Synopsis of ‘Death of a Salesman’ by Arthur Miller

This Resource is for students studying the play ‘Death of a Salesman’ by Arthur Miller in the Victorian Curriculum.

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Analysing Issues = Using MAPS

Ask yourself these questions using the following 4 prompts to help you analyse the issues in Death of a Salesman:

  1. Message = What is the author’s message?
  2. Audience = Who is the audience?  How are they positioned?
  3. Purpose = What is the purpose and author’s point of view?
  4. Storytelling and Style Features = How are the characters portrayed?  How does the setting influence the story?  How does the plot shape characters?  What is the form and genre?  How does the form and genre influence point of view?  What language is used?

How does Death of a Salesman by Arthur Miller fit the theme of “Whose Reality?”

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Willy Loman, the protagonist of Death of a Salesman has been trading in deception all his adult life; in effect his livelihood has depended on it.  He is depicted by Miller as a flawed character.  Always a dreamer, Willy has swallowed the myth that material success represents the pinnacle of human achievement in the greatest country of the world, the USA, where anything is possible.  For a salesman, ‘reality’ is whatever sells.  Willy’s job has involved literally selling himself, inflating the truth, persuasion and making promises.  His world implodes when the reality of his personal and professional bankruptcy becomes impossible to hide.  Other members of the Loman family also thrive on self-deception and fantasy until their respective versions of reality bring them into conflict with each other and ultimately destroy the family unit.

The play’s atmospheric dimension is there to enhance the work’s narrative authority and appeal.  It is a compelling representation of the dark underside of the so-called American Dream.  Miller cleverly sets the scene for this stage play with his description of the Salesman’s house at the beginning of Act One as the curtain rises.  The stage directions emphasise the Loman family’s vulnerability with their home small and fragile compared to the advancing urban expansion.  The air of the dream, Miller says, “… clings to the place, a dream rising out of reality” (p.3 Act One).

In terms of “Whose Reality?” ultimately all the Lomans are trapped in the prison of their own subjectivity.  Willy confuses the past and present, truth and lies, fiction and fact.  He becomes increasingly alienated and disempowered.  By the end of the play he is lost in his delusions choosing dreams over reality which descend into a nightmare.

It is worth investigating the fact that self-knowledge is a threat to the protective veneer the Lomans have constructed for themselves.

The Question of Willy’s Death in the Play

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One huge issue raised by the play is the question of Willy’s death.  Is Willy a tragic hero or a delusional coward?  His death makes the reader question if Willy is wholly responsible for his reversal of fortune or if the world and post-war American society has failed a decent, hardworking man.  The two positions are not mutually exclusive and Miller’s text supports arguments for each.  It is your job to unpack these arguments in the text and decide for yourself what Willy’s downfall is due to.

Even Willy’s family have contradictory perceptions on his suicide.  In Willy’s mind the decision to take his own life is a deliberate sacrifice, an attempt to salvage something from his unsatisfactory existence and put his family ahead of the game.  Willy’s bleak funeral is a far cry from the grand affair he has envisaged and a telling contrast to that of his icon Dave Singleman.  However, when Linda asks “Why didn’t anybody come?” to Willy’s funeral (p.119 The Requiem), Miller clearly underscores the divide between Willy’s illusions and the brutal reality of his professional world.  In the final analysis ‘attention’ (p.45 Act One) is not paid to such a small man, nobody cares except his family and one old friend.

Biff intones at his father’s graveside that “He had all the wrong dreams”…. “Charley, the man didn’t know who he was” (p.120 The Requiem).  While Biff is talking about Willy in this instance, all the members of the Loman family fabricate their own romanticised versions of reality that enable them to live with their failures.  However, it is Happy who uncritically articulates the creed that underpinned his father’s working life, to be ‘the number one man’ (p.120 The Requiem).  Happy is willing to absorb his father’s message without questioning its integrity.  It is left to his faithful friend Charley to speak in his friend’s defence to Biff when he says “Nobody dast blame this man.  A salesman is got to dream boy… It comes with the territory” (p.120 The Requiem).

Willy Loman is a Victim

One thing is certain; Willy in Death of a Salesman is a victim.  While Willy’s story is intensely personal, Miller has made him an archetypal character whose predicament exemplifies the fallout suffered by those who cannot meet the bottom line.  You have to ask yourself why Miller used the indefinite article “a” in the title of the play Death of a Salesman, suggesting that Willy is merely one of many such victims.

 

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Message of Author in ‘Burial Rites’ by Hannah Kent

This Resource is for Students studying ‘Burial Rites’ by Hannah Kent in the Mainstream English Curriculum in Victoria

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How do you elevate your essay to become more sophisticated, analysing with insight and thus achieve a higher mark in your SAC or exam?  Include in your Body Paragraphs the Message of the Author that links directly to the essay prompt.

Why include Message of Author?

In your essay you are going beyond the literal [factual] meaning of the words in the text to find significant and unstated meanings of authors.  Essentially you are examining 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.

As you construct your essay, based on the prompt, you need to determine what the author thinks about the issue and how they discuss their viewpoint in the text.

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Look at this essay structure where the prompt is answered clearly:

Prompt:  “Burial Rites depicts a society in which power and strength are valued more than compassion and love”.

