James+Barker

Henry Lawson uses detailed description to allow us to understand the harsh settings of the outback. He describes the drover's wife as a 'gaunt, sun browned bush women' and her children as 'four ragged, dried-up-looking children'. With these adjective Lawson makes the reader imagine that Australia is a harsh and uninviting environment.
 * The Drover's Wife **

Lawson constructs this view that Australia is a harsh environment, he does this through 'The Drover's wife'. Lawson describes the house as 'The two-roomed house is built round timber, slabs and stringy-bark' and 'bush all round-bush with no horizon' These make the environment empty and ghost like.

Henry Lawson uses multiple adjectives throughout the introduction in this text, he describes the characters, and the environment with adjectives and within the characters. But when the characters go into the kitchen, Lawson describes what the kitchen looks like by using adjectives like earthen and roughly made. These adjectives help describe the house as a house for someone who is not wealthy.

Another way in which the concept of the outback is constructed are through the events that the drover's wife has gone through. For example her son died from a snake bite, she hasn't heard from her husband for six months and she has been taking care of all her children's needs alone. These show that people who live in this environment is very tough.

This story constructs a concept of Australia that is largely physically demanding place, Lawson gives a point of view that a lot of people went through.

This story shows us a side of Australia that not many people are familiar to, he shows the outback through the eyes of an Australian women who is married to a drover.


 * I'm working with Walter Wong **


 * Visual text of Australians in the war **
 * [[image:wikispaces_visual_picture.png caption="wikispaces_visual_picture.png"]] ||
 * wikispaces_visual_picture.png ||

This source shows Australian solders fighting in Gallipoli. We chose this picture because we felt that it represents how Australians are seen by the rest of the world. The stereotypical Australian in war seems to be a courageous, brave and strong male. Our focus is to show how Australian's are represented through the perspective of war. We chose this visual text, because we felt that this picture represents Australian's at war best. Because this photo shows Australian soldiers being courageous and running into war.

**Glory of Women (poem by Craig Lockhart)** **(Craiglockhart, 1917)** You love us when we're heroes, home on leave, Or wounded in a mentionable place. <span style="font-family: Arial,Helvetica,sans-serif;">You worship decorations; you believe <span style="font-family: Arial,Helvetica,sans-serif;">That chivalry redeems the war's disgrace. <span style="font-family: Arial,Helvetica,sans-serif;">You make us shells. You listen with delight, <span style="font-family: Arial,Helvetica,sans-serif;">By tales of dirt and danger fondly thrilled. <span style="font-family: Arial,Helvetica,sans-serif;">You crown our distant ardours while we fight, <span style="font-family: Arial,Helvetica,sans-serif;">And mourn our laurelled memories when we're killed. <span style="font-family: Arial,Helvetica,sans-serif;">You can't believe that British troops "retire" <span style="font-family: Arial,Helvetica,sans-serif;">When hell's last horror breaks them, and they run, <span style="font-family: Arial,Helvetica,sans-serif;">Trampling the terrible corpses - blind with blood. <span style="font-family: Arial,Helvetica,sans-serif;">O German mother dreaming by the fire, <span style="font-family: Arial,Helvetica,sans-serif;">While you are knitting socks to send your son <span style="font-family: Arial,Helvetica,sans-serif;">His face is trodden deeper in the mud.

<span style="font-family: Arial,Helvetica,sans-serif;">In this poem 'Glory of Women, Craig Lockhart' the author uses the perspective of the author how the woman sees the war, and how it contrasts to how it is in reality. <span style="font-family: Arial,Helvetica,sans-serif;">'Glory of Women' constructs this view by using contrasting ideas within the rhyming structure of this poem. For example fight and delight and retire and fire. <span style="font-family: Arial,Helvetica,sans-serif;">The use of alliteration in this poem helps to create an image in the readers head and also stresses the timing of this poem. Alliteration is a strong way to start a poem because it will help the reader keep the beat of this throughout this text and also enhances the way an image forms in the reader's head. <span style="font-family: Arial,Helvetica,sans-serif;">Another way of representing Australian's at war is the use of two different perspectives. One being the perspective from a woman and the perspective of a solider who fought or is still fighting in a war. What this shows us, is that the view of Australian's at war can be split into multiple views, there is not one view of war, and this poem helps us recognize that. <span style="font-family: Arial,Helvetica,sans-serif;">The first perspective is from a woman who sees the war as a place of glory and courage. This perspective makes the war seem un-important and not too serious, this is because they don't see the reality of war. <span style="font-family: Arial,Helvetica,sans-serif;">The second perspective is from a soldier who is fighting in the war, who sees the war as a serious and dangerous event. This idea is the complete opposite of what women think of wars. He thinks of the war as a more serous event because he has seen the dangers of it and how many people die from it. <span style="font-family: Arial,Helvetica,sans-serif;">The text reveals that Australians at war is a serious and dangerous event, and that also only people who were within the war take it seriously. This text also shows us that the war is misunderstood by people who are spectators of it.

