Author Archives: Margaret

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

‘Maestro’ by Peter Goldsworthy A Brief Synopsis of the Importance of ‘Place’ in the Narrative

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Place is integral to an understanding of the characters in Maestro by Peter Goldsworthy.

In some ways, the cities of Darwin, Adelaide and Vienna parallel the growth of the characters.  In other respects, the character’s attitudes towards the cities reveal their motivations and, in the case of Keller, the mystery of his past.  Darwin and Adelaide exemplify the most obvious and literal examples of the polarity of North and South.

“Up North” Darwin in the 1960’s – a Wild Frontier Town

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“Up North” in the 1960’s traditionally represented the outpost of civilisation in Australia, with Darwin as its wild frontier town.  In pre-Cyclone Tracy Darwin, there were few opportunities for public entertainment or cultural events.  The town’s residents had a reputation for heavy drinking, fast driving and little regard for fine music or the arts.  In 1967 few homes had air conditioning so that Darwin’s wet heat had to be alleviated with iced drinks, ceiling fans and evening sea breezes through louvred windows.  Initially John Crabbe described Darwin’s inhabitants as “wife-beaters, fugitives from justice, alcoholics and maintenance dodgers” (p.17).  Darwin was “the terminus … A town populated by men who had run as far as they could flee” (p.17).

Goldsworthy Portrays Life in Darwin as a Rhythm of Dramatic Contrasts

Life in Darwin is portrayed as a rhythm of dramatic contrasts between day and night, and the Wet and Dry seasons.  Thunder is “the sound of February, of deepest, darkest Wet” (p.4).  The Wet exaggerates nature in every way.  The hard-drinking customers at The Swan where “it was always Wet season” (p.17), provide the background rhythm to Paul’s lessons with Keller and their wrangles over the choices of compositions for his lessons and practice.  The change of season to the Dry marks an important point in the characters’ moods.  Everyone’s mood is lightened and refreshed at the beginning of “seven months of clear, enamel-blue days” (p.28), when meals are taken outside in “a nightly cooling ritual” (p.30).  Throughout the novel, Goldsworthy uses the imagery of night and day, Wet and Dry, sunshine and darkness to symbolise or illustrate his characters’ states of mind.

Darwin confronts the Crabbes with Physical and Mental Challenges

The Crabbes’ move to Darwin, a career promotion for John, confronts all three family members with both physical and mental challenges.  To Paul, Darwin is a tropical paradise; to his parents it is, initially too hot, humid and uncivilised.  John Crabbe declares Darwin is “A city of booze, blow, and blasphemy” (p.9) but Paul loves Darwin from the moment he steps off the plane from Adelaide: “I loved the town of booze and blow at first sight.  And above all its smell: those hot, steamy perfumes that wrapped about me as we stepped off the plane, in the darkness, in the smallest hours of a January night.  Moist, compost air.  Sweet-and-sour air …” (p.9).

Goldsworthy Describes Darwin in Lush Descriptive Passages

Goldsworthy devotes considerable attention to crafting lushly descriptive passages which evoke Darwin’s exotic quality, its multicultural population and the strong emotions of sexuality.  Paul delights in the dense foliage of their garden, at the “unnatural greenness” of leaves, and marvels at the brilliance of parrots, butterflies, huge insects and grubs: “Everything grew larger than life in the steamy hothouse of Darwin, and the people were no exception.  Exotic, hothouse blooms” (p.11).

Darwin for Eduard Keller was an Exile

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For Herr Eduard Keller, the maestro, Darwin was an exile, a self-imposed punishment stemming from his perceived responsibility for the deaths of his wife and child.  Darwin is the maestro’s decision to live as far as possible, both literally and metaphorically from his cultured European background.  Paul vividly remembers his first encounter with the maestro.  He was fascinated by Keller: “I’d seen nothing like him before.  He was short: migrant-height, European height…The hair above that flaming face was white, sparse, downy.  On his red nose he had placed … a pince-nez… Above all, I remember the hands: those dainty, faintly ridiculous hands” (p.5).  Despite Darwin’s oppressive heat, Keller is dressed in a white linen suit, crisp and freshly laundered.  As Paul pushed his way through the drinkers in The Swan each Tuesday for his piano lesson, he found it “easy to place Keller among these fugitives” running away from things they chose not to remember.

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Construction of Meaning and Author’s Agenda in ‘Ransom’ by David Malouf

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This Resource is for students studying ‘Ransom’ as a single text in the Victorian VCE Curriculum OR for Year 12 students studying the comparative texts of ‘Ransom’ with ‘The Queen’.  The resource will be useful for both studies.

Construction of Meaning and Structure of Texts
When reading texts to construct meaning, readers increase their understanding by recognising the craftsmanship of the writing and the choices the author made to portray the topic in a certain way.

Genre of ‘Ransom’

Narrative fiction.  A novel that uses the final section, Book 24 of Homer’s The Iliad an epic poem, to tell the tale of Hector’s slaughter and Priam’s subsequent visit to Achilles to plead for his son’s body.

Malouf takes some of the generic features from the classical epic and re-makes them in a less formal novel.  The character of Somax is Malouf’s own creation.

Historical Context

The story of Achilles, Hector and Priam and Troy date back to 70 BC.  The novel Ransom is set during the Trojan War but begins after Agamemnon called on Achilles to surrender Briseis to him and Achilles refused, withdrawing his Myrmidon forces from the latest battle against Troy and creating an open intended insult.

Malouf begins his narrative of Ransom with the brooding Achilles pondering his options after revoking his support for the Greek cause and insulting Agamemnon.

