The Critical Reading Voice Beautiful Look around and look within

From the Subject Outline Critical Reading is a shared activity. It is based on short texts chosen to address a range of text types which may include prose, verse, drama and texts with graphic or visual elements.

A range of text types play script diary entry website/blog poster cartoon poem short story narrative extract speech article – newspaper/magazine flyer opinion piece review etc…

The study should emphasise students’ development of techniques of analysis and their ability to recognise the author’s role and intentions in constructing the text. They compare texts to increase their understanding of the craft of the author. Reflection on similarity and difference increases awareness of the text in its context.

Assessment Report 2013 The Critical Reading seemed well received. Better responses integrating the comparative element in questions (b) and (c) in an efficient and logical manner. The three texts offered a range of styles and most students were able to comment on the features of each text type.

Some students were challenged because of poor time management, particularly in response to question (c). Some were challenged by the need to discuss all three texts in each question.

Time Management Allocate time evenly. Divide time according to the recommended length (in brackets). Ensure enough time is allocated to address the question adequately. Avoid repeating information. Practise under timed conditions. Critical Reading does not have to be done last.

Question A What does each of the three authors suggest is the appeal of ‘getting famous’? (one or two paragraphs) ‘What’ in the stem allows students to present their views on each text separately. It is expected students accept the premise of the question that ’getting famous’ has ‘appeal’ for many and explore perspectives on the question presented in each text.

Question B Compare the consequences of fame presented by each of the three authors. (one or two paragraphs) In question (b) the discriminator was integrated discussion. The best answers integrated their discussion of the consequences of fame as presented in the 3 texts.

An 2 – analysis of similarities and differences in texts, in comparative exercises Ap 2 – Recognition of connections between texts, and an integrated approach to comparing and contrasting texts.

The 3 authors seem to share the belief that the quest for fame is destructive to the famous, and in Smalley’s view, to society. Smalley presents the consequences of the desire for fame in terms of the cost to society —‘civic involvement and spiritual engagement have lost ground’ and ‘energy available to effect change is dissipated’.

Atwood focuses on the cost to the individual as the persona who narrates the ‘The voice’ reveals her attachment to fame and awareness that her identity is tied up in her voice, ‘I was sought after, or rather my voice was.’ The narrator in Atwood’s text, in contrast to the idealised woman in Smalley’s text, is presented as unhappy, anxious and self-absorbed. Atwood’s narrator, in contrast to the views expressed by Smalley, expresses a fear of anonymity.

In ‘Beautiful’ students may note the consequences of fame are plotted through the sequence of stanzas; – (Stanza 1) wonder and novelty – (Stanza 2) becoming a commodity – (Stanza 3) life degenerates into a world of ‘coffee, pills, booze…’ – (Stanza 4) the irony that fame is destructive and life-sapping

Unlike the narrator in Atwood’s text, Duffy’s subject loses her self-awareness. Atwood and Duffy vividly depict that a consequence of fame is that the individual becomes a commodity. Smalley’s call for anonymity presents a startling alternative public lives of the famous depicted in the other texts.

Integration Compare similarities and differences. Compare the ways authors use the same stylistic feature. Use connectives to highlight the comparison – in contrast, similarly, conversely… Do not discuss authors in separate paragraphs. Integrate the discussion of authors.

The best answers will integrate the comparison of the stylistic features used in the three texts and discuss the effect of these within the texts. It is possible to consider separately the features used in each text but the comparison must be explicitly attended to in some way.

Stylistic Features Ku1 - Knowledge and understanding of authors’ use of stylistic features and language techniques to communicate ideas and influence the reader’s response An 3 - Analysis of the ways in which language techniques are used to influence opinions and decisions in texts

An emphasis on analysis of style gives students an awareness of the power of language techniques and stylistic features in influencing the reader’s interpretation of, interaction with, and response to what is read.

Compare the ways in which the three authors use stylistic features to explore the effects of fame. (three of more paragraphs) Question (c) regarding Texts 1 and 3, was generally well answered, with students able to sustain the comparison, discussing the simile, metaphor, etc., in the two texts. Most used quotations to support their comparisons. Most responses showed an understanding of stylistic features.

Text 2 was sometimes given scant attention in (c) and often treated separately from the other texts. Some students had the most difficulty with Text 2 – the one that seems to be the most like everyday or familiar texts. Students seemed to be more comfortable with the other two texts and their more literary features.

Structural features of the text type – opinion piece – poem – short story/interior monologue

Smalley’s text begins with a case study and moves to a question, designed to present a point of view. In Atwood’s text the ‘I’ reflects on the effects of fame in her life. ‘I was given a voice...My voice bloomed...It has begun to happen, the shrivelling...’ ‘Beautiful’ uses the stanza structure to plot the degeneration of her celebrity as a glamorous star. Atwood’s piece and Duffy’s poem are structured to demonstrate the effects of fame on individuals, whereas Smalley’s text is structured to advocate explicitly for an alternative set of values.

The way in which the writer positions the reader: Smalley presents herself as an expert. First person perspective Inclusive language – ‘I think we all need to value anonymity a bit more’ – encourages the reader to identify with her point of view.

Atwood’s personal voice positions the reader to understand the cynical persona of the narrator and sympathise with her vulnerability. Duffy positions the reader as detached yet sympathetic observer.

Both Atwood and Duffy convey the isolation of their famous characters. Both texts encourage an emotional attachment to the individual subjects depicted, whereas Smalley positions the reader to agree with her rationally arrived- at position.

Use of imagery and metaphor - Duffy employs a rich array of visual imagery and evocative language. Atwood uses visual language - her motif throughout the piece – ‘I pictured the voice as a hothouse plant’. The same reliance on the visual image is not as evident in Smalley’s text, though a key idea is that fame catches you in ‘a web of self- promotion’ and the image of entrapment here applies equally as an idea to the other two texts.

Form Title Structure Conclusion Point of view/narrative perspective Intended audience Style Imagery Metaphor etc…

Do not list - analyse a range of stylistic features. Avoid one device or text per paragraph. Integrate discussion within paragraphs. Make direct comparisons. Highlight specific similarities and differences. Always link stylistic features to reader response.