<span style="font-family: Arial,Helvetica,sans-serif;">Which the rain-storms continually drench; <span style="font-family: Arial,Helvetica,sans-serif;">Blue sky overhead, <span style="font-family: Arial,Helvetica,sans-serif;">Mud and clay for a bed, <span style="font-family: Arial,Helvetica,sans-serif;">And a stone that we use for a bench. <span style="font-family: Arial,Helvetica,sans-serif;">Bully beef and hard biscuits we chew; <span style="font-family: Arial,Helvetica,sans-serif;">Shells crackle and scare, <span style="font-family: Arial,Helvetica,sans-serif;">But no place can compare <span style="font-family: Arial,Helvetica,sans-serif;">With my little wet home in the trench.
 * **<span style="font-family: Arial,Helvetica,sans-serif;">MY LITTLE WET HOME IN THE TRENCH (poem by Tom Skeyhill) ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">I've a little wet home in the trench,

<span style="font-family: Arial,Helvetica,sans-serif;">Our friends in the trench o'er the way <span style="font-family: Arial,Helvetica,sans-serif;">Seem to know that we've come here to stay; <span style="font-family: Arial,Helvetica,sans-serif;">They rush and they shout, <span style="font-family: Arial,Helvetica,sans-serif;">But they can't get us out, <span style="font-family: Arial,Helvetica,sans-serif;">Though there's no dirty work they don't play. <span style="font-family: Arial,Helvetica,sans-serif;">They rushed us a few nights ago, <span style="font-family: Arial,Helvetica,sans-serif;">But we don't like intruders, and so <span style="font-family: Arial,Helvetica,sans-serif;">Some departed quite sore, <span style="font-family: Arial,Helvetica,sans-serif;">Others sleep evermore, <span style="font-family: Arial,Helvetica,sans-serif;">Near my little wet home in the trench.

<span style="font-family: Arial,Helvetica,sans-serif;">So hurrah for the mud and the clay, <span style="font-family: Arial,Helvetica,sans-serif;">It's the road to "Der Tag"—that's "The Day." <span style="font-family: Arial,Helvetica,sans-serif;">When we enter Berlin, <span style="font-family: Arial,Helvetica,sans-serif;">That big city of sin, <span style="font-family: Arial,Helvetica,sans-serif;">Where we'll make the fat Berliner pay, <span style="font-family: Arial,Helvetica,sans-serif;">We'll remember the cold, and the frost, <span style="font-family: Arial,Helvetica,sans-serif;">When we scour the fat land of the ghost; <span style="font-family: Arial,Helvetica,sans-serif;">There'll be shed then, I fear <span style="font-family: Arial,Helvetica,sans-serif;">Redder stuff than a tear <span style="font-family: Arial,Helvetica,sans-serif;">For my little wet home in the trench. ||

<span style="font-family: Arial,Helvetica,sans-serif;">In this poem 'My little wet home in the trench, Tom Skeyhill' the author uses a first person perspective of an australian soldier in the war, who lived in a trenches during the war.

<span style="font-family: Arial,Helvetica,sans-serif;">'My little wet home in the trench' constructs a view of a soldier living in the trenches during the war. One of the techniques that makes this poem interesting is the rhyme scheme that is in it. For example 'trench and drench' or 'overhead and bed'. The rhyme scheme in this poem is AABBCDDDDC. This rhyme scheme isn't consistent throughout this text, but it is similar throughout each paragraph.

<span style="font-family: Arial,Helvetica,sans-serif;">One way that this poem represents Australian's at war is the use of the perspective of a soldier who lived in the trenches throughout the war. We know that it is written in first person from the first line 'I've a little wet home in the trench'. Since this poem is written in first person, the reader feels like that they are the soldier in the trenches.

