| NSW Department of Education

Resource Disclaimer
This resource was developed to support learning for remote mode students normally
enrolled in distance education.

Resources are updated by the teacher to ensure currency and are not designed to be
stand alone, but integrated into a blended learning environment where students’ learning
is supported with a range of peer to peer and teacher to student interactions. These can
include interactive and collaborative technologies as well as a range of traditional
communication methods such as email, phone and learning management processes.

This resource may contain distance education specific content / instructions and should be
adapted and differentiated by the class teacher before distributing to meet the needs of
their students and recognise their students’ context.

These documents have been harvested from distance education resources on March 12,
2020 to support all teachers in providing a continuity of learning for their students in the
event of student absence during this difficult time.

The following copyright statement supersedes any reference in this document to

the Part VB of the Copyright Act 1960:

Some of this material may have been copied and communicated to you in
accordance with the statutory licence in section 113P of the Copyright Act. Any
further reproduction or communication of this material by you may be the subject of
copyright protection under the Act. Do not remove this notice. 24/03/2020

Updated – 24 March 2020

education.nsw.gov.au
 Year 12 English Advanced
Module C: The Craft of Writing

Set 3- Prescribed Text:

Spotty-Handed Villainesses

Sydney Distance Education High School

 Acknowledgments
Sydney Distance Education High School gratefully acknowledges the following owners of copyright material.
Centre for Learning Innovation

1. https://www.sbs.com.au/nitv/nitv-news/article/2016/02/25/stan-grants-speech-national-press-
club-australia
NOTICE ON MATERIAL REPRODUCED OR COMMUNICATED UNDER STATUTORY TEXT
AND ARTISTIC LICENCE
FORM OF NOTICE FOR PARAGRAPH 135ZXA(a) OF COPYRIGHT ACT 1968
COMMONWEALTH OF AUSTRALIA
Copyright Regulations 1969
WARNING
This material has been reproduced and communicated to you by or on behalf of Sydney
Distance Education High School pursuant to Part VB of the Copyright Act 1960 (the Act).
The material in this communication may be subject to copyright under the Act. Any further
reproduction or communication of this material by you may be subject to copyright protection
regulation under the Act.
Do not remove this notice.

Writers: Sue Sheridan

Reviewed: Leanne Wynne, Katrina Shannon
Editor: Kristina Balcewicz (modified version)
Formatting: Martin Crawley
Version date: May 2019
Produced by: Sydney Distance Education High School, Locked Bag 5000, Potts Point, NSW, 1335
Telephone: 9383 0200 Fax: 9383 0222
Email: [email protected]
Website: sydneyh-d.schools.nsw.edu.au

Copyright of this material is reserved to the Crown in the right of the State of New South Wales.
Reproduction or transmittal in whole, or in part, other than in accordance with provisions of the Copyright Act
1968 is prohibited without the written authority of Sydney Distance Education High School.
© Sydney Distance Education High School, Department of Education and Communities, NSW, 2013

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
2
Contents

Outcomes 4

Analysis of Atwood's speech 5

Questions 11

Stan Grant speech 14

Writing your speech 15

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
3
Outcomes

By completing this unit, students are working towards achieving the following outcomes.

A student:

• EA12-1 independently responds to, composes and evaluates a range of complex

texts for understanding, interpretation, critical analysis, imaginative expression and
pleasure
• EA12-2 uses, evaluates and justifies processes, skills and knowledge required to
effectively respond to and compose texts in different modes, media and
technologies
• EA12-3 critically analyses and uses language forms, features and structures of texts
justifying appropriateness for specific purposes, audiences and contexts and
evaluates their effects on meaning
• EA12-4 strategically adapts and applies knowledge, skills and understanding of
language concepts and literary devices in new and different contexts
• EA12-9 reflects on, evaluates and monitors own learning and refines individual and
collaborative processes as an independent learner

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
4
Analysis of Atwood’s speech
Activity 1: Read the following information and highlight the key ideas. This is an
important process in preparation for future revision purposes.

