Immigrant Chronicle

Peter Skrzynecki
Feliks Skrzynecki St Patricks College Ancestors 10 Mary Street Migrant Hostel Postcard In the Folk Museum

PETER SKRZYNECKI: BIOGRAPHICAL INFORMATION Peter Skrzynecki as !orn near "ortmund# $est%halia# in northern &ermany in A%ril 1'()* He is o+ Polish,-krainian !ackground* Peters +ather .Feliks/ and his mother .0ornelia/ met in a re+ugee cam%* Peter and his %arents immigrated to Australia in 1'('* Peters strong relationshi% ith his %arents !ecomes e1ident hen studying his %oetry* 2hey arri1ed in Sydney on 3o1em!er 11 .4emem!rance "ay/ a+ter !eing at sea +or +our eeks* 2hey initially li1ed in a migrant cam% in 5athurst* 2hey ere there only t o eeks !e+ore mo1ing on to the Parkes Migrant Centre* 2hey li1ed at this hostel +or t o years* 2his e6%erience directly in+luenced one o+ the %oems set +or study* "uring 1'(' to 1')1# Feliks orked to sa1e the +unds to %urchase a home* In 1')1 the +amily mo1ed to 4egents Park# a orking class su!ur! in the south7 est o+ Sydney* 2hey li1ed in a house %urchased at 10 Mary Street* Feliks orked as a la!ourer +or the $ater 5oard and 0ornelia orked as a domestic +or a num!er o+ +amilies in Strath+ield* 2hey gre their o n 1egeta!les and had a magni+icent +lo er garden* Peter as educated at the local Catholic school# Saint Peter Chanel at 4egents Park# and com%leted his 8ea1ing Certi+icate at St Patricks College# Strath+ield* Peter trained and 9uali+ied as a teacher* His +irst a%%ointment as to a one7teacher country school in northern 3e South $ales# :eogla 1ia Armidale* Peter and his %arents stayed there +or three years* He returned to Sydney in 1';0* In 1';1# Peter married and had t o children* He di1orced and remarried in 1'<0# and had a third child* $hile teaching# Skrzynecki studied se1eral %ostgraduate degrees* He resigned +rom the "e%artment o+ =ducation and 2raining in 1'<;* He as a%%ointed to a %ost at the -ni1ersity o+ $estern Sydney* He retired as a lecturer in >00(* 3o adays Peter tra1els around 3S$ gi1ing %resentations on his %oetry at schools and li!raries* S04?@3=C0IS PA=MS A3" 5=8A3&I3& 2he %oetry in the %rescri!ed anthology e6%lores the e6%eriences o+ migrant +amilies ho gra%%le ith hat it means to !elong in a +oreign country* Ha1ing le+t !ehind the +amiliarity o+ their home country# here they !elonged# they in1aria!ly encounter !arriers to !elonging in Australia including language !arriers# di++ering cultural %ractices and %reBudice* In his %oetry Peter Skrzynecki con1eys ho # as a younger migrant# he assimilated more 9uickly than his %arents# !ut +elt a corres%onding sense o+ alienation +rom his Polish heritage# ancestors and +amily +riends* Con1ersely# he recalls ho # his %arents ere slo to assimilate# !ut continued their close ties ith their Polish heritage# +riends and traditions* @et at times# the older generation e6%erienced the alienation o+ !eing outsiders in a +oreign land* 2here is also a sense that the %erce%tions o+ migrant +amilies a!out !elonging 1ary* At times the older generation do not seem to %ay great heed to hether they are acce%ted or not# making choices not to !elong* Ho e1er# Peter Skrzynecki# the %ersona in many o+ the %oems# seems to !e acutely conscious o+ his sense o+ !elonging or lack o+ !elonging in 1arious conte6ts* 1* 4ead the inter1ie ith Peter Skrzynecki and rite any +urther insights a!out the reasons hy he rote his Chronicle or other links to the conce%t o+ belonging*

FELIKS SKRZYNECKI

Introductory Activities 1* "escri!e your +ather or an older %erson in your li+e* "escri!e their home# li+estyle and +riends* $here does s,he !elongC Ho do you +eel a!out him,herC 2his can !e discussed in %airs or grou%s# or indi1idually ritten as a re+lection* >* 5rainstorm the ay that each o+ the +ollo ing ideas +rom the ru!ric might relate to a middle7aged man ho has migrated +rom Poland* a/ $here ould he +eel that he !elongedC $here ould he +eel that he did not !elongC !/ $hat ould !e im%ortant to his identityC c/ $hat relationshi%s ould !e im%ortant to himC d/ $here ould he +eel acce%tedC e/ $ould he ha1e the %otential to enrich or challenge other AustraliansC +/ Ho might his attitude to !elonging change o1er timeC g/ $ould he e1er make a choice not to !elongC $hyC Ho C h/ $hat ould !e some o+ the !arriers %re1enting him +rom !elonging in AustraliaC D* Match the +ollo ing ords +rom the %oem to their de+initions -se the %oem to hel% you* alert a are# 9uick to react# 1ery attenti1e brisk a mans hair cut 1ery short reminisced 9uick remnants animal made to %er+orm +or entertainment curse talked a!out the %ast ith +ondness crew-cut +ragments# %ieces dancing-bear ish +or !ad things to ha%%en to a %erson (* Ather re+erences to e6%lore and understandE a/ Keeping pace with the Joneses: 2his is a 1ariation o+ the e6%ression Fkee%ing u% ith the :onesG# an e6%ression that means to com%ete ith ones neigh!ours in the ac9uisition o+ consumer %roducts* :ones is a common surname in Australia !/ PerimeterE Auter !oundary o+ an area c/ GeraniumsE Common %lant ith hite# red or %ink +lo ers d/ Cypress: A ty%e o+ cone7!earing tree e/ SodsE 8um%s o+ earth ith grass attached +/ Caesars Ga ic !ar: 2he 4oman &eneral Caesars account o+ the ar in &aul# ritten in 8atin g/ ProphetE An ins%ired teacher h/ "adrians !a : A all marking the northernmost !order o+ 4oman 5ritain# !uilt during the reign o+ =m%eror Hadrian .;H71D< A"/ and e6tending right across northern 5ritain to kee% out in1ading Scots

