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- Working on our padlet
- Group discussion about TASK 2 (18th August)

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- 021114040362
- 2021082340246

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Genre: Comedy
Director: Chiu Keng Guan
Cast: Ben Andrew Pfeiffer, Lee Sai Peng, Joanne Yew Hong Im
RunTime: 1 hr 42 mins
Rating: PG
Released By: MM2 Entertainment & Cathay-Keris Films

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The Journey is a sincere, heartwarming and relatable film that touches on general local issues such as cultural differences, compromise, mutual acceptance,  language barrier, old friendship and of course, family. Ah Bee (Joanna Yew Hong Im) returns to Malaysia from England with her Caucasian fiance, Benji (Ben Andrew Pfeiffer) for the first time since young to pay her father, Chuan (Lee Sai Peng), and to hopefully receive his blessing for the marriage. The young couple find it more difficult than initially expected to please the stubborn Chuan, who’s old-fashioned and conservative, strict with Chinese traditional customs.
https://colourlessopinions.com/2014/02/journey-malaysia-review.html

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Uncle Chuan is an old-fashioned and conservative retiree who leads a quiet life in Cameron Highlands. He wants to reunite with his only daughter Ah Bee who is due to return from her studies overseas. But to his horror, Ah Bee brings back an angmo boyfriend, Benji, and they plan to get married. Uncle Chuan strongly opposes to the marriage but his daughter refuses to budge. In the end, Uncle Chuan reluctantly agrees to the marriage, on condition that the wedding ceremony is done in the traditional Chinese way. According to Chinese customs, son-in-law Benji has to deliver the wedding invitation cards together with his future father-in-law. Uncle Chuan wants to invite eleven of his primary school classmates to his daughter’s wedding in person--a promise that he has made to them since young. To complicate matters, these classmates now live all over the Malaysian Peninsula, some in remote places. Benji agrees to the challenging task, but insists that they travel on his somewhat beat-up motorcycle. There begins the journey of a lifetime for a cranky old man and his equally cranky son-in-law.
http://www.moviexclusive.com/movie/the-journey-19968363352637720320-2014

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1. Interracial marriage

- Ah Bee, a Malaysian Chinese wants to marry a Caucasian man but her father is strongly against their plan.

- Ah Bee returns to Malaysia with her Caucasian fiance, Benji, to pay her father, Chuan, and hopefully receive his consent for the marriage. The young couple discovers that pleasing the recalcitrant Chuan, who is old-fashioned and conservative and clings to Chinese traditional practices, is more difficult than they anticipated. (SOURCE)

2. Language Barrier

- The Englishman, Benji does not speak Chinese. Uncle Chuan (the future father-in-law) does not speak English but they are able to communicate and understand one another. For example, although Benji speaks English to Chuan, Chuan understands what he says as the response that he gives to Benji is he says that he has no driving license. (can be seen in 51:00)

- Even with Benji not understanding the Chinese language, he communicates well but with the Chinese people. After Ah Choo dies, Chuan wants to make a hot air balloon to honour the memory of their deceased class monitor. Benji manages to lead and help Chuan and his Chinese friends together in the making of solar balloons following Ah Choo's past research. (1:09:50)

3. Accepting Change

- Uncle Chuan was criticized by the elderly Chinese women for going against the Chinese tradition when arranging a wedding. But then, he replied that the tradition doesn't need to be followed rigidly and understands the proper adaptation of culture with the time that they are living in. (Mrs Choo comes to Ah Bee ceremony.

4. Child out of wedlock.

- Bee is pregnant with Benji's child and wants to proceed with the marriage as fast as they can. (17:30)
(dunno if Bee afraid kalau her father knows)
- However, her father is fine because, at the end of the movie, she asks her aunty to tighten her dress so that her belly would not look bigger than usual (since she's pregnant, bestie). Suddenly her father comes into the room and said it's okay if her belly looks like that, no need to hide. Bee asks her father if he knows, and Chuan said he can understand English a little bit. ( (It indicates that he knows- maybe he overheard the conversation between Bee and Benji. (1:24:43 - 1:24:54)

5. Age gap between the younger and older generation.

- At the beginning of the story (2:47 - 3:10) there is a wedding ceremony going on (could not identify the family's name). However, the wedding ceremony is too out of control. Many 'weird" celebrations such as the groom's maid wearing a bra, blow up the balloons full of milk and etc. This act is weird and unacceptable to Ah Chuan since it's too vulgar, gross, indecent etc.