Atwood’s ideas
Atwood introduces her topic in the opening paragraphs of her speech. We learn that she
plans to talk about the problems posed by creating female characters who behave badly in
the present age when feminists have defined bad behaviour as being a male activity.
Atwood, writing in the 1990s is part of the third wave of feminism. The first wave, in the
19th through to the early 20th centuries, dealt mainly with the issue of women's suffrage.
The second wave (1960s-1980s) focussed on cultural and political inequalities. The third
wave (1990s-present) is seen as both a continuation and a response to the perceived
failures of the second wave. Atwood acknowledges that the Feminist Movement of the
1970s has allowed novelists to write about a wider range of subject matters and a diversity
of character types than previously; however, it has replaced earlier taboos with new taboos.
Because the feminists saw women as the victim of the patriarchal system devised and run
by men, they rejected the notion that women were equally capable of bad behaviour.
Atwood believes that authors create flawed characters, including flawed female characters,
to disrupt the normal flow of life and to create the conflict necessary for the novel genre. To
her, they are more interesting than unflawed characters.

Atwood also draws attention to the writing process and her own definition of a novel. After
watching the “play” put on by her daughter, she leads to the point that in a novel or play,
something has to happen. In real life it is all right for nothing to happen, but a novel is
centred around something happening. The characters in such stories do not have to be
likeable. They have to be interesting and help in furthering the plot. What can be treated in
a novel will be influenced by the social and historical conventions of the time; however, the
innovative writer will challenge the limits that those conventions set.

Atwood first defines a novel by identifying what it is not. She notes that the purpose of the
novel is not to teach the reader. On the other hand, it must deal with the life led by real
human beings. Beyond that a novel is hard to define because its subject matter is the
human condition which is infinitely complex and its medium is language which is also
impossible to limit to set rules. All novels are based around some form of conflict and have
suspense. Atwood illustrates the process of writing a novel by comparing it with the critic’s
analysis of the finished product. She emphasises how the novelist begins with nothing and
so has to answer quite basic questions such as ‘What happens next?’, ‘Who will I put in it?’
The novelist asks ‘how to’ questions while the critic asks ‘Why?’

Atwood’s allusions
You may find it difficult to understand some the examples that Atwood uses to illustrate her
points. As she speaks, Atwood asks her listeners to reflect on the characterisation of women
in literature by alluding to a range of novels, plays and Biblical stories. You are quite likely to
be unfamiliar with many of these allusions. This is because Atwood would have drawn on
examples which came from the shared cultural experience of her audiences. Her examples

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
5
suggest that her listeners were predominantly educated older or middle-aged women of
European descent. The writers she refers to, such as Thomas Hardy, Aldous Huxley, Harold
Pinter and George Bernard Shaw, were taught in most university English literature courses
in the decades after World War II. In this period, Christianity was still central to the
community’s life. As the individuals in her audience grew up, most of them probably
attended church or Sunday School and learned about the characters in the Bible.
It is not necessary for your study of The Craft of Writing to be familiar with all of these
allusions; the focus is on the way they are used to add another layer to the writing, or to
explain a character trait by reference to a character that would have been known to your
audience, such as Lady Macbeth. There are many references to characters from
Shakespearian plays, ( Goneril, Regan, Iago, Imogen) to canonical novels (Anna Karenina,
Jane Eyre), modern playwrights (Ibsen, Ionesco) and Greek mythology (Medea, Medusa) as
is fitting for her audience of educated women, but also references to popular culture (
Harlequin romances, Miss Marple).

Atwood’s purpose and audience

The novelist is talking in her role as a writer to groups who have a special interest in the
topic that she is discussing. Atwood wishes to persuade and challenge the views and
attitudes of her audience, but because of the social context in which she is speaking, she
also wishes to entertain her audience and she wants them to enjoy her speech. Her use of
humour is important to achieve this purpose.
Atwood shaped her message carefully to communicate with her Canadian audiences. Her
listeners would have had an interest in literature and would have understood the literary
and Biblical allusions the novelist uses to illustrate her points. They would have also related
to the examples that she drew from daily life.

Atwood’s tone
In order to communicate effectively with her audience, Atwood seeks to establish a good
rapport in the first moments of her speech. She does this through the personal and
humorous tone that she adopts.

She establishes contact with her audience early in her speech by reminding them of a well-
known nursery rhyme and talks of her response. She alludes to her brother’s teasing which
many in the audience would no doubt also relate to. She quickly establishes a humorous
tone by analysing her reactions as a five-year-old in terms of the psychiatrist Jung and the
literary characters Dr Jekyll and Mr Hyde:
…it brought home to me the deeply Jungian possibilities of a Dr Jekyll and Mr Hyde double
life for women.

