Essay Introduction - The Truman Show

I was supervising an exam recently and thought I'd give one of the essay questions a go. I haven't studied the film (but have seen it), am not an English teacher by definition and have no real idea of the purpose of the Module, but thought I'd challenge myself for 10 minutes.

Conclusion: it was mighty hard! I have been tutoring students for a while now, but not usually Stage 6 students. I did once tutor a very gifted Stage 6 student who ultimately achieved a Band 6 in English Advanced, but this involved hours of preparation each week and days worth of professional learning. I made no money out of the gig but all of my efforts continue to help me in my EAL/D teaching role, so I don't see it as wasted time. You never stop learning, and what you learn is always transferable to other contexts.

Exam essay question:

An engaging text will skilfully blend ideas, language features and form to generate a considered response. 

Discuss this statement, making close reference to your prescribed text.

My attempt under exam conditions (Introduction only):

Peter Weir's careful composition of the film The Truman Show merges conceptual components with language features and form, resulting in a timeless and meaningful text that continues to challenge its viewers. Significant ideas such as the importance of self-actualisation and human liberty are sensitively conveyed via film techniques and narrative structure. Similarly, the insidious nature of deception, verses the refreshing qualities of compassion and integrity, is adeptly highlighted through casting and camera choices, as well as through flashbacks of Truman's past. Of particular profundity is the cautionary element of corporate-driven storytelling which is infused within the film. This connects directly with contemporary viewers, compelling them to question their own voyeuristic tendencies. The final product is a consciously multilayered text that exposes human strengths and weaknesses, leaving an indelible mark on diverse audiences.

Explanation of Introduction:

OK, so I have no idea of the thrust of the Module and just went out on a limb based solely on the question. That's a vital skill in order to achieve anything above a 'C range' result; you must be able to adapt to the question and fashion your repertoire of knowledge under timed conditions. In this case, I had no knowledge, so could not continue writing. But, I had enough knowledge to write the general statements required for an introduction that addresses the question.

The word engaging in the question is significant as it points to audience response. Word choices related to this are red.

The words skilfully and considered response must also be considered when reading the question because they allude to how well the text is composed to meet its purpose. Related word choices are blue.

The word blend is important to address because it describes the interplay between ideas, film techniques and text structure. Related word choices are pink.

References to ideas are bright green. References to language features are orange. References to form are dark green.

Possible approach to Body Paragraphs:

Body Para 1: The concepts of self-actualisation (Truman's search for meaning) and human liberty (Truman's desire for freedom) should drive this paragraph. In terms of film techniques, you could discuss the camerawork which highlights Truman's growing realisation that he is not living the authentic life he thought he was. In terms of narrative structure, you could discuss the rising tension that is created as Truman questions: his inability to travel, the unresolved relationship with his father, etc.

Body Para 2: The idea of deception verses truth should drive this paragraph. In terms of filmic choices, you could focus on the casting of Truman's best friend, as well as his wife, and how their acting styles reveal their disingenuous relationships with Truman. By contrast, the various close-ups of scenes with Lauren convey the intimacy that Truman has rarely experienced in his life. Flashbacks to these scenes, as well as edits that cut to her perspective as a real-life viewer, provide a powerful insight into the alternative role an audience can assume.

Body Para 3: The concept of corporate-driven storytelling should be the focus of this paragraph. You could comment on Christof's detachment from reality as he pursues commercial success. The ethical issues of a person being adopted by a corporation could be discussed in relation the collective culpability of the feckless viewers. The juxtaposition of the various mises en scène with Truman's vivacity serves to expose the detrimental effects of passive media consumption. Make reference to how the film-going audience is taken from a position of being entertained, to experiencing empathy, to feeling elation by the end of the narrative.

Well, that's just a few ideas anyway. I'd have to actually watch the film to fill in the gaps. Also, never lose sight of the question. Just as I have illustrated with the colour-coding, these threads should be woven right throughout your essay. Imagine the colours scattered within each paragraph. Red and blue should feature heavily in your conclusion.