Activities a#ter $eading a% &uestions to Consider 1* $here does Feliks +eel a sense o+ !elongingC $hyC Ho create this +eeling o+ !elongingC >* In stanza D# ho !elongsC $ho does not !elongC Ho createdC

do stanzas 1 and >

are these +eelings

D* In stanza )# Feliks e6%erience ith !ureaucracy is %resented* =6%lain this e6%erience* $hat is the de%artment clerks %erce%tion o+ FeliksC $ho !elongs in this situationC $hat are the !arriers to Felikss !elongingC (* 5ack in the garden in stanza H# ho !elongsC Ho createdC is his sense o+ !elonging

)* Stanza ; contrasts the %re1ious sense o+ !elonging ith Peter Skrzyneckis adolescent e6%eriences* $hat ha%%ens to PeterC H* $here does Feliks Skrzynecki choose to !elongC "oes he make any choices not to !elongC ;* $here does Peter Skrzynecki choose to !elongC "oes he make any choices not to !elongC <* $hat is Peter Skrzyneckis %erce%tion o+ his +athers sense o+ !elonging in this %oemC '* $hat is Peter Skrzyneckis %erce%tion o+ his o n !elongingC 10* "o you relate to this %oem at allC Ha1e you e6%erienced or itnessed a similar sense o+ !elonging or o+ alienation in your o n cultural identityC '% Creative e(p oration )* "ramatically %ortray each stanza in this %oem* =ither !reak into grou%s .one +or each stanza/# or ork on the hole %oem in grou%s and %resent it to the class* 2his dramatic %ortrayal can !e %resented as a dramatic reading ith action# or as +reeze +rames .ta!leau6/* 2he aim o+ this acti1ity is to enhance meaning and create a sense o+ the emotions e6%erienced during the e1ents o+ this %oem* +* "ra a %icture o+ each character in the %oem* 2he %icture can !e a!stract# de%icting the emotion or hat the character re%resents* ,* $ithout looking at the Iuestions to Consider# indi1idually +ormulate +our 9uestions that you ha1e a!out the %oem* 2hen +ind a %artner and narro your collecti1e eight 9uestions to +our* 2hen +ind another %air .+orming a grou% o+ +our/ and narro your collecti1e 9uestions to t o* As a class# decide on one main 9uestion that the class ishes to discuss* A+ter discussion# rite an indi1idual res%onse to this 9uestion* 4

c% Ana ysis o# techni-ues Choose SIJ e6am%les o+ ords or short %hrases +rom the %oem that illustrate the conce%t o+ !elonging* 2hese should !e ritten in the order that they a%%ear in the %oem# to make logical sense* -se this ta!le to rite a short essay .>7D %aragra%hs/ a!out the e6%loration o+ the conce%t o+ !elonging in this %oem* $rite each e6am%le# including its conte6t# techni9ue# 9uotation# e++ect and conce%tual link* Conte6t
(What is happenin in the p!e"#Stan$a# %ine &

Te'hni()e

E*a"p%e (+)!tati!n&

E,,e't
to create a +eeling o+K**

Lin- t! the '!n'ept !, .e%!n in 2his sho s thatK*

1*

>*

D*

(*

)*

H*

ENGLISH TEACHERS/ ASSOCIATION NSWETA012031STAGE 4 SYLLAB5S 6A7ea !, St)89 Be%!n in : A8;an'e8: Stan8a78 an8 ESL 0 <33=><31<SKRZYNECKI ?<332

ST PATRICK/S COLLEGE

Introductory Activities 1* 2hink a!out the last ) or so years o+ high school* In hat ays ha1e you +elt a sense o+ !elonging at school . ith %articular +riends# in %articular su!Bects# %artici%ating in certain s%orts,acti1ities/C In hat ays ha1e you +elt that you ha1e not !elongedC 2his re+lection can !e ritten indi1idually or discussed in %airs or grou%s o+ three* >* Find the de+initions o+ the +ollo ing ordsE im%ressed# enrolled# outstretched# o1ershado ed# intentions# motto# %ri1ileged# decorums# +er1ently* -sing these de+initions# +ill the ga%s ith the correct ord +rom the list* a/ I LLLLLLLLLL my son at the local %rimary school !/ My arms ere LLLLLLLLLL to greet my +riend at the air%ort* c/ Her LLLLLLLLLL ere good# e1en i+ her actions ere misguided* d/ I LLLLLLLLLL asked my mother i+ I could go to the %arty* e/ I as told to +ollo the LLLLLLLLLL o+ my school* +/ I as LLLLLLLLLL !y the theatrical %er+ormance* g/ 2he good as LLLLLLLLLL !y the !ad* h/ 2he school LLLLLLLLLL means# Al ays try your hardest* i/ $e are LLLLLLLLLL to li1e in this country* D* Ather Christian re+erences to e6%lore and understandE a/ .ur /ady: A Catholic name +or Mary# the Mother o+ :esus* In Catho icism0 the 1irgin 2ary is prayed to and revered '% /uceat /u( 1estraGE 8atin ords +or let your light shine c/ F3he /ords PrayerGE 2his %rayer as taught !y :esus to his disci%les* It is memorised and regularly %rayed in Christian settings d/ F1enite Adoremus: 8atin ords +or FA come let us adore him*G 2he title o+ a Catholic hymn !ook e/ F itanies and hymnsGE Christian %rayers and songs
,& let my light shine@: A 7e,e7en'e t! Aes)s/ B!78s t! his 8is'ip%es: C%et 9!)7 %i ht shine .e,!7e "en: that the9 "a9 see 9!)7 !!8 8ee8s an8p7aise 9!)7 ,athe7 in hea;en@ (MattheB D:14&