- Even so, the host of the ceremony said it is fine. Since the youngsters have their own ways to celebrate. According to him, the older generation would not understand and ask Chuan to be more open-minded. (3:16 - 3.38)

6. Prostitution activities

Chuan and Benji book a motel to stay overnight before continuing their journey. However, when Benji is out, a group of police come into the motel saying that there are prostitution activities happening at the motel. As a result, Chuan gets arrested even though he does nothing. (47:52)

7. Race issue

- Chuan and Fatimah often get teased by their classmates when they are young. However, Chuan says that they can not get married because they are from different races and religions. (33:27)

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The cultural identities of the 3 major races portrayed in The Journey are within a system of representations, which express the nature of the ideological struggles of multicultural nationalism in the Malaysian context. The family in The Journey allows viewers to perceive the system of representations of ideology and cultural identity.
https://www.shs-conferences.org/articles/shsconf/pdf/2017/01/shsconf_icome2017_00002.pdf

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HISTORICAL CONTEXT

- Chuan consents to his daughter's marriage on one condition. (It must be done in a traditional way)

- Chuan insists of giving wedding invitation cards only by hands, just like the traditional way. Although it is a modern world now where it can be sent through emails (like how Benji says), this film shows that the tradition is still being practiced and acceptable in the community which is familiar.

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1. Relationship between a strict father, Chuan and a lovely daughter, Ah Bee

When Ah Bee and Benji had dinner with Chuan, Ah Bee tries to talk with her father. However, it turns out to be an argument between these two. Her father complains about how she embarrassed her father as soon as she comes back from England after a long time by being engaged with a white British man (in the beginning of the film, at 9:00). While Ah Bee replies by saying it was Chuan who forced her to go to England (9:36). It was also Chuan who sent her to take art classes and now her father put all the blame on her. (9:47)

2. Relationship between Chuan and his son-in-law, Benji

Their relationship starts off on bad terms, as Benji comes from a different race. Especially when Chuan does not want to accept Benji into the family. Benji finds it difficult to get Chuan to like him (including some quarrels that were seen between Benji and Ah Bee in the beginning, 16:30).  He knows that he has to endure the clash of cultures. While Chuan goes on a cross country trip to hand-deliver wedding invitations with Benji (24:00), their relationship seems to get better. Both of them adapt to each other's presence and differences.

3. Relationship between Heng (Chuan's old friend, aka Rabbit Heng) with his son-in-law.

- His son-in-law called him "Si tua" and told Heng to take the food by himself.
- Chuan tell Heng that his son-in-law behaviour is rude but Heng defends his son-in-law, saying that's how they bond with each other. Even though his behaviour seems rude to outsiders, Heng said that his son-in-law is very kind. Heng's son-in-law also wants to take him to China for vacation (26:03-26:33)

4. Relationship between Benji's mother and father.

- After Benji's trip with Uncle Chuan, he becomes more open and more considerate to bring his parents back into his life. That's why he decided to invite his parents even though he might have a not-so-great past with them.
-His parents, on the other hand, went along with the wedding just to see a smile on their son's face. When they arrived, Benji greeted them with full of joy while introducing Uncle Chuan to them.

(1:27:50-1:28:40)

SOURCE: FROM THE FILM

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- WS & Padlet
- Working on our padlet (multicultural elements)

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- GM session
- Working on our padlet, google docs and 'storyboard that'
- Choosing our method of presentation

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- GM session
- 9.30 p.m - 1.01 a.m
- Working on our materials (elaborating our ideas and etc)
- Using google docs & Canva

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https://www.matrix.edu.au/beginners-guide-to-acing-hsc-english/how-to-prepare-a-multimodal-presentation/

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In this guide, we give you a detailed breakdown of what to expect and look at a NESA sample assessment. We also give you a step-by-step process for putting your Band 6 presentations together!

Table of contