Discovering Discovery - An Unpacking

·      Unpacking the Concept of Discovery

Sometimes we don’t like making discoveries or have a reluctance to accept the discovery made but in the end we still learn from it. At other times we are eager to discover and embrace the discovery.

Curiosity is the root cause for all discovery:

-        Discovery provides a sense of wonder and amazement, either negatively or positively

-        Its our compulsion for knowledge and exploration

-        Ask yourself, why are we curious? Is it our passion for learning?

-        Overall what we make of the things we discover is the most important and not the actual discovery itself.

When you are presenting your argument on discovery you must do so conceptually – think of the iceberg analogy

What is discovery?

There are two main types of discovery, ontological and epistemological. When you are analysing your text the two types of response intertwine.

Ontological discovery: intellectual response

Epistemological discovery: Emotional response. This is often the initial response to discovery.

What determines how we respond is the way in which the discovery is represented. Once we have analysed that, we must think of the consequences of such a discovery.

Every individual is different from one another; we are all unique. As such, we all have a unique backstory. However the mistakes that many HSC students will make is that they try to make the discovery cataclysmic and world-changing. Often the most important discoveries are the moments of introspection or some transformation; don’t make the discovery too big

How do we view the notion of Discovery?

1)     What was the composer’s purpose? (as in what do you think the composer was trying to achieve, not necessarily what they legitimately were trying to achieve). How is this interpretation of the composers purpose represented for your?

2)     How does the representation of discovery make meaning of us and our world? What have you learned? You need to go beyond simple things and develop depth in your argument. What does the text say about you?

3)     You must engage with your text

Representation

1)     How meaning is conveyed through language form and structure

2)     What and why did the composer deliberately do in the creation of the texts? These choices reflect the way that they saw the world and their surrounding environment. Are they making any assumptions about our human nature and the human condition?

3)     Context. Cultural, historical, personal and social context are very important aspects of the text. It shapes the way in which the composer would have viewed the world and what assumption or issues they are trying to raise

4)     Images, words, nuances and ambiguities, the sounds and form and structure. Why have they made their choices in regards to this?

Process

1)     Experiencing something for the first time/rediscovering something again. This is evoked by curiosity. The new experience or rediscovery is confronting and provocative.  How did the discovery occur? What type of discovery is it? (i.e. Spiritual, physical, intellectual, cultural, emotional? Or was it a mixture? Think SPICE)

2)     What was the discovery? What was the catalyst, how did is happen and what was the response?

Perspective

Ø  Discoveries may be questioned or challenged depending on the person

Ø  What were the responses? (depends on their beliefs and values)

Ø  How have they changed over time? (are they more accepting or even less accepting?)

Contextualisation

Ø  What is the significance? Personal, social…? Does it affect their values and beliefs? Also what was the composer’s literary theory?

Ramifications and Transformations

Ø  Consequences

Ø  New worlds, impacts and new understandings. There are two main mindsets, acceptance and reluctance. Those who are more accepting are said to have a growth mindset meaning that they are flexible, are open to new ideas and are willing to change. Make sure to be aware of the tension between these two mindsets.

Ø  Embracing? Are they embracing these far-reaching and extraordinary changes? These discoveries are not always good (e.g. the atomic bomb) but they can still be embraced

Ø  How has it broadened our understanding of the world? How did you feel after the discovery occurred? How does it relate to you? Think about an introspective view

Personal Engagement

Ø  Do you have at least 3 overarching theses and are they interconnected?

Ø  Starts with the individual > discovery and their response, is it physical, intellectual… > questions or challenge it > what assumptions are questioned or challenged by you or others? > Are you curious, do you want to find out more? > Do you embrace it? > Ramifications, are you introspective, do you have a self-reflection? > is it positive or negative? Do we like what we discover? Do we really change?

Ø  Perceptions are based on memory and experiences, they bring meaning to your text

Exam Rubric

Ø  Concept (ideas)

Ø  Representation; analyse and assess (e.g. form, structure, language)

Ø  Organise, develop and express ideas, using language appropriate for the audience and context

Ø  What have you learned about the human experience?

Brain Pickings > Subscribe

Ø  Articles on discovery

When you write your essay it should be idea driven and not technique driven. To help you may want to reach notes from the marking centre, even if they are from several years ago. Make sure you also read the previous marking guidelines to give you a good idea of what they may expect when it comes to marking your pieces of writing.

Start with the idea first when writing your essay. Remember, you job is to make it easy for the marker to navigate through the text and understand your argument. Look for the salient image or the emotive language. Look for the overarching concept or aspects of discovery. Understand the composers purpose and their representations

Strong responses answer questions conceptually.

Ø  Thesis statement to the questions

Ø  Link you texts, thinking holistically

Ø  The central ideas of the prescribed text and related material

Ø  What are the texts trying to say and how do individual respond?

Ø  Find the moments or interconnectivity

Thesis:

Ø  Response

Ø  Framework derived

Ø  Integrate the response

Ø  Support and challenge

Judicial textual support: Integrate the quote into your sentence and present a detailed and relevant response (which is why you should not memorise your essay)

Cohesion – connections between texts,. The similarities, differences, incidents, representations

Use cohesive language such as signposting: e.g. furthermore, moreover, in contrast, alternatively etc.

Texts of your own choosing: Choice of related material should and enhance and strengthen the argument that you are trying to make

Key ingredients:

Unpack the rubric demands and make use of your texts
Focus on the key ideas, the large ideas that are conceptual, holistic and cover all the texts
Make judicious choice of quotes, synthesise your arguments
Practice, practice, practice

·      Imaginative Writing

Many students tell but don’t show > won’t get you a band 6

Talk about the details of the character; don’t just describe how they look but their small and unique behaviours as well.

Inspiration for characters: everyday people, the world and the people in it are the best characters

You must read to be a good writer. You must observe places and people. When you are writing maybe try a lens retraction approach. You should incorporate the sensual details to paint a picture for you marker
The little things are really important > the tiny details cause your discovery or rediscovery

Checklist:

-        Structural complexity

-        Cohesion

-        An authentic and engaging voice

-        Confident and skilful control of the mechanics of language, punctuation, structure and paragraphing

Ideas for writing: travelling to a new place – the sights, the sounds, the smells and the new insights; finding a hidden secret that uncovers new insights on an individual or an event. It leads to a shift of perspective.

Make sure you talk about the psychology of the character, as in what are their values and the context, the details and the unique characteristics. You may want to try creating characters and then using them depending on the question, a character bank.

What is your overarching message?

Ø  What are you trying to say about the human condition?

Ø  Don’t skimp on the setting, make sure you describe the details of it as well

Ø  Visual Cinema: Lens retraction approach, close up then slowly outwards to a mise en scene

Ø  Synaesthesia: Blend the senses, colour, sound, smell etc. 

Ø  Imagery. Don’t just use one type, (e.g. don’t just use verbs or adverbs but use multiple types)

Ø  Authentic references (e.g. landmarks)

Ø  Pathetic fallacy (don’t overdo clouds and rain but incorporate other versions of pathetic fallacy)

The best writing is based on your life and experiences, think about the people that you have met as well as yourself

Ø  Make sure you have a back story. Don’t retell everything though, imply things instead (e.g. the tropfest video)

Ø  Complexity

Ø  Perspectives and values

Ø  How they were, context and the setting

Ø  Semiotics (symbols, signs)

Ø  Dialogue and voice

Ø  Relationships, actions and consequences

Make sure you choose your words carefully

Ø  Make use of its sound, its connotations and meaning

Ø  You can say so much with just one word, don’t be verbose

Ø  Go back on your work and read it out loud for someone such as your peer or a friend

Imagery

Light imager, smell imagery, taste imagery and sound imagery or synaesthesia. These are not techniques per se but are created by the use of techniques.

Lexical density, paragraphing, structure and form, simple, compound and complex sentences, exclamatory sentences, flashbacks, intertextuality, cyclical, elliptical etc. are all ways you can make your writing more interesting

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