Area Study 2: Creating and Presenting.
In this Context students explore the ways in which particular themes or ideas (Justice) is presented in the texts.
Students draw on this exploration to create and present their own written and/or multimodal texts on the same
theme or idea for a specific audience, purpose and context.
Outcome 2
On completion of this unit the student should be able to create and present texts taking account of audience,
purpose and context. To achieve this outcome the student will draw on knowledge and related skills outlined in area
of study 2.
Key knowledge
This knowledge includes
• The structures, features and conventions of a range of print, non-print and multimodal texts created for different
purposes; for example, personal and imaginative, informative, instructional, argumentative or persuasive;
• The effects of form, context, audience and purpose on the author’s choice of structure and language;
• The visual, auditory and digital features used by authors to make meaning;
• Strategies for planning and revising text responses for coherence of form, language, structure, audience and
context;
• The metalanguage necessary to be able to discuss structures, features and forms of their own and others’ texts;
• The conventions of spelling, punctuation and syntax of Standard Australian English.
Key skills
These skills include the ability to
• Use accurately the structures, features and conventions of a range of print, non-print and multimodal texts;
• Select text type, subject matter and language to suit a specific audience, purpose and context;
• Draw on content suggested by set texts to develop and support ideas and arguments;
• Experiment with visual, auditory and digital features, where relevant, to make meaning;
• Plan and revise for coherence of form, language, structure, audience and context;
• Use appropriate metalanguage to discuss structures, features and forms of their own and others’texts;
• Use the conventions of spelling, punctuation and syntax of Standard Australian English.
The above information has been taken from http://www.vcaa.vic.edu.au/vce/studies/english/English-ESL-SD2007.pdf
We have already started exploring Outcome 2 with ‘In my little town,’ and ‘A Vendetta.’ Today we start
our third text in this area of study – ‘Montana 1948,’ written by Larry Watson. Remember the focus is on
the context of Justice.
‘Montan 1948’ by Larry Watson.
Remember to bring your novel to each English class as this will help you contribute to the activities in a productive
manner.
It is pleasing to see that many of you have already read the novel. We will read sections of the text in class and focus
on:
1.
Inequality – Women, Indians
2. Punishment – Law Enforcement, God
3. The voice of justice
4. Family Loyalty versus Legal Responsibility.
We may choose to add to this list as we read the novel.
Watson has created a story to share with his readers. He has intentionally created these specific characters and the
events they are a part of to highlight certain injustices with the law and he unfairness faced by minority groups. You
will be given specific questions to guide you through your reading, but should also consider the following points. We
will discuss these in class once we have finished all tasks.
Points of discussion on Justice.
 Justice only exists for people who have power and authority.
 Justice does not exist for the minority or the poor.
 What is just, is not always fair.
 Justice is not only issued through the court systems.
Lesson One:
Prologue and Section One.
Use Pages 11 -33 to answer the following questions. You do not have to write out the question; however you should
use the question to create your topic sentence. Remember to explain the answer in your own words and then use
evidence from the text to support your answer. The evidence may include a direct quote or reference to part of the
text. Do not copy chunks of material from the novel. Any quotes should simply support your explanation.
1. What style of writing has Larry Watson used to create ‘Montana 1948’? Provide evidence to
support your answer.
2. Larry Watson tells the story through David Hayden, who was 12 years old in 1948. What are some
of the limitations you may expect from a story that is retold 40 years later?
3. What examples of racism against the Indians does Watson share with us?
4. What examples of inequality are shown for women in 1948?
5. How was the Hayden family involved in law enforcement? What does this tell us about the
community of Mercer County?
6. What were Gail’s views on religion?
7. How did Wesley’s views on religion differ from his wife’s?
Homework: Read from page 33- 54
8. Why does Larry Watson include the homecoming picnic in the novel?
 Consider what we learn about Frank in this passage. (Focus on the adjective Watson uses.)
 What do we learn about Julian?
 Through David, Watson tells us that Wesley ‘kept searching for paper to pick up.’ What does
this tell us about Wesley?
9. Using the information provided compare and contrast the two brothers. (Similarities and
differences.)
10. According to David, how does Wesley view the Indian population?
11. What information does Marie Little Soldier share with Gail and how does this set up the next
section of the story? Consider what Wesley is faced with as a brother, son and Sheriff of Mercer
County.
12. Refer back to the Points of discussion on Justice. Now that you have read Section One, write your
ideas under each section. This does not have to be in complete sentences. Note form is sufficient.