Exploring the Character of Helen in ‘The Women of Troy’ by Euripides

This Resource is for Year 12 Mainstream English Students studying ‘The Women of Troy’ by Euripides in the VCE Curriculum in Victoria

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What do we know about Helen?

The mythology of Helen places her as a siren, an adulteress; most legends have her leaving Menelaus of her own volition, though some say she was under the power of Aphrodite. Regardless, she is stigmatised in Ancient Greece as a loose woman, unfaithful to her husband, responsible for thousands of deaths during the 10 year Trojan War.

Modern western adaptations, however, treat Helen very differently: she was married young, treated as a prize, and finds true love with Prince Paris of Troy, with whom she escapes her loveless marriage and unhappy life. This latter characterisation certainly colours the lens through which the modern reader views Helen, and draws one of many clear distinctions between how elements of ‘The Women of Troy’ are experienced differently by the primary and secondary audiences.

In the play ‘The Women of Troy’ by Euripides, Helen is hated even by Poseidon; he does not see her as an innocent victim of Paris’s lust and Aphrodite’s interference, instead believing it is ‘quite right’ that she is ‘a prisoner, like the rest’.

Helen’s appearance also plays a role in how she is perceived by other characters

Helen’s appearance also plays a role in how she is perceived by other characters. She is the only female in the play not debased, she is dressed to kill and enters not pleading but complaining at the undignified treatment she received at the hands of Menelaus guards “your guards have dragged me out here in front of the building with such violence and contempt”. Hecuba disdainfully accuses Helen of ‘parad[ing] yourself’ before Menelaus, but if Helen pulls out her hair, scratches her face (as the other women in mourning have done), she has no leverage with Menelaus. Her beauty is her only weapon (and it connects her to Zeus); however, her beauty (and others value of it) also contributes to the stigma of ‘Helen the harlot’.

In mythology Helen is often referred to as belonging to a place or a man, for example, ‘Helen of Sparta’, ‘Helen of Troy’; she is an attraction, not a person. Euripides furthers this notion of Helen as property, e.g. ‘Menelaus’ Helen’, but interestingly, she is never referred to as ‘Paris’s Helen’ by Hecuba or any other Trojans, presumably in an effort to distance Paris from blame for the war. Helen is dehumanised, reduced to quarry by Cassandra: ‘These Greeks … sent a hunting party to track down Helen, to smoke her out’; yet Helen refers to herself as ‘Exported … a saleable asset’.

When women were generally written out of history, Helen of Troy was written in 

As her story passed down the generations it held up a mirror to the prejudices of society and to some of its truths.  Helen in Homer’s The Illiad declares ‘on us has been sent an evil destiny, that we should be a singer’s theme for generations to come’.  How prophetic, Helen might not be real, but she never loses her relevance. 

Is Helen a mere puppet of the men who wanted her?

Helen might be seen as a mere puppet, the victim of the gods and of the men who wanted her. But as Blondell insists, “her complicity is essential to her story.” Helen is abducted, but she is never simply passive. She agrees to go with Paris, although different versions of the story suggest different degrees of willingness. Both Paris and Helen are victims of lust, but are still committing an action and incurring moral responsibility for the deaths that result: “such acts are still acts.” The verbs most commonly used for Helen’s journey are all active: she left, she went, she sailed away.

Helen’s manipulation of Menelaus is helped by his weakness for her

When Menelaus arrives on the shores of Troy he does so unashamedly to claim back the woman that jilted him and seeks selfish revenge, not for the myriad of deaths she has caused by her actions, but to serve his own vain purpose. Menelaus values himself and everyone else is worthless, his revenge is clear “This most glorious of days when I shall finally get my hands on that wife of mine, Helen. Yes, I am the man Menelaus, who for ten years have endured this terrible war”. He has sacked Troy, killed Paris and “made him pay” and is happy that Helen is a prisoner who has been “counted into this temporary prison with the rest of the Trojan women”. He expects to see Helen in ruins, crawling and begging him for mercy when Menelaus commands the guards to “bring her out here, drag her out by the hair, sticky with dead men’s blood”. Instead Helen is composed and as Hecuba warned wearing make-up, well dressed and neatly brushed hair, nothing like a grieving widow or person who has any feelings of remorse. Menelaus is unprepared to see Helen in such a beautiful state and his vulnerability towards her explains his inability to decisively execute her in Troy.

