GPU, DI AND DO Approach

GPU, DI
and DO
Approach
Objectives:
At the end of the session, participants are
expected to:
1 2
demonstrate understanding of Gradual formulate questions using these
Psychological Unfolding (GPU), approaches.
Dimensional Ordinary (DO) and
Dimensional Intensive (DI) approaches
Activity
What do I want most ?
• Good Health
• Happy Family
• Successful Career
• Peace of Mind
• Acceptance & Security
The Little Boy and the Old
Man
by Shel Silverstein
The Little Boy and the Old Man
by Shel Silverstein
1. What do you notice with the arrangement
of questions?
2. Did those questions help you get the core

message of the selection?
3. How did the core message connect

the story to the life of the reader ?
4.What can you say with the number of
questions asked? Why?
5. Have you tried same way of asking questions?

Do you think this can be done in your class?
In what way ?
Examples
Here are some examples of themes that have been turned into specific ideas.
The journey from innocence to experience often involves changing ideas

Coming of Age about oneself and one’s place in the world.
An irrational commitment to biological and familial ties can be destructive on

Family an individual.
Our identify is not fixed but fluid; it can shift and change depending on
Identify different circumstances.
Racism and prejudice are limitations to progress, both to the individual and
Prejudice society as a whole.
Adding
Complexity
It is rare for a text to centre around one theme or idea; often there are multiple. Some
might be more dominant or obvious than others. These themes and ideas might
interact and/or rely on one another in order to form a complex story or investigation.
For example, a coming of age narrative novel for an adolescent audience might
explore themes of bravery, family relationships, friendship, coping with change and
maturity. An informational feature article for an audience of parents on the topic of
standardised testing might explore ideas about education, student stress, academic
success and differences in individual abilities and learning needs.
It's also important to note that different readers can read the same text and identify
different themes or ideas due to their personal context. These ideas may not always be
deliberately intended by an author, but a reader might interpret them based on their
personal reading of the text.
Development of Ideas
Considering the fact that themes and ideas can be quite complex, it's
important to consider how they develop throughout a text.
Beginning Middle End
How does the author introduce the How are the themes or ideas How do the themes or ideas
theme or idea? What comments are developed further through the body conclude at the end of the text? Is
made about the theme early on in of the text? Do they stay the same or there a final stance taken or is it left
the text? evolve? open ended?
Consider the opening paragraphs of Consider the use of narrative Consider if there's a moral or
an article or the opening chapters of elements in literature or evidence message to a literary text or if an
a novel. provided in informational texts. informational text has a balanced or
one sided argument.
Making Inferences
Another important thing to consider is that although some texts can state themes or ideas
explicitly (such as an author of an informational text stating their argument or a character
in a literary text directly stating an idea directly through dialogue), many texts infer these
themes more subtly and it is up to you to draw inferences based on what is available.
To clarify, an inference is a conclusion reached based off evidence and reasoning. This
requires you to 'read between the lines' to extract a theme or idea based on the textual
elements or information available to you. This might take the form of conclusions,
predictions, critical judgements or interpretations.
As humans, we do this naturally every day but the study of texts in English is an active
and reflective process whereby you not only need to identify the ideas but consider how
you came to reach them. You might compare this to mathematics where you are not only
required to calculate a correct answer but you also must 'show your working out' in order
to achieve full marks. English is no different.
Citing Textual
Evidence
The final step after identifying your themes or ideas is to cite strong and
thorough textual evidence to support your analysis. This requires you to
identify specific examples or elements of the text that have influenced your
interpretation of these ideas.
Remember, in upper school we avoid paraphrasing examples as this can be too

general.
Instead, we look for explicit evidence such as direct quotations from the text to
illustrate our analysis.
We should also go a step further and comment on the textual conventions,

language features, structural features or stylistic choices that are shown
through each specific quotation.
Conventions & Language
Features
These will differ depending on whether the text you are discussing is literary or informational.
Literary Texts Informational Texts
The textual evidence you provide might include: The textual evidence you provide might include:
• examples of narrative conventions such as • evidence supplied by the author including facts,
characterisation, setting, point of view, plot events or statistics, expert opinion, personal anecdotes or case
symbolism studies
• language features such as descriptive language, • language features such as rhetorical question,
figurative language, lexicon and connotation inclusive language, repetition or hyperbole
• structural features such as flash back, • structural features such as cause and effect, problem-
foreshadowing, prologue or epilogue solution, compare and contrast
Your Turn
In this course, we will be reading, summarising and analysing a range of literary and informational texts.
Identifying multiple themes or ideas and analysing their development over the course of a text is a central
skill that we will need to achieve success in the course. You will also need to be able to cite strong and
thorough textual evidence to support the text's explicit ideas as well as your own inferences drawn from the
text.
Now, let's put these skills into practice by completing some analysis activities. Good luck!
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GPU, DI

2. Did those questions help you get the core

3. How did the core message connect

5. Have you tried same way of asking questions?

The journey from innocence to experience often involves changing ideas

An irrational commitment to biological and familial ties can be destructive on

Beginning Middle End

Remember, in upper school we avoid paraphrasing examples as this can be too

We should also go a step further and comment on the textual conventions,

Literary Texts Informational Texts

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