Preparation: Discovery: Finding Texts of Your Own Choosing

Toward the end of Term 1 (around Week 7) you will be expected to submit a part of your Area of Study
Assessment Task that requires analysing of at least two related texts of your own choosing, of a variety of
forms. To help you with examining the ways in which your texts of own choosing represent the concept of
Discovery, a number of analysis templates have been included for a range of textual forms (apart from that
of a film). The best way to determine whether your texts of own choosing are appropriate and worthwhile
is by completing the related texts deconstruction grids. If you find that your responses are limited or that
your answers to each question in each cell of the grid are more or less the same, then this is a clear
indication that you should discard this text. Remember that discovery is a concept and not a topic or
theme. It is not a study for science and history. It is an English Study. Dont look for or rely on texts that
have the word discovery in them. More often than not, such texts are simplistic and do not require a level
of abstract thinking.

What is a Concept?
The Oxford Dictionary defines concept as an abstract idea. In a philosophical context, a concept is an idea
or mental image which corresponds to some distinct entity or class of entities, or to its essential features,
or determines the application of a termand thus plays a part in the use of reason or language.
One way for you to understand concept in relation to the Area of Study is to use the iceberg analogy.

TOPIC: a subject

THEME: abstraction (a general idea

rather than a concrete quality) inferred
from the presentation of the subject

CONCEPT: a notion we have come

to understand about the world
and relationships with it

Think of a text as an iceberg floating in a seething sea of ideas. Of course there are many icebergs in this
sea, just as texts abound in our world. The tip of this textual iceberg is the topic that is, what the text is
obviously about. Most people would know that there is more of the iceberg beneath the surface than
above typically only about one ninth of the total volume is underwater. There is a lot more going on than
what is immediately apparent. When we dig deep into texts, exploring beyond the topic, we invariably find
one or more themes lurking about.
So how does the concept fit into this picture? Clearly the concept is bigger than the topic or theme. We
might think of the concept as the waters of the sea sweeping around the textual iceberg. The abstract
nature of the concept means that it is difficult to pin down or define. The concept is dynamic how it is
perceived varies considerably according to personal, social, cultural and historical contexts and values.
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Even though we focus on one concept in the Area of Study we should be aware that, like the different
currents in the sea, other concepts will be encountered along the way.
Thus, the concept in the Area of Study is complex, abstract and dynamic. It works differently in different
texts. It can be regarded in different, even contradictory, ways.
You have to focus on:
o how a text represents the concept of discovery
o the beliefs that circulate in society about discovery
o the human values implied in the concept of discovery

Discovery: A Three- Way Process

Kinds of Discovery
Emotional
Sudden

Creative

Unexpected

Intellectual

Deliberate

Physical

Carefully planned

Spiritual

The arts
Discovering the past,
Ideas and innovation
People and society
Rediscovery

A combination of a number of these

Scientific discovery

Self-discovery

What Motivates Discovery?

Curiosity.

Necessity.

voyages of discovery
Wonder.

Discovery is about questions and answers, but also about what we value.

Ways of Thinking about or Conceiving Discovery

Serendipity

the accident of finding something good, valuable or useful while not looking for it, a
pleasant surprise or happy accident of discovery

Zemblanity

making unhappy, unluck and expected discoveries occurring by design, the

unavoidable discovery of something we dont want to know

Bahramdipity

the suppression of serendipitous results or research discoveries by those who hold

positions of power
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Related Texts Deconstruction Grids

On the following pages are a range of related text deconstruction worksheets. As the prescribed or core
text is a film, you should choose related material that are alternate in text type. It is important to
demonstrate breadth in your knowledge and understanding of how a range of texts across a range of
forms and genres can provide similar or related material they can then correlate with your prescribed text.
Remember, central to your studies of the Area of Study is synthesis making connections between the
ideas in texts.
Judicious choice of related texts can make a significant difference to the overall impression of the work
produced for the markers of the HSC exam. (Reading through the markers comments on the BOSTES site
provides some insight into the need to select related material that has appropriate and effective links to
the prescribed text).
The sheets are self-directed and provide opportunities to develop some depth in the initial study of the
texts of your own choosing. It is at this stage that you can make a clear decision as to whether the text will
have sufficient technical and conceptual detail that may correlate with the ideas in your prescribed text.
In selecting at least TWO related texts you should consider the range of diverse aspects that can be
explored in the Discovery prescription rubrics, in this way, ensuring that you will develop a thorough
understanding of texts in relation to the concept, which can encompass:
o
o
o
o
o
o
o
o
o
o
o

the experience of discovering something for the first time

rediscovering something that has been lost, forgotten or concealed (the personal, the truth)
a discovery that is sudden and unexpected
discoveries that can be fresh and intensely meaningful in ways that may be emotional, creative,
intellectual, physical and spiritual
confronting and provocative
new worlds and new values, stimulate new ideas, enable us to speculate about future possibilities
new understandings and renewed perceptions of ourselves and others
an individuals discoveries and their process of discovering which can vary according to personal,
personal, cultural, historical and social contexts and values
the impact of discoveries can be far-reaching and transformative for the individual and for broader
society
discoveries may be questioned or challenged when viewed from different perspectives and their
worth may be reassessed over time
The ramifications of particular discoveries may differ for individuals and their worlds

Ideally, when relating texts to their core text, you will locate aspects of discovery in terms of the literal
sense of discovering new spaces, as well as suggesting what discoveries these new spaces can present in
terms of understanding self or the world that becomes apparent through experience.
Road and travel texts, especially those with fictional and figurative aspects are effective. Films of road
movies abound, these are appropriate texts as long as you have strengths in deconstructing film. Poetry,
short stories and prose fiction relating to locating/discovering ones self through personal experience are
favoured if selected well, do not contain clichs and in particular, resonate well with the concerns of the
prescribed text. Artworks, specifically those that relate to exploration and discovery, may prove useful in
terms of the cultural and political implications they resonate. For example, early Australian art, along with
the contextual meaning drawn from artistic intention can certainly depict a recording of discovery that is
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open to interpretation and revision of that interpretation. Imagery surrounding the pioneering discovery of
the United States contains religious, cultural, political and exploratory propaganda and values. Chinese
propaganda texts (visual) resonate with the scientific and political discoveries of a generation. The
challenge is to engage with texts that demonstrate the impact of discovery in terms of changing and
broadening the individuals understanding of self and others through discussions of tolerance, respect and
compassion that shift earlier views and understandings. Students who select these text types and others,
websites, games or narrative memoirs need to become quite confident in the language techniques
associated with their chosen text type.

Related Text Overview: Prose Fiction

Title of text
Author
Date published
Brief Overview: What is the
composers purpose and
how does the text link to
Discovery?
Identify the audience for this
text and explain why.
Identify the nature (several
examples) of discovery.
(Emotional, creative,
intellectual, physical,
spiritual)
What is the impact of the
discovery? (Refer to blue
points page 3 of this
handout)
What contexts does the text
engage with? How is the
experience of and attitude
towards the discovery
influenced by context?
Provide a brief explanation
of each that is relevant (at
least three from social,
cultural political,
historical, religious, gender
or intellectual)
How does the text represent
discovery? Does it argue or
explore ideas about
Discovery using LIMP?
(Literal, Inferential,
Metaphysical, Philosophicalpage .. of this handout)
What language techniques
and evidence grammatical,
figurative and structural are used to explore
Discovery? Discuss at least
six.
Identify the values explored
in the text and how do these
values correlate with the
notion of Discovery?
Identify the themes and
issues the text engages with
that explore or provide
insight into the assumptions,
concerns and ideas relating
to Discovery? Provide
explicit detail.
What implicit and explicit
links in terms of ideas and
structure does the text make
to your prescribed text?
How does the text challenge
or reinforce notions of
Discovery that are evident
in your prescribed text?

Related Text Overview: Poetry

Title of text
Author
Date published
Brief Overview: What is the
composers purpose and how
does the poetry link to
Discovery?
Identify the audience for the
poem and explain why.
Identify the nature (several
examples)
of
discovery.
(Emotional,
creative,
intellectual, physical, spiritual)
What is the impact of the
discovery? (Refer to blue points
page 3 of this handout)
What contexts does the poem
engage with? How is the
experience of and attitude
towards the discovery
influenced by context? Provide a
brief explanation of each that is
relevant (at least three from
social, cultural political,
historical, religious, gender or
intellectual)
How does the text represent
discovery? Does it argue or
explore ideas about Discovery
about Discovery using LIMP?
What poetic devices and
evidence

grammatical,
figurative devices as well as
structural - are used to explore
or highlight the concept?
Discuss at least six.
What values are explored in the
text and how do these values
correlate with the notion of
Discovery?
What themes and issues does
the text engage with that
explore or provide insight into
the concerns and ideas relating
to Discovery?
Provide explicit detail.
What implicit and explicit links
in terms of ideas and structure
does the poem make to your
prescribed text?
How does the poem challenge
or reinforce notions of Discovery
that are evident in your core
text?

