You need to research a range of newspapers, magazines, documentaries, current affairs programs, films and events
You may find a number of texts you can use for your related texts in the elective.
Use the following questions to focus your search:
1.What does the text suggest to you?
2.Who produced it?
3.What/who is represented in the text?
4.How is it represented?
5.Why was this particular representation constructed in this way? (eg language, shot selection, framing, textual features and composition)
6.What are the social, cultural and political codes and conventions that the audience uses when understanding the representation?
Thursday, October 28, 2010
Wednesday, October 27, 2010
Some definitions:
representation
The ways ideas are portrayed through texts (English Stage 6 Syllabus)
representing
The language mode that involves composing images by means of visual or other texts. These images and their meaning are composed using codes and conventions. The term can include such activities as graphically presenting the structure of a novel, making a film, composing a web page, or enacting a dramatic text. (English Stage 6 Syllabus)
representation
Textual construction that arise from habitual ways of thinking about or acting in the real world (Literary Terms, Brian Moon)
representation
The ways texts are constructed in the media to reflect certain events, stories and groups (The Media Student’s Handbook, Gill Branston and Roy Stafford)
representation
A fluid, two-way process between producer and audience in relation to reality and its relationship to reality. (Media and Reality, Allan Thompson)
The ways ideas are portrayed through texts (English Stage 6 Syllabus)
representing
The language mode that involves composing images by means of visual or other texts. These images and their meaning are composed using codes and conventions. The term can include such activities as graphically presenting the structure of a novel, making a film, composing a web page, or enacting a dramatic text. (English Stage 6 Syllabus)
representation
Textual construction that arise from habitual ways of thinking about or acting in the real world (Literary Terms, Brian Moon)
representation
The ways texts are constructed in the media to reflect certain events, stories and groups (The Media Student’s Handbook, Gill Branston and Roy Stafford)
representation
A fluid, two-way process between producer and audience in relation to reality and its relationship to reality. (Media and Reality, Allan Thompson)
Thursday, October 21, 2010
Notes from the marking centre for last year's question
Section III – Module C: Representation and Text
General Comments
In the stronger responses, candidates demonstrated a skilful analysis and evaluation of the prescribed texts and judiciously selected related texts and how these shaped, supported and developed the line of argument articulated in the thesis. The stronger responses presented a sustained conceptual understanding of conflicting perspectives and history and memory with well-integrated, structured responses, demonstrating skilful control of language.
Weaker responses generally presented a limited and/or superficial understanding of the relationship between representation and meaning. These responses were descriptive rather than analytical and were limited by the treatment of the prescribed text and the selection of the text of the candidate’s own choosing. The chosen related text was not useful for furthering the analysis. The control of language was variable in the weaker responses and the development of a line of argument was not articulated, sustained or supported by reference to the texts studied.
Stronger responses integrated the analysis of the texts in order to demonstrate skilfully the relationship between representation and meaning. The related text of own choosing was chosen wisely and used judiciously to develop the thesis.
Question 10 – Conflicting Perspectives
In the case of the most popular prescribed text, Julius Caesar, some candidates considered the provocative insights generated by Shakespeare’s representation of the personality of a leader, and how a leader can be adversely affected by power; or they analysed the representation of a situation such as when an aspiring leader can deliberately provoke a coup d’état. The related text of own choosing was used to develop and challenge this aspect of representation, and further explore the diverse and provocative insights of their thesis.
Weaker responses superficially referred to aspects of conflict within texts rather than conflicting perspectives. They described the plot of their texts and superficially employed related texts that did not further the response.
General Comments
In the stronger responses, candidates demonstrated a skilful analysis and evaluation of the prescribed texts and judiciously selected related texts and how these shaped, supported and developed the line of argument articulated in the thesis. The stronger responses presented a sustained conceptual understanding of conflicting perspectives and history and memory with well-integrated, structured responses, demonstrating skilful control of language.
Weaker responses generally presented a limited and/or superficial understanding of the relationship between representation and meaning. These responses were descriptive rather than analytical and were limited by the treatment of the prescribed text and the selection of the text of the candidate’s own choosing. The chosen related text was not useful for furthering the analysis. The control of language was variable in the weaker responses and the development of a line of argument was not articulated, sustained or supported by reference to the texts studied.
Stronger responses integrated the analysis of the texts in order to demonstrate skilfully the relationship between representation and meaning. The related text of own choosing was chosen wisely and used judiciously to develop the thesis.
Question 10 – Conflicting Perspectives
In the case of the most popular prescribed text, Julius Caesar, some candidates considered the provocative insights generated by Shakespeare’s representation of the personality of a leader, and how a leader can be adversely affected by power; or they analysed the representation of a situation such as when an aspiring leader can deliberately provoke a coup d’état. The related text of own choosing was used to develop and challenge this aspect of representation, and further explore the diverse and provocative insights of their thesis.
Weaker responses superficially referred to aspects of conflict within texts rather than conflicting perspectives. They described the plot of their texts and superficially employed related texts that did not further the response.
Module C: Conflicting perspectives
Useful sites:
http://www.hsc.csu.edu.au/english/advanced/representation/elect1/
http://www.uky.edu/AS/Classics/rhetoric.html
http://www.vroma.org/~bmcmanus/caesar.html
http://www.sparknotes.com/shakespeare/juliuscaesar
http://changingminds.org/
(this one is really interesting... loads of stuff on how to persuade)
http://www.hsc.csu.edu.au/english/advanced/representation/elect1/
http://www.uky.edu/AS/Classics/rhetoric.html
http://www.vroma.org/~bmcmanus/caesar.html
http://www.sparknotes.com/shakespeare/juliuscaesar
http://changingminds.org/
(this one is really interesting... loads of stuff on how to persuade)
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