Hecuba warns Menelaus that Helen is not just manipulative but dangerous

Hecuba knows how manipulative Helen is and the power of lust that self-centred Menelaus has such a weakness shows that he can easily succumb to Helen’s beauty. Hecuba warns him “If you mean to kill your wife, Menelaus, you’ll have my support. But don’t see her, don’t risk becoming a slave of your lust again”. As a result of this, the concept of his masculinity is put under scrutiny when Hecuba warns him against behaving “worthy of yourself [himself]…your race and of your family” and proving those that “called you [him] womanish” wrong by executing Helen swiftly and justly; associating mercy with a diluted sense of masculinity. Hecuba knows how Helen puts a spell on men and how dangerous she is “She makes men’s eyes her prisoners, she sacks whole cities, burns houses to the ground with that bewitching smile!” Menelaus says he wants Helen handed over to him “to kill her here on the spot” but shows his weakness when he adds “unless I decide to take her back to our Argive homeland”. His statement shows that he desires to postpone Helen’s death and does not intend to actually carry it out himself. His resolve to kill Helen is also shown to be weakened further when he states that “nothing definite was decided” about her fate.

Helen’s powerful speech to Menelaus blames everyone else but herself

In juxtaposition to the male character of Menelaus, Euripides presents a far more calculating character of his Greek wife Helen with ulterior motives that will continue their manipulation if given the chance. Helen’s refusal to admit defeat and her insistence that she is innocent is compounded as she makes attempts to alleviate the burden of guilt and place some on ‘Hecuba’s evil genius’ and the gods for their games. Helen’s powerful speech to Menelaus is brash and confident, shameless, blames everyone else not herself “To Paris … he destroyed Troy, Priam did, the old King, and he destroyed me too”. Helen claims she was just an asset, blameless “exported, I was, sold off abroad, my exceptional beauty was a saleable asset for Greece”. Helen stands firm saying she wasn’t happy in Troy in “abject slavery” and tried to escape and then shifts blame to the gods and false claims of being raped. The Chorus replies to Helen’s speech calling her arguments “for what they are, fluent, but wicked. She’s a dangerous woman!” Hecuba agrees and wants to expose “this woman’s slanders for the rubbish they are!”

It seems an important message that Euripides was keen to inject is that of the strength of a Greek woman like Helen. Even when she was disempowered after the sacking of Troy, her strength lies in her refusal to admit defeat. Euripides shows her ulterior motive of manipulation is more powerful than just a beautiful legend as told in other mythological retellings. 

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Revision for ‘The Women of Troy’ by Euripides

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This Resource is for Year 12 Mainstream English students studing ‘The Women of Troy’ play by Euripides in the VCE Curriculum in Victoria.

What is the Meaning of Euripides Play?

Many of the themes and issues Euripides presents in ‘The Women of Troy’ are confronting because Euripides means to confront us in every literal understanding of the word.  The audience is forced to recognise and grapple with tremendous philosophical questions: Is this humanity? Is this morality? Is this a just war? He also makes the audience face their own moral inadequacies, as Euripides holds a mirror up to Athens.  Euripides believed that it is women and children who pay the ultimate sacrifice for war; they suffer through it and suffer after it, as society’s most vulnerable, at the hands of the powerful.  The play makes extensive moral arguments against unjust conduct in war by presenting a sympathetic look at the great suffering experienced by the vanquished women of Troy being at the mercy of their brutal Greek victors.  Euripides play is both anti-war and pro-feminist.  By giving power to the Trojan women through his narrative, he renders them as complete, complex people with strong voices, if not influence over their eventual fates.  Even though slaughtering the men of Troy, sacking their city and sending their women away to be slaves was standard military practice at the time, Euripides chastises the Greek victors for their violence, comparing them with the volatile barbarians whom they routinely disparaged [mocked].

Themes

The Cost of War               Euripides chose to focus on the aftermath of war and gives the women and children victims of war a voice in his play.  He highlights how the women are treated like chattels divided up between their Greek victors and the atrocities of war on innocent people.  Quote: “This is the crown of my sufferings, my last ordeal: to sail away and leave Troy in flames” (Hecuba).

Duty and Honour             Hecuba and Andromache cling to the ideas of obligation and duty and are honourable women who built reputations in respect of their royal positions in Troy.  Euripides places emphasis on a citizen’s service to family, friends and country which continues long after the death of their menfolkQuote: Hecuba as leader of the women is “a mother bird at her plundered nest”.

Fate                                       It is not until the last remaining lines of the play that Hecuba acknowledges the Trojans have always been fated with ill-luck and pleads with the gods to find another people to exercise their dastardly plans on.  Euripides argues that fortunes are changeable and tragedy indiscriminate.  Quote: “For what purpose have we suffered?  Why call on them [gods] we called before and they did not listen” (Hecuba).

Loss                                       The play is about loss on several levels – loss of a great war, loss of many lives both Trojan and Greek and the continual loss experienced by the survivors of war.  The Trojan women have lost many things in a physical sense and symbolically they have also lost power, position and Troy. Quote: “How must I deal with my grief?” (Hecuba) “What words of yours can release pity to match your pain?” (The Chorus)

Gender                                Menelaus is portrayed in the play as weak and officious while the other male Talthybius is represented as sensitive and decent but torn between his chivalrous inclinations and his duty as a Greek soldier.  In juxtaposition Euripides injects into the play the strength of the women who are disempowered.  He portrays Helen as more than just the beautiful legend, rather he presents her as a more calculating character with ulterior motives.  He presents Hecuba as one who has reasoning and strength of leadership, Andromache has pragmatism and Cassandra has revenge.  Quote: He puts masculinity under the microscope when Hecuba warns Menelaus about Helen and him behaving “worthy of yourself … your race and of your family” (Hecuba)

Social Class                         After Troy is destroyed all the women prisoners are reduced to equality and united in their suffering and loss.  Euripides chose to be realistic in his depiction of the Trojan royalty despite their torment, he comments on their social fall, deterioration of the class system and now they are reduced to mere slaves.  Quote: “Everything is turned upside down: royalty enslaved” (Andromache) “No queen’s bed for me now: I shall lay my shrivelled body to rest on the floor, and wear faded, worn rags to match my skin and mock my royalty” (Hecuba)

Symbols

The Flaming Torch           By entering the scene carrying a flaming torch, Cassandra is not only heralded as being different from the other women but also a vestibule of foresight.  The torch can be seen as hope to the women ordering them to “raise the torch and fling the flame … flood the walls with holy light” (Cassandra).  Also, the flaming torch can symbolise destruction of Troy at the end of the play “Let those officers appointed to fire the city now bring out their torches and use them well.  Up with the flames” (Talthybius).  The flaming torch can also symbolise the destruction Cassandra will reek on Agamemnon and his family when she sails to Greece as his slave.

The Walls of Troy             Poseidon, God of the Sea exclaims the sorrow he feels as the great city of Troy and its magnificent walls crumble “Troy and its people were my city.  That ring of walls and towers I and Apollo built, squared every tone in it”.  The significance of the high walls of Troy are symbolic of a great city, good people and a great royal line, but also symbolise fallibility of the gods and the things the people of Troy cherished can easily be destroyed and brought down low.  Significantly, the death of Astaynax who is thrown from the walls that should have protected him now are part of his brutal death.  Talthybius says the young prince’s end is nasty “You must climb to the topmost fringe of your father’s towers, where the sentence says you must leave your life behind”.

