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Approach
The unit is based on an approach to teaching and learning that requires the teacher to
Stimulate students interest and thought through an introductory activity designed to promote
discussion about truth and its various representations. This activity will lead students to consider
Write my Essay on I think not.
one of the key questions in the unit 'How does current affairs television construct a version of the
truth?
Provide students with the necessary knowledge and understanding of satire, journalism and current
affairs television to ensure a sound base from which they can explore the prescribed text and other
additional texts.
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Examine each episode of
Frontline
in relation to the syllabus requirements, key questions of the
unit, and how each episode relates to the Elective, Telling the truth .
Promote student reflection upon their own learning processes through utilisation of a learning
journal that will form part of the summative assessment task.
During the unit appropriate guest speakers will be invited to address the class. This could include a
journalist from the local newspaper and/or a producer from Radio National.
Topic sequence
1. Telling the truth
. Satire
. Journalism
4. Current affairs television
5. Manipulating the truth
6. Constructing the truth
7. Transforming myth to truth
8. Does the end ever justify the means?
. Whose interests are served?
10. Moral responsibility
11. Bringing it all together
Each topic in the unit contains an extensive range of responding and composing activities that teachers
will choose or adapt as required, to meet their own students learning needs. The topic notes provide
teachers with
outcomes addressed
an introduction to the topic
a number of suggestions for responding and composing activities, including key discussion
questions
activities and questions for the students learning journal
stimulus material
a list of additional texts for students to access.
Note re additional material
Most of the topics can be accessed through the Internet. We suggest using a search engine with advanced
search capabilities, such as ANZWERS, Looksmart, Google, and Ask Jeeves, which allow the user to
narrow down their scope of reference.
Scenario one of the video,
Stage 6 English Refining classroom practice
, shows how the English faculty
collaboratively planned the unit. It also features three lessons that are from the topics ' Telling the truth
(page 11), 'Manipulating the truth (page 5) and 'Constructing the truth (page 8).
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The learning journal
The concept of a reflective learning journal is an integral part of the unit. It is designed to assist students
to
reflect on their own learning
develop self assessment skills within a safe and guided learning environment
recognise and capitalise on personal strengths, while focusing on skills for improvement
become more aware of the experiential nature of learning
experience their writing from many different perspectives to expand ideas, impressions and feelings
perceive information in a variety of contexts and from different points of view
develop their own analogies and metaphors, so that what is learned can be transformed into new
ideas and knowledge.
Additionally, the learning journal assists the teacher to formatively assess students ability to
integrate new information with prior knowledge to form new knowledge
understand new concepts and to explain how the concepts may be applied
develop reflective thinking skills
articulate their ideas in a meaningful way
reflect upon their own learning and the process of learning in general.
Students will be required to use their journals as a resource to successfully complete the summative
assessment task.
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Topic one Telling the truth
Outcomes
A student
H1 demonstrates understanding of how relationships between composer, responder, text and context
shape meaning.
HA recognises different ways in which particular texts are valued.
H8 articulates and represents own ideas in critical, interpretive and imaginative texts from a range of
perspectives.
H10 analyses and synthesises information and ideas into sustained and logical argument for a range of
purposes, audiences and contexts.
Background
The teacher should issue the students with a copy of the outcomes being addressed and copies of the
relevant sections of the Syllabus and the Prescribed Texts documents. Class time should be allocated to
explain the outcomes and to discuss the expectations of this unit and the chosen elective.
This unit is about how the media constructs the truth, and how perceptions of events, personalities or
situations can be affected by different representations. The aim of this activity is to bring students to an
awareness of how the medias construction of the truth affects the individuals perspective and
interpretation of the text.
Students will complete a task designed to demonstrate how easy it is to construct a version of the truth
and how easy it is to manipulate a given truth.
Introductory activity
Explain that truth is a difficult concept to define and one which is dependent on the individuals context
at any given time. Before you begin this unit ask students to articulate and record their ideas on the
concept of truth. As they move through this unit their view of truth and what it is may very well change.
