Year 10 English: Context / Theme Study
GURUS AND CHARLATANS
In this unit, students’ reading, viewing, writing, language and literacy skills are informed by their study of the
Context. They are required to study at least one film and to read widely – print, non-print and multimodal texts –
that explore ideas and arguments associated with the selected Context.
Through their reading and exploration of the Context, students will continue to develop and consolidate their
learning in English: (1) knowing about English language; (2) understanding, appreciating, responding to, analysing
and creating literature; (3) expanding their repertoire of literacy in English usage. These are undertaken through the
processes of listening, speaking, reading, viewing and writing.
Students will read and view the selected film and other texts in order to identify, discuss and analyse ideas and
arguments associated with the selected Context. They will reflect on the ideas and arguments suggested by these
texts and explore the relationship between purpose, form, audience and language, and examine the choices made
by authors in order to construct meaning.
Through their examination of the effects of form, purpose, audience and context on the authors’ choice of structure
and language, students will draw on the knowledge gained from this study to create their own imaginative narrative
and a comparative essay in a process which includes planning, reviewing and editing.
Students will write for specified audiences and purposes and draw on their experience of exploring texts to explain
their own decisions about form, purpose, language, audience and context.
For authentication purposes, planning, drafting and re-writing are mainly undertaken mainly in class time and
developed throughout the semester.
Assessment Task: Writing – Creating and Presenting
From the list of prompts, students are to choose two for the creation of two original texts with an approximate
length of 800 words per piece of writing:
1. One imaginative narrative created in an appropriate form for a specific purpose and audience.
2. One comparative essay that argues through a position, drawing appropriately on the set film text and one or
more other texts to illustrate and support the developing point of view through comparative analysis of the texts.
For each text, students are required to compose a written explanation of decisions made in the writing process
and how these demonstrate understanding of the Context and the text(s). Approximate length per written
explanation is 150 – 200 words.
Prompts for Comparative Essay and Creative Narrative Writing
From the list of prompts, students are to choose two for the creation of two original texts:
• Wisdom comes at price.
• To find your guru, you must not question whether they may be a charlatan.
• Sometimes its necessary to be a charlatan in order to do good.
• A charlatan will always be found out.
• A true guru will not see themselves as such.
• Money is incompatible with wisdom.
• A guru will not be loved by all.
• True wisdom is sometimes obscured by appearances.
• Society only tolerates gurus so long as they remain impotent.
• One can only be a saint after one dies.
(Year 10 English Context Electives. © 2014 English Faculty Melbourne High School)
1
READING AND VIEWING
Content Descriptions
Language
Text structure and organisation
Compare the purposes, text structures
and language features of traditional and
contemporary texts in different media
Text structure and organisation
Evaluate the impact on audiences of
different choices in the representation of
still and moving images
Language for interaction
Understand that people’s evaluations of
texts are influenced by their value
systems, the context and the purpose and
mode of communication
Literature
Literature and context
Compare and evaluate a range of
representations of individuals and groups
in different historical, social and cultural
contexts
Responding to literature
Analyse and explain how text structures,
language features and visual features of
texts and the context in which texts are
experienced may influence audience
response
Examining literature
Identify, explain and discuss how narrative
viewpoint, structure, characterisation and
devices including analogy and satire
shape different interpretations and
responses to a text
Examining literature
Analyse and evaluate text structures and
language features of literary texts and
make relevant thematic and intertextual
connections with other texts
Examining literature
Compare and evaluate how ‘voice’ as a
literary device can be used in a range of
different types of texts such as poetry to
evoke particular emotional responses
Responding to literature
Evaluate the social, moral and ethical
positions represented in texts
Literacy
Texts in context
Analyse and evaluate how people,
cultures, places, events, objects and
concepts are represented in texts,
including media texts, through language,
structural and/or visual choices
Interpreting, analysing, evaluating
Identify and analyse implicit or explicit
values, beliefs and assumptions in texts
and how these are influenced by purposes
and likely audiences
Interpreting, analysing, evaluating
Choose a reading technique and reading
path appropriate for the type of text, to
retrieve and connect ideas within and
between texts
Interpreting, analysing, evaluating
Use comprehension strategies to compare
and contrast information within and
between texts, identifying and analysing
embedded perspectives, and evaluating
supporting evidence
WRITING
Content Descriptions
Language
Text structure and organisation
Understand how paragraphs and images
can be arranged for different purposes,
audiences, perspectives and stylistic
effects
Expressing and developing ideas
Analyse and evaluate the effectiveness of
