Burial Rites Student Guide 2017 docxdoc PDF

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READING AND CREATING On completion of this unit the student should be able to produce an analytical interpretation of ‘Burial Rites’ .SAC

DATE

Wednesday 10th May 2017

BURIAL RITES STUDENT GUIDE 2017

SATISFACTORY COMPLETION participate in class activities complete practice essay meet requirements of the SAC tasks meet attendance requirements

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VCAA guidelines for Reading and Creating (analytical response)

This is part two of Area of Study One. It builds on from the creative response that you developed in part 1. You will now be required to examine and analyse the text (Burial Rites) and produce an essay that presents an analytical interpretation. What we looking for in Area of Study 1, Reading and Creating (analytical interpretation)

Study Design 2016-2020 In this area of study students identify, discuss and analyse how the features of selected texts create meaning and how they influence interpretation.

What this means Features includes: structure of text – plot, narrative structure, time, voice, perspective, setting characterisation symbols and motifs Create meaning: ideas, themes, values and beliefs that the writer wants the reader to know about, think about Influence interpretation: how the writer leads the reader to accept or reject certain views and values, often through the characters what they represent.

In identifying and analysing explicit and implied ideas and values in texts, students examine the ways in which readers are invited to respond to texts. They develop and justify their own detailed interpretations of texts.

Students prepare sustained analytical interpretations of selected texts, discussing how features of the texts create meaning and using textual evidence to support their responses.

They use planning and drafting to test and clarify their ideas, and editing to produce clear and coherent expression. They craft their writing for convincing and effective presentation.

Explicit: directly stated Implied: suggested Ideas: themes that the text explores and examines Values: qualities that are regarded as worthwhile. The way characters act and react can reveal what values they hold. There can be a clash between the values of the society and the individual characters. The author will also endorse or reject certain values and through this position the reader to respond and reaffirm their values. Own interpretation: Despite the author inviting the reader to respond in certain ways, readers bring their own views and values and will ‘read’ the text with their own experiences, thoughts and values in mind. Justify: this requires the reader to be able to support the interpretation with sound and logical evidence from the text.

Putting it all together: an analytical essay your interpretation how text has created meaning evidence – examples and quotes

This is done in class and at home: question analysis – break down the question, brainstorm ideas plan write responses and seek feedback improve responses in light of feedback.

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What is Outcome 1? On completion of this unit the student should be able to produce an analytical interpretation of the selected text, ‘Burial Rites’ Key knowledge This knowledge includes

● an understanding of the world of a text and the explicit and implied values it expresses ● the ways authors o create meaning and build the world of the text o respond to different contexts, audiences and purposes ● the ways in which readers’ interpretations of texts differ and why ● the features of a range of literary and other written, spoken and multimodal texts ● the conventions of oral presentations and discussion ● the features of analytical interpretations of literary and other texts: structure, conventions and language, including relevant metalanguage ●

the features of creative interpretations (written, spoken and multimodal), including structure, conventions and language, and how they create voice and style ● the conventions of spelling, punctuation and syntax of Standard Australian English. Key skills These skills include the ability to

● explain and analyse o how the features of a range of texts create meaning and how they influence interpretation o the ways readers are invited to respond to texts ● identify and analyse the explicit and implied ideas and values in texts ● examine different interpretations of texts and consider how these resonate with or challenge their own interpretations ● synthesise ideas and interpretations to develop an interpretation of their own ● apply the conventions of oral presentation in the delivery of spoken texts ● apply the conventions of discussion ● use textual evidence appropriately to justify analytical responses ● plan analytical interpretations of texts ● develop, test and clarify ideas using discussion and writing ● draft, review, edit and refine creative and analytical interpretations to texts for expressiveness, accuracy, fluency and coherence, and for stylistic effect ● apply the conventions of spelling, punctuation and syntax of Standard Australian English accurately and appropriately. For satisfactory completion ● participate in class activities

3 ● complete practice essay ● meet requirements of the SAC tasks ● meet attendance requirements Date and Time of SAC ● Wednesday 10th May 2017 ● Time: 75 minutes (aim to spend 10 minutes on planning) SAC Procedures ● ● ● ● ● ● ●