Body Paragraph 1 = Cause of power & strength of Icelandic society

Body Paragraph 2 = Response of individuals

Body Paragraph 3 = Consequence of why love and compassion is important to society

Message of Author is colour coded 

Introduction / Message of Author

On face value 19th century Icelandic society represented in Hannah Kent’s historical novel Burial Rites does endorse power and strength over compassion and love.  The text depicts a harsh patriarchal society that is reflected in the severe, intolerant nature of the law and social structure it serves.  In such a society, it is not uncommon for the poor and weak to be strongly disadvantaged and women to have little power relative to men.  While power and strength may dominate in the wider community, the text also emphasizes the profound effect that storytelling has on individuals, eliciting empathy and understanding thus making a difference to those around them.  Kent illustrates that the power of stories can surpass the prejudice ingrained in people, bringing comfort and love to even a brutal world, displaying how love and compassion are almost necessary in any society.

 BP1 Cause = Main Contention / The harsh patriarchal society of Iceland depicted in the novel not only favours an intolerant and brutal judicial system but it also uses violence against the poor and disadvantaged as an instrument of power by its administrators.

BP1 Message of Author / Consequently Kent highlights in 19th century Icelandic society the poor and women are strongly disadvantaged with little power relative to men.

 BP2 Response = Main Contention / While power and strength may dominate in the wider community; the text also emphasises the profound effect that storytelling has on individuals whose Christian values of love are embedded in their culture.

BP2 Message of Author / Kent illustrates that the power of stories can surpass the prejudice ingrained in people, bringing comfort and love to even a brutal world

 BP3 Consequence = Main Contention / The text promulgates that displaying love and compassion are necessary to any society

BP3 Message of Author / The text illustrates that compassion and love shown at the end of the novel are more powerful than power and strength as Toti, Margret and the family learn to see Agnes as a person ensuring her memory is not lost.

Conclusion / Message of Author

In the main, Burial Rites depicts a harsh society where the strong exercise power over the weak and there is little room for kindness or sympathy.  However, Kent highlights that there are individuals in the text whose compassion and love for their fellow Icelanders offset the brutality of the context in which they live.  This is particularly evident in the way that through the power of story-telling Agnes allows Toti, Margret and the family at Kornsa into her life’s narrative and the result is their love and compassion make a real difference to Agnes before she dies.

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Burial Rites by Hannah Kent a Brief Synopsis

This Resource is for Students studying ‘Burial Rites’ by Hannah Kent in the Mainstream English Victorian Curriculum

Strong prose, vivid characters

All page numbers referenced in this analysis of Burial Rites by Hannah Kent are taken from the Picador edition published in 2014 (as shown on the front cover above).

Genre of Burial Rites

Primarily a historical novel, the narrative was inspired by the true story of the last women Agnes Magnusdottir to be executed in 19th century Iceland.  As in the book, Agnes was convicted in 1829 and beheaded in 1830 for the murders of Natan Ketilsson and Petur Jonsson.  Hannah Kent called her novel a ‘speculative biography’ in that she has used what is known of Agnes’ life and presented a possible version of the truth.

Agnes’ fate is a foregone conclusion but the key question running through Kent’s text is that of Agnes’ guilt.  In this regard Kent does build up sympathy for Agnes and allows the reader to explore some mitigating circumstances of which the authorities at the time were ignorant or indifferent.

Post-Modernist Structure of Burial Rites

Kent adopts a post-modernist structure and framework of the narrative which follows primarily the last six months of Agnes’ life with the period of time she is held in custody at Kornsa.  The novel commences in March 1828 immediately after the murders but moves to Toti’s appointment as Agnes’ spiritual guide the following June.  It concludes with Agnes’ execution in January 1830.  Within this framework Agnes recalls the events that led up to the murders.  There are thirteen chapters which are book-ended by a short prologue and an epilogue that provides the last official word on Agnes’ execution.

Kent includes official historical texts about the trial and execution that depict the inflexible administration of justice.  Official documents are juxtaposed against diverse texts, excerpts from Icelandic sagas, contemporary poems and the compelling first person narrative of Agnes, which seems to speak for the under-privileged and homeless people of Iceland.

So like many postmodernist texts, there is a perspective from the point of view of the powerless that exposes the cruelty and hypocrisy of the powerful.  The setting of the novel is an immediate source of fascination, as we know so little about Iceland.  Kent economically creates a frozen world, with its harsh beauty and isolation from the rest of Europe.  Through Agnes’s eyes we feel the struggle to survive in 19th century Iceland, where fish skins substituted for glass windows.

Language of Burial Rites

Kent’s prose is designed to complement the historical documents that preface each chapter with language that is appropriate to both the historical and geographical setting of the novel.  Her language is rich and coveys a rural 19th century sensibility, while remaining accessible to modern readers.  Kent frequently uses earthy similes such as: “Even as the light flees this country like a whipped dog.’’ (p.247), which sounds authentic to the modern ear.  She gives a poetic voice to Agnes’s reflections: “We’re all shipwrecked.  All beached in a peat bag of poverty.’’ (p.248)

At times nature is personified and the novel contains striking descriptions of the harsh elements that the people of Iceland had to deal with on a daily basis.  Agnes describes the highland blizzards and seasons as “Winter comes like a punch in the dark” (p.70).  In chapter 13 Agnes is close to the end of her life and knows the harsh wind “will scrape you up under its nails and take you out to sea in a wild screaming of snow” (p.319).

