Creative Writing: Breaking down the AOS rubric!

[dancing phalanges]

Hello!
I have a quick question regarding the 2017 Catholic Trials Question on Discovery; it asked for us to "compose a piece of writing about how other people's stories can provoke self-discovery." I completely bombed this section because I had to quickly think of a new story on the spot, and ultimately didn't finish it. I was wondering what section of the rubric this question would apply to? Thanks in advance!

I would say this Discoveries and discovering can offer new understandings and renewed perceptions of ourselves and others.

[dancing phalanges]

Hello!
I'm just wondering what is the go-to plan when the stimulus completely destroys a prepared narrative.
I am terrible at writing narratives on the spot, so advice would be greatly appreciated.
TIA.

Hey! I honestly believe that in relation to the creative, no stimulus that has ever been given can destroy a prepared narrative As long as the image doesn't have to be part of your setting, you can still take it metaphorically into your story but make this clear! For instance, I did a past paper a couple of days ago where you had to base the creative off a small boat struggling through massive ferocious waves. So basically, my story is about a homeless mother and daughter, and the mother's struggle to provide in their life and to tell her daughter the truth about her father's death. Therefore, I metaphorically took the stimulus as to reflect how the process of discovery (in this case the mother discovering her own strength) is not a smooth ride and is often difficult) yet I also made this clear to the marker (me in this case ahah) through using sentences such as these to clearly reference the stimulus but in a subtle way that didn't make me change my plot too much:
-   HER STRUGGLE WAS A SOLITARY ONE – LIKE A LONE FISHERMAN FIGHTING THROUGH BRAWLING WAVES.
-   THE HORIZON WAS NO LONGER IN SIGHT.
-   RATHER, ALL SHE COULD SEE WAS THE RAGING STORM (this was metaphoricallly referring to her regret and disappointment) WAITING TO CONSUME HER WHOLE.
-   IN GRACE (her daughter), SHE COULD FIND THE STRENGTH TO PUSH THROUGH THE WAVES.
-   THE STORM HAS PASSED (this was symbolic of her difficulties which she had now in the story overcome) THE HORIZON IS NOW IN SIGHT.
Hope this helps :

[winstondarmawan]

Hey! I honestly believe that in relation to the creative, no stimulus that has ever been given can destroy a prepared narrative As long as the image doesn't have to be part of your setting, you can still take it metaphorically into your story but make this clear! For instance, I did a past paper a couple of days ago where you had to base the creative off a small boat struggling through massive ferocious waves. So basically, my story is about a homeless mother and daughter, and the mother's struggle to provide in their life and to tell her daughter the truth about her father's death. Therefore, I metaphorically took the stimulus as to reflect how the process of discovery (in this case the mother discovering her own strength) is not a smooth ride and is often difficult) yet I also made this clear to the marker (me in this case ahah) through using sentences such as these to clearly reference the stimulus but in a subtle way that didn't make me change my plot too much:
-   HER STRUGGLE WAS A SOLITARY ONE – LIKE A LONE FISHERMAN FIGHTING THROUGH BRAWLING WAVES.
-   THE HORIZON WAS NO LONGER IN SIGHT.
-   RATHER, ALL SHE COULD SEE WAS THE RAGING STORM (this was metaphoricallly referring to her regret and disappointment) WAITING TO CONSUME HER WHOLE.
-   IN GRACE (her daughter), SHE COULD FIND THE STRENGTH TO PUSH THROUGH THE WAVES.
-   THE STORM HAS PASSED (this was symbolic of her difficulties which she had now in the story overcome) THE HORIZON IS NOW IN SIGHT.
Hope this helps :

Thanks heaps for your response!
How often would you say these metaphors to need to be weaved into the story to achieve high bands?

[dancing phalanges]

Thanks heaps for your response!
How often would you say these metaphors to need to be weaved into the story to achieve high bands?

I would say once in the first para, one or twice in the middle and once in the conclusion. So around 4-5 times

[DalvinT]

Hello!
I have a quick question regarding the 2017 Catholic Trials Question on Discovery; it asked for us to "compose a piece of writing about how other people's stories can provoke self-discovery." I completely bombed this section because I had to quickly think of a new story on the spot, and ultimately didn't finish it. I was wondering what section of the rubric this question would apply to? Thanks in advance!

Maybe that part of rubric that says something like discoveries can be questioned or challenged when view from a different perspective, which links to that different ramifications for individual, deepened understanding about themselves. 

[winstondarmawan]

I would say once in the first para, one or twice in the middle and once in the conclusion. So around 4-5 times

Also, what if the prompt refers to aspects of the rubric that aren't in my story? For example rediscovery - if it is about that then I am completely screwed.

[mattnugget]

Hey there!

Essentially, Area of Study will always be an area that students find they need more direction for. For some students, the liberty to write creatively about something as broad as discovery is frightening. For other students, this is what they have been waiting for! Whether you are the student looking for direction or the student who is just doing some maintenance on their creative, everyone needs to refer to the rubric. I've broken down the rubric below with some suggestions and directions. I’ve left most of it open because the rubric is designed to be broad, yet with direction. The rubric wants you to explore the concept of discovery. My annotations to the rubric are designed to help you do exactly that.

