Gilbert Grape Essay

Here is an essay from a student preparing for the exams. It was written in test conditions. Any thoughts?

Describe a strong relationship or conflict in the text. Explain how verbal and/or visual features of the text help you understand this relationship or conflict.

In the film What’s Eating Gilbert Grape directed by Lasse Hallstrom a strong relationship is developed between Gilbert and Becky. How they thought about each other was reflected in their actions and conversations and this helped me to understand why their relationship was so strong.

Gilbert Grape lives in the small American town of Endora. In the beginning of the film we hear Gilbert’s dull and dreary voice describing living in Endora as “like dancing to no music”, “it’s a place where nothing much ever happens and nothing much ever will.” This verbal introduction helped me to understand that Gilbert has lost all of the spark out of life; his monotonous voice represents his repetitve daily patterns. Since his father died and his older brother “got away” Gilbert has had the tedious job of looking after his unusual family. This has eaten away at him as he feels trapped and he now is a shell of a person – alive but not living.

When Becky unexpectedly arrives on the scene we are immediately made aware that she will bring a change to Gilbert. Visually in scenes we often see her connected with air or water which helped me to understand that she was there to cleanse Gilbert. We can also tell that Becky looks at everything in a positive way when she expresses, “I love the sky, it’s so limitless.”

Becky does bring to Gilbert change so that he can view his world in a different light. Their relationship develops into a strong one because for Gilbert he has met someone who for the first time demands nothing from him. Becky also opens Gilbert up emotionally which is demonstrated when she asks,”What do you want for you? Just for you?” only for him to reply, “I want to be a good person.” We also understand from the visual and verbal features that Gilbert trusts Becky which is represented when he takes her to visit his very obese mother. This is a significant turning point because usually he is ashamed of his mother the “whale” and has never taken anyone to her before. Their relationship eventually leads to the next level but through the features of the film we can understand that it is because they are both so in touch with one another, not because they want to use each other.

Gilbert and Becky’s relationship is a strong one and the features in the film can help us to understand why. Verbally Gilbert opens up and his voice takes on a happier tone. However, by visually watching it we can understand that Becky is the catalyst for change about and it was her that bought this change about. They may not get married with a fairytale ending but Gilbert is at last free of his repressed feelings and emotions and that is why their relationship is so strong.

Hyperbole

Hyperbole is a figure of speech which is an exaggeration. People often use expressions such as “I nearly died laughing,”  and “I tried a thousand times.” Such statements are not literally true, but people make them to sound impressive or to emphasise something, such as a feeling, effort, or reaction.

Formal writing – Letters to the Editor

Often when someone feels strongly about a current issue and wants to have a say they will write a letter to the editor.  Writing a letter to the editor is a way that you can make your opinions heard.

A letter will often be about an issue that is topical and in the news – something that people are talking about. Obviously you can’t choose your topic for NCEA but you can make sure that you have informed and relevant things to say. Keep up with current issues, particularly those of relevance and interest to teenagers.

Check out the exemplars on the NZQA (see below) to give you some ideas about how to tackle the topics. The exemplars have been annotated so you can see what the markers are looking for.

Excellence exemplar – ‘Alcohol and youth’

Merit exemplar – ‘School uniforms’

Achieved exemplar – ‘Celebrities are not heroes’

What will the questions be like for the Response to Text section?

This is another post to guide students in Years 9 and 10 about the exam. Your teacher will show you some samples of questions for this section to help you. For instance here is an example of a question:

Describe an idea that interested in the text. Explain why the idea interested you.

All the questions will follow the “describe” and “explain” pattern. That means –

  • “Describe a …” requires you to outline how specified ideas / style / language features apply to the text
  • “Explain how / why …” is there to guide you towards a more convincing / perceptive response.

To show convincing / perceptive understanding, you need to show an increasing awareness of the writer’s  or director’s intention.

“How” (as in “explain how …”) can be interpreted as any feature deliberately used by the writer or director to have an effect on the reader/viewer. You could refer to a wide range of techniques, as appropriate to text type (such as: descriptions of characters / events; use of language / stylistic techniques; structure; setting; narrative point-of-view; visual / verbal techniques). What is important is that you  focus on the writer-reader relationship.

If you find this hard to understand ask your teacher to explain.

How to write a formal essay at Years 9 and 10

In the junior exams Year 9 and 10 students will have to write a formal essay. I know your teachers have given you guidance on how to write a formal essay but I have put a few points below to help you revise. It is important to follow the steps in the writing process to produce a good piece of writing. The writing process is as follows –

1. Understand the task

In the exam you will write a letter to the editor. Note the keywords on the topic that you choose. Remember that you need to write in a formal way and present ideas supported by an explanation and example.

2. Brainstorm ideas

Start by jotting down any ideas which come into your head about the topic (brainstorming). Then you can think about which ideas are most important, which will fit together and which can be thrown out.

3. Organise ideas

Write your plan. This should be a series of headings and key words to remind you of what should be in each paragraph. You should refer to your plan as you write to make sure you have not gone off the topic.

4. Write the essay

Remember the SEXY planner you used in your CATS? You will try to do that in the exam and write a 5 paragraph essay.

5. Edit and proofread

As you write, you need to remember paragraphs, punctuation and spelling. These are essential for good writing and to achieve in this task.

Year 9 and 10 exams – Unfamiliar Texts

In the Year 9 and 10 exams you will sit three papers – response to texts, formal writing and unfamiliar texts.

Today I will talk about the unfamiliar texts paper which will require you to read a range of short texts. The texts that you will be given are ones that you have not previously studied. After you have read the texts you will answer questions that test your understanding of ideas, writing style and language use.

In the exam you will read examples of written and visual language. Examples that may be used from each text type include:

  • written text – a poem, a piece from a novel or a magazine article
  • static visual text – static image, advertisement or cartoon