a wide range of sentence and clause
structures as authors design and craft
texts
Expressing and developing ideas
Analyse how higher order concepts are
developed in complex texts through
language features including
nominalisation, clause combinations,
technicality and abstraction
Expressing and developing ideas
Refine vocabulary choices to discriminate
between shades of meaning, with
deliberate attention to the effect on
audiences
Expressing and developing ideas
Understand how to use knowledge of the
spelling system to spell unusual and
technical words accurately, for example
those based on uncommon Greek and
Latin roots
Text structure and organisation
Understand conventions for citing others,
and how to reference these in different
ways
Literature
Creating literature
Create literary texts that reflect an
emerging sense of personal style and
evaluate the effectiveness of these texts
Creating literature
Create literary texts with a sustained
‘voice’, selecting and adapting appropriate
text structures, literary devices, language,
auditory and visual structures and
features for a specific purpose and
intended audience
Creating literature
Create imaginative texts that make
relevant thematic and intertextual
connections with other texts
Literacy
Creating texts
Create sustained texts, including texts that
combine specific digital or media content,
for imaginative, informative, or persuasive
purposes that reflect upon challenging
and complex issues
SPEAKING & LISTENING
Content Descriptions
Language
Language variation and change
Understand that Standard Australian
English in its spoken and written forms
has a history of evolution and change and
continues to evolve
Language for interaction
Understand how language use can have
inclusive and exclusive social effects, and
can empower or disempower people
Literature
Responding to literature
Reflect on, extend, endorse or refute
others’ interpretations of and responses to
literature
Literacy
Interacting with others
Identify and explore the purposes and
effects of different text structures and
language features of spoken texts, and
use this knowledge to create purposeful
texts that inform, persuade and engage
Interacting with others
Use organisation patterns, voice and
language conventions to present a point
of view on a subject, speaking clearly,
coherently and with effect, using logic,
imagery and rhetorical devices to engage
audiences
Interacting with others
Plan, rehearse and deliver presentations,
selecting and sequencing appropriate
content and multimodal elements to
influence a course of action
Creating texts
Review, edit and refine students’ own and
others’ texts for control of content,
organisation, sentence structure,
vocabulary, and/or visual features to
achieve particular purposes and effects
Creating texts
Use a range of software, including word
processing programs, confidently, flexibly
and imaginatively to create, edit and
publish texts, considering the identified
purpose and the characteristics of the
user
For a thorough breakdown of the learning focus, strands, sub-strands and course standards, see pages 37– 46 in the
AusVELS Year 10 English Syllabus.
(Year 10 English Context Electives. © 2014 English Faculty Melbourne High School)
2
YEAR 10 ENGLISH – SEMESTER 2
CONTEXT Writing Task 1: Imaginative Writing
Student's Name: ................................................................................................... Class: ………….
Criteria
Barely meets the task
Meets some of the task
Meets most of the task
Meets the task
Content, Ideas and
Engagement
Limited or little understanding
of basic arguments and/or
ideas relevant to the Context
and presented in selected
text(s).
Some understanding of basic
arguments and/or ideas
relevant to the Context and
presented in selected text(s).
Clear understanding of
arguments and/or ideas
relevant to the Context and
presented in selected text(s).
Sophisticated understanding of
complex ideas and arguments
relevant to the Context and
presented in selected text(s).
Some evidence of ability to
draw on these in the creation
of own text that shows some
evidence of originality and
imagination.
Demonstrated ability to draw
purposefully on these in the
creation of an imaginative text
that holds some interest for the
reader.
Demonstrated ability to draw
on and develop these
creatively and imaginatively in
a highly original text that
engages the reader.
Knowledge and
understanding of the ideas
and arguments relating to
the Context and presented
in the selected text(s) to
produce an original
imaginative text that
engages readers
Little evidence of an ability to
draw on these in the creation
of own text that lacks
originality, flair and
imagination.
1–4
marks
Structure, Coherence
and Form
Coherent linking of ideas
and information
Effective use of narrative
techniques shaped
skilfully and coherently.
5–6
marks
7– 8
marks
Lacks coherent organisation
and sequential ordering of
ideas and information.
Ideas and information are
selected and ordered
adequately.
Limited or no use of narrative
techniques.
Adequate use of narrative
techniques.
Limited awareness of the form
and its stylistic features.
Adequate understanding of the
form and its stylistic features.
Achieves a well ordered text,
developing interesting ideas
Expression and
Language Mechanics
Basic expression; simple
vocabulary and sentences.
Expressiveness and
fluency.
Sentences lack structure;
appear incomplete or rambling
and rarely vary in length.
Limited vocabulary that does
not communicate strongly.
Jargon or clichés may be
present and detract from the
meaning.
Accurate control of
language mechanics.
Apt choice of vocabulary.
HD2
18 – 17
Above the standard
10.5
D1
16 – 15
D2
14 – 13
At the standard
10
Skilful use of narrative
techniques shaped coherently.
Some clear awareness of the
form with some clear attempt
at using the appropriate
stylistic features.
3
marks
Shapes content in a
recognisable form, confidently
adopting its stylistic features
appropriately.
4
marks
5
marks
Adequate expression of ideas;
some variation in vocabulary
and sentences.
Accurate expression of ideas;
challenging vocabulary and
complex sentences.
Sophisticated writing style;
precise language is used
expressively and fluently.
Most sentences are wellconstructed but have a similar
length. Includes words that
communicate clearly, but the
language lacks variety, punch
or flair.
Most sentences are wellconstructed with varied length.
Includes wide and varied
vocabulary, but occasionally
the words are used
inaccurately or seem
overdone.
All sentences are wellconstructed with varied length.
Confident use of broad, apt
and varied vocabulary.
1–2
marks
HD1
20 – 19
Develops a coherent and
logically shaped and sustained
text.
Uses and shapes narrative
techniques appropriately.
Understanding of form
and its stylistic features
1–2
marks
9 – 10
marks
3
marks
C1
12 – 11
4
marks
C2
10 – 9
S1
8–7
Below the standard
9.5
NA
• Task not undertaken
• Task not submitted or incomplete
S2
6– 5
Well below the standard
9
5
marks
L1
4
L2
3
9
BS
2–1
8.5
NA *
• Late submission
• Task redeemed
(Year 10 English Context Electives. © 2014 English Faculty Melbourne High School)
3
YEAR 10 ENGLISH – SEMESTER 2
CONTEXT Writing Task 2: Comparative Essay
Student's Name: ................................................................................................... Class: ………….
Criteria
Barely meets the task
Meets some of the task
Meets most of the task
Meets the task
Content
Limited or little understanding of
basic arguments and/or ideas
relevant to the Context and
presented in selected texts.
Some understanding of basic
arguments and/or ideas relevant
to the Context and presented in
selected texts.
Clear understanding of
arguments and/or ideas relevant
to the Context and presented in
selected texts.
Sophisticated understanding of
complex ideas and arguments
relevant to the Context and
presented in selected texts.
Demonstrates a limited or basic
knowledge of the issues in the
topic and the texts.
Demonstrates adequate
knowledge of the issues in the
topic and the texts.
Demonstrates some clear
knowledge of the issues in the
topic.
Demonstrates a perceptive
exploration of the issues in the
topic.
Draws on some textual evidence
or some aspects of the texts and
makes some basic connection
with the topic.
Selects some appropriate textual
evidence to support a developed
response. May treat texts
disproportionately or unevenly.
A close reading of two or more
texts is demonstrated through
comparative discussion of
selected textual evidence.
A close and perceptive reading
of two or more texts is
demonstrated through careful
selection and a sophisticated
comparative analysis of textual
evidence.
Knowledge and
understanding of the ideas
and arguments relating to
the Context and presented
in the selected texts
Understanding of the topic
and relevance of response
Appropriate selection and
comparative analysis of
relevant textual detail from
two set texts.
1–4
marks
Structure and coherence
Effectiveness of
introduction, main body and
conclusion.
Effective ordering of ideas
into developed and
substantiated paragraphs
supported by comparative
evidence from two texts
Coherent linking of ideas
and information.
Introduction lacks detail and
exploration of topic.
Topic sentences are lacking or
not clearly stated; offers some
support for its ideas which are
largely underdeveloped.
Evidence from two texts is very
thin and/or largely lacking; little
or no attempt to compare or
contrast evidence.
Lacks connections between
paragraphs and/or sentences
and quotations. Lacks coherent
organisation and sequential
ordering of ideas.
Conclusion is absent or lacks
conviction.
5–6
marks
Introduction is present but does
not fully explore the topic or the
make the position clear.
Topic sentences may not be
clearly evident or relate directly
to the topic; ideas tend to lack
development.
Evidence from two texts is not
adequately compared or
contrasted and often not used
well to fully illustrate the
argument.
Relevant use of
metalanguage and apt
choice of vocabulary.
Accurate control of
grammar and punctuation.
Expressiveness and
fluency.
Introduction engages with all
parts of the topic and provides a
convincing and controlled
position.
Topic sentences state the main
issues which are developed in
some detail.
Topic sentences identify and
explore the main issues for
discussion. Paragraphs are
well-controlled with substantiated
and developed arguments.
Arguments are supported with
textual evidence from two texts
with some evidence of
comparative analysis.
Appropriate evidence from two
texts are compared and
contrasted to support and
illustrate each main argument.
Coherent paragraphs, sentences
and quotations are linked and
ideas logically sequenced and
structured.
Conclusion clearly restates the
position of the argument.
Conclusion is strong and
effectively restates the position
of the argument.
3
marks
4
marks
5
marks
Simple written expression and
limited, perhaps basic, or no use
of relevant metalanguage.
Adequate written expression and
use of some relevant
metalanguage.
Expressive and fluent writing and
appropriate use of relevant
metalanguage.
Highly expressive and fluent
writing and highly appropriate
use of relevant metalanguage.
Sentences lack structure; appear
incomplete or rambling and
rarely vary in length. Uses a
limited vocabulary that does not
communicate strongly. Jargon or
clichés may be present and
detract from the meaning.
Most sentences are wellconstructed with some length
variation. Uses relevant
vocabulary to express ideas.
Some tense inconsistency.
Most sentences are wellconstructed with varied length.
Uses wide and varied
vocabulary, but occasionally the
words are either ‘commonplace’,
used inaccurately, or seem
overdone. Consistent use of
present tense.
All sentences are wellconstructed with varied length.
Uses accurate, wide and varied
vocabulary. Consistent use of
present tense.
HD2
18 – 17
Above the standard
10.5
Introduction covers the topic and
provides a clear position.
Conclusion leaves a sense of
incompleteness.
1–2
marks
HD1
20 – 19
9 – 10
marks
Paragraphs, sentences and
quotations are clearly linked with
clear sequencing and structure
of ideas.
Some clear linking of
paragraphs, sentences and
quotations; some adequate
sequencing and ordering of
ideas.
1–2
marks
Expression and language
mechanics
7–8
marks
D1
16 – 15
3
marks
D2
14 – 13
At the standard
10
C1
12 – 11
4
marks
C2
10 – 9
S1
8–7
Below the standard
9.5
NA
• Task not undertaken
• Task not submitted or incomplete
S2
6– 5
Well below the standard
9
5
marks
L1
4
L2
3
9
BS
2–1
8.5
NA *
• Late submission
• Task redeemed
(Year 10 English Context Electives. © 2014 English Faculty Melbourne High School)
4
This unit is currently under development by the course writing team, Ross Barham (Leader)
Grimwade.
& Alex
The Context
GURUS AND CHARLATANS
This context looks at a number of fantastic fantastical texts that consider the ambiguous distinction between luck
and fate, wisdom and foolishness, genius and madness. The central focus will be on how particular literary forms
and devices have been used to create an aura of wisdom and profundity. As Friedrich Nietzsche wrote: ‘It is not
enough to prove something, one has also to seduce or elevate people to it.’ The ability to distinguish between
seduction and elevation, then, will be the primary focus of the context.
Essential Question
• How might language alone determine whether someone is a guru or a charlatan?
Key Questions
How might differences in language affect perceptions of wisdom?
What are the characteristic characteristics of gurus and charlatans?
What literary forms and devices might be used to convey (or create the illusion of) words of wisdom?
How might certain tropes be used to create satires of sagacity?
What is the relationship (if any) between obscurity and profundity?
Are ad hominem considerations valid when it comes to evaluating words of wisdom?
What is the role of language in the attainment of wisdom and understanding?
Why is the written word taken to have greater authority than the spoken?
What is it about ancient texts that give them an aura of wisdom?
Why do people/cultures seek advice from written texts?
What is the relationship between wisdom and trust?
Can a charlatan nevertheless have a positive impact on people’s lives?
How are charlatan’s able to borrow the tropes of the wise to bamboozle?
Who are our contemporary gurus, and by which forms of media are they presented to us?
How might new technological forms of media change the nature and portrayal of gurus?
Are modern cults of music, fashion, etc., related to more traditional forms of cults?
Why are we so fascinated by the exposure of charlatans and those they have misled?
What is charisma? How are authors able to convey charisma in their texts (even if they are devoid of it in their
own lives?)
• Is magic, as Isaac Asimov said, just science not yet understood?
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•
•
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•
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•
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General Questions
A range of activities that provide stimulus for inquiry into and exploration of the Context
•
•
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Role play your best attempt at being a guru (costumes encouraged).
Class discussion regarding gender differences between male and female gurus.
Brainstorm known gurus/charlatans, noting characteristics, contexts, claims, etc.
In groups, develop and present a brief for a contemporary marketing campaign for an upcoming guru.
In pairs, come up with 10 questions you would ask in order to determine if someone was a guru or a charlatan.
Write a description of the ideal setting you would create if you were starting a cult.
Create an invitation to an event promising enlightenment.
Write contrasting personality profiles of both a guru and a charlatan.
(Year 10 English Context Electives. © 2014 English Faculty Melbourne High School)
5
Core Text: Mr. Vertigo by Paul Auster
Analysing & Exploring the Text
1. Questions on the text
Characters
Walter Claireborne Rawley
• In what ways is Walter a miscreant? What is the significance of Walter’s background to his eligibility as the
Master’s pupil?