Hector’s Shield                 The great shield of the Trojan prince Hector “the bravest of the Trojans” holds a special memory to those who loved him the most, his wife Andromache and his mother Hecuba.  The shield first appears when Andromache enters the stage with her son on her lap and the shield by her side along with Hector’s armour.  The saddest mention of the shield is when the body of Astaynax, broken and bloodied is carried atop it, toted by Talthybius and Greek soldiers.  Talthybius carries the boy on the shield to give to Hecuba to bury.  Andromache begged to give the child a proper burial with “this bronze-ribbed shield … which used to protect his father’s body in battle, should serve him instead as a coffin”.  While Hector was protected in many battles from the shield, it was powerless to protect him from his ultimate death and also the death of his son and family.  The shield in this instance also symbolises the dying of the Trojan royal family and the tragedy of the play.

Waves/Ocean                   As they wait shackled at the shore, the Aegean Sea serves as a constant reminder to the Trojan women that their fate is inevitable and soon, they will be parted from each other and will sail to their allotted locations in Greece.  Much like the tempestuous ocean, their future is unpredictable and lonely.  Hecuba has never sailed but considers the waves of the ocean as like fortune, calm or stormy and sailors helpless to do anything but submit to them “The tide has turned at length/Ebb with the tide, drift helpless down/Useless to struggle on/Breasting the storm when Fate prevails” (Hecuba)

Helen’s Clothing              In direct contrast to the haggard appearance of the other Trojan women prisoners, Helen’s rich robes symbolise her difference from them and hint to the audience she will again live on the side of victory with Menelaus.  Her appearance and hair are kept neatly symbolising how she will use her beauty to manipulate Menelaus to forgive her and not behead her as he said he would do.  If Helen had pulled out her hair, scratched her face (as other women in mourning have done), she would have no leverage with Menelaus.  Her beauty is her weapon.  Hecuba exposes Helen’s superficiality and greed believing her dress and grooming shows “loathsome impudence” and that Helen feels no guilt for her past crimes.

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VCE YEAR 12 ENGLISH EXAM 2021 ASSESSMENT CRITERIA

This resource material is for VCE Year 12 Mainstream English Students studying in Victoria

ALL MY BEST WISHES TO THE STUDENTS I HAVE TUTORED FOR YEAR 12 ENGLISH THIS YEAR

What is expected of students for the Written English Exam on Wednesday 27th October 2021

The Mainstream English Exam is set down for Wednesday 27th October 2021

  • Reading Time                        9.00 am to 9.15 am (15 minutes)
  • Writing Time                         9.15 am to 12.15 pm (3 hours)
  • Contribution score to English = 50%

Exam Time Allocation

  • Section A 60 minutes = 3 minutes to plan & 57 minutes writing time
  • Section B 60 minutes = 3 minutes to plan & 57 minutes writing time
  • Section C 60 minutes = (10 minutes from reading time) plus 60 minutes writing time

I suggest you wear a watch so you can look at your wrist and not get distracted looking up to the clock on the wall to keep to your allocated time for each section of the exam.

Suggestion as to Exam Order

During the 15 minutes reading time:

Go to Section A and look at the 2 prompts.  Pick one that you are either familiar with the topic or you feel comfortable you can answer the prompt and in a brief 2 minutes plan what you will write for the essay in your head.

Go next to Section B and look at the 2 prompts.  Pick one that you are either familiar with the topic or you feel comfortable you can answer the prompt and in a brief 2 minutes plan what you will write for the essay in your head.

