6/2/2015

Area of Study Conceptual Essay Workshop Notes

Area of Study: DISCOVERY

Kylie Hetheringtonnowra christian school

Writing a Conceptual Essay for Area of Study

Synthesis verbs Example sentence starters combine Winch’s revelation of [………] is a combined reflection of the limited social milieu of her characters who are further subjectively

constrained by their political entities as a result of historical dispossession. compose In composing this text of loss and relocation, Winch reveals the integral need for Aboriginal Australians to be able to access their

cultural identity in terms of… design The subtlety of Winch’s exposition on abuse of women and girls in all societies lies in her ability to design a pattern of abuse and

neglect by not naming her character in the initial chapters. predict The reader cannot predict, as indeed, colonisers would not have predicted, the impact and consequences of actions that resulted

from the loss of political and historical representations of family in Indigenous societies. Therefore… revise Winch allows us to explore […………..] in order to revise our limited understanding of… Modify We are provoked to modify our notions of self and others as we… Integrate Both Swallow the Air and [related text] integrate arguments of ………….forcing us to... improve If we are to improve our awareness of …………….we need to engage with the hubristic notions of discovery that reiterates

dispossession and… manipulate Winch’s insightful text reveals how history has been manipulated and indeed, our responses to Aboriginal Australia are manipulated

by historical representations and misunderstandings of… reconstruct We are given the privilege, through the innateness of her awareness of the need to locate personal sovereignty to reconstruct our

perspective of... Hypothesise If we are to truly understand then we need to hypothesise what may have been the case, the outcomes if... substitute Winch’s referential treatment of abuse and loss for Aboriginal people can be substituted with loss experienced by………… thus

constituting a metanarrative of… create We create new understandings of history as we reconfigure our limited understanding of the cultural silences that have impeded our

ability to… generate As we generate a reconfigured view of colonisation and its impacts on modern Aboriginal Australia we are privileged by…. devise Should we devise new ways of expressing identity and if so, how do we acknowledge the deficits that have occurred as a result of…

Using Purpose WordsAny textual or language analysis is pointless if it does not show the reader of your essay that you understand why the writer used the language in the way that they did. In all our textual analysis of our texts we have been concentrating on what the language does to create meaning for the audience or reader.

Purpose Words Activity: Using either “The Jacranda Tree” or “Home” construct sentences for each of the following purpose words

to persuasively construct

to educate

to highlight

to infer

to provide insight

to clarify

to suggest

to introduce

Purpose Words Activity: Using either “The Jacranda Tree” or “Home” construct sentences for each of the following purpose words

to provoke

to develop

to evoke

to specify

to construct

to illuminate

to challenge

to exemplify

to create

to differentiate

Purpose Words Activity: Using either “The Jacranda Tree” or “Home” construct sentences for each of the following purpose words

to develop

to denote

to connote

The Conceptual Essay ScaffoldIntroduction: 6 sentences maximum, approx 150 words 1. Topic sentence: Introduce texts and use the language of the question acknowledging its parameters. 2. Thesis sentence: state your thesis 3. Concept One: state your first argument 4. Concept Two: state your second argument 5. Concept Three: state your third argument 6. Final sentence: conclude using an evaluative adverb to demonstrate you will develop an evaluative response

Body Paragraph One: Concept One: 7 sentences maximum, approx 150-180 words: Core Text plus Related Text One 1. Topic sentence: (explicitly reference language from the question, state title of text, establish thesis concept) 2. Context sentence: (orient the reader, passage in the text, contextual information relevant to your argument) 3. TEP ( core text: from your sheets) 4. A: (from your sheets – think about what lessons your choice of reference offers in terms of Discovery) 5. TEP: (related text: from your sheets use a linking word – similarly, in addition, as a correlative…) 6. A: (from your sheets – think about what lessons/significance your choice of reference offers in terms of Discovery) 7. Concluding sentence (use an evaluative adverb - purposefully, cleverly, insightfully etc)...Eg. Significantly, both texts project the necessity of….

