encountering conflict

ENCOUNTERING

CONFLICT

LYNETTE SMITH

Encountering Conflict—Lynette Smith Page 1

WRITING IN CONTEXT

ENCOUNTERING CONFLICT

The Task

During the year you have completed 2 outcomes based on the area of study Creating and Presenting

You have had to:

“ Be able to draw on ideas and /or arguments suggested by a chosen

Context to create written texts for a specified audience and purpose; and to discuss and analyse in writing their decision about form, purpose, language, audience and context”

In the exam, you have to:

Section B requires students to complete an extended written response.

In your writing, you must draw on ideas suggested by one of the following four Contexts.

Your writing must draw directly from at least one selected text that you have studied for this Context and be based on the ideas in the prompt.

Your response may be an expository, persuasive or imaginative piece of writing.

On the surface these are the same task and they are in the main, especially in the area of writing

This task is about producing the best piece of writing you can that shows that you have thought extensively about the concept of Encountering

Conflict and showing a knowledge of the texts you have studied and been able to incorporate those ideas with your own into a considered piece of writing.

But there are important and essential differences that you must be aware of:




During the year you may have been given a selection of prompts by your teachers to respond to –in the exam you have one unseen prompt that may incorporate visual material



During the year you had to draw on the ideas from a text—in the exam you must draw DIRECTLY from at least one text



During the year you had to provide a written explanation that discussed you choices about audience, form etc—in the exam you do not provide such a statement

All these small differences may seem unimportant but they are vital if you wish to guarantee true success

What the differences mean?



No written explanation means that you cannot explain what you are trying to achieve—you must achieve it!



If you are writing from different perspectives you must make it obvious

 If you are writing a speech make it obvious from the start that it is a speech and to whom you are speaking

 If you are writing a diary/journal etc make it clear

 If it is an expository essay, who is your audience and make it clear



Or do a combination of the above

You must make the link between your ideas and the text you are referring to obvious—if you do write a statement it will be treated like any plan by examiners—they are not read or considered



Your response will one unseen prompt which may include some visual material.—you have to read the prompt, understand its underlying concepts and the “big idea” that links it to your study of the context. Then you need to develop a piece of writing that shows the assessor that you have considered the prompt. If you ignore the prompt no matter how well you write you will not achieve a top grade. As there is only ONE prompt –you must thoroughly revise as many aspects of the context as possible




You must draw on a text – BUT NOT WRITE A TEXT ESSAY.

Many students used the prompt a starting off point to discuss the text in an argumentative way as in part A. Now while this showed excellent knowledge of the text it did not show understanding of the context itself. Nor should the use of the text just be cursory so you can write the essay you have done well in class. As the examiner’s report says:

It is expected that the study of the texts forms the basis of a detailed exploration of the Context. While many classrooms supplement the study with a variety of other material, and this is a rich way to develop an exploration of the central ideas in the Context, the more specific aspects of the study of Context comes from the selected texts. In the examination students who compose seemingly gratuitous creative pieces or simply label one of their characters

‘Abigail’, ‘Blanche’ or ‘Holden’ have not fully examined or explored the ideas of the text in relation to the prompt. They must ensure that the connection between the piece of writing and the nominated text is discernible and central in the ideas of their pieces.

The most successful responses drew thoughtfully from the text; however, the least successful only used a scene or a feature of character in a superficial way or retold the plot of the text.

(Assessment report –VCAA website)

During the year, you would have been encouraged to explore and discuss other examples of conflict from experiences in your own life, to historical examples. And you are quite free to utilise any of these ideas in your exam piece/ however there are no bonus marks for outside sources/examples. An essay full of examples, no matter how interesting will not do as well as an essay that explores and answers the prompt

. Students who used more than one source to illustrate their ideas often produced pieces with a strong sense of unity and purpose.

This cohesiveness was contrasted by pieces where one idea followed the next as students went through their list of examples.

The product was more a plan for an essay than a thoughtful, finished piece.

(Assessment report –VCAA website)


So the key is to remember that assessors are looking for



Quality of writing



Handling of prompt



Quality of ideas

These 3 ideas should form the basis of your piece

Often asked questions

Can I use outside information? Is it checked?

Yes--- but not to show off how much you know or how widely you have read but as long as it is an essential part of your discussion of the topic.

