BELONGING

A SNAPSHOT OF PAPER 1
WHO AM I?
An Introduction
 STRUCTURE
OF
PRESENTATION

The Basics
- What is
Belonging?
- THE RUBRIC
- Language of
Belonging
- Concepts
- How to answer
the Paper

Section I
- Tips and Hints

Section II
- Tips and Hints

Section III
- Tips and Hints

Q&A
WHAT IS BELONGING?
 …a complex, multifaceted concept that
highlights our inherent need to feel
connection to others.
…our sense of social inclusion or exclusion
colours the way people see themselves and
their world.
…process whereby perceptions of self and
social allegiances are formed.
…an experience that can trigger change and
transform outlook, self-esteem and ideas
linked to personal identity.
Reference: Barbara Stanners
Belonging An Area of Study – A Resource Book for Teachers
 The Rubric
Why is it SO IMPORTANT?

WHAT is it?

TIP: Tattoo this ONTO

or
INTO your brain

FOCUS ON THE KEY WORDS

This Area of Study requires students to explore the ways in which the
concept of belonging is represented in and through texts.
Perceptions and ideas of belonging, or of not belonging, vary. These
perceptions are shaped within personal, cultural, historical and social
contexts. A sense of belonging can emerge from the connections made
with people, places, groups, communities and the larger world. Within
this Area of Study, students may consider aspects of belonging in terms of
experiences and notions of identity, relationships, acceptance and
understanding. Texts explore many aspects of belonging, including the
potential of the individual to enrich or challenge a community or group.
They may reflect the way attitudes to belonging are modified over time.
Texts may also represent choices not to belong, or barriers which prevent
belonging. Perceptions and ideas of belonging in texts can be constructed
through a variety of language modes, forms, features and structures. In
engaging with the text, a responder may experience and understand the
possibilities presented by a sense of belonging to, or exclusion from the
text and the world it represents. This engagement may be influenced by
the different ways perspectives are given voice in or are absent from a
text.
In their responses and compositions students examine, question, and reflect
and speculate on:
• how the concept of belonging is conveyed through the representations of
people, relationships, ideas, places, events, and societies that they
encounter in the prescribed text and texts of their own choosing related to
the Area of Study
• assumptions underlying various representations of the concept of
belonging
• how the composer’s choice of language modes, forms, features and
structures shapes and is shaped by a sense of belonging
• their own experiences of belonging, in a variety of contexts
• the ways in which they perceive the world through texts
• the ways in which exploring the concept and significance of belonging may
broaden and deepen their understanding of themselves and their world.

Source: English Stage 6 Prescriptions 2009-2014, Board of Studies NSW,

Sydney
THE LANGUAGE OF BELONGING
Synonyms and Antonyms
 If you’re dying to rote learn
something for English, do
yourself a favour and learn the
synonyms and antonyms!

Reference: Barbara Stanners

Belonging An Area of Study – A
Resource Book for Teachers
ASK YOURSELF…
- What do I learn about
belonging from this text?

CONCEPTS

TOPIC SENTENCES
(arguments)

HAPPY MARKERS!
S on BELONGING
 What do we get?
TOPIC SENTENCES WITH
ARGUMENTS
• An individual’s understanding of self is restored through spiritual connections to a
rejuvenating environment which enables introspection and reflection upon one’s
purpose for true fulfilment.
• An individual’s perception of acceptance in a new environment can be developed
through familial relationships which enables easier experiences in life.
• Connection to new places can be hindered by cultural barriers and social
unfamiliarity, forcing individuals to compromise their unique personalities to
assimilate.
• A person’s pessimistic nature or individual pursuits for wealth and power can
cause them to devalue relationships and choose not to belong.
• The concept of belonging is underpinned by the nature of conflict and the ways in
which individuals are able to resolve these tensions.
• Shared experiences and similar interests can transcend interpersonal barriers such
as age differences to unite people and ultimately fulfil their sense of self worth.
QUESTION: In what ORDER SHOULD I ANSWER
THE PAPER?
WATCH THE TIME
Allocate 40mins to
EACH section!
 Section I
15 marks – 40mins