NOTE: USE THESE SAME STRUCTURES THROUGHOUT, FIRST TEPA: CORE TEXT, SECOND TEPA: RELATED TEXT

Body Paragraph Two: Concept One: 7 sentences maximum, approx 150-180 words: Core Text plus Related Text Two 1. Topic sentence: 2. Context sentence: 3. TEP: ( CORE) 4. A: 5. TEP (RELATED TEXT 2) 6. A: 7. Concluding sentence: Body Paragraph Three: Concept Two: 7 sentences maximum, approx 150-180 words: Core Text plus Related Text One 1. Topic sentence: 2. Context sentence: 3. TEP: 4. A: 5. TEP: 6. A:

7. Concluding sentence:

Body Paragraph Four: Concept Two: 7 sentences maximum, approx 150-180 words: Core Text plus Related Text Two 1. Topic sentence: 2. Context sentence: 3. TEP: 4. A: 5. TEP: 6. A: 7. Concluding sentence:

Body Paragraph Five: Concept Three: 7 sentences maximum, approx 150-180 words: Core Text plus Related Text One 1. Topic sentence: 2. Context sentence: 3. TEP: 4. A: 5. TEP: 6. A: 7. Concluding sentence:

Body Paragraph Six: Concept Three: 7 sentences maximum, approx 150-180 words: Core Text plus Related Text Two 1. Topic sentence: 2. Context sentence: 3. TEP: 4. A: 5. TEP: 6. A: 7. Concluding sentence:

Conclusion:5 sentences, approx 100 words 1. Topic sentence 2. Evaluative sentence on concept one 3. Evaluative sentence on concept two 4. Evaluative sentence on concept three 5. Final sentence that presents the overall strength of your thesis Hints: Use of evaluative adverbs – sophisticated or skilful responses (BAND 6 range in the descriptor bands) should be able to evaluate the effectiveness of the composer’s purpose, language and meaning. Construct a list of adverbs that you can use in a range of sentence structures and phrases e.g. purposefully, significantly, cleverly, insightfully etc. Technique is not limited to a single example; you can accumulate techniques for example, ‘The accumulative value of the verbs ‘coughed, hacked and choked’ constructs the metaphorical imagery of… in order to…

Sample Essay Questions (a) ‘Discovery can be sudden and unexpected.’

To what extent is this statement true in relation to the texts you have studied?

Make reference to your core text and at least ONE text of your own choosing.

(b) ‘Discoveries and discovering can offer new understandings and renewed perceptions of ourselves and others.’

How has this view of discovery been represented in your text and at least ONE other text of your own choosing?

Essay Drafting Table

Introduction: 6 sentences maximum, approx 150 words Your Sentences

Topic sentence: Introduce texts and use the language of the question acknowledging its parameters

Thesis sentence: state your thesis

Concept One: state your first argument

Concept Two: state your second argument

Concept Three: state your third argument

Final sentence: conclude using an evaluative adverb to demonstrate you will develop an

Body Paragraph One: Concept One: 7 sentences maximum, approx 150-180 words: Core Text plus Related Text One

Your Sentences

Topic sentence: (explicitly reference language from the question, state title of text, establish thesis concept)

Context sentence: (orient the reader, passage in the text, contextual information relevant to your argument)

TEP ( core text: from your sheets)

ANALYSIS: (from your sheets – think about what lessons your choice of reference offers in terms of Discovery)

TEP: (related text: from your sheets use a linking word – similarly, in addition, as a correlative…)

A: (from your sheets – think about what lessons/significance your choice of reference offers in terms of Discovery)

Concluding sentence (use an evaluative adverb - purposefully, cleverly, insightfully etc)...Eg. Significantly, both texts project the necessity of….

Body Paragraph Two: Concept Two: 7 sentences maximum, approx 150-180 words: Core Text plus Related Text One

Your Sentences

Topic sentence: (explicitly reference language from the question, state title of text, establish thesis concept)

Context sentence: (orient the reader, passage in the text, contextual information relevant to your argument)

TEP ( core text: from your sheets)

ANALYSIS: (from your sheets – think about what lessons your choice of reference offers in terms of Discovery)

TEP: (related text: from your sheets use a linking word – similarly, in addition, as a correlative…)

A: (from your sheets – think about what lessons/significance your choice of reference offers in terms of Discovery)

Concluding sentence (use an evaluative adverb - purposefully, cleverly, insightfully etc)...Eg. Significantly, both texts project the necessity of….

