WS01 - Essay on the Romantic poetry movement with visual representations

English, Year 10

By the end of Year 10, students interact with others, and listen to and create spoken and multimodal texts including literary texts. With a range of purposes and for audiences, they discuss ideas and responses to representations, making connections and providing substantiation. They select and experiment with text structures to organise and develop ideas. They select, vary and experiment with language features including rhetorical and literary devices, and experiment with multimodal features and features of voice.

They read, view and comprehend a range of texts created to inform, influence and engage audiences. They analyse and evaluate representations of people, places, events and concepts, and how interpretations of these may be influenced by readers and viewers. They analyse the effects of text structures, and language features including literary devices, intertextual connections, and multimodal features, and their contribution to the aesthetic qualities of texts.

They create written and multimodal texts, including literary texts, for a range of purposes and audiences, expressing ideas and representations, making connections and providing substantiation. They select and experiment with text structures to organise, develop and link ideas and representations. They select, vary and experiment with language features including literary devices, and experiment with multimodal features.

Language | Language for interacting with others

AC9E10LA02

understand that language used to evaluate, implicitly or explicitly reveals an individual's values

Language | Text structure and organisation

AC9E10LA03

analyse text structures and language features and evaluate their effectiveness in achieving their purpose

Language | Text structure and organisation

AC9E10LA04

understand how paragraph structure can be varied to create cohesion, and paragraphs and images can be integrated for different purposes

Language | Language for expressing and developing ideas

AC9E10LA05

analyse and evaluate the effectiveness of particular sentence structures to express and craft ideas

Language | Language for expressing and developing ideas

AC9E10LA06

analyse how meaning and style are achieved through syntax

Language | Language for expressing and developing ideas

AC9E10LA07

evaluate the features of still and moving images, and the effects of those choices on representations

Language | Language for expressing and developing ideas

AC9E10LA08

use an expanded technical and academic vocabulary for precision when writing academic texts

Language | Language for expressing and developing ideas

AC9E10LA09

understand how authors use and experiment with punctuation

Literature | Literature and contexts

AC9E10LE01

analyse representations of individuals, groups and places and evaluate how they reflect their context in literary texts by First Nations Australian, and wide-ranging Australian and world authors

Literature | Engaging with and responding to literature

AC9E10LE02

reflect on and extend others’ interpretations of and responses to literature

Literature | Engaging with and responding to literature

AC9E10LE03

analyse how the aesthetic qualities associated with text structures, language features, literary devices and visual features, and the context in which these texts are experienced, influence audience response

Literature | Engaging with and responding to literature

AC9E10LE04

evaluate the social, moral or ethical positions represented in literature

Literature | Examining literature

AC9E10LE05

analyse how text structure, language features, literary devices and intertextual connections shape interpretations of texts

Literature | Examining literature

AC9E10LE06

compare and evaluate how “voice” as a literary device is used in different types of texts, such as poetry, novels and film, to evoke emotional responses

Literature | Examining literature

AC9E10LE07

analyse and evaluate the aesthetic qualities of texts

Literature | Creating literature

AC9E10LE08

create and edit literary texts with a sustained “voice”, selecting and adapting text structures, literary devices, and language, auditory and visual features for purposes and audiences

Literacy | Texts in context

AC9E10LY01

analyse and evaluate how people, places, events and concepts are represented in texts and reflect contexts

Literacy | Analysing, interpreting and evaluating

AC9E10LY03

analyse and evaluate how language features are used to implicitly or explicitly represent values, beliefs and attitudes

Literacy | Analysing, interpreting and evaluating

AC9E10LY04

analyse and evaluate how authors organise ideas in texts to achieve a purpose

Literacy | Analysing, interpreting and evaluating

AC9E10LY05

integrate comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to analyse and interpret complex and abstract ideas

Literacy | Creating texts

AC9E10LY06

plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas through experimenting with text structures, language features, literary devices and multimodal features for specific purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical

Literacy | Word Knowledge

AC9E10LY08

use knowledge of the spelling system to spell words and to manipulate standard spelling for particular effects

Written response with visuals

Annotations

1. Chooses an image that connects with and highlights the written component of the text and that symbolises a key idea (“nature”) of the Romantic era.

2. Uses repetition (“culture”) to emphasise the focus of the paragraph.

3. Establishes an authoritative voice with which to explore some key features of the Romantic era.

4. Integrates an image to illustrate the key idea of the paragraph below (flowers – “nature”).

5. Varies sentence structure and uses repetition to engage the audience.

6. Uses quotes to strengthen and substantiate ideas.

7. Adopts an informal style (“poet buddy”) to engage the audience and reflect the magazine article form.

8. Analyses the way in which the representation of the Ancient Mariner is developed by the poet, Samuel Taylor Coleridge, and how the reader is drawn into their own interpretation and reading experience.

9. Analyses quotations from a poem to show how the ideas link to the Romantic movement.

10. Compares 2 poems and analyses literary devices (imagery and rhyme).

11. Selects quotations to support and develop a point.

12. Repeats language used in the body of the magazine article, and uses a rhyme to conclude the text (“Deep inside your mind, deep inside nature’s bind”).