Of Mice and MenTEXT RESPONSE ESSAY

Generating IdeasChecklist planning

o Create a checklist of all the elements that could fall under the following headings

• Major characters

• Minor characters

• Features of the setting: physical and social

• Techniques/Literary devices/Symbols

• Themes and Motifs

Generating IdeasUnderline and Question

o Underline the key words

o For each word you have underlined, generate questions that need to be answered

o Who

o What

o How

o Why

o Which

Structure - IntroductionIn generalo Don’t retell the story – analyse it!!o A good introduction is not just a list of things you are going to say in the essay

• ‘In the world of Of Mice and Men …’o You can then provide additional information using phrases such as:

• As well• Along with this• Not only … also• Moreover

o You can then add details about how the events, characters, symbols and devices show us the key ideas by using words such as:• Through• By• With

Structure – Body ParagraphThree good things to remember1) Make your sentences about ideas rather than objects2) Use strong verbs to write about what the ideas do3) Create links between sentences

George and Lennie are linked by their loneliness

Loneliness brings together George and Lennie and compels them in their drive to achieve the great American Dream.

Start your sentence with:o a character’s qualities or attributeso one of the themeso a word that labels a technique or device used in the text

Structure – Body Paragraph

Structure – Body ParagraphRead this paragraph:

George is a lonely character. George shows his loneliness by remaining by Lennie’s side despite the trouble he constantly causes. The novella makes George seem very impatient with Lennie despite his loneliness. George’s loneliness makes him do things that aren’t the ‘norm’ for ranch workers following the Great Depression. A big problem in the novella is George’s loneliness.

Re-write this paragraph to create ‘flow’

Structure – Body Paragrapho Technique 1

Replace the words at the start of sentences with:• He/She/It/They• His/Hers/Their/This

o Technique 2Use linking words at the start of sentences• In/Throughout/During/By• Although/Despite/While/Nevertheless/Moreover/Furthermore• So/Consequently/Ultimately/From this/In/Therefore/For

Structure – ConclusionsA good conclusion contain 2 things:o A core topic statemento A big picture statement

An effective conclusion can be written in 3 sentences:o Core topic statemento Further information about the core topic statemento Big picture statement

Structure – ConclusionsUseful words to begin a conclusion:o Ultimatelyo In the endo In essenceo For the most part

Useful words to make a big picture statement:o The message of the text is that …o The text shows that … / shows how … / shows what it means …o The text demonstrates/illustrates/concludes/highlights/suggestso Central to the text is the idea that …o The reader is left with the understanding that …

2014 exam feedbackKey skills These skills include the ability to: o identify and discuss the structure, features and conventions used by the authors of narrative texts

to construct meaning in relation to the development of character, ideas and themes; o discuss different ways of interpreting texts as well as the strategies used by readers to make

meanings; o take notes while reading, viewing or listening for use in writing about or discussing texts; o construct a response to a text, including the use of appropriate metalanguage to discuss the

textual features and textual evidence to support the response; o use appropriate strategies to review and edit the response; o listen actively and respond appropriately to others’ views during discussion; o use the conventions of spelling, punctuation and syntax of Standard Australian English.

2014 exam feedbackIt should be noted that: o there seems to be a dependence on formulaic, prepared responses by some students. The study

of English is concerned with developing students’ understanding and confidence in responding to the specific topics and prompts offered in the examination. Active engagement with texts enables students to develop language awareness, to articulate ideas and to develop communication skills. A personal engagement with the texts and ideas is neither formulaic nor predictable

o some students did not fully engage with the elements of the topics and prompts. Greater care needs to be taken in analysing and recognising the specific expectations of each topic or prompt – often this comes down to a precise understanding of the words that comprise the task

o as this is an English examination, strong language skills (including correct spelling and grammar) are expected and necessary for success

o it is recommended that students organise their time so that enough time is left to proofread their work.