English

Home > English > Standard > Module C: Texts and Society > Elective 2: Ways of Living > Komninos

Ways of Living

This material was written by Amelia Lawson, Hunter's Hill High School

Introduction to Elective 2: Ways of Living
English Stage 6 Prescriptions for Ways of Living Explained
Key terms defined
Concept /Mind Maps
Activity 1: Introductory Activity, Exercise: Questionnaire
Activity 2: Journal Entries
Activity 3: Opinion Piece
Related Texts and Related Text Analysis Questions
Ways of Living Prescribed Text: Komninos, Komninos by the Kupful Introduction, Questions and information
Activity 4 : Komninos and Ways of Living: Context in Komninos and Related Texts
Key Techniques Used in Komninos’ Poetry
Activity 5 Overview of Key Techniques in Prescribed and Related Texts
Activity 6: Sample Assessment for Ways of Living: Komninos by the Kupful
Activity 7: Reflection

Introduction to Elective 2: Ways of Living

The focus of this elective are the concepts or ideas that arise from the examination of a range of relevant texts that explore ways of living, and the contexts that influence these ways of living. The texts that you analyse (your prescribed text and related texts) are used as evidence to support these concepts. You must be able to articulate these concepts in your sustained response to the HSC examination. After your study of this Elective, ask yourself, what have I learned about ways of living and what texts support my ideas? The concepts or ideas that you develop as a result of the module may sometimes be referred to as your thesis.

English Stage 6 Prescriptions for Ways of Living Explained

What are you expected to understand and do in this unit? (The following quotes are from English Stage 6 Prescriptions):

"...students will explore a variety of texts that deal with ways of living in contemporary society."

For this elective, you will focus on one prescribed text. (This program focuses on the poetry of Komninos in Komninos by the Kupful). In class you will analyse the ways of living represented in the prescribed text and other texts in class. You will also be expected to find your own related texts. When choosing your own related texts it is a good idea to find texts that represent different ways of living. You will need at least TWO related texts for the Higher School Certificate examination.

"The possibilities for different ways of living and recreations enjoyed are shaped by personal, social, historical and cultural contexts."

One of the key ideas in this elective is that there is no 'one' way of living: there are choices and possibilities in the way we live our lives (hence the need to find related texts that represent different ways of living). There are a number of different factors that influence ways of living. These factors are called contexts. The different types of context have been categorised as personal, social, historical and cultural. You will need to be able to explain how the ways of living represented in the different texts are influenced by these specific contexts.

"Students will respond to and compose a range of texts that demonstrate the different ways of living which are communicated and valued."

You will be expected to respond to (write about) and compose your own texts (for example: speech, feature article, essay, etcetera) in which you demonstrate your understanding of the different ways of living that are communicated, and what values these ways of living reflect (this will be in reference to your prescribed text and the texts of your own choosing).

"They will examine the features of texts that show the knowledge, attitudes and beliefs relating to ways of living."

Your written responses will need to consider the features the different texts used to communicate/ represent ways of living, attitudes, knowledge and beliefs. Different texts will have different features, according to the type of texts they are (be it a magazine article, a documentary, a reality television program, a speech, etcetera) and the particular style of the composer. An overview of the features of a text is presented further on in this document.

What will you be assessed on in your Higher School Certificate examination for this elective?

"How well you demonstrate an analysis of the ways text and meaning are shaped by context."

Although the examination question might not directly ask you to address this, not only do you address the examination question, but you MUST include an analysis of each text's connection to context.

"How well you organise, develop and express your ideas using language appropriate to audience, purpose, context and form."

You will be asked to write in a specific text type. You may be asked to write a speech, an essay, a conversation, a feature article, etcetera. You are expected to use the language features appropriate to the text type you have been asked to write in. You are also expected to demonstrate in your writing that you are addressing the audience specified (for example, a presentation to a youth forum may use more casual language). You are to ensure you write according to purpose specified (for example, the purpose may be to persuade your audience) and context (for example, you may be presenting your speech in a country other than Australia).