Convincing Characters in Burial Rites

Kent populates her novel with convincing characters but it is the character of Agnes that Kent explores with a deft touch.  She is neither presented as an object of pity nor even of righteous indignation.  Agnes’ inner strength and intelligence is noted by several characters, but it is a strength which is hard won.  Agnes speaks how the authorities do not know her “I am determined to close myself to the world, to tighten my heart and hold onto what has been stolen from me” (p.29).  Agnes articulates a determined struggle to hold onto a private sense of self despite cruel social labelling.  “They will not be able to keep my words for themselves.  They will see whore, the madwoman, the murderess, the female dripping blood on the grass and laughing with her mouth choked with dirt … But they will not see me” (p.30).

This novel tries to reach Agnes in a place of terrible loneliness, something that is achieved to a considerable extent through Agnes’ relationship with Margret, the wife of the District Officer who is required to accommodate Agnes.  At first, Margret is initially distraught at the idea of Agnes coming to stay at Kornsa as she does not want the safety of her two daughters compromised by the presence of a notorious criminal.  When Margret sees Agnes she is outraged by the woman’s condition and insists on the removal of Agnes’ handcuffs so that she can be thoroughly washed.  Margret makes it clear to Agnes she must work for her keep as she has no use for “a criminal, only a servant” (p.62).  Agnes wants to shake her head and say out loud “Criminal, that word does not belong to me, I want to say.  It doesn’t fit me or who I am” (p.62).  The slow thawing of the relationship between Margret and Agnes is handled superbly and becomes the mainstay of the novel.

The Significance of the Title

Burial rites in a conventional sense is a ritual or ceremony performed after death but in Agnes’ case the title suggests a rite of passage as a preparation for death.  Agnes goes on a figurative journey that involves reclaiming her worth as an individual at least in the eyes of the Jonsson family with whom she establishes a connection.  Sharing her story with the family at Kornsa and with Toti affords Agnes a kind of catharsis and the bonds forged between them help her to meet her death with some dignity.

The Historical Setting of 19th Century Iceland

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Iceland in the 19th century was a colony of Denmark and ruled by the Danish monarchy.  It was deeply divided by class with land titles concentrated in the hands of a relative few.  The bulk of the society was agrarian at which farmers produced enough food for themselves and their families but life was a tenuous existence.  The society was conservative dominated by a religious ethos and traditional gender expectations.  The peasants lived in turf houses that were made up of small crowded rooms with exposed turf walls that were dank and mouldy in the winter infesting the lungs of those who lived there.  In the novel Margret’s fragile health is probably due to TB which is a lung condition common from breathing the dust inside her house.

The Landscape and Weather of Iceland

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Arguably, the landscape and the weather it spawns is the most powerful force in the novel, shaping days and deciding destinies for the Icelanders who live with such a restrictive climate.  In fact the weather’s impact is unavoidable.  Literally everything from burials to executions is contingent upon the weather.  Simultaneously harsh and beautiful the landscape in this novel is almost a character in its own right.

Kent describes the Icelandic landscape as one that shaped both the body and soul of those who have to fight against it for a living.  It is not a place of much warmth.  Chapter 6 is where Agnes tells the story of one of the most harrowing sequences in the novel.  Agnes’ foster-mother, Inga, dies giving birth, partly because a blizzard is so bad that it is literally impossible to get out of the house, let alone raise the cry for help.  As a result the body of Inga’s stillborn child is put in the storeroom as the remains of Inga herself are likewise stored until the ground thaws enough to allow a burial.  The weather adds further horror to Agnes’ narrative and we read of the terrifying image of a dead Inga lying kept “like butchered meat, drying in the stale air” (p.157).

The Odds are Stacked Against Poor Women

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Burial Rites demonstrates that for poor women there were few choices.  Female servants were subject to their master’s will and society’s gender expectations were narrow.  Women were expected to know their place in social hierarchy and poverty made women even more vulnerable.  In Agnes’ case, Kent’s novel doesn’t take the easy way and blame a cruel God.  Human agencies are at work, such as hypocritical treatment of children and single women, and a very flawed criminal justice system.  Hypocrisy is evident in Blondal’s self-serving rationalisation of his selection of Natan’s brother, Gumundur Ketilsson, as the executioner.  Indeed this historical novel shows the odds are stacked heavily against poor women.

