1 / 10

Unpack the question…

Unpack the question…. A critical and personal response?. Critical response?. critical thinking = The ability to think using hypothesis and deduction as a way to question, interpret and draw conclusions (NSW Board of Studies) Critical response = analytical / diagnostic / detailed / .

faris
Télécharger la présentation

Unpack the question…

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Unpack the question… A critical and personal response?

  2. Critical response? • critical thinking = The ability to think using hypothesis and deduction as a way to question, interpret and draw conclusions (NSW Board of Studies) • Critical response = analytical / diagnostic / detailed / Explore and explain (in detail) the textual form (poems) + the language forms and features used by Wilfred Owen

  3. Personal context / response? The personal context (world) of the responder (you) compared to the personal context (world) of the composer (Owen) – through Module B lenses (from English syllabus – Close Study of Text)) Time and place (history) lens Culture lens Social lens

  4. Historical (time AND place) “context” • Shown by images and ideas of: • Language style • Fashion • Technology • Laws • Family structure • Women’s roles • Men’s roles • Education institutions • “religious” expectations

  5. Cultural “context”… • Shown by: • Language style • Gender roles • Food • Clothing • Music • Art • Architecture • Religion • Family structure • Laws

  6. Social “context” • Shown by ideas and images of: • rich : poor • Educated :un-educated • Profession : unemployed • Hobbies – interests – • “demographic” (NOT age-group) • Language style • Leisure activities • Class division • Gender roles

  7. Personal response? • Explain the values / ideas / beliefs shown in the poems… in relation to the time and place (technology etc) and structure of society in 1914 – 1918 • Make points about the context by using: • rhetorical questions and comments about the • religious beliefs • Gender divisions • Structure of social classes • Family values • Discipline of laws and social expectations

  8. Personal response? • Comment on how (LFFs) Owen positions the responder to feel and react with: • Anger • Despair • Grief • Contempt • Cynical • Sympathy • Responsible for the suffering

  9. Students engage with the text to respond imaginatively, affectively and critically*. * from Module B – BOS syllabus rubric • imaginatively, affectively = personally • critically – analytically / in detail

  10. More from the rubric • This module requires students to engage in detailed analysis of a text… critical! • It develops students’ understanding of how the ideas, forms and language of a text interact within the text and may affect those responding to it…  personal!

More Related