Key Terms Defined

Contemporary
contemporary texts are texts that are of the present time. They deal with issues that are relevant, and have not been outdated by subsequent events or social development.

Context
Context refers to the different factors or circumstances that surround and influence a particular text. A way of living is influenced by a range of contexts. Different ways of living come about as a result of different contextual factors coming into play.

The course content for Elective 2: Ways of Living lists a number of different contexts that influence our ways of living. These contexts are: individual, social, historical and cultural.

You may be more specific in you reference to contextual influences. For example, you may refer to the political, environmental or economic context if you feel it is a more accurate reference.

Individual context
The individual context would take into account a way of living that has been influenced by an individual's particular interests, experiences, abilities or preferences. You would write about the individual context when the subject's way of living goes against the other contextual influences in their life.

For example, the Australian Magazine recently published a feature article on people who were living lives that went against the 'norm'. Their individual contexts (in one case the subject's sexual preference) overrode other contextual influences and strongly influenced their way of living.

Social context
The social context refers to the factors that influence how people live in a particular community (or country). This would include the structure of the family, attitudes towards sex, class structure, the political climate and the laws that regulate how we go about our lives.

For example, in Australian society young people now choose to live in the family home much longer. This is a result of our economic context (the cost of living is high and people cannot afford to move out), but also because of our social context, whereby parents have a more relaxed attitude toward their children and their sexual and social lives.

Cultural context
Cultural context refers to the factors that influence the way of living that is followed by specific groups of people. Cultural context may include the traditions followed; the attitudes adhered to; the entertainment enjoyed; and the hobbies or sports pursued.

For example, the way of living represented in the novel, Looking for Alibrandi by Melina Marchetta, is influenced by Australia's cultural context. Australia has a large Italian-Australian population that continues to follow the traditions of its Italian heritage. In the novel, the main character, Josephine, finds it difficult to form her own identity as she is torn between her desire to be a 'normal' Australian and follow the way of living followed by her more traditional Italian family.

Historical context
Historical context refers to events that have taken place in history that have influenced the text.

For example, the 'Stolen Generation' of Aboriginal children raised in white Australian homes has influenced a number of Aboriginal texts.

Concept / Mind Maps

What is included in Ways of Living? The following mind map is a visual representation of the different aspects of our lives that constitute our way of living. What other aspects could be included?

Concept/Mind map

The contexts that influence way of living:

The contexts that influence ways of living

Activity 1: Ways of Living Introductory Activity:

Ways of Living Interview

"Students will respond to and compose a range of texts that demonstrate the different ways of living which are communicated and valued." (English Stage 6 Prescriptions)

Exercise:

To gain a personal perspective on ways of living
To understand that there is no 'one' way of living

Answer the following Ways of Living Interview Questions in response to your own life.
Using the same questions in past tense, interview someone who is at least a generation older about their life at your age.

You will notice that your ways of living and attitudes are quite different to the life of the person you interview. What are the main differences in your ways of living/ attitudes? What do you believe has caused these changes? Write a paragraph response. In a separate paragraph discuss the two responses to Question 14. How have the values changed over time? Why do you think they have changed? As you explore the texts in this unit, be aware of the value system they subscribe/ support.

Ways of Living Interview Questions

Describe your home life. Is/was it a nuclear family (mum, dad and kids) or a variation of this? Who had/ has the domestic responsibility at home (cooking, cleaning)?
Who brings/ brought in the income?
What is/ was your parent's attitude toward your education and the value of your schooling?
What is/ was your parent's attitude toward you having a boyfriend or girlfriend? How much freedom do/did you have?
How would you describe the relationship you have/had with your parents? (Good communication, strict, close, lots of rules)
What responsibilities do/did you have at home?
What are / were your hobbies or interests?
How much television do/did you watch?
What do/ did you do on the weekend or in your free time?
Do/Did you have cultural or family traditions that you follow?
What is/was your attitude toward:
1. the problems with the environment
2. homosexuality
3. war
4. how much freedom people should have to express their own beliefs?
Do/did you have a religion? How did this impact on your life?
What are/ were the biggest choices you imagined you would make in your life? What will influence/ influenced the decisions you will make?
List the most five most important values in your life (1 being the most valued). For example, one list may be: 1. loyalty to family, 2. financial success, 3. influence, 4. happiness, 5. security

Activity 2: Ways of Living Journal

"Students will respond to and compose a range of texts that demonstrate the different ways of living which are communicated and valued." (English Stage 6 Prescriptions)

Aim of activity:

To develop an understanding of the different ways of living in Australia
To develop an understanding of how attitudes and values are represented in texts

Think about the different parts of Australia (or New South Wales) that you have visited. What struck you about the people in these places? (Did they dress differently? Act differently? Express different attitudes?)
Compose a series of journal entries about three places you have visited. Each entry should focus on a different destination and should clearly communicate the way of living that you gained an insight into. Be sure to communicate the attitudes and values, as well as the way of life.

Activity 3: Opinion Piece

Feature article on Australia's way of living

Write an opinion piece titled 'The way we live'. The focus of the article is the way Australians live in contemporary Australia and why we live this way (what factors have influenced our way of living).

Step one:

List as many historical, cultural and social factors that you can think of that have influenced the Australian way of life. It would be extremely valuable for you to undertake some research on some of the key contextual influences (www.wikipedia.com).

Historical (what key events have taken place in Australia's history?)

Australia home to indigenous people for over 40,000 years
settlement/ invasion by the British/ convict heritage
World War I
World War II
White Australia policy
Immigration policy change/ immigration from Italy, Greece, East Asia
Feminist movement
Vietnam War
Mabo

Cultural (what are the key cultural influences?)

Initially predominantly British
Influence of immigration on food, socialising
American influence (music, film, fashion)

Social (what has shaped the way our society operates?)

Christian belief system
Split of church and state
Change to divorce laws
The advent of the pill (women have control of reproduction)

Step 2:

List as many 'facts' about the way Australians live. Think out of your particular world, consider also city life, country life. Some facts may include:

there are many family structures existing in Australia
both men and women work/ have careers
education is free, all Australians must remain at school until the age of fifteen
holidays are based on the Christian religious calender (Christmas, Easter)
there is religious freedom

Using the above as the basis of your writing. Write an opinion piece titled 'The way we live'. The focus of the article is the way Australians live in contemporary Australia, and why we live this way (what factors have influenced our way of living). You should have a 'thesis' in your article. A thesis is an 'angle' on how you think we live our lives (with a great deal of choice, too much choice, no choice, freedom, lives determined by unrecognised social mores). You may choose to focus on the 'typical' Australian way of life.

Related Texts - Syllabus and Markers' Advice

"Students are also required to supplement this study (of the prescribed text) with texts of their own choosing related to the module." (English Stage 6 Syllabus)

"These candidates used texts as analytical tools to develop their point of view, had a strong, consistent voice and related texts which were well chosen." ("Strengths", 2004 Notes from the Marking Centre - English Standard/ Advanced)

"Well-selected texts of candidates' own choosing were a feature of the better responses. The efficacy of a text was based on the degree to which the analysis of the text furthered a candidate's answer to the question. Candidates need to be encouraged and supported to select texts that can be used effectively to articulate their point of view on the elective. Better responses often demonstrated appreciation of the audience, purpose and context of these related texts. The emphasis in discussion needs to be on briefly describing the text and effectively analysing its relevance to the argument." (2004 Notes from the Marking Centre - English Standard/ Advanced)

What sort of related texts should you choose?

The focus of the Ways of Living unit is ways of living in contemporary society. That is, the texts must be 'current' and represent 'our time'. You may choose to have an Australian focus in this unit and choose related texts that are Australian. This may make it easier for you to draw comparisons between the texts. You may choose to be broader in your approach to Ways of Living and choose related texts that take a global perspective of contemporary society. Choosing related texts that are from other cultures may make it easier to write about the influence of context on text (as different countries have different societal structures, cultural norms, histories, belief systems, attitudes, etcetera).

The following subjects/ topics would be suitable for a Ways of Living related text:

The story of someone's life (fictional or fact)
A social trend or change in the way we live (a feature article about teenagers having sex at a younger age, working women, stress in society, childhood obesity)
Celebrity career/ life choices: musicians, designers, footballers
A reflection on someone's attitude to life
A program or article on sea change/ life change
The issues faced by people who live outside of mainstream society
People who do not have choices about the way they live (as a result of their race or religion)

When choosing related material, it is important you take the time to choose appropriate texts. Do not focus purely on a text in which you admire the subject or think it is an 'easy' text. You must be able to write comprehensively about the way of living represented in the text and the techniques used to shape its meaning. If you can't answer the following questions about the texts with any level of detail, perhaps you should keep looking:

Related Text Questions/Activities

Describe what the text is about. Make sure you refer to the title of the text and the composer. What is the purpose and who is the audience for this text? Is there a particular message in the text?
Describe the way of living that the text represents.
- Is there a particular focus in the ways of living represented in the text? Does it focus on one aspect of a person/ people's ways of living (for example, their particular talent) or does it represent all aspects of their life?
- What contexts have influenced the way of living?
- What are the ideas, attitudes and/ or beliefs communicated in the text? What is the attitude of the composer of the text? What contexts may have influenced these ideas, attitudes and beliefs?
- Does the text focus on the way of living of an individual, or a group in society?
- Does the way of living require particular qualities from those who live it (determination, resilience, commitment)?
- Does the way of living require dedication or sacrifice?
- Is the way of living a choice, or is it as a result of external pressure (for example, the pressure of society or the family). Is the way of living a result of circumstance or accident?
- Is it a way of living followed by many (mainstream) or few?
- Is it a positive or negative way of living?
What do you think is the attitude of the composer of the text to the way of living represented? (Are they admiring or critical?) What language choices of the composer communicate this?
List three language techniques that have been used to communicate the way of living in this text. For each technique, provide an example and explain the effect of using that particular technique.

Where to find suitable related texts for Elective 2 Ways of Living:

Print Media
The weekend newspapers are a gold mine of suitable texts. The countless feature articles found in the weekend magazines (in the Sydney Morning Herald, The Australian, The Sun Herald) often represent ways of living, as do the articles profiling celebrities, artists, and musicians. The section titled The Two of Us in the Sydney Morning Herald's weekend magazine often provides interesting insight into other people's lives. Special interest magazines (sporting, women's) will often profile people talking about their lives/ life choices.

Television
Reality television programs often represent people looking to improve their way of living. Look over the weekly television guide to find inspiration. Programs such as The Real Sea Change Jamie Oliver's Fifteen (Australian version) may be suitable. Please note: it is a common mistake not to provide technique-related information when analysing reality television. There are techniques used to make these programs, ensure you consider and cover them when responding to the questions.

Television documentaries can also be good Ways of Living texts. You may find the more comprehensive programs on the ABC or SBS. Australian Story (ABC) is a well-produced program that focuses on individual Australian's lives.

Film/ Documentaries
Sometimes simply wandering around the video store will provide you with ideas for good related texts for Ways of Living. If you are looking at contemporary Ways of Living around the world, look in the foreign film section. Films about people's lives are a good place to start.

Some ideas:

49 Up directed by Michael Apted
The Castle directed by Rob Sitch
Shine directed by Scott Hicks
Ten Canoes directed by Rolf De Heer

Music
You will find that music/ songs will represent attitudes to life as much as they represent ways of life. They tend to be more personal/ individual in perspective, often using first person ('I'). When analysing music, remember to consider the whole package: the choice of instruments, mood, delivery of lines and chorus as well as the lyrics.

The following bands often sing about relevant Ways of Living content:

The Hilltop Hoods (Nosebleed Section)
The Waifs
Cat Power

Short Stories
Distant Lands by Tim Winton

Language Techniques to consider
"Students explore the role of textual features in the shaping of meaning in specific contexts." (English Stage 6 Syllabus)

When analysing the techniques used in your related text, consider the listed features of the following text types:

Media/Feature Articles:

Title
Image choice/ graphics
Language register (formal/ informal)
Use of slang
Use of quotes
Rhetorical questions
Person (first, second, third)
Structure (how information is laid out)
Use of exaggeration (hyperbole)
Use of metaphors, similes, symbolism

Reality TV/ Documentary

Title
Camera angles/ camera movement
Graphics
Music choice/ sound effects
Narration/ voice over/ presenter to camera
Footage type: dramatisation, presenter to camera, in action, pre-filmed footage
Structure

Film

Title
Camera angles
Camera movement
Cinematography
Setting/ set design/ costume design
Acting style
Music

Music

Language techniques: symbolism, metaphors, similes, alliteration, repetition
Word choice
Person (first, second, third)
Rhyme
Rhythm
Instrumental choice
Mood

Ways of Living Prescribed Text: Komninos, Komninosby the Kupful

"Students will respond to and compose a range of texts that demonstrate the different ways of living which are communicated and valued."

"They will examine the features of texts that show the knowledge, attitudes and beliefs relating to ways of living." (English Stage 6 Prescriptions)

Introduction

Read through all of the Komninos' poems and make notes on the following:

What are Komninos' poems about? Can you see any ideas repeating themselves?
What aspects of ways of living do Komninos' poems represent?
Comment on the style of Komninos' poetry. Are there particular techniques you notice him using?
Imagine that you have no knowledge of Australia. List what you learn about Australia (society, attitudes, and beliefs) based on Komninos' poems.
What do you learn about Komninos from the poems? Do you think the persona in the poem and Komninos are one and the same?
What would be in Komninos' list of values? Why do you think this? What values are represented in Komninos' poetry?

Comprehension Questions

The following questions are designed to give you greater insight into the poetry of Komninos.

back to melbourne

What are the landmarks that he passes on his way to Melbourne, and which cities and towns do they represent? Why does Komninos refer to these landmarks rather than their place names?
What other features of his journey are mentioned? Have you also experienced these on a road trip?
Melbourne is considered by many Australians to be the more reserved and well-mannered city. What line refers to this? What sound technique is used to reinforce the idea that Melbournians are overly polite?
Which line describes Komninos' journey into the past? What aspects seem to have remained the same? In your response, quote the line that emphasises this 'sameness' and explain the techniques used to reinforce the poet's assertion?
Based on Komninos' descriptions in the poem, what do you imagine Melbournians do most of the time?
What are the four questions each family member asks him? What do these expected questions and responses tell us about Komninos' family and Komninos himself? What is the effect of using this dialogue in the poem?
What does Komninos learn as a result of his journey?
In performance poetry, the use of sound devices is very important. Find examples of the following and explain their effect:
- Rhyme,
- assonance,
- alliteration,
- internal rhyme,
- onomatopoeia,
- repetition,
- line length
(this effects the way the poem is performed - where emphasis falls)
Describe the use of punctuation in this poem. Are Komninos' other poems the same? Why do you think Komninos breaks the rules of punctuation and what is the effect of this on his poetry?
How is the poem structured (consider what happens in each stanza and why)?
This poem is autobiographical. What does it tell us about the poet's way of living? Consider knowledge, attitudes and beliefs.

