Question 1:
In your own words, explain your understanding of Module C for your
chosen course and the specific nature of the accompanying Elective.
Identify the distinctive features, key conceptual aspects and content
demands for this section of the Stage 6 syllabus.
For Stage 6 English Advanced the third of the modules, Module C –
Representation of Text, requires students to look at the way people, events
and situations are represented. However, for the purpose of this module,
representation does not just require the students to examine how the
composer has portrayed the people, events and situations in their text but,
also examine how the choice of medium of the text influences meaning. This
means that the students must evaluate the medium of production, textual
forms, perspective and how the choice of language influences meaning in the
text.
Each elective within the module requires the students to study one prescribed
text as well as at least one other related text of their own choosing. The
prescribed text should provide a representation of an event, personality or a
situation. The related texts should complement this study by providing a
different representation of the same event, personality or situation. It is
suggested that the related text is of a different textual form from the
prescribed text and students should draw these related texts from a variety of
sources, in a range of genres and media. The students should analyse their
related text in a similar way to the prescribed text. This means identifying the
perspective within the text and evaluating how the textual form and language
is used to represent the chosen event, personality or situation. The students
should then connect their two texts comparing and contrasting perspectives
and mediums of representation.
There are two electives in Module C for the Advanced Course they are:
Conflicting Perspectives and, History and Memory. Conflicting perspectives
in the context of this module asks the students to examine how events and
personalities are represented from differing perspectives. Students are
expected to be able to write an analytical essay on the module in the HSC
exam. The essay usually requires the student’s to make detailed reference to
their prescribed text and, at least one other related text.
Conflicting Perspectives like all other electives in the Stage 6 syllabus
provides a choice of prescribed texts: a Shakespearean drama, prose fiction,
drama of a film, poetry and nonfiction. The prescribed text chosen for the
purpose of this assignment is David Guterson’s novel Snow Falling on Cedars.
This module broadly covers the following HSC English Advanced Outcomes:
1, 2, 4 and 10. Outcomes 1 and 2 require the students to explain and evaluate
the effects of different contexts on the responder and composer of texts as
well as explain the relationship among texts. In Module C, the students look
at context to determine the perspective on the situation or person and, must
compare their prescribed and related texts. Outcome 4 requires the students
to analyse and explain how language forms, features and text structures
shape meaning and influence responses. This is done throughout Module C
due to the focus of the module on representation. The students must
constantly examine how the perspective is represented and then evaluate the
effectiveness of this representation. Finally, Outcome 10 requires students to
develop a range of compositions that relate to different forms and media of
representation. This means that the students are required to produce various
forms of writing on the text, a constant in all HSC topics.
Question 2:
Identify the specific ways in which the nominated text you have
selected represents its Elective frame within the Modular structure.
How does it link to, and exemplify, the elective? You must provide
specific examples from the text to support your response.
For Module C – Representation of text, I have chosen to study Elective 1
Conflicting Perspectives. The prose fiction text prescribed for this elective is David
Guterson’s Snow Falling on Cedars.
The novel, follows the trial of a Japanese American, Kabuo Miyamoto who has
been accused of killing a Caucasian American. The trial is only three days in
duration but through flashbacks and recounts, the novel encompasses a much
greater time frame. The novel set post WW2 on a small fictional island, San
Piedro, in the Pacific North West Region of the United States, is loosely based on
real events as well as the author’s experiences.
Conflicting perspectives are rampant in this novel with various perspectives
provided on personalities, political events and situations such as WW2 and the
trial of Kabuo. The reader is introduced to a variety of characters and their
perspectives through the course of the three-day trial. Many of these characters are
called to testify and Guterson expertly uses flashbacks or, the characters relating
past events, to frame their perspective. In this way, the reader is exposed to not
only the character’s perspective on the accused but also, their perspective on the
war, Japanese Americans and relationships between people.
Guterson uses a variety of language techniques such as symbols, motifs and
dialogue to represent the differing perspectives within the novel. The use of the
court case to frame the narrative and represent the perspectives is an unusual
method of representation and, the courthouse is used as a symbol of humanity’s
attempts to distinguish right from wrong and the guilty from the innocent. The
fact that the courthouse is so susceptible to the elements reflects how similarly,
assignment of guilt and innocence is also a fragile business plagued with differing
perspectives and individual contexts. The court case is also representative of how
all Japanese Americans were metaphorically ‘put on trial’ for the events of Pearl
Harbor.