Themes, Issues and Ideas in Burial Rites

  1. Truth and Stories = Burial Rites is a fictional recreation of history that is presented by Kent as Agnes Magnusdottir’s story. Kent can only speculate on the truth and her interpretation allows for the possibility of Agnes’ guilt or as we readers obtain a version of the original story, we can make our own minds up.  The novel questions the idea of truth as an absolute.  We obtain the facts as to what Agnes tells us and she shares with us what she chooses to tell us.
  2. Women’s Roles = Women had few opportunities in 19th century Iceland and their roles were confined to the domestic with some status and respectability through marriage. Poverty made women even more vulnerable and created the double standard where women are seen as promiscuous but men are not.  Agnes mother Ingeldur is judged as a ‘loose’ women and had three children to all different fathers from farms around the valley as she tried to find work and a refuge for her family.  Unfortunately the price she had to pay was often another pregnancy and a new mouth to feed.  Agnes later experiences similar exploitation.
  3. Authority and Control = Maintaining law and order in Iceland was dependant on a punitive approach of the ruling Danish authorities. Bjorn Blondal as the District Commission has to keep control of the ‘corruption and ungodliness’ that the murders at Illugastadir represent.  As a convicted prisoner Agnes is clearly disenfranchised by the law but she is also dehumanised by a brutal system that identifies her as being on the bottom rung of a rigid social structure.  Chained like an animal and denied light and air she has been reduced to the status of a beast.  Presented to the world and branded a ‘criminal’ Agnes is a shamed outcast.
  4. Love = Kent presents love as a damaging emotion that inflicts misery and uncertainty and even destroys lives. The epigram “I was worst to the one I loved best” from the Laxdaela Saga at the beginning of the novel sets the tone for what is to follow.  Unfortunately Agnes loves someone who is a notorious womaniser.  Natan lacks a moral compass in his selfish treatment of Agnes and Sigga.  Regrettably Agnes loves Natan and tolerates his appalling treatment of her because she has nowhere else to go and her loneliness makes her vulnerable.  Once Natan feels suffocated by Agnes he ends the relationship.  Looking back Agnes has to admit that the idea of love can be closely allied to hate.  In chapter 11 when Natan throws Agnes out of the house in the snow it underscores his cruel nature but also the power dynamic between them that would never be an equal one.
  5. Loss = Loss in 19th century Iceland is clearly related to the harsh rural life under constant threat by the inhospitable weather. People are conditioned to accept loss as many infants die and women also die in childbirth.  Agnes realises after her foster-mother Inga dies that life brings little certainty.  When she is condemned to death Agnes is threatened with another kind of loss that compounds her dread.  She fears the loss of her personal identity, a loss of self.  Agnes’ final monologue reveals the extent of this terror.  Denied Christian burial rites she feels that death will bring no permanent resting place.  She will be lost and her memory will vanish into oblivion.
  6. Redemption = As a Lutheran Minister Toti’s duty is to help Agnes atone for her sins and save her soul. Blondal’s interest in Agnes is less about the state of her soul than in containing a sensitive political issue.  The execution is really an exercise in propaganda as it is in the law’s interests to be seen as God’s instrument.  In reality Agnes’ salvation comes not from the unforgiving approach of the law but from being treated with fairness and compassion by the family at Kornsa.  Agnes connection to Toti is also central to this process of redemption.  At the end Agnes’ guilt or innocence becomes of less important than the faith that Toti and the family at Kornsa have in her.  Being drawn into the loving circle of those around her is Agnes true redemption.  As Agnes is taken to be executed Margret pressed her fingers tightly to Agnes and said “We’ll remember you, Agnes” (p.324).

 

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Characters in the play ‘Extinction’ by Hannie Rayson

This Resource is for Mainstream English Students studying the play ‘Extinction’ by Hannie Rayson in the Victorian Curriculum.

Analysing Characters in a Drama

When characters are portrayed by actors, characterisation depends on what is conveyed through visuals and sound as much as on the words in their dialogue. In this way playwrights can directly portray the many ways in which people communicate without using words. They can also use the aural qualities of speech to enhance and sometimes complicate the literal meaning of the character’s dialogue.

Characters and Stage Directions

When analysing a play script it is important to remember that the play is meant to be performed in front of an audience. While students are reading the play, take particular notice of the stage directions that can indicate essential visual elements of character, such as costumes, facial expressions and body movements. Pay attention to how the Director Hannie Rayson wants a word or line to be delivered by the actor, perhaps indicating an emotion such as anger or empathy and the vocal tone. The tone in the character’s language can link with the way the Director wants to convey information about the characters and how these words convey ideas and values to the audience.

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Characters and Relationships

In the play ‘Extinction’ the physical interactions with other characters is relevant to the themes and values Hannie Rayson wants the audience to connect with and reflect on their own values. Within the structure of the play all characters have equally important parts. Note how the Director wants to reinforce relatonships through thoughts and feelings and differences of opinions. The play presents the values of characters through their intense relationships with each other and the conflicts that arise between them. In ‘Extinction’ several characters compromise their core values in order to achieve their goals and the play highlights their difficult choices linking the tension between economic and environmental values that Hannie Rayson wants to endorse. It is Piper who says “We all exist in relationship with one another” and the concept of how vulnerable all life on earth is conveyed through the relationships of the characters in the play. Hannie Rayson wants to draw attention to how we all exist in relationship with other living creatures. She also wants the audience to recognise that human beings can be vulnerable and at times influenced by others in negative ways.

A Brief Synopsis of the Characters from the play ‘Extinction’:

  • Piper Ross

Dr Piper Ross is a 30-year-old American zoologist on secondment from the San Diego Zoo.  Piper works at CAPE and volunteers at a wildlife rescue centre in the Cape Otway rainforest run by veterinarian and boyfriend Andy Dixon.  Piper views the Otways as “paradise” (p.103) and values the restorative qualities of the Australian bush where her time in the wilderness allows her the chance to “renew” (p.78) herself to experience “awe” and “to feel reverence” (p.78).

An idealist who believes that all species are “worth saving” (p.83).  Piper is optimistic that “everyone transforming the way they live” (p.113) will be what saves the planet from destructive forces.  As a woman who values all life and considers it the role of every member of the human species to safeguard the lives of all animals, her anger at Andy when he euthanises the wounded tiger quoll is palpable. 

