled’ (II.iii.p.61), and the song of Balthasar ‘Sigh no more, ladies, sigh no more’ exhorts the ladies merely to: … be you blithe and bonny, Converting all your sounds of woe, Into hey nonny nonny (II.iii.p.53).  The song addresses the main manipulators of trickery and deceit, the men.

Perspective of the Text – Romantic or Cynic?

Beatrice & Benedick

There are two broad ways of experiencing Much Ado About Nothing: as the romantic and as the cynic [sceptic].  One need not wholly subscribe to only one or the other.  Looking at the 2 relationships, it is easy to view Hero and Claudio in a cynical manner and for Beatrice and Benedick, a more romantic view.  Beatrice and Benedick’s love is so pure because it comes without the baggage of inheritance and class, and the false notions of romance which conceal obligation.  Their cutting remarks have stripped each other and they have nothing left to hide.  Beatrice gives as good as she gets when it comes to the sort of male banter Benedick engages in.  Here is a couple who will argue, they will not grind their lives away under the deceptively heavy shade of pleasantries and a false concern for the other’s feelings which in truth is used simply to avoid conflict; Benedick and Beatrice need not fear conflict, they thrive off it.

Claudio & Hero

Interpretations of the values and attitudes surrounding the relationship between Claudio and Hero are much more ambiguous.  Given that ‘Shakespeare takes shape through our interpretations’, how do we interpret the easy susceptibility of the Count, the Prince and the Governor to the malignant trickery of the Prince’s ‘bastard brother’ Don John?  One interpretation is that Claudio’s behaviour is unforgivably unacceptable.  (For a contemporary #MeToo audience, so he gets off far too lightly).  Another is that it is patriarchal social values that are at fault, and another that the fault lies with codes of masculinity in which male bonding is cemented with misogynist jokes and banter.

Or perhaps the shocking metaphorical ‘death’ of Hero is generated by the ‘comedy’ of mistaken perception, and we forgive the gentlemen their bad behaviour because the near-tragedy is a plot device, a structural necessity of the romantic comedy genre.  However, no reading of the play can excuse the brutality of [Claudio’s] treatment of Hero, but the conventional comic action does demand that he be forgiven.

Title of the Play

The title of the play is open to various interpretations.  The most straightforward explanation; that much ado is made over allegations that hold nothing of the truth, suggests the play is a comment on people’s rash judgment and disproportionate responses, particularly to gossip.  This relates to the interpretation which replaces ‘Nothing’ in the title with ‘Noting’, a near homophone and colloquialism for ‘noticing’ or ‘gossip’, which connects the title to both pairs of lovers: Beatrice and Benedick base their conscious acceptance of their feelings on overheard misinformation, and Claudio is twice deceived by the snake-like whisperings of Don John, comments that the play is ‘most appositely titled’ because of its reference to the ‘nothingness’ of life.

Style of the Play – Comedy or Tragedy?

While all stories, even comedic ones, need some kind of complication and climax, Shakespeare certainly puts the drama in dramatic structure.  He heightens the climax of Much Ado About Nothing to the point where it could have toppled into tragedy.  This sets the play apart in the world of comedy, as the stakes are so high and dire circumstance so nearly realised; though it begins and ends with merry wit, there are dark issues explored as the life-threatening action of the play takes place.