In the first activity students are divided into pairs and each pair is given an identical picture from a
magazine or newspaper. The students will then write a newspaper article based on this picture.
Students will then compare their articles and highlight the similarities and differences. Class discussion
will centre on how and why their articles were different.
Consider the following questions, noting how many different versions of the truth emerged in this
activity.
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Discussion questions
What is truth?
Is there such a thing as an absolute truth?
Who or what influences our understanding of truth?
How relative is truth and what is it relative to?
How do we discern the difference between fact and fiction?
How important is the truth?
How do we come to have different interpretations of truth?
How do context, audience and purpose influence different interpretations of the truth?
Group activity
Students will work on the following activities in small groups.
Sample student worksheet
According to the Macquarie Dictionary truth is
1. that which is true; the truth or actual facts of a case
. a verified or indisputable fact, proposition, principle or the like
This is one definition of truth. There may be many others.
In groups of three or four seek out as many definitions of truth that you can find, record the
definition and its source, identify the context from which that definition comes.
Your search may include legal, religious, historical and other sources such as a Dictionary of
quotations, as well as the Internet.
Place 1 or of these definitions on the board for the class to consider. Discuss with the class the
assumptions that may be behind these definitions. Then pose the following question to the groups.
1. What assumptions are there about 'truth in the definitions you have found?
. In your group come to an agreed idea of 'what truth is.
. In your group, consider the truth of the following statement from the perspective of the different
people listed.
Feminism has brought emancipation to women.
a. a 5 year old working mother
b. a 50 year old male managing director
c. a fifteen year old schoolgirl
Identify how you think each of these people would view the truth of the statement and explain why
they would come to that conclusion.
At the end of the group work each group will report briefly on the outcomes of the discussion.
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Learning journal
Throughout this unit students will be required to keep a learning journal to record their ideas of
truth and how and why they change.
Students will commence their journals at this point by considering the following questions.
1. What is your understanding of truth?
. Who or what has influenced your understanding of truth at this stage in your life? How have
these influenced you? What past experiences did you draw on?
. What issues has the class/group discussion raised for you about ' telling the truth ?
Homework activity Formative assessment task Telling the truth
At this stage students will complete a homework activity which is aimed at determining exactly what
they know and what they need to learn in relation to this unit of study. Copies of the formative task and
sample student responses are at the end of this case study.
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Topic two Satire
Outcome addressed
H4
a student explains and analyses the ways in which language forms and features, and structures of
texts shape meaning and influence responses.
Background
The study of the television series,
Frontline
,
in the context ' Telling the truth will enable students to see
how texts can be changed in language, structure and meaning in order to influence responses.
What is Satire?
Satire is any text (speech, writing or visual), which sets out to hold up human foolishness and weakness
to ridicule. Satire seeks to expose aspects of human behaviour such as hypocrisy and folly (stupidity). By
adopting an attitude of scornful amusement towards the thing or person under examination, and by the
use of such tools as irony (saying one thing but meaning another), sarcasm (a biting remark), innuendo
(to hint around something), lampooning (to send something up) exaggeration (overstating) and scorn
(showing contempt), it seeks to induce responders to reconsider and (ideally) alter their behaviour in
regard to the particular thing or person being satirised.
In Australian idiom, satire could be described as 'having a go at someone or something in a humourous
way.
Satire is very much dependent, for its success, on the historical, social and cultural context of the thing
or person being satirised. For example, a satire written when your parents or grandparents were your age
may not have the same impact on you today values change with time, and what was important to one
group of people may not be so important to the next generation.
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Responding activities
Issue students with copies of the extracts from Jonathon Swift and George Orwell, and the cartoon by
Peter Nicholson.
The following extracts illustrate the style of two great British satirists Jonathon Swift and George
Orwell. Read carefully through the extracts and then consider the questions, which follow.
