1.What makes the unseen texts an easy/difficult part of the exam? Make reference to both the trial exam and your practice activity on Wednesday.
The unseen text was difficult because nobody expects any of the texts. It could be lego pictures like from the practice activity or the extract from the Goldfinch like from the trial exam. It is really hard to find features when all I have to go on is my memory of features and their meanings.
2.What study techniques can you use to prepare for the unseen texts section of the exam?
I should learn more features and how they are used in texts and pictures. I should also get used to the questions in the unseen text section because the questions are similar from year to year.
3. What study techniques can you use to improve your knowledge of your student-chosen related texts?
I should try to use a variety of texts to match the rubric. Then, I can practice writing essays to answer prompts with the student-chosen text. I have to make sure that I understand the text first and know all the features by heart.
4. In your opinion, what is the best text to use as a student-chosen related text? Explain why you chose the text.Identify as many different aspects of discovery that you find in the text.
The best text is the “Notebooks Shed Light on Antibiotics Contested Discovery.” This non fiction article by Peter Pringle can answer a lot of prompts. It has a significant historical and socio-cultural context. Aspects of discovery include :intellectual discovery, deliberate and careful planning, new perceptions of others, worth is reassessed over time, and new ideas as well as new understandings.
The results of the trial exam were similar to the predictions made on my “Exam Self- Reflection” assignment. The Academic English essay was in fact my weakest section, as predicted. The most surprising part of my results were the listening and the discovery essay. I thought that my unfinished listening paper would get worse results that it actually was, which is good. The discovery essay was hard and so was the prompt, because it was asking for language features, but it wasn’t that bad. The DAV essay was surprisingly worse than I thought probably because I did not prepare that much for language features AND structures so it was difficult for me to think of anything related to that. The Academic English essay was also really confusing for me. I think I need to focus more on Academic English, DAV and the unseen texts too. I should practice giving discovery-related ideas for the unseen texts and memorize more features. For the DAV section, I should really understand more about my student chosen text because I think I lack in that. I should also thoroughly read prompts in order to really answer them. To do this, I have to practice writing essays. After all, practice makes perfect. 🙂
I think the scene in “Go Back to Where You Came From” that can best fit most of the words from the discovery rubric is the raid scene. The raid scene is so flexible that both the participants and the viewers can discover new things. For instance, Roderick, one of the participants, was so shocked by what he discovered from the raid that he just kind of disappeared. The absence of Roderick can mean many things to the viewers, like the possibility that he was overwhelmed by the emotional discovery of all the refugees crying as they were being taken away. This discovery can be confronting to him and his beliefs about refugees, it can also be sudden and unexpected for Roderick. In addition, during the raid, Raye said that the refugees there “could easily be the Chins” and after that the narrator explained that the refugees could face “jail time, corporal punishment and deportation.” This juxtaposition is intended for the viewers to feel the emotional connection with the Chins before the raid and imagine if the Chins were being punished, after all they have been through. This makes the discovery very much emotional to both the participants and the audience. It can also challenge the beliefs of the audience who think raids are for the best since the scene shows the real things that happen during the raid.
Personally, I think that the best scene for writing about discovery is when Montag discovers the book people and learns what they do for the society. Instead of shoving the contents of a book in people’s faces like what Montag tried to do earlier with Faber, the book people remember and wait for the society to come to them. They wait patiently for the society to seek the book people in order to discover their histories, their mistakes, and learn from them. What intrigues me the most is the use of the metaphor of the society to a phoenix who burns itself over and over in its’ fire and rises from the ashes. Montag discovers from this metaphor that the society repeats the same mistakes even though they have the ability to move forward. His perception of the society changes as he discovers this. In addition, the book people have been deliberately planning this process in order to change the society for the better. This is better emphasized with Bradbury’s use of an allusion to Revelations 22 where there is new hope for a better world. This scene can encompass discovering something for the first time (Montag discovering the book people and what they do) or even rediscovering something lost and concealed (the society rediscovering its history). It is also sudden and unexpected to Montag but it also comes from a process of deliberate and careful planning by the book people. The discovery is also caused by necessity but the society in the future that will come to the book people looking for answers can be said to have been evoked by curiosity as well. This discovery can lead the people to new worlds and values and can also enable readers to predict about the future possibilities for the society. In addition, Montag’s new insight on the society led him to new understandings and new perceptions of the society. The discovery is meant to be transformative for the society, as evident in the allusion.
In my opinion, Douglas Stewart’s poetry conveys ideas strongly compatible with the Bible’s teaching that man was given the responsibility to take care of nature. Stewart’s poem entitled “Lady Feeding the Cats” emphasises a woman’s responsibility to feed feral cats. He wrote, “To feed those outlaws prowling about the Domain.” With the help of comparing the cats to outlaws, Stewart conveys a sense of responsibility to feed the “outlaws” even if they are wild cats. Another one of Stewart’s poem titled “Wombat” emphasises on the respect and care given to creatures like wombats. He wrote, “we have one mother, good brother,” when conversing with the wombat. This shows a strong connection between man and animals that pushes man has to care for the animals. Thus, giving man a sense of responsibility towards nature.