<span style="font-family: Arial,Helvetica,sans-serif;">Also the soldier in this poem talks about the enemies; <span style="font-family: Arial,Helvetica,sans-serif;">'Our friends in the trench o'er the way

<span style="font-family: Arial,Helvetica,sans-serif;">Seem to know that we've come here to stay; <span style="font-family: Arial,Helvetica,sans-serif;">They rush and they shout, <span style="font-family: Arial,Helvetica,sans-serif;">But they can't get us out,' <span style="font-family: Arial,Helvetica,sans-serif;">This section of the poem shows that the enemies were in the trenches on the other side, and the enemies are trying to get the Australians out, but since the Australian spirit is so strong the enemies cannot get the Australians out.

<span style="font-family: Arial,Helvetica,sans-serif;">The way that Tom Skeyhill describes everything in the trenches, for what they are by using metaphors. For example 'Mud and clay for a bed' and 'A stone we use for a bench'. This shows us the real view of the trenches during the war. Also the points that Tom Skeyhill make, are true and to the point. He doesn't compare the environment around the soldier or describe it, Skeyhill tells it as it is using metaphors.

<span style="font-family: Arial,Helvetica,sans-serif;">This poem reveals what the trenches were like during the war. Many people knew what trenches were like during the war, but only the soldiers in the war had to deal with it.

<span style="font-family: Arial,Helvetica,sans-serif;">**The Australian (poem by W.H. Oglive)**

<span style="font-family: Arial,Helvetica,sans-serif;">The bravest thing God ever made! <span style="font-family: Arial,Helvetica,sans-serif;">The skies that arched his land were blue, <span style="font-family: Arial,Helvetica,sans-serif;">His bush-born winds were warm and sweet, <span style="font-family: Arial,Helvetica,sans-serif;">And yet from earliest hours he knew <span style="font-family: Arial,Helvetica,sans-serif;">The tides of victory and defeat: <span style="font-family: Arial,Helvetica,sans-serif;">From fierce floods thundering at his birth, <span style="font-family: Arial,Helvetica,sans-serif;">From red droughts ravening while he played, <span style="font-family: Arial,Helvetica,sans-serif;">He learned no fear no foes on earth - <span style="font-family: Arial,Helvetica,sans-serif;">The bravest thing God ever made! <span style="font-family: Arial,Helvetica,sans-serif;">The bugles of the Motherland <span style="font-family: Arial,Helvetica,sans-serif;">Rang ceaselessly across the sea, <span style="font-family: Arial,Helvetica,sans-serif;">To call him and his lean brown band <span style="font-family: Arial,Helvetica,sans-serif;">To shape Imperial destiny., <span style="font-family: Arial,Helvetica,sans-serif;">He went by youth’s grave purpose willed, <span style="font-family: Arial,Helvetica,sans-serif;">The goal unknown, the cost unweighed, <span style="font-family: Arial,Helvetica,sans-serif;">The promise of his blood fulfilled - <span style="font-family: Arial,Helvetica,sans-serif;">The bravest thing God ever made! <span style="font-family: Arial,Helvetica,sans-serif;">We know - it is our deathless pride! - <span style="font-family: Arial,Helvetica,sans-serif;">The splendour of his first fierce blow; <span style="font-family: Arial,Helvetica,sans-serif;">How, reckless, glorious, undenied, <span style="font-family: Arial,Helvetica,sans-serif;">He stormed those steel-lined cliffs we know! <span style="font-family: Arial,Helvetica,sans-serif;">And none who saw him scale the height <span style="font-family: Arial,Helvetica,sans-serif;">Behind his reeking bayonet blade <span style="font-family: Arial,Helvetica,sans-serif;">Would rob him of his title right - <span style="font-family: Arial,Helvetica,sans-serif;">The bravest thing God ever made! <span style="font-family: Arial,Helvetica,sans-serif;">Bravest, where half a world of men <span style="font-family: Arial,Helvetica,sans-serif;">Are brave beyond all earth’s rewards, <span style="font-family: Arial,Helvetica,sans-serif;">So stoutly none shall charge again <span style="font-family: Arial,Helvetica,sans-serif;">Till the last breaking of the swords; <span style="font-family: Arial,Helvetica,sans-serif;">Wounded or hale, won home from war, <span style="font-family: Arial,Helvetica,sans-serif;">Or yonder by the Lone Pine laid, <span style="font-family: Arial,Helvetica,sans-serif;">Give him his due for evermore - <span style="font-family: Arial,Helvetica,sans-serif;">The bravest thing God ever made!