Swift (1667-1745), writing in the early 18th century, is acknowledged to be, in many respects, the
'father of Western satire. Using ridicule, irony, sarcasm, invective, scorn, caricature and a variety of
such techniques, he satirised the people and events of his time. It is an irony that he probably would
not have enjoyed that his greatest satire,
Gullivers Travels
, is today all-too-often treated as just a
childrens story. When writing it, Swift intended the book to reflect upon the nature of man, in
particular exposing the folly of mans snobbishness and the stupidity of the rigid British class system.
In the extract that follows, Gulliver is in Lilliput, the land of tiny people. He is privileged to witness
one of the kingdoms great diversions, rope dancing...
This Diversion is only practised by those Persons, who are Candidates for great Employments, and high
Favour, at Court. They are trained in this Art from their Youth, and are not always of noble Birth, or liberal
Education. When a great Office is vacant, either by Death or Disgrace (which often happens) five or six
of those Candidates petition the Emperor to entertain his Majesty and Court with a Dance on the Rope;
and whoever jumps the highest without falling, succeeds in the Office. Very often the chief Ministers
themselves are commanded to shew their Skill, and to convince the Emperor that they have not lost their
Faculty. Flimnap, the Treasurer, is allowed to cut a Caper on the strait Rope, at least an Inch higher than
any other Lord in the Whole Empire. I have seen him do the Summerset several times together, upon a
Trencher fixed on the Rope, which is no thicker than a common Packthread in England. My Friend
Reldresal, principal Secretary for private Affairs, is, in my Opinion, if I am not partial, the second after the
Treasurer; the rest of the great Officers are much upon a Par.
These Diversions are often attended with fatal Accidents, whereof great Numbers are on Record. I my
self have seen two or three Candidates break a limb. But the Danger is much greater, when the
Ministers themselves are commanded to shew their Dexterity For, by contending to excel themselves and
their Fellows, they strain so far, that there is hardly one of them who hath not received a Fall; and some
of them two or three. I was assured, that a Year or two before my Arrival, Flimnap would have infallibly
broke his Neck, if one of the Kings Cushions, that accidentally lay on the Ground, had not weakened the
Force of his Fall.
George Orwell (10-150) is acknowledged as one of the greatest satirists of the 0th century. His
novels Nineteen Eighty-Four and Animal Farm are two of the worlds widest-selling political satires.
Animal Farm, from which the following extract is taken, was written in 145, and uses a fable
involving animals to satirise the emptiness of Mans hopes for Utopia (an ideal world) via the
proletarian revolution and Communism. Lofty ideals are lost in power struggles, corruption and lies.
This piece of satire is aimed at Russia and China, both of whom had Communist-led Revolutions in
the early years of the 0th century, and closed themselves off from the rest of the world.
continued...
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Several nights a week, after Mr. Jones was asleep, they held secret meetings in the barn and expounded
the principles of Animalism to the others. At the beginning they met with such stupidity and apathy. Some
of the animals talked of the duty of loyalty to Mr. Jones, whom they referred to as 'Master, or made
elementary remarks such as 'Mr. Jones feeds us. If he were gone, we should starve to death. Others
asked such questions as 'Why should we care what happens after we are dead? or 'If this rebellion is to
happen anyway, what difference does it make whether we work for it or not?,and the pigs had great
difficulty in making them see that this was contrary to the spirit of Animalism. The stupidest questions of
all were asked by Mollie, the white mare. The very first question she asked Snowball was 'Will there still
be sugar after the Rebellion?
'No, said Snowball firmly. 'We have no means of making sugar on this farm. Besides, you do not need
sugar. You will have all the oats and hay you want.
'And shall I still be allowed to wear ribbons in my mane? asked Mollie.
'Comrade, said Snowball, 'those ribbons that you are so devoted to are the badge of slavery. Can you not
understand that liberty is worth more than ribbons?
Mollie agreed, but she did not sound very convinced.
The pigs had an even harder struggle to counteract the lies put about by Moses, the tame raven. Moses,
who was Mr. Joness especial pet, was a spy and a tale-bearer, but he was also a clever talker. He claimed
to know of the existence of a mysterious country called Sugarcandy Mountain, to which all animals went
when they died. It was situated somewhere up in the sky, a little distance beyond the clouds, Moses said.