What Malouf does is he re-works Homer’s epic of the Trojan War with its heroes and brings to life another side of both Achilles and Priam that requires them to face emotions and overcome dilemmas by acting in more honourable ways.  The narrative allows the characters to liberate themselves from a crisis of personal values and a loss of self-esteem, something quite different from the view of human action in The Iliad.

Structure & Narrative Perspective

The 5 chapters of Ransom focus on different perspectives of key characters set in separate settings associated with each character.

The Introduction of the conflict told through Achilles’ thoughts in part 1 leads to the complication in part II of Priam deciding to ransom Hector’s body.  Priam’s journey with Somax to Achilles’ camp further the action of Priam’s quest and adds a contrasting pastoral interlude in part III.

The meeting of Achilles and Priam in part IV is a dramatic climax.  A short conclusion in part V describes Priam’s journey back to Troy as the truce begins.  The closing focus on Somax as an aged storyteller offers a miniature epilogue to the action and is a lighter more comic ending.

The narrative is told in the present tense through a third-person voice, which does change to first-person or third-person limited perspective to reveal the thoughts and feelings of a particular character.  The shifts in narrative voice allow the text to convey each character’s thoughts and reflections on events, characters and settings round them.

Language Style & Shifts in Narrative

Malouf’s language style, sentence construction and vocabulary choices often reflect the action or atmosphere of the narrative paying close attention to the character’s thoughts, actions and the features of the world in which they find themselves.  For example the description of Hector’s dead body trailing behind Achilles’ chariot spans most of page 26.

Descriptions are at other times precise, realistic, economical and evoking character’s moods.  For example Somax’s pikelets explain a simple world that Priam is discovering a fresh way of appreciating the small experiences he can enjoy that were absent from his formalised life of a king on page 118.

At some times he chooses more evocative complex words that carry connotations that enrich the narrative as when Achilles feels the notes of the lyre and this emits a dreamlike quality.

Malouf often uses word patterns of imagery like he does in his poetry, such as the way water, earth, air and fire are connected with different characters in Ransom.  He connects bodies and minds in these terms.  His words share feelings in the reader so that the reader can experience a specific theme in the novel.  Water is an element that moves in waves but is also described as ‘shifting’ and ‘insubstantial’ on page 4.

Shifts in the narrative point of view give characters an individual presence in the reader’s mind.  By changing the narrative focus Malouf gives value to diverse views.

Tragedy & Comedy

While the novel is predominantly tragic, Malouf invites the reader to consider comic moments in part III when Priam and Somax travel together and meeting Hermes on their journey to the mildly ridiculous description of Somax’s affection for his mule.  These occasions of humour present the reader with brief but vital moments of reprieve amid the violence and brutality inherent in the narrative.

Tragedy is evident in the human loss and failure in a world where characters face harsh consequences for their actions.  Nothing about Achilles ritual rage and the speed of his chariot carrying its macabre cargo are positive.  The reader gains a sense of tragedy and horror as Achilles turns into almost a mad man mistreating Hector’s body over and over again for 12 days.

Imagery & Senses

Malouf uses sensory imagery to encourage readers to envisage and imagine the events and changing moods within the narrative.  For example he utilises appeals to the senses of sight, taste, smell, touch and hearing to engage the reader in Priam’s childhood experiences as Padarces.

Voices are combined with images of the sea combining vision and sound at the beginning of Ransom “The sea has many voices” (p.3).

The elements of water, air, earth and fire show the vital connection between humans and the natural world helping to define how characters think and feel.

Animal imagery is used to present Achilles as wild, barbaric and merciless.  As a warrior he is imbued with ‘an animal quality he shares with the wolves …” (p.35).

Concept of the Journey

The concept of the journey in the text allows the characters to experience a range of settings, including places they “never till now even considered” (p.192).

Malouf describes the journey into the landscape brutalised by war that Priam has never seen.  Across the Scamander River Priam and Somax see a landscape which is “one of utter devastation” (p.155).

Unfamiliar settings are also described when Achilles goes to the laundry tent in the Achaean camp to see Hector’s dead body being washed by women.  These are elements that are strangely alien yet familiar to him as he thinks of his mother (p.192).

Themes

Taking a chance, choosing action = Priam acts in an unexpected way to achieve a positive goal when he decides to follow chance rather than passive customs.  The novel invites us to ask questions about our own beliefs if we should believe in fate or chance.

Pity and compassion = Priam pleads with Achilles to release Hector’s body.  He appeals to humanity and in doing so raises the question of what is means to be human.  The novel questions the values of basic respect for each other and showing compassion.

Gender roles and power = The novel is set in a world where political power belonged to men and the role of warriors fighting each other was a key aspect of men’s identity.  The role of women is limited and the influence is second to men.  Yet Malouf does explore the feminine side of his characters when he talks about the ritual actions of local women in the story and Somax’s daughter in law and granddaughter.  Achilles softer side is more to do with his mother the sea goddess Thetis that allows him to embody a duel self.

Storytelling = The nature of stories is an important theme in the novel.  Malouf blends the relationship between stories, history and myths which is how he was able to give fresh life to ‘crevices’ found in Homer’s ancient tale.

Family / father & son / friendships = Affection for family and friends is a central value in the novel.  Love for family is at the centre of both Priam and Achilles actions and values.  When Priam asks Achilles for Hector’s body he appeals to Achilles to remember his love for his son Neoptolemus and Peleus’ love for him.  Close male friendships like Achilles and Patroclus and father-son loyalties are important in Ransom.