Body Paragraph Three: Concept Two: 7 sentences maximum, approx 150-180 words: Core Text plus Related Text One

Your Sentences

Topic sentence: (explicitly reference language from the question, state title of text, establish thesis concept)

Context sentence: (orient the reader, passage in the text, contextual information relevant to your argument)

TEP ( core text: from your sheets)

ANALYSIS: (from your sheets – think about what lessons your choice of reference offers in terms of Discovery)

TEP: (related text: from your sheets use a linking word – similarly, in addition, as a correlative…)

A: (from your sheets – think about what lessons/significance your choice of reference offers in terms of Discovery)

Concluding sentence (use an evaluative adverb - purposefully, cleverly, insightfully etc)...Eg. Significantly, both texts project the necessity of….

Body Paragraph Four: Concept Two: 7 sentences maximum, approx 150-180 words: Core Text plus Related Text One

Your Sentences

Topic sentence: (explicitly reference language from the question, state title of text, establish thesis concept)

Context sentence: (orient the reader, passage in the text, contextual information relevant to your argument)

TEP ( core text: from your sheets)

ANALYSIS: (from your sheets – think about what lessons your choice of reference offers in terms of Discovery)

TEP: (related text: from your sheets use a linking word – similarly, in addition, as a correlative…)

A: (from your sheets – think about what lessons/significance your choice of reference offers in terms of Discovery)

Concluding sentence (use an evaluative adverb - purposefully, cleverly, insightfully etc)...Eg. Significantly, both texts project the necessity of….

Body Paragraph Five: Concept Three: 7 sentences maximum, approx 150-180 words: Core Text plus Related Text One

Your Sentences

Topic sentence: (explicitly reference language from the question, state title of text, establish thesis concept)

Context sentence: (orient the reader, passage in the text, contextual information relevant to your argument)

TEP ( core text: from your sheets)

ANALYSIS: (from your sheets – think about what lessons your choice of reference offers in terms of Discovery)

TEP: (related text: from your sheets use a linking word – similarly, in addition, as a correlative…)

A: (from your sheets – think about what lessons/significance your choice of reference offers in terms of Discovery)

Concluding sentence (use an evaluative adverb - purposefully, cleverly, insightfully etc)...Eg. Significantly, both texts project the necessity of….

Body Paragraph Six: Concept Three: 7 sentences maximum, approx 150-180 words: Core Text plus Related Text One

Your Sentences

Topic sentence: (explicitly reference language from the question, state title of text, establish thesis concept)

Context sentence: (orient the reader, passage in the text, contextual information relevant to your argument)

TEP ( core text: from your sheets)

ANALYSIS: (from your sheets – think about what lessons your choice of reference offers in terms of Discovery)

TEP: (related text: from your sheets use a linking word – similarly, in addition, as a correlative…)

A: (from your sheets – think about what lessons/significance your choice of reference offers in terms of Discovery)

Concluding sentence (use an evaluative adverb - purposefully, cleverly, insightfully etc)...Eg. Significantly, both texts project the necessity of….

Conclusion5 sentences, approx 100 words

Topic sentence: (explicitly reference language from the question)

Evaluative sentence on concept one – most important lessons that can be learned

Evaluative sentence on concept two – greatest insight into humanity

Evaluative sentence on concept three – how we should use the text to reshape our thinking

Final sentence that presents the overall strength of your thesis – nil home the collective insights you can draw from your study

Peer to Peer Essay Checklist

Yes No

Does the introduction topic sentence state and format the titles of the texts correctly?

Does the introduction clearly establish two to three conceptual arguments?

Does each topic sentence have an explicit link to the question?

Does each body paragraph have an effective context sentence?

Does each paragraph have at least one example of TEPA for each text beginning with the core text then related text?

Have linking words been used between the texts’ TEPA analyses?

Are the concluding sentences of each paragraph evaluative and imply the greatest lesson that can be learned through the textual analysis of the concept?

Is there any evidence of repetition or overwriting?

Is spelling correct throughout?

Are there any grammatical errors in sentences?

Has punctuation been used correctly and effectively?

Self-Assessment RubricINTRODUCTION: The student has addressed the question in the first sentence of the introduction?

Sophisticated and explicit reference is made, language is echoed or appropriate synonyms have been used. Thesis is clearly evident.

Explicit reference is made to the question but thesis is vague.

Uses some words from the question but does not attempt to present a thesis.

Uses one word but does not demonstrate clear understanding of the question.

