What I find confusing is the way the term 'mentor texts' seems to refer to both 'set texts' that may include a film or a novel and to shorter texts that students are meant to use as models for their own writing in shorter text genres. For example, if a student has been given 'Schindler's List' as a set text, in what sense can this be used as a mentor text in writing about the holocaust. There also seems to be some confusion about the ideas that are meant to be used in crafting texts. It seems that the ideas are meant to be of a very general nature, such as 'home', and not as specific as, for example, the holocaust. I'd welcome some clarification on this!
Great questions! I believe the framework of idea is meant to be quite broad - if we look at the list of frameworks for 2024, it gives us a good idea of the breadth that VCAA is thinking of. I would assume 'the holocaust' is not an appropriate framework but 'resilience', 'conflict' and 'hope' are more appropriate. VCAA's study design defines mentor texts as 'models of effective and cohesive writing'. From that definition, it appears the mentor text is there to demonstrate to students how an idea can be discussed at length, in that particular form or genre of writing. Looking at the text list for 2024, it would also appear that entire films are not suitable texts for this AOS, while monologues from plays are. Taking your Schindler's List example, perhaps your framework of idea is 'redemption', and the monologue in the factory could then be used as a text (although personally I think that's too short for inclusion) to model for students how hope, grief, regret is framed and communicated to a mixed audience of Jewish survivors and Nazi guards.
@@TSEtuition I think 'mentor texts' is a problematic concept because there is very little sense in which a text can interact in an ongoing way with a student as a mentor would.
Hi!! I love your videos so much! Would you please consider making a creative piec related video of Tessa Hadey's short story Deeds not Words?! thanks:)!
Aww, thanks! I am planning a return to RU-vid this year and I do have plans to make more videos about the creative! Unfortunately not about that particular short story :(
Oh what a great question! I would say neither - usually when authors address the audience using second person pronouns (you can use this term), they are using colloquial language/a casual tone or posing a rhetorical question!
Almost five years later. Do you feel that you made a prophecy? That's basically the world are living in last two years, plus new war this year on top of that.
I personally find that I usually have too many annotations and too much evidence to analyse, so it makes writing my essay take ages, but when I reduce the number of persuasive tidbits I talk about in each paragraph, my analysis becomes more deep and concentrated. I think for me the problem is choosing WHICH persuasive tidbits to analyse, since I can identify many.