She is emotional and at times her judgement can be clouded.  While she is in love with Andy, she is unsure about his commitment to her which leads to her compromising her beliefs and values by having a sexual relationship with Harry Jewell and accepting a job from him.  She tells Harry that she wants to be a person who “faces up to things” (p.116) and ultimately, she is able to make a strong commitment to stand by her own words “if you loved someone and they were dying, you would do everything you could to help them (p.90).  This shows her courage and compassion.  It also enables her to redeem herself for the abandonment of her principles and her earlier betrayal of Andy.

  • Andy Dixon

Andy Dixon is the 35-year-old brother of Heather Dixon-Brown, in a relationship with Piper Ross, a vet and a committed conservationist, who is suffering from GSS a rare, hereditary, fatal neurodegenerative disease.  Andy, like the quoll, is a symbol of imminent extinction.  Rayson’s portrayal of Andy as the innocent victim of circumstances beyond his control reinforces a thematic link between him and the quoll.

Until the end of the play, only he and Heather know about his illness.  His seemingly heartless euthanising of the dying quoll reflects his embittered attitude to his own inevitable death.  He is unwilling to reveal the truth about his condition to Piper knowing she is the sort of person to “stay up all night looking after a bloody possum” (p.86) and rejects her desire to “marry … have babies and live in a house together” (p.104) seems to be part of his desire to spare her the pain of watching him degenerate and die.

He is an idealist who is passionate about the natural world and shows a strong commitment to environment values by condemning mining and even disapproves of using computers to run a diary farm (p.82).  Yet he is also “stubborn” and “rude” (p.106) when he disagrees or dislikes people.  This is true about his views of Heather’s acceptance of funds from Harry Jewell as “environmental vandalism” (p.119). 

Ultimately, Andy’s cynical worldview is challenged by the appearance of a live tiger quoll at the play’s conclusion.  In highlighting the fragility of life, Rayson reminds audiences not to take our survival, either as individuals or as a species for granted.

  • Heather Dixon-Brown

The 50-year-old director of CAPE, Heather Dixon-Brown, is the sister of Andy, boss of Piper, an ecologist in the process of a divorce and is acutely aware of her responsibility to ensure funding for the institute and the 25 people on staff at the institute who “rely on [her] to come up with their salaries” (p.79).  At first, she is portrayed to be a morally upright character, pragmatic and intelligent, aware of the issues that conservation faces with limited funding available.

Heather’s desire to assist endangered species with her Dixon-Brown Index is moderated by a realistic understanding that “You should only invest in those that are going to give you a good return” (p.99).  When Harry Jewell arrives on the scene, she compromises her environmental principles and her professional ethics by accepting his “dirty money” (p.100) and by sleeping with him.  She also uses spite and jealousy to try and get rid of Piper as a rival for Harry’s affections.  Rayson shows a stereotypical representation of an older woman who regards her own old age a disadvantage against the younger, Piper that Harry finds attractive, simply because he “prefer[s] a younger woman” (p.129).

  • Harry Jewell

A 45-year-old MD of Powerhouse Mining, Harry Jewell is recently divorced and has returned to the Otways in search of comfort.  Introduced by Rayson at the start of the play as a sensitive, charming and responsible character who is trying to save a quoll he has accidently hit, as the play progresses the audience see there are hidden depths and complexities to his character.  Andy calls him “Mr Evil” (p.80) and as such Harry has little sympathy for the farmers whose land he will destroy in his search for coal.  As a ruthless and heartless businessman, he is unlike the tender-hearted quoll rescuer in the opening scene of the play.

The audience and Piper struggle to come to terms with a man whose money enables him to live “a big life” (p.113) but who also seeks to use his fortune to do what he can to save the tiger quoll from extinction.  He recognises the harm the coal industry has done to the environment but also contends that “if you want to make a difference to the environment you have to be rich” (p.113).

Harry is also a shrewd operator, convincing Heather to accept funding from a coalmining company and uses his sexual power to exploit both Heather and Piper for his own enjoyment.  While he complains about his wife’s infidelity, he seems untroubled by his own duplicity. 

Through the construction of Harry’s character, Rayson makes a strong connection with the notion of extinction.  As a miner of coal, not only will Harry further erode the habitat of endangered species, but coal-fired energy will increase greenhouse gases, contributing to the unsustainability of life on earth (and hence extinction).

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‘On the Waterfront’ Directed by Elia Kazan Film Techniques

For students studying the film On the Waterfront Directed by Elia Kazan with either play The Crucible OR Twelve Angry Men.

It is important to note the film techniques in On the Waterfront when you write your comparative analytical essays.

Significant Film Techniques from the film On the Waterfront

Film style = black & white, realistic documentary style (film noir)

Mise en scene = setting – not a set but the actual docks of Hoboken New Jersey

Landscape = cinematography – fog, smoke, mist, clouds, smoky grey sky, nature uncivilised & uncontrollable

Lighting = use of dark to represent evil & light goodness like Edie

Sounds & music = diegetic ie. music, soundtrack, non-diegetic ie. sounds like machinery, ships horn, whistles

Costumes = poor clothes for longshoremen, pseudo-business attire of Johnny Friendly & his gang to draw attention to a certain air of respectability that defies and conceals the extent of their entrenched corruption

Camera angles = deep focus, point of view close up shots, low angle to high suggests power, two-shot 2 people at mid-range, low angled single shot of Terry after his beating in last scene

Settings & Visual Style in Detail

On the Waterfront is a black and white film that represented a 1950’s gritty documentary style with a morally ambiguous (film noir) crime film of the period.  Kazan’s use of setting is intended to register the oppression and destruction rife on Hoboken Docks.