kuranda, 1992

Describe in your own words what the poem is about (three sentences).
From whose point of view is the poem told? How do you know this? What is the effect of the repetition of the word 'I'?
What is the context of the poem (think of the personal, social, cultural and historical influences)?
The poem reads like a stream of consciousness, where the flow of the poem feels like the natural flow of Komninos' thoughts. Can you find an example of this? Why do you think the poet utilises this technique? Is it effective? Why or why not?
What is the subject's attitude to the place he is staying in and the people around him? How does his attitude change during the poem and how is this change communicated? Why do you think his attitude changes?
What do you learn about the subject's body image and what comment does the poem make about the subject's attitude?
The poem is set in a 'rainforest resort' but the tourists seem to be removed from nature. How is this shown?
How does the inaction of the beginning of the poem contrast with the subject's memories of his swim earlier that day?
Komninos covers many different ideas in this poem. What are some of these ideas? Is any one idea central to the poem

hillston welcome

In what way is the title ironic?
This is a poem about stereotypes and prejudging people. Why does the person in the poem think that Komninos is a bikie, and then a truckie?
What type of person do you think is addressing the poet? Why do you think this? What sort of a town do you think Hillston is, and why do you think this?
Have you ever been guilty of making judgements based on very little evidence?
How does the use of slang add to impact of the poem?
How do you think this 'welcome' would have made the poet feel?
What do you learn about the way of living the poet has chosen for himself?

eat

The first three stanzas each start with the imperative to 'eat'. How is this effective in emphasising the main idea of the poem and adding to the poem's sense of drama?
How are humour and exaggeration used in the fourth stanza to explain his predicament?
What does Komninos say about his teenage years?
With maturity, how does the poet come to terms with his shape?
Is the final comment anything more than a humorous way to conclude the poem?
The poem is about body image and acceptance. It is also making comment on the difficulties of growing up with two cultures. How does the poem illustrate this conflict?
What is the rhyme scheme used here? How might the rhyme scheme be effective when performing the poem?
The sound devices used include lists, repetition and alliteration. Find an example of each of these and write a few lines for each device explaining where it is used and why it is effective.

at christmas

Explain the strange introduction to the poem. Why do you believe it was included?
This is not a religious poem. Why is this explained at the beginning of the poem?
The poem is about the importance of Christmas as a time of family, togetherness, forgiveness and celebration of life. How do we know this?
Describe the structure of this poem. Why is it set out this way and is this effective?
What is the effect of the repetition of the line, "at Christmas" and why do you think the line is 'stuck on' at the end of each stanza?
The poem has a simple, but varying, rhyme scheme. How does it change and why?
Find examples of the Australian vernacular and explain them.
How does the poet communicate the idea that all Australians celebrate Christmas in ways that are the same, but different?
What Christmas stereotypes are described? How do they vary from your own experience of Christmas?
Why, according to the poet, is Christmas so important to the Australian way of living? Consider personal, social, historical and cultural contexts in your response.

consumer rap

In this poem the poet is offering advice. Who do you think is the intended audience for this poem?
Comment on the effectiveness of the title.
List the different pieces of advice that the poet gives.
What aspects of the advice deal with environmental issues?
What is the structure of this poem? Is it effective?
To what extent does the rhyming pattern of the poem contribute to its success? How does the rhyme scheme change in the last stanza and why?
List examples of colloquial language in the poem. How does this language help achieve the poem's purpose?
This poem has a serious purpose - is a performance poem an effective way of communicating advice/warnings about the trappings of our consumer society?
To what extent has Komninos communicated to us his knowledge, attitudes and beliefs about living in this society?

the girls

In your own words, describe what the poem is about.
What is the context of the poem?
What does the use of the plural noun 'the girls' suggest about the subject of the poem?
How does the poet emphasise the importance the girls place on the choice of dress?
How does Komninos play on our expectations in this poem? What techniques does he utilise to achieve this?
Why do you think the poem is so short? Given that Komninos is a performance poet, when do you think he would perform this poem (consider both the type of event he might perform at and the point in the 'running order' that he might perform this piece)

Activity 4:

"The possibilities for different ways of living and recreations enjoyed are shaped by personal, social, historical and cultural contexts." (English Stage 6 Prescriptions)

Activity 4: Komninos and Ways of Living: Context in Komninos and Related Texts

What contextual influences can you see in Komninos' poems and your related texts? Make comments where relevant for each of the texts listed below. Not every context will influence every text. Where possible include a quote to support your comment.

Text	Personal	Social	Historical	Cultural	Other
back to melbourne
Kuranda, October 1992
hillston welcome
the girls
eat
at christmas
consumer rap
Related text
Related text

Key Techniques Used in Komninos' Poetry

"They will examine the features of texts that show the knowledge, attitudes and beliefs relating to ways of living." (English Stage 6 Prescriptions)

Poem	Structure	Techniques	Example/ Quote	Effect
back to melbourne	free verse	enjambment alliteration assonance allusion	"and me/ a has been Melbournian/ coming home again" "polite polis apologises" "battalions of italian stallions" "...past/ the big ram/ the dog on the tucker box"	continuing flow on effect short, sharp sounds reflect poets attitude swaggering rhythm reflects characterisation alludes to Aust. knowledge of icons that define country towns
kuranda	free verse	first person narrative stream of consciousness metaphor slang/ vernacular	"I sit talking to myself "I'm a cynick, sin ik, sinik, synic, synik" "..today,/ the great white whale" "bozo" "macleans mouth"	gives personal insight emphasises how 'open' thoughts are forms mental image for reader/ listener humour typical 'Australianism' - penchant for finding alternative labels for people and things
hillston welcome	two stanzas free verse	irony use of slang and colloquial language	'hillston welcome" "bikie" "truckie" "When you first com in 'ere"	reality opposite of title. Used to draw attention to this and creates humour creates visual image of characters reflects 'typical' Aussie, requires 'inside' knowledge to relate
eat	12 stanzas rhythm pattern	rhyme rhythm repetition exaggeration lists	stanza 1 "...grow/...grow" "eat", "diet" "I ate for all the refugees..." "the egg diet, the rice diet	creates mood, strong auditory effect creates movement and flow reinforces idea creates humour humour, audience can relate to 'common experience'
at christmas	3 sections: single stanza with rhyming couplets 7 four line rhyming stanzas single stanza with rhyming couplets	rhyming couplets stereotypes vernacular repetition	"...god/...bod" rhythm in stanzas 2-8 "grandma puts on her hat" "if stubbies and thongs are what you like" "at Christmas"	creates movement sing song effect creates sense of familiarity Australian audiences can relate brings us back to the central idea, and reinforces the fact that family and tradition comes before religion
consumer rap	9 stanzas: The first and last stanza are long. The central stanzas (2-8) have 4 lines each stanza.	mimics rap poem/ song rhyme pattern - rhyming couplets colloquial language/ slang terms internal rhyme	"when you spend your bucks" "the world's getting totalled,/ the worlds gettin' wasted" "don't chase the bargain, before you check the jargon"	humour in a big older Greek Australian 'undertaking' a rap and creates a 'fun' beat helps young people to relate to contemporary issues helps rhythmic flow, emphasises the idea

Activity 5: Overview of Key Techniques in Prescribed and Related Texts:

"Better candidates analysed, made effective selections of textual detail and were able to establish perceptive connections between texts, often using comparison and contrast."( 2004 HSC Notes from the Marking Centre - English Standard/Advanced )

Use the following table to clarify your ideas and ensure you have covered the key areas of the course. Some notes on Komninos have already been completed. You should add to these notes, then complete the table for two related texts.