If you are a senior student who has read this entire blog post (and found it helpful), could you please take a minute to leave me a comment? (anonymous or otherwise) I am trying to gauge whether my blog posts appear in search results. I am charged a nominal sum by Google each year, so think they owe me some exposure on the web. Cheers.

Text by Melanie © 2020

The state of Christianity in the 'West'

Throughout the relatively short course of my life, I have seen Christianity decline in Australia. The sons and daughters of those who never had much (or any) belief are out in full force, and now having children of their own. They're followers of the world's ideologies, not of Christ's teachings. I must confess, it's getting harder to live in a world where so many people hold a different worldview to mine. I frequently cry due the callousness and ignorance of those who openly oppose Christ. Yeah, sure, they often have some sort of moral compass, but when it comes to the sanctity of human life, many are driven by agendas that fly in the face of Christianity. Is it Christians they can't stand, or Christ himself? I think it's both. To them, anything that challenges hardened hearts must be eliminated at all costs. It comes down to the discomfort they feel when considering their own 'humanness'. No one wants to wake up to themselves - they're having far too much fun self-serving to do that.

I recently read a small news segment in the October 2019 edition of 'Forward in Christ' magazine (Vol. 12, No. 3, p. 4). These magazines are always an interesting read, but there is a common thread: Christianity is continuing to be warped and twisted by those who have no desire to know Christ.

Seminary Confesses to Plants: In a bizarre chapel ceremony in September, students at Union Theological Seminary (UTS), New York, confessed their sins to a collection of potted plants. The verdant seminary described the event on social media, tweeting, "Today in chapel, we confessed to plants. Together, we held our grief, joy, regret, hope, guilt and sorrow in prayer; offering them to the beings who sustain us but whose gift we too often fail to honor. What do you confess to the plants in your life?"

One seminarian answered, "Here was my confession. ‘I confess that even as I’ve waxed poetic and theological about how indispensable you are, I’ve privileged my own comfort and convenience over your well-being.'" I’ve privileged my own comfort and convenience over your wellbeing? Seminarians at UTS might want to apply that same line of reasoning to abortion, which the school enthusiastically supports.

 

Image credit: South Pacific Prints

"These people honour me with their lips, but their hearts are far from me. Their worship is a farce, for they teach man-made ideas as commands from God." (Matthew 15: 8-9, New Living Translation)

Seeing your significance...

Sometimes it can be difficult to see any significance in what you do. You work hard, try your best, give it your all. You try to better yourself, learn more, give more. You do it to share your skills, your understandings, your life lessons. Sometimes, however, your reach seems so limited and your efforts worthless. At this point, it becomes harder to see your purpose in this world. I'll always remember a priest who spoke at a Sydney youth festival: "A lot goes into a person." It made me reconsider what my parents wanted for me and some of the conscious choices they made.

Each one of us is unique, the product of a myriad of experiences and teachings and interactions. Each one of us has so much to share, but sometimes the opportunity to do so is lacking. I've worked hard in my life to learn new things, improve my knowledge, be the best teacher I can be. But, I have learnt that I can't please everyone in the way they might want. If they want a 'yes-man', then I'm definitely not who they're after. If they want someone who is happy with being undervalued and disrespected, I won't ultimately work out for them either.

I've spent a lot of time in my life trying to impress the wrong people. Only now in my forties have I come to recognise my worth. All those public holidays spent studying. The many all-nighters spent planning the perfect sequence of lessons as an RFF teacher. The intricate feedback comments that were barely read by students and parents. The hours and hours of preparation put into single lessons or tutoring sessions.

This time and effort has amounted to something. The product is a teacher who thinks critically, who has something of great worth to share with her students. A person who has never been motivated by the pay cheque is a person who will ultimately shine as an educator. I have been very fortunate to receive fantastic feedback in recent years from parents whose children I tutor. For the first time, my teaching is being witnessed in their homes, its merits evaluated. It's like everything I have worked towards is finally seeing fruition. This was never going to happen in the school context, where my role as a diverse learning teacher is often looked down on by superiors. In schools, limits are set on what I am able to contribute, but outside of that context, the sky is the limit.

I've finally started to feel significant again.