You do not have to source this information.

Do creative responses earn more marks than expository?

No each piece of writing is marked on its own merits against the expected qualities sheet.

Can I refer to a Part 1 text such as 12 angry men which would suit this context?

While there are some great texts in Part 1 that have ideas that are relevant to the context—do not use a part 1 text in your piece—it is too easy to get off topic.

Do I need to use quotes?

It depends on the piece of writing—while a conversation between Hale and Elizabeth Proctor may use some dialogue from the play, a speech to parliament may draw on the ideas from Rug Maker, but not use actual quotes—you need to show that you know the text but there are no requirements as too how or how much.

Should I use more than one text as the basis of my piece?

There are no rules here—you don’t get bonus points for referring to more texts—you are marked on how well you use the text you list on the front of your script book.

Can I use ideas I have put in an essay before?


Of course you can—but what you don’t want to do is learn an essay by heart and try to make it fit the prompt. Lots of students had formulaic introductions—set pieces they had learnt that often did not fit the prompt and this detracted from their piece. Use ideas not essays!

Sample Prompts



The Rug Maker



The Secret River



The Crucible



Paradise Road

You need to remember that the prompt must suit all four texts in the list for this context therefore there will not be specific questions about world war 2, Immigration policy, the McCarthy Senate hearings or the legal aspects of land possession in early Australia

What you do need to have discussed, contemplated and written about over the year is the big picture aspects of the context i.e. the universality of the context

And remember the context is ENCOUNTERING CONFLICT —not just conflict, so it is about how we as humans react to it as much about the causes and consequences of conflict.

You are exploring the WHY —i.e. a piece that just gives examples, no matter how detail will not do as well as a piece that explores WHY

—i.e. the concepts behind the prompt.

Causes of conflict

What is it that leads to conflict, is it really the lid off the toothpaste or is it more? You need to have thought about WHY conflict even begins.



Is it because as humans we need conflict



Is it is a natural part of our being as it is in the animal world,



Is it part of our selfish and self-centred natures?

 Is it because we always fear what we don’t understand



Is it because we cherish our individuality yet we live in societies?


Look at the texts

In the Rug maker, the conflict between the beliefs of the various political groups in Afghanistan, the traditions of war and honor, the conflict between Najaf as a refugee and the system in Australia, all reflect the problems of differing beliefs and understanding.

In the Secret River, the conflict has two causes—the conflict between rich and poor leading to Thornhill’s crimes and the conflict between Black and White—both stemming from a need to be better than someone else

In the Crucible the conflict comes from the repression of the girls and the jealousy and prejudice of the townsfolk against each other. Everyone felt entitled to more

In Paradise Road, the conflict arises not only from the war, but from the underestimation of the Japanese, the expectations of rules and the way the women have to deal with their internal and external personality conflicts.

Practice prompts



Conflict is an inevitable part of being human



Conflict can often begin from the smallest things



Fear and ignorance are the greatest causes of conflict amongst humans



Often the cause of a conflict is just an excuse, for the conflict itself.



Conflict comes from the behaviour we expect, in contrast with the reality of our actions.

Types of conflict

In every text there are levels of conflict



The personal—within oneself



The interpersonal-between couples/families



The community—in the local area/social circle



The society—the large scale in which countries and societies work


It is important in your revision to identify all these different types of conflict and which are the triggers for the conflict in the text and which ultimately causes the most damage

In the Rug maker, you have the conflict between the members of the family, with Najaf himself about becoming a rug maker, the conflict of the country itself, the struggle to escape and deal with being without his family for years and even the conflict of how to react when eventually

“freed”

In the Secret River, there is the conflict between the authorities and the

Convicts and later the authorities and the Aborigines, the conflict amongst those on the river about how to relate and deal with the

Aborigines, the tension between Sal and Will and eventually the conflict in Will himself caused by his decision to take part in the massacre.

In the Crucible you have the conflict between the authority of the court and the individuals who challenge it, the feuds between the families in

Salem as each feels there are factions against them, there is the conflict amongst the girls, the Proctors and ultimately the conflict in Proctor himself.

In Paradise road there is the conflict about survival, do you go the satin sheet way, or lie like the doctor or challenge. There is the conflict between the Dutch and the English, between the orchestra and the others and the conflict within each woman herself.