You have 75 minutes to plan, write, and proof read your essay. The length of your response should be between 800-1000 words. You will be provided with 2 essay questions and will have to select one on which to respond. Plan your response carefully and make sure that you have a clear direction before you begin. Don’t wait for it to evolve. The SAC is marked out of 30 (see mark descriptors below) You may consult your dictionary at any stage during the SAC. Students must bring their ID card to the SAC (2016 is acceptable at this stage)

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You are allowed to bring in: o A dictionary o Clear water bottle o Stationary in clear plastic – pens, ruler Note: all SACs are to be written in dark blue or black pen

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You are not allowed to bring in: o books or notes o pencil cases, liquid tape o phones Leave these things in your LOCKER

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All classes will complete the sac at the same time. SAC venues: MU19-21 and S1-3 (students will be notified of their venue closer to the date of the SAC. If you are absent on the day of the SAC, you will need a medical certificate and you will need to see the senior school house leaders to organise when you will do the makeup SAC. o In most cases, you will be required to sit the SAC on the first Wednesday afternoon after the missed the original sac date (unless you do a VET subject on Wednesdays.) o A number of different Makeup SAC papers will be prepared so absent students will not have the same questions as those sitting the SAC on Wednesday 10th May. o You will be supervised by the senior school house leaders

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A system of benchmarking and moderation will take place to determine the grade. Teachers will moderate on a day allocated by the school and you will receive your results as soon as possible after that date.

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Assessment Criteria mark range

DESCRIPTOR: typical performance in each range

25–30

Sophisticated understanding of the world of the text through an insightful analysis of the explicit and implied values it expresses, and how the author has responded to different contexts, audiences and purposes. Sustained and insightful interpretation of textual meaning through a complex analysis of features of the text. Considered and accurate use of textual evidence to justify the interpretation. Skilful control of the features of an analytical interpretation including the highly proficient use of structure, conventions and language, including the use of relevant metalanguage. Highly expressive, fluent and coherent written language that employs the skilful and accurate use of spelling, punctuation and syntax of Standard Australian English.

Very High

19-24 High

13-18 Medium

7-12 Low

1-6 Very Low

Thorough understanding of the world of the text through a detailed analysis of the explicit and implied values it expresses, and how the author has responded to different contexts, audiences and purposes. Comprehensive and logical interpretation of textual meaning through a close analysis of features of the text. Careful use of textual evidence to justify the interpretation. Careful control of the features of an analytical interpretation including the careful use of structure, conventions and language, including the use of relevant metalanguage. Expressive, fluent and coherent written language that employs the appropriate and accurate use of spelling, punctuation and syntax of Standard Australian English. Satisfactory understanding of the world of the text through an analysis of the explicit and implied values it expresses, and how the author has responded to different contexts, audiences and purposes. Clear and appropriate interpretation of textual meaning through a close analysis of features of the text. Suitable use of textual evidence to justify the interpretation. Sound control of the features of an analytical interpretation including the appropriate use of structure, conventions and language, including the use of relevant metalanguage. Generally fluent and coherent written language that employs the appropriate use of spelling, punctuation and syntax of standard Australian English Some understanding of the world of the text through an analysis of the values it expresses. Some awareness of how the author has responded to different contexts, audiences and purposes. Some interpretation of textual meaning through a broad analysis of features of the text. Some use of textual evidence to justify the interpretation. Some use of the features of an analytical interpretation including the use of structure, conventions and language, including the use of metalanguage. Mostly clear written language that employs some conventions of spelling, punctuation and syntax of standard Australian English. Limited understanding of the world of the text with reference to the values it expresses. Limited awareness of how the author has responded to different contexts, audiences and purposes. Limited interpretation of textual meaning that makes little attempt to analyse features of the text. Limited reference to the text. Limited use of the features of an analytical interpretation. Written language that shows limited control of spelling, punctuation and syntax of standard Australian English.

Assessment advice from the 2016 Exam Even though the 2016 exam reflects the old Study Design, some aspects of the advice is still be relevant and will apply to the new Study Design. Overall comments 2016 ● formulaic responses rarely succeed and students are expected to engage with the topic or prompt. Memorising essays or passages rarely helps an essay that should be directed very clearly by the topic ● some students did not fully engage with the elements of the topics and prompts. Greater care needs to

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be taken in analysing and recognising the specific expectations of each topic or prompt – often this comes down to a precise understanding of the actual words that comprise the task strong language skills are expected and necessary for success it is recommended that students organise their time so that enough time is left to proofread their work.

Understand the form (this is still a key feature – how the features of the text construct meaning) ● ‘Students needed to show an awareness of the textual form and recognition of its impact on the reader, viewer or audience.’ This means a film text needs discussion of film technique and construction. A novel requires discussion of narrative structure etc. Answer the question that is asked (a key aspect of any text response essay) Most of the concerns with students’ text responses relate to answer what was asked not what the students wanted the question to ask. ● Students must both dissect and fully analyse their chosen topic, as well as construct an essay that addresses it consistently. Students cannot be dismissive of portions of a topic, nor effectively rewrite the topic to suit their own preconceived approach. ● There is a distinct difference between being well prepared and attempting a prepared response. After a detailed study of their text throughout the year, students should be encouraged to have confidence in their own reading and demonstrate a personal understanding of their text, rather than relying exclusively on commercially produced material. ● It is important to be aware that there are no ‘correct’ responses. Each response is assessed on its own merits and the complexity of the texts and the topics allow for a variety of possible approaches. ● If you know your text well you will be able to address this point: Students should be bold in their assertions about their texts. To do this students must have a good working knowledge of their text and understand how the author or director has crafted the text ● Students may expect to challenge or qualify aspects of a topic. ● Students should look critically at the wording of the topic and consider what assumptions are being made within it. ● Too many students seem to want to respond to their own question rather than grapple with the ideas of the set topic ● Look at the criteria: for 9 or 10, a script ‘demonstrates an understanding of the implications of the topic, using an appropriate strategy for dealing with it, and exploring its complexity from the basis of the text.’ ● Students must also ensure that they are exploring all of the elements presented in the topic. Too often a key point is plucked from the topic and an essay produced, omitting a significant idea that has a major bearing on the topic itself. All parts of the question need to be considered. Your essay needs to have: ● clear introduction ● appropriate paragraphing ● the ability to embed quotations appropriately ● be expressed fluently – coherent and cohesive Keep working on: ● developing a more sophisticated vocabulary ● improving your grammar and focus on sentence structure.

Practice essay questions (topics)

Teachers will provide feedback on essays written

only

on the following topics. Sample exam questions for 2017 (VCAA 2017 exam advice) i. ‘Burial Rites is about death, but it is also about life.’ Discuss. ii. “I am determined to close myself to the world …” ‘Although Agnes is imprisoned at the farm, she retains her internal freedom.’ Discuss. 2016 Exam: i. Natan shouts: “Remember your place, Agnes!” ‘Agnes’s problem is that she has no place to belong.’ Do you agree? ii. “Everything I said was taken from me and altered until the story wasn’t my own.” ‘Agnes’s fate is determined by the stories told by others.’ Discuss.