Text	Ways of Living Represented	Attitudes/ Values Represented	Key Contexts that have influenced ways of living	Key techniques used
Komninos by the Kupful	Country Australia City Australia The different 'tribes' that exist in Australia Holidays Traditions, such as Christmas Pastimes (shopping) Work (we gain insight into Komninos' lifestyle)	attitudes toward various parts of Australian society (country Australia, café culture, hospitality) attitudes towards family attitudes towards self	Cultural (Australia is a multicultural country) Individual (Komninos is Greek Australian) Social	use of first person in his poetry, emphasises the individual experience/ perspective very irregular poetic structure and rhyme scheme makes his poetry more 'approachable' colloquial language
Related Text 1
Related Text 2

Activity 6: Sample Assessment for Ways of Living: Komninos by the Kupful

"Choices for Living"

Imagine you have been asked to give a speech at your school assembly. Using this title, present your views on the varied ways people live in society.

In your response, you are to refer to your prescribed text, and at lease TWO of your other related texts of your own choosing.

Remember, you will be assessed on how well you:

Demonstrate an analysis of the ways text and meaning are shaped by context
Organise, develop and express ideas using language appropriate to audience, purpose and context

Suggestions for your response

Audience, purpose and context:

"Better responses displayed an identifiable and sustained sense of purpose and voice." (2004 HSC Notes from the Marking Centre - English Standard/Advanced

Form: This is a speech, so you may consider using the following techniques: rhetorical questions, first person, second person, repetition of key ideas, clarity of structure and direction ("Firstly, you must consider...", "As I stated earlier..."), anecdotes
Audience/ context: You are talking at a formal occasion; the register of your speech should reflect this. You may choose to acknowledge within your speech that you are talking to both young people and adults.
Purpose: You want to communicate your ideas about 'choices for living'. You also want to engage your audience and maintain their interest. Speeches don't have to be dull! Be original in your ideas and dynamic in your delivery (even though your speech is in the written form). Your speech making techniques should help with this.

Content:

"Because of the scope of this question, candidates need to succinctly contextualise their texts of their own choosing to enable them to maximise opportunities for analysis in the time limits of the examination setting." (2004 HSC Notes from the Marking Centre - English Standard/ Advanced)

Introduce the topic of your speech and your thesis or 'angle' on the topic. (For example: What are the choices for ways of living? What influences the way we live?) Introduce the key texts that you will refer to in your speech.
Connect your thesis to the poetry of Komninos. Provide context for Komninos and his poetry. Explain the subject matter and style of his work in general terms. Explain the key contextual influences of Komninos' poetry.
Use the question (repeat key terms) to discuss aspects of Komninos' poetry that are relevant. You should analyse three poems closely and highlight themes or ideas that recur across a number of his works. Use quotes that are relevant (and explain their use). Explain the context.
Discuss the techniques used to make the meaning in the poems. Focus on techniques that are closely linked with the representation of the ways of living.
Link your thesis and the work of Komninos with your first related text. Introduce your related text; explain how the related text supports your thesis. Provide the context for the related text and explain the key contextual influences of that text.
Discuss the aspects of the related text that are relevant to your question. Use relevant quotes. Discuss the techniques used that are closely linked with the representation of the texts ways of living.
Link your thesis and your first related text (or the poetry of Komninos) with your second related text. You may choose to extend or add to the ideas you are presenting in your thesis, based on examples from your text. Follow the same pattern for your second related text as for the first.
Close your speech by reiterating your thesis and what your examples have illustrated. You may choose to close by making a connection between your ideas, your texts and your audience.

Activity 7: Reflection

Personal Response

Write a reflection on the module, Ways of Living. In your reflection you should consider and / or incorporate the following:

what you have learned about ways of living (lifestyle, attitudes, values, beliefs)
what texts have enabled you to gain this understanding
the similarities and differences between these texts (consider both way of living and techniques)
the contextual influence that you believe to be key to these ways of living
aspects of the module you found challenging (concept-related, research, expression)
key techniques the texts use to represent and explore ways of living