Finish reading the scene we began today (p.42) (ends at the start of Act II).
Answer the following questions:
VII. pp. 41-46 – The Pub scene
***It’s OK to have difficulty with your homework, but you must make an attempt.
If you have questions in regards to your answers, we will take these up in class tomorrow.******
1. What is the basic irony prevalent in this scene?
2. Wolsey says to More that he would be successful if More “could just see facts flat on, without that horrible moral squint, with just a little common sense.” What does he really object to and what does he really mean by “horrible moral squint” and “common sense?”
3. What is the political problem the two are discussing? What is the Cardinal’s proposal as a solution and what is More’s?
4. More states: “I believe, when statesmen forsake their own private conscience for the sake of their public duties…they lead their country by a short route to chaos.” Do you agree?
5. Wolsey tells More he “should have been a cleric.,” to which More replies “Like yourself, Your Grace.” What does More mean?
1. Wolsey attacks More’s strong morals (even though Wolsey, as Cardinal, is supposed to be the supreme religous figure): “If you could just see facts flat on, without that moral squint; with just a little common sense, you could have been a statesmen.”
2. Wolsey suggests to More that if he could see the facts in a real life sense instead of based purely on morals and his personal beliefs and values, including that of the church, he could achieve greater occupation and status.
Wolsey objects to More’s incorruptible moral strength when dealing with issues that hold a lot of weight in the country, and believes that he should use “common sense” taking in real factors and consequences when making decisions, instead of solely relying on morally correct beliefs (ADO: human-generated doctrine is called “dogma”–these are not laws made by God, but men, Wolsey indirectly suggests their alck of value. More would consider this wrong. He later accuses Roper of ‘shaking hands with the devil’–if we are not true to ourselves (humans) than we can never be True) that he holds as a devout Catholic. Wolsey refers to More’s “Horrible moral squint” as the process of More filtering information and sorting what is right and moral, over all external factors involved, suggesting perhaps moral intelligence, but not successful or ambitious values and efforts.
3. The political issue that the two are discussing is the whole situation of King Henry’s attempted divorce. The Cardinal wants More to support the divorce because he thinks England needs a male heir to prevent another civil war. More wants to pray for an heir. Quotation?
4. More believes that one should not put aside their own beliefs to suit others because the country will be lead into chaos if this is done. Quotation?
5. More, in a humble tone is highlighting where Wollsey’s intentions and beliefs lie as opposed to where they should be as a Cardinal. Wollsey should be more concerned about maintaining faith than the business and politics of Henry’s situation.
Here is the SAC Criteria and Prompt for Tuesday’s 75 minute class: unit-4-context-sac-practice
Here is a model response to that same prompt: model-answer-from-unit-4-context-practice-sac
If handwritten: submit to ADO at the end of Tuesday’s class on paper.
If typed: post on blog for ADO to read at the end of Tuesday’s class–you do not need to print it.
Prepare (as you would for SAC#5) a response to the following prompt.
as stated in yesterday’s class, here is what is due for Monday:
In the OXFORD guide:
1) “Write like Drewe” Activity (#2 on Page 3): Using the characteristics of Drewe’s writing (as described in pages 1-2) write a brief “realistic” description of an episode in your life.
Audience = Ms. Dominico
Purpose = to demonstrate control over these language features
at least one tricolon *the “rule of 3!”;
some proper nouns and authentic details *eg. the Eureka Towers really is in the Melbourne skyline in 2008 Australia;
some evocation of the senses *eg. the Yarra River smells like dead fish decaying on the shore line;
2) Analysis of Drewe’s Writing (#3 on Page 5):
Write a brief explanation of the ways that Drewe shapes the writing on page 147 to make the reader see the humour in the scene (** Refer to pages 3-5 for help). Comment on the things such as the sequence of ideas, specific choices of words and phrases, and the tone of the narrative voice.
This document from Penguin Publishing may be helpful: penguin-reading-notes-and-questions-and-essay
I want to go through questions #3, 4, 7-11, 13 and 16 in-class especially.
HERE is a GREAT study opportunity! Spend the following Friday lunch hours in the MMR to learn more about the context “Whose Reality?”.
The following Senior School English teachers will be presenting on their various specialities.
Yes, this is very good preparation for university next year. Come along, bring a note pad, learn a little or a lot.
BEST OF ALL: begin preparing for your exam which is 13 piddly school weeks away.
MMN:The limits of my language are the limits of my world. 27th June
ANU: Closing the net Piscine Metaphor and the context. 18th July
JPD: Memories of the Beaumaris Badlands. 25th July
TBX: Something very cool. 1st August
The most-excellent mind-map we made in class last week (which Ed thankfully made into a Word file for us) can be uploaded here:
I really like the ideas you came up with regarding how the context “Whose Reality?” can be broken into groups of types of realities (mulitple, emotional, constructed, cultural) and then linked by aspects of the texts we’ve studied and discussed so far.
