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11 ENGLISH Semester 2: CONTEXT-Family and Society Text: Romulus, My Father
UNIT 2-AREA OF STUDY 2
Creating and presenting
In this area of study students’ writing is informed by their reading of a range of texts
relevant to one of the Contexts listed below. They are encouraged to read widely and
to study at least one set text or a collection of shorter set texts in order to examine
the effects of form, purpose, audience and context on the authors’ choice of structure
and language. They draw on the knowledge gained from this study to create their
own written and/or multimodal texts in a process which includes planning, reviewing
and editing.
Exploring and presenting themes or ideas
In this Context (Family and society) students explore the ways in which particular
themes or ideas are presented in set print, non-print and multimodal texts. Students
draw on this exploration to create and present their own written and/or multimodal
texts on the same theme or idea for a specific audience, purpose and context.
X2 SAC’s – Creative and Expository
Outcome 2
On completion of this unit the student should be able to create and present texts
taking account of audience, purpose and context.
Key knowledge
This knowledge includes
• the structures, features and conventions of a range of print, non-print and
multimodal texts created for different purposes; for example, personal and
imaginative, informative, instructional, argumentative or persuasive;
• the effects of form, context, audience and purpose on the author’s choice of
structure and language;
• the visual, auditory and digital features used by authors to make meaning;
• strategies for planning and revising text responses for coherence of form, language,
structure, audience and context;
• the metalanguage necessary to be able to discuss structures, features and forms of
their own and others’ texts;
• the conventions of spelling, punctuation and syntax of Standard Australian English.
Key skills
These skills include the ability to
• use accurately the structures, features and conventions of a range of print, non-
print and multimodal texts;
• select text type, subject matter and language to suit a specific audience, purpose
and context;
• draw on content suggested by set texts to develop and support ideas and
arguments;
• plan and revise for coherence of form, language, structure, audience and context;
• use appropriate metalanguage to discuss structures, features and forms of their
own and others’ texts;
• use the conventions of spelling, punctuation and syntax of Standard Australian
English.
Outcome 2
Draw on ideas and/or arguments suggested by a chosen Context to create
written texts for a specified audience and purpose; and to discuss and
analyse in writing their decisions about form, purpose, language, audience
and context.
MARK RANGE DESCRIPTOR: typical performance in each range
25–30 marks Skilful shaping of ideas, arguments and language appropriate
to the chosen form, audience, purpose and context.
Sophisticated understanding of complex ideas and/or
arguments relevant to the chosen Context and presented in
selected text/s; a demonstrated ability to draw on and develop
these in the creation of own text/s. Highly expressive, fluent
and coherent writing. Use of appropriate metalanguage to
present an insightful, highly expressive and coherent written
explanation of personal authorial choices.
19–24 marks Considered use of ideas, arguments and language appropriate
to the chosen form, audience, purpose and context. Thorough
understanding of ideas and/or arguments relevant to the
chosen Context and presented in selected text/s; a
demonstrated ability to draw purposefully on these in the
creation of own text/s. Expressive, fluent and coherent
writing. Use of appropriate metalanguage to present a
considered, expressive and coherent written explanation of
personal authorial choices.
13–18 marks Suitable use of ideas, arguments and language appropriate to
the chosen form, audience, purpose and context. Clear
understanding of basic ideas and/or arguments relevant to the
chosen Context and presented in selected texts; a
demonstrated ability to draw on these to some degree in the
creation of own text/s. Generally expressive, fluent and
coherent writing. Use of metalanguage to present a clear,
coherent and general explanation of personal authorial
choices.
7–12 marks Use of ideas, arguments and language generally appropriate to
the chosen form, audience, purpose and context. Some
understanding of basic ideas and/or arguments relevant to the
chosen Context and presented in selected texts; some
evidence of an ability to draw on these in the creation of own
text/s. Clear expression of ideas in writing. Use of limited
metalanguage to present a general explanation of personal
authorial choices.
1–6 marks Little evidence of an ability to use ideas, arguments and
language appropriate to the chosen form, audience, purpose
and context. Limited understanding of basic ideas and/or
arguments relevant to the chosen Context and presented in
selected texts; little evidence of an ability to draw on these in
the creation of own text/s. Simple expression of ideas in
writing. Little use of metalanguage and minimal discussion of
authorial choices.
Romulus, My Father Chapter by chapter Summary Student
worksheet
Structure: “By and large, Gaita tells his story in chronological order, starting at the
beginning and working through to the end of Romulus’s early life in Yugoslavia, and
progresses through to his years in Germany, the many years in Victoria, the high and
low points of his life, and his short illness and death. An interesting feature of the
book’s structure is the way Gaita alternates between stories of his father’s and his
mother’s lives. But it’s important to remember that this includes a biography of
Romulus and his family, but a narrative that includes other people as well. Between
the life stories of Romulus, Raimond and Christine, Gaita interweaves the stories of
many other people, giving his work human interest.” (Insight Text Guide: Romulus,
My Father)
TASK: Number the chapter summaries from 1-10 correctly
For homework-In your workbook, re-write the summaries in the correct order
Chapter Summary
Raimond’s essay about Elvis Presley; Raimond’s epiphany; Vacek
introduced; swimming in the dam; Raimond’s bond with Hora grows, as
does his love of reading and his interest in the life of the mind.
