Reflecting on How Writing Works: A Journey into Home and Identity

Task

Reflecting on How Writing Works

1. Produce a piece of creative writing in the style of either memoir (non-fiction) like Lech Blaine's 'A Portrait of an artist as a young Larrikin' or short story (fiction - disguised autobiography) like Melanie Rodriga's 'DNA'. After reading these stories closely and considering their thematic content, style, voice and other language features – describe your own experience of 'home' and 'identity'. Approx 800 words.

You can write from the perspective of an adult looking back to childhood; otherwise, you can write about your present sense of home or a future one. Be as creative as you want to be within the boundaries of the set themes: home can include the actual space you live in, but also it might include the wider space that you consider “home” (the street you grew up in, your hometown, the school you went to, the town you currently live in, even a song, a book or a film). Consider the interaction between "home" and "identity". Draw on the ideas discussed in weeks 2 and 3 for inspiration to produce an engaging, clear and coherent piece of writing.

2. Choose ONE of the picture books (either Tohby Riddle's Yahoo Creek; An Australian Mystery or Armin Greder's The Island ) and complete an analysis of a spread of two pages (choose a spread of pages that includes both images and text) using a minimum of two of the visual literacy techniques learned in class (during weeks 4 and 5). In your analysis, explain what is happening in the chosen pages and how is it significant to the story as a whole. Approx 1000 words

The visual literacy techniques to choose from are:

• Three levels of seeing;
• The interaction of image and language;
• Lines and vectors.

Q. 1 Creative writing: Descriptive skills

• High Distinction: Your ability to describe home and identity is outstanding, evocative and powerful. You address the task thoughtfully and imaginatively.
• Distinction: Your ability to describe home and identity is impressive, compelling and fluent. You address the task thoughtfully.
• Credit: Your ability to describe home and identity is very good, reasonably compelling and fluent. You address the task very well, directly and appropriately.

Q. 2 Creative writing: Creative skills.

• High Distinction: You are extremely creative and original in your approach to this task.
• Distinction: You have creative flair and your approach to this task shows some originality.
• Credit: You are creative and your approach to this task shows much promise.

Q. 3 Creative writing: Significance of section to the whole story.

• High Distinction: Concise and elegant understanding of the significance of the chosen section to the whole story.
  Distinction: Very good understanding of the significance of the chosen section to the whole story.
  Credit: Good understanding of the significance of the chosen section to the whole story.

Q. 4 Creative writing: Takes care with referencing, if required.

• High Distinction: Perfect referencing practices.
• Distinction: Referencing clear and consistent.
• Credit: Genuine attempt to adhere to style guide.

Q. 5 Creative writing: Analysis using visual literacy techniques (10 marks)

• High Distinction: You articulate an excellent and imaginative understanding of two or more visual literary techniques applied to your chosen section of the text.
• Distinction: You articulate an impressive and quite imaginative understanding of two or more visual literary techniques applied to your chosen section of the text.
• Credit: You articulate a very good understanding of two visual literary techniques applied to your chosen section of the text.

Q. 6 Creative writing: Takes care with referencing, if required. (2.5 Marks)

• High Distinction: Perfect referencing practices.
• Distinction: Referencing clear and consistent.
• Credit: Genuine attempt to adhere to style guide.

Q. 7 Creative writing: Writes clearly, accurately and imaginatively. (7.5 marks)

• High Distinction: Writes with excellent grammar, imagination and flair.
• Distinction: Writes correctly, clearly and imaginatively.
• Credit: Writing is usually correct and always clear.

Report Structure

Introduction

• Briefly outline the purpose of the assessment (developing creative and analytical writing skills).
• Mention the two major tasks:
  1. Creative writing on home and identity.

  2. Visual literacy analysis of a chosen picture book spread.

• State that the report will summarize assessment requirements, then explain the mentoring process step by step, and conclude with outcomes and learning objectives achieved.

Assessment Requirements (Summary)

• Task 1: Creative Writing (approx. 800 words)

  • Style: memoir or fictionalized autobiography.
  • Theme: home and identity.

  • Must use descriptive and creative writing skills, linking personal experience with broader meaning.

• Task 2: Visual Literacy Analysis (approx. 1000 words)

  • Choose one of the set picture books.
  • Select a two-page spread including both image and text.
  • Analyse using at least two visual literacy techniques (three levels of seeing, interaction of image and language, lines and vectors).
  • Discuss significance of the spread to the story as a whole.

• Other Key Points:

  • APA 7 referencing if sources are used.
  • Writing must be clear, imaginative, accurate.
  • Assessment will be graded against creativity, descriptive ability, analytical depth, use of techniques, and referencing.

Step-by-Step Approach Guided by Mentor

Step 1: Understanding the Task

• Mentor explained the difference between memoir and short story (fiction) styles.
• Student reviewed Blaine and Rodriga’s works to identify themes, style, and voice.
• Together, they brainstormed personal experiences related to “home” and “identity.”

Step 2: Planning Creative Writing

• Mentor guided student to choose a perspective (adult reflecting on childhood).
• Created a mind map of “home” as both physical space and emotional/identity construct.
• Draft outline prepared: introduction of memory, development with descriptive detail, and conclusion linking memory to identity.

Step 3: Developing Creative Piece

• Mentor emphasized descriptive language, imagery, and narrative voice.
• Student wrote first draft; mentor provided feedback on evocativeness, flow, and grammar.
• Final draft refined for clarity, coherence, and creative flair.

Step 4: Selecting Picture Book Spread

• Mentor explained importance of choosing a spread with strong image-text interplay.
• Student reviewed Yahoo Creek and The Island, eventually selecting a two-page spread that highlighted tension and meaning.

Step 5: Applying Visual Literacy Techniques

• Mentor revised “three levels of seeing” and “interaction of image and language” with student.
• Together, they broke down the spread: what happens at literal level, symbolic meaning, and cultural context.
• Draft analysis linked visual techniques to story’s larger themes (e.g., fear, belonging, exclusion, identity).

Step 6: Writing the Analysis

• Mentor stressed concise explanation of what happens in the spread before moving to interpretation.
• Student wrote analysis; mentor guided them to balance description with interpretation.
• APA referencing applied where relevant.

Step 7: Review and Finalisation

• Mentor checked clarity, grammar, and flow.
• Student revised both parts to ensure creativity, critical analysis, and coherence.

Outcome and Learning Objectives Covered

Outcome:

• Student produced a creative, reflective memoir-style piece (Task 1) and a well-structured visual literacy analysis (Task 2). Both pieces demonstrated originality, analytical depth, and academic integrity.

Learning Objectives Achieved:

• Developed ability to link home and identity through descriptive and creative writing.
• Enhanced skills in analysing visual and textual interplay in picture books.
• Strengthened critical thinking by connecting micro-level analysis (two-page spread) with macro-level significance (whole story).
• Improved referencing and academic writing conventions (APA 7).
• Learned to plan, draft, review, and refine work under academic guidance.

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