Related Text Overview: Biography and Memoir

Title of text
Author
Date published
Brief Overview: What is the
composers purpose and how
does the biography or memoir
link to Discovery?
Identify the audience for the
text and explain why.
Identify the nature (several
examples) of discovery.
(Emotional, creative,
intellectual, physical, spiritual)
What is the impact of the
discovery? (Refer to blue
points page 3 of this handout)
What contexts does the text
engage with? How is the
experience of and attitude
towards the discovery
influenced by context?
Provide a brief explanation of
each that is relevant (at least
three
from social, cultural , political,
historical, religious, gender or
intellectual)
How does the text represent
discovery? Does it argue or
explore ideas about
Discovery using LIMP? What
structural and figurative
devices sand evidence are
used to explore or highlight
the concept? Discuss at least
six.
What values are explored in
the text and how do these
values correlate with the
notion of Discovery?
What themes and issues does
the text engage with that
explore or provide insight into
the concerns and ideas
relating to Discovery?
Provide explicit detail.
What implicit and explicit links
in terms of ideas and structure
does the poem make to your
prescribed text?
How does the text challenge
or reinforce notions of
Discovery that are evident in
your core text?

Related Text Overview: Image: Artwork/Photograph/Album Cover

Title of image
Artist/photographer
Date created
Brief Overview: what
is the composers
purpose or agenda?
Suggest an audience
for this image.
How does the image
link to the concept of
Discovery?

Identify the nature

(several examples) of
discovery. Emotional,
creative, intellectual,
physical, spiritual)
What contexts does
the image engage
with? Is the

experience of and
attitude towards the
discovery influenced
by context? Provide
a brief explanation of
each that is relevant
(at least three from
social, cultural
political, historical,
religious, gender or
intellectual)
What specific visual
techniques:
perspective, angle,
centrality, focus, multilayering,
foreground,
background, use or
absence of colour etc.,
are used to explore or
highlight the concept
of Discovery?
What themes, issues
or ideas does the
image engage with
that explores or
provides insight into
Discovery? Provide
every detail that you
can; include any
techniques that are
used to convey the
ideas.
What implicit and
explicit links in terms
of ideas, content and
layout does the image
make to your
prescribed text?
How does the
artist/photographer
challenge notions of
Discovery evident in
your prescribed text?

Related Text Overview: Website

Title of website
Creator
Last updated
Brief overview: what is the
websites purpose?
Identify the expected
audience.
How does the website link to
the
concept of Discovery?
Identify the nature (several
examples) of discovery.
Emotional, creative,
intellectual, physical,
spiritual)
What contexts does the
website engage with? Is the

experience of and attitude

towards the discovery
influenced by context?
provide a brief explanation of
each that is relevant (at least
three from
social, cultural political,
historical, religious, gender or
intellectual)

How does the website

provide insight into ideas
relating to Discovery? What
language techniques
including persuasive
language, criticism, cause
and effect or bias are used to
explore or highlight the
concept?
What themes, issues or ideas
does the website engage
with that provide insight
into the significance of
Discovery? Provide every
detail that you can.
How effectively does the
website engage the audience
through graphics,
multimedia, textual content,
fonts, gifs, hyperlinks,
colour, ease of navigation
etc.?
What implicit and explicit
links in terms of ideas,
content and layout does the
image make to your
prescribed text?
How does the website
challenge notions of
Discovery evident in your
prescribed text?

Related Text Overview: Maps and Histories

Title of Map and/or
historical
document
Creator
Date of creation/publication
Brief overview: What is the
maps purpose? What
agenda is set by the history?
Identify the expected
audience.
How does the map and
history link to the concept of
Discovery?
What contexts are engaged
with? How is the experience
of and attitude towards the
discovery influenced by
context? Provide a brief
explanation of each that is
relevant (at least three
from social, cultural political,
historical, religious, gender
or intellectual)
How does the map/history
provide insight into ideas
relating to Discovery?
Discuss historical language,
bias, visual markers, etc,
that are evident on both the
map and in the text that
denote it as an expression
of discovery?
What themes, issues or ideas
can be drawn from the map
and history that provide
insight into the significance
of Discovery? Provide every
detail that you can.
What veracity can be drawn
from the map and history?
Are they accurate
representations or are they
imaginatively constructed to
define or reshape a specific
agenda?
What implicit and explicit
links to your prescribed text
in terms of ideas, content
and layout are evident?
How does the map and
history challenge notions of
Discovery evident in your
prescribed text?