Practice Prompts



Personal conflict will always have more effect on a person than a conflict in their community



The conflict that damages us most is the one within ourselves.



The powerful will always win in a conflict.



It is often in the best interest of authorities to keep a conflict going



Sometimes in conflict, the individual must be sacrificed for the sake of the group.



Any conflict is a struggle for power, in yourself or in the group.

What we need to survive/thrive in conflict

In each text we see characters who survive the conflict and others who are lost. The question is what helps them? Is it religious values,


friendship, humour, luck, better weapons, perseverance etc. In each text for different people what helps them to survive needs to be looked at

In the Rugmaker—without hope for a better life and faith in that, Najaf would not have survived. Others who gave up did not survive. Does religious belief help or hinder the refugees and the importance of having a purpose, even helping in the kitchen

IN Secret River, how important was family to Will’s need to survive, to

Sal how important was the thought of England` and family, to Blackwood how important was secrecy?

In the Crucible, Elizabeth’s forgiveness was vital to John, to Hale it was his fact about witches, to others it was their faith

In Paradise Road, the orchestra and the groups support and sense of normality it gave were essential to survive in the surreal world of the camp.




It is luck more than anything that brings people through a conflict



Honesty is not always the best policy.



Revenge is the driving force behind our survival in times of conflict.



Without a sense of right , we cannot hope to survive our encounter with conflict



Hope will always bring you through any conflict.

Consequences of Conflict

It is interesting that often students tend to only think of the negative consequences of conflict i.e. Conflict is only negative—however it is important to note in all the texts there are encounters that have positive outcomes even in the death of a character.


Conflict gives humans the chance to revaluate their lives as it strips away the “trappings of society” –is the rules and behaviour that binds us to certain behaviour. When that is gone our souls are bare and we can grow or be destroyed.

In the Rug maker, there is a positive ending with Najaf and his family being reunited to lead a happy and prosperous life in Australia. Other refugees weren’t as fortunate or the family members who stayed behind.

In the Secret River, the negative effects in terms of the loss of life, disintegration of the family unit and the guilt felt by Will and Sal is obvious. But here are also the positive aspects are less obvious—though could the settlement of the land be both positive and negative depending on the colour of your skin?

In the Crucible the loss of life, especially of figures like Rebecca Nurse bought the town to its senses and lead to the end of the trials. So the negative effects for a few bought about a positive effect for the larger group

In Paradise Road, there are the women who survived, but also those like

MRS Potter and Daisy/Margaret who didn’t live but ended their lives happy and maybe in a better place.




The causes of a conflict are often less important than the outcomes



Conflict affects not only the people involved but also their descendants



Encountering conflict can lead to positive as well as negative results



When encountering conflict ordinary people can do extraordinary things



Conflict will bring out the best and worst in man.



When we encounter conflict we often encounter ourselves



Conflict is an opportunity.


Visual Prompts

You may be given a visual that supports a written prompt.

What do you do?

You treat as you would a written prompt—what issues is it rising about the context—what ideas you can glean form it to assist you in creating your own response

Prompt—sometimes the only way to deal with conflict is through violence


Prompt—Conflict is always on the horizon.

Prompt—Only the powerful will win in a conflict.


Prompt—We can encounter conflict in the most inauspicious places

Prompt—Often we need to confront conflict head on


Forms of Writing

Remember the instructions in the exam are:

“Complete an extended written response in expository, imaginative or persuasive style.”

What is the difference?

Expository

Purpose

To explain, to analyse, to explore, to give information

Forms

An essay, a news article, a research report features

Often formal in style, third person though may use first person if appropriate, lots of detail, research

Persuasive writing

To persuade, to argue, to sell, to inspire

Letter to editor, an editorial, an opinion article, a transcript of a speech

Argues a clear contention, uses persuasive language, can be in third or first person depending on the style, clear identifiable arguments

Imaginative writing

To entertain, to describe, to reflect, to explore

A narrative

A play script

A journal/diary

A monologue

A series of letters

A missing scene forma play/film

Depending on the style will use imaginative language, slang, dialogue, stage directions etc

Adapted from Encountering Conflict by Susan Leslie and Michael Horne p7


Sample Pieces

Prompt: It is the consequences of conflict that are worse than the conflict itself

Sample One

Scene winter outside the house of Goody Proctor 2 years after the death of her Husband

Hale knocks and Elizabeth answers

Hale “ Good E’en Goody Proctor. I hope I find you well?