MARKING CRITERIA
In your answers you will be assessed on how well you:
•demonstrate understanding of the way perceptions of
belonging are shaped in and through texts
•describe, explain and analyse the relationship between
language, text and context
 How to maximise your results in
Section I (Slide 1)
What do we know?
- Section I will contain multiple texts (usually three, maximum
four) that are linked to belonging and/or not belonging.
- These texts will vary in their type – past papers have included
poems, song lyrics, speeches, articles, images, cartoons, short
stories, extracts and/or excerpts. Analyse in relation to the
text type.
- The stronger responses in Section I identify aspects of
belonging and/or not belonging and consider HOW the
composer has represented belonging or not belonging
through the language forms, features and techniques of the
texts.
 How to maximise your results in
Section I (Slide 2)
What do we know?
- Section I expects that you understand those KEY VERBS –
describe, explain, analyse, compare etc…
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/glossary
_keywords.html
- Respond to the MARKS ALLOCATED!
- Provide the most appropriate textual evidence/references to
support your response to the question.
- Attempt to respond in a conceptual manner and support with
language analysis. Aim for a blended response just to be safe!
- Time and time again, the weaker responses describe rather
than analyse!
 How to maximise your results in
Section I (Slide 3)
• What do we know?
The 5 MARKER!
- This is really a question about SYNTHESIS!
- Establish an argument that supports both texts in
relation to the question posed.
- Support this with the most appropriate examples
from both texts. You will inevitably compare and
contrast the texts you are discussing and this is a
good thing!
- Address all elements of the question
- Don’t make sweeping generalisations
- Length?
 How to maximise your results in
Section I (Slide 4)
• Complete as many Section I papers (in 40
minutes) as you possibly can! There are only
so many types of questions that we keep
trotting out every year – it is just that they are
in response to different texts!
 Section II
15 Marks – 40mins

MARKING CRITERIA
In your answer you will be assessed on how well you:
• express understanding of belonging in the context of your studies

•organise, develop and express ideas using language appropriate t

o audience, purpose and context
 IS IT ALWAYS A NARRATIVE?
2002 2008
Compose a letter to either the You have been invited to contribute a piece
of writing for ONE of the sections in the book
(a) Songwriter (Text one) titled ‘Journeys’.
OR a) Compose a memoir entitled ‘Elsewhere’.
(b) Cartoonist (Text two) OR
OR b) Compose a speech entitled ‘The Perfect
(c) Poet (Text three) Circle’.
OR OR
c) Compose a story entitled ‘The curious
(d) Website designer (Text four). Traveller’.
In your letter, respond briefly to some aspect of
their text. Then, describe a related
experience (either real or imagined), in which you
reflect upon a change in a person,
place or time.

Do not use your own name and address.

Previous BELONGING Writing Tasks
2009
“Human beings, like plants, grow in the soil of
acceptance, not in the atmosphere of rejection.”
“When someone prizes us just as we are, he or she
confirms our existence.”

Drawing on the ideas in ONE of these quotations,

write an imaginative piece that celebrates the
ways relationships contribute to a sense of
belonging.
Previous Belonging Writing Tasks
2010
Select ONE of the quotations as the opening for a
piece of imaginative writing that explores
the challenges of belonging and not belonging.
• ‘I am outside the door.’
OR
• ‘We want to believe this is how it was . . .’
OR
• ‘I felt expelled and exiled . . .’
Previous Belonging Writing Tasks
2011
Compose a creative piece that captures the
significance of remembered places to the
experience of belonging.
You may use the visual image as stimulus for
your creative writing.
Previous Belonging Writing Tasks
2012
Select ONE image and use it as the central
element in a piece of imaginative writing
exploring the effects of time on an individual’s
sense of belonging
Previous Belonging Writing Tasks
2013
Compose a piece of imaginative writing
that explores a decision to embrace or
reject a connection with others.
Use ONE of the items below as the central
element of your writing.
 CONSIDER THE STIMULUS
• STIMULUS:
- something that stirs to action, effort of
thought, anything that causes a response to
be made
• NATURE OF THE STIMULUS:
- written text or quotation
- visual text (cartoon, photograph, artwork
etc.)
- combination of written and visual texts
What makes markers cry, scream
and/or absolutely lose control?

