Short answer:

INDIVIDUAL AND COLLECTIVE HUMAN EXPERIENCES

HUMAN QUALITIES(TRAITS OR CHARACTERISTICS) AND EMOTIONS(FEELINGS)

EXPERIENCES THAT ARISE FROM EXPERIENCES:
-​ EMOTIONS ARE REFLECTIONS OF THEIR QUALITIES
-​ EXAMPLE IMPATIENT QUALITY AND EMOTION OF ANGER ETC..
-​ ANOMALIES(A DEVIATION FROM THE STANDARD, OUTLIERS),
-​ PARADOXES - HUMANS ARE INHERENTLY PARADOXICAL - HUMANS ARE
COMPLEX AND MULTIFACETED ( DIRECT CONTRADICTION EXAMPLE
BITTERSWEET)
-​ AND INCONSITENCIES (UNSTABLE PATTERNS)
-​ ALL ARE HUMAN COMPLEXITIES
-​ NUANCES THAT DO MAKE THEM DIFFERENT
-​ BEHAVIOURS AND MOTIVATIONS - THESE CAN BE INCONSISTENT,
PARADOXICAL, ANOMALOUS
-​ ACTIONS AND WHAT DRIVES THEIR ACTIONS
-​ HUMAN EXPERIENCE - EVENT OR SITUATION THAT A PERSON GOES THROUGH
TEXTS THAT EXPLORE THE ABOVE

HOW DOES TEXT REFLECT THE SPECIFIC HUMAN EXPERIENCE

SEEING THE WORLD DIFFERENTLY - PRECONCEIVED IDEAS ARE CHANGED THROUGH

THE TEXT
CHALLENGED ASSUMPTIONS - PRECOCEIVED ASSUMPTIONS ARE CHALLENGED OR
ALTERED.
IGNITE NEW IDEAS - UNDERSTAND SMTHN IN A NEW LIGHT
REFLECT PERSONALLY - SELF-INTROSPECT

STORTELLING THROUGH TIME TO EXPRESS AND REFLECT PARTICULAR LIVES AND

CULTURES - REFLECTION OF HUMAN BEHAVIOR THROUGHOUT CONTEXT AND MILIEU
ETC….

BASICS:

CLARITY AND SPECIFICITY - STRAIGHTFORWARD MAKES SENSE

PROSE FICTION EXTRACT

NON-FICTION - NEWS ARTICLE, SPEECHES, INFORMATIVE
ARTICLES - FEATURE ARTICLES
IMAGES
POETRY
STRUCTURE:

TEXT:
PROVE POINT IN EACH ETA
1 TEXT -
TOPIC SENTENCE OR THESIS - SUMS UP ARGUMENT, CAUSE AND EFFECT TOWARDS
Q.
THEN ANALYSIS
CONCLUDING SENTENCE FOR 6 MARKS
MINI ESSAY OR PARAGRAPHS FOR 6 MARKS OR MORE N(MARKS)-1 EVIDENCES
EXAMPLE 8
THESIS, 2 SMALL BPS, CONCLUDING SENTENCE

2 TEXTS: COMPARATIVE
-​ SIMILARITIES AND DIFFERENCES
TOPIC SENTENCE ON BOTH
LINE BREAK
1ST PARAGRAPH FOR 1ST TEXT
2ND PARAGRAPH FOR 2ND TEXT - USE MORE COMPARISON IN THIS TO COMPARE IT
TO THE BEFORE TEXT…

THESIS:
-​ INCLUDE UNIQUE INSIGHT, PERSPECTIVE ON QUESTION - ARGUMENT IS CLEAR
-​ RUBRIC LINKS
-​ WHAT IS THE IMPACT - BE SPECIFIC - WHAT IS THE SPECIFIC HUMAN
EXPERIENCE AND WHY IS THE AUTHOR DOING THIS ETC. SO MARKER
UNDERSTANDS POINT
-​ LINK BACK TO QQQQ
-​ CONNECT TO RUBRIC HUMAN EXPERIENCES
-​ USE KEY WORDS FROM THE Q AND THROUGHOUT RESPONSE
THE AUTHOR REPRESENTS LOVE AS AN EMOTION THAT CAN OVERCOME BARRIERS
OF RACE AND CULTURE…

TEXT 2 UTILISES AN ARRAY OF POETIC DEVICES TO REVEAL THAT BY OVERCMING OU

INTIAL REACTIONS TO DATH AS SUFFRAGE,

THESIS SHOULD GIVE SPECIFIC INSIGHTS

DALTON USES LANGUAGE TO PORTRAY THE MULTITUDE OF CONFRONTING AND

CHALLENGING HUMAN EXPERIENCES, POSITING LOVE AS A UNIVERSAL SOLUTION TO
THESE.
COMPARATIVE

EXAMPLE: WHILST TEXT 1 - INSERT THE IDEA FOR A SIMILARITY THERE SHOULD BE
SOME SIMILARITY OR SOME DIFFERENCES ARE…

WHILE TEXT 1 REPRESENTS HOW HUMAN EMOTIONS VARY ACROSS INDIVIDUALS

BASED ON THEIR EXPERIENCES, TEXT 2 EXPLORE THE UNIVERSALITY OF THE HUMAN
EMOTION OF LOVE, REFLECTING HOW ALL HUMANS EXPERIENCE THE SAME
EMOTIONS COLLECTIVELY

IN WHAT WAYS DOES THIS TEXT REPRESENT THE DIVERSE NATURE OF HUMAN
EXPERIENCES?

EACH PLATE = DIFFERENT EXPERIENCE

TEXT 1 UTILISES VISUAL IMAGERY TO REPRESENT THE DIVERSE NATURE OF HUMAN

EXPERIENCES, THROUGH THE MULTITUDE OF CULTURAL DIFFERENCES THAT ALLOW
INDIVIDUALS TO BE BROUGHT TOGETHER DESPITE THESE DIFFERENCES.

2ND:

THE TEXT REPRESENTS A MOMENT OF TRANSITION(WHAT IS THE TRANSITION!!) -

ELEVATING URSELF - IDEA OF METAMORPHOSIS OF THE BRAIN THROUGH THE
EXPLORATION OF THE INDIVIDUAL HUMAN EXPERIENCE OF GROWTH AND THE
FREEDOM OF KNOWLEDGE.

UNDERSTANDING OF TEXT:
FIRST READ Q SO U KNOW WHAT TO LOOK FOR IN THE TEXT…
USE THE QUESTION
-​ IDEAS RELEVANT TO TEXT
-​ CONTEXT - WHEN IT WAS WRITTEN
-​ IS THE QUESTION MENTIONING EMOTIONS, QUALITIES, ECT.
-​ RUBRIC LINK TO THE Q
-​ FORM DEVICES!!!!

VOICE, PERSPECTIVE, POV, TONE

ITALICS, BOLD - INTENTIONAL USE - THIS MIGHT BE ANOMALOUS FROM THE REST OF
THE TEXT…

VISUAL - BODY LANGUAGE, POSITION, FOCAL POINT AUTHOR DRAWS ATTENTION TO

SMTHN…
SHARED EXPERIENCE OF FOOD

BLACK AND WHITE - CHIATISCURORO - MUNDANE - BUT THE EXPERIENCE BRINGS

DIVERSITY
EACH INDIVIDUAL EXPERIENCES A DIFFERENT EMOTION

EFFECT OF TECHNIQUE - TO SHOW WHAT IN RELATION TO QQQ

ALTHOUGH EVERYONE IS EATING AT THE SAME TABLE IS SHARED EXPERIENCE BUT

EACH INDIVIDUAL EXPERIENCES A DIFFERENT EMOTION

EFFORTLESSLY EMBED EVIDENCES.

CHOICE OF EVIDENCE

PERSPECTIVE OF DEATH AS SUFFERING IN LIGHT OF RELIGIOUS PERSPECTIVES WE

CAN EMBRACE MORTALITY AND FIND SOLACE.

THE SUFFERING HERE IS GRIEF AND LOSS….

TECHNIQUES - ENJAMBED COUPLETS, BIBLICAL ALLUSION, CONNOTATIONS, ITALICS

RUBRIC BREAKDOWN:
MOD A - ANALYTICAL
HUMAN BEINGS OVER TIME, HOW HAS THE MILIEU SHAPED SOCIETIES DIFFERENTLY -
CULTURAL DIFFERENCE…
PEOPLE INTRINSICALLY DONT BUT VIEWS, IDEAS PERCEPTIONS, SOCIALS ET.C CAN.

REIMAGINING - CHANGING SOMETHING COMPLETELY OR CHANGING THE ROLE OF

THE CHARACTER, COMPLETELY REINVENTING OF - CHANGING A SPECIFIC THING

REFRAMING - JUST LOOKS AT THE SAME THING THROUGH A DIFFERENT LENS SUCH
AS CONTEMPORARY LENS - PERSPECTIVE SHIFT

MIRROR - DIRECT REFLECTION OF EACH OTHER - EXPLORES SAME PERSPECTIVE OF

AN IDEA
ALIGNED - WHAT DO BOTH TEXTS AGREE ON, WITH NUANCE…
COLLIDE - BOTH TEXTS DISAGREE WITH EACH OTHER AND CHALLENGING DUE TO
DIFFERENCES.

DISSONANCE IN TIME PERIODS, FORM DOCUDRAMA VS PLAY

DISPARATE TIME PERIODS

ISSUES - HAS TO DO WITH INHERENT HUMAN SOCIETY

VALUES HAVE DIFFERENCES UPON LOCATIONS - CULTURAL
DIFFERENCES…DIFFERENT CONTEXTS…

ASSUMPTIONS - THAT ARE PRECONCEIVED ARE CHALLENGED BY THE NEW TEXT

ETC.

ANALYSE - MAKING A JUDGEMENT, DRAWING CONNECTION

EVALUATE - MAKING A JUDGEMENT

CRITICALLY, SKILFULLY, HOW DOES THE AUTHOR DO THIS WELL- TO INDICATE THAT
UR JUDGING AND GIVING PERSONAL INSIGHT

FORM SPECIFIC!!! FOR EVERYTHING

PURPOSE - AUTHORIAL INTENT IS BASED ON THEIR VALUES

MAINLY EMOTIONAL RESPONSE TRYING TO ELICIT - TRYING TO MAKE AUDIENCE
FEEL
SOCIAL FATIGUE - THEY MIGHT BE CRITICIZING A SOCIAL SITUATION OR THEIR
SOCIETY OR CRITIQUING - CAUTIONARY, DIDACTIC TALES.
CULTURAL - ANYTHING NORMALISED WITHIN A TIME PERIOD OR SOCIETY

BETWEEN TEXTS - DIFFERENCES

WITHIN- WITHIN 1 TEXT.

SECULAR VALUES TODAY

THE VALUES OF SHAKESPEARE ARE RESONANT WITH WHAT HIS TEXT IS ABOUT -
WITHIN TEXTS.

BETWEEN TEXTS - BETWEEN PACINO AND SHAKESPREARE

MOTIF , ALLUSION, INTERTEXTUALITY- BASED QUESTIONS!!!

THE WAY THAT THE TECHNIQUE IS SHOWN BETWEEN THE DIFFERENT TEXTS CAN
GET SPECIFIC QS.

FORM AND STYLE CAN SHAPE NEW MEANING - HOW THIS CHANGES AND HOW THIS
REFLECTS THE CHANGING VALUES

PERSONAL PERSPECTIVE - TODAY’S CONTEXT!! - I, MY, WE, TODAY’S WORLD - SHAPES

MY UNDERSTANDING OF THIS - IF THE Q ESPECIALLY ASKS ABOUT PERSONAL
PERSPECTIVE SAY PERSONAL PRONOUNS - OWN INPUT - LINK TO CONTEMPORARY
SOCIETY AND EXAMPLES
-​ POWER STRUGGLES TODAY
INTERTEXTUALITY - DIRECTLY TAKES SOMETHING FROM ANOTHER TEXT BY
REFERENCING ANOTHER TEXT
ALLUSIONS - ALLUSION TO THE TEXT WITHOUT DIRECTLY QUOTING OR AN IDEA
FROM ANOTHER TEXT….

MOD B:
CRITICAL , HIGH VOCAB, CRITICAL READING = GO AS DEEP AS U CAN INTO THE
TEXT…..HIGHER CALIBR
PERSONAL RESPONSES - WHAT WE THINK OF IT, REALLY ENGAGE WITH THE TEXT

DISTINCTIVE QUALITIES - WHAT MAKES THE TEXT UNIQUE - MAKES THEM STAND OUT
FORM…..OR A SPECIFIC THEME IT EXPLORES

TEXTUAL INTEGRITY - VALUE OF A TEXT WITHIN MODERN SOCIETY - CREDIBILITY

-​ WHAT MAKES THAT TEXT WORTH STUDYING
-​ TEXTUAL INTEGRITY - MAKES READERS THINK, APPLY TO REAL LIFE ECT.
-​ INTEGRITY - AN HONEST REFLECTION ON
TEXTUAL INTEGRITY POINTS:
ORGANIC UNITY - HOW LANGUAGE FEATURES OF TEXT COME TOGETHER TO GIVE
MEANING - ANY KIND OF INSIGHT, CRITIQUE
ENDURING VALUE - HOW THE TEXT STAYS RELEVANT OVER TIME AND TODAY,
ENDURING VALUE!!! STILL VERY RELEVANT
CRITICAL RECEPTION - HOW THEY RESPOND, HOW CRITICS RESPOND, CRITICAL
READNGS… FIND CRITICAL READINGS…

CONSTRUCTION, CONTENT AND LANGUAGE: FORM, WHAT THE TEXT EXPLORES,

TECHNIQUES
WAY THE TEXT IS COMPOSED-
IDEAS THEMES INSIDE THE TEXT ITSELF
JARGON - USES SPECIFIC TO DO WITH A SPECIFIC TOPIC - INTENT TO MAKE U THINK
OF A SPECIFIC TOPIC
EVALUATE NOTIONS OF CONTEXT - EVEN THE COMPOSERS LIFE, ASSIGNS VALUE TO
CONTEXT AND HOW ITS REFLECTED IN THE TEXT. COMPOSERS CRITICISE THEIR
CONTEXT…WHEN WERE THEY WRITTEN
DETAILED STUDY OF CONTEXT AND HOW THAT IMPACTS US…

COMPOSITION - STRUCTURE FORM

RECEPTION - RECEIVED BY AN AUDIENCE

THIS CRITIC ARGUES THIS…BUT I COMPLETELY DISAGREE - SAY THIS IN ESSAY

Say this - quote the critical readings.

Aesthetic - author’s writing style - form - features of the text

Personal connection
Intellectual connections - higher order of thoughts….more sophisticated language
Considered perspective

For critical readings

J store
Google scholar
Google library

Mod c:

Most harshly marked

Spelling mistakes, grammatical errors….

Ideas and emotions - an author will stimulate an emotional response and try to socially critique

Power and precision - words have power, how I use language to shape my idea etc.
Precision - specific language to convey this - be purposeful with writing.

Authorial intent
Stylistic - form - replicate this in ours…

Q relations:
Wonder of the natural world — motif of nature — negative capability
Evoke emotions

Versatility of language - depending on who's reading the text

-​ Diversity of the text, how language can be used in different ways to
-​ Certain words can trigger some reactions etc.
-​ Considered appraisal - reflection
Sustained and cohesive composition
Discussion and speculation

Prepare for persuasive

Creative writing:

Extended metaphor, motifs

Mine - metaphor of trains as symbolic of travel and immigration - u can change this metaphor to
metaphor of the stimulus
Motifs - which ideas…recurring motif

Diptychs - 2 pieces, 3 pieces chiastic -split between anachronistic past and future
Short moments - fleeting descriptions

Five stages of grief - different sections

Reflection

Purpose statement
-​ What is my emotional response and social critique and what i intent do with this

My imaginative-discursive piece ‘Eulogy for My ഭാഷ (Language)’ works as a conduit for my

authorial purpose to explore the transience of time, memory and displacement of cultural
identity and legacy experienced by migrant individuals. I aim to give readers insight into the
emotional journey of the struggles of the migrant experience, in order to stimulate
self-introspection into the individuals grappling with the loss of language and fragmented cultural
identity.

What do I want the audience to walk away with ect.

Inspired by Kim Boey Cheng’s poem Stamp Collecting, whereby the autobiographical persona
endures his fading culture, my protagonist reflects the collective migrant experience that
reverberates unfortunate aftershocks of a deteriorated identity, loss of language and
acculturation as she fears her inability to preserve her Indian culture.

Exam strategy:

Timing - practice timed exams

Each piece 40 mins
Reading time - read 10 mins…for paper 1
Q for text 1 read, then 1 for text 2 read….
Paper 1 - do unseen first….
Papers!!!