• How does Walter develop as a character throughout the novel?
• Is Walter’s revenge a relapse to his previous self?
• Why does the adult Walter wish for a new method?
Master Yehudi
• What are Master Yehudi’s qualifications?
• Is Master Yehudi a good teacher? If so, why?
• What are Master Yehudi’s motivations?
• How do we learn of Master Yehudi’s softer-side? Do we suspect him of double-dealing?
• Why does Master Yehudi have to die?
Aesop
•
•
•
•
Why are Aesop’s handicaps so threatening to Walter?
How is Aesop’s race a counterpoint to Walter’s socioeconomic status?
How do Aesop’s characteristics of race, handicap, and intellect combine to result in tragedy?
What role does Aesop’s demise play in Walt’s capacity to become the Wonderboy?
Mrs Marion Witherspoon
• Is Mrs Marion Witherspoon a philanthropist?
• What is the relationship between Mrs Witherspoon’s wealth and Master Yehudi’s authority?
• What sense can we make of Walter’s marriage to Mrs Witherspoon?
Mother Sioux
• How is Mother Sioux’s maternal role manifest in her physical characteristics?
• What is the significance of Mother Sioux’s ethnic background to Master Yehudi’s legitimacy as a guru?
Uncle Slim
• How does Uncle Slim serve as a counterpoint to Master Yehudi?
• Why, really, does Walter kill Uncle Slim?
Settings
• What is the significance of the contrasts between rural and urban settings?
• What does the farm look, sound, and smell like?
• How do the theatres of yesteryear differ from today?
• What is the relevance of the era to the story? (e.g. Great Depression; WWI; isolationist foreign policies;
prohibition; racial and cultural segregation; etc.)
• What has racism to do with flying?
Language
• Does Master Yehudi’s ethnic background and ethnolect suggest more credibility to his claim as a guru?
• How does Auster’s language change to convey the arduousness of Walter’s trials?
• How does Auster’s language use authentically convey the atmosphere of the era?
• Why is the novel divided into four parts?
• What is the role of taboo words and concepts in the text?
• What is signified by Auster’s choice of character names?
Symbols
• What is the metaphorical meaning of flying?
• Why are Walter’s trials so physically demanding?
• What is signified by Walter’s being buried alive and losing his little finger?
(Year 10 English Context Electives. © 2014 English Faculty Melbourne High School)
6
What is being said? How is it being said?
• What is the book’s attitude to childhood? (i.e. rights, obligations, education, naivety, etc.)
• What does the book teach us about the Other/Stranger, in terms of mystique and fear? (e.g. racial, ethnic,
physical, socio-economic, gender, etc.)
• What does the book suggest about the nature and dynamics of relationships, especially in terms of claims
and obligations (e.g. vengeance; Walt’s hope for finding a ‘new method’; Domestic configuration; Walt’s
relationship with Mrs. Witherspoon.)
Issues/Themes
• Why did Walter follow Master Yehudi?
• Are the costs too high for the gains won?
• Is unquestioning obedience necessary for success?
• What is the supposed significance of Walter’s progress from the city to the country and slowly back into the
city again?
• KKK
• What role do other motivators (e.g. money, fame, spiritual, etc.) play in the quest to fly?
• Why is Walter driven to murder his failed hero, Dizzy Dean.
2. Activities
• ‘Google Image’ search a number of cover designs and explore
how the image depicts the nature of the text.
Resources
• Google Images
• Search era-specific posters of analogous events (e.g. Houdini)
to then create a poster (with era-appropriate text)
• Google
• Compare the language use of Paul Auster’s other novels with
that of Mr. Vertigo to see how he has intentionally created an
are-specific atmosphere and particular characters.
• Any other Paul Auster novel.
• Research and write a brief summary of a historical case of a
performer portrayed as a circus spectacle.
• Internet
• Write and orally perform your own theatrical introduction to
Walt’s performance.
• Recording App?
• Create and describe your own trial for Walt to undergo.
•
• Create a conversation or correspondence between yourself and
a long-admired hero which eventually leads to disappointment.
•
• Use a map of the USA to trace the geographical journey of
Walter; annotate with main events and character development
• Map of USA
• Write a diary entry by Mother Sioux on her attitudes and
concerns for Walter, Aesop and their relationship.
•
• Create a map of the main events in the novel, colour-coding
according to timeframe.
• Popplet App
• Read, compare and summarise two reviews of Mr Vertigo,
before writing your own review.