In Sugarcandy Mountain it was Sunday seven days a week, clover was in season all the year round, and
lump sugar and linseed cake grew on the hedges. The animals hated Moses because he told tales and
did not work, but some of them believed in Sugarcandy Mountain, and the pigs had to argue very hard
to persuade them that there was no such place.
Their most faithful disciples were the two cart-horses, Boxer and Clover. These two had great difficulty in
thinking anything out for themselves, but having once accepted the pigs as their teachers, they absorbed
everything that they were told, and passed it on to the other animals by simple arguments. They were
unfailing in their attendance at the secret meetings in the barn, and led the singing of 'Beasts of England,
with which the meetings always ended.
The following cartoon is by cartoonist Peter Nicholson, whose work appears each day on the
editorial page of The Australian
newspaper.
(Source
www.nicholson.cartoons.com)
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Class discussion
The teacher will lead the class in a discussion of the following activities.
In each item, identify the particular group of people and the particular aspect/s of human
behaviour being satirised.
Identify the purpose of the composer in each piece of satire.
How is meaning created in each item? Give examples of techniques used by each composer to
create meaning.
Which piece do you think is the most effective? Give reasons to support your answer.
Composing activities
Students are to select one of the following activities to complete for homework.
1. Choose some aspect of interest to society or to yourself which you have strong feelings about, and
write a satirical piece on it. Make sure you have a clear purpose a particular reader-response that
you want to create. Aim at achieving this effect with your satire.
or
. Choose a cartoon which satirises current political or social activity and write a satirical piece
around your chosen cartoon stimulus.
or
. Design your own satirical cartoon relating to a current political or social event.
Learning journal
In your journal, record your understanding of the concept of satire before you began this topic, and
how your understanding of satire and the representation of 'truth has developed as a result of your
studies.
Suitable additional texts
As part of their studies, students are required to supplement their class work by reading and viewing a
variety of material of their own choosing. Below is a list, which may be of assistance to students when
choosing other related material .
The Marx Brothers,
Duck Soup
(one of several Marx Brothers films that poke fun at pretension
and affectation).
W. H. Auden,
The Age of Anxiety
(a poetic satire on life in America in the mid-twentieth
century).
The Simpsons
(a TV cartoon that offers a satirical view of life in contemporary America).
Phillip Roth,
Our Gang
(a satirical depiction of US President Richard Nixon and the Watergate
Scandal).
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Children of the Revolution
(an Australian film which traces the imaginary life of a child of Stalin).
Anonymous,
Primary Colours
(a thinly disguised version of the rise to power of Bill Clinton).
Joseph Heller,
Catch-
(a satirical look at the absurdity of war).
Evelyn Waugh,
The Loved One
(which pokes fun at societys attitudes about death).
MASH
(the Robert Altman film and the subsequent TV series which takes place in a medical base
during the Korean War, and is a satirical look at the absurdity of war).
The Odd Angry Shot
(an Australian film set during the Vietnam War).
Blackadder
(an innovative TV series, set in different historical periods and featuring Rowan
Atkinson).
Planet of the Apes
(film and subsequent TV series in which an astronaut discovers the fate of the
planet Earth).
Spaceballs
(Mel Brooks parody of the Star Wars series of films).
Red Dwarf
(British TV series set in space that has a variety of satirical targets).
Broadcast News
(a film about the behind-the-scenes manoeuvres at a television station).
The Player
(Robert Altmans satirical film about Hollywood greed and power).
Drop the Dead Donkey
(British TV series, broadcast on SBS Australia, about the reality behind the
façade of a media organisation).
News Radio
(a US TV series set in the offices of a radio station).
Backberner
(similar to
The Panel
, this series, through discussion and skits takes a cynical look at
current issues in the media).
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Topic three Journalism
Outcomes addressed
A student
H7 adapts and synthesises a range of textual features to explore and communicate information, ideas
and values for a variety of purposes, audiences and contexts.
H1 reflects on own processes of learning.
Background
In this lesson students will be exploring these key questions through teacher led discussion.