The cedar tree is another example of a motif, which is, for Ishmael and Hatsue,
representative of their love and, provides a place for them to go and be protected
from the prejudices of the community. The tree is of a different world offering
protection but also isolating the lovers. Further the tree is dead and acts as a
metaphor for the relationship, highlighting that it cannot last as is. For Hatsue, the
tree becomes a form of prison, emphasizing her deceit.
The perspectives of some of the characters change through the course of the novel:
Ishmael and Hatsue are both tangible examples of this. After his experience
fighting the Japanese in the war combine with Hatsue’s rejection of him, he
becomes angry and slightly racist toward Japanese people. Hatsue experiences a
similar situation, as being sent to the internment camp cements her perspective
that her relationship with Ishmael cannot survive in the world they live in.
Guterson’s novel provides copious perspectives on situation, personalities and
events, which are effectively represented in a variety of ways. Students in a top
year 12 Advanced class are, through this novel, provided with a variety of
perspectives and forms and features to examine. Snow Falling on Cedars is a perfect
text for this module as it provides differing perspective on events, personalities
and situations. Further, the representation of the various perspectives is varied
and, some perspectives evolve and change throughout the novel.
Year 12 Advanced
Conflicting Perspectives
Snow Falling on Cedars
Connecting perspective and representation
In your allocated group of three you are to complete the following activities
over the next two lessons.
1. Read the worksheet on representation.
2. In your groups briefly discuss where some of the language techniques
mentioned are used in the text. Attached is a sheet with the definitions
of these language techniques.
3. Complete the activity at the bottom of the representation worksheet.
You are required to write 2-3 sentences on each of the images stating
how the images are used in the novel as a representation of Ishmael
and Hatsue’s relationship.
4. Complete the attached character profile for Ishmael Chambers and
Hatsue Miyamoto focusing specifically on their relationship. Use the
work you have done on representation to describe how their
perspective is represented and what the effect of the representation is.
Try and include other language techniques (eg. dialogue, emotive
language, vignettes) in your analysis as well.
Language Definitions
Motifs – any recurring element that has symbolic significance in a text
Allegory – a figurative mode of representation that conveys a meaning
through symbols. In most literary cases, an extended metaphor is used.
Extended metaphors – refers to a literary figure of speech in which an
implicit comparison is made between two unlike things. An extended
metaphor is a metaphor that is carried through the whole of the text.
Imagery – refers to the use of details and descriptors to create a mental image
in the mind of a reader.
Reflection – looking back at a past event or situation
Emotive language – language, which conveys an emotion
Dialogue – a spoken exchange between two or more people
Framed narrative – is where an introductory main story is composed in a
particular setting, which allows for shorter stories to be presented.
Foreshadowing – the suggestion of certain plot developments which might
come later in the story.
Testimony – the attestation of the truth in a court setting
Hindsight - the recognition of the realities, possibilities or requirements of a
situation after its occurrence
Vignette - a short impressionistic scene that focuses on one moment or gives
an impression about a character, idea or a setting and sometimes an object.
Ishmael Chambers
Brief Character Analysis:
What is the
characters
perspective?
Relationship
with Hatsue
How is the perspective
represented (medium,
flashbacks, motifs,
symbols, language
techniques)?
Effect of the
representation?
Has the character’s perspective
of the event, personality or
situation changed? Provide
examples.
Hatsue Miyamoto
Brief Character Analysis:
What is the
characters
perspective?
Relationship
with Ishmael
How is the perspective
represented (medium,
flashbacks, motifs,
symbols, language
techniques)?
Effect of the
representation?
Has the character’s perspective
of the event, personality or
situation changed? Provide
examples.
Representation
In this module you are expected to examine how the medium of the text (novel, poem,
film) as well as the choice of language techniques influences and shapes the meaning
of the text.
The following are some of the language techniques that are used in Snow Falling on
Cedars:
Motifs
Allegory/ Extended metaphors
Imagery
Dialogue
Reflection
Flashbacks
Symbols
Testimony
Hindsight
Emotive language
Framed narrative
Foreshadowing
Court case
Vignette
Activity: Below are some pictures to help you think about the types of imagery used
in the text. Write a 2-3 sentence on each of the images below describing how these
images are used to represent the Ishmael and Hatsue’s relationship.
YEAR 12 ADVANCED
MODULE C: CONFLICTING PERSPECTIVES
CREATIVE WRITING TASK
This government notice has just been put up all over the San Piedro Island.
The notice states that all people of Japanese descent living on the island must
depart for the Mazanar internment camp in 7 days.
Write a newspaper article that is a direct response to the notice from the
perspective of Arthur Chambers. The article is to be published in Arthur
Chamber’s paper the San Piedro Review.