TOPICS TO AVOID
 DISCLAIMER
Take these with a grain of salt. This is
what we are tired of reading about at
my school!
ADOLESCENT ANGST
CAR CRASHES
ILLNESSES
SCHOOL BULLYING
SPORTS HEROES
OVERLY SENTIMENTAL/SOPPY STORIES
 SHALLOW TRAVEL STORIES

“I went somewhere and I

didn’t belong. I returned
home and I did”.
So…what makes us happy?
Our ‘KEY’ words when we’re marking…
• Sustained
• Perceptive
• Sophisticated
• Skilful
• Original
• Highly developed
• Synthesis of concept, structure and style
How do you achieve this in your
writing?
 How do you achieve this in your
writing?
• An original idea, setting and/or choose an
issue that offers perceptive insights in regards
to belonging.
• Evidence of research, accurate knowledge
about a place or event that can then bring this
place or event alive.
• Ability to manipulate language for a variety of
effects
 How do you achieve this in your
writing?
• Engagement – your teacher plus two other markers will
have to read your story. Will they want to?
• Credible characters that we can relate to, care about
and empathise with.
• The feeling that by the end, the marker has shared
something, learnt something and/or experienced
something about the concept of belonging.
• An awareness of the limitations of the short story form
– so that what is attempted is achievable and
appropriate
 Additional Tips and Hints
• We love to see a shift from not belonging to
belonging or vice versa
• We want an authentic voice!
• Short “short” story! Limit settings and characters
• Explode a moment!
• Show, don’t tell!
• Know the conventions of the text types
• Avoid redundant dialogue
• Use paragraphs
• Utilise synonyms for belonging and not belonging
 Where do you get ideas from?
• The best writers ascertain many of their ideas
from real life. Read the papers, listen to the news
and think about how you could adapt these
stories.
• Personal experiences can be a catalyst – consider
how you could adapt and/or expand on the.
• Books, films and documentaries can all give you
ideas. DON’T plagiarise but use as a springboard!
How do you add value to your writing?
• Consider plot structure – time shift, parallel
structure, multiple perspectives, circular
structure
• Consider writing in a specific genre
• Consider an interesting or unexpected setting
(time and place) – place names, foods,
language and geographical features can all
bring a place to life. Make Google Earth your
friend.
How do you add value to your writing?
• Consider humour – make sure you are actually
funny though!
• Satire
• Use symbols and motifs but they must be
integrated seamlessly
• Intertextuality can be effective if used well
• Use language effectively – manipulate it and play
with sentence structure for effect. DO NOT use a
lot of BIG WORDS particularly if you don’t know
what they mean.
 Section III
15 Marks – 40mins

MARKING CRITERIA
In your answer you will be assessed on how well you:
• demonstrate understanding of the concept of belonging in the context of your study
• analyse, explain and assess the ways belonging is represented in a variety of texts
• organise, develop and express ideas using language appropriate to audience,
purpose and context
KNOW YOUR PRESCRIBED TEXT
INSIDE OUT!
(Slide 1)
• Ask yourself the question - what do I learn
about Belonging from studying this text?
Create KEY CONCEPT STATEMENTS
 Example of KEY CONCEPT
STATEMENTS
In As You Like It we primarily focus on PEOPLE and PLACE as our two main concepts with IDENTITY trickled
through both.

PEOPLE
Being devoted to others propels humanity towards
meaningful and fulfilled lives.