1. What is journalism ?
. What is the purpose and function of journalism?
. What is the role of the journalist?
Students will explore the idea of a 'Code of Ethics applicable to journalism and investigate what
governing bodies watch over the behaviour of the press.
Teachers will introduce students to the role of the Australian Press Council, the MEAA and the
Australian Journalists Association.
Responding activities
Hand out a copy of the document containing the AJA Code of Ethics and the revised MEAA Code of
Ethics. Read through this in class and discuss the following.
Why do you think there has been a review of the Code of Ethics?
Why is the role of the journalist described as a privileged role?
How do journalists 'animate democracy?
In what sense do journalists 'exercise power?
Why should journalists be accountable for the role entrusted to them?
At this point it would be very helpful to provide students with two differing versions of a single event
(perhaps students could reuse their introductory activity from lesson 1) and discuss with students the
concept of differing truths and realities.
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Composing activities
Write a newspaper article reporting on the indigenous peoples reaction to the culling of dingoes on
Fraser Island.
AND
As the owner of a large resort on Fraser Island write the reply to this article in the form of a letter to the
editor.
Learning journal
At this stage students should reflect upon the amount of faith they have in journalists reporting the
truth? They should also examine what has led them to this conclusion.
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Topic four Current affairs television
Outcomes addressed
A student
H7 adapts and synthesises a range of textual features to explore and communicate information, ideas
and values for a variety of purposes, audiences and contexts.
H1 reflects on own processes of learning.
Background
What is Current Affairs?
Current Affairs television programs are usually seen as a sub-genre of the documentary, but more directly
related to the news. Some analysts refer to them as expanded news stories, others as predigested 'news
McNuggets.
(Stewart C. and Kowaltzke A., 10,
Media New ways and meanings
, Jacaranda, Australia, p )
These programs generally follow a set format
Articles are short, lasting four to fifteen minutes on commercial TV; sometimes longer on public
TV.
The anchor/host introduces the article from behind the desk in the studio and throws to the
reporter. The viewer is given the impression that the program is presented in real time.
The articles are controversial, sensational and are said to be tackling 'real issues (such as corruption in
our society). The final article is normally a 'feel good one designed to leave the viewer on a happy note.
Provide students with a copy of the handout,
Technical Aspects of Current Affairs Shows
.
Responding activity
Students will view the television program
Littlemore ABC
, 1/05/01 and take notes on the worksheet
provided in the student handout section of this unit. After viewing the show the class will discuss the
following questions
1. What does Littlemore say about the introduction of the current affairs program?
. The 'lay out structure of the program is said to follow what order?
. Comment on the appearance of the host and the set. What meaning do the producers of the
program wish to convey?
4. Comment on the host and the set of
Littlemore
. What meaning do the producers of the program
wish to convey?
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5. According to Littlemore, why cant the producers of current affairs programs afford to be
different?
6. What does 'grocery buyers viewing mean?
7. Comment on what is 'news in the broadsheet newspapers and what is 'news on current affairs
programs.
8. How are interviews done in live time these days? Why?
. What impact does this type of interview have on the representation of the truth?
10. What does Littlemore say regarding Kerry OBriens presentation of political issues?
11. What role does humour play in current affairs?
1. What type of articles does commercial current affairs programs produce?
1. Littlemore discusses hidden video cameras used on the programs. What is his attitude towards
them and why?
14. What is Littlemores purpose? How would you describe his attitude?
Learning journal
Students will reflect upon their learning using the following focus question.
1. How do you now view Current Affairs programs and their representation of the truth?
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Student handout
Technical aspects of news and current affairs television
A news or current affairs program is made up of many elements that help to create meaning. They
are
music and graphics
These suggest the purpose and the tone of the program.
set
The anchor(s) sits behind the desk and has a backdrop close behind. The dcor of the furnishings
adds a stylish feel to the program.
anchors 'talking head
Our TV screen is filled by a close-up shot of the anchor/s of the program. They usually dress to
enhance their credibility.
structure of a program
The 'anchor introduces the program and the throws to one of the journalists. This is repeated
until the 'anchor closes the show.
balance
The programs often reflect a balance between dramatic events, events that reflect social interest
and lighthearted or humorous items. For example,
The 7.0 report
ends with a comedy spot on
Thursday evenings.
coverage
The time allocated to the coverage of each story will vary from broadcaster to broadcaster
depending on the audience.
objectivity
The anchor reporter presents the program in a seemingly factual way with little emotive language.