In your article you should include:
- All the features of a newspaper article (see attached worksheet)
- A quote from Etta Heine
- A quote from Zenhichi Miyamoto
- A photo
- Remember that Arthur Chambers had an opinion about the situation
mentioned above. His opinion should be evident in your writing.
You will be assessed on how well you:
 Write in the appropriate style for a newspaper article
 Express your understanding of conflicting perspectives in the
context of your article
 Provide an informed newspaper article for your purpose
 Organize, develop and express ideas using language appropriate to
audience, purpose and context
Before you start writing your article try and fill out the boxes below.
Headline: usually only four –five words. It tries to attract the interest of the
reader by letting them know, in a short, interesting way, what the article is about.
Your Headline: ____________________________________________________
By-line – who wrote the article
In this case Arthur Chambers
Introduction: sets the scene and summarizes the main points of the story (who,
what, when and where).
Can you answer the following?
- Who is the article about? ______________________________________
- What has happened? _________________________________________
____________________________________________________________
- When did it happen?__________________________________________
- Where did it happen?_________________________________________
Quotes: sometimes article will include what a person (eye-witness, expert etc) has
said. Remember to use speech marks.
Etta Heine said “_____________________________________________
___________________________________________________________”
How does the quote relate to the event?_________________________
____________________________________________________________
____________________________________________________________
Zenhichi Miyamoto said “_____________________________________
___________________________________________________________”
How does the quote relate to the event?_________________________
____________________________________________________________
____________________________________________________________
Body: provides more details about the situation or event. Your article is a
human-interest story so you will want to answer questions such as how
and why. Further, newspaper articles often show the opinion of the writer.
-
-
How and why is the situation happening? ______________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
What is the author’s opinion about the event, situation or
personality? _________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Photograph and Caption – sometimes articles have a photograph.
Remember that the photograph has to be relevant and must have a
sentence explaining it.
- What does your photograph show?_____________________________
____________________________________________________________
- What will your caption say?___________________________________
____________________________________________________________
YEAR 12 ADVANCED
CONFLICTING PERSPECTIVES
RELATED TEXT
Can’t Tell
Nellie Wong
When World War II was declared
on the morning radio,
we glued our ears, widened our eyes.
Our bodies shivered.
A voice said
Japan was the enemy,
Pearl Harbor a shambles
and in our grocery store
in Berkley, we were suspended
next to the meat market
where voices hummed,
valises, pots and pans packed,
no more hot dogs, baloney,
pork kidneys.
We children huddled on wooden planks
and my parents whispered:
We are Chinese, we are Chinese.
Safety pins anchored,
our loins ached.
Shortly our Japanese neighbors vanished
and my parents continued to whisper:
We are Chinese, we are Chinese
We wore black arm bands,
put up a sign in bold letters.
Inada, L. (2000). ‘Only what we could carry: The Japanese American Internment
Experience’, Heyday Books, California, USA
Related Text
How will the text be used to enhance students understanding?
In Module C, students are required to use a related text that complements the
module, and, that provides a different representation of the same event,
personality or situation shown in their prescribed text. Nellie Wong’s poem
‘Can’t Tell’ is about her experience as a first generation Chinese immigrant in
America during Pearl Harbor. The perspective shown in this poem is a
different representation of the internment of Japanese Americans into camps
portrayed in Guterson’s novel Snow falling on Cedars. Nellie Wong’s poem
simply and effectively conveys the feelings of Asian Americans, other than
Japanese, during the WW2.
I think that this poem could be used effectively to show the students how
people can have a completely different perspective on events depending on
their position in life and life experience. Students could research the feelings
of other Asian Americans (other than the Japanese) at the time of the war and
be shown some propaganda such as posters that ‘taught’ people how to tell a
Chinese person from a Japanese person. This would give the students a better
idea of the feelings and hysteria at the time of the War and perhaps provide
them with more of an insight into the events and situations portrayed in these
texts.
The poem is also emotive in its language and shows the desperation felt by
this Chinese family. To study representation and connect it to the module and
the prescribed text, students could complete a table similar to the activity
included here. The students would have to identify the perspective in the text,
indicate how the perspective is represented and the effect of this
representation and finally compare the perspective in this poem with the
perspectives in the novel to see if any align or conflict.
Finally, the poetic form could be compared and contrasted to the novel. For
example the students could discuss the purpose of both forms and their
effectiveness in achieving their purpose. Such a discussion would develop the
student’s understanding of representation and form.