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Related Text Overview: Speech

Title of Speech
Composer and
publication/setting
Date of delivery
Brief overview: What is the
purpose of the speech?
Audience?
How does the speech link to
the concept of Discovery?
Does the speech take any
particular stance on
Discovery issues or raise any
stereotypes relating to
Discovery?
What contexts does the
speech engage with? How is
the experience of and
attitude towards the
discovery influenced by
context? Provide a brief
explanation of each that is
relevant (at least three from
social, cultural political,
historical, religious or
intellectual)
How does the speech argue
or explore ideas about
Discovery? What structures
or rhetorical devices
including salutations,
persuasive language,
criticism, cause and effect,
rhetorical questions,
euphemisms or bias are used
to explore or highlight the
concept of Discovery?
What themes, issues or ideas
does the speech engage with
that explore or provide
insight into Discovery?
Provide every detail that you
can; include any techniques
that are used to convey the
ideas.
How effectively does the
speech engage the
responder?

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LIMP ANALYSIS: LITERAL, INFERENTIAL, METAPHYSICAL, PHILOSOPHICAL

Literal

Avoiding exaggeration, metaphor, or embellishment; factual; prosaic: a literal description;

a literal mind.
Who: Who is the composer? Who is the target audience? Who are the characters? Identify each
character individually and identify the literal descriptors used for each.
What: What contexts inform the composers writing of the text (social, cultural, political,
historical, gender, religious, intellectual)? What contexts relate to the target audience? What is
the theme of the text? What issues does the text examine? What ideas does the composer use to
convey themes and issues? What values are inherent to the text? What level of vocabulary has
been used and why is this significant to the study of texts?
Where: Where was the text written and is the geographical context of the composer important
to the overall concept the text conveys? Where is the text set?
When: When was the text composed? Does the time period a text is composed in inform a
particular reading of the text? Why? How? Does the time period a text is written exclude the
responder from aspects if the text? How? What time period is the text set in? How do you
know? What vocabulary or language/film techniques are used to describe time, space and
locality? How effectively does the composer convey a sense of place or time?
How: How has the text been composed? What is the texts structural premise? What modality of
vocabulary has been used? What language features does the composer use? How effectively
have they been used?
Why: Why was this text composed? Is there any evidence to suggest authorial purpose for the
text? Why is this text significant?

Inferential

Based on interpretation; not directly expressed

Inference is the meaning provided in text that is open to interpretation. These interpretations
depend on your understanding of metaphor, allusion and allegory in texts.
Metaphors: One thing conceived as representing another; a symbol. Metaphorical can be
simple metaphors a direct reference or comparison to one object or idea by using another.
Metaphorical meaning can also be gleaned from an analysis of literary features such as
similes, personification, onomatopoeia and oxymoron.
Allusions: An instance of indirect reference: an allusion to classical mythology in a poem.
Allusions to other texts are often used by composers to add depth to the meaning in texts.
They may infer contextual information or add an extra layer of meaning to the text.
Allusions can be implicit or explicit. What allusions are made in the text? Do the allusions
require a reading of other texts or biographical material of other composers? What are the
possible intentions of the composer in using these allusions?
Allegory: a representation of an abstract or spiritual meaning through concrete or material
forms; figurative treatment of one subject under the guise of another. Allegorical meaning is
usually implicitly stated rather than explicitly stated. References to religious symbols,
stories or beliefs can provide added meaning that exposes the composers context as well as
suggests the universal understandings of spiritual concepts in society.
What allegories appear in the text? What texts, beliefs or religious concepts might they refer
to?
What abstract ideas is the composer asking the reader to engage with?
Why would the composer use this technique in his text?
Motifs: recurring subjects, themes or ideas in a literary, artistic, or musical work.
Composers often use recurring symbols in their texts to add metaphorical meaning. The use
of the symbols can relate to a character, a setting or the theme of the text.
What repeated motifs are used in the text? How do they provide deeper meaning?
How effective are the motifs in providing insight into the themes, issues, ideas, characters or
setting of the text.
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Metaphysical

