1. Scholarship Programme The nuts and bolts

2. About the Paper Three sections ▫Section A: Close Reading of Unfamiliar Texts Stylistic analysis of two pieces; one poem and one prose ▫Section B: Response to Literature and Language Genre based. ▫Section C: Exploring Issues in Literature and Language Inter genre and inter text. Cannot use same texts from Section B.

3. Plan of attack For Section A… ▫How to read the paper. ▫What is the question asking? ▫Techniques and their intended effects. ▫Crafting and purpose. ▫Originality. ▫Putting it all together.

4. For Section B and C… ▫There are options. ▫Students choose at this point whether they are going to have a pool of texts to call upon or whether there are set texts for each section. ▫Theme focus. ▫Using different readings.

5. Presentation Start them off with set texts. ▫Shakespeare ▫Catcher in the Rye ▫Nineteen Eighty Four Texts taught in Year 12 and 13 were all viable options. ▫The Tempest ▫The Lovely Bones ▫Dracula ▫Frankenstein

6. Idea was to give them topical options. Use teaching as a starting point. Try to find texts that are accessible but maybe not nationally “done”. Aim to move to more of a discussion based format.

7. What else did we do? We looked at different types of literary theory and critical readings. ▫Feminist ▫Marxist ▫Psychoanalytical We then sent the students off in different directions to explore their own preferences in relation to their texts. Auckland University lecturers came to school to run a day long tutorial for Scholarship students.

8. Where to next? Student driven sessions. Other students read/view the texts to ensure that discussion about particular readings can occur. At times ran a bit like a book and film club. What had we all seen/read? Was it worth looking at?

9. Why did this work for us? Students ended up with totally different ways of reading texts…ours and theirs. Mix of contemporary and classical literature. We had been keeping these students in mind since Year 9 and 10 so they were well read by the time they hit the senior school.

10. Waikato Uni Open tutorial days were a blessing for me especially. Essay writing had been a top priority for us. Basics taught at junior level, by the time they got to the senior level, there was a certain flair to the writing of our Scholarship students.