LIT101 Language and Text

LIT101 Language and Text

Assessment 3, Session 3, 2023

Released on Friday 2nd February at 9am.

Due on Sunday 4th February, 11.59 pm.

You may take as much time as you like during this period to complete your assessment.

You can use this document for your Assessment (keep as WORD).

Rename the document, save as (Student # Name etc) how you usually submit a document to EASTS.

Prepare your assessment as a WORD document and submit as a Word document to EASTS, just like Assessments 1 and 2. The marking criteria/rubric has already been added to the end of the document.

The assessment is in two (2) parts. Your assessment needs to be submitted to EASTS by 11.59pm on Sunday, 4th February and will be returned to you through EASTS. This is a summative assessment, and you will receive a grade only, that is, no formative feedback.

You are required to write on a total of five (5) different texts in the assessment.

Additional requirements for Part 1 and Part 2

Include a standard cover sheet with your name, Student Number, LIT101 Language and Text Assessment 3.

Use accurate grammar and formal writing style at all times.

Format in a 12-point font. Use Calibri or Times New Roman font. Use 2.5 cm margins (they are already set in this document). 1.5 space your lines (already set in this document). Number your pages.

A high standard of editing and proof-reading is expected. Print off your whole assessment, both Parts 1 and 2. Read aloud and follow the text on the printed page carefully. Correct any typos, missing words and punctuation, unintentionally repeated words, faulty syntax, or incorrect word choice.

You can use this document. Try to clean it up e.g. remove the question in Part 1 that you are not answering and remove page 1, 2. In Part 2 you can also use the subheadings for the actual essay.

Add a plain cover page.

Part 1

Part 1 contains extracts from five (5) texts we have studied in LIT101. You will be asked to understand and interpret the text for: (1) a literal meaning; (2) an implied meaning; and (3) meanings beyond the line, that is, the intentions or assumptions or implied values of the text.

Choose four (4) extracts to respond to from the following list of five (5):

Extract 1: Eric Willmot, Pemulwuy: The Rainbow Warrior.

Extract 2: Christos Tsiolkas, Loaded.

Extract 3: Jennifer Maiden, The Winter Baby.

Extract 4: Shaun Tan, The Lost Thing.

Extract 5: Jack Davis, The Dreamers.

*Please note that in Part 1, you may NOT choose The Winter Baby if you write your essay in Part 2 on The Winter Baby. In Part 1, you may NOT choose The Dreamers if you write your essay in Part 2 on The Dreamers.

Short answer questions. 2 paragraphs maximum. Remember your word count for Part 1 is 1000 words.

Extract 1: Eric Wilmott, Pemulwuy: The Rainbow Warrior.

Private James Cawley put down the containers. It was only eighteen months since he, the youngest son of a Lancashire farming family, had joined the New South Wales Corps. This strange land remained very much a mystery to him, and he had heard fearful tales of bad water. Kiraban noticed his hesitation and said "It is good water." He reached down, scooped some up in his hands and drank it.

"How do you know?" asked Cawley. "You don't come from about here.

"I listen," said Kiraban pointing to his ear. "I learn enough stories from here." "What stories?"

We know by stories."

"About the land?" said Cawley puzzled.

Kiraban nodded, then waved his arm before him.

"Long time ago, when this land was sleeping, a big lizard came here. He walked all about, he wanted to make a place to live."

Kiraban pointed to a nearby hill. "He dug that up, trying to dig a hole." He paused. "Water filled the holes, like this one."

"But, how do you know where the good water is?" asked James Cawley.

"The gitjis - kinds of spirits ~ they followed the lizard ... they live in some waterholes." Kiraban looked seriously at Cawley. "You can tell if gitjis are in the water." He pointed to the water-level mark on the rock. "This one is a good colour, see."

Cawley began to fill the containers. "So your people have a story about every part of the land, and that's how you know."

"Yes, that's how the land was made," said Kiraban. He looked quizzically at the young soldier.

"How do you know about your land?"

Cawley looked puzzled. "I don't know ... we just know ... we make maps," he replied.

"The writing?" said Kiraban.

"No ... " replied Cawley. "Bit like drawing ... You know ... pictures." Kiraban sat silently.

James Cawley looked at him. "My land is very small ... not like this ... people live everywhere." The containers filled, and shared between them, they began to walk back to the camp.

As they walked Kiraban asked," Are all the men in your family soldiers?"

"No," replied Cawley, "I am the only one."