The Author’s Purpose and Agenda
The reasons why authors write are called the Author’s Purpose or Agenda.  Depending on the purpose, authors may choose all different sorts of writing formats, genres and vernacular [language].  There are 3 main categories of author’s purpose:

  1. To Persuade = the author’s goal is to convince the reader to agree with them
  2. To Inform = the author’s goal is to enlighten the reader about real world topics and provide facts on those topics
  3. To Entertain = authors write to entertain with a goal of telling a story.

Malouf is interested in the “untold tale”

In reinterpreting Homer’s Greek classic, the Illiad, Malouf alerts readers to the fact that he is more interested in the “untold tale” found in the margins.  Malouf says of Ransom in his afterword that “its primary interest is in storytelling itself” and the reason that stories are told and often changed.  In this case, the change becomes of paramount importance in Ransom as King Priam dares to re-imagine his role by stepping outside convention and inventing a different path.  In this retelling, or retold story, Malouf foregrounds the central act of ransom and refashions a novel for our times.

This focus on storytelling is evident from the opening line of the novel, when he has his narrator observe that “The sea has many voices” (p.3).  Just as Achilles needs to listen carefully to discern the voice of his mother amongst the many voices of the sea, so the reader needs to attend carefully to the different voices in Ransom.  Malouf gives voice to Achilles and Priam, well known from Homer’s Iliad, but he also gives voice to Somax, the simple carter, his own invention, as he appropriates a section of Homer’s tale for his own purposes.

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SOI Requirement for a Year 11 or 12 Oral & POV using FLAPC

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 Image result for picture of writing a speechFor Year 11 and 12 students studying AOS 2: Presenting Argument

Year 12 students will be required to write a Statement of Intention (SOI) along with their Oral presentation.

Year 11 students will also be required to write a Statement of Intention along with their Point of View (POV).

The easiest and most comprehensive approach to the SOI is to use FLAPC = Form / Language / Audience / Purpose and Context.

The SOI can be written in 1st person / future tense = “I will choose to present my speech” because you have not said your Oral yet. The SOI is your plan for your decisions/purpose about writing the speech.  The word limit is determined by each school =  but is normally between 300-500 words.  Always check the SAC criteria for AOS2 from your school to make sure of the SOI word limit.  The SOI is worth 10 marks.

While the format for FLAPC states Form first in the line up, it is a good idea to put Context first when writing your SOI so it outlines the ‘big issue’ at hand in your Introduction.

See below FLAPC explained with example sentences for your SOI using a Speech as the form:

Form

 Type of form = a speech is a persuasive style“I will choose to adopt a persuasive style of speech that allows me to express my ideas in a logical order while assuming a sophisticated tone”

Language

 Either formal or informal / 1st person or 3rd person perspective.Language strategies can be humorous, sombre or authoritative in tone

Establishing supporting explanations and evidence for your arguments using different types of language such as anecdotes / rhetorical questions / statistics / expert opinion / repetition / figurative language such as metaphors, similes, idioms / appeals / attacks / rebuttal

“I will choose informal language, adopting 1st person perspective to demonstrate a comprehensive speech.  I will incorporate a variety of language strategies such as inclusive words “we” and “us” to allow me to connect with my audience”

Audience

 A target audience who would be realistically interested in your topic and you intend to pursuade them to agree with your point of view.“My speech will be intended for people associated with xxxx who would gain a greater understanding and appreciation of the ideas and arguments in my speech and subtly position them to agree with my opinion”

Purpose

 What’s the message you want to send your audience?  Discuss your main contention and arguments regarding your topic with reasons why you are trying to position the audience.“The purpose of my speech will be to demonstrate that there can be different outcomes from xxxxx (topic).  Firstly, I will explore how xxxxx (argument 1) will change people’s understanding of xxxx (topic).  Secondly, xxxx (argument 2).  Thirdly, xxxx (argument 3).  Fourthly, xxxx (rebuttal).  Finally, my conclusion will xxxx to show the audience that I had considered the issue from different angles and that therefore my viewpoint was reliable and worth considering”

Context

 The big issue of the topic at hand.“Societal concerns over xxxx (the big issue) have been discussed at length in the media.  My speech will aim to discuss the complexity of the issue and will allow my audience to understand the arguments that I will present in a logical manner and in turn they will agree with me.  Moreover, my speech will also allow them to critically reflect on their own opinion of xxxx (the issue) after evaluating my arguments”

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Analysing and Presenting Argument

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For Mainstream English Years 11 & 12 students studying Analysing Argument and Presenting Argument under the Victorian VCE Curriculum

Scope of the Task for Analysing Argument

Students analyse and compare the ways in which verbal and non-verbal (including visual) language of specified texts is used to persuade readers and viewers to share the point/s of view being presented. 40 marks are allocated to this task with a suggested 800-1000 word count.

Analysing Argument Basics

What are you trying to Analyse with the articles and visuals?