Elizabeth “Why Reverend Hale, what brings you to Salem in this bitter weather”

Hale ” I have come to talk to you about the events of that horrible year. I cannot sleep for the guilt of what I have done and need to talk to you, to seek your forgiveness.

Elizabeth” Come in good Sir, you need not worry about the children disturbing us I will put on a video to keep them quiet.

Sample Two

Let’s not repeat History

How can we continue to let children suffer for the mistakes of our ancestors? How can we let those the system has failed before to keep being victims of our misguided efforts to improve their lives? The recent report from the UN into the lives of Aborigines in this country, have found little has changed since Rudd’s momentous and long overdue apology. Aboriginal children are still more likely to be in abusive homes, more likely to leave school illiterate and innumerate and far more likely to die in custody then any white child. We at the Herald Sun feel it is high time that we acknowledge that we have not improved the lot of the

Aborigine in real terms since the white invasion of this country began.


Prompt: After encountering conflict, survivors are forever shaped by their experiences

Sample 1

Every day after school I went to my grandparents. Grandma was the typical grandma. She smelt of pea and ham soup and was always cleaning. And Grandpa well, he was scary. He sat in the corner of the room in his rocking chair, but he never rocked. He just stared blankly into the distance in to a place that no one else could see. Finally I asked

Grandma why he was so silent, so alone and she told me…

“It began in the war…..

Sample 2

Throughout history, individuals and communities have been affected by social turmoil, wars and depravity. The survivors of such conflict are faced with the challenge of re-establishing a sense of normality and are often forced to create a new life. Conflict changes the way people think about their lives, as the traumatic experience tests their prior values and beliefs. Some people may be haunted by dark memories, guilt and shame impairing their ability to lead a stable and satisfactory life. These individuals may become disheartened and depressed and in effect are destroyed by the conflict. Yet, on the other hand, some people might gain insight and strength allowing them to recover more readily from hardship. Positive changes can occur when suffering is viewed as a learning experience. The emotional impact of conflict may diminish with time, but in some way we are forever shaped by conflict.

SAMPLE 3

Individuals are often shaped by conflict. In the novel A Secret River, we see how the relationship between Sal and Will Thornhill grows strong through the conflict they face in England, but then is destroyed by the conflict in Australia. We can see how Will himself is changed in the conflict with the black man and finally we see how the Aborigines’ lives will be forever changed by the arrival of the Whites.


Ideas for Encountering Conflict responses

Prompt

When a person encounters conflict , they often encounter the truth about themselves

Imaginative

Persuasive

Often it is not the trigger of a conflict that is important but what keeps it going

Imaginative

Encountering Conflict—Lynette Smith ideas



Dialogue between

Elizabeth/Hale and

Proctor in which proctor explains why he ripped up his confession



Monologue from

Thornhill in which he reflects on why he took part in the massacre



Speech given by an historian about the role of women as heroes during the war.



Essay about the way conflict holds up a mirror to our souls to let us see the truth about ourselves— based on Crucible



Speech given to a revision lecture on the text and the way the conflict makes people such as

Parris/Hale etc confront their pretensions and illusions



Write a series of diary entries from

Abigail from the night before the play begins until she leaves exploring the actual event and then how she utilises people’s prejudices etc to keep it going



Write the letters the women would have

Page 17

People will do anything to save themselves and their loved ones in a conflict

Persuasive/Expository

Imaginative

Persuasive/Expository written to their families if they had been allowed to— take the role of one of the minor characters



Write a court summary, reviewing the evidence and motives of the key witnesses especially people like George

Twist about what happened on the river and why.



Write an essay that explores the reasons for music being significant to all cultures and its power to connect people in a conflict.



Interview Sal

Thornhill about what she knew and how does she now feel about it



Write the eulogy of

Giles Corey explain how he is now a true hero and why



Explore the concept of selfishness in a conflict—is what

Najaf did to leave his family for so long selfish or was it noble.