However, the language they use or an explicit emotional reaction can sometimes indicate a
subjective viewpoint. For example, '
Thousands
of people
spilled
into the streets. and 'XXXX was
unmoved by the huge protest. 'Thousands implies a huge number but is unspecific, 'spilled is
connotative of disorder and riot, and to be 'unmoved is unlikely in those circumstances and so
implies something about the character of XXXX.
use of journalists or correspondents
Journalists present their stories on location. Often this involves a reporter interviewing a subject
'on the run. Their opinion can be implicitly conveyed by their emotions and/or the modality of
their language. For example, 'What XXXX does not like, of course, is... ' or 'The real concern of
XXXX should have been to ...
expert witnesses or commentators
Experts in the field of the topic of the article may be called upon to establish the truth. They
express explicit opinions and are expected to be subjective. They may argue a particular point of
view, refute someone elses argument or evaluate or assess it. Generally they are filmed sitting in
front of a large bookcase or in a laboratory coat etc. to enhance their authority.
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vision
The articles presented rely on film footage (or vision) to enhance the appeal of a story. It gives
the article further credibility and interest.
satellite links
Satellite links are used to allow interviews to be done in 'real time from anywhere in the world.
This allows the viewing audience to have the most up-to-date information on the topic.
camera shots
Close-ups and long shots are used for effect. Close-ups are used to persuade the audience that
they are being spoken directly to. Long shots allow the audience to survey the whole scene,
which gives them the whole picture.
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Topic five Manipulation of the truth
Outcomes addressed
A student
H4 explains and analyses the ways in which language forms and features, and structures of texts shape
meaning and influence responses.
H8 articulates and represents own ideas in critical, interpretive and imaginative texts from a range of
perspectives.
H10 analyses and synthesises information and ideas into sustained and logical argument for a range of
purposes, audiences and contexts.
H11 draws upon the imagination to transform experience and ideas into texts demonstrating control of
language.
Students explore various representations of events, personalities or situations.
(
Stage 6 English Syllabus
, 1)
Background
In the episode of
Frontline
, 'Playing the Ego Card the truth is manipulated on several levels
international, national, corporate and personal. At each of these levels different truths are constructed
and presented. This text raises concerns about competition, manipulation, sexism, the transience of
fame, naivete, gullibility, respect and truth.
At the completion of the episode it can be seen that one truth embraced is that, in the world of current
affairs television the individual is at the mercy of the dollar and the integrity of those that surround him/
her.
Responding activities
Students will view the episode and take notes on the following points using the grid provided in the
student handout, 'Playing the Ego Card.
Discussion points
1. What truths are presented at each of the levels international, national, corporate and personal?
. Examine closely the truths presented at the corporate and personal level and explain how they
have been constructed and why.
. What tactics does Brooke use to ensure she achieves her goals?
4. Compare the reactions of the male and female characters towards Brooke as a journalist? Explain
why each group views her differently.
5. As a viewer of the satire,
Frontline
, how do you respond to Brooke?
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6. What comment does this episode make about the fleeting nature of fame and the fickleness of
television?
7. Respect, loyalty, trust and truth are values that are merely given lip service in this episode.
Where is this best shown? Identify specific instances where these values are presented and
manipulated in this episode.
8. The Walkely Award is an award for excellence in journalism. What is the irony of its inclusion
here? In this episode who demonstrates excellence in journalism?
. Explain the dramatic irony of the confusion between the banana and the award.
10. How does the medium of television enable the truth to be manipulated? (Refer to the 'Technical
aspects of news and current affairs television, student handout, page 6.)
After viewing the episode students will be asked to complete the following activity.