On the other hand, I believe Stewart’s poetry contains messages that are incompatible with the Bible’s teaching that nature is proof that God exists. Stewart never mentions God in any of his poems. In the poem “Nesting Time,” Stewart claims that nature is above all else as we wrote, “There’s just this gap in Nature and in man.” The capitalization of “Nature” indicates that he views nature as being higher than the Creator. In addition, Stewart also wrote in “Fireflies,” “Some invisible power flashing in points of brilliance.” This portrays Stewart’s awe upon seeing nature, especially the butterflies. He acknowledges the brilliance of God’s creations but never acknowledges the Creator at all. Therefore, it can be seen that Stewart felt that nature was as breathtaking as ever but he felt that nature is not created for the purpose of glorifying the Creator.
Context shape and define Australian visions. This includes social context, historical context, and personal context. If the composer has a certain background, the Australian vision portrayed will reflect his or her background. In addition, readers have different backgrounds too so it is possible for them to define certain Australian visions differently. For instance, Douglas Stewart was born in New Zealand but he spent most of his life in Australia. Therefore, since his personal background is different from ours, he may portray Australia in a different way from what we may portray Australia as.
Woensel, T. van. “Aboriginal Rock Art, Cathedral Cave Carnarvon NP.” Photograph. Australia. N.p., 28 Aug. 2005. web. 22 May 2015.
The image above is appropriate with Stewart’s poem because the hand art is very much like what Stewart envisioned Aboriginal cave paintings to be. Some dark colored hands show the hardships of Aborigines. The cave painting in the photograph is also mysterious looking with a part of the wall that is darker than the rest, similar to Stewart’s poem.
Douglas Stewart creates an image of the fast moving but elegant moths flying from place to place using adjectives and onomatopoeia. The use of adjectives in the phrase, “Bursting and foaming, spinning and gushing” indicates the energy in the moths doing all kinds of movement. Other than the use of adjectives, the use of onomatopoeia from “whirring hush of wings” conveys the silence and the elegance of the flying moths since “hush” is associated with quiet. The moths are therefore moving with a lot of energy peacefully. Stewart views nature as a wondrous peaceful place filled with life and energy.
Douglas Stewart conveys the beauty of nature through the use of metaphor and hyperbole. Stewart wrote “the galaxies swarm like snow” to compare the vast and mesmerizing galaxies of the world with the pure white snow. The metaphor thus reveals to readers that the moths are indeed as untainted as snow but also beautiful like the galaxies. In addition to metaphor, Stewart also uses hyperbole when he wrote, “nothing is left of time.” This means that the moths are so awe-inspiring that it caught Stewart’s breath when he saw them. Stewart’s vision is that nature can be really beautiful interesting.
In the poem titled “The Moths,” composer, Douglas Stewart sees nature as something awe inspiring and full of life. Douglas Stewart creates an image of the fast moving moths using adjectives in the phrase, “Bursting and foaming, spinning and gushing,” which indicates the intense energy of moths doing all kinds of movement. Other than the use of adjectives, the use of onomatopoeia from “whirring hush of wings” conveys the silence and the elegance of the flying moths since “hush” is associated with quietness. The effect of these images leaves the reader feeling that the moths are moving with a lot of energy peacefully. Douglas Stewart conveys the beauty of nature using the metaphor, “the galaxies swarm like snow” to compare the vast and mesmerizing galaxies of the world with the pure white snowy moths. The metaphor thus reveals to readers that the moths are indeed as untainted as snow but also beautiful like the galaxies. In addition to metaphor, Stewart also uses hyperbole when he wrote, “nothing is left of time,” which indicates that even Stewart was blown away by the beauty of the moths. Through Stewart’s poem, readers can visualize the marvelous beauty and liveliness of Australia’s flora and fauna.
One of the texts that illustrate distinctive Australian vision is the poem by Dorothea Mackellar titled “My Country.” The author’s vision of Australia is about the physical nature of the land that she holds near and dear to her heart. Even though Australia may have its hardships and difficulties, she thinks that the beauty is well worth more than that. Mackellar used multiple personifications of the Australian land to emphasize her unique vision. For instance, she described Australia as “A willful, lavish land.” The author’s choice of words shows that even though she thinks the land is stubborn, it is also very generous to the people living and working in Australia. The poet wrote, “For flood and fire and famine, She pays us back threefold.” It can be seen from the word “she” that the land is like a woman to the author, both beautiful and beneficial. This beauty surpasses all the disasters that come with the land. Thus, using the language features, the poet envisioned Australia to be an eccentric splendor that gives so much to the people.
On the other hand, the song titled “I Am Australian” written by Bruce Woodley and Dobe Newton describes a different vision of Australia when compared to Mackellar’s “My Country.” Woodley and Newton envisioned a united people of Australia even though they may have varying backgrounds. The composers use certain pronouns that are first person, second person and third person but mostly first person. The use of first person pronouns are repeated but from different points of views. For instance, the first stanza is from the point of view of the aborigines while the second stanza is from the point of view of European convicts. However, both stanzas still use pronouns that emphasize the varying backgrounds of the people. To show unity, the composers say, “I am, you are, we are Australian.” The pronouns are used to highlight that everyone is Australian, not only the aborigines or the Australians trying to make a living but everyone in Australia. Therefore, it can be seen that Woodley and Newton have visions of the togetherness between Australians and these visions are in fact different from Mackellar’s visions of the Australian land.
“Discovery can lead us to new worlds and values, stimulate new ideas and enable us to speculate about future possibilities.”
To what extent does F451 support this statement?
Bradbury reveals in his book, “Farenheit 451,” that more knowledge can bring about a new society of freethinkers in the future which strongly supports the fact that discoveries can lead to new worlds, values and ideas.