Year 12 Standard English

MODULE C: Texts and Society

This module requires students to explore and analyse texts used in a specific situation. It assists students’ understanding of the ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems in ways particular to specific areas of society. (Reread English Stage 6 Syllabus p 34.)

Elective 2: Into the World

In this elective students explore a variety of texts that deal with aspects of growing up or transition into new phases of life and a broader world. People encounter different experiences and respond to them individually. These personal experiences may result in growth, change or other consequences. Students respond to and compose a range of texts that illustrate different pathways into new experiences. They examine the features of texts that shape our knowledge, attitudes and beliefs about individuals venturing into new experiences.
Drama Russell, Willy, Educating Rita, Longman/Pearson Education, 1991, ISBN: 9780582060135
Possible related texts:
  • Motorcycle Diaries
  • Riding in Cars with Boys
  • Muriel's Wedding
  • American Beauty
  • Stand By Me
  • My Fair Lady
  • I was Only 19
  • Finding Forrester
  • Edward Scissorhands
  • Full Metal Jacket
  • The Truman Show
  • Dead Poet's Society
  • The Arrival

2009 Question

Individuals venturing into new experiences may encounter obstacles, but may also gain significant rewards.
Do you agree with this perspective?
In your response, refer to your prescribed text and at least ONE other related text of your own choosing.

Notes from the Marking Centre

Question 9 – Elective 2 – Into the World
In the better responses, candidates engaged with the question on a conceptual level, recognising the significance of the social and historical context of their prescribed text. They were able to write a sustained response using well-selected textual features with an integrated reference to techniques while employing an informed, persuasive voice. They formed a thesis which discussed the interplay between ‘obstacles’ and ‘rewards’ in a discerning manner with strong, valid links between the text(s) and the question.

Weaker responses generally referred to two or more texts, though relying on simple narrative features to respond to the question. Often there was only a direct link to the question at the start and conclusion of the response. Texts were often treated in isolation from each other and the question, with the choice of supporting texts often limiting candidates’ ability to engage with the question and/or concept in a meaningful way.
http://www.boardofstudies.nsw.edu.au/hsc_exams/hsc2009exams/notes/english.html#stan-paper-2-sec-iii

Obstacles and Rewards

Rita’s Obstacles

-          Needs to discover herself
-          Class divisions
-          education
-          Time
-          Not having a room of her own
-          Societal expectations
 

Rita’s Rewards

-          Gains more options
-          Gains confidence

1:00

June 3 2010

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Sample Essay on the Topic of Belonging*
*Disclaimer: Do not discuss belonging in this module

How has Educating Rita by Willy Russel shaped your understanding of belonging? Discuss with reference to language and dramatic techniques

For a person to belong into a certain group, class or society, they must learn to fit in with that certain group, class or society and learn the rituals, language, behaviour responsibilities and culture. The sense of belonging to one of these social groups gives one a sense of belonging, and cancels out the feeling of exclusion and isolation. The journey into fitting into these groups can be a challenging task, which involves class clashes and other obstacles. Through the study of Educating Rita, we see the benefits of belonging, but contrasting them with the negatives in belonging.

In order to fit in to a new class, one must learn the aspirations, culture, interests and language, otherwise they will not be able to communicate and feel the sense of belonging to the new class. In Educating Rita, the struggle Rita goes through in order to transforms her old self, into a new and improved Rita, shows us that in order to belong to a social class one must first have self-actualization, knowing what their purpose and aspirations are in life, in order to pursue the correct class for them. This is the problem that Rita has from the beginning of the play, the lack of self-actualization causes her the excessive want to change and to fit into the higher social class. Rita’s epiphany only comes towards the end of the play, but the struggles and obstacles that lead to the epiphany show us the importance of self-actualization.

Throughout the play, we can clearly outline the differences between the two social classes, the working-class and the middle-class. These differences in language, culture, aspirations and rituals cause the obstacles to fit in. The task that Rita is pursuing is a very challenging one, that may not even be achieved. From the beginning of the play we see the struggles she is going to have, when she struggles to open the door. This is symbolic to the struggles and obstacles she will face during the process of trying to belong. The difference between language and education is shown when Frank is discussing the book Howard’s End, and Rita’s lack of education leads to the misunderstanding of the book’s title, and mocks the pun.

The ambition and desire to belong into the higher social class is caused because of the lack of self-actualization. When Frank asks Rita why she has enrolled into the class, she answer, “I wanna know… Everything”, this shows her lack of understanding about her own ambitions and aspirations, and shows that she is still looking for something to fulfil and enrich her life. The disproportionate use of tag questions suggests Rita’s lack of confidence, which reflects on her lack of self-actualization.

 

Act 1 Scene One


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