module a language identity and culture essay example

Module A – Language, Culture and Identity – One Night the Moon

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Module A – Language, Culture and Identity on the related text: One Night the Moon

Section I — Module A: Language, Identity and Culture Key terms/points:

• Language has the power to both reflect and shape individual and collective identity, how responses to written, spoken, audio and visual texts can shape their self-perception
• Language can be used to affirm, ignore, reveal, challenge or disrupt prevailing assumptions and beliefs about themselves, individuals and cultural groups
• Textual forms and conventions are used to communicate information, ideas, values and attitudes which inform and influence perceptions of ourselves and other people and various cultural perspectives
• Experiment with language and form to compose imaginative texts that explore representations of identity and culture

Theme: Racism and prejudice

Technique: A high angle shot

• Opening scene, where Albert’s daughter waves to emily, and emily waves back, only to have her mother force her hand down
• A high angle shot of Albert’s family is used to construct an image of someone insubstantial and inferior in comparison to that of Jim’s family who is an embodiment of superiority as indicated by society
• Also reveals the vulnerability of Albert’s family and their constant subjection to discrimination
• Reveals the learned behaviour of indirect forms of intolerance and racial discrimination from adults to children, and the challenging reality of unconscious doings of racism, ultimately addressed through the language form of camera shots
• Cultural perspectives: Entertains the notions that people of colour face discrimination and shadowed in societies

Technique: Mise-en-scene

• Mise-en-scene, another technique, utilises figure movement and expression in order to efficiently convey racism and prejudice
• The physical performances of characters like rose, uses the force of hand on emily to communicate the indifferences of the Indigenous people to their family and the supremacy their family upholds
• Mise-en-scene functions in order to express rose’ prejudicial thoughts and the influence she has on emily’s cognitive behaviour by denying her the right to do things as simple as wave, as an outcome of hostility towards Indigenous culture
• Cultural perspectives: Racial prejudice comes from learned behaviour and is not inherent, thus emitting the perspective that mannerisms can be toxic, especially those with negative connotations

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Sample lesson sequences, sample assessment and resources for 'Language, identity and culture'.

Teachers can adapt the following units of work as required.

• The Castle – Sample lesson sequence (DOCX 54KB)
• The Castle – Sample assessment (DOCX 40KB)
• The Castle – Resource 1 (DOCX 36KB)
• The Castle – Resource 2 (DOCX 36KB)
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• The Castle – Resource 4 (DOCX 35B)
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Henry Lawson

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• Henry Lawson – Resource 1 (DOCX 41KB)
• Henry Lawson – Resource 2 (DOCX 57KB)
• Henry Lawson – Resource 3a (DOCX 41KB)
• Henry Lawson – Resource 3b (DOCX 33KB)
• Henry Lawson – Resource 4 (DOCX 43KB)
• Henry Lawson – Resource 4a (DOCX 39KB)
• Henry Lawson – Resource 4b (DOCX 36KB)
• Henry Lawson – Resource 5 (DOCX 46KB)
• Henry Lawson – Resource 5a (DOCX 44KB)
• Henry Lawson – Resource 5b (DOCX 43KB)
• Henry Lawson – Resource 6 (DOCX 39KB)
• Henry Lawson – Resource 7 (DOCX 41KB)
• Henry Lawson – Resource 7b (DOCX 50KB)
• Henry Lawson – Resource 8 (DOCX 37KB)
• Henry Lawson – Resource 9a (DOCX 48KB)
• Henry Lawson – Resource 9b (DOCX 44KB)
• Henry Lawson – Resource 9c (DOCX 40KB)
• Henry Lawson – Resource 10 (DOCX 49KB)
• Henry Lawson – Resource 11 (DOCX 14KB)
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Inside my Mother – Eckermann

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• Pygmalion: Sample lesson sequence (97KB)
• Pygmalion: Sample assessment (48KB)
• Pygmalion – Resource 1 (DOCX 43KB)
• Pygmalion – Resource 2 (DOCX 44KB)
• Pygmalion – Resource 3 (DOCX 45KB)
• Pygmalion – Resource 4 (DOCX 42KB)
• Pygmalion – Resource 5 (DOCX 142KB)
• Pygmalion – Resource 6 (DOCX 56KB)
• Pygmalion – Resource 7 (DOCX 89KB)
• Pygmalion – Resource 8 (DOCX 494KB)
• Pygmalion – Resource 9 (DOCX 158KB)
• Pygmalion – Resource 10 (DOCX 46KB)
• Pygmalion – Resource 11 (DOCX 47KB)
• Pygmalion – Resource 12 (DOCX 45KB)
• Pygmalion – Resource 13 (DOCX 3MB)
• Pygmalion – Resource 14 (DOCX 30KB)
• Pygmalion – Resource 15 (DOCX 44KB)
• Pygmalion – Resource 15a (DOCX 46KB)
• Pygmalion – Resource 16 (DOCX 282KB)
• Pygmalion – Resource 17 (DOCX 45KB)
• Pygmalion – Resource 18 (DOCX 455KB)
• Pygmalion – Resource 19 (DOCX 140KB)
• Pygmalion – Resource 20 (DOCX 119KB)
• Pygmalion – Resource 21 (DOCX 64KB)
• Pygmalion – Resource 22 (DOCX 53KB)
• Pygmalion – Resource 23 (DOCX 48KB)
• Pygmalion – Resource 24 (DOCX 45KB)
• Pygmalion – Resource 25 (DOCX 48KB)
• Pygmalion – Resource 26 (DOCX 57KB)
• Pygmalion – Resource 27 (DOCX 47KB)
• Pygmalion – Resource 28 (DOCX 46KB)
• Pygmalion – Resource 28a (DOCX 81KB)
• Pygmalion – Resource 29 (DOCX 44KB)
• Pygmalion – Resource 30 (DOCX 44KB)
• Pygmalion – Resource 31 (DOCX 45KB)
• Pygmalion – Resource 32 (DOCX 43KB)
• Pygmalion – Resource 33 (DOCX 45KB)
• Pygmalion – Resource 34 (DOCX 44KB)
• Pygmalion – Resource 35 (DOCX 47KB)
• Pygmalion – Resource 36 (DOCX 48KB)
• Pygmalion – Resource 37 (DOCX 44KB)
• Pygmalion – Resource 38 (DOCX 43KB)
• Pygmalion – Resource 39 (DOCX 43KB)
• Pygmalion – Resource 40 (DOCX 44KB)
• Pygmalion – Resource 41 (DOCX 44KB)
• Pygmalion – Resource 42 (DOCX 45KB)
• Pygmalion – Resource 43 (DOCX 218KB)
• Pygmalion – Resource 45 (DOCX 44KB)
• Pygmalion – Resource 46 (DOCX 43KB)
• Pygmalion – Resource 47 (DOCX 44KB)
• Pygmalion – Resource 48 (DOCX 45KB)
• Pygmalion – Resource 49 (DOCX 44KB)
• Pygmalion – Resource 50 (DOCX 44KB)

Note: There is no Resource 44.

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HSC Standard English Module A Sample Essay & Analysis: Asian Australian Poets

Subject: English

Age range: 16+

Resource type: Other

Last updated

21 September 2021

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This is a three-part resource for students undertaking the NSW HSC Standard English Module A: Language, Identity and Culture.

A generic essay plan shows students how to compose an essay suitable for Stage 6, progressing them from the simpler PEEL/TEAL models of Stage 4 and 5.

A sample essay for the prescribed text, Contemporary Asian Australian Poets, answers the 2019 HSC question for this text choice: Poetry relies primarily on symbolism to create cultural tension. To what extent do you agree with this statement?

There is also a second copy of the essay, marked up to show how it follows the plan, and with five short questions which require students to engage critically with the essay and its form.

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Texts and Human Experiences: Module A - Language, Identity and Culture - Contemporary Asian Australian Poets

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Finding Resources in Accessit

His story is part of a collection of works called Poems for the Moon. To celebrate the Lunar New Year in 2020 (Year of the Rat), five Asian Australian poets reflect on tradition, legacy, identity and sense of place through verses and voices, poetry beats. Heather Joan Day, Eileen Chong, Ouyang Yu, Jessie Tu, Keith Hung Tran come from diverse Asian backgrounds, offering distinct poetry styles and different cultural experiences navigating a contemporary Australia.

Eileen Chong performs her work Spring Festival - exploring her Chinese heritage and traditions, about food, family and everyday life.

CONTENT WARNING: Adult Themes

Heather Joan Day performs her work Baby BI BI Bi - Island - reflecting on her experiences growing up bi-racial in Australia.

Jessie Tu performs her work The history of Weight Her story is part of a collection of works called Poems for the Moon.

Keith Hung Tran performs his work All the Good in Me. His story is part of a collection of works called Poems for the Moon.

From the gold rush in the 1800s to today's opportunities for skilled migrants: is Australia really the most successful multicultural society in the world?

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Asian Century Institute

While a growing share of migrants to Australia comes from Asian countries like China and India, only a very small number come from Indonesia, Australia's nearest and very important Asian neighbor.

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In 1788, when European settlement began, Australia’s Aboriginal population was about 400,000. Today, over 20 million people live here. Migration has been the main driver for this change. In New South Wales, four out of every ten people are either migrants or the children of migrant.