3 Basic Elements

  1. WHAT = What is the argument the author/s are making?
  2. HOW = How are techniques used by the authors?
  3. WHY = Why do the techniques used by the authors affect the audience? What is the Intention of the author to make the audience:
    1. THINK SOMETHING = LOGOS = a logical response = the author uses techniques like appeals to logic / expert opinions / research / reputable sources / statistics / graphs (these are some logical techniques)
    2. FEEL SOMETHING = PATHOS = an emotional response = the author uses techniques like appeals to emotion / attacks or praises / emotive language / figurative language such as idioms, cliches, alliteration, hyperbole, connotations, loaded words / inclusive language / rhetorical questions / appeals to family values (these are some emotional techniques)
    3. DO SOMETHING = ETHOS = an ethical appeal to act responsibly = the author wants the readers to actively lobby governments to act / call to action

Analysing Argument What You Need to Identify in the Articles & Visuals

  1. Identify and Annotate the Main Contention & Arguments
  2. Identify the Language and Techniques used to Persuade
  3. Identify the Intention of what the author wants the audience to Think/Feel/Do Something
  4. Identify the Audience & Tone
  5. Identify the Link between the Visual and Written Piece

Analysing Argument How to Identify Tone in Articles & Visuals

Tone refers to the mood or feeling of the language used by the writer conveying their attitude towards an issue, argument, individual or group.  In an article tone is created by word choices which have 3 main tones:

  1. Positive = reactive / amazed / astonished / quiet / calm / composed / thoughtful / approving / hopeful / caring / compassionate / sympathetic / lively / cheerful / enthusiastic
  2. Neutral = formal / authoritative / balanced / blunt / factual / frank / honest / serious
  3. Negative = passive / apathetic / dejected / apologetic / judgmental / pessimistic / uncontrolled / agitated / alarmed / fearful / forceful / accusing / angry / condemnatory / sarcastic / hateful

Presenting Argument Scope of Task : Oral Presentation

Unit 4 Outcome #2 Presenting Argument students will deliver a 5 minute individual Oral Presentation conveying a sustained and logical line of argument in response to a topic from the media worth 30 marks. 

Students should also write a Statement of Intention to articulate the purpose and intention of decisions made in the planning of the Oral which is worth 10 marks.  The SOI format should follow F/L/A/P/C = Form/Language/Audience/Purpose/Context.  The word count is determined by each school but is normally between 300-500 words.  See my Post on SOI requirement for years 11 & 12 for the full details on the FLAPC format.

(TOTAL FOR THIS OUTCOME 40%)

Students must deliver a 5 minute Oral Presentation demonstrating:

  • An ability to present a sustained and logical argument supported by a range of evidence from a variety of sources
  • An understanding of the power of language to persuade
  • An ability to address and convey the complexity of your chosen issue
  • An awareness of and ability to engage an audience
  • Submit a transcript of your speech and complete a bibliography
  • Produce a Written Statement of Intention articulating the intention of decisions made in the planning process of the oral presentation and how these demonstrate understanding of argument and persuasive language
  • The SAC will be worth a total of 40 marks = 30 marks for the oral + 10 marks for the SOI

 A few tips on writing your speech:

  • Have a CAPTIVATING introduction sentence; use a short, clear and powerful sentence. You can even ask a rhetorical question of your audience to make them think right at the start.
  • Make sure your MAIN CONTENTION is clearly spelled out at the start.  If you are vague about what you are trying to argue then the listeners (the Teachers marking the Oral) will not know what your Oral is about and will mark you down.
  • RELATE to your audience so that it keeps them interested so they actually WANT to listen.
  • If you are taking on a persona, firstly study and UNDERSTAND your character. (A persona is how you present your speech, ie. in a friendly voice, a business type strictly formal speech or using lots of colloquial phrases).
  • Don’t forget your persuasive techniques. Use repetition and rhetorical questions, emotive language and inclusive language.
  • Remember that you are delivering a SPEECH, not an essay. Instill your oral with emotion, varied tone and sentence lengths.

A few tips on your performance:

Memorise your speech

Practice as much as possible; in front of anyone and everyone including yourself (use a mirror).  Keep practicing until you can recite it.  Use your timer on your mobile phone to make sure you keep within the 5 minutes. As for cue cards, use dot points.  Remember to number the cue cards for safety so if you get nervous during the Oral and unfortunately drop them, at least you can pick up the cards and put them back in the right order.

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Dissecting Prompts in Comparative Texts

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 Image result for picture of someone reading a bookThis Resource is for Years 11 & 12 Mainstream English students under the VCE Curriculum studying AOS1  Reading and Comparing Texts

Comparative Texts Prompts have 3 Categories:

Using the example of comparative texts of 7 Stages of Grieving and The Longest Memory

  1. Character-based prompts:

    1. ‘How do characters in both texts explore the idea of belonging?’
    2. ‘Compare the ways in which individual and collective memory affects the lives of characters in both texts’

  2. Thematic prompts:

    1. ‘Compare what the two texts suggest about racial discrimination’
    2. ‘How do the authors of 7 Stages of Grieving and The Longest Memory explore the idea of identity?’

  3. Views and values prompts:

    1. ‘What is the impact of one group assuming mastery over another both on attitudes and lives in 7 Stages of Grieving and The Longest Memory?’
    2. ‘Both 7 Stages of Grieving and The Longest Memory argue that individuals cannot escape the roles that society imposes on them’.

What to do first

  1. Choose a prompt you CAN answer
  2. Dissect prompt words and look them up if needed (use your dictionary)
  3. Is the prompt character based / theme based or a value prompt?
  4. Take the basic idea/message from the prompt and break it down
  5. What are the authors trying to demonstrate about the subject matter?
  6. If the prompt has quotes, work out who said them and in what context and the quotes plus explanations must be included in one or other of the body paragraphs
  7. Look for similarities and differences in the messages of the texts
  8. You need at least 6 quotes to cover ideas in the prompt as your evidence (3 per text per body paragraph) that must be embedded into sentences and not great slabs of quotes by themselves without explanation

Using Comparative Texts Pair Example = 7 Stages of Grieving and The Longest Memory

Prompt: ‘Compare what 7 Stages of Grieving and The Longest Memory say about injustice’

Comparative Text Essay Structure

  1. Introduction = Main Contention & Message of Author/Director
  2. Body Paragraph 1 = Cause/Accept Prompt / Topic Sentence / Text 1 Evidence & Explanations / Transitional Sentence from Text 1 to Text 2 / Text 2 Evidence & Explanations / Link back to topic
  3. Body Paragraph 2 = Response/Develop Prompt Further / Topic Sentence / Text 1 Evidence & Explanations / Transitional Sentence from Text 1 to Text 2 / Text 2 Evidence & Explanations / Link back to topic
  4. Body Paragraph 3 = Consequences / Topic Sentence / Text 1 Evidence & Explanations / Transitional Sentence from Text 1 to Text 2 / Text 2 Evidence & Explanations / Link back to topic
  5. Conclusion = Sum up briefly / Message of Author/Director

What is the Context for injustice?