Good job, everyone!
Here are a few further tips whilst you prepare for your SAC this week:
1) Make sure the Statement of Explanation identifies how you have connected your piece with ideas from the film.
2) Make sure your piece is focussed on the ideas in the prompt as they relate to the film.
3) Written Explanation is 2-3 paragraphs (200-300 words) — NOT in dot points.
4) I can help you with the practice prompts –but not the “real” prompts.
5) Eternal Sunshine of the Spotless Mind — capital letters
Eternal Sunshine of the Spotless Mind Chapters:
- Valentine’s Day (3:41)
- Clementine (6:41)
- Two Blue Ruins (2:54)
Unit 3: Context SAC (SAC #4) Material: context-sac-1-sac-4-material-and-prompts
***NOTE: We have specified the audience…***
Another “How To” Tip!
What do I write?
Step 1: What are the ideas in the prompt? What does the prompt MEAN?
Step 2: How does the prompt relate to “Whose Reality?” (context)
Step 3: How does the prompt relate to Eternal Sunshine of the Spotless Mind?
Step 4: What can I write that will address the ideas in Step 1, 2 and 3?
Granted that Ian McEwan is not a Year 12 VCE student, play along with me for the purposes of this activity.
* Ian is a Year 12 VCE student
* that he was given the same prompt as you for Post #6 (memory and lives shaping…)
* you are his VCE assessor
TASK: Follow the instruction in today’s Word document (Sample Written Explanation and Student Piece of writing) to highlight and assess McEwan’s writing. Post your edits onto your blog so we can all learn from you!
Here is the file: sample-written-explanation-for-atonement1
I made a mistake!
THe SAC format is not how I explained in class today.
Instead, here is the SAC format:
1) get SAC on Thursday **you will choose , and prepare, one prompt from a choice of 2! (not 3)
2) on the day we write the SAC — it is your choice which prompt you will use!!! (not Ms.D.’s!) 😀
3) bring your pre-written Statement of Intention to the SAC
4) You will have 125 minutes (1 x 75, 1 x 50)
5) We will write our SAC next Thurs and Friday (Week 9)
Here is another prompt for you to write: 1) a written explanation and 2) a SAC response
PROMPT: ‘It’s not what we remember but rather how we choose to remember it’
Steps to Success:
1) Write your statement of explanation first (use the “triangle”: discuss the prompt, discuss how the prompt relates to the context “whose reality?” and the film ESSM, and then how your writing will discuss the ideas in the prompt as it relates to the context-film.
2) Write the piece of writing that addresses the ideas in your statement of explanation.
Do it for before Wednesday and I can give you some feedback before you do the actual SAC!
A written explanation would help!
“To see the importance of the written explanation (Insight p. 133) where the ideas generated from the text must be clearly explained in cases where the actual text is not mentioned by name in the response itself.” – Ms. Duffy
First of all, stop panicking! This is a totally achievable task.
You just need to spend some time looking at examples, and practising your writing.
Remember the keys to success: prompt + film + good writing = a good piece.
There are lots of models. I’ve posted 2 so far. (You can use the categories on the sidebar to search out the “exemplars” which are 2 student responses.)
page 128 Insight: Expository writing (Essay) with a model Written Explanation on “Whose Reality” (different text than we have studied, but same idea)
page 132-134 Insight: Imaginative Writing (fable) has a very good Written Explanation/Statement of Intention
Someone in Ms. Duffy’s class wrote a piece “Be careful what you wish for….” a fable that uses idea from P 133-34 Insight.
The student’s piece was based around Continue reading
Check the following in each piece of writing you do:
1 Have I crafted a carefully worded statement of explanation that
explains purpose, form, language, audience, context? (150 words) 0/1/2/3
2. Have I addressed the prompt? 0/1/2/3
3. Have I made reference to “Eternal Sunshine” or incorporated
ideas from it? 0/1/2/3
4. Have I chosen the expository, persuasive or imaginative writing
forms? Is this clear? 0/1/2/3
5. Whose perspective am I creating this composition from?
(eg First person omniscient, Third person narrative) 0/1/2/3
‘What people remember shapes their understanding of themselves and their world.’
In trying to make sense of who we are, we have only our memories of our past to help us to formulate our concept of ourselves as we are now. In a complex interchange our memories are joined to our personalities and help define our identity. Our values and beliefs are also shaped by our memories; either through social interaction or remembering the lessons passed on by significant people in our lives. Memories provide boundaries to our relationships with people in the world around – they govern our behaviour by providing a context to consider our actions.