ENGLISH TEACHERS/ ASSOCIATION NSW ETA012031 STAGE 4 SYLLAB5S 6A7ea !, St)89 Be%!n in : A8;an'e8: Stan8a78 an8 ESL 0 <33=><31< SKRZYNECKI

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Activities a#ter $eading

a) Questions to Consider

1* $hy did the %ersonas mother enrol him at St Patricks CollegeC Ho does this action relate to the conce%t o+ !elongingC >* 2he statue o+ the Mirgin Mary atches the students ith F outstretched arms*G $hat does this gesture suggest a!out her acce%tance o+ themC D* 5ut the ne6t line descri!es the Mirgin Marys +ace as F overshadowed by cloudsG* Ho does this descri%tion undercut the acce%tance o+ the %re1ious lineC (* 2he %ersona cannot see the Mirgin Marys +ace and his mother has F left NhimO at the officeG* $hat emotions do you think he is +eeling at this stageC )* $hat is the e++ect o+ the simile# FCaught the 414 bus/ Like a foreign touristGC H* 2he %ersona is a!le to Fsay he Lord!s Prayer/ "n Latin# all in one breath$% $hat does the enBam!ment suggest a!out the %ersonas acce%tance o+ hat he has learnedC ;* Prayers are said +or FintentionsG !oth to ards the !eginning and the end o+ the %oem* $hy are these %rayers saidC $hat are the e++ects o+ these %rayers on the %ersonaC <* $hat is the tone o+ the %ersonas %rayer at the endC '* Comment on the im%act o+ St Patricks College on the %ersonas de1elo%ing identity and sense o+ acce%tance* 10* Is the %re1ailing mood o+ the %oem one o+ !elonging or alienation# connection or disconnectionC '% Creative e(p oration 1* "ra a cartoon stri% o+ di++erent scenes +rom this %oem* 2hink o+ comment !u!!les that e6%lain hat the %ersona is +eeling in each scene* >* Hot seat the %ersona# his mother and a teacher at the school* Students ask the student in the hot seat 9uestions a!out the characters moti1ations# +eelings and actions in and a+ter the %oem* D* $ithout looking at the Iuestions to Consider# indi1idually +ormulate +our 9uestions that you ha1e a!out the %oem* 2hen +ind a %artner and narro your collecti1e eight 9uestions to +our* 2hen +ind another %air .+orming a grou% o+ +our/ and narro your collecti1e 9uestions to t o* As a class# decide on one main 9uestion that the class ishes to discuss* A+ter discussion# rite an indi1idual res%onse to this 9uestion*

c% Ana ysis o# techni-ues Choose SIJ e6am%les +rom the %oem that illustrate the conce%t o+ !elonging* 2hese should !e ritten in the order that they a%%ear in the %oem# to make logical sense* -se this ta!le to rite a short essay .>7D %aragra%hs/ a!out the e6%loration o+ the conce%t o+ !elonging in this %oem* $rite each e6am%le# including its conte6t# techni9ue# 9uotation# e++ect and conce%tual link* Conte6t
(What is happenin in the p!e"#Stan$a# %ine &

Te'hni()e

E*a"p%e (+)!tati!n&

E,,e't
to create a +eeling o+K**

Lin- t! the '!n'ept !, .e%!n in 2his sho s thatK*

1*

>*

D*

(*

)*

H*

ENGLISH TEACHERS/ ASSOCIATION NSW ETA012031STAGE 4 SYLLAB5S 6A7ea !, St)89 Be%!n in : A8;an'e8: Stan8a78 an8 ESL 0 <33=> <31<SKRZYNECKI?<332

A3C=S2A4S Introductory Activities 1* Find the de+inition o+ the ord ancestor and associated ords* Create a conce%t ma% o+ ords that students associate ith this ord .e*g* traditions# cultural %ractices# guilt# +amily nameK/ >* "oes your +amily re+er to their ancestorsC $hat stories ha1e you heard a!out your ancestorsC $rite a story do n# or share stories in %airs* D* $hy do you think that humans kee% oral or ritten records o+ their ancestorsC $hat does this sho a!out human natureC Activities a#ter $eading a% &uestions to Consider 1* $hat are the connotations o+ the ords# Fshadows# &bearded% and &facelessGC $hat is the e++ect o+ descri!ing ones ancestors in this ayC >* $hat is the e++ect o+ the re%etition and alliteration in the %hrase# F Standing shoulder to shoulderGC D* $hy does Peter Skrzynecki choose to use second %erson narration F youGC In hat ay does this make the res%onder !elong to the te6tC (* $hat is the e++ect o+ the rhetorical 9uestions throughout the %oemC )* 2he 9uestions that the %ersona asks start ith# F 'ho(%#%'hat(%# &'hereKG# F'hy(%# &how longKG and &whyKG* $hat does the com%rehensi1e sco%e o+ these 9uestions suggest a!out the %ersonas thoughtsC H* $hat do the ghostly ancestors say and do during the %ersonas dreamC $hat else is in the dreamC ;* $hat is the e++ect o+ the simile# F)our tongue dry/ *s caked mudGC <* 2he meaning o+ the last line is am!iguous* Suggest some %ossi!le reasons hy Fthe wind tastes of blood*G '* $hat does this %oem re1eal a!out the %ersonas %erce%tion o+ !elongingC 10* $hat are the im%lications o+ the %ersonas +eelings o+ disconnection +rom his ancestorsC Consider his sense o+ identity# acce%tance and understanding# as ell as his relationshi%s* '% Creative e(p oration 1* "ra a %icture or series o+ %ictures o+ the ghostly ancestors and the F you% +igure* &et other students to comment on the emotions and associations o+ the images* >* $rite the scri%t o+ a meeting !et een the F youG o+ the %oem and a %sychiatrist* 2he Fyou% should descri!e his dreams# associated emotions and issues ith !elonging# and the %sychiatrist should gi1e some insight into his emotional state* 9