Analytical Text Prompts

  1. What role do deceptions play in Much Ado About Nothing?
  2. How does Shakespeare present love and marriage in the play?
  3. In Act 2, Scene 1 (p.43) “Come, you shake the head”.  How does Shakespeare present Don Pedro in this extract and elsewhere in the play?
  4. How does a modern context affect our interpretation of the Hero-Claudio relationship?
  5. “I will assume thy part in some disguise/ And tell fair Hero I am Claudio” (i.i.p.17 Don Pedro).  We accept the deceptions in the play because mostly the characters’ intentions are benign.  To what extent do you agree?
  6. How does Shakespeare use comedy in Much Ado About Nothing to explore serious themes and values?
  7. “… yet sinned I not/ But in mistaking.”  Forgiveness is too freely given in Much Ado About Nothing.  Discuss.
  8. Much Ado About Nothing is a joyful play which celebrates human relationships.  Do you agree?
  9. The women in Much Ado About Nothing are the true holders of power.  Discuss.
  10. Shakespeare’s characters hide their insecurities behind innuendo and metaphor.  Discuss with reference to at least three characters in Much Ado About Nothing.
  11. Don John is the only example of authenticity in Much Ado About Nothing; all the other characters wear masks of some sort, at some time in the play.  Do you agree?
  12. “I speak not like a dotard, nor a fool/ As under privilege of age to brag” (v.i.p.133 Leonato).  It is their privilege that makes the behaviour of characters in Much Ado About Nothing all the more reprehensible.  Discuss.
  13. Much Ado About Nothing is supposedly a comedy but the play contains many darker, more tragic elements than a typical comedy.  In what ways is this play tragic?
  14. A central theme in the play is trickery or deceit, whether for good or evil purposes.  How does deceit function in the world of the play, and how does it help the play comment on theatre in general?
  15. Language in Much Ado About Nothing often takes the form of brutality and violence. “She speaks poniards, and every word stabs,” complains Benedick of Beatrice (II.i.p.37).  What does the proliferation of all this violent language signify in the play and the world outside it?
  16. In some ways, Don Pedro is the most elusive character in the play.  Why would Shakespeare create a character like Don Pedro for his comedy about romantic misunderstandings?
  17. In this play, accusations of unchaste and untrustworthy behaviour can be just as damaging to a woman’s honour as such behaviour itself.  What could Shakespeare be saying about the difference between male and female honour?’

All Resources created by englishtutorlessons.com.au Online Tutoring using Zoom for Mainstream English Students in the Victorian VCE Curriculum

‘False Claims of Colonial Thieves’ Poetry: The Basics

This Resource is for students studying ‘False Claims of Colonial Thieves’ poetry collection by poets John Kinsella and Charmaine Papertalk Green in the Victorian VCE Curriculum.

The Title ‘False Claims of Colonial Thieves’

Refers to the legacy and residue of past wrongs carried out by colonialism that the poets consider were literally ‘colonial thieves’ robbing the Indigenous people of their land under the guise of Terra Nullius [land legally deemed to be unoccupied or uninhabited].  The ‘false claims’ of the title are revealed as colonial misinformation which white-washes the crimes of the past.

The Poets

John Kinsella                  Born in 1963 in WA is non-Indigenous man who has Anglo-Celtic origins and has written over 30 books based on the WA landscape, colonisation, mining, family and conservation.  He supports Indigenous rights, land rights and says he is a ‘vegan anarchist pacifist’.  His dedication is to Kim Scott a prize-winning WA Indigenous author of ‘That Deadman Dance’.

Charmaine Papertalk Green        Born in 1962 in WA is an Indigenous Yamaji woman who speaks Badimaya and Wajarri.  ‘Papertalk’ is her mother’s maiden name.  Her message is to restore her ancestors’ histories and stories as ‘paper talks everywhere now’.  She exposes the concept of colonisation through her lived experiences and family stories.  Her dedication is to her brothers who died to cast relief on Aboriginal mortality rates that are 11.5 years lower than white males.

Both Poets want to know “Who are the real rulers of Australia?”

The collection of poetry identifies itself as political and a serious postcolonial discussion of two poets collaborating to warn of environmental impacts of mining and to track the relationship of both Indigenous and non-Indigenous people in regards to ‘country’.  They both actively interrogate injustices, cultural cruelty, cultural genocide and the pain left behind by colonisation.  They seek to challenge the myth of Terra Nullius and rewrite the colonial history of Australia by identifying the colonists not as heroic adventurers into an uninhabited new land, but as plunderers.  Through their poems they question the dominant narrative and its instruments of power that fog and irradiate [expose] a land of ‘invisible victims’.

The Ambition of the Collection

The ambition of the collection is the ‘beautiful conversation’ (‘Simply Yarning’ p.97) which is proudly postcolonial; from its title to its references, it invites readers to move beyond the constricting myths of the colonial past and into a more equitable future.

