how to- aos1 english 3-4 text response

8/11/2019 How to- AOS1 English 3-4 Text Response

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Sali Miftari, 2014

How To: English 3/4 AOS1- Text Response


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Brief example of an analysis of Literary Techniques and Features in a text

For this example, Ive used Anna Funders Stasiland to demonstrate step 5. However, the basic principle of

discussing and creating an interpretation is universal to all texts on the VCE English 3/4, and can be harked

back upon in a text response.


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Incorporating Social, Political and Historical Context in your Text Response

SAC

Anna Funders Stasiland, (2002), provides a condemning exposition into how the deplorable practices

of thesocialist Stasi affected the lives of ordinary citizens in the former German DemocraticRepublic (GDR). Funders investigation uncovers the lingering impact of the Iron Curtain (and

Berlin Wall) had on reunified Germany, illustrating how its existence symbolised a long lasting

trauma that for some, cannot be forgotten.

I introduce a key component of

the historical context; in this case,

the Stasi and its part in history.Here, a simple allusion to a part

of the text - Mauer im Kopf - can

be done by warming it up when

providing a general overview. This

is a cultural value.

Social, Historical and Political

context can also be alluded to

when noting how the contexts

have influenced the future.

Ive merely highlighted a

mere item that is

highlighted in the text, and

is the basis of discussion in

it. This is an example of

foreshadowing.


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Metalanguage and Evidence in a Text Response SAC


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By denying the truth and its e#ects, Stasiland reveals that while the past

cannot be perpetually erased, it can be managed into the future. As a piece

of literary journalism, Funder strives to interact with characters from both

sides of the regime, however authorial biasis displayed in her discussion

with Karl-Eduard Von Schnitzler. Through the uninviting tone employed in

the dialogue, Von Schnitzler- a self proclaimed leading figure of the GDR

is instantaneously portrayed as a nasty person who vehemently denies the

extent of the regimes brutality. Von Schnitzlers belief that heis be-lov-ed

by everyone directly exposes the ignorance he has about his place in the

new German society, therefore appearing unfettered about his past.

Furthermore, Von Schnitzlers unburdened appearance is challenged as

Funder notices that the name at the doorbell to his apartment is not his,

rather, his wifes. Prior to beginning the interview withSudel-ede (Filthy

Ed), the absence of his name at the door can be interpreted as an

acknowledgement of Von Schnitzlers fear of retribution for contributing to

the trauma experienced by citizens, thus implying that his conscience in thepresent and future has indeed been a#ected by the actions of his past.

Additionally, Funders interview with Klaus Renft- a victim of Orwellian-like

structure in East German society- demonstrates his dependency on alcohol

to numb the a#ects of traumatic ordeals from his own past. Whilst Funder

notes that Klaus memory of not existing anymorehas somewhat

withdrawn into the background, hisalcohol cushioned landings alludeto

the idea that the past has in fact defined his present and future to the extent

that his alcohol-dependency is the cathartic vehicle used to nullify his pain.

Funders interaction with the contrasting characters Klaus and Karl-Eduard

Von Schnitzler demonstrates that whilst present and future is greatly shaped

by the past, the process of rehabilitation can occur by implementing coping

mechanisms- be it through outright denial or forced ignorance- that slowlycauses one to withdraw and move on into the future.

Quotation is

warmed up by

noting the context of

who said it

Quotation is used to

both enhance my

point, as well as

make a reference to

the historical

context AND literary

allusion (to Orwells1984)

Use of

Metalanguage is

highlighted in green


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The Study Design Broken Down:

Area of Study One, Reading and Responding

People often find the study design a little confusing. This is a shame, as teachers usually refer you to

the study design when you want to know what is going on. Therefore, Ive broken it up. In the white

cells youll find what VCAA prescribes in the document. In the grey cells, there is a simple explanation

of what this means, and therefore, what you will be expected to do in the SAC.

VCAA Study Design: http://www.vcaa.vic.edu.au/Documents/vce/english/English-ESL-SD-2007.pdf


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The Assessment Criteria:

Area of Study One, Reading and Responding

Remember:- In all Unit 3/4 disciplines - including English 3/4 - in order for you to get a Satisfactory, you need

to score a minimum of 30%. This means that in the SAC for this Area of Study (AOS1), you needto score a minimum of 9 out of 30.

- This area of study is worth 30% of Unit 3, and 50% of Unit 4. All SAC marks make 50%of your study score, therefore, AOS1 for both U3 and U4 makes up 40% of your SAC

score.