Another great way to use everything below is to read it all again after you have written your story, but only read the italics. When you have written a piece, apply it to each of the rubric sentences and pretend they are the creative writing stimulus! Does your piece tick all of the boxes so that it can be adapted to as many of the below as possible? The guess work of what the stimulus will be is ultimately removed because the stimulus is available for students. This is where the questions come from! If there is a quotation or visual stimulus connected it will largely relate to the below, but will be a little harder to prepare for. The BOSTES trend is to present students with an instructional quote/question, and then a separate stimulus. Prepare for this!
You can see the syllabus in all of its BOSTES glory, right here: http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/english-prescriptions-2015-20.pdf (Page 9 of 47).

Breaking down the rubric:

“Experiencing something for the first time or rediscovering something that has been lost, forgotten or concealed”
Does someone have a realisation? Was something hidden from them or was it right under their nose the whole time? Had they once found something, perhaps love or happiness, and it was forgotten due to circumstances, but then rediscovered? Is it a situation of someone “coming to their senses” and discovery what they should have known all along, or is it a time for the character to have something concealed revealed to them?

“Discoveries can be sudden and unexpected, or they can emerge from a process of deliberate and careful planning evoked by curiosity, necessity or wonder.”
This refers to discovery being a process, not a just an outcome. Was the discovery the work of fate? Was the discovery the result of a set up? What triggered the discovery? Was it a necessity of life? Was it the magic of wonder and curiosity?

“Discoveries can be fresh and intensely meaningful”
Discoveries can have a transformative effect on individuals. It could add new flavour to their life. It could be stark difference in the banality of routine.

“…meaningful in ways that can be emotional…”
How does the emotions of the individual affected change? Does an individual discover, an emotion? Was that emotion lost or forgotten? Does an individual rediscover love, happiness, trauma, comfort? These are all emotion impacts.

“…creative…”
Does the discovery trigger a creative expression? Does the discovery lead to virginal use of imagination?

“…intellectual…”
Intellect is the reasoning and understanding of something objectively. Does the discovery transform opinions and perspectives? Does the discoverer find themselves seeing the world with such clarity and understanding after the discovery?

“…physical…”
Does someone discover something tangible? Something that you can hold, touch, feel? Rather, does it transform them physically? Do they make a discovery about their own physicality? Their existence?

“…Spiritual…”
This can be religious or non-religious. Does a person make a discovery about their faith, their existence, their purpose, their vocation? Is the discovery entirely internal?

“[Discoveries] can also be confronting and provocative.”
Discoveries sometimes aren’t expected or even welcomed. Does the discovery completely overturn past beliefs or experiences? Is the discovery a stark event in a routine life?

“They can lead us to new worlds and values, stimulate new ideas, and enable us to speculate about future possibilities. Discoveries and discovering can offer new understandings and renewed perceptions of ourselves and others.”
This revolves around the idea of discoveries being a catalyst for change and re-evaluations. Perspectives can be altered by discoveries. The second sentence here proposes the idea that discoveries can be transformative of internal and external perspectives. Does a character in your creative find themselves in a time of changing judgement?

“An individual’s discoveries and their process of discovering can vary according to personal, cultural, historical and social contexts and values.”
This is all about context and is super relevant to your creative writing. Someone’s context entirely creates the foundation for discovery to evolve in many texts. The personal context: What do they originally believe, perceive and feel? The cultural context: What does their culture value? The historical context: The way of thinking of the period should be incorporated into your creative writing to create a tangible setting. The social context: What does society think about all of this? Are they encouraging and fertilising the discovery or are the barrier to be overcome? And the values of all of the above: who values what and why?

“The impact of these discoveries can be far-reaching and transformative for the individual and for broader society.”
In case you haven’t noticed the pattern: discoveries can be transformative! For not only the individual, but broader society. You can look at this in the sense of the more individuals who discover, the more of society discovers. Or, an entire society could discover something all at once. Work with this! You can extend your text’s discovery this way.

“Discoveries may be questioned or challenged when viewed from different perspectives and their worth may be reassessed over time.”
This is another awesome idea, straight from the rubric, that could totally give you the direction you need for your creative writing. Think of the way your creative writing could be structured here. This is an interesting part of the rubric. Can your creative text be viewed once, then questioned and challenged by another character? This is how you make character depth in your response.

“The ramifications of particular discoveries may differ for individuals and their worlds.”
Two individuals could experience the exact same situation and react differently (both in the real world and your creative writing!). This comes from the idea that each person carries different experiences, baggage, culture, values, emotions, etc. A parallel story line works really well with this part of the syllabus.

So, where will your creative writing go? If you still feel like you need more direction, simply take one line of the syllabus and pretend it is the stimulus you have to work with, and run with it. Brainstorm, write, edit, write again, keep referring to the stimulus and make sure you bounce back to make sure it is ticking all of the boxes! The rubric is important for AOS. It is essentially what ties in such a big topic!

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Hi, do you have any related text recommendations for "Ramifications of particular discoveries may differ for individuals and their worlds" that also related to Rosemary Dobson's poems? thanks a lot!

[elysepopplewell]

Hi, do you have any related text recommendations for "Ramifications of particular discoveries may differ for individuals and their worlds" that also related to Rosemary Dobson's poems? thanks a lot!

Hey Matt

Any text that has more than one character that goes through a similar circumstance will show the way that different people have different experiences and ramifications of discoveries. So I'd be looking for a text that has at least two characters that go through a process together, but it has different outcomes for each. Alternatively, you could make this comparison with the prescribed texts - showing that planned discoveries are welcomed and relished in, in the prescribed, but planned discoveries are unwelcome and overwhelming for the related text. I'd have a look into what kind of links you can make based on texts you already know and then see where you should leap to next