"ls your brother looking after your land while you are here?" Kiraban asked. "I have no land. My family work on farms that belong to someone else." This reply left Kiraban puzzled. "How can you have no land?" he asked.

"You have to have money to buy land." Cawley obviously found Kiraban's question disturbing, while his reply completely puzzled Kira ban.

"How can you buy land' Land is what you come from!" he said.

James Cawley shook his head. "I don't understand. It must be a heathen thing."

Willmot, R. (1988). Sydney. In Pemulwuy: the Rainbow Warrior (pp. 38,39). Bantam Book

Q1. What is Private Cawley unable to find on his own? Why? (1 mark)

A.

Q2. Kiraban and Private Cawley are both puzzled by each others differing explanations of the land. What does this tell us about their beliefs? (2 marks)

A.

Q3. In what ways has Eric Wilmott challenged traditional British accounts of first contact between the groups? (2 marks)

A.

Extract 2: Christos Tsiolkas, Loaded.

Mum's smoking a cigarette in the kitchen and listening to the radio. l smell tomato and eggs and hope the shouting is over quickly. I'm starving. She begins and I shut off. It's an easy trick I have learned. I focus on her forehead. Peter taught me the trick but we use it to different results. Dad can rave at him for hours and Peter will walk away unaffected. It's Mum who drives him crazy. But I have no patience for my mother. Dad has an excuse; he was born in Greece. A different world. Poverty, war, hardship. no school, no going out, no TV. It's a world he'd prefer to go back to and a world I have no fucking clue about. Singing around coffee tables, sleeping in the afternoon, walks in the evening and celebrations in the night He should never have left, no matter how bad things were back there. Here, under the Australian sun, he's constantly sniffing the air and looking disappointed. He can't really breathe here, he says.

But Mum's different. She was born here and is as Australian as me. Shit, with the nasally squawk she speaks in she's more skip than me. She butts out her cigarette and lets fly. Where have I been? Why don't I ring? I stare into her forehead. The questions continue and I don't answer any of them. She starts a rave in Greek calls me a fucking animal, a pig in the mud she stresses, throws a tea towel at me and starts crying. I go to her, put my arm around her shoulder and kiss her on the cheek Hi Mum, I say, I'm hungry. She slaps me lightly on my arse and, grumbling a little more, starts preparing lunch.

Tsiolkas, C. (1995). Dad is in the garden. In Loaded (pp. 12). Vintage Australia.

Q1. What is Aris mother doing? (1 mark)

A.

Q2. Which parent does Ari favour or make a concession for and why? (2 marks)

A.

Q3. Why cant Aris father breathe in Australia? And how does that contribute to Aris different feelings about his parents and himself? (2 marks)

A.

Extract 3: Jennifer Maiden, The Winter Baby

NOTE: You may not write on this extract if you are writing your essay in Part 2 on The Winter Baby.

''Bye''

"Bye," she throats huskily as someone goes. It is not

a childish pipe. I realize why the voices of Mae West and Dietrich appeal so much. They echo not the mother or the male but the infant "Bye," drawled deep and a bit exaggerated, a bit urgent and a little bit uncaring. It is to this poise that we yearn in passion to return ... What adult can manage a parting sans too much pain or promise like this? And yet the child's heart is faithful and again will shout stunned to see you, just as if you were a leaf of sunlight on the glass.

Jennifer Maiden

From The Winter Baby

Sydney: Angus & Robertson (1990), p. 64.

Q1. Is the poet talking to or about her baby? What pronouns tell you which it is? (1 mark)

A.

Q2. Describe the feelings the poet conveys about her baby. What is the effect of the literary features in the last two lines of the poem? (2 marks)

A.

Q3. The toddler says Bye and the poet uses this to make comparisons. What ideas are created by the comparisons the poet uses? Are these unusual ideas about infancy? Explain. (2 marks)

A.

Extract 4: Shaun Tan, The Lost Thing. (Colour image on next page)

Tan, S. (2000). The lost thing (pp.3-4). Thomas C. Lothian.

Q1. Describe the use of Lines/Vectors or Distance/Height in these images. (1 mark)

A.

Q2. Based on what you can see in this image, what kind of place do these characters live in? (2 marks)

A.

Q3. Describe the interaction of images and text on this page. (2 marks)

A.

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Extract 5: Jack Davis, The Dreamers (extract follows on next pages)

NOTE: You may not write on this extract if you are writing your essay in Part 2 on The Dreamers.

Q1. Identify all the characters who take part in the action dramatised in this extract from the beginning of Scene Seven to the end and specify their relationship to each other (1 mark)

A.