Expected Qualities for the Mark Range – Section B

The extent to which the response:

9–10

• Demonstrates an insightful grasp of the implications of the prompt/stimulus material, and perceptively explores its conceptual complexity using an appropriate strategy for dealing with it.

• Achieves an assured, cohesively structured piece of writing in an appropriate form, successfully integrating, in a sophisticated way, ideas suggested by the selected text(s).

• Makes fluent and effective use of language.

8

• Demonstrates an insight into the implications of the prompt/stimulus material and explores its complexity using an appropriate strategy for dealing with it.

• Achieves a controlled, cohesively structured piece of writing in an appropriate form, effectively using ideas suggested by the selected text(s).

• Makes fluent and confident use of language.

7

• Demonstrates a clear understanding of the prompt/stimulus material, and the ability to explore some of its ideas, using an appropriate strategy for dealing with it.

• Achieves a coherent piece of writing in an appropriate form, making some use of ideas suggested by the selected text(s).

• Uses language accurately and appropriately.

6

• Demonstrates an understanding of the prompt/stimulus material and is able to work with some of its ideas, using an appropriate strategy.

• Presents a generally organised piece of writing, in an appropriate form, drawing on ideas suggested by the selected text(s).

• Uses language adequately and appropriately.

5

• Demonstrates an understanding of the prompt/stimulus material, and the ability to respond to some of its ideas.

• Presents a piece of writing with some organisation, demonstrating some understanding of ideas suggested by the selected text(s).

• Uses language adequately and appropriately.

4

• Demonstrates some understanding of the prompt/stimulus material, and the ability to respond to it.

• Presents a piece of writing with limited organisation and limited reference to the selected text(s).

• Shows adequate language control.

3

• Demonstrates a limited awareness of the prompt/stimulus material.

• Presents a piece of writing with little organisation or reference to the selected text(s).

• Shows some language control.

1–2

• Demonstrates little or no awareness of the prompt/stimulus material.

• Presents a piece of writing with minimal reference to the selected text(s).

• Shows little language control.

0• Shows no awareness of the prompt/stimulus material and/or no attempt to respond to the prompt/ stimulus material and/or only minimal control of language.


ADDITIONAL RESOURCES--ARTICLES

LINKS TO THE TEXTS from ARTICLE BY Karen FORD

The Secret River

Who is the victim in The Secret River ? Our first response would be to say the

Aborigines because they suffer at the hands of the white settlers. The conflict in the novel is ‘fuelled’ by the arrogance and ignorance of the white settlers towards the

Aborigines and their way of life. The prompt asks us to consider the part ignorance plays in any conflict.

Does ignorance mean arrogance or a lack of knowledge? This is an important distinction to make before you start your response because your interpretation will affect the evidence you provide. What if I were to suggest that Will Thornhill is as much a victim as the Aborigines? How might he be regarded as a victim?

The uneducated and poor Will knows only of being an ‘apprentice’ and when poverty strikes he takes the only path he knows – theft. The entrenched class system in

England does not provide for those like Will and Sal who must do anything they can to survive. It is interesting that when Will steals the sugar he is criticised by Sal. This initial difference in values follows them to Australia and the text continues to show

Sal and Will in conflict over their views. We cannot blame Will for his ignorance of the class system of which he was a victim.

It is when Will and Sal arrive in the colony that the text really presents the different types of conflict and the consequences of ignorance. The attitude shared by the settlers is one common to many old Australian history books that focus on white settlement and ‘first settlers’, ignoring the thousands of years of history and settlement by the Aborigines.

Like many, Will thinks ‘All a person need do was find a place no one had already taken. Plant a crop, build a hut, call the place Smith’s or Flanagan’s, and out-stare anyone who said otherwise’. Will has no knowledge of the implications of his claiming of his land by the Hawksbury and thus his ignorance becomes the source of his, and others’ conflict. The massacre that eventuates is no surprise when fear, a lack of understanding and an arrogance towards one’s standing come into play. In this way, the ‘ignorance’ becomes based on arrogance – a choice not to learn and understand others.

The Crucible

If you have studied The Crucible you would be aware of Arthur Miller’s links to

Salem and the witch hunts and the HUAC McCarthy hearings of the 1950s. However, the text explores more than just the conflict between the ‘accusers’ and the ‘accused’.