Does not demonstrate evidence of addressing the question in the opening sentence

INTRODUCTION: The student formatted the titles of the texts correctly – inverted commas for individual poems or magazine /newspaper articles. In hand written texts, titles of novels, films, play scripts etc. are underlined. The date of publication is placed immediately after the title of the text in brackets. The composer/s full name is used and spelt correctly.

Everything perfect Mostly perfect Some lapses Many lapses No attempt to format correctly

INTRODUCTION: The student has presented a thesis that links to the requirements

Sophisticated and original thesis. Thesis is relevant to the text choice, parameters of the

Thesis is present and appropriate. May not be clear in terms of linking across all

Some evidence of a thesis but may have some ambiguity as to what it may be or how t links to

Arguments offered but not linking to a unifying thesis

No thesis statement

of the question and sustains the thesis in relation to the arguments presented.

question and can be sustained for each argument offered.

arguments. the requirements of the question. Not sustained for each argument presented.

INTRODUCTION: The student has presented one to two sentences establishing an argument for each text used. Arguments clearly link to the thesis. Student has a clear and defined structure for the essay.

Sophisticated and insightful, detailed links and structure is clear and explicitly stated

Appropriate, structure is present but may have a lapse in terms of argument presentation.

Some evidence of a structure but not explicit and may lead to ambiguity or may have repetition of earlier arguments

Little evidence of a structure being presented for the work

No evidence of a structure being presented

INTRODUCTION: The student developed a closing sentence for the introduction that reiterates the thesis and links to the first sentence of the next paragraph.

Sophisticated evaluative sentence that reiterates thesis and uses a word or phrase that will be echoed in the topic sentence of the first paragraph to create flow.

Appropriate sentence- may use a word or phrase to link to topic sentence. Attempts to be evaluative.

May have closing sentence but does not clearly link to the topic sentence of next paragraph. Repeats the question in a superficial way.

No closing sentence or sentence does not reiterate thesis or link to next paragraph

No concluding sentence

PARAGRAPHS: The student has used a topic sentence that uses language from the question and clearly states the text being addressed and the thesis/argument being presented

Sophisticated and detailed – no waffle – perfect topic sentence; uses explicit language or accurate synonyms from the question establishing the argument and thesis. States text clearly, uses formatting appropriate to

Appropriate, uses some words from the question; clear sentence and direction established. Lacks polish.

May be waffly – no clear links to the question – uses inaccurate synonyms. Ambiguous arguments.

Topic sentence is awkward and does not define an argument, introduce a text or have clear grammatical structure

Very weak topic sentence that does not state an argument or the text being presented

text type.

PARAGRAPHS: The student has provided a context statement for the text – one sentence that suggests the core themes, issues and ideas, historical context or composer’s context for the text in the context of your study?

YES – clear and explicit- grammatically correct. Insightfully places the context at the forefront of the markers attention.

Context is evident but sentence is not clear or choice of contextual material not exactly relevant to the thesis and question.

Attempts to state context but is inaccurate or lacks any depth. Superficial mention of dates or lacks flow or relevance to the question.

Context sentence lacks any depth or understanding of the requirements of the question.

No context sentence.

PARAGRAPHS: The next sentence introduces the first TEPA and presents a succinct sentence that identifies an idea, followed by a technique or accumulation of techniques, provides evidence and suggests purpose?

Sophisticated, links to the argument, links to the question, uses a sophisticated idea, presents the technique or accumulation of techniques – (‘the significance of identity is evident through the verb… which creates a personified image in order to), establishes purpose.

May have techniques but does not link to idea, may use weaker techniques, purpose verb may be suitable but not insightful (‘to create’ rather than ‘to evoke’ for example)

Some evidence of techniques but discussion is not clear or is simplistic- identifies a noun but does not identify complex techniques or figurative language. Begins sentence with quotes. Technique discussion is repetitive and restated

Minimal discussion or identification of techniques- presents a series of statements with no textual evidence

No identification of techniques

PARAGRAPHS: Demonstrates how the next sentence or two sentences presented a succinct analysis of how the techniques chosen present evidence that

Sophisticated and insightful - analysis that explicitly uses the evidence to support the argument and sustain the thesis offered for this text.

Appropriate – analysis is present but may not be sophisticated or insightful

Some evidence of analysis but has weaknesses and does not present a clear link to any argument.

Very little evidence of analysis – statements that are not clear and make no relevant sense in terms of the argument

No analysis

supports the thesis presented by the question and offered by the student in the introduction? PARAGRAPHS: Student has repeated the last two points at least twice depending on the depth of technique analysis provided – you should attempt to develop two to three TEPAs per paragraph

YES YES Attempted Not attempted Limits discussion to one sentence

PARAGRAPHS: Concluding sentence

Sophisticated, contextualises and defends the use of the evidence from the text and its effectiveness in addressing the question. Uses sophisticated evaluative language. Presents a significant insight or lesson that can be learned from the text.

Appropriate – summarises the paragraph; attempts to use evaluative language. Attempts to establish either an insight or a lesson.

Not clear, does not use evaluative language; may be a statement rather than an evaluation

No evidence of evaluative language; mere statement or not evident

No evidence of concluding sentence

CONCLUSION Succinct topic sentence that links directly to the question and opening sentence of the essay. One succinct sentence on each text that evaluates its role in defending the argument. Evaluative final sentence that ensures

Conclusion evident; presents a sentence on each text that evaluates its role in defending the argument. Makes an attempt to present an insight or lesson.

Conclusion is weak – does not really address the question or, addresses the question superficially or repetitively without presenting evaluative insights.

No genuine conclusion – some statements but does not link back to the question or have any insights present.

No conclusion

insights are appreciated and lessons offered by the text have been identified.

Checklist: Highlight where relevant:

o Identifies verbs used to construct tone, personification or

o metaphor o Identifies

adjectives – accumulation to construct sensory imagery or create metaphors or tone

o Identifies adverbs - tone or personification

o Identifies abstract nouns – tone, insightful metaphors

o Identifies specific or intentional use of pronouns to establish the

Sophisticated Appropriate Sound Limited Missing many aspects needed to develop a competent and clear response

difference between authorial or character voice

o Identifies use of punctuation in texts when used for specific effect

o Analyses how specific choices of grammatical features have been used to develop insight into how figurative language or rhetorical devices have been formed?

o Identifies sophisticated range of figurative devices including synecdoche, paradox and irony

o Uses appropriate and meaningful purpose verbands

o Uses appropriate register of vocabulary for the text type

o Avoids any emotive language

o Stays in the form presented by the question

o Spelling is all correct

o Titles of texts are all formatted correctly

o Sentences are not overly long

o All analysis links directly back to the question

o All evidence links directly to the question

o Topic sentences are concise and to the point and address language from the question

o Any references from other sources are

acknowledged appropriately

Suggested Essay Sentence StartersSynonyms for composer can and should be used for each different text type: poet author, write, reporter, cartoonist, artist, novelist, filmmaker, director, producer, scriptwriter,

The [author]/ [composer’s name] suggests…

The [poet]/ [composer’s name] provides opportunities…

The [playwright]/ [composer’s name] challenges…

The [speaker]/ [composer’s name] purpose if to …

The [filmmaker]/ [composer’s name] highlights…

The [director]/ [composer’s name] use of [technique]…

The [photographer]/ [composer’s name] presents…

The [designer [composer’s name] explores….

The [artist]/ [composer’s name] has presented…

[Name of composer] uses her/her text to (convey, challenge, inform, educate, challenge, provoke, suggest, impart, communicate, develop, reveal, provide insight, expose, deliberate, construct)

The composer uses her text to portray a view of…

The composer has used…

Synonyms for ‘text’ should be inserted to identify the text type being discussed such as: poem, short story, newspaper article, song lyric, speech, novel, fiction text, website, image, artwork, documentary, etc

The text suggests…

The text provides opportunities…

The text challenges…

The text highlights…

The text provokes…

The text indicates…

The text educates…

The context (social, cultural. political, religious, gender, historical, intellectual, personal) is (suggested, exposed, highlighted) through the use of…

The context has been highlighted through the development of…

The composer has provided a contextual focus by….

Contextually the text suggests…

The values of the text are conveyed through the use of…

The composer’s values are exposed when…

The composer’s values are exposed by…

Values of….. are explored through the text using…

The audience for the text is suggested through….

The audience for the text is suggested by…

The use of [technique] highlights, suggests, infers, develops understanding, exposes, provokes, informs,

Techniques such as…. have been used to (expose, highlight, provoke, suggest, initiate discussion, provide opportunities, inform, educate, develop an understanding of)…

The theme of ….. is developed through the issue of….