Q2. Whats implied by the interaction between Worru (his use of Nyoongah language) and Meena (her interest in completing her assignment on Aborigines)? (2 marks)

A.

Q3. Each of the characters present different aspects of life for Nyoongahs in modern colonial Australia. What is Davis trying to convey through the different events that occur towards the end of this extract Peters situation and Elis account of the shopping centre? (2 marks) Explain.

A.

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Part 2

Choose one of the following texts:

Norman Lindsay. The Magic Pudding.

Jennifer Maiden. The Winter Baby (the set of poems, not merely the individual poem titled The Winter Baby).

Robert Hoge. Ugly.

Jack Davis. The Dreamers.

Write an essay of approximately 1000 words.

Use the following sub-headings for your essay:

Introduction

Describe the text (author, plot, setting, genre, style) and what you consider to be its central meaning or purpose as a text.

Value of the text

Explain what you liked and/or disliked in the text, and why.

Thematic Analysis

Analyse the text in relation to two of our weekly themes. Our main themes are:

Literature as contact

The Australian vernacular

The Australian Gothic

Describing atmosphere and emotions

Home: migration, cultural or personal identity, family

Lyric poetry: poetic language techniques

Picture books and Visual literacy

Autobiography and first-person writing

Australian theatre and the creation of characters.

However, you may discuss other themes that were discussed in lectures and tutorials, e.g., gender or Indigenous Australia.

You must relate the themes you choose specifically and explicitly to your chosen text.

Conclusion

Briefly summarise your points, particularly the point that you see as best defining the text and your judgment as to its value as a piece of literature.

Additional requirements for Part 2 Essay

You must quote from the text at least three times in support of your claims about the text. You are encouraged to quote from different parts of the text.

If you are writing about The Winter Baby, choose three poems for focused discussion and analysis.

Include in-text references and a final reference list in APA7 style.

Ugly is a memoir written by Robert Hoge in 2015

MARKING CRITERIA AND STANDARDS: PART 1 COMPREHENSION TEST

High Distinction Distinction Credit Pass Fail

Fully answers each question

(10 marks) Excellent answer - accurate, clear and, thoughtful with excellent detail Very good answer - accurate and thoughtful with very good detail Good answer, mostly accurate, with sufficient detail Answered mostly accurately with moderate detail Poor comprehension of the text

Uses clear expression and accurate grammar

(10 marks) Writes with excellent grammar, imagination and flair Writes clearly and imaginatively Writing is always clear Writing is mostly clear Writing is ungrammatical and difficult to comprehend

MARK FOR PART 1 = /20

MARKING CRITERIA AND STANDARDS: PART 2 ESSAY

High Distinction Distinction Credit Pass Fail

Fully answers the question and understands the primary text

(5 marks) Demonstrates excellent answer - direct, clear and thoughtful with detailed and nuanced understanding of text Demonstrates comprehensive answer - thorough and direct with comprehensive understanding of the text Demonstrates very good answer, fully accurate, with sufficient detail with very good understanding of the text Demonstrates good answer - all aspects mostly accurate with moderate detail and adequate understanding of the text Does not address or understand the question and demonstrates a limited understanding of the text

Produces a critical reading of the way meaning is shaped in relation to the themes of the subject

(5 marks) Essay is insightful and original Essay is thoughtful in relation to themes of subject Essay shows how text is related to themes of subject Essay attempts to relate text to themes of subject Essay does not attempt to relate text to themes of subject

Describes language forms and features with proper use of literary concepts and terminology

(5 Marks) Essay includes excellent, thoughtful and

reflective use of literary concepts Essay includes comprehensive, thoughtful use of literary concepts Essays use of appropriate literary concepts is good Essay uses literary concepts or terminology mostly appropriately but incorrectly at times Essay does not attempt to use literary concepts or terminology

Supports critical reading with appropriate evidence

(2.5 marks) Provides consistently well-chosen evidence with perfect referencing practices Provides well-chosen evidence with very good referencing practices Provides textual evidence with good referencing practices Attempts to provide textual evidence with adequate referencing practices Fails to provide textual evidence to support critical reading

Writes, clearly, accurately and imaginatively

(2.5 marks) Writes with excellent grammar, imagination and flair Writes clearly and imaginatively Writing is always clear Writing is mostly clear Writing is ungrammatical and difficult to comprehend

MARK FOR PART 2 = /20

TOTAL MARK FOR ASSESSMENT 3 =