Now go to Section C and read the ‘Background Box’ on the first page and then read the articles for a first reading.  Next reading look at where the Main Contention is and the arguments and language around the arguments.  Pay attention to the author and the title, tone and if it changes, look at the type of language and persuasive techniques and how they are used by the author to position readers.  If there are visuals look at where they are placed in the article and what argument are they next to.  Establish the main contention of the visual and how it aligns with the author’s article.

When the 15 minutes reading time is up and you can ‘pick up your pens’:

Go to Section A and pick that prompt you decided on – take 3 minutes to write a brief plan (which you had thought of in your head in the reading time and now you can write the plan properly) that includes your 3 ideas from the prompt – at least at this stage the plan will still be in your head and will definitely help when you get to Section A to write the full essay – don’t write anything else or waste too much time at this stage on Section A

Go to Section B and pick that prompt you decided on – take 3 minutes to write a brief plan (which you had thought of in your head in the reading time and now you can write the plan properly) that includes your 3 ideas from the prompt – at least at this stage the plan will still be in your head and will definitely help when you get to Section B to write the full essay – don’t write anything else or waste too much time at this stage on Section B

NOW GO BACK TO SECTION C and read the article again, this time with your pen, annotating the arguments (MC= Main Contention / A1 = Argument 1 etc), language, techniques and how the author positions the readers to Think (Logos) / Feel (Pathos) / Do (Ethos) something.

Keep to the time for each essay and try to not go ‘overboard’ with Section C first and cut yourself short for the other 2 essays.  Check your watch, have you stayed within the first hour so you can then go on to Section A and write that essay, check your watch again, then go on to Section B and write that essay. 

If you finish ahead of the 3 hours, go back to each essay to proof-read your writing and make sure you have written a proper Conclusion for each essay.  If you are short of time when writing the essays in Section A and B, then dot point your Conclusion.  At least the Assessors will know what you wanted to say for your Conclusion.  If you have an empty space, the Assessors can’t mind read what you wanted to conclude.

SECTION A          Analytical Interpretation of a Text

Students will be assessed against the following criteria:

  • Knowledge and understanding of the text, and the ideas and values it explores
  • Development of a coherent analysis in response to the topic
  • Use of textual evidence to support the interpretation
  • Control and effectiveness of language use, as appropriate to the task

SECTION B           Comparative Analysis of Texts

Students will be assessed against the following criteria:

  • Knowledge and understanding of both texts, and the ideas and issues they present
  • Discussion of meaningful connections, similarities or differences between the texts, in response to the topic
  • Use of textual evidence to support the comparative analysis
  • Control and effectiveness of language use, as appropriate to the task

SECTION C           Argument and Persuasive Language

Students will be assessed against the following criteria:

  • Understanding of the argument(s) presented and point(s) of view expressed
  • Analysis of ways in which language and visual features are used to present an argument and to persuade
  • Control and effectiveness of language use, as appropriate to the task

MY TIPS FOR SECTION A & B ANALYTICAL ESSAYS

Introductions

  1. Use a run-in line regarding the ‘big picture’ of the topic that shows you are using your analytical skills to consider ideas and issues in the texts
  2. Make your Main Contention very clear that you are answering the prompt not being ambiguous
  3. If you are writing in Section B comparative texts be clear how you are comparing the 2 texts (similarities or differences)
  4. Do not forget to mention the author’s name and titles of the texts in the Introduction
  5. Have 3 clear ideas that support your main contention that will form your body paragraphs
  6. Include the author or director’s message how they feel about the issue and how they want their audience to react

Body Paragraphs

  1. Use 3rd person voice not 1st person
  2. Use present tense to discuss the world of the text
  3. Try to vary verbs that describe author(s) values
  4. Every Body Paragraph MUST INCLUDE MESSAGE OF AUTHOR(s) on the key issues and ideas
  5. Have a clear Topic Sentence that explores the first of your ideas from your Introduction
  6. Use quotes that support your contention as evidence but do not slab massive quotes into the paragraphs, rather embed them in sentences and then explain what the evidence is exploring about the idea/topic
  7. How many quotes is dependent on your analysis but at least 3 per text (minimum)
  8. If the prompt has a quote or quotes do not forget to include it in one of your body paragraphs and analyse the quote(s) in relation to the prompt
  9. In Section B comparative texts include a Transition Sentence from Text A to Text B that shows you are analysing the difference or similarity between the texts
  10. In both Section A and Section B texts finish body paragraphs with a Link Sentence that links back to the prompt and follows on to the next body paragraph

