What is the Matter with Mary Jane? Read Online Free PDF

structure, vocabulary and audio/visual features (ACELY1747)
    Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)
    The Australian Curriculum: English Year 10
    Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
    Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)
    Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566)
    Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)
    Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)
    Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)
    Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)
    Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)
    Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
    Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
    Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)
    Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)
    The Australian Curriculum: The Arts Years 9 & 10
    Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles (ACADRM048)
    Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements (ACADRM050)
    Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience (ACADRM051)
    Evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect (ACADRR052)
    Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama making, starting with drama from Australia and including drama of Aboriginal and Torres Strait Islander Peoples, and consider drama in international contexts (ACADRR053)
    Activities for English: General
    Narrative point of view
    What is the Matter with Mary Jane? is a monologue told in the first person narrative. A monologue performed by one actor can also be called a monodrama. In the first person narrative, one character at a time narrates the story, telling the main narrative and any associated stories, from their point of view.
    The first person point of view can be considered a limited point of view. Limited, because the narrator is part of the story and therefore may not be privy to information about other characters and events. This approach can make it difficult