Boris Kaufman’s camera distils a skyscape which is menacing, insular, if not claustrophobic.  Dark settings emphasise not only the dream and danger the residents face, but also the labyrinth network of corruption.  The workers exhibit ill at ease, slouched postures in conjunction with the deep and dark urban underbelly.  The shrouded light of day is diffused by cloudy skies and thick fog.  It highlights the uncertainty in relation to obtaining work and also fear.  Kazan’s endeavour was to create disquiet in viewers emphasising the danger and fear that the longshoremen live under and therefore creating tension amongst the viewers.

The dark and seedy interiors, such as the bar, reinforce Johnny Friendly’s power and aggression, while the dingy, shabby and cramped apartments highlight the workers’ desperation. Pa Doyle is one of the most desperate of the workers, caught because of his desire to support Edie’s education. He like many others are psychologically imprisoned by the “deaf and dumb code”. Anyone who breaks the code or is suspected of dubious loyalty is unlikely to receive a work token.

The competitive fight for the tokens on the Hoboken wharf literally shows the “dog eat dog” environment that belittles and dehumanises the men. Kazan uses circus-like music to reinforce their animal-like behaviour as they become play-things of the bosses.

The rooftop symbolises Joey’s attraction to the birds; he becomes one of many pigeons outplayed by the hawks. The pigeon cages reflect the longshoremen’s inability to break out of their prison-like oppressive conditions on the wharf and their basic preoccupation with survival and existence. The hawks symbolically represent Johnny Friendly and his gang. The hawks ‘go down on pigeons’, which reflects the bosses’ philosophy of looking after their own interests.

Landscape / Fog & Smoke in Detail

The location of the docks and the landscape were used by cinematographer Boris Kaufman to make the most of the fog and smoke that were part of the freezing January landscape but also used deep focus to position the characters within the landscape and to emphasise the ever-present connection between the individual and the group.  Depicting the waterfront society connected to the society of the time is a reminder that individuals in this world are locked into a complicated set of relationships with their fellow workers and the powerful people they work for.

Day time scenes the smoke and mist express the mood of uncertainty that prevails in the film.  The constant mist and smoke characterise the mise en scene of the film as a visual clue of the moral choices that people make.  The freezing January is a symbolic power in the scenes on the roof where the character’s desire is to rise above the murky waterfront world below is cast into doubt by the rising mist and the billowing smoke from the chimneys and smoke stacks.

In the majority of the scenes that take place at night, the smoky pale grey daytime look gives way to a highly stylised use of light and dark.  The use of dramatic lighting stresses the claustrophobic nature of the character’s world.  In the scene where Terry and Edie are chased down by a truck driven by Friendly’s henchmen, the lighting creates the impression that Edie and Terry are caught in a narrow tunnel with no way of escape.

Sounds and Music in Detail

One of the memorable aspects of the film is the ambient or background noise.  Sound is used to great effect in the scene where Father Barry persuades Terry to tell Edie about his involvement with Joey’s murder.  The jarring mechanical rhythm of the machinery in the background contributes to our growing awareness that Terry is just one small element of a much larger world over which he has little control.  In a very dramatic moment, the horn of a ship drowns out the conversation between Terry and Edie.

The musical score was written by Bernstein with the soundtrack foreboding, even military sounding.  The opening scene features threatening sounding drums and brass with the fight shots of Friendly met with the sound of a dry saxophone, which foretell not just the murder about to happen, but set the scene for the landscape as one of conflict.  Audiences recognise that the men who are exiting the clubhouse are no law-abiding citizens.  This is accompanied by rhythmic crashes of timpani which register the enormity of the situations.

The other music themes are the gentler strings that typically accompany scenes between Terry and Edie and indicate hope.  In the scene where the mob invade Father Barry’s church, mixed percussion and shrill strings are used to create an atmosphere of confusion and desperation.  The final scene is the most powerful in creating suspense and tension with a tone of unresolved chord in the strings, inferring the struggle is not over, maneuvering audiences to question the fate of the workers.

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Analysing and Presenting Argument

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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Ransom by David Malouf

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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Poetry Analysis Step by Step

Why Read Poems?

Some people say they don’t like poetry, it’s boring or they don’t understand it.  I think poetry is more like a song, the more you hear it the more you like it.  The words are very similar to poetry; in fact we can break down the verses of songs and see the meaning as poetry.

Poetry doesn’t have to be boring; it can also be funny like limericks.

Start with a Step by Step Analysis

Have a look at this Poetry Analysis Step by Step Flow Chart in PowerPoint to show you the way to read and understand a poem.  Follow it below as well with a full explanation of the Poetry Analysis Step by Step.

Poetry Analysis flow chart

1. Read a poem 2 or 3 times

Each time you read a poem you notice different things

When you read the poem a second time you pick up on ideas and themes that you may have missed the first time you read it.  Also the poet can have ideas hidden just below the surface of the words and as you read it again, the new ideas can jump out.