PLACE
As humans we hold an affinity to certain worlds over
others but require experiential encounters outside of
them to truly belong to places and ourselves.
KNOW YOUR PRESCRIBED TEXT
INSIDE OUT!
(Slide 2)
• Specify (concepts and textual evidence) in
relation to past TRIAL and HSC Examination
Questions
- Go back to the RUBRIC and find quotes that
highlight the KEY WORDS of the RUBRIC and
your KEY CONCEPT STATEMENTS
 Example of a TABLE (As You Like It)
Language modes, Perceptions of Connections to… Time... Texts can
forms, features or Belonging - PLACES How are represent…
structures must be - What do the - PEOPLE attitudes - Choices NOT
referenced different - GROUPS towards to belong
throughout. characters, - COMMUNITIES belonging OR
personas or - THE LARGER altered over - Barriers
individuals WORLD time? which
perceive about PREVENT
belonging or not belonging
belonging?
(This also
enables your
topic sentences)
Act I
Act II
Act III
Act IV
Act V
 KNOW YOUR PRESCRIBED TEXT
INSIDE OUT!
(Slide 3)
• Be sure that your TECHNIQUES/KEY FEATURES of the
text are specific to the text type studied. Make sure
that you consider structure, language and
conventions specific to the form!
• Find the quotes – identify the techniques – list the
example and then DISCUSS the EFFECT. Why has the
composer used this metaphor to represent
belonging/not belonging? In other words – what
does the technique highlight about belonging in
relation to your concept/s and the QUESTION?
 RELATED TEXTS
• Choose TWO or THREE BRILLIANT Related Texts and
repeat the process that I just described for ‘Knowing
Your Prescribed Text Inside out’!
• Your Related Texts should be different text types to
your prescribed.
• Your Related Texts should share common Belonging
Concepts with your prescribed text however it is ok if
it presents a contrasting idea about Belonging than
your prescribed!
• You must make explicit links in your Related Text
paragraphs to your prescribed text!
 Developing a THESIS
• A thesis or line of argument should reflect
your perspective and understanding of what
you have been studying in relation to
belonging. It will be used to shape and direct
your response.
• It is a road map or spine for your response – it
tells the marker what to expect from your
essay.
• It directly answers the question asked of you.
 Some example of thesis’ might
include…
• The human search for personal satisfaction is achieved through
connecting with the people and places in our lives. Through both romantic
and platonic encounters, individuals gain the self awareness and
understanding necessary to be complete.
• Although conformity bestows inclusion, a true sense of belonging is forged
when connections to people and place are established as it is only then
that individuality is truly accepted. This ultimately provides security and
stability for all involved.
• An individual’s understanding of their identity, nurtured through
connections to a restorative environment and meaningful relationships
with others, allows him/her to establish a sense of belonging.
• The desire to belong is ultimately determined by ever-changing external
factors that shape an individual’s identity and self worth as they overcome
the barriers to inclusion.
STRUCTURE –
WHOLE ESSAY and then
PARAGRAPH
 ESSAY STRUCTURE
EXAMPLE 1 EXAMPLE 2
Introduction Introduction
Paragraph 1 – Prescribed Text
(Concept 1) Paragraph 1 –
Paragraph 2 – Prescribed Text
Related Text
(Concept 1)
(Concept 1)
Paragraph 3 – Paragraph 2 –
Prescribed Text Prescribed Text
(Concept 2)
Paragraph 4 – (Concept 2)
Related Text Paragraph 3 –
(Concept 2 or contrasting
Concept)
Related Text
Conclusion (Concepts 1 and 2)
 R
Body Paragraph Structure E
F
E
• Sentence 1: TOPIC SENTENCE (establish an R

argument) T
O
• Sentence 2: CONTEXT/FRAMEWORK SENTENCE*
(summarise what the marker will be reading about in HT
relation to the text) E

• ANALYSIS: TECHNIQUE/FEATURE/STRUCTURE – Q
U
EXAMPLE – EFFECT x 5 E
• FINAL SENTENCE: CONCLUDING SENTENCE S
T
If writing a RELATED TEXT paragraph – make at LEAST TWO explicit I
links back to your prescribed text! O
*If a Related Text, provide a complete summary of the text (ONE N
SENTENCE) before you launch into it!
 General Advice
• Work hard! Ask your teacher for past HSC Trial papers from
other schools and hand in multiple practice creative and essay
responses.
• Know your text types – their language modes, forms and
features.
• Consult the ‘Notes from the Marking Centre’ on the Board of
Studies webpage. 2009 beyond are about Belonging!.
• ANSWER THE QUESTIONS asked of you!
• SHARE with trusted friends – consult on ideas and mark one
another’s work.
• Keep reading!
• Do the best you can and eat sweets along the way!
G
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