Transcript Unpack the question…

Unpack the question…
A critical and personal response?
Critical response?
= The ability to think using
hypothesis and deduction as a way to question,
interpret and draw conclusions (NSW Board of
Studies)
= analytical / diagnostic /
detailed /
Explore and explain (in detail) the textual
form (poems) + the language forms and
features used by Wilfred Owen
Personal context / response?
The personal context (world) of the
responder (you) compared to the personal
context (world) of the composer (Owen) –
through Module B lenses (from English
syllabus – Close Study of Text))
Time and place (history) lens
Culture lens
Social lens
Historical (time AND place) “context”
• Shown by images and
ideas of:
– Language style
– Fashion
– Technology
– Laws
– Family structure
– Women’s roles
– Men’s roles
– Education
institutions
– “religious”
expectations
Cultural “context”…
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Language style
Gender roles
Food
Clothing
Music
Art
Architecture
Religion
Family structure
Laws
Social “context”
• Shown by ideas and
images of:
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rich : poor
Educated :un-educated
Profession : unemployed
Hobbies – interests –
“demographic” (NOT agegroup)
Language style
Leisure activities
Class division
Gender roles
Personal response?
• Explain the values / ideas / beliefs shown in the
poems… in relation to the time and place
(technology etc) and structure of society in 1914
– 1918
• Make points about the context by using:
• rhetorical questions and comments about the
1. religious beliefs
2. Gender divisions
3. Structure of social classes
4. Family values
5. Discipline of laws and social expectations
Personal response?
• Comment on how (LFFs) Owen positions the
responder to feel and react with:
1. Anger
2. Despair
3. Grief
4. Contempt
5. Cynical
6. Sympathy
7. Responsible for the suffering
Students engage with the text to respond
imaginatively, affectively and critically*.
* from Module B – BOS syllabus rubric
• imaginatively, affectively = personally
• critically – analytically / in detail
More from the rubric
• This module requires students to engage in
detailed analysis of a text…  critical!
• It develops students’ understanding of how
the ideas, forms and language of a text
interact within the text and may affect those
responding to it…  personal!