In both texts the notion of racial superiority, whereby skin colour correlates with intellectual and moral capacity, is a form of justification for both slavery in the American Deep South and the marginalisation of Indigenous Australians in Australia.

What are the Authors Value Statements about injustice?

Both authors demonstrate that injustice is detrimental and its effects are long lasting even generational.  They promulgate the idea that entrenched racism is not merely physically harmful but emotionally devastating as well.

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Ransom by David Malouf

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Brief Synopsis of Ransom by David Malouf 

Ransom

This Resource is for students studying Mainstream English in the Victorian Curriculum with Ransom as a single text. OR students in Year 12 studying the comparative texts of Ransom with The Queen. Year 12 students can use these notes as background information to understand the narrative written by David Malouf.

Ransom by David Malouf is derived from the final section of Homer’s The Iliad

Drawn from a section of the Ancient Greek poet Homer’s The Iliad, David Malouf’s poignant novel Ransom explores the themes of revenge, redemption and fate during the Trojan War.  The common theme of all Greek mythology concerns powerful gods, heroes, mythological creatures and humans. These myths have had major influences in art and culture, and even during modern society today with its teaching of our beginnings, history, morals and lessons for our daily lives.  While The Iliad is heavily focused on the gods and the battles fought amongst the people, Ransom explores a new avenue of human relationships through two main characters: Achilles, the greatest warrior and hero of the Trojan War and Priam, the elderly king of Troy who has lost his son in battle.

The Historical Action of Ransom

David Malouf structured the characters and events of Ransom during the 9th year of the legendary Trojan War in The Iliad (around 1100 BCE).  Where as-yet untold stories might emerge, Malouf created an inner life for his main characters Achilles and Priam that are not told in the Iliad.  The novel plays out over one full day and the following morning, although Malouf has allowed his characters flash-backs and flash-forwards that weave significant events into the narrative.  Ransom commences on the 12th day after the death of the Trojan hero Hector, son of Priam King of Troy who is slain by the famed Greek warrior Achilles in revenge for the death of his loved step-brother Patroclus.

The Human Action of Ransom

In Ransom both Priam and Achilles must face and overcome dilemmas.  Each questions the role he has been playing.  The narrative allows the characters to liberate themselves from a crisis of personal values and a loss of self-esteem, something quite different from the view of human action in The Iliad.   Malouf presents his main characters with moral and imaginative courage in choosing to act beyond the bounds of their normal roles.  Both Priam and Achilles come to a new understanding of what it means to be human.  Priam, dressed simply and with no weapons or crown, pleads with Achilles to release Hector’s body.  He appeals to his humanity and in doing so raises the question of what it means to be ‘human’.  Are the characters ruled by animal instincts, by the influence of the gods or by human reason and feeling?  A blend of all these facets suggests the permeable, open nature of human beings in the novel.

The Importance of Family Affection and Father-Son Relationships

Priam reminds Achilles of the importance of family affection and the closeness of father-son loyalty.  They are both fathers and sons before anything else.  They are also mortals where death is always present.  Priam begs Achilles “… as a father, and as one poor mortal to another – to accept the ransom I bring and give me back the body of my son” (p.182).  Priam wants Achilles to act as both their “… fathers and forefathers have done through all the ages” to show that they are in effect “men, children of the gods and not ravening beasts” (p.183).

Pity and Compassion

Even in the long, harsh war between the Trojans and Greeks, enduring human values emerge.  Malouf has allowed his main characters to express compassion and pity that we see goes beyond social class and political beliefs.  Priam pleads with Achilles as one human to another, since they all die in the end, he argues they should feel each other’s sorrows now and be compassionate.  He asks Achilles to think of his son Neoptolemus, and his father Peleus “Would you not do for him what I am doing here for Hector?  Would your father Peleus, not do the same for you?” (p.184).  Achilles’ personality is influenced by its origins.  We see this in flashbacks in the novel of Achilles expressing his love for his son and his father.  Priam has made Achilles contemplate Hector’s body and his own death with fresh respect.  In pitying Priam as a father, Achilles is reminded of his own son Neoptolemus and changes his view of Hector.  Achilles allows Priam to take the body of Hector in exchange for the ransom of gold in the wagon.  In a key moment between the warrior Achilles and the king Priam, their physical gesture of reconciliation is shown “Quietly, as they ate together, he and Achilles had discovered a kind of intimacy; wary at first, though also respectful” (p.198).

Taking a Chance – Choosing Action

The concept that humans have free will to act and should take opportunities as they come was foreign to the ancient Greeks, who believed that human life is governed by larger powers such as greater destiny or supernatural beings.  Malouf’s narrative allows each of these approaches to work in the story.  We see some of the characters decide to risk action and take a chance, yet they still accept the workings of fate and the interferences of the gods.  The novel invites the reader to ask questions about our own beliefs.  Should we believe in fate or chance?  How should a person decide?