• http://www.independent.co.uk/artsentertainment/books/book-review--tricks-ofa-gamblin-man-mr-vertigo--paul-austerfaber-pounds-1499-1370407.html
• http://www.nytimes.com/books/99/06/20/sp
ecials/auster-vertigo.html
(Year 10 English Context Electives. © 2014 English Faculty Melbourne High School)
7
3. Analytical Context Essay Topics
• ‘Although Walter’s career of flying comes to a halt early on, in many ways this is just the beginning of his
training.’ Discuss.
• ‘Auster’s story of a boy who learns to fly would be deprived of much of its meaning and significance if it weren’t
for the surrounding characters and social climate.’ Do you agree?
• ‘Mother Sioux’s caring role is just as important as Master Yehudi’s harsh discipline in Walter’s development.’
Discuss.
• ‘Walter’s trials and development serves an allegory of America’s own modernisation.’ Explore.
• ‘Mr Vertigo’ explores the idea that individuals are free to transcend social, class and economic boundaries, by
developing one’s own talents and abilities.’ Do you agree?
• ‘In order for Walter to fly, his spirit must first be crushed.’ Do you agree?
• ‘The characters in Mr Vertigo are more stereotypes than real-life individuals.’ Discuss.
Supplementary Texts – Wider Reading
Activities & Tasks
Resources
Film Text 1: Being There
• Analyse and describe Chancy’s appearance and diction, exploring
the significance of his presentation with regard to his credibility.
• Read Kevin Rudd’s Apology to Stolen Generations, identifying and
discussing the effect of rhetorical devices, especially metaphors.
http://www.theage.com.au/articles/2008/0
2/12/1202760291188.html?page=fullpage
#contentSwap2
• Take a recent political interview, and replace the politician’s
responses with adages and clichés.
• Watch the final scenes of The Life and Death of Peter Sellars and
discuss how new meaning has been created by the recreation of
the filming of Being There.
The Life and Death of Peter Sellars (film)
• Watch the interview of Dustin Hoffman discussing the process of
recording the audiobook of Being There. Discuss the imagery and
ideas employed by Hoffman.
http://www.youtube.com/watch?v=etOutRcJxo
Film Text 2: Kumare
Literature: novels, plays, poetry, short stories
Read and analyse the depiction of ‘The Rime of the Ancient Mariner’,
discussing the role of experience.
S. T. Coleridge, ‘The Rime of the Ancient
Mariner’
(http://www.poetryfoundation.org/poem/17
3253)
Read and discuss Japanese Zen koans
Zen Koans
(http://www.ashidakim.com/zenkoans/zeni
ndex.html)
Read and contrast the original poetic verse, with the contemporary
parody of George W. Bush. Students may also wish to investigate and
correct some of Bush’s numerous ‘Bushisms’. Certain sections of The
Profit by Kelog Allbran can be instructive here, also.
Kahil Gilbran, The Prophet; Jason Coe,
The Propheteer. Top-50 Bushisms
(http://politicalhumor.about.com/od/bushq
uotes/a/dumbbushquotes.htm)
(Year 10 English Context Electives. © 2014 English Faculty Melbourne High School)
8
Explore and discuss the development of Gandhi’s self-portrayal.
Gandhi (film)
Contrast the various visual, cultural, and literary portrayals of Buddha,
exploring the differing values expressed in each.
Tezuka, Osamu. Buddha (graphic novel);
Hesse, Herman. Siddhartha (novel);
Herold, A. Ferdinand. The Life of Buddha
(novel); Chopra, Deepak. Buddha (novel);
Compare and discuss opposing points of view on iconic figure, Mother
Teresa
Excerpts from Christopher Hitchens’ book,
The Missionary Position: Mother Teresa in
Theory and Practise; & Simon Leys In
Defence of Mother Teresa
Dahl, Roald, The Wonderful Story of
Henry Sugar (short-story)
Read and discuss The Wonderful Story of Henry Sugar. Plan and write
your own account of what you would do with Henry’s superpowers.
Read a handful of fables, and identify the personalities of the
characters by their animalistic nature. Nominate suitable animals for
human characters in, say, Mr Vertigo.
Aesop’s Fables
(www.umas.edu/aesop/fables.php/)
Read, summarise and compare a number of excerpts from sources of
questionable authority, before writing your own new-age self-help
manual.
• Redfield, James. The Celestine
Prophecy (‘novel’)
• Niven, David. The 100 Simple Secrets
of Happy People
• Kiyosaki, Robert. Rich Dad, Poor Dad;
what the rich teach their kids about
money – that the poor and middle
class do not!
• Hubbard, L. Ron. Dianetics
• Daniken, Eric von. Chariots of the
Gods?
