Year 8 English 2016
Task One - What makes us laugh? (15%)
This term we will be exploring the different types of humour and how they work.
You will explore the different things that make people laugh in different times and
places, and examine why people find these things amusing.
The Journal
For Task 1 you need to collect 4 texts that represent a range of humour - things that are
clever, funny, silly, unexpected, important…
You need to keep a handwritten journal to record your thinking, planning and drafting as
you investigate in class. This journal will track the process of every lesson and offer a
snapshot of your research and the development of your ideas. It will include evidence of
the formulation of responses for each submission.
You will workshop your investigation with your teacher and other students over the
term to ensure that you are on the right track.
Submission targets are equally spaced so that you can manage your workload and
marks are equally weighted for each submission.
The final assessment pieces must be typed.
Types of Texts
The investigation needs to cover a range of visual and written texts, and should include
both print and non-print examples. You will be rewarded for collecting texts that
represent a wide range of genres.
Levels of Challenge (this is the collection of sample texts)
There are three levels of challenge in this task. You can decide the scope of the
investigation you wish to pursue, but you will need to discuss your choice with your
teacher to be sure that it is just right for you – not too hard and not too easy.
Level One
(Typically a C grade)
Collect a range of contemporary texts (from the last five years).
Level Two
(Typically a B grade)
Collect a range of texts from the past and the present.
Level Three (Typically an A grade)
Collect a range of texts from the past and the present that allow you to compare the
representation of a particular way of thinking or a social group (choose one).
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Year 8 English 2016
Task One - What makes us laugh? (15%)
Process for Journal Writing:
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Leave the first page for a table of contents that you can fill in as you collect texts
and complete your responses.
It is expected that ALL drafting is completed in the journal during class time.
Texts can be pasted into the journal or a URL/screenshot included.
Label each new text clearly – TEXT 1, TEXT 2, and so on.
The provided table outlines the information you must include and the questions
that you need to ask for the text. These are the same questions that we are using
in class so you will be familiar with them.
You do not have to use the table format provided, but you must address all of the
questions each time.
You will need to complete this process for 4 (four) texts.
Draft answers in the journal and type these for assessment submission.
Submission of the Journal Responses:
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You will submit your investigation in stages.
Two text investigations are to be submitted in each of Weeks 5 and 7 of Term 4
2015.
Your teacher will regularly review your journal in class over the term and
discuss your progress with you. This is your opportunity to ask questions, seek
help with finding a range of texts, clarify task requirements, and such.
Students who do not meet submission deadlines will be required to attend lunch
time sessions with a teacher until they catch up.
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Organising Your Investigation: (these details must be provided in table
form or another form for each of your chosen texts)
Text Number
Title or description of text, including
genre
Bibliographical details
(use library generator)
Context in which text was produced
(when and where)
Purpose of text
(why it was produced)
Target audience of text
(for whom it was produced)
What cultural knowledge do you
need to have to find this text funny?
Explain how this text operates
(works) –
consider a minimum of two elements
Element 1
Element 2
Write first extra question here:
Write at least three full sentences.
Write second extra question here:
Write at least three full sentences.
Write your challenge question here:
Write at least 100 words.
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Year 8 English 2016
Task One - What makes us laugh? (15%)
Extra Discussion Questions:
(these are in addition to the provided essential questions)
You are to choose any two of the following questions in response to each text. Be
mindful of selecting questions that suit the text and you can repeat questions, if you like.
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Who might not find this funny? Explain why.
What does this text value? Give examples.
Would this text be funny in the past or still be funny in the future? Explain why.
Would different genders (males and females) respond differently to this text?
Speculate about why this text was made?
How popular is this text? Explain why.
Who decides if this text is funny?
Write your own question/s in consultation with your teacher.
My challenge question:
(choose the level that you find interesting and engaging)
Level One
If I think this text is funny, what does it tell me about who I am and where I come from?
Level Two
Over time, what has changed in what was considered funny? Why?
Level Three
What does this text suggest about what was important when it was produced?
To answer this question, compare to other texts in your investigation to track the
changing values and attitudes over time.
(Label your texts 1, 2, 3 and so on as you work so that you can easily reference them for
comparison)
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SAMPLE WORD BANK:
For types of humour:
Dry (deadpan)
Farce
Gallows (black/dark)
Irony
Parody
Satire
Screwball
Situational
Slapstick
Standup
malapropism
meme
pun
repartee
role reversal
sit com
spoof
stereotype
straight man
poke
physical
roast
vine
visual
wit
exaggerated
facetious
hilarious
irreverent
mocking
nonsensical
playful
ridiculous
riotous
scornful
sharp
sophisticated
subtle
surprising
unexpected
whimsical
inappropriate
insight(ful)
observation(al)
offend(ed)
outrage
subdue
fearful
contemplative
To draw attention to
To observe
To highlight
To mock
To expose
To shame
To celebrate
To undermine
For genre:
anecdote
banter
blunder
caricature
double entendre
drag
jest
lampoon
For representation and tone:
chaotic
clever
condescending
contemptuous
cutting
disarray
disdainful
disrespectful
For audience response:
astute
beguile(ed)
flattered(ed)
entice(d)
For purpose of the text:
To critique
To offer criticism
To comment
To acknowledge
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