<span style="font-family: Arial,Helvetica,sans-serif;">W. H. Ogilvie

<span style="font-family: Arial,Helvetica,sans-serif;">Pasted from <[]>

<span style="font-family: Arial,Helvetica,sans-serif;">There’s a beach asleep and drear: <span style="font-family: Arial,Helvetica,sans-serif;">There’s a battered broken fort beside the sea. <span style="font-family: Arial,Helvetica,sans-serif;">There are sunken trampled graves: <span style="font-family: Arial,Helvetica,sans-serif;">And a little rotting pier: <span style="font-family: Arial,Helvetica,sans-serif;">And winding paths that wind unceasingly. <span style="font-family: Arial,Helvetica,sans-serif;">There’s a torn and silent valley: <span style="font-family: Arial,Helvetica,sans-serif;">There’s a tiny rivulet <span style="font-family: Arial,Helvetica,sans-serif;">With some blood upon the stones beside its mouth. <span style="font-family: Arial,Helvetica,sans-serif;">There are lines of buried bones: <span style="font-family: Arial,Helvetica,sans-serif;">There’s an unpaid waiting debt : <span style="font-family: Arial,Helvetica,sans-serif;">There’s a sound of gentle sobbing in the South. ||  ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Anzac Cove (poem by Leon Gellert) ** ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">There’s a lonely stretch of hillocks:

<span style="font-family: Arial,Helvetica,sans-serif;">Pasted from <[]>

<span style="font-family: Arial,Helvetica,sans-serif;">**Analysis on the poems "The Australian and Anzac cove"**

<span style="font-family: Arial,Helvetica,sans-serif;">The first poem 'The Australian' gives us the stereotypical impression of an Australian soldier on a battlefield. The use of rhymes in this poem gives us the impression of a flowing thing which can be compared to a soldier on a battlefield who is the perfect one. The use of exclamation marks and hyphens make it seem extremely enthusiastic and the poem seems to be eagerly trying to show the reader what great people the Australians are. <span style="font-family: Arial,Helvetica,sans-serif;">The writer of this poem uses dangerous hazards such as floods and drought to make the Australians seem more heroic and gives them a sense of the supernatural as they can brave things that a normal man will have trouble doing or die doing so. <span style="font-family: Arial,Helvetica,sans-serif;">The second poem which is one about the reality of war. Firstly there is no rhyming structure in this poem except the 4th last and the last line of "Mouth and South". As there are no rhymes in the poem this means that it seems very sorrowful and un flowing. This could represent that dead bodies in the valley and as the poem ends it shows represents the blood flowing from the bodies of the dead. The poem uses words that represent decay, sadness and unwanted things such as battered, rotting, winding, lonely etc. The use of consonance in the last line adds to the visual of blood flowing down the mounds of dead.

<span style="font-family: Arial,Helvetica,sans-serif;">The two poems express the exact opposite emotions than each other. One shows the jolly, great and victorious side of things from the perspective of an outsider whereas the other 'Anzac cove' shows the reality of things and that war is not as glorious as many may put it and that there is a lot more to it than just going there to kill others. The second poem shows the reader that this is what could happen to those who go into war. These poems do not go well with each other but they can be put together. This can be shown as the brave Australian went to war and then died in a heap along with others. But the main point in the contrast of these two poems show us two very different pictures of things but do no include the other in the picture. In the poem 'The Australian' It gives us the stereotypical picture of things but do not tell us the reality of war. In the second text it shows us what happens in war but does not give us the stereotypical figure of an Australian. These two poems can be integrated although it is better if they stay as it is as they give us two very different moods. The first being the patriotic, brave, and almost godlike soldier, whereas the second being the mounds of dead Australian soldiers in the war.

<span style="font-family: Arial,Helvetica,sans-serif;">**Pilgrimage (a story by Carol Endean Little)**

<span style="font-family: Arial,Helvetica,sans-serif;">this story will transport you back to Anzac Day 1998 on the Gallipoli Peninsula.

<span style="font-family: Arial,Helvetica,sans-serif;">"It is 3am, pitch dark, incredibly cold with an icy wind blowing around us..."

<span style="font-family: Arial,Helvetica,sans-serif;">We are standing shoulder to shoulder on an open vehicular ferry, crammed in tight with hundreds of young people. It is 3.00 am, pitch dark, incredibly cold with an icy wind blowing round us. We are crossing the Dardanelles, that narrow strait of water that splits Turkey in two between Europe and Asia, and which is etched so deeply into the Australian psyche. It is Saturday, April 25th, and we are on our way to the Dawn Service at Anzac Cove. It is Anzac Day 1998.

<span style="font-family: Arial,Helvetica,sans-serif;">We had bussed down yesterday from Istanbul, five hours, heading south-west through towns, open farmlands of wheat, through timbered mountains, past small flocks of sheep with their shepherds, down into the Gallipoli Peninsula, watching the land become barer, poorer, the hills closing in, farmland giving way to scrub and pine plantations. The weather turns cold.