She juxtaposes this unlikely response with the little girl’s concern that the poem has
personal significance because she too had curls:
I took this to be a poem of personal significance – I did after all have curls.
At the same time, Atwood introduces a serious point in her discussion. Flawed characters
are essential if a novelist is going to write an interesting novel.

The humour continues where she defines the spotty-handed in the title as an allusion to the
spot that Lady Macbeth guiltily tries to wash from her hand during her nightmare in Act 5 of

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
6
Shakespeare’s Macbeth. The spotty-handed itself is humorous and Atwood herself wonders
if the audience was reminded of The Menopause, satirising the way certain topics become
fashionable. She follows this quip with the parody on the word ‘memorabilia’, femaleobilia.
She continues to treat her topic in a light hearted manner by contrasting the spotted Lady
Macbeth and the unspotted Ophelia (from Hamlet) and colloquially describes their deaths
as sticky ends, in the jargon of the detective thriller.

Consider the following extracts and how Atwood uses a range of devices to establish the
tone of her speech.

Extract 1
… you probably got the idea that the novelist had an overall scheme
or idea and then went about colouring it in with characters and words,
sort of like paint-by-numbers. But in reality, the process is much more like wrestling a
greased pig in the dark.
Atwood creates a personal tone by addressing her audience directly: you probably got the
idea … She then uses two similes that draw on the everyday experience of the ordinary
Canadian. The similes not only enable her audience to relate to what she is saying but they
also illustrate very vividly the point that she is making. It is almost impossible to capture,
hold and run with a greased pig to the designated pen. In the dark, it would be even more
difficult. Atwood communicates, through this simile, how complex it is to write a novel.
This contrasts with the common view that the author works in an organised and predictable
way, just as the person does who follows the lines and numbers to complete a paint-by-
numbers painting.

Extract 2
Shakespeare is not big on breakfast openings
Atwood uses mixed levels of usage throughout her speech. At times, she speaks quite
formally and, at others, she speaks very colloquially. In this example, she creates humour
through the colloquialism is not big on. At the same time, she creates a more conversational
and, therefore, more personal tone. The breakfast example further enhances the personal
tone of her discussion as the meal is associated with the daily life of the family. She
continues to refer to breakfast in her talk, using it as a metaphor to
explain why stories need something to happen. At the same time, she
sustains the personal level of her discussion in asides like it happens to
be my favourite meal … which she continues with the wry comment certainly it is the most
hopeful one, since we don’t yet know what atrocities the day may choose to visit upon us …

Other examples of humour

Atwood creates humour in many ways, such as through her use of:
• similes, metaphors and analogies
• colloquialisms
• an irreverent or flippant tone
• choice of vocabulary, for example humorous use of alliteration
• juxtaposing the social and cultural context of literary texts and
modern social values.

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
7
Simile and metaphor
Atwood describes novel writing by using a variety of unexpected and vivid similes and
metaphors. The humour comes from the incongruity of the similes and metaphors as a
description of novel writing. Below are three examples.
• The process of writing a novel is compared to a paint by numbers picture and greased pig
wrestling competition
… you probably got the idea that the novelist had an overall scheme or idea and then went
about colouring it in with characters and words, sort of like paint-by-numbers. But in reality
the process is much more like wrestling a greased pig in the dark.
• A novel is compared to a bank robbery. The critic is described as the policeman making the
arrest.
as if the novel itself were a kind of bank robbery. Whereas the critic
is liable to exclaim, in the mode of the policeman making the arrest …
• Atwood uses the metaphor of an elimination-dance (a dance in which some dancers are
eliminated from the dance each time the music stops) to describe her list of what a novel is
not.
… so here, for easy reference, is an elimination-dance list of what novels are not.

Analogy
Atwood uses analogy in a similar way. For example, she quite irreverently compares God to
a novelist and the novelist to God.
She begins her analogy by commenting on the complaint made by many women that she
does not create strong enough male characters. In order to make the point that she tries to
create realistic characters, she speaks as if God were some sort of manager to whom the
unhappy consumer can complain.
I feel that this is a matter which should more properly be taken up with God. It was not, after
all, I who created Adam so subject to temptation that he sacrificed eternal life for an apple …
The humour in this passage also derives from Atwood’s use of the Creation story. Women
are used to being blamed for Adam’s transgression. Instead, by describing Adam as choosing
between immortality and the transient pleasure of eating an apple, Atwood humorously
shifts the blame to the foolish Adam and his creator.