Pertaining to the study of texts that are highly intellectual and philosophical, usually
reflect the spiritual aspects of an individuals experience, can use wit and conceit as a
means of expressing thought, opinion and ideas
Studying a text for its metaphysical qualities provides opportunities to see beyond the
literal and metaphorical meaning to develop an understanding of the possible spiritual depth
behind texts. Composers often write quite serious texts as a criticism of society or to inform
and educate us about aspects of a society. The use of puns, euphemisms, parody and
specific choice of descriptors often provides clues as to the metaphysical nature of the text.
Reflective voice and moments of spiritual enlightenment clearly create opportunities to
explore more about ourselves and the world we exist in.
What techniques have been used?
Do events in the text suggest the composer is challenging a society, culture, laws,
processes or individuals to shift and change?
What deeply held concerns are related in text challenging new audiences to engage with
individuals and the world with a greater sense of humanity, respect, tolerance and
compassion?
How does the text engage with the concept of spiritual renewal and personal growth?

Philosophical

Examining texts for views or theories on profound questions in ethics, metaphysics,

logic, and other related fields.
What views does the composer present that suggest a deeper engagement with the text is
required?
What theories does the text present? e.g. Freudian Feminist etc
Does the text raise questions of ethics or morals?
What other questions does the text raise about the world?
Does the text challenge us to appreciate or engage with ideas beyond our own
experience?

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VALUES
Values are those beliefs we adhere to, that we know and understand to be real and true for ourselves. For
example, we know it is wrong to lie, steal, deceive, cheat, abuse, discriminate or have prejudice against
others - this is not a new discovery but what is the innate sense of being that tells us these things are
wrong. What we do not always understand, however, is that these things happen every day, by individuals,
groups and governments. When we discover how this occurs in our own lives or more globally, to others,
we begin to realise how values are an important part of establishing our personal ethical position.
A key aspect of Discovery is responsibility. Whether the discovery is literal scientific or medical or a
personal discovery about an individuals response to the world around them there is an inherent need for
responsibility.
Values engage with might include truth and integrity. These values provoke us to examine our own sense
of integrity and the truths we tell ourselves and others in the process of constructing a personal sense of
identity. Accountability, community, charitable works and sacrifice are all significant aspects of the set
texts. The significance of these values lies in the awareness and personal growth that accompanies
embracing the better part of human experience. By studying then testing the values that become evident
through the world of text, you as a student become more aware and self-discover the impact you yourself
can have on society.
The following table holds a checklist of values you can apply as they read. The worksheets allow for a more
detailed paragraph analysis of values in the text.
Acceptance
Adaptability
Ambition
Anticipation
Appreciation
Assertiveness
Availability
Awareness
Belonging
Benevolence
Capability
Clear-mindedness
Commitment
Community
Compassion
Conformity
Consistency
Contribution
Conviction
Cooperation
Courage
Courtesy
Credibility
Curiosity
Decisiveness
Dependability
Determination
Dignity

Diligence
Discipline
Decisiveness
Dependability
Determination
Dignity
Diligence
Discipline
Discovery
Discretion
Diversity
Duty
Efficiency
Empathy
Encourage
Endurance
Ethics
Excellence
Fairness
Faith
Fidelity
Flexibility
Freedom
Frugality
Generosity
Gentility
Happiness
Honesty
Ingenuity

Honour
Independence
Individuality
Happiness
Honesty
Honour
Independence
Individuality
Ingenuity
Insightfulness
Inspiration
Integrity
Introspection
Intuition
Judiciousness
Justice
Knowledge
Leadership
Learning
Liberty
Love
Loyalty
Mindfulness
Modesty
Motivation
Open-mindedness
Openness
Optimism
Persistence
Originality

Patience
Passion
Persuasion
Pragmatism
Precision
Preparedness
Pride
Punctuality
Rationality
Reason
Recognition
Reflection
Reliability
Resilience
Respect
Responsibility
Restraint
Sacredness
Sacrifice
Security
Self-control
Self-reliance
Self-respect
Simplicity
Sincerity
Spirituality
Sympathy
Trust
Truth
Understanding

Enjoy discovering Discovery!

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