<span style="font-family: Arial,Helvetica,sans-serif;">We have already crossed this narrow strait of water yesterday afternoon, off the bus and over by boat to Canakkale, the harbourside town on the Asian side of the straits. No beds to be had; and with a 3.00am ferry to catch there was to be no sleep this night.

<span style="font-family: Arial,Helvetica,sans-serif;">Canakkale is an old port, with newer hotels and shops around the harbour. This land has seen many battles over the millennia. Ancient Troy is just 30 kilometres away to the south. <span style="font-family: Arial,Helvetica,sans-serif;">Today the town is braced for the modern-day invasion of young back-packers and older tour groups. Cafes advertise `Aussie beer', western music and late closing, encouraging a party atmosphere. There is an air of excitement, friendly banter and laughter, but mostly it's a feeling of anticipation, and the excitement is subdued, thoughtful.

<span style="font-family: Arial,Helvetica,sans-serif;">It's time to go; we rug up and stream out into the night, walking down through the emptying streets, conversation and laughter muted, all quietly excited. In waves we board the open car ferries, crammed in, and over the straits we go to take our turn to land on that other shore, a faint, far safer echo of those other landings 83 years ago. It is now bitterly cold.

<span style="font-family: Arial,Helvetica,sans-serif;">Into buses, and on into the night to Anzac Cove. It is so dark, hard to see where we are going, the whole crowd walking down to the shore. We are among the grave stones.

<span style="font-family: Arial,Helvetica,sans-serif;">The crowd is huge, five or six thousand people. We all wait, talking quietly in the freezing pre-dawn hour. Then a maori warrior mounts the stone memorial, spot-lit against the black sky. His voice rises in a maori lament, and from near him and over him comes the keening song of a woman. He swings a bull-roarer over his head, round and round, its sound a slow, sad, rhythmic moan.

<span style="font-family: Arial,Helvetica,sans-serif;">Silence. A lone piper plays; the notes fade into the air. Prayer is said, we are all welcomed here. The speaker tells the story of Anzac, of the thousands of young Aussies and Kiwis who came, volunteers for the `grand adventure'; and the dreadful error of the landing in the pre-dawn here, on this narrow beach, unprotected, vulnerable, a mile north of where they should have been, and the awful slaughter that followed. He speaks also of the extraordinary spirit that came into being here, the making-do, the co-operation and mateship, the compassion and bravery.

<span style="font-family: Arial,Helvetica,sans-serif;">The sky gradually lightens and we can see appearing above us the gaunt, eroded, scrubby hills of Ari Bair, and here, the impossibly narrow beach of Anzac Cove. Wreaths are laid, the service ends and we walk quietly among the grave stones. How young were these soldiers - 20, 18, 25 - the age of most of those present now.

<span style="font-family: Arial,Helvetica,sans-serif;">The day becomes a pilgrimage: first the Dawn Service, then on to the Turkish Memorial Service at Morto Bay, then to Lone Pine for the Australian service. The weather closes in and it begins to rain.

<span style="font-family: Arial,Helvetica,sans-serif;">Now it is time for the last service, at Chunuk Bair, the New Zealand site at the top of the hill. This was the area of the fiercest fighting; thousands of Turks, Australians and New Zealanders died here.

<span style="font-family: Arial,Helvetica,sans-serif;">The buses wind slowly up the hill, and then stop. We are still a kilometre or more from Chunuk Bair, and it is clear we aren't going to make it in time for the service. Most people decide to get out and walk, scrambling along the narrow verges, up the hill in the rain. As we near the top we hear the maori singing beginning and everyone begins running, running to get there in time ....


 * <span style="font-family: Arial,Helvetica,sans-serif;">Analysis of the short story Pilgrimage **

<span style="font-family: Arial,Helvetica,sans-serif;">This short story is written by Carol Endean Little who was born in Bathrust in New South Wales. This story which is named 'Pilgrimage' is written through the perspective of a Australian soldier who has fought in the Galipoli war, and who is going to the memorial. This text is written in first person. Writing in first person helps makes the reader feel like that he/she is the main character. Which makes the story more interesting to read.

<span style="font-family: Arial,Helvetica,sans-serif;">The second and third paragraph in this short story describe the journey, which is going to Galipoli. The first part of the second paragraph describe the journey that the soldiers had from Istanbul. The last line in the paragraph 'The weather turns cold' describes how the weather is changing and gives the reader a feeling of uncertainty. The third paragraph is describing the journey towards Galipoli. But this paragraph is written more like a diary entry rather than a short story.