Linking the prompt to this text gets you thinking about the different types of conflict seen in the play. The idea that ‘ignorance’ fuels conflict is apt, as ignorance is masked behind the Law and God.


The fear that lies at the heart of the townspeople is based on a religious fundamentalism in which God is seen as the determiner of one’s life. The presence of

God implies the presence of the Devil and the townspeople of Salem see His workings in the young and vulnerable girls ‘who danced in the woods’.

John Proctor is also condemned because of his ‘weakness’. The idea that conflict can be ‘fuelled’ by ignorance has a particular link to the play as Proctor cries ‘A fire, a fire is burning! I hear the boot of Lucifer, I see his filthy face…For them that quail to bring men out of ignorance, I have quailed, and as you quail now when you know in all your black hearts that this be fraud – God damns our kind especially, and we will burn, will we’ll burn together!’

It is ironic that Reverend Parris says ‘I am not blind; there is a faction and a party’ as his greed and self-interest put him in conflict with his position as minister. He is morally weak and openly divisive. He is a hypocrite and a coward – not qualities linked to a good ‘man of God’. The conflict comes, not from within but because he manipulates the townspeople into believing that piety equals obedience, ‘There is either obedience or the church will burn like Hell is burning!’

Again, it is essential that an understanding of ‘ignorance’ is clear within your writing.

This play presents ‘ignorance’ as faith and belief - a belief that God ‘will watch over us’. Then there is the ‘ignorance’ of youth – that presented by the young girls, including Abigail. Hale says to Tituba, ‘You are God’s instrument put in our hands to discover the Devils’ agents among us.’ The fear of retribution that stems from a lack of knowledge and maturity allows the elders to manipulate the young girls.

The Rugmaker of Mazar-E-Sharif

The obvious conflict presented in this text is that of war. While a solid response could examine the nature of the war in Afghanistan, this prompt would require students to think about the ‘ignorance’ within the text. How does the prompt link to this text?

Does the ignorance stem from an abuse of power by the Taliban? Could that been interpreted as ignorance?

A better, more interesting approach for this prompt would be to look at Najaf’s arrival into Australia and the issues he faces as an asylum seeker. As one who escapes the terror in Afghanistan, Najaf finds himself interned in Woomera. In the opening chapter he says, ‘We have come to Australia without invitation. We have jumped the queue…I was not merely one of hundreds of down-at-heel nuisances from some hellhole in Central Asia’

One of the many poignancies within this text is that not only must Najaf leave behind his home, his family and everything that is familiar, but he must experience conflict in the land that is supposed to offer him a sanctuary and a place ‘without bombs’.

Even within the camp the issue of conflict being ‘fuelled’ is demonstrated between the refugees. Acknowledging that conflict is not only fuelled by ignorance, Najaf says, ‘The husband can’t make the authorities hurry…So he gets into a bad mood, and maybe there’s a fight, maybe somebody hits somebody else with a weapon, a piece of wood, something like that.’


What is revealed here is that fear, uncertainty and confusion can lead to conflict. The wife says ‘Make them tell us when we can leave this place…The kids are going crazy’. And so the conflict that emerges here is absolutely understandable. While perhaps not ‘ignorance’ between refugees, one could argue that the lack of understanding by the camp officials and the Australian Government forces people to turn on each other.

The power of the text lies in its truth. Najaf says after this event, ‘But the officials and guards don’t understand that when you live behind big fences, each day makes you more desperate. Anger and sorrow build up and build up, and good sense begins to starve to death.’ A successful piece of writing would explore and discuss the psychological impact that internment can have on individuals.

Paradise Road

A powerful film that highlights the innocent suffer most in war, Paradise Road could prove to be a challenging text to link to the above prompt. How might ‘ignorance’ be the source of the conflict within this film? Perhaps if we defined ignorance to be the choice not to learn about others, the choice not to allow others to live peacefully and with others, we can start to see how the film could be discussed.

Even at the opening of the film, an ‘ignorance’ is revealed in the attitude of the

Westerners towards the Japanese. As the men at the table talk of the Japanese as only being good for ‘tin toys and cameras’ it is the women who rebuff this attitude and reveal their knowledge of Japan’s growing power and control in the Pacific.

