ENGLISH ATAR

CHEAT
BOOKLET

High Modality Language Bank

Talks About:
 Provides commentary Class:
Commodification
 Discusses
Hedonism
 Highlights
 Emphasises
Regarding Race and Racism:
 Articulates
Racist discourse
 Reinforces
Racial prejudice
 Enforces
Eurocentric
 Vocalises
Westernise / westernism
Whitewashing
Colonial legacy
Xenophobia

Shows
  Undermines
 Challenges
 Negates
 Speculates
 Perpetuates
 Emulates
 Perplexes

Tone:
 Melancholic
 Detached
 optimistic
 Wistful
 Defiant
 Playful
 Philosophical
 Pensive
 Cynical
 Nostalgic
 Disapproving
 Sombre
 Imperative

Comparative Language:
 In contrast
 On the contrary
 However
 Conversely
 Alternatively

Gender:
 Egalitarianism
 Subservient
 Submissive
 Heteronormative
 Subordination

Themes and Ideas

Regarding Race and Racism:

 Intergenerational trauma
 The stolen generation
 Inherent racism
 Cultural identities - the distinct identities of people or groups in cultural or subcultural
categories and social groups.
 Terra nullius
 Westernised schooling systems
 Westernised society
 ‘Othering’
 Women of colour face dual oppression
Regarding Gender
 Binary opposition of men and women
 The Madonna-whore dichotomy
 Gender Dichotomy
 Power dynamics
 A woman's place in patriarchal society
 Notions of femininity and masculinity
 Subverting / rejecting stereotypes
 Fragile masculinity
 Women as ‘others’
 Women’s three tropes (fits into the Madonna-whore) – mad or bad, promiscuous, dutiful
 Women of colour face dual oppression

Social Class
 Class mobility and its ultimate unattainability
 The American Dream and it’s truth lying in illusion
 Inherent wealth – ‘One things sure and nothings surer. The rich get richer and the poor get
poorer”
 Exploitation of the working class
 The moral corruption of the wealthy and elite
 Hedonism – wealth and personal satisfaction < money
 Objectification of the working class

Other
 Good vs evil – what is the ultimate fate of these characters. Does the evil character fit into
stereotypes?
 Love overpowers all
 Moral corruption and the decay of humanity
 Power and corruption
 Coming of age
 Isolation and alienation
 Mental health
 The human condition

Devices

Term Definition

Denotation The literal or primary meaning of a word, in contrast to the feelings or ideas that the word suggests. (not
symbolic, literal)

Connotation A connotation is a commonly understood cultural or emotional association that any given word or phrase
carries, in addition to its explicit or literal meaning, which is its denotation. (symbolic, can derive meaning)

Abstract Diction Abstract diction refers to ideas or generalities

Concrete Diction while concrete diction refers to matter or particularities

Elevated Diction Elevated diction is far removed from everyday speech, creates an effect of high seriousness and is usually
intended to arouse elevated feelings in the reader. (E.g., “We would be highly gratified to have the honour of
your company to partake of a seafood repast in the outdoor environs”.)
 Formal Diction Formal diction is less grandiose than elevated diction but is nevertheless more formal than everyday speech.
(E.g., “You are cordially invited to a seafood barbecue in our outdoor entertainment area” is formal diction.)

Informal Diction Informal diction is the language of everyday speech or conversation which adheres to the rules of grammar
and normal syntax. (E.g., “Come and join us for a shrimp barbecue in our backyard”.)

Colloquial Diction Colloquial diction uses the language of everyday speech or conversation, with expressions particular to certain
cultures or groups. (E.g., “How about comin’ ‘round and throwin’ a shrimp on the barbie with me and the
missus”.)

Simile a figure of speech involving the comparison of one thing with another thing of a different kind using like or as,
used to make a description more emphatic or vivid (e.g. as brave as a lion ).

Metaphor A metaphor is a figure of speech that describes something by saying it's something else

Personification the attribution of a personal nature or human characteristics to something non-human, or the representation
of an abstract quality in human form.

Alliteration the occurrence of the same letter or sound at the beginning of adjacent or closely connected words.

Assonance Assonance is the repetition of the vowel sound across words within the lines of the poem creating internal
rhymes

Consonance A resemblance in sound between two words, or an initial rhyme

Cacophony a harsh discordant mixture of sounds.

Dissonance A disruption of harmonic sounds or rhythms.

Euphony Euphony is a literary term that means a sound that is pleasing to the ear. It most often refers to a series of
words that, when said or heard together, is melodious and pleasant.

allusion an expression designed to call something to mind without mentioning it explicitly; an indirect or passing
reference.

Slant rhyme A slant rhyme is a type of rhyme with words that have similar, but not identical sounds.

Aphorism An observatory statement that contains truth

Enjambment the continuation of a sentence without a pause beyond the end of a line, couplet, or stanza.

Extended metaphor An extended metaphor is a version of metaphor that extends over the course of multiple lines, paragraphs, or
stanzas of prose or poetry

caesura A stop or pause in a metrical line, often marked by punctuation or by a grammatical boundary, such as a
phrase or clause

persona This is a fictional character or voice that the poet uses within the poem. This is not the poet themselves but
rather a created character that allows the poet to adopt a different perspective, express difference emotions
or explore themes that are not connected to their own experiences.

speaker The voice expressing the words of the poem. This may be the poet themselves, or a fictional character created
by the poet. This perspective, attitude and experiences are what give a poem its tone, mood and meaning.

voice The distinct and individual style or manner in which the poem is communicated. This encompasses tone and
mood, as well as diction, rhythm and rhyme. This can vary widely depending on the poet's intention, subject
matter and form. This may be personal and confessional, or detached and objective

Typography the physical appearance of the words on the page

Written and Visual Language:

Analysing how text uses visual language to convey a particular attitude involves examining how
elements (typography, layout, and imagery) work together to create a specific idea/theme etc.