<span style="font-family: Arial,Helvetica,sans-serif;">The author of this short story uses very simple descriptive words, to describe everything around him. For example 'watching the land become barer, poorer, the hills closing in, farmland giving way to scrub and pine plantations.' all the words that describe the land aren't the most sophisticated adjectives.

<span style="font-family: Arial,Helvetica,sans-serif;">As the story progresses the journey to the ceremony progress, and the environment becomes more bare.

<span style="font-family: Arial,Helvetica,sans-serif;">This story represents Australian's at war, because of the point of view that it is written in. Having this story written in First person from the perspective of a Australian who fought in the war and is coming back for a memorial service, shows us that Australians are proud people, who respect what has happened and how many people lost their lives for their countries freedom.

<span style="font-family: Arial,Helvetica,sans-serif;">3 MAY <span style="font-family: Arial,Helvetica,sans-serif;">Dawn. Oh God, only 250 left of our battalion – there has been a ceaseless stream of wounded, many cases have died on the way down, until in most places the narrow pass is so cumbered with dead and badly wounded waiting for the stretchers that it is becoming impassable – along the edge, bodies are hanging in all sorts of grotesque and apparently impossible attitudes. Seeing those fine stalwart men going up the gully to reinforce and shortly returning, frightfully maimed and covered in blood – I don’t think I shall ever be able to forget this; it’s horrible. One poor fellow, a New Zealander, came tearing past smothered with blood and quite delirious, kissing everyone he passed, upon whom he left splashes of blood. Some come along gasping out their lives and then remain silent for ever. I don’t think we can hold the Ridge much longer – to complicate matters, our own guns are firing into us. Will the stream of wounded never cease? It is now nearly midday and still they keep pouring down – Marines, some of them mere boys, and New Zealanders are supporting us, but keep getting frightfully cut up. I am told to go and rest, which I do upon a hill held by the Marines. I lie down in the sun for a bit, but sleep I cannot. <span style="font-family: Arial,Helvetica,sans-serif;">5 MAY <span style="font-family: Arial,Helvetica,sans-serif;">Every second I expected to see him hit, but not until he had done up my puttee for me would he move – then, with an amused chuckle, he passed his hand over the top of his cap, at the same time remarking, ‘That was a pretty near thing’. A bullet had singed the top of his cap. On my way up the hill I much wondered what I would do when I got to the top – the Corporal of our signallers ordered all the signalers to the rear; this struck me as being curious, I asked him whose orders – he said, ‘Lieutenant Southern’ – so I went down the gully to see what I could do for some of the wounded. It was impossible to walk between them, they were in such heaps. One sergeant, Caldewell, came tearing along, badly wounded but full of spirits – ‘My!’ he said, ‘but they’re willing up there’. Another poor fellow, his right hand shot away, called out, ‘God, but I’ve done my duty. Is that you, Silas old chap; I’ve done my duty, haven’t I?’ I was wondering what our officers were doing for signallers, so determined the reach for them, orders or otherwise – my nerves were quite gone, but still I determined to make the effort. <span style="font-family: Arial,Helvetica,sans-serif;">7 MAY <span style="font-family: Arial,Helvetica,sans-serif;">Little sleep – I dread being asleep more than awake as my dreams are so frightful. I am making no effort to keep a concise diary, I can only hope that I shall be able to forget it all. Amuse myself designing stained glass windows – it’s awful having no reading matter; am reduced to reading labels on jam tins. All last night the Turks have been bombarding heavily with shrapnel; a quite unusual occurrence, as they never used to commence before dawn. <span style="font-family: Arial,Helvetica,sans-serif;">9 MAY <span style="font-family: Arial,Helvetica,sans-serif;">Have been delirious all night, my nerves have quite gone to pieces – go down to the sea for a dip; this is certainly a most unique experience – how delightful it is to be immersed in the sea after not having had a decent wash for about three weeks. We hear the Turk’s gun from Gaba Tepe, then, ‘Shell oh!’ – out we all scamper like a lot of naughty schoolboys – we take cover from anything on the beach that affords shelter. Then, after the shell has burst, back we go into the sea – ‘Shell oh!’ – this time we were nearly caught, for two or three shell came sliding through the air and burst quite close to us – however, we are determined not to be done out of our swim, so back into the water we go. The sea is a lovely colour. As I look out at the ships in the Bay it brings back to my memory my many sketching expeditions in that dear country far across the sea where it is happiness and sunshine, where Death is not ever waiting to reap, in so hideous a manner, the harvest that has been allotted him.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Diary of Signaller Ellis Silas – diary extract : May 1915 **