Romulus has another motorcycle accident; his skills as a worker; the
difference between character and personality; Romulus joins a lonely
hearts club and the saga of Lydia begins.
Both Romulus and Hora offer to adopt Mitru’s daughters; Romulus falls
into insanity; the bombshell that helped to cause this; Raimond swings into
action during his father’s illness; the story of John Dunstan.
Raimond goes to school at St Patrick’s College, Ballarat; Christine and
Mitru’s children are made wards of the state; Raimond tells his mother that
he doesn’t want to see her; she commits suicide.
Mitru’s decline; Christine’s illnesses; Mitru’s letter to Romulus; Susan,
Raimond’s half sister, born; Mitru’s suicide.
The family arrives in Australia; life at Bonegilla; Romulus is sent to
Baringhup, splitting up the family; the Hora brothers (Pantelimon and
Mitru) enter the story; Christine is unfaithful; the move to Frogmore.
Romulus’s superstitions; reversals in Hora’s life; Romulus buys a house on
the outskirts of Maryborough; Romulus pays fares to Australia for all of
Lydia’s family.
Romulus’s animals and their importance; Romulus starts a poultry farm;
his motorcycle accident; Hora steps in to look after Raimond; the incident
of the razor.
Romulus’s childhood in Yugoslavia; he goes to Germany; he is
conscripted into an army of foreign workers there; Romulus and
Christine meet; their courtship and marriage; the birth of Raimond;
the family emigrates to Australia.
Life at Frogmore; Romulus finds work at a tool factory in Maryborough;
Christine moves to Melbourne with Mitru; her emotional problems grow
worse.
Romulus, My Father Chapter by chapter Summary –TEACHER COPY WITH
ANSWERS
Structure: “By and large, Gaita tells his story in chronological order, starting at the
beginning and working through to the end of Romulus’s early life in Yugoslavia, and
progresses through to his years in Germany, the many years in Victoria, the high and
low points of his life, and his short illness and death. An interesting feature of the
book’s structure is the way Gaita alternates between stories of his father’s and his
mother’s lives. But it’s important to remember that this includes a biography of
Romulus and his family, but a narrative that includes other people as well. Between
the life stories of Romulus, Raimond and Christine, Gaita interweaves the stories of
many other people, giving his work human interest.” (Insight Text Guide: Romulus,
My Father)
TASK: Number the chapter summaries from 1-10 correctly
For homework-In your workbook, re-write the summaries in the correct order
Chapter Summary
Raimond’s essay about Elvis Presley; Raimond’s epiphany; Vacek
5 introduced; swimming in the dam; Raimond’s bond with Hora grows, as
does his love of reading and his interest in the life of the mind.
Romulus has another motorcycle accident; his skills as a worker; the
7 difference between character and personality; Romulus joins a lonely
hearts club and the saga of Lydia begins.
Both Romulus and Hora offer to adopt Mitru’s daughters; Romulus falls
9 into insanity; the bombshell that helped to cause this; Raimond swings into
action during his father’s illness; the story of John Dunstan.
Raimond goes to school at St Patrick’s College, Ballarat; Christine and
8 Mitru’s children are made wards of the state; Raimond tells his mother that
he doesn’t want to see her; she commits suicide.
Mitru’s decline; Christine’s illnesses; Mitru’s letter to Romulus; Susan,
6 Raimond’s half sister, born; Mitru’s suicide.
The family arrives in Australia; life at Bonegilla; Romulus is sent to
2 Baringhup, splitting up the family; the Hora brothers (Pantelimon and
Mitru) enter the story; Christine is unfaithful; the move to Frogmore.
Romulus’s superstitions; reversals in Hora’s life; Romulus buys a house on
10 the outskirts of Maryborough; Romulus pays fares to Australia for all of
Lydia’s family.
Romulus’s animals and their importance; Romulus starts a poultry farm;
4 his motorcycle accident; Hora steps in to look after Raimond; the incident
of the razor.
Romulus’s childhood in Yugoslavia; he goes to Germany; he is
1 conscripted into an army of foreign workers there; Romulus and
Christine meet; their courtship and marriage; the birth of Raimond;
the family emigrates to Australia.
Life at Frogmore; Romulus finds work at a tool factory in Maryborough;
3 Christine moves to Melbourne with Mitru; her emotional problems grow
worse.