Priam acts in an unexpected way to achieve a positive goal when he decides to follow chance rather than passive customs.  In doing so he must oppose those close to him who expect the king to always be predictable to “… follow convention, slip his arms into the sleeves of an empty garment and stand still”.  Instead Priam steps “… into a space that till now was uninhabited and found a way to fill it” (p.208-209).  He feels “bold” and “defiant” rather than passive and dismissive “sure of his decision” (p.49) to retrieve the body of his dead son Hector from the camp of his enemy Achilles.

Achilles’ reputation, well known throughout the territory, was capitalised by Patroclus to frighten the Trojans and inspire the Greeks to fight on.  Despite the years spent earning this reputation, this would not be what Achilles would be remembered for.  Malouf shows us the raw emotional side of Achilles with his grief for the death of Patroclus.  In fact by dragging the dead body of Hector each morning behind his chariot, Achilles “… breaks daily every rule [his men] … have been taught to live by.  Their only explanation is that he is mad” (p.29).  Achilles tells himself his “half-blind rage” is for Patroclus “But it is never enough.  That is what he feels.  That is what torments him” (p.33-34).  Releasing Hector’s body to Priam is his greatest challenge and act in the novel.  It is Achilles acceptance of his role as a hero-warrior that brings him peace in Part IV.

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Reputation as a Theme in The Crucible by Arthur Miller

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The Crucible by Arthur Miller

The Crucible

‘Reputation’ as a Theme in The Crucible by Arthur Miller

Themes are the fundamental and often universal ideas explored in a literary work.  One of the most important themes in The Crucible is reputation.

In a theocratic society like Salem, where public and private moralities are one and the same, reputation plays such an important role.  Focused on maintaining public reputation, the townsfolk of Salem much fear that the sins of their friends and associates will taint their names.  Various characters base their actions on the desire to protect their respective reputations.  The protagonist John Proctor’s desire to keep his good name leads him to make the heroic choice not to make a false confession and to go to his death without signing his name to an untrue statement.

Quote of John Proctor in Act IV:

“Because it is my name!  Because I cannot have another in my life!  Because I lie and sign myself to lies!  Because I am not worth the dust on the feet of them that hang! How may I live without my name?  I have given you my soul; leave me my name!”

Explanation of Quote:

Proctor utters these lines at the end of the play, in Act IV, when he is wrestling with his conscience over whether to confess to witchcraft and thereby save himself from the gallows.  The judges and Hale have almost convinced him to do so, but the last stumbling block is his signature on the confession, which he cannot bring himself to give. In part, this unwillingness reflects his desire not to dis-honour his fellow prisoners: he would not be able to live with himself knowing that other innocents died while he quaked at death’s door and fled.

More importantly, it illustrates his obsession with his good name.  Early in the play, Proctor’s desire to preserve his good name keeps him from testifying against Abigail. Now, however, he has come to a true understanding of what a good reputation means and what course of action it necessitates—namely, that he tell the truth, not lie to save himself. “I have given you my soul; leave me my name!” he rages; this defense of his name enables him to muster the courage to die, heroically, with his goodness intact.

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Construction of Meaning & Structure in a Text

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Image result for pictures of writing in a book

This Resource is for students studying the Victorian VCE Curriculum.  For Year 11 and 12 Mainstream English students studying AOS1 Reading and Creating Texts as well as Reading and Comparing Texts it is important to write in your essays how the author constructs meaning and structure in a text.

HOW the Author Constructs Meaning and Structure in a Text

When reading texts to construct meaning, readers increase their understanding by recognising the craftsmanship of the writing and the choices the author made to portray the topic in a certain way.  Readers go beyond the literal [factual] meaning of the words to find significant and unstated meanings and authors rely on their reader’s ability to do so.  The reader’s mind then pieces together evidence to make sense of the text as a whole.

Essentially the reader needs to find out in the texts how the author:

  1. Sees something: their views ie. his/her opinion, perspective, way of thinking, impression or observation.
  2. Thinks about something: their values ie. his/her principles, morals, ethics or standards.
  3. Ways the author uses to construct the text:
  •      Type of text
  •      Setting
  •      Style of writing & language
  •      Narrative structure & plot
  •      Social/historical context
  •      Characters & their relationships
  •      Themes/issues/values
  •      Symbolism & imagery

WHY the author writes his text is his Purpose or Agenda

Depending on the purpose, authors may choose all different sorts of writing formats, genres and vernacular [language].  There are 3 main categories of author’s purpose:

  1. To Persuade = the author’s goal is to convince the reader to agree with the author.
  2. To Inform = the author’s goal is to enlighten the reader about real world topics and provide facts on those topics.
  3. To Entertain = authors write to entertain with a goal of telling a story.

Also consider the Big Picture behind Why the author wrote his/her story.

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Ways into Comparative Texts ‘The Penelopiad’ and ‘Photograph 51’

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Photograph 51 By Anna Ziegler

For Years 11 & 12 students in the Victorian Curriculum studying AOS1: Units 2 & 4 Reading and Comparing Texts with the pairing of Margaret Atwood’s The Penelopiad and Anna Zielger’s Photograph 51 

Task Requirements for Units 2 & 4

The SAC task for Units 2 & 4 is to write an essay comparing two texts (1000 words in length).  Students must write an essay analysing the ways in which the two texts present ideas, issues and themes with similarities and differences chosen by the authors to convey particular perspectives.