Asian Immigration to Australia

The maiden speech by the Member for Oxley on 10 September 1996 provided the catalyst for renewed debate on Asian immigration and its significance for Australia. This debate has expanded to countries in the region, and has involved reassertion of the principle of non-discrimination in Australia's migration program through a bipartisan Parliamentary motion, which was unanimously passed.

Merlinda Bobis

Award-winning writer Merlinda Bobis grew up in Albay, Philippines at the foot of an active volcano, which figures prominently in her writing and performance.

Poetry International Web

The Poetry International Foundation is a literary organisation based in Rotterdam, the Netherlands, and encompassing a number of partner organisations worldwide.

Australian Poetry Library

Ouyang Yu was born in Huangzhou, China, in 1955. In 1983 he graduated from Wuhan Institute of Hydro-Electric Engineering.

Matrix Education

Module A 

Themes and Key concepts for Contemporary Asian Australian Poets

Cordite Poetry Review

Asian Australian Diasporic Poets: A Commentary

This ground-breaking anthology collects poems written by Australian poets who are migrants, their children, and refugees of Asian heritage.

Download Podcast Here 

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• Last Updated: Nov 10, 2022 9:37 AM
• URL: https://libguides.msben.nsw.edu.au/thehumanexperience

Module A – HSC Standard English (Language, Identity and Culture) – How Meaning is Created

18Apr, 2019

Thanks for joining us for another of our blog posts. We have almost complete the blogs with a few more areas left for us to cover. Like always we hope that you have been able to gain some new insight after reading the blog or have been able to develop a clearer thought process and understand what is required.

This blog post is a shout out to the Standard English Students – Module A Language, Identity and Culture. The best way to start is with the map that guides us through each of the modules being the rubric.

Read on below – we have bolded the important phrases and will then give some explanation:

Language has the power to both reflect and shape individual and collective identity . In this module, students consider how their responses to written, spoken, audio and visual texts can shape their self-perception. They also consider the impact texts have on shaping a sense of identity for individuals and/or communities. Through their responding and composing students deepen their understanding of how language can be used to affirm, ignore, reveal, challenge or disrupt prevailing assumptions and beliefs about themselves, individuals and cultural groups. Students study one prescribed text in detail, as well as a range of textual material to explore, analyse and assess the ways in which meaning about individual and community identity , as well as cultural perspectives, is shaped in and through texts. They investigate how textual forms and conventions, as well as language structures and features, are used to communicate information, ideas, values and attitudes which inform and influence perceptions of ourselves and other people and various cultural perspectives. Through reading, viewing and listening, students analyse, assess and critique the specific language features and form of texts . In their responding and composing students develop increasingly complex arguments and express their ideas clearly and cohesively using appropriate register, structure and modality. Students also experiment with language and form to compose imaginative texts that explore representations of identity and culture, including their own . Students draft, appraise and refine their own texts, applying the conventions of syntax, spelling and grammar appropriately and for particular effects. 

Now that we have identified the key aspects of the rubric, let’s break each of them down so that we can give them practical meaning and you understand how you can best use them in your upcoming assessment:

• Reflect and shape individual and collective identity
• The words identity and culture appear many times throughout the rubric (mostly as a result of the module having this as its focus) so we need to take some time to deconstruct this and give it meaning inlight of your texts. Each text for this module presents its own unique and distinctive ideas about identity and culture. For example, The Castle discusses these concepts within an Australian landscape and Shafana and Aunt Sarrinah seek to portray the identity and culture of a young Muslim woman in a contemporary setting. Take some time to consider how the plot, characters and overall text discuss and interact with one’s culture and identity. What aspect is being impacted and what is the result? What does the writer want the reader to learn about culture and identity after engaging with their text? Thinking about the two texts we have used here for examples, analysis demonstrates how the composers of the texts are seeking to portray the importance of identity and culture and illustrate those that are often marginalised within society. Perhaps your text has some similar ideas yet some opposing – and that does not discredit the quality of the text.
• Affirm, ignore, reveal, challenge or disrupt prevailing assumptions and beliefs about themselves, individuals and cultural groups.
• Once the above questions have been addressed, the next step is to consider our roles as the responder to the text. How does the writer of the text seek to affirm (agree with common societal values), ignore (consciously decide not to address an aspect), reveal (show us something new, make us consider something from another position), challenge (present an alternate view that it not usually accepted) or disrupt (suggest that a well know position is flawed) assumptions (what we believe without justification) about an area of identity and culture through their text? To answer this, start with the identity or cultural aspect from the above mentioned dot point that the text is exploring. Then consider what position the composer is taking or the angle that the writer wants the reader to learn or understand. Taking again the example texts, it can be argued that The Castle seeks to affirm key aspects about the Australian community and identity depicted through the family’s overall success in their court case and the unity they upheld during the process. In contrast, Shafana and Aunt Sarrinah purpose is somewhat different as it seeks to challenge assumptions about the attitudes associated with the hijab and what meaning it provides for individuals and their sense of self identity. So take some time to consider exactly what your text does and think about the way you can use examples to create and sustain an argument for this essay.
• Communicate information, ideas, values and attitudes which inform and influence perceptions of ourselves and other people and various cultural perspectives.
• Much like the above dot points were an extension of each other, so too is this point. The ideas about culture and identity presented in each text may also seek to communicate information (that is, be an informative text in addition to a source of entertainment) ideas, values and attitudes (much like above). The ways in which texts achieve this purpose have a resonant effect on audiences as they are positioned to actively engage with the text and their own personal views. Do we now appreciate something differently? How are our perceptions about cultural perspectives affirmed, challenged..etc (hopefully you are getting a feel for how this works and the interaction between the ideas). It is always a good idea to start with the conceptual idea and then bring in your text as supporting evidence as this will naturally allow for a developed argument. Sometimes students start with the text and then attempt to place the rubric/question in afterwards however this is a limiting process and you will find you become stuck. This can be tricky to grasp so feel free to drop us a line so we can explain to you with more depth.
• This is the part that we always expect, the part of the rubric that indicates to students they will be expected to write an analytical response in this module. Remember that you need to have a variety of quotes/evidence together with relevant techniques as a minimum to achieve higher end marks. We always encourage our students to reference a number of different techniques that require higher end thinking as this will demonstrate their deep understanding of the text. For example, has imagery been used? What type – visual or aural perhaps? Does the composer establish and develop a motif throughout their text. Is there an item that symbolically represents a key theme? If it is a visual scene, can you focus on an intricate detail such as the use of a costume change to represent the development of the character? Can you comment on the form/structure of the text and how this contributes to your understanding the composer is presenting?
• This element indicates that at some point you will also be required to engage with your text creatively by composing an imaginative piece. Given that this syllabus is a complete overhaul of the previous syllabus, it is unclear what this means in terms of assessments. It also depends on the way in which your school assesses this element in light of the text you are studying. However, if we were put forward some ideas it would be to adopt a different character in the text and present points of view from their perspective, create a different ending or insert another scene which identity and culture are represented. The task might also ask you engage in a completely different setting using one of the characters. This might also mean that the question won’t strictly be an essay – you might need to step outside the usual requirements and creatively engage with a text by writing a script or a speech. Our advice would be to know your text very well and read the instructions so that you create a piece that is relevant and on point.

That’s’ all great, now writing an essay…

So now that we know the rubric and its requirements, the next question that naturally arises is how do we adopt and use all of that information in an essay? Well I’m glad you asked because we have a few tips to help guide you along the way.=

• Break down the ideas in your text : We always recommend preparing three key ideas that you will bring with you into an exam or use to prepare for an assessment. So this means you need to consider the different ways that identity and culture for the individual and the community is represented in your text. It might be that each of those things aren’t applicable to your text or you have more examples about one rather than the other and that’s totally fine. Just be confident in your knowledge of the text and understand how you are going to use and manipulate the way you express each of those ideas as a result of the question give to you on the day.
• Collate your notes : As we have mentioned in many of our other blog posts, ensure that all of your ideas, evidence, techniques and analysis are organised in a way that you can easily reference and will be easy to pick up and use when you are studying. We recommend a table format as this allows you to visually understand what areas are lacking and which parts needs more attention.
• Keep it conceptual : remember that this module has a focus on identity and culture rather than the text itself. This means that you want to avoid recounting the text or simply retelling the story. The marker is not really interested in reading about this as they know the text very well. Rather, they are looking for your ability to engage with it analytically so that means your thesis and each of the topic sentences need to engage with the question, parts of the rubric and the specific idea of identity and culture that you are going to be arguing.
• Read the questions and the instructions : This module is know to throw a curveball in the sense that it might not be a traditional essay question that is provided in your HSC. It could be a variety of different such as an interview, radio transcript speech or even an essay that uses a specific stimulus. As part of our blog post for the nsw HSC syllabus we will have an entire post dedicated to unpacking paper 2 (where this module will be tested) and we will go over the different types of questions they could ask you and the best way that you can use the your material to answer the question.

We hope that the above has been able to clear up some areas of concern you had been questioning lately. If you’d like more detail about anything discussed above we would love to help so drop us a line at any time.

Happy studying!  

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