<span style="font-family: Arial,Helvetica,sans-serif;">This text is probably the most non-stereotypical and un biased type of text that can be found. What this shows us what actually happened on the battlefield and how the Australians react to it as well as how they actually seem on the battlefield. Ellis Silas the author shows us how gruesome and how wrong people can be in misunderstanding war and also misunderstanding the way Australians at war react to it. What the author shows the reader is that war is not always as it seems and it is extremely horrible and shows the reality of things. During this text he explains how some Australians are extremely brave and how they stare in the face of death unblinkingly. <span style="font-family: Arial,Helvetica,sans-serif;">This text shows two sides of Australia one of which is the common stereotype which is the joyful, brave and patriotic soldier while the other being a scared but resilient solider. These two images of an Australian soldier can be integrated into one full stereotypical picture which is a soldier who is scared but attempts to not show it and by doing this makes him seem brave and patriotic. <span style="font-family: Arial,Helvetica,sans-serif;">The author Ellis Silas uses his personal experiences and emotions to help us relate to the trauma as well as things he is experiencing. This technique is an effective way into making us feel the same way he does which is in this case is idolizing some men, feeling pity towards others and trying to keep going in the war even though he has been through so much. <span style="font-family: Arial,Helvetica,sans-serif;">Another technique Silas uses is to explain to us in detail what is happening and how he feels about that event during that time. Combining these two techniques gives the reader a clearer understanding of what is happening there and also why he feels so. Combining these two techniques allows the reader to create an image in their head of how an Australian soldier reacts to all the events happening and helps the reader build on the stereotypical picture already in the reader's mind. <span style="font-family: Arial,Helvetica,sans-serif;">Lastly Ellis Silas gives uses a wide range of adjectives such as 'becoming impassable – along the edge, bodies are hanging in all sorts of grotesque and apparently impossible attitudes. Seeing those fine stalwart men going up the gully to reinforce and shortly returning, frightfully maimed and covered in blood'. This example from the text shows us in detail what happened. Using these adjectives it is easy for the reader to visualize the scene. <span style="font-family: Arial,Helvetica,sans-serif;">Lastly the author integrates speech into his text which makes it interesting as well as allows the reader to understand the scene better as well as relate to the emotions that he is feeling at that moment in time. This is a great way to help the reader understand as the reader will be able to attempt to recreate the scene with the help of speech. <span style="font-family: Arial,Helvetica,sans-serif;">The author Ellis Silas shows the Australians at war as a brave bunch of people, but shows himself as being scared, horrified as well as a resilient soldier. He shows the war as a dangerous and hazardous place to be and that the result of death and bad injuries is more than likely.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Analysis on Diary of Silas Ellis **


 * PowerPoint presentation**

James,
 * Your expression is very good
 * You discuss with detail the representations of Australia
 * Your spelling, punctuation and grammar is very good

Well Done! = Orientation to Shakespeare Study =
 * You could improve your analysis by using more evidence from the texts and discussing it with close detail
 * You could discuss in more detail the intended effect on the reader
 * You could start to provide more links and comparisons between texts

[] = 1. Become familiar with Queen Elizabeth I. = - 17th September 1533 to 24th March 1603 - Mary was her rival, Mary was the granddaughter of Henry VIII's elder sister
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Both were Christians
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Both were queens
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">They both had quick tempers
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">They were both fond of art
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">They were both fashionistas
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">They were flirtatious
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Had scheming fathers
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Known for the deep brown eyes
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Both loved a good hunt
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Close to their brothers
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Been to the tower of London
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Had one brother one sister

= 2.Who was Macbeth = - Macbeth is a Scottish nobleman who becomes a murderer in Shakespeare's tragedy Macbeth.

= 3. Who was Malcom = - Malcolm is elder son of King Duncan and newly appointed as Prince of Cumberland, known to be the holding place for the next King of Scotland. []

= 4. Who was Duncan = - Duncan became King of Scotland upon the death of Malcolm in 1034. He was a much weaker character than Malcolm and a terrible leader. []

= 5. Who was James VI of Scotland and what was his relationship to James I of England = - James VI of Scotland (June 19, 1566 - March 27, 1625, reigned July 24, 1567 - March 27, 1625) became James I of England and Ireland (reigned March 24, 1603-March 27, 1625) and was the first king of both England and Scotland. He also held the title of King of France, as had all his predecessors in the English throne since October 21, 1422, although by his time the title didn't come with an active claim of this throne. James succeeded Elizabeth I as the closest living relative of the unmarried childless English monarch, through his descent from one of Henry VIII's sisters.