2. Paraphrase the poem by stanza next to the original text

Writing it in your own words is a good idea to make sense of the poem, so you know what it means in simple terms

Stanza means the verses of the poem just like a song

How the poet organises the stanzas in a poem is often an important aspect of the poem’s structure.  Nothing in a poem is by accident.  Poets choose their words carefully as well as giving careful thought to the form and layout of the poem.  You should ask yourself why the poet has done this or that because there will be a reason and there is an effect for everything in a poem.

3. Answer the 5 W’s

Who? Who is the poet referring to?

What? What is the poem about?

Why? Why is the poet writing about it?

When? When is the poem set, the time period?

Where? Where is the poem, the place the poet is taking about, the setting?

4. Identify the theme, message or topic

What is the poet trying to say? What is the poet’s message in the poem?

What is the point? Is the poet trying to make a specific point in the poem?

5. Identify and Highlight Examples of Literary Techniques

Simile

Definition: Simile is when you compare two nouns (persons, places or things) that are unlike, with “like” or “as.” “The water is like the sun.”  “The water is like the sun” is an example of simile because water and the sun have little in common, and yet they’re being compared to one another. The “is” is also part of what makes this stanza an example of simile. “The rain falls like the sun,rising upon the mountains.”

Metaphor

When something is described in terms of something else, ‘her eyes are the stars in the sky’ is a metaphor as one thing her eyes is being described in terms of another thing the stars. Metaphors are comparisons that show how two things that are not alike in most ways are similar in one important way. Metaphors are a way to describe something. Authors use them to make their writing more interesting or entertaining. Unlike similes that use the words “as” or “like” to make a comparison, metaphors state that something is something else.

Imagery

Poets use words to create images in your mind.

Alliteration

This is the repetition of a consonant sound in the words.  For example slippery slithering snake is alliteration.

Personification

This is where human qualities or emotions are given to non human things.  The wind howled in agony all day.  He gazed at the angry sea.

Tone

The overall mood of the poem, the emotions can be sad, optimistic, solemn.

Point of View

From what point of view is the poet writing.

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Poetry of Robert Frost

Robert Frost

Robert Frost

Frosts poetry is a Metaphor for the ways in which we make sense of our lives

The ways in which people develop their imaginative landscapes, their attitudes and values and how they respond to the world around them are influenced by their sense of place.  In analysing texts the landscape may be seen in literal or metaphorical terms.  Places where we have lived and people we have lived with contribute to our outlook on life and how we respond to particular situations.  For some people these memories stay with them throughout life.  The imaginative landscape derives from the diversity of these experiences over the years.  The physical landscape of a person’s life forms a literal and metaphorical yardstick with which to measure the passage of time and the acquisition of personal characteristics.  The physical becomes intertwined with their imaginative landscape.

Robert Frost’s Imaginative Landscape

Encompasses both the beauty and dark side of the land and of human nature.  While his love of the natural world is evident, inspiring him as a poet and a person, he does not romanticize it, rather he imbues it with strong moral tones, reflecting in his love of rural America.

As well as describing the physical world, Frost is also preoccupied with how the human figures are placed in the landscape and in time.  His characters are aware of where they have come from and their history.  They move in time from the past but also encompass the future.  Frost’s imaginative landscape helps us to construct versions of ourselves by exploring where and who we have come from and who we might become.

‘The Road Not Taken’ Poem by Robert Frost

See the source image

The speaker stands in the woods, considering a fork in the road.  Both ways are equally worn and equally overlaid with un-trodden leaves.  The speaker chooses one, telling himself that he will take the other another day.  Yet he knows it is unlikely that he will have the opportunity to do so.  He admits that someday in the future he will recreate the scene with a slight twist, he will claim that he took the less-travelled road.

One of the attractions of this poem is its archetypal dilemma, one that we instantly recognise because each of us encounters it numberable times, both literally and figuratively.  Paths in the woods and forks in the roads are ancient and deep-seated metaphors for life, its crises and decisions.  Identical forks, in particular, symbolise for us the nexus of free will and fate.  We are free to choose, but we do not really know beforehand what we are choosing between.  Our route is, thus, determined by an accretion of choice and chance, and it is impossible to separate the two.

The Fourth Stanza Holds the Key to the Poem with 2 Tricky Words

“I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I –

I took the one less traveled by,

And that has made all the difference”.

Those who interpret this poem as suggesting non-conformity take the word “difference” to be a positive difference.  There is nothing in the poem that suggests that this difference signals a positive outcome.  The speaker could not offer such information, because he has not lived the “difference” yet.

The other word that leads non-discerning readers astray is the word “sigh”.  By taking “difference” to mean a positive difference, they think that the sigh is one of nostalgic relief.  However, a sigh can also mean regret.  There is the “oh, dear” kind of sigh, but also the “what a relief” kind of sigh.  Which one is it?  We do not know.

See the source image

If the the sigh is one of relief, then the difference means the speaker is glad he took the road he did.  If the sigh is one of regret, then the difference would not be good, and the speaker would be sighing in regret.  The speaker of the poem does not even know the nature of that sigh because that sigh and his evaluation of the difference his choice will make are still in the future.  It is a truism that any choice we make is going to make “all the difference” in how our future turns out.