Comparative Text Essay Structure to Follow

  1. Introduction = Main Contention & Message of Author/Director
  2. Body Paragraph 1 = Cause/Accept Prompt / Topic Sentence / Text 1 Evidence & Explanations / Transitional Sentence from Text 1 to Text 2 / Text 2 Evidence & Explanations / Link back to topic
  3. Body Paragraph 2 = Response/Develop Prompt Further / Topic Sentence / Text 1 Evidence & Explanations / Transitional Sentence from Text 1 to Text 2 / Text 2 Evidence & Explanations / Link back to topic
  4. Body Paragraph 3 = Consequences / Topic Sentence / Text 1 Evidence & Explanations / Transitional Sentence from Text 1 to Text 2 / Text 2 Evidence & Explanations / Link back to topic
  5. Conclusion = Sum up briefly / Message of Author/Director

Why Compare The Penelopiad and Photograph 51?

Both Anna Ziegler’s Photograph 51 and Margaret Atwood’s The Penelopiad place a great value on the power of story and the importance of a woman’s perspective.  This is suggested by the lack of truth and visibility that have tended to omit women and their achievements from the books.  Ziegler’s play has sparked great interest in how and why important women have been forgotten or not celebrated, leading to settling for half-truths.  Atwood’s novella turns literary tradition on its head and empowers the usually silenced maids and long-suffering wife, Penelope.  Both texts lead the reader/audience to appreciate and question what the real truth really is, especially when everything has come from a male-dominant society.  These texts also challenge us to look at contemporary society and assess the current reality for women – is gender still a barrier? How? When? Why?  Both texts encourage us to examine and question everything we are told, to check for bias, distortion and deception.  Many more people in our society have realized that the truth is very subjective and stories have often been told to us from the perspective of the powerful.  There has been a greater emphasis placed on redressing this imbalance and presenting the voices of those who have been marginalised and/or forgotten.

Values of Atwood and Ziegler

Understanding the values embodied in the texts is important as authors use what they obtain from society, history and culture to influence their beliefs and opinions.  Both Atwood and Ziegler explore widespread misogyny [ingrained prejudice against women] and the ways in which women deal with such an environment. Make sure that your essay contains the ‘Message of Author’ for both texts.

Contemporary Feminist Viewpoint

Both authors have brought a contemporary feminist viewpoint to the task of re-framing narratives they consider misogynist.  Ziegler retells the history of the discovery of the structure of DNA to show it was a female scientist (Rosalind Franklin) whose work was central to winning the DNA scientific race.  Atwood retells a mythological story to give voices to Penelope and the poor marginalised maids.

Both texts interrogate the ways that women’s lives have been historically sidelined and their experiences ignored or dismissed in the past.  Both texts explore the idea that truth is not a fixed entity and that it changes depending on whose lens the events are viewed through.

Texts set in Different Eras

Atwood’s novella and Ziegler’s play are set in different eras, yet readers and audiences recognise the treatment and social expectations of women, gender relations, power and powerlessness, ambition and rivalry and the power of storytelling, that is still relevant today.  As contemporary writers they have crafted their narratives offering multiple perspectives by giving voice to those who have been previously silenced and power to the dis-empowered.

The Importance of the Maids’ Tales in The Penelopiad

Think about why Atwood uses Penelope’s story to tell another story within it (the story of the hanged maids).  Like a true sleuth Atwood explores and expands Homer’s text by giving her readers much more than just the masculine heroics of ‘The Odyssey’. She questions the subversive stories of ‘those naughty little jades” and through their songs and burlesque dramas Atwood speculates on what led to the hanging of the maids and what was Penelope really up to.

The maids haunt the narrative from beginning to end, undercutting Penelope’s confession, blaming her for their death and accusing her of repeated infidelities with the Suitors.  They maintain she connived in their hanging because they knew too much.  The maids refuse to be silenced thus transforming the novella into a polyphonic narrative where their dissident voices counter the authenticity of Penelope’s confession. In the end its the maids voices and not Penelope who have the last word.  They manage to defame the Homer monument to male heroism and female fidelity.

Consider this  – Is the hanging of the maids the main motive for Penelope’s narrative?

The Epigraphs in Photograph 51 – What do they mean?

The first Epigraph is from Ann Patchett’s novel ‘Run’  “Certain things exist outside of time.  It was ten years ago, it was this morning … It happened in the past and it was always happening”.  This suggests that the concept of time and memory are central in Photograph 51.  Time in the play seems elastic with the audience watching the characters in the present but knowing the events surrounding the discovery of the structure of DNA occurred in the 1950’s.  In effect time does not alter the past but can change how the past is seen.  Ziegler’s characters possess varying recollections of key events and the idea that memory is fallible.  “Wasn’t it the girl, after all, who had actually found the key to life?” makes us ask if the men who won the Nobel Prize for DNA even thought of Rosalind Franklin?

The second Epigraph is from Horace Judson’s ‘The Eighth Day of Creation’ “As scientists understand very well, personality has always been an inseparable part of their styles of inquiry”.  The troubled relationship between Rosalind and Wilkins provides a framework to the story of Photograph 51.  Rosalind’s abrupt, contradictory personality, along with her determination to work on her own, affects the working environment at Kings College.  Moreover, first impressions of Wilkins reveal him as sexist, assuming Rosalind will be his ‘assistant’ in ‘the study of the Signer DNA’.  Her response is to tell him clearly “Dr Wilkins, I will not be anyone’s assistant”.