D* $rite a letter to the FyouG in the %oem# as an ancestor* $hat as the message that you anted to e6%ress to the FyouG through his dreamC c% Ana ysis o# techni-ues Set u% a ta!le and choose SIJ e6am%les +rom the %oem that illustrate the conce%t o+ !elonging* 2hese should !e ritten in the order that they a%%ear in the %oem# to make logical sense* -se this ta!le to rite a short essay .>7D %aragra%hs/ a!out the e6%loration o+ the conce%t o+ !elonging in this %oem* $rite each e6am%le# including its conte6t# techni9ue# 9uotation# e++ect and conce%tual link*

=3&8ISH 2=ACH=4S ASSACIA2IA3 3S$ ETA012031 STAGE 4 SYLLAB5S 6A7ea !, St)89 Be%!n in : A8;an'e8: Stan8a78 an8 ESL 0 <33=><31< SKRZYNECKI?<332

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10 MA4@ S24==2 Introductory Activities 1* $hat do you remem!er a!out the home here you gre u%C $rite a descri%tion o+ this home and a %rominent memory* Share your ork ith a %artner* >* 4esearch the history o+ immigration %olicies in Australia* Misit the e!site# FMaking Multicultural AustraliaG .htt%E,, *multiculturalaustralia*edu*au,history,inde6*%h%/ "ra a timeline o+ immigration %olicies* "e+ine the 1')0s %olicy# FAssimilation*G D* 4e+erences to e6%lore and understandE a/ hum4drumE 5oring# dull# monotonous !/ adopted: 2o take a child as ones o n# !y +ormal legal act c/ ravageE 8ay aste# de1astate# %lunder d/ ga5ettedE 3amed in a council list* In this %oem# the !lock is %laced in a council list o+ re7zoned residential areas e/ em'racing: $ra%%ing ones arms around someone else +/ Kie 'asaE Polish sausages g/ pu##ing 6i ies: Steam engines h/ natura i5ed: 2he +ormal %rocess here!y immigrants !ecome +ull Australian citizens Activities a#ter $eading a% &uestions to Consider 1* $hat are the connotations o+ the descri%tion o+ the !ridge as F still too narrowGC $hat does it suggest a!out the +amilys sense o+ !elonging in the communityC >* $hat tone does the descri%tion o+ the +actory as F always burning down% setC $hat does it +or!odeC D* $hat do the ords F+olite hum-drumG suggest a!out the %arents attitude to their Bo!sC (* Ho does their attitude to their garden contrast to thisC $hat language +eatures suggest this attitudeC )* Ho does the !oys attitude to the garden contrast ith his %arentsC $hat language +eatures suggest his attitudeC H* $hy are the last t o lines o+ the third stanza %laced in %arenthesesC $hat is the e++ect o+ this %unctuationC ;* $hat does the descri%ti1e language o+ the +ourth stanza suggest a!out the +amilys li+e at 10 Mary StreetC <* A sense o+ unity is initially suggested !y the image# F citizens of the soil/ hat was feeding usG* 5ut ho are the %ositi1e connotations o+ this image undercut in the last three lines o+ the %oemC 11

'* $here did the +amily +eel !elongingC $hat are the !arriers to their sense o+ !elongingC 10* Ho does the +amilys %erce%tions o+ hat it means to !elong contrast ith the immigration %olicys %erce%tion o+ !elongingC '% Creative e(p oration 1* 2here are a num!er o+ shi+ts o+ mood during this %oem* "ra a gra%h ith mood on the 1ertical a6is .negati1e emotions near 0# %ositi1e emotions higher on the gra%h/ and stanzas on the horizontal a6is* Plot the shi+ts o+ mood# gi1ing a 9uotation and descri!ing the mood +or each %oint* >* Inter1ie an elderly %erson a!out the im%ortance o+ their home in the 1')0s* Ask them a!out the sense o+ !elonging that their home ga1e them# and ho it im%acted on their sense o+ identity* $rite notes +rom this inter1ie * D* 2his %oem %resents the childs %ers%ecti1e on the e1ents descri!ed* $rite a monologue +rom the %ers%ecti1e o+ the +ather or mother# descri!ing ho they +elt during these e1ents* -se notes +rom your inter1ie .9uestion >/ to hel% you* Address the conce%t o+ !elonging in the monologue* Per+orm the monologue in +ront o+ the class* c% Ana ysis o# techni-ues Set u% a ta!le and choose SIJ e6am%les +rom the %oem that illustrate the conce%t o+ !elonging* 2hese should !e ritten in the order that they a%%ear in the %oem# to make logical sense* -se this ta!le to rite a short essay .>7D %aragra%hs/ a!out the e6%loration o+ the conce%t o+ !elonging in this %oem* $rite each e6am%le# including its conte6t# techni9ue# 9uotation# e++ect and conce%tual link*

ENGLISH TEACHERS/ ASSOCIATION NSW ETA012031 STAGE 4 SYLLAB5S 6A7ea !, St)89 Be%!n in : A8;an'e8: Stan8a78 an8 ESL 0 <33=><31< SKRZYNECKI