**6. What is meant by the divine right of kings?** - The idea of the Divine Right of Kings evolved in Europe during the Middle Ages. The theory claimed that kings were answerable only to God and it was therefore sinful for their subjects to resist them. []

> > Taken from <span style="background-clip: initial; background-origin: initial; background-position: 100% 50%; padding-right: 10px;">[]
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 1 - The Globe Theater had a 1500 plus audience capacity. Up to 3000 people would flock to the theatre and its grounds
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 2 - There was no heating in the Globe theatre. Plays were performed in the summer months and transferred to the indoor playhouses during the winter
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 3 - The Globe was built in a similar style to the Coliseum, but on a smaller scale - other Elizabethan Theatres followed this style of architecture - they were called amphitheatres.
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 4 - Elizabethan theatres were also used for bear baiting, gambling and for immoral purposes
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 5 - Elizabethan theatres attracted huge crowds - up to 3000 people
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 6 - Shakespeare and his company built TWO Globe Theatres!
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 7 - The Globe theatre was built by a carpenter called Peter Smith together with his workforce. They started building in 1597 and it was finished in 1598
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 8 - Many Londoners were strict Protestants - Puritans in fact, who abhorred the theatres and many of the people they attracted and in 1596 London's authorities banned the public presentation of plays and all theatres within the city limits of London. All theaters located in the City were forced to move to the South side of the River Thames
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 9 - At the start of the play after collecting money from the audience the admission collectors put the boxes in a room backstage - the box office
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 10 - All theaters located in the City were forced to move to the South side of the River Thames leading to the building of the Globe theatre
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 11 - Music was an extra effect added in the 1600's. The musicians would also reside in the Lords rooms
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 12 - Advertising - Flags were erected on the day of the performance which sometimes displayed a picture advertising the next play to be performed.
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 13 - Colour coding was used to advertise the type of play to be performed - a black flag meant a tragedy, white a comedy and red a history.
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 14 - A trumpet was sounded to announce to people that the play was about to begin at the Globe Theatre in order for people to take their final places.
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 15 - During the height of the summer the groundlings were also referred to as ' stinkards ' for obvious reasons
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 16 - The Globe was built by carpenter Peter Smith and his workers and was the most magnificent theater that London had ever seen. It was built between 1597 -1598.
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 17 - In Shakespeare’s time copyright did not exist! Rival theater companies would send their members to attend plays to produce unauthorised copies of plays - notes were made and copied as quickly as possible.
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 18 - The Globe would have particularly attracted young people and the were many complaints of apprentices avoiding work in order to go to the theater.
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 19 - A crest displaying Hercules bearing the globe on his shoulders together with the motto "Totus mundus agit histrionem" ( the whole world is a playhouse ) was displayed above the main entrance of the Globe Theater. This phrase was slightly re-worded in the William Shakespeare play As You Like It - "All the world’s a stage" which was performed at the Globe Theater.
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 20 - Special effects at the Globe were also a spectacular addition at the theater allowing for smoke effects, the firing of a real canon, fireworks (for dramatic battle scenes) and spectacular 'flying' entrances from the rigging in the 'heavens'.
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 21 - In just two weeks Elizabethan theaters could often present “eleven performances of ten different plays”.
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 22 - There were no actresses. Female characters had to be played by young boys. The acting profession was not a credible one and it was unthinkable that any woman would appear in a play.
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 23 - Many of the boy actors died of poisoning due to the vast quantities of lead in their make-up
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 24 - Shakespeare's first biographer, Nicholas Rowe, referred to a role performed by William Shakespeare at the Globe theatre as "the Ghost in his own Hamlet" in which he was was "the top of his performance".
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 25 - Published plays required a licence, which provided a form of censorship by the Elizabethan state.
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 26 - Fire at the Globe Theatre broke out in June 29 1613
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 27 - The second Globe Theatre was built shortly after in 1614
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 28 - The Puritans ended the Globe Theatre. In 1642 the Puritan Parliament issued an ordinance suppressing all stage plays. The Puritans demolish the Globe Theatre in 1644.
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 29 - All theaters located in the City were forced to move to the South side of the River Thames
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Trivia Fact 30 - The site of the old Globe theatre was rediscovered in the 20th century and a reconstruction of a New Globe Theatre has been built near the spot.