Both The Penelopiad and Photograph 51 explore ideas about:

  1. Power in its various forms, including patriarchal power, power by possessing physical attractiveness, belonging to a particular race or class and supernatural power.
  2. Identity and its connections with physical appearance, self-perception and the expectations of others.
  3. Women’s roles/gender are shown in differing representations of the feminine in various types of characters, including maternal figures, wives, older women, young women and career women and the difficulties of being a woman in both ancient and modern times.
  4. Storytelling and the power of narrative is demonstrated in particular the liberating power of taking control of one’s own story in The Penelopiad for Penelope’s ability to spin her own ‘thread’. However, Rosalind in Photograph 51 who is isolated and vilified, is unable to take control of her narrative.
  5. Truth and Lies is shown as Atwood poses probable deceit by Odysseus as well as Penelope who told clever lies to manipulate others to get what they wanted or just simply to survive. Ziegler’s play suggests that it does matter who found the answer to DNA with Wilkin’s tacit approval of Crick and Watson’s use of Rosalind’s research data is shown in his comment that it doesn’t matter who found the answer.
  6. Personal Challenge by Penelope who must deal with her past trauma, her reserved personality and learning to manage her innate mistrust of others. Rosalind’s personal challenge was to be “always right” and this drove her to become a scientist who paid meticulous attention to detail.
  7. Responsibility for the maids’ death in The Penelopiad is unsure if Odysseus feels responsible but Atwood indicates that Penelope is “haunted” by their death and of her great affection for them. In Photograph 51 the responsibility, ethics and values of Wilkins, Watson and Crick in not acknowledging Rosalind’s research work is questioned and taking the acclaimed discovery of DNA for themselves with no apparent accountability.

Other Ideas, Issues and Themes to Consider

There are other ideas, issues and themes that you could consider such as life & death / performance elements / fulfilment / rumour & gossip / discovery / independence / humour / objectification of women / double standards & hypocrisy / disillusionment / loneliness and injustice.

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Reading & Comparing Texts

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This Resource is for Mainstream English students studying in the Victorian Curriculum in Years 11 & 12 for AOS 1 Reading and Comparing Texts.

Scope of the Task

In this area of study students explore the meaningful connections between two texts.  They analyse texts, including the interplay between character and setting, voice and structure, and how ideas, issues and themes are conveyed.  By comparing the texts, they gain a deeper understanding of the ideas, issues and themes that reflect the world and human experiences.

Students produce a written analysis comparing selected texts, discussing important similarities and differences and exploring how the texts deal with similar or related ideas, issues or themes from different perspectives to reflect particular values.  

60 marks are allocated to this task with a suggested essay of up to 1000 words

What is the best structure for the Comparative Essay?

Before Writing the Essay

  • Read the prompt question carefully
  • Use your Dictionary to define strategic words in the prompt
  • If there is a quote or 2 quotes in the prompt work out who said it and in what context – you must refer to the quote/s in one of your body paragraphs and explain its relevance
  • Understand what the prompt question is asking you – is it Discuss / To what extent? / Do you Agree?
  • Never use 1st person (I agree) always write from the viewpoint of the Author/Text = The author endorses the view that / The text supports the view that / These characters reflect the author’s view that

Comparative Text Essay Structure using TEEL

  1. Introduction = Main Contention & Message of Author/Director
  2. Body Paragraph 1 = Cause/Accept Prompt / Topic Sentence / Text 1 Evidence & Explanations / Transitional Sentence from Text 1 to Text 2 / Text 2 Evidence & Explanations / Link back to topic
  3. Body Paragraph 2 = Response/Develop Prompt Further / Topic Sentence / Text 1 Evidence & Explanations / Transitional Sentence from Text 1 to Text 2 / Text 2 Evidence & Explanations / Link back to topic
  4. Body Paragraph 3 = Consequences / Topic Sentence / Text 1 Evidence & Explanations / Transitional Sentence from Text 1 to Text 2 / Text 2 Evidence & Explanations / Link back to topic
  5. Conclusion = Sum up briefly / Message of Author/Director

What is a ‘Transitional Sentence’ between Text 1 & Text 2 in Body Paragraphs?

Using the comparative texts of ‘The Penelopiad’ by Margaret Atwood and ‘Photograph 51’ by Anna Ziegler as an example, look carefully at the way the paragraph is constructed with a ‘transitional sentence’ that explains the similarity or difference between the two texts and enables a smooth transition from text 1 to text 2. This paragraph is a very brief example only and should be developed further with more evidence and explanations if students are writing this as a comparative essay.

Sample Brief Body Para 1 = Main Contention = Both Penelope and Rosalind’s subjugation result from a discriminatory patriarchal mentality

Transitional sentence is colour coded in Red Text

(Topic Sentence) The subjugation of women in The Penelopaid and Photograph 51 is caused by a discriminatory patriarchal mentality.  (Text 1) When Penelope is 15, Icarius hands her over “like a package of meat” to Odysseus.  Although he behaves as if he reciprocates her love, Odysseus also terrifies her by threatening to cut her “into little pieces” if she is unfaithful.  This illustrates the power of men in ancient Greece to intimidate women into succumbing to their control.  (Transitional sentence) While Penelope is threatened by violence and physical danger, Rosalind is exposed to more psychological forms of intimidation.  (Text 2) Rosalind is barred from the “men only” common room where “scientific discoveries are made over lunch”.  Furthermore, she is called “Miss” instead of “Dr Franklin” by her male colleagues which is intentionally belittling.  The repeated word “beat” in the stage directions also signals the continual awkwardness and tension as Rosalind refuses to stay silent and submissive.  (Link Sentence Back to Topic) While the patriarchy prevents Rosalind from attaining her “rightful place in history”, it does not render her entirely voiceless until the afterlife like Penelope.

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