Already the audience sees a conflict based on ignorance, and the reality is that it was this very ignorance – and arrogance – that allowed the Japanese to enter World War II and control much of the Pacific. The film also taps into the naive assumption by

Australia that the ‘Empire’ would defend Australia by sending British troops. History reminds us that this ‘ignorant’ assumption by Australia resulted in a growing shift away from the Empire.

This text should make an audience angry with the Japanese, but with those intent on using war to control and oppress people. Beresford uses the women and their singing to highlight how conflict can be averted if ignorance gives way to honesty, courage and respect. As Margaret (Daisy) says, ‘I can’t bring myself to hate people’ even though it would be understandable for her to do so. This attitude, combined with that of Adrienne’s adherence to dignity and respect, allow them to rise above the horror and brutality of the camp, and the ‘ignorance’ of those believing that war and power are noble pursuits.

In linking the film to the prompt, the idea arises that a value in things superior to

‘ignorance’, arrogance and power can end conflict. This can be seen when Sergeant

Tomiashi sings for Adrienne in the forest. Even the ‘enemy’ can understand and appreciate the beauty of music and therefore the two sides in conflict can be linked by an appreciation or ‘knowledge’ of music.

.


The Crucible



It must come out—my enemies will bring it out



Thomas Putnam felt that his own name and honor of his family had been smirched by the village and he meant to right matters however he could.



I will bring a pointy reckoning that will shudder you



These people had no ritual for washing away sins



Proctor, respected even feared in Salem has come to regard himself as a kind of fraud



You loved me then and you do now



We must look to the fields and boundaries of the time



Let us rather blame ourselves



He felt the pride of a specialist whose unique knowledge had at last been publicly called for



The most comical hero in history



The magistrates sits in your heart that judges you



She thinks to take my place



The devil is alive in Salem



Vengeance is walking Salem..common vengeance writes the law



A desire to undermine this court



I cannot give you no name



Private vengeance is working through the testimony



More weight



I see some shred of goodness in John Proctor


RUGMAKER

 I had every reason to feel dread, but instead my heart was lifted up and

Filled with hope.

 All of us within listened to the screams with our heads bowed Some men vomited where they stood. Others let their urine Rlow without shame.

 It was necessary for me to recall that lesson very soon after – necessary to remember that life is more and better than the dread it can cause you.

 Old people know how to despair, but young men know how to hate.

 But you do not want to live in a country ruled by people who never have any doubts.

 When you are a cripple, you notice for the First time how many people are not…

 This man’s heart has been torn into pieces, but because everyone has seen broken hearts before and there’s nothing unique about such pain, he

 Has to mutilate himself to show us all what it feels like.

 …you have nothing to do and you feel as if you have no power and the days drag on and on…

 For hardship has been a big part of the pattern of life in my violent homeland for not hundreds, but thousands of years.

 For such men, individual honour and the honour of their tribe is so deeply rooted

 In their hearts that there is nothing on earth that they would not do to preserve

 it…

 Then there are the unnecessary things, like ‘political part’ and ‘gun and

‘bomb.’ Isn’t it strange that the unnecessary things are the most dangerous?

 …the worst fights are about your country…

 But the officials and the guards don’t understand that when you live behind

 Big fences, each day makes you more desperate. Anger and sorrow build

 Up and build up and good sense begins to starve to death.



PARADISE ROAD

 And mine is in pineapples. Look girls we are just going to have to get along

 If war has began the time for rules has ended. The aim is to win

 THE English don’t invite Jewish refugees to the cricket club

 Maybe no one has ever got my goat

 Faith very little we can do with it, nothing can be done without it

 In the circumstances more appropriate then red roses

 The worse they behave the sorrier I feel for them

 You’ll never get out of this now, we will never leave Sumatra

 I learnt a great deal in the campls. I learnt nothing in Singapore.

 You want me to give up food and soap and God knows what else, so I can starve and sing?

 The will to survive is strong, stronger than anything.


Acknowledgments and bibliography

I would like to acknowledge assistance with this lecture from



Ross Huggard



Karen Ford for her article published in the Age



VCAA website—vcaa.com.au


encountering conflict

ENCOUNTERING

CONFLICT

LYNETTE SMITH

WRITING IN CONTEXT