?<332

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MIGRANT HOSTEL

Introductory Activities 1* 4esearch Australias %ost7 ar immigration %olicies and attitudes to ards immigrants* Com%are and contrast %olicies and attitudes then ith %olicies and attitudes no * In %articular# think a!out the di++erences !et een assimilation and multiculturalism# and the attitudes im%lied !y the ords# detention centre and migrant hostel* Also consider the conditions that migrants li1ed in during the 1')0s and today !e+ore the %rocessing o+ a%%lications* NSuggest eg 3ino Culottas hey!re a 'eird ,ob%$ A5C documentaries on the Sno y 4i1er SchemeO >* Find here Parkes is on a ma% o+ 3e South $ales* $hy ould this %lace !e chosen as a location +or a migrant hostelC D* Find the de+initions o+ the +ollo ing ords E hostel# ad-oining# instinctively# bearings# +artitioned# re+rimand. (* Ather re+erences to e6%lore and understandE a/ "oming pigeon: A %igeon trained to +ind its o n ay home !/ 6irds o# passage: 5irds hich migrate* 2hey do not ha1e one home c/ Sanction: Con+irming o+ an action !y authority Activities a#ter $eading a% &uestions to Consider 1* Ho does the +irst stanza create a sense o+ the insta!ility and insecurity o+ the migrantsC >* $hose %ers%ecti1e is this %oem +romC Ho does this change the ay that the migrants emotions are de%ictedC D* $hy ould %eo%le +rom the same nationality seek F each other out instinctively%$ $hat does this suggest a!out humans need +or !elongingC (* $hat is the e++ect o+ the simile# Flike a homing +igeon/ Circling to get its bearingsGC )* =1en in a ne country# grou%s se%arate themsel1es at night* $hat techni9ue.s/ are used to create a sense o+ their alienation +rom each otherC H* $hat is the e++ect o+ the simile# Flike birds of +assageGC $hat does it suggest a!out their e6istence and identityC ;* $hat did the !arrier at the gate signal to the migra nts about *ustralians! acce+tance of them$ 'hat is the effect of the simile# &rose and fell like a finger +ointed in re+rimand or shame GC <* $hat are the connotations o+ the ords F+artitioned%# &barrier% and Fsealed 13

off%C $hat do these ords suggest a!out the migrants sense o+ !elongingC '* $hat is the e++ect o+ the last t o linesC $hat do these lines meanC 10* Comment on the migrants %erce%tions o+ the e6tent o+ their !elonging in Australian society# and the !arriers to their !elonging* '% Creative e(p oration 1* 4esearch e6%eriences o+ asylum seekers in Australia in the %resent day* Start ith the Sydney Morning Herald Article# F5ehind !ars# they ait and rotG .May >)th# >00)/ .htt%E,, *smh*com*au,ne s,3ational,5ehind7!ars7they7 aitand7 rot,>00),0),>(,111H;00;1(>H<*html/* D* $ithout looking at the Iuestions to Consider# indi1idually +ormulate +our 9uestions that you ha1e a!out the %oem* 2hen +ind a %artner and narro your collecti1e eight 9uestions to +our* 2hen +ind another %air .+orming a grou% o+ +our/ and narro your collecti1e 9uestions to t o* As a class# decide on one main 9uestion that the class ishes to discuss* A+ter discussion# rite an indi1idual res%onse to this 9uestion* -sing in+ormation gathered +rom this research# rite a diary entry +rom the %ers%ecti1e o+ an asylum seeker in a detention centre* >* Ha1e a class de!ate on hether Fmigrant hostelsG, detention centres are necessary in Australia* c% Ana ysis o# techni-ues "ra u% a ta!le and choose SIJ e6am%les +rom the %oem that illustrate the conce%t o+ !elonging* 2hese should !e ritten in the order that they a%%ear in the %oem# to make logical sense* -se this ta!le to rite a short essay .>7D %aragra%hs/ a!out the e6%loration o+ the conce%t o+ !elonging in this %oem* $rite each e6am%le# including its conte6t# techni9ue# 9uotation# e++ect and conce%tual link*

ENGLISH TEACHERS/ ASSOCIATION NSW

14

ETA012031 STAGE 4 SYLLAB5S 6A7ea !, St)89 Be%!n in : A8;an'e8: Stan8a78 an8 ESL 0 <33=><31<SKRZYNECKI ?<332

P.S3CA$7

Ald 2o n $arsa htt%E,, *galen+rysinger*com, arsa L%oland*htm Introductory Activities 1* 5ring in a range o+ %ostcards* As a class# discuss the %ur%ose and conte6t o+ %ostcard %ictures* >* 8ook at the a!o1e %hotogra%h o+ F/ld own 'arsaw*G $rite a %ostcard message# descri!ing it in %ositi1e terms* $rite another message a!out the same %hotogra%h# descri!ing it in negati1e terms* 2his acti1ity can also !e done ith the range o+ %ostcards used +or 9uestion 1* D* Match the +ollo ing ords to their de+initions emerging sent a ay +rom ones home# o+ten en+orced massacred e6%ress strong disa%%ro1al o+P Budge someone e0iled rising or coming +orth +rom condemn dee% sadness cherish the merciless killing o+ a large num!er o+ %eo%le des+air to hold dear to onesel+
ENGLISH TEACHERS/ ASSOCIATION NSW ETA012031

15

S2A&= H S@88A5-S QArea o+ Study 5elonging# Ad1anced# Standard and =S8 * >00'7>01> S04?@3=C0I R>00<