From your viewing of this episode what comment can you make about integrity in current affairs
journalism. What are the main factors influencing your impression.
At this point, students should consider whether or not it is reasonable to expect a higher level of
integrity in a current affairs program if the Government itself manipulates the truth.
Composing activities
Students are to complete one of the following composing activities for homework
Either
1. Write Brookes diary entry where she plans to achieve the role of 'anchor.
or
. Marty would naturally view Brookes techniques from a completely different perspective. Marty
decides to write a letter to Brian threatening to resign. As Marty, write this letter citing his reasons
why. (i.e. his version of the truth)
Learning journal
Students will continue to reflect upon their learning using these focus questions.
What new ideas were explored here?
Investigate at least one other piece of related material that explores similar ideas.
How have these ideas contributed to your current understanding of telling the truth ?
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Suitable additional texts
ABC,
The Final Days of Marilyn Monroe
(video). Shown on ABC TV during 000. Details the
final days of Marilyn Monroe leading up to her death, and postulates the theory of her relationship
with President John F. Kennedy and his role and that of the FBI in her death.
Current news media articles on nuclear testing at Maralinga some 50 years ago, the effects on
those at the site and the government cover-up of the 'experiments.
German World War II propaganda regarding the Jews. The manipulation and construction of the
'truth about the Jewish population. This information is to be readily found in many current
English and History textbooks.
Works by the British historian David Irving, whose theories postulate that the holocaust never
happened.
The Watergate scandal of 174 and the subsequent resignation of President Richard M. Nixon.
A Civil Action
(film). 1. directed by Steven Zaillian. Starring John Travolta and Robert Duvall.
Based on a true story. About a 'small fish lawyer who goes after a huge corporation for
contaminating the water supply of a small town, and the corporate cover-up to prevent the action.
Silkwood
(film). 18. directed by Mike Nicholls. Starring Cher, Meryl Streep and Kurt Russell.
Based on a true story about contamination at a nuclear power plant and the government and
corporate cover-up that ensued, including the killing of the whistleblower.
The China Syndrome
(film). 17. directed by James Bridges. Starring Jane Fonda, Michael Douglas
and Jack Lemmon. A film in which life imitated art. Concerns a leak at a nuclear power plant and
the potential disaster that could happen, the government cover-up of the incident and the efforts
of a news team to tell the truth. A matter of months after this film was released, a similar nuclear
accident happened at Three Mile Island.
Mr. Reliable
(film). 16. directed by Nadia Tass. Starring Colin Friels and Jacqueline McKenzie.
Based on a true story which took place in 168 involving a man named Wally Melish who took his
girlfriend and her baby hostage on his farm. The first 'live to air siege coverage by the media.
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Topic six Construction of the truth
Outcomes addressed
A student
HA recognises different ways in which particular texts are valued.
H4
explains and analyses the ways in which language forms and features, and structures of texts shape
meaning and influence responses.
H5
explains and evaluates the effects of textual forms, technologies and their media of production on
meaning.
H8
articulates and represents own ideas in critical, interpretive and imaginative texts from a range of
perspectives.
H10 analyses and synthesises information and ideas into sustained and logical argument for a range of
purposes, audiences and contexts.
H1 reflects on own processes of learning.
Students evaluate how medium of production, textual form,
perspective and choice of language influences meaning.
(
Stage 6 English Syllabus
, 1)
Background
This episode of
Frontline
, 'Add sex and stir, deals with selective representation, manipulation,
suppression and exploitation of truth. It highlights the power struggle between truth and economic truth.
It also reflects how social attitudes towards sexuality influence the representation of truth. Like 'Playing
the Ego card this episode highlights manipulation of the truth and the impact of gender bias and
prejudice on the construction of the truth. It is also clearly demonstrated here how the medium of
television allows certain constructions of the truth to be manufactured.
Responding activities
Students will view the episode,
Add sex and stir
, and consider the following focus questions
1. How are each of the characters positioned in terms of the truth?
. How does the medium itself communicate and manipulate the truth?
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