EDST2003 Lecture Notes - Lecture 9: Aust, Cognitive Load

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11 Jun 2018

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MOHAMMED’S STORY

• Contexthe is from a Lebanese immigrant family, with Arabic and French influences at

home, in the past and in his previous schooling

• He has written a historical narrative about the first man to travel from NSW to Victoria

• What to consider:

o How is language helping Mohammed? o How has language hindered him?

• What are the influences behind his writing?

o Aai akgoud → ultue of oal stotellig, this leds itself to the oe

narrative structure of his response

o Refeees to holea, aels, 7 pouds → ediated  his peious epeiees

of disease, currency and desert travel in Lebanon

o He does’t full udestad the oept of taellig to eploe/the epeiee of

oloisatio et. → I Leao, thee is no real history of import around

colonisation & he is not taught formally about historical exploration.

o Also, a reflection of immigration experience evident in reference to family, bringing

back things

o Caels → his udestadig of the deset ladscape and desert travel influencing

(Lebanon & Aust landscapes)

• What can he do?

o Wites a liea, histoial aatie oietatio, lia, esolutio → ot just a

recount

o There are specific, minute details e.g. attention to numbers, years, dates etc. o Uses a range of

connective and varied sentence structures

• What can be improved?

o He understands the necessity of quotation marks, but just uses the French ones

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