(* Ather re+erences to e6%lore and understandE a/ Panorama: A ide# un!roken 1ie !/ Py ons: A !ridges gate ays c/ !hite 8ag es # agE 4e+erence to the Polish coat o+ arms on the +lag d/ .'stinateE Stu!!orn# in+le6i!le# unyielding e/ 7omesE Arched roo+ +/ Ga' es: 2he to% o+ the end all o+ a house Activities a#ter $eading a% &uestions to Consider 1* $hy does the %ostcard FhauntG the %ersonaC $hat are the connotations o+ this ordC >* $hat is the tone o+ stanza >C $hat ords communicate this toneC D* $hy does the %ersona address $arsa in the second %ersonC $hat is the %ur%ose o+ this %ersoni+icationC (* $ho are the Fdying generation/ 1alf a world away% 'hy do they &shelter% $arsa C $hat is the %ersonas attitude to their actionsC )* $hat is the e++ect o+ the re%etition o+ F" never knew youGC Ho is the e++ect o+ the second statement stronger than the +irstC H* $hat does the rhetorical 9uestion# F'hat!s my choice/ o be$% sho a!out the %ersonas sense o+ !elongingC ;* 2he %ersona o++ers the %hysical Frecognition% o+ &eyesight and +raise.% 5ut hat more does $arsa ant +rom himC <* At the !eginning o+ %art D# hat is the %ersonas attitude to the scene in the %ostcardC '* $hat is the tone o+ the last +our linesC 10* Ho does the %ersona struggle ith the idea o+ !elonging in this %oemC $hat are the !arriers to his +eeling a sense o+ !elongingC '% Creative e(p oration 1* "ra a %icture o+ the %ostcard as descri!ed in the %oem* >* $rite the res%onse to this %oem that $arsa might address to the %ersona and his %arents* "ramatically read this res%onse in grou%s or to the class* D* $rite the scri%t o+ the con1ersation !et een the %ersona and the +riend ho sent him the %ostcard* =6%lain the %ersonas mi6ed emotions regarding the image# relating these emotions to the conce%t o+ !elonging* c% Ana ysis o# techni-ues Choose SIJ e6am%les +rom the %oem that illustrate the conce%t o+ !elonging* 2hese should !e ritten in the order that they a%%ear in the %oem# to make logical sense*

16

-se this in+ormation to rite a short essay .>7D %aragra%hs/ a!out the e6%loration o+ the conce%t o+ !elonging in this %oem* $rite each e6am%le# including its conte6t# techni9ue# 9uotation# e++ect and conce%tual link*
IN THE FOLK M5SE5M
Introductory Activities

1* "iscuss the +ollo ing 9uestions as a classE a/ $hat museums ha1e you 1isitedC !/ $hat e6%eriences ha1e you had at museumsC !/ $hat is the %ur%ose o+ 1isiting museumsC c/ >* Find the de+initions o+ the +ollo ing ords betrays# veranda# heritage# 2ternity. D* Ather terms to understand and e6%loreE a/ 1ictorian: 4elating to Iueen Mictoria o+ &reat 5ritain or to the age in hich she ruled !/ "ay 9ni#eE A shar% instrument used in cutting hay out o+ a stack c/ 7raining p oughE A +arm tool used to drain ater in Mictorian times d/ Shou der yo9eE A eight that hangs on the shoulder to drag something e/ 6o( iron: A hollo smoothing iron containing a heater ithin +/ 3a' e ands: A +lat# ele1ated region g/ !innowingE Se%arating cha++ using air currents h/ Sa''ath dayE 2he +inal day o+ rest in hea1en .F2here remains# then# a Sa!!ath7rest +or the %eo%le o+ &od*G He!re s (E'/ i/ :uture o# manE 2he Christian !elie+ in +uture Budgement and sal1ation +or the %eo%le o+ &od Activities a#ter $eading a% &uestions to Consider 1* $hat e6%ectations o+ the +olk museum do the +irst t o lines set u%C >* $hat is associated ith Autumn and the colours F yellow% and Fbrown%$ $hat do these associations suggest a!out the museumC D* $hat are the connotations o+ the ords# Fdraining#% &yoke% and FironG in the second stanzaC $hat do you think the %ersona is +eeling as he looks at these o!BectsC (* =nBam!ment is used in the linesE 3elics from a ablelands heritage o remind me of a +ast 'hich isn!t mine* $hat ords are em%hasised through this enBam!mentC $hat does this suggest a!out the %ersonas sense o+ !elongingC )* $rite do n the similes in the last three lines o+ the third stanza* Ho e++ecti1e are these similesC 17

H* $hat is the signi+icance o+ the singing in the 2o n HallC ;* $hat is the e++ect o+ the re%etition o+ F2ternity# 2ternityGC $hat does this re%etition suggest a!out the %ersonas thoughtsC <* $hy do you think the %ersona Fleaves without wanting a final lookGC '* $hat is the signi+icance o+ the old oman associating the %ersona ith the F4isitors! 5ookGC 10* In this %oem# does the %ersona ant to !elongC $hat emotions does he e6%erienceC Ans er ith re+erence to the conce%t o+ !elonging* '% Creative e(p oration 1* $rite a diary entry +rom the %ers%ecti1e o+ the old oman* "escri!e the man ho 1isited the museum and his e6%erience o+ the museum* >* 2he relationshi% !et een the Mictorian relics o+ the museum and the church ser1ice at the 2o n Hall ne6t door is not clear* $hy might Skrzynecki ha1e Bu6ta%osed these settings and their associated sights and soundsC 2hrough dra ing a cartoon or creating a mind ma%# attem%t to disco1er the relationshi% !et een these t o settings and the %ersona* D* $ithout looking at the Iuestions to Consider# indi1idually +ormulate +our 9uestions that you ha1e a!out the %oem* 2hen +ind a %artner and narro your collecti1e eight 9uestions to +our* 2hen +ind another %air .+orming a grou% o+ +our/ and narro your collecti1e 9uestions to t o* As a class# decide on one main 9uestion that the class ishes to discuss* A+ter discussion# rite an indi1idual res%onse to this 9uestion* c% Ana ysis o# techni-ues Choose SIJ e6am%les +rom the %oem that illustrate the conce%t o+ !elonging* 2hese should !e ritten in the order that they a%%ear in the %oem# to make logical sense* -se this ta!le to rite a short essay .>7D %aragra%hs/ a!out the e6%loration o+ the conce%t o+ !elonging in this %oem* $rite each e6am%le# including its conte6t# techni9ue# 9uotation# e++ect and conce%tual link*

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ENGLISH TEACHERS/ ASSOCIATION NSW ETA012031 STAGE 4 SYLLAB5S 6A7ea !, St)89 Be%!n in : A8;an'e8: Stan8a78 an8 ESL 0 <33=><31< SKRZYNECKI