The Structure of the Text

The structure of both the collection and the individual poems is an important part of ‘False Claims’. The collection begins and ends with poems written by the two authors together, ‘Prologue’ by Kinsella and ‘Prologue Response’ by Green which appear on the same page and ‘Epilogue’ which is attributed to the poets jointly.  There is thus established a sense of the combined purpose and project of the collection which frames the text, so that even in those sections when there are several poems by one poet, before Kinsella’s voice is again heard, the collaborative nature of the text cannot be forgotten.

‘Prologue’ and ‘Prologue Response’

The repeated language in ‘Prologue’ and ‘Prologue Response’ reinforces the shared project of the poets.  This is most clearly apparent in the repeated bitter accusations of negligent ‘environmental scientists’, but it is also evident in the echoed notion of unthinking and unsustainable consumption, appearing in the metaphoric [symbolic] ‘on a platter’ in the first poem, and the more literal ‘plastic bottle’ of the second.

The first poem by Kinsella is longer, the lines are extended, and the text is broken into two verses.  The second poem by Green focuses on the obliviousness of the general population raised by Kinsella with the line ‘Stygofauna speak up through the land; some listen, more don’t’ (p.xi).  Green repeats the idea of ‘blindness’ through her shorter, more abrupt and accusatory poem, condemning those who refuse to see beyond their ‘privilege’.  The structure of these poems, both as they complement each other and as they differ, is a useful reference point for ‘False Claims’.  Kinsella and Green share some views, and each poet operates within the context of contemporary poetry, but they are not the same.  Green’s poetry is more direct, and her tone is more often angry.  Kinsella is more regretful and more likely to consider institutional causes of social and environmental malaise [sickness], rather than referring to personal responsibility.

Language and Style

  • Call and response—the whole collection exists as a dialogue between the poets as they negotiate the ‘third space’ of shared understanding.  Some of the poems speak directly to each other, and some poems are written in parts, which the poets write in sequence.
  • Colloquial (Australian) language (including expletives)—both poets sometimes use recognisably Australian language features in their poems, which creates authenticity in dialogue, and functions to locate the poetry in its Australian regional context.
  • Dedications—the collection and some of the poems are committed to the honour of particular people or peoples.  Like titles, these dedications can provide insight into the focus and ‘agenda’ of poems and poets.
  • Ekphrastic [work of art]—both JK and CPG respond to artworks in poems, a clear knowledge of the artworks (where possible) will assist in understanding these poems.
  • Enjambement—when sentences in poems run over lines, a sense of inevitability can be created, either positively or negatively.  Both poets use this style feature in some of their poems, and significance of run-on lines should be considered.
  • Intertextuality—both poets refer to other texts in some poems, notably in ‘The Wild Colonial Boy’ (pp.135-137 / ‘A White Colonial Boy’ pair (pp.138-140).  As well as placing their works into the wider community of poetry and literature, these references indicate the power of texts to shape attitudes.
  • Line breaks, stanzas and stanza breaks—indicated with a ‘/’ in quotation, are strategically used by both the poets to create either continuity and flow in poems, or disjointedness and discontinuity.
  • Non-Standard English—CPG particularly uses some non-Standard English phrases of spoken Indigenous English, recognising the validity of this patois.
  • Pun—the poets, particularly JK, play with words, linking distinct ideas together, challenging assumptions, and creating irony.
  • Punctuation / lack of punctuation—JK is strategic in the way he deploys punctuation in some of his poems; reading aloud and following punctuation cues will help recognise the strategic ways in which the poet shapes his longer sentences. CPG often writes without punctuation, depending on rhythm and line breaks to shape the reading experience; this can often create a sense of uncontrolled urgency in her poetry.
  • Repetition—both poets use repetition throughout their poetry to create emphasis and sometimes to enhance rhythm; significantly both poets sometimes repeat a line or series of lines from the other poet, indicating their co-operation in the construction of the collection, but also suggesting alternative perspectives to an idea.
  • Rhyme—although the poets write largely in free verse, both internal (within a line) and external rhyme (rhyming words at the end of lines) appear in the collection, enhancing or breaking rhythm, associating ideas, creating inevitability.
  • Rhythm—poetry is an oral form, so reading poems aloud in class can help students understand the poems, especially when meaning might appear obscure, upon a first (silent) reading. The rhythm of a poem can often become more apparent when poems are read aloud.  As with rhyme, rhythm can hold disparate ideas together in a poem, showing the connectedness of different notions.  A rhythm can also create urgency, or a mournful tone or a feeling of inevitability, or inescapability, if the rhythm is compelling or almost compulsive.
  • Simile, metaphor, personification, symbol, synaesthetic description [figurative language that includes a mixing of senses], alliteration [occurrence of same letter or sound at the beginning of words], sibilance [hissing sound with repetition of ‘s’ sounds]—the poets use various figurative devices which enhance the reach of their poetry, making it more vivid, linking apparently disparate ideas, and evoking landscape.
  • Titles—titles of poems, express the way in which a poet directs a reader, from the start of a text.  The title of this collection is important as it places all the poems in a postcolonial, revisionist context.
  • Use of language—both JK and CPG move into Indigenous languages (Noongar and Wajarri respectively) throughout the collection.  This subverts the hegemony [domination] of English and indicates the limitations of English in terms of understanding the subjects the poets write about.