Colloquialisms
Atwood uses colloquialisms frequently in her talk. One reason she uses them is to create
humour. Again, she relies on incongruity and the unexpected. Below are three examples.
• Shakespeare is not big on breakfast openings
The humour comes from the irreverent treatment of Shakespeare in the colloquial is not big
on. The dramatist is treated reverentially by most literary critics.
• … female vampires were usually mere sidekicks; but there are now
female werewolves, and women are moving in on the star
bloodsucking roles as well.
By using the colloquialisms of sidekicks and moving in on, Atwood mimics the language of
the hardboiled detective fiction that became popular in American films in the twentieth
century. The style contrasts with the more formal style she uses elsewhere in the paragraph
to discuss the nature of heroines. The phrase the star bloodsucking roles uses the metaphor

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
8
of the heroine of a novel as a rather bloodthirsty film star which adds to the humour of the
description.
Irreverent or flippant tone
You may have noticed, in the examples already given, that Atwood’s tone is irreverent and
flippant. This comes from her use of incongruous images to illustrate her points.
Her tone also comes from her use of the sentence. For example, in the following sentence,
she uses bathos, in which the sentence appears to be moving to a climax but ends
anticlimactically.
To keep you from being too depressed, let me emphasise that none of
this means that you, personally, cannot find happiness with a good
man, a good woman or a good pet canary.
By using the final example, the pet canary, Atwood satirises gently the whole issue of
meaningful relationships.

Choice of vocabulary
Atwood also creates humour through her choice of vocabulary. Below are three examples of
her humorous use of words.
• Atwood plays on the similarity between the nouns gender and genre in in an age not only
of gender cross-over but of genre crossover to enhance the humour derived from the sexual
allusion.
• Atwood uses alliteration humorously in the phrase sin scale to describe how modern
society rates different female sins and in sex-saint to describe the heroine in The Scarlet
Letter.
• The use of the Latin derived adjective ambulatory instead of the more commonly used
participle ‘walking’ in ambulatory bank accounts increases the satirical impact of the phrase
which Atwood uses humorously to describe the male characters in the novel The Custom of
the Country.

Juxtaposing the social and cultural context of literary texts and modern social values
Atwood re-evaluates the actions of some of the heroines and villainesses of classical
literature in terms of modern social values.
• Lady Macbeth is compared to the modern corporate-wife who will do anything to advance
her husband’s career. Atwood interprets Lady Macbeth’s nightmares and suicide in modern
psychological terms as a nervous breakdown caused by suppressing her own needs.
• Madame Bovary is described as needing a course in double-entry bookkeeping so that she
could escape discovery.
Atwood is implying a comparison with those modern businessmen who use creative
bookkeeping to avoid paying taxes. Atwood is simultaneously satirising aspects of
contemporary society.

Atwood’s other devices

Atwood uses a range of other devices to communicate her message and
to establish and sustain a good rapport with her audience, such as:
• the personal anecdote
• the personal aside
• direct speech and other techniques of the novelist.
She also uses many of the rhetorical devices that you have become familiar with.

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
9
Analysing Atwood’s techniques
Read the following extracts followed by the analysis of how Atwood combines a variety of
techniques to communicate her message to her audience.

Extract 1
We do need something like them; by which I mean, something disruptive to static order.
When my daughter was five, she and her friend Heather announced that they were putting
on a play. We were conscripted as the audience. We took our seats, expecting to see
something of note. The play opened with two characters having breakfast. This was
promising – an Ibsonian play perhaps, or something by G. B. Shaw? Shakespeare is not big
on breakfast openings, but other playwrights of talent have not disdained them. The play
progressed. The two characters had more breakfast. Then they had more. They passed each
other the jam, the cornflakes, the toast. Each asked if the other would like a cup of tea. What
was going on? Was this Pinter, perhaps, or Ionesco, or maybe Andy
Warhol? The audience grew restless. ‘Are you going to do anything except have breakfast?’
we said. ‘No,’ they said. ‘Then it isn’t a play, we said. ‘Something else has to happen.’