?<33

S;22A3I18 ASS8SS28<3 3ASKS 2hese tasks can !e used as assessment tasks or as %ractice 9uestions* 2hey aim to re%licate the ty%es o+ 9uestions asked in the HSC =6amination A general set o+ outcomes to !e assessed and marking guidelines has !een %ro1ided* 2hese outcomes and marking guidelines are intended to !roadly suit all o+ the +ollo ing 9uestions* 4e+er to the Standards Package or the 5oard o+ Studies e!site +or detailed guidelines* LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL In your ans er you ill !e assessed on ho ell youE demonstrate understanding o+ ho the conce%t o+ !elonging is con1eyed through the re%resentations o+ %eo%le# relationshi%s# ideas# %laces# e1ents# and societies that they encounter in the %rescri!ed te6t and te6ts o+ their o n choosing related to the Area o+ Study analyse ho the com%osers choice o+ language modes# +orms# +eatures and structures sha%es and is sha%ed !y a sense o+ !elonging organise# de1elo% and e6%ress ideas using language a%%ro%riate to audience# %ur%ose and conte6t*
EEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEE0

.utcomes to 'e assessed: S3A<7A$7: 1*> Students learn a!out the ays meaning results +rom the relationshi%s !et een com%oser# res%onder# te6t and conte6t !y com%aring and contrasting te6ts in terms o+ their conte6ts* >*> Students learn a!out the relationshi%s among te6ts !y descri!ing and e6%laining the connections !et een te6ts* D*D Students learn the language rele1ant to their study o+ =nglish including language o+ %ersonal# %u!lic and critical e6%ression* (*1 Students learn a!out the ays language +orms and +eatures# and structures o+ te6ts sha%e meaning and in+luence res%onses !y descri!ing and e6%laining the e++ects o+ a 1ariety o+ language +orms and +eatures# and structures o+ te6ts* ;*1 Students learn a!out communicating in+ormation# ideas and 1alues +or a 1ariety o+ %ur%oses# audiences and conte6ts !y identi+ying and e6%laining the e++ects o+ language +orms and +eatures# and structures o+ te6ts* <*( Students learn to com%ose imaginati1e# %ersonal and critical te6ts +rom a range o+ %ers%ecti1es !y using stylistic de1ices a%%ro%riate to %ur%ose# audience and conte6t*

19

10*> Students learn to synthesise in+ormation and ideas into sustained and logical argument !y making connections !et een ideas# and synthesising these +or 1arious %ur%oses and audiences
ENGLISH TEACHERS/ ASSOCIATION NSW ETA012031 STAGE 4 SYLLAB5S 6A7ea !, St)89 Be%!n in : A8;an'e8: Stan8a78 an8 ESL 0 <33=><31<

Sam%le Iuestions
1* SP==CH @ou are %resenting at a con+erence entitled# FPerce%tions o+ 5elonging*G $rite and %resent a s%eech addressing this to%ic* 4e+er to three o+ the %rescri!ed %oems# as ell as at least one te6t o+ your o n choosing* >* F=A2-4= A42IC8= $rite a +eature article inter1ie ing Peter Skrzynecki* 2he article ill e6%lore the im%act o+ Skrzyneckis %ersonal# cultural# historical and social conte6ts on the de1elo%ment o+ his %oetry* 4e+er to at least one other te6t o+ your o n choosing* D* 4A"IA I32=4MI=$ 24A3SC4IP2E @ou are hosting a radio inter1ie ith Peter Skrzynecki and the com%oser o+ another te6t o+ your o n choosing* @ou are to discuss ho these t o com%osers e6%lore the !arriers to !elonging in their te6ts*

(* =SSA@ FAttitudes to !elonging change o1er time*G "iscuss ho Skrzynecki tracks the shi+ts in the %ersonas attitude to !elonging* 4e+er to three o+ Skrzyneckis %oems# as ell as at least one other te6t o+ your o n choosing* )* =SSA@ FAcce%tance o+ onesel+# ones %ast and ones +uture is essential in a search +or !elonging*G "iscuss ho Skrzynecki e6%lores the com%le6ity o+ !elonging in three o+ his %oems* In addition# re+er to at least one other te6t o+ your o n choosing* H* =SSA@ F2he %ersonas social a k ardness engenders his alienation*G "iscuss ho Skrzynecki in1estigates the im%ortance o+ relationshi%s in his %oems* ;* =SSA@ FChoosing not to !elong is not an easy %ath*G Ho does Peter Skrzynecki e6%lore the am!iguity o+ di++erenceC 4e+er to three %oems and at least one te6t o+ your o n choosing*

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ENGLISH TEACHERS/ ASSOCIATION NSW ETA012031 STAGE 4 SYLLAB5S 6A7ea !, St)89 Be%!n in : A8;an'e8: Stan8a78 an8 ESL 0 <33=><31< SKRZYNECKI <332

2A$KI<G G;I78/I<8S =Standard and Advanced%

Criteria 2ar9s
,)%%9 the Fe"!nst7ates a hi h%9 8e;e%!pe8 )n8e7stan8in !, the '!n'ept !, .e%!n in an8 B7ites a hi h%9 e,,e'ti;e 7esp!nse that "eets the 8e"an8s !, the ()esti!n W7ites hi h%9 e,,e'ti;e%9: )sin app7!p7iate te*ts in a 8is'e7nin Ba9 C!"p!ses a Be%%>inte 7ate8 7esp!nse )sin %an )a e app7!p7iate t! p)7p!se: a)8ien'e an8 '!nte*t Fe"!nst7ates a Be%%>8e;e%!pe8 )n8e7stan8in !, the '!n'ept !, .e%!n in an8 B7ites an e,,e'ti;e 7esp!nse that "eets