Issues and Themes

The issues and themes are interconnected not only to land, its peoples, cultures, history, stories and art, but the voices of the poets reinforce the connectedness of peoples, stories and histories and the free flowing discussion of the two poets in all the poems in the collection. A commonality between the two poets is the injustice of people and the environment, particularly the destruction of mining, which is not separated in the poems, rather the suffering of both is explored as one country suffering together.

Central Ideas/Issues & Themes Covered in the Collection are:

  • Colonisation and Reconciliation
  • History and Crimes of the Past
  • Redressing Historical Injustices by Reconstructing our Notion of the Past
  • The Myth of Terra Nullius (the Colonial Thieves)
  • Secrets and Silences of Australian Culture
  • History and Memories and their Importance to Individuals
  • The Environment and Social Effects of Mining on Country and Individuals
  • Exploitation of Mining on Country and Individuals
  • Country, Destruction of Country and Landscape
  • Family, Friendship, Nature of Loss in Family and Country
  • Recognising Important Indigenous and Non-Indigenous Family Members
  • Language and Culture of Indigenous People
  • Dangers of Cultural Appropriation and Erasure
  • The Stolen Generation
  • Black Deaths in Custody
  • Close the Gap Campaign
  • Aboriginal Mortality
  • Poetry, Art and the Power of Both
  • Racism , Social Justice and Race Relations Between Indigenous and Non-Indigenous People
  • Our Responsibility to each other as Indigenous and Non-Indigenous Peoples in Australia
  • Social Issues Pertaining to Contemporary Indigenous People
  • Stories and Storytelling (Yarning)

Analytical Text Response Topics

  1. ‘False Claims of Colonial Thieves is more positive about the future than it is negative about the past.’ Discuss.
  2. ‘Memory is shown to be the most important aspect of culture in this collection.’ To what extent do you agree?
  3. How do the authors of False Claims of Colonial Thieves show that the natural environment is vulnerable and needs protection in this collection?
  4. “I won’t pretend it’s easy / Living in an intercultural space” (‘I won’t pretend’, CPG, p.62) ‘Despite the idealism of the collection, False Claims of Colonial Thieves suggests that cultural harmony is impossible.’ Discuss.
  5. “And the dead are loud in their graves.” (‘Edges of Aridity’, JK, pp.82-4) “Arrived as colonial thieves / Remain as colonial thieves” (‘Always thieves’, CPG, pp.127-8) ‘There is no recovery from colonisation.’ Discuss with reference to the poetry in False Claims of Colonial Thieves.
  6. How do the poets of False Claims of Colonial Thieves create hope in their collection?
  7. “How can I but take up the call, / Charmaine, and yarn right back at you – / it’s what we do when we connect” (‘Yarn Response Poem’, JK, p.98) ‘The poems in the False Claims of Colonial Thieves reveal that we are shaped by our relationships with others.’ Discuss.
  8. ‘The strength of this collection rests in its political agenda.’ To what extent do you agree?
  9. How do John Kinsella and Charmaine Papertalk Green convince their readers of the healing power of poetry in False Claims of Colonial Thieves?

All Resources created by englishtutorlessons.com.au Online Tutoring using Zoom for Mainstream English Students in the Victorian Curriculum