Conclusions

  1. Sum up your main contention
  2. Finish with message of author(s)
  3. If you run out of time in the exam just dot point your conclusion at least the assessors will know what you intended to write which is better than no conclusions as the assessors can’t mind read an empty page

MY TIPS FOR SECTION C ANALYSING ARGUMENT

During Reading Time

  1. During 15 minutes ‘reading time’ do not forget to read the ‘Background Box’ as it gives you the context of the issue, who the articles are written by and the target audience
  2. On first reading of the article(s) try to find out what the main contention is and then search for the main arguments that support the main contention and the language around the arguments
  3. Look out for images/visuals / their position in the article / form features like sub-headings and size of fonts / how do they link to the main contention / how does the author use images/visuals to make the audience Think/Feel or Do Something
  4. Consider what the author wants the audience to embrace, condemn or find a solution to a problem
  5. Consider if the author’s tone is logical or emotional (it can change during the article)

Analysing the Article & Annotating

  1. Analyse WHAT IS THE ARGUMENT THE AUTHOR IS MAKING & LANGUAGE USED TO PERSUADE THE AUDIENCE
  2. Analyse HOW IS THE LANGUAGE AND RELATED TECHNIQUES USED BY THE AUTHOR
  3. Analyse WHY DOES THE LANGUAGE & TECHNIQUE AFFECT THE AUDIENCE
  4. Analyse WHAT IS THE INTENTION OF THE AUTHOR WITH THEIR LANGUAGE TO MAKE THE AUDIENCE – Think something (LOGOS = logical response) / Feel something (PATHOS = emotional response) or Do something (ETHOS = ethical response)
  5. Annotate clearly where the arguments are in the article(s) so that when you write your essay you can see where argument 1/2/3/4 sits in each article / underline techniques / appeals / tone / intention of author(s)

Writing the Essay

  1. Your Introduction MUST INCLUDE Context / Author / Tone / Title / Audience / Contention / Intention / Source
  2. Body Paragraphs could be 3-4 depending on size of article(s)
  3. Body Paragraphs can be divided into 3 sections = Opening Strategy / Body Paragraphs / Closing Strategy
  4. Each Body Paragraph must include your analysis of What / How / Why / Intention of Author to make the readers Think / Feel or Do Something
  5. Each Body Paragraph must include examples of language and techniques (can be quotes from texts) / Tone / Intention of Author
  6. Don’t forget the Visuals/Images how do they link to the main contention / where are they positioned in the article structure / how does the author use images/visuals to make the audience Think/Feel or Do Something
  7. If Visuals/Images are separate from the article(s) they may have their own opinion on the topic so be careful to look at their main contention if they agree or disagree with the article(s)
  8. Conclusions must sum up the overall cumulative effects of the writer’s main contention and language and arguments including the visual’s contention and the intention of the author(s) to persuade the audience to Think /Feel or Do Something

All Resources created by englishtutorlessons.com.au Online Tutoring using Zoom for Years 11 and 12 VCE Mainstream English Students in the Victorian Curriculum

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 VCE 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.

 

All Resources created by englishtutorlessons.com.au Online Tutoring using Zoom for Years 11 and 12 VCE Mainstream English Students in the Victorian Curriculum

Characters in the play ‘Extinction’ by Hannie Rayson

This Resource is for Mainstream Year 12 English Students studying the play ‘Extinction’ by Hannie Rayson in the Victorian VCE 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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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

 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

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

 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

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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