The theme of …..is highlighted…

The theme of ….. is explicitly stated….

The theme of ….. is implicit rather than explicitly stated using….

The theme of ….. is exposed…

The issue of ….. (is exposed, highlighted, suggested, inferred, paralleled by, implied, intimated, headlined, given priority) through ….

A critical reading of the text suggests…

A critical analysis of the text provides opportunities to…

Close reading of the text provides insight into…

Synonyms such as viewer, reader, author etc can be developed here The responder/audience/ viewer/ understands… The responder/audience/ viewer/’s impression is… The responder/audience/ viewer/ is persuaded to… The impact on the responder/audience/ viewer/ reminds us that… The responder/audience/ viewer/ becomes convinced of… The responder/audience/viewer develops…

Sentence starters relating to Discovery (use any of the synonyms relating to Discovery to develop alternative sentence scaffolds) Conceptually, ‘Discovery’ is highlighted through… Discovery, as a concept, is highlighted by… Discovery, both literally and conceptually, is exposed through… Literal ‘Discovery’ is exposed through/when/by… ‘Discovery’ is a manifestation of… The moral notion of ‘Discovery’ suggests…. ‘Discovery’ as a metaphysical construct of self is suggested \… The concept of Discovery is developed through… The composer engages with the conceptual premises inherent to ‘Discovery’ through… The composer engages with the concept of Discovery using… In transforming the relationship between… the composer is suggesting… Transformation takes place through…. The concept of ‘Discovery’ is effectively conveyed through…

The composer explores the effects of discovery… The transition from … to…. Suggests a changing (perception, understanding, view) of …. The use of dialogue (suggests, conveys, exposes, develops, provides)… Aspects of the theme are (discussed, exposed, inferred, developed) …. Juxtaposing the three texts provides… Juxtaposition of the texts suggests… Juxtaposing [the text] alongside [the text]….suggests opportunities to explore… Analysis of the three texts suggests… A critical reading of all three texts provides… All three texts explore… All three texts expose… The three texts suggests... The three texts portray… A balanced discussion of …………….. is maintained through… Bias becomes evident when… Negation of the rights of the individual become apparent through the… A discomforting aspect of discovery becomes evident through… The nascent implications located in the… The anticipation and joy of literal discovery is overwhelmed by the moral rectitude of… Responsibility for exploration is not evident in the linguistic expression of… The metaphysical awareness of the poet in…leads us to… The narrative qualities present quintessential insights into… Philosophically speaking, the … Existential ideas about sovereignty and self become evident in… Self awareness, an epiphany depicting…becomes apparent through… The subtlety of the poet’s awareness of…is evident in… Our views on … are challenged by… Our views on …are provocatively engaged through… Historical interpretations are negated and revised through the language of…

Disturbing awareness of the implications of…become evident in… Increasing awareness of …. allows us to… The exposition of…is damning as… Representations of gender as a minority provide opportunities to explore… An uncomfortable reminder of the consequences is apparent when… The cinematography expels any sense of… The constructs evident in the purposeful choice of [language/film technique] create doubt in terms of… Inspirational mantras of…evolve out of the challenges to individual discovery through… The disparate nature of individuals and an awareness of how they discover insights are located in… Alternate views of history are exposed through… We are compromised by the historical metanarrative as it… The cultural and gender constraints of history represented in … are often new discoveries for a modern audience but ironically, reinforce notions of… The resonance of…when… exposes… Moral codas are revealed and sustained through … Social, cultural and moral disintegration of individuals is depicted through… Quests of themselves are then derided as inconsequential as the impact of…becomes evident in…

Scientific assertions of discovery challenged prevailing notions of… Paradigm shifts exist between what is discovery and what has long been known becomes evident in... The chronicling of events in a coherent structure allows insight into… The impact of discovering aspects of ourselves through the mirroring of others is highlighted in… The ongoing implications of exploration and discovery are exposed as… Political and philosophical ideas about…convey the innate need to… Allegorical representations force us to recognise… Speculation arises when the expectations of …. confront our pre-existing view of… Colonial and postcolonial discourse surrounding…is a confronting reminder of… Traditional boundaries of…are exposed and shattered as… The dramatic realities of a world that rejects future discovery become apparent through… The structural premise echoes the voice of each of us when we are confronted by… Attitudinal responses need to be equated with the…