6 2015 Exam: i. ‘Burial Rites is about death, but it is also about life.’ Discuss. ii. “I am determined to close myself to the world …” ‘Although Agnes is imprisoned at the farm, she retain her internal freedom.’ Discuss. 2016 SAC: 1. Burial Rites explores the nature of the power of authority figures over individuals. Discuss. 2. It is the structure of Burial Rites that leaves such an impact on the reader. Discuss. 2015 SAC 1. ‘I was worst to the one I loved the best’ How does Burial Rites explore the complex nature of love? 2. ‘I would not believe a word she says. She lied to my face in this very room.’ Blondal How is the reader positioned to believe Agnes? Other essay questions 1. “He has pinned me to ill fortune, and although I have struggled, I am run through and through with disaster; I am knifed to the hilt with fate.” ‘It is Agnes’s struggle against fate and ill fortune that wins the reader’s sympathy.’ Do you agree? 2. ‘Hannah Kent’s integration of historical facts with her re-imagining of Agnes Magnúsdóttir’s story makes the novel even more powerful.’ What makes Burial Rites a powerful novel? 3. How does Hannah Kent make the landscape and weather an integral part of her novel? 4. ‘Tóti’s father tells him: “You’re a servant of the Lord. Don’t disgrace yourself, boy”. Does Tóti succeed in his role as Agnes’s spiritual advisor? 5. ‘Burial Rites shows how important story telling is for both individuals and communities.’ Discuss. 6. ‘The use of motifs in Burial Rites assists the reader’s understanding of important themes in the novel.’ Do you agree? 7. ‘Hannah Kent’s choices of narrative perspective allow the reader to better understand the main characters of Burial Rites.’ Discuss. 8. ‘The traditions and rituals of Icelandic culture are imperative to the reader’s understanding of the events in the novel.’ To what extent do you agree? 9. The setting of the novel becomes a crucial part of the story.’ Discuss. 10. “Everything I said was taken from me and altered until the story wasn’t my own.” In what ways is Agnes disempowered in Burial Rites? 11. ‘If there is anyone deserving of blame for the events in the novel, it is Natan Ketilsson.’ Do you agree? 12. ‘The wielding of power over others is a central theme in Burial Rites.’ Discuss. 13. “I’ve told the truth and you can see for yourself how it has served me.” The question of what is truth and what is not is at the heart of Burial Rites. Discuss. 14. ‘Burial Rites isn’t just the story of Agnes Magnúsdóttir. It is also the story of a landscape of deprivation and poverty.’ Is this how you see the novel? 15. ‘Although Burial Rites is a story of secrets and lies, there are still many truths to be learned from the novel.’ Discuss. 16. Although death is at the centre of Burial Rites, Hannah Kent is still able to show there is value in life.’ Do you agree? 17. How do dreams, omens and superstitions play an important part in the novel? 18. ‘Women have no power in Burial Rites. The patriarchal society dominates their lives.’ To what extent do you agree? 19. “I cannot remember not knowing Natan. I cannot think of what it was not to love him. To look at him and realise I had found what I had not known I was hungering for.” How does Agnes’s journey towards death allow us to appreciate the importance of love? 20. “If no one will say your name, you are forgotten. I am forgotten.” How does Hannah Kent ensure that Agnes Magnsdóttir’s name will not be forgotten?

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Resources (check Class Resources or Google drive for additional resources) The more you read about the text and the more you know about the text the better informed your writing will be. Don’t wait to be asked to go through the following resources. Be responsible for your own learning. An incisive critique of Burial Rites: sydneyreviewofbooks.com/the-real-deal/ Two Hannah Kent interviews: youtube.com/watch?v=iuQgUQTcvZE killyourdarlingsjournal.com/2014/04/burial-rites-and-the-stella-prize-an-interview-with-hannah-kent/ Reviews The Australian http://www.theaustralian.com.au/arts/review/outcast-doomed-by-conformity-in-hannahkents-debut/story-fn9n8gph-1226630256683 Interviews Discussion of the text by Kingswood College’s English Co-ordinator http://blogs.abc.net.au/victoria/2015/03/sunday-school-with-libbi-gorr-.html Radio interview: http://blogs.abc.net.au/victoria/2014/04/burial-rights-hannah-kent-read-with-raf-in-may.html ABC Local Conversations with Richard Fidler (PODCAST) http://www.abc.net.au/local/stories/2013/05/16/3760644.htm Radio National interview http://www.abc.net.au/radionational/programs/booksandarts/hannah-kent-burialrites/4708058\ The Guardian www.theguardian.com/books/australia-cultureblog/2013/jun/04/burial-rites-writer-hannahkent The Australian www.theaustralian.com.au/arts/review/hannahkents-debut-novel-burial-rites-is-wri!en-incoldblood/story-fn9n8gph-1226623451767 http://thestellaprize.com.au/2014/03/the-stella-interview-hannah-kent/

Other Burial Rites: A photo essay from Iceland www.pi...