• Cheetham, Erika. The Prophecies of
Nostradamus
• Byrne, Rhonda. The Secret
• ‘An Indian Life’ in Herman Hesse’s
Glass Bead Game
Read and discuss the short-story, ‘An Indian Life’, focussing on the
characterisation of wisdom and wickedness. Compare the role played
by magic with that of The Wonderful Tale of Henry Sugar.
Read and discuss the chapter, ‘The Buddha’, focussing on the
characterisation of wisdom and autonomy. Compare the moral of selfenlightenment of the main characters here and in Henry Sugar, and
‘An Indian Life’
Media Texts (articles from newspapers, magazines, etc.)
Read about real-life Jonestown cult and massacre, and discuss the
ethical implications of Paul Auster’s fictional condoning of certain
practices.
Read excerpts on the psychology of cults, and design your own.
Multimodal Texts (e.g. video clips, blogs, web, graphics, cartoons,
documentaries, current affairs etc.)
Watch and discuss documentary on modern, Victorian cult, Kenja.
Watch and summarise Aboriginal Dreamtime stories/animations.
Art Works (provide URLs)
Explore the affinities between magic realism in literature and art.
(Year 10 English Context Electives. © 2014 English Faculty Melbourne High School)
• ‘The Buddha’ in Herman Hesse’s
Siddhartha
www.wikipedia.org/wiki/Jonestown
Excerpts from Kathleen Taylor’s nonfiction work, Brainwashing: the science of
thought control
Beyond Our Ken
Dust Echoes Website
(www.abc.net.au/dustechoes/)
A Short History of Magic Realism
(www.tendreams.org/magic-art/htm)
9
Creating and Presenting
Prompts for Comparative Essay and Creative Narrative Writing
1.
Wisdom comes at price.
2.
To find your guru, you must not question whether they may be a charlatan.
3.
Sometimes its necessary to be a charlatan in order to do good.
4.
A charlatan will always be found out.
5.
A true guru will not see themselves as such.
6.
Money is incompatible with wisdom.
7.
A guru will not be loved by all.
8.
True wisdom is sometimes obscured by appearances.
9.
Society only tolerates gurus so long as they remain impotent.
10. One can only be a saint after one dies.
Scenarios (prompts with specified purpose, audience and form)
• Write a Tribune article on ‘Walter the Wonderboy’
This could be written in the style and for audiences of the era.
Begin by researching the era of the 1920’s in the United States at :
http://library.thinkquest.org/C005846/categories/worldnews/worldn.htm
You could then look at what the newspapers at the time looked like and consider the societal
values and ideas that are reflected in the journalism of the time. View the introductory film from the Newseum
in Washington D.C. Will your story be a first report ? Will it shout or whisper?
http://www.newseum.org/exhibits-and-theaters/permanent-exhibits/news-history/news-history-gallery-video.html
You can research news reports of Lindberg’s crossing the Atlantic in the ‘Spirit of St Louis’ at:
http://www.charleslindbergh.com/ny/1.asp
More specifically you can look circus posters from the collection held at the Arts Center here in Melbourne :
http://collections.artscentremelbourne.com.au/paminter/imu.php?request=browse&irn=2206
• Write your own collections koan, fable, or parable
Read a selection of koans from Zen Flesh, Zen Bones
(https://www.google.com.au/?gfe_rd=cr&ei=PMm9UPnEsGN8Qe7y4HQBg&gws_rd=ssl#q=koans+from+Zen+Flesh%2C+Zen+Bones)
Read a selection of Aesop’s fables (http://www.aesopfables.com/)
Read a selection of parables (http://www.theparableteller.com/; http://www.circleofreason.org/)
Take notes on the written form, characters, settings, plot structures, etc.
(Year 10 English Context Electives. © 2014 English Faculty Melbourne High School)
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Attempt to retell a few of your favourite examples in different settings and with different characters.
Reflect on the successes and limitations affected by such changes.
Choose a purpose suited to your chosen form (e.g. monks, children, newspaper readership, etc.)
Choose a suitable moral for your chosen form to address (e.g. not all value can be given in monetary terms)
Choose suitable characters, settings, time-frame
Compose a brief comprehension and evaluation sheet specific to your work
Share and seek feedback on your drafts with audiences that most closely approximate your intended audience.
Redraft your work in light of suggestions and criticisms.
• Write the manifesto of an imaginary cult
Research a number of manifestos (e.g. http://www.manifestos.net/titles/)
Analyse the structure, language, claims, aims, etc. of your favourite manifestos
Research the practise of ‘brainwashing’
(e.g. Taylor, Kathleen. Brainwashing: The Science of Thought Control (Oxford Uni. Press; Oxford, 2004)
http://science.howstuffworks.com/life/inside-the-mind/human-brain/brainwashing.htm; etc.)
Compile a list of the central devices cults employ to cow their members.