Analysis
Margaret Atwood uses a personal anecdote to explain to her listeners why stories need a
conflict and some form of suspense. She chooses a story about her daughter and her friend,
Heather, when they were five. Her audiences would immediately relate to the anecdote
because of their own experiences with small children.
Atwood combines her skills as a speaker and novelist to demonstrate her point through the
manner in which she relates the anecdote. The story is based around a central conflict: the
adults’ determination that the play will have an important point to make and the children’s
insistence that their play is about having breakfast.
The speaker builds suspense using a number of techniques.
• She alludes to various dramatists and the painter Andy Warhol. Most of these names
would be familiar to the listeners who would know how incongruous the comparisons were
between the children’s play and works by such great artists. They would be amused. At the
same time, they would become increasingly curious about what did happen in the play.
• Atwood uses the question to increase suspense as in:
… an Ibsonian play perhaps, or something by G. B. Shaw?
What was going on?
• She also uses the list in the following two sentences to build suspense as well as to create
humour by her use of detail:
They passed each other the jam, the cornflakes, the toast. Each asked if the other would like
a cup of tea.
• She includes the responses of the audience as a novelist does when he or she describes a
scene to create immediacy as in the audience grew restless.
• She similarly creates immediacy and suspense in her use of direct speech:
‘Are you going to do anything except have breakfast?’ we said. ‘No,’ they said. ‘Then it isn’t a
play,’ we said. ‘Something has to happen.’
This last comment by the adults illustrates Atwood’s point and serves as the resolution of
the story she has told. Her method of narration has reinforced her message.

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
10
Activity 2: Your analysis
1. Why did Atwood find it problematic that feminists “rejected the notion that women were
equally capable of bad behavior.”?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2. What is Atwood’s definition of a novel?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

__________________________________________________________________

3. What is your understanding of the statement “its medium is language which is also
impossible to limit to set rules.”?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

4. Atwood’s use of allusions “came from the shared cultural experience of her audiences”
and suggests “that her listeners were predominantly educated older or middle-aged women
of European descent”.

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
11
a) What reaction do you think she intended from her audience by referencing certain
allusions?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

b) Did you find any of the allusions help you understand Atwood’s purpose? Explain your
view.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

5. How effectively does Atwood engage her audience when she begins her speech? Review
the first three paragraphs.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
12
6. Explain how the use of the simile and metaphor help to establish the tone of her speech
and highlight the complexities involved in writing a novel.

a) “like wrestling a greased pig in the dark”

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

b) “the novel itself were a kind of bank robbery”

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

7. Atwood uses the Creation story to create humour. Explain how she achieves her effect.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

8. Atwood also uses informal language to engage her audience.

a) Choose one colloquialism and explain how she conveys her view.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
13
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

b) How does this use of language contribute to establishing a more personal tone and sense
of immediacy with her audience?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

9. To what extent can you relate to Atwood’s juxtaposition of the social and cultural context
of literary texts and modern social values?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
14
Writing Your Speech
Activity 3
Margaret Atwood’s speech “Spotty- handed Villainesses” is crafted to entertain her target
audience while discussing both the writing process and the need to view fictional women,
as well as real women, as dynamic and multifaceted.

1. Show your understanding of the ways she has done so by writing your own speech on an
issue which is important to you. Use elements such as humour, anecdote, allusion and
metaphor, as well as other language and rhetorical techniques, to engage your chosen
audience and persuade them to consider your point of view. Refer to the table on page 17
before you begin.

Your speech should be 600 – 700 words long.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
15
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
16
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
17
 Band Descriptors What went well?
A Band • Thoughtful and original use of
• Sophisticated, original speech form to explore the
chosen issue
and engaging response
• Explores perceptively • Wrote an engaging speech
which clearly presented their
their chosen issue
point of view
• Skilful control of
language • Played with rhetorical features
for example. pathos, logos,
B Band ethos, to engage and
• Effective response persuade the audience
• Explores effectively their • Built audience’s
chosen issue understanding of the issue
• Effective control of • Used a variety of language
language devices including the
rhetorical questions, similes,
C Band metaphors, symbols/ motifs,
• Sound response emotive language and so on.
• Explores their chosen • Used a variety of sentence
issue types for effect
• Adequate control of • Used a variety of sentence
language starters for effect
D Band • Sophisticated vocabulary
• Attempts a response • Used allusion and/ or
• Attempts to explore their anecdote appropriately
chosen issue • Used paragraphs
• Limited control of appropriately
language • Maintained tense throughout
E Band • Few errors in spelling,
• Attempts to compose a punctuation and grammar
response
• Minimal control of
language

2. Reflection

Explain how you tried to incorporate some of Atwood’s techniques in your speech.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
18
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Year 12 English – The Craft of Writing 3 Sydney Distance Education High School
19