Using the Stage 1 Intertextual Study to prepare students for Stage 2 English

Transcription

1 Using the Stage 1 Intertextual Study to prepare students for Stage 2 English Sarah Chambers Head of English and Humanities, Investigator College, Victor Harbor

2 How is your school approaching the Intertextual study at Stage 1?

3 What worked for your context in 2016?

4 What challenges do you anticipate with the Stage 2 Comparative Study?

5 NSW ETA English Textual Concepts

6 Intertextuality WHAT IT IS? Intertextuality refers to those interrelationships among texts that shape a text s meaning. The recognisable echoes of other texts in a text intensify the experience of the text by adding layers of meaning.

7 Intertextuality Rob Pope distinguishes between three types of intertextuality: Explicit intertextuality, alluding specifically to another text through quotation or reference Implied intertextuality, where the allusion is more indirect may occur through such commonalities as genre or style Inferred intertextuality referring to the texts drawn on by the actual responder and will likely include texts that had not even existed when the text was composed.

8 Intertextuality Recognising and understanding intertextuality leads to a much richer reading experience which invites new interpretations as it brings another context, idea, story into the text at hand.

9 Intertextuality As new layers of meaning are introduced, there is pleasure in the sense of connection and the continuity of texts and of cultures. These connections mean that a responder is engaging with a broader literary heritage than just a discrete text. Intertextuality also invites us to revisit the earlier text, often with new insights into its meaning for our time.

10 Intertextuality Intertextuality also raises questions about nature of authorship and originality as texts may be seen as composed from pre-existing elements rather than created. It also provides one way for students to compose their own texts drawn from their knowledge of others.

11 A stepped approach Step 1 Allusion in Zusak s The Messenger (explicit intertextuality ) or Writing in the style of Marcus Zusak (implied intertextuality) Or Comparing The Messenger with The Catcher in the Rye (inferred intertextuality)

12 A stepped approach Step 2 Explicit teaching of connective language and Shared study of the stylistic features and devices in a challenging text (Year of Wonders).

13 A stepped approach Step 3 Independent intertextual study a guided study of two texts focussing on the similarities and differences in the ideas and perspectives explored in the texts.

14 Using Zusak s The Messenger to teach allusion Allusion is a stylistic device used by the author in a number of ways: The pleasure of recognition to add to the readers understanding of character, setting and atmosphere. A literary quest of sorts, that draws attention to the text as a construct. Thereby, Zusak develops the metafictional aspects of the text exploring the role of the author in the reading of text.

15 Intertextuality Study 1 Either: Zusak uses a range of literary and pop culture allusions in his novel The Messenger. What is the impact of these allusions on our reading of the text and to what extent do you believe them to be an effective stylistic device? Create your own short story that develops one of the themes in The Messenger. It may be fictional or based on your experiences. In an accompanying writer s statement explain how the text you have created has been influenced by your knowledge of the studied text. Compare and contrast Zusak s The Messenger with JD Salinger s The Catcher in the Rye. To what extent are the texts similar? What commonalities in genre and style are present?

16 For example Extract 1 an essay exploring the impact and effectiveness of the allusions in the novel. Extract 2 an original piece of writing, inspired by Zusak s work, with writer s statement. Extract 3 a comparison of The Messenger and The Catcher in the Rye.

17 Explicit teaching of connective language

18 Focus on the stylistic and language features in media res foreshadowing language of the time and place (temporal vocabulary) narration characterisation

19 For example Extract 4 a middle of the road student who was able to improve his work through experimentation with connective language

20 Intertextuality Study 2 Students (with guidance) select two texts from a recommended list and complete a comparative analysis of the ideas and perspectives explored in the texts.

21 For example Extract 5 an essay comparing the themes and ideas in Fight Club and American Psycho. Extract 6 a comparison of Brave New World and The Matrix Extract 7 a comparison of Burial Rites and Year of Wonders