Choose a movement, goals (both open or esoteric), and vision that your manifesto will champion.
(e.g. universal education, tax-free government, idol-worship, etc.)
Choose a particular, suitable demographic, era, context that your cult will target.
Determine which brainwashing strategies will best suit your aims, paying particular attention to the literary elements
(imagery, symbolism, etc.)
Draft your manifesto, paying particular attention to presentation (fonts, images, formatting, etc.)
• Write a handbook of magic spells
Compose a list of famous magicians, wizards, witches, and warlocks in literature, film, theatre, etc.
Research the works your list references, locating and recording the spells, incantations, etc., they perform.
Research also, any other spells books you can find (e.g. Waite, Arthur Edward. The Book of Black Magic (Weiser;
Maine, 1993) http://www.spellsofmagic.com/spells.html).
Compile a ‘recipe book’ of magic spells (The Creative Book Builder (CBB) App might be suitable)
Analyse a number of your favourite spells, paying particular attention to the role of time, season, nature, etymology,
symbolism, etc.
Choose a theme (e.g. education, consumerism, sport, etc.) for the composition of your spell-book.
Determine appropriate literary devices to incorporate into your spells.
Perform some of your (more viable and safe) spells, paying particular attention to their authenticity. Redraft as
appropriate.
(Year 10 English Context Electives. © 2014 English Faculty Melbourne High School)
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• Adapt a real-life rise-to-stardom in terms of magical realism
Research the biographies of stars such as Shirley Temple.
Find a minimum of 3 original articles discussing the star’s vertiginous rise to fame, influence, and fortune.
Research at least 2 contemporary celebrity publications, and write an analysis of their difference in style and
content.
Adapt your chosen original article for submission to a contemporary publication.
Provide an analysis of your adaptation in the form of editor’s notes.
• Rewrite a key chapter with a female lead in the context of a convent.
Research convent life in America in the 1930s
Undertake an analysis of the particularly masculine traits in Walt and Master Yehudi, finding feminine counterparts
for each.
Write character profiles for your female surrogates.
• Write original Dreamtime story
Use the Dustechoes Website developed by the ABC to explore 12 dreamtime stories:
http://www.abc.net.au/dustechoes/dustEchoesFlash.htm
Write a list of the themes that these stories explore.
The list will include mythical explanations for the creation of landforms and waterways, for natives animals and
plants, powerful symbolic commentaries on the nature of fire and about human nature, as animals and plants are
often personified in these Dreamtime stories.
Adapt your Dreamtime story for a particular audience, such as Australian school children in 2012, or an adult
literary audience. Imagine where the story will be published. Will it be in a literary journal? On a website for
educational purposes? In a children’s book? As part of a travel brochure to Australia?
Have a purpose in mind when creating your story;
-‐ the reconciliation movement
-‐ custodianship of the land
-‐ celebrating indigenous spirituality and culture.
-‐ Motivating people to travel to Australia
-‐ Teaching a code of moral values and ethics through the narrative
What does Paul Auster hope to achieve in his novel Mr Vertigo?
Briefly describe his purpose, audience and form.
Research more stories by Black Australian writers at www.austlit.edu.au/specialistdatasets/
• Rewrite a real political speech as delivered by Chancy Gardiner
Research and choose a famous political speech, looking in particular for the use of imagery and extended
metaphor.
Rewrite the speech either by bringing the metaphor and imagery to the fore, or by exchanging the original
metaphor for
that of gardening. Focus on attempting to make the metaphor achieve the aura of broad wisdom.
Present the speech as an oral presentation to the class.
(Year 10 English Context Electives. © 2014 English Faculty Melbourne High School)
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• Write a short story involving the introduction of either a guru or a charlatan
In 500-800 words, introduce your own image of a guru or a charlatan (or both!) drawing on (though possibly
subverting) the stereotypically traits of either.
Try to be original, perhaps by introducing a twist to the story.
Be sure to set the scene properly, describing an authentic place and time, with fleshed-out characters that have
pasts,
goals and complex personalities.
Enrichment / Extension: Extended Research Project
1. Using iPads, select 6 images of American life in the 1920s evocative of Mr Vertigo. Write a brief paragraph
connecting each to the text.
2. Write an investigative report into the KKK’s political significance in the 1920s.
(www.spartacus.schoolnet.co.uk/USAkkk.htm)
3. Read or watch differing biographies of a guru, such as Buddha or Jesus, constructing a mind-map of the shared
and unique events portrayed in each.
4. Research myths about human flight (must include Australian Dreamtime)
5. Research and present a biography of a ‘guru’ (e.g. L. Ron Hubbard, Joseph Smith)
(Year 10 English Context Electives. © 2014 English Faculty Melbourne High School)
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