2ar9s

1G>1D

13>1<

8e"an8s !, the ()esti!n W7ites e,,e'ti;e%9: )sin app7!p7iate te*ts in a th!) ht,)% Ba9 C!"p!ses a '!hesi;e 7esp!nse )sin %an )a e app7!p7iate t! p)7p!se: a)8ien'e an8 '!nte*t Fe"!nst7ates an )n8e7stan8in !, the '!n'ept !, .e%!n in an8 B7ites a satis,a't!79 7esp!nse that s).stantia%%9 "eets the 8e"an8s !, the ()esti!n0 P7esents i8eas )sin app7!p7iate te*ts in a s!)n8 Ba9 C!"p!ses a 7esp!nse )sin %an )a e app7!p7iate t! p)7p!se: a)8ien'e an8 '!nte*t Fe"!nst7ates an e%e"enta79 )n8e7stan8in !, the '!n'ept !, .e%!n in Atte"pts t! 8es'7i.e Bhat '!"p!se7s sa9 a.!)t .e%!n in Re,e7s t! te*t(s& in an e%e"enta79 Ba9 Atte"pts t! '!"p!se a 7esp!nse W7ites e,,e'ti;e%9: )sin app7!p7iate te*ts in a th!) ht,)% Ba9 C!"p!ses a '!hesi;e 7esp!nse )sin %an )a e app7!p7iate t! p)7p!se: a)8ien'e an8 '!nte*t

H>=

I>4

1>G

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APPENFIJ <: ST5FENT TEMPLATES 3emp ate )* Group guide: "ow to approach a $e ated 3e(t Guide #or 'eginners .=1eryone in your grou% ill !e gi1en a mark +or %artici%ation# so make sure you FAC-S on the taskS/

S38PS 1* Choose ho ill carry out each o+ the set rolesE a/ riter !/ leader, time kee%er c/ s%eaker .to class/ >* 8ook at the list o+ %ossi!le ste%s on the !oard* "iscuss and decide hich ste% should come +irst* $rite it on your %a%er in a F-88 S=32=3C=* D* Make sure you rite the ste% as a CAMMA3" .e*g Flook#G Fread#G F riteG***/ (* "ecide hich ste% should come ne6t* $rite it do n as a command* )* Continue choosing and riting ste%s until you ha1e used all the key ord ste%s on the !oard* H* Add any other ste%s that you think are also im%ortant* ;* 8ook !ack o1er your ste%s and check that you all agree*

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ENGLISH TEACHERS/ ASSOCIATION NSW ETA012031 STAGE 4 SYLLAB5S 6A7ea !, St)89 Be%!n in : A8;an'e8: Stan8a78 an8 ESL 0 <33=><31< SKRZYNECKI

?<332

"ow to approach a re ated te(t* 3ame o+ te6tE LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Com%oserE LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Source . here you got it +rom Include date o+ %u!lication# or date o+ accessing e!site/E LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL 2e6t classi+ication .ne s%a%er article# +ilm# e!siteK/E LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL ;nderstand the te(t: Are there any ords you dont understandC .Highlight# then look u% in the dictionary/ LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL $ho is the target audience +or the te6tC LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Consider the com%osers %ur%ose,intentionE 23

LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL $hat is the mood o+ the te6t (e 0 pea'e,)%: an*i!)s: '9ni'a%: h!pe,)%: '!n,)se8
et'&

LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL $hat is the te6t a!outC .Summary/ LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL _______________________________________________________________________ _________________________________________________________ Identi#y techni-ues: Ne*g* 8iterary techni9uesE register# alliteration# similes# contrast# re%etition# meta%horsK Misual techni9uesE colour# layout# reading %aths, 1ectors# modality# camera angles# intercutting# colour# sound# musicK* Set out Q Iuotation# 2echni9ue# =++ect# Ho it re%resents !elongingC LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL

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LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL

=6amine the o1erall im%act o+ the te6tE Ho does the te6t a++ect youC $hat +eelings does it lea1e you ithC LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Identi#y in9s to 'e onging $hat elements o+ this te6t e6%lore the conce%t o+ !elongingC LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL

Identi#y in9s to prescri'ed te(ts =S9r5ynec9i%* "oes this te6t ha1e anything in common ith any o+ the Skrzynecki %oems 25

that e ha1e studiedC "o they e6%lore the same issuesC LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL 3emp ate ,* $e ated 3e(t Ana ysis: 6e onging 3ame o+ te6tE LLLLLLLLLLLLLLLLL Com%oserE LLLLLLLLLLLLLLLLLLL 2y%e o+ te6tE LLLLLLLLLLLLLLLLLL .e*g* %icture !ook# %oem# articleK/ 1* $hat is the te6t a!outC LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL >* Ho is the conce%t o+ !elonging e6%lored in the te6tC LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL D* $hat are the characters %erce%tions o+ their !elongingC

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LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL (* $hat are the characters e6%eriences and notions o+E a/ identityC LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL

!/ relationshi%sC LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL c/ acce%tanceC LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL d/ understandingC LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL )* Are there characters ho enrich or challenge the grou%C =6%lain ho this* they do

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LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL H* Are attitudes to !elonging modi+ied o1er timeC LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL ;* "o any characters make choices not to !elongC LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL <* Are there any !arriers %re1enting !elongingC LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL '* Ho is this te6t similar or di++erent to one o+ Peter Skrzyneckis %oemsC

LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL >* $e ated 3e(t 38C"<I&;8 Ana ysis: 6e onging In the LLLLLLLLLLLLLLLLLLL FLLLLLLLLLLLLLLLLLLLL#G !y LLLLLLLLLLLLLLLLLL#

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!elonging is e6%lored through the techni9ues o+ LLLLLLLLLLLLLLL# LLLLLLLLLLLLLand LLLLLLLLLLLLLL* 2he te6t is a!out LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL It e6%lores !elonging through LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Conte6t. hats ha%%ening/ Iuotation, $hat you see 2echni9ue =++ect $hat it sho s a!out !elonging
=3&8ISH 2=ACH=4S ASSACIA2IA3 3S$ =2A*1<*01 S2A&= H S@88A5-S QArea o+ Study 5elonging# Ad1anced# Standard and =S8 * >00'7>01> S04?@3=C0I

R>00<

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