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Basic Debating Rules

This Resource is for students studying Mainstream English in the Victorian Curriculum.

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Basic Debating Rules: Starting with an Explanation of What is a Debate?

A debate is basically an argument with strict rules of conduct.  It is not a shouting match between two sides with different points of view.

Topic Sides

There are 2 sides in a debate:

  1. The Affirmative agrees with the topic
  2. The Negative disagrees with the topic

The Team Line

Three speakers work together as a team.  The Team Line is the basic statement of “why the topic is true” (for the affirmative team) and “why the topic is false” (for the negative team).  It should be a short sentence, presented by the first speaker of each team and used by the other two speakers to enforce the idea of teamwork.

The Debate Announcer and Time Keeper

  1. The Debate Announcer introduces the topic and the students on each team
  2. The Debate Announcer mentions that each speaker will be timed, the minimum speech is 3 minutes and the Time Keeper will tap on the desk when the 3 minutes has elapsed so the Speaker knows
  3. Each team will have the same allowance for time

Speakers

Each side has 3 speakers who speak in order:

First Speaker of the Affirmative Side Must

  • define the topic
  • present the Affirmative team’s line
  • outline briefly what each speaker in their team will talk about
  • present the first half of the Affirmative case

First Speaker of the Negative Side Must

  • accept or reject the definition.  If you don’t do this it is assumed that you accept the definition.
  • present the Negative team’s line
  • outline briefly what each of the Negative speakers will say
  • rebut a few of the main points of the First Affirmative Speaker
  • the First Negative Speaker should spend about one quarter of their time rebutting
  • Present the first half of the Negative team’s case

Second Affirmative Speaker Must

  • reaffirm the Affirmative team’s line
  • rebut the main points presented by the First Negative Speaker
  • the Second Affirmative Speaker should spend about one third of their time rebutting
  • present the second half of the Affirmative team’s case

Second Negative Speaker Must

  • reaffirm the Negative team’s line
  • rebut some of the main points of the Affirmative’s case
  • the Second Negative Speaker should spend about one third of their time rebutting
  • present the second half of the Negative team’s case

Third Affirmative Speaker Must

  • reaffirm the Affirmative team’s line
  • rebut all the remaining points of the Negative team’s case
  • the Third Affirmative Speaker should spend about two thirds to three quarters of their time rebutting
  • present a summary of the Affirmative team’s case
  • round off the debate for the Affirmative team

Third Negative Speaker Must

  • reaffirm the Negative team’s line
  • rebut all the remaining points of the Affirmative team’s case
  • the Third Negative Speaker should spend about two thirds to three quarters of their time rebutting
  • present a summary of the Negative team’s case
  • round off the debate for the Negative team
  • neither Third Speaker may introduce any new parts of their team’s cases

Importance of Rebuttal

In debating, each team will present points in favour of their case.  They will also spend some time criticising the arguments presented by the other teamThis is called Rebuttal.

There are a few things to remember about Rebuttal:

  1. Logic – to say that the other side is wrong is not enough.  You have to show why the other side is wrong.  This is best done by taking a main point of the other side’s argument and showing that is does not make sense.  A lof of the thinking for this needs to be done quickly and this is one of the most challenging aspects of debating.
  2. Pick the important points  – try to rebut the most important points of the other side’s case.  You will find that after a while these are easer to spot.  One obvious spot to find them is when the first speaker of the other team outlines briefly what the rest of the team will say.
  3. Play the ball – do not criticise the individual speakers, criticise what they say.

The Manner of how you present your debate is important

The manner is how you present what you say and the best manner style is definitely not to shout and thump the table but to keep calm and present your points with a clear speaking voice.  Here are a few tips that might come in handy with your debating style:

  1. Use Cue Cards – debating is a lively interaction between two teams not just reading a speech off notes.  Use cue cards like a prompt in a play as a reference if you lose your spot or train of thought.
  2. Use Eye Contact – if you look at the audience you will hold their attention.  If you spend the whole time reading from your cue cards or looking at a spot away from the audience, they will lose concentration very quickly.  Keep the audience in your sight and their minds will follow your logic.
  3. Your Voice – you must project your voice so that you can be heard but definitely do not shout.  Use the volume, pitch and speech of your voice to emphasise important points of your speech.  Sometimes a loud burst will grab the audience’s attention while a period of quiet speaking will draw the audience in and make them listen more carefully to what you are saying.
  4. Your Body – Make your body work for you by using hand gestures with confidence.  Move your head and upper body to maintain eye contact with all members of the audience.  Stand straight up, definitely do not slouch over the desk or let the audience know you might be nervous.
  5. Nervous Habits – avoid them like the plague.  Playing with the cue cards, pulling strands of your hair, fiddling with your watch or bouncing up and down on your feet will all distract from what you are saying.  Don’t let any one thing detract from your ability to persuade the audience.
  6. Using Big Words – try to avoid going overboard with big words and confusing people.  If you don’t understand the big words yourself then the chances no one else will understand what you are saying either.  It would be a huge mistake to debate and get stuck on a word that you are not sure what it means but also one that you can’t pronounce.

The Marking Scheme in a Debate

Every adjudicator marks to a standard.  You will get a mark out of 40 for matter, manner and method with a total mark out of a 100.

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