If you are not from Wantirna College you are welcome to use these pages. Please, however, do not use any materials for profit and where appropriate I would be grateful if you could acknowledge the fact that this wiki is compiled by Alice White - teacher and Head of English at Wantirna College, Victoria, Australia.

Fun Stuff
https://www.youtube.com/watch?v=k2PJ6T7U2eU = birds on a wire - 4 mins
https://www.youtube.com/watch?v=H3X94UkD1-s = one man band - 4 mins

View both films above. What concepts and ideas about conflict are they raising?

Advice From the Chief Examiner




Remember the assessment holistically considers how well your response to the prompt handles:

Ideas about the context in response to the prompt (your ideas about the context that are relevant to the prompt. Are they sophisticated or superficial?)
Ideas from the text relevant to the context and prompt (your ability to draw relevant ideas from the text that are relevant to the prompt. Are they sophisticated or superficial? Are they apt?)
Your chosen form, audience, purpose
Go to this link and click on examiners' reports to see sample reponses from students
http://www.vcaa.vic.edu.au/vce/studies/english/englishexams.html
http://jonswilliams.wikispaces.com - see the Rugmaker page for samples

Stage One - Explore the Context




Why not call it Conflict? What are the implications of calling it Encountering Conflict?


Questions to Consider:
• Define the phrase ‘encountering conflict’.
• Levels of conflict include; inner/personal, interpersonal (between characters) and extrapersonal
(conflict with environment and institutions). Give examples of each of these
from personal experience or previous study.
• Brainstorm and list as many types of conflict as you can.
• List causes of conflict.
• How do different individuals respond as they encounter conflict?
• What effect does conflict have on individuals, families and communities? Consider
immediate impact and short and long term consequences.
• How are conflicts resolved? What impact might different solutions to conflict have on
individuals?
• Is conflict inevitable?
• Can conflict always be resolved?
• Is conflict necessarily a bad thing?
• Could there be a link between conflict and human endeavour?


Stage Two - Consolidate your Ideas - Flow Chart/Mind Map/Headings and Sub Headings across the Page

Conflict Flow Chart




Stage Three - Prompts


Give headings to the lists in the first document below


Examination Prompts 2008 - 2013
In times of conflict ordinary people can act in extraordinary ways – 2008
It is the victims of conflict who show us what is really important – 2009
It is difficult to remain a bystander in any situation of conflict -2010
The ability to compromise is important when responding to conflict 2011
The experience of conflict changes people’s priorities 2012
Conflict of conscience can be just as difficult as conflict between people 2013

Stage Four - Thinking About Prompts

It's important to think about the prompts and get your ideas together on it. Read the Colour Coded paragraph below and discuss how it works to unpack the prompt.
Can you work out what the colour denotes? Can you finish the paragraph?
PLEASE NOTE this writing could be the basis of an intro to an expository piece or may not get directly quoted - but underlie a creative piece.


Look at through the two files below. The first is a prompt showing my thinking from it and a paragraph summing up that thinking. The second file shows two pieces of writing informed by that thinking. Write down what you've learnt.


Stage Five - Consider Your Form and Write your piece




Mrs Steel advises that students should not write a creative response unless:
They can establish a clear connection between their idea, the text and the prompt. Their writing should be clearly inspired by the ideas of the text.
They are an 'ideas' person - someone who has those 'lightbulb going on' moments of inspiration in response to thinking about the prompt.
The student is a strong writer, not a mediocre writer. A mediocre expository is a safer response than a mediocre or bad creative.
This is what I wrote in a report after marking VCE exams '
A great option for STRONG kids. Weak ones BOMB in this. It’s important that sufficient ideas implicitly explored and that a link to the text can be found. Stories of people having fights in banks (as read in Coburg) don’t seem to really do the job!

Expository
Don’t continually explicitly use quotes from the set texts to back up your ideas. Don’t have very superficial topic sentences. The good expository essays had great topic sentences that were expanded and developed cogently over several sentences. They used examples from beyond texts as well as ideas from the text.

Persuasive.
This is a great option, but it’s important to include rebuttal so that the prompt is explored in sufficient detail. I saw a few letters to the editors written in response to imaginary articles – these worked well.



STage Six - for SAC - the Explanation


FLAP + C + T = Form, Language, Audience, Purpose + Context + Text
Your explanation needs to discuss all of these, as you explain your intentions for your piece, how it responds to the prompt and has embedded in it ideas that link back to the text. Please see this very helpful document to help you from Mrs Steel

What you can take into the SAC

Resources on Possible Useful Conflict Topics
HUAC
http://www.shmoop.com/mccarthyism-red-scare/culture.html
http://education.theage.com.au/cmspage.php?intid=136&intversion=272
The Petrov Affair
http://msgsresources.wikispaces.com/Web+resources+for+Encountering+Conflict

http://moadoph.gov.au/exhibitions/online/petrov/
Good night and Good Luck

Good Night, and Good Luck (2005)
Good Night, and Good Luck. is set in 1953, during the early days of television broadcast journalism. Edward R. Murrow (David Strathairn) and his dedicated staff—headed by his co-producer Fred Friendly (George Clooney) and reporter Joseph Wershba (Robert Downey, Jr.) in the CBS newsroom—defy corporate and sponsorship pressures, and discredit the tactics used by Joseph McCarthy during his crusade to root out Communist elements within the government.
Murrow first defends Milo Radulovich, who is facing separation from the U.S. Air Force because of his sister's political leanings and because his father is subscribed to a Serbian newspaper. Murrow makes a show on McCarthy attacking him. A very public feud develops when McCarthy responds by accusing Murrow of being a communist. Murrow is accused of having been a member of the leftist union Industrial Workers of the World, which Murrow claimed was false.
In this climate of fear and reprisal, the CBS crew carries on and their tenacity ultimately strikes a historic blow against McCarthy. Historical footage also shows the questioning of Annie Lee Moss, a Pentagon communication worker accused of being a communist based on her name appearing on a list seen by an FBI infiltrator of the American Communist Party. The film's subplots feature Wershba and his wife, recently married staffers, having to hide their marriage to save their jobs at CBS; and the suicide of Don Hollenbeck (Ray Wise), accused in print of being a Communist.
The film is framed by performance of the speech given by Murrow to the Radio and Television News Directors Association in 1958, in which Murrow harshly admonishes his audience not to squander the potential of television to inform and educate the public
Other Useful Links - From Mrs White and Students

Link to debate on drug on wars from James
Very interesting debate http://www.youtube.com/watch?v=gSrN2zIRwN8