Typography:
- Bold and large fonts can signify confidence, importance, or emphasis.
- Script fonts may convey elegance, romance, or personal touch.
- Sans-serif fonts often suggest modernity, simplicity, or informality.
 - Text alignment can affect readability and visual flow, influencing the tone of the message.

Layout:
- A clean and organized layout can signal professionalism and clarity.
- A chaotic or asymmetrical layout may evoke a sense of chaos or creativity.
- Empty or white spaces can create a feeling of simplicity and elegance.
- Grid-based layouts can convey order and structure.

Imagery:
- The choice of images or illustrations can greatly impact the attitude. For example, using images of
smiling people can create a friendly or positive tone.
- The style of illustrations or photographs (e.g., realistic, abstract, vintage) can evoke different
emotions and attitudes.
- The placement and size of images relative to text can emphasize certain messages.

Symbols and Icons:

- The use of symbols or icons can simplify complex information and add a visual layer of meaning.
- Symbols associated with certain concepts or ideas (e.g., a heart for love) can instantly convey
attitudes or emotions.

Visual Effects:
- Special effects like gradients, shadows, and transparency can add depth and dimension,
enhancing the overall visual impact.
- Animation or motion graphics can convey a sense of excitement or engagement.

When analysing an image's use of visual language to convey a particular attitude, consider how these
elements are combined and how they interact with the textual content. Pay attention to the context
and the intended audience to accurately interpret the attitude being conveyed by the visual design
of the text.

VIEWING TECHNIQUES:
Analysing how three viewing techniques convey a response to an image involves examining different
ways in which the image is perceived or interpreted.

Composition – you already know

Perspective and Point of View:

- Perspective and point of view determine the viewer's vantage point within the image. They can
convey a sense of intimacy, distance, or a particular viewpoint.
- Example: In a photograph taken from a low angle looking up at a skyscraper, the perspective can
convey a sense of awe and insignificance, as if the viewer is looking up at an imposing structure.

Light and Shadow:

- The use of light and shadow can dramatically impact the mood and atmosphere of an image. It
can create a sense of drama, depth, and dimension.
 - Example: In a photograph of a dimly lit room with soft, warm candlelight, the interplay of light
and shadow can convey a feeling of coziness and intimacy, inviting the viewer to experience a sense
of comfort.

Framing and Cropping:

- Framing and cropping involve the deliberate selection of what is included and excluded within the
boundaries of the image. It can focus the viewer's attention and emphasize specific details.
- Example: In a close-up photograph of a person's eyes, with the rest of their face cropped out, the
framing can convey a deep sense of emotion and introspection, inviting the viewer to connect with
the subject's inner thoughts and feelings.

Texture and Surface Detail:

- Texture and surface detail refer to the tactile qualities of objects within the image. They can add a
tactile dimension to the visual experience.

When analysing, consider their role in shaping a response/theme/idea

Interpretation Elements

Values – what do you value? What does the text value? What is it trying to communicate –
the importance/value of…?
 Organisation
 Family
 Success
 Wealth
 Community
 Safeguarding individuals or a group
Attitudes – what does the author feel about what its presenting? Does it have a rebellious attitude
against sexism? Try not to use ‘positive and negative’
 Rebellious
 Hostile
 Resentful
 Intolerant

Ideas – an interpretation.
 The idea that our society isn’t as progressive as we may think, conveyed through the
sexist values pertinent in the text.

Themes – concepts or topics

 Good vs evil
 Inherent nature of power
 Power and corruption
 Moral goodness
 Love prevails
 Justice
 Isolation

Responses – how does the text encourage viewers to respond a particular way. NOTE THAT the
author does NOT make you respond, you respond. The text may ENCOURAGE or POSITION you to
respond a particular way
 Emotional response: Empathetic, sympathetic
 Intellectual: analysing the deeper meaning (I don’t like this one)
 Personal: relate to your own life. Does it connect with you as a young reader? As a male?

Comprehending
In this section, you’ll get three texts (both written and visual) and three questions. Sometimes you’ll
get two texts, and the third question will ask you to compare them. You should aim to spend 20
minutes on each question.

Steps for planning and interpreting:

1. HIGHLIGHT the important pieces of the question. This is sometimes two things – how does []
convey [] or sometimes just one how does THE TEXT convey [] (its usually 2)
 Eg explore how the use of visual language conveys an attitude
 Eg. Analyse how the text conveys an idea about human nature
 2. Read the short description. It may not be helpful – but it may be as well. Read it in case

3. 3 dot-point interpretation (just in your planning space):

 1. DIRECTLY answer the highlight about your ides (attitude, value, theme ect).
Attitude = [] human nature = []

 2. Link this to the image by answering with conventions. If they ask for specific
conventions (highlighted) make sure you use that. How is the image showing this
idea/attitude/theme/value? Through visual cues, composition? Don’t go too in
depth, just get the ideas and the HOW down

 3. Why is this image important? What does it reflect about the society which it was
published or contemporary society? What did the producer want you to think/feel?

Have these to refer back to so you ensure you are answering the question

Steps for writing:

1. Write a point sentence including all of your dot points briefly, most importantly your first to
ensure you answer the question, lightly mention your second and sprinkle your third to add
some depth
2. Write a short summary of the image and BREIFLY link it to your interpretation if possible
3. Support for your DP1 in the form of evidence (DP2). – how is your interpretation valid and
how are you answering the question
4. Analysis – DP3. This is your WHY THOUGH? Don’t just simply do the above, give it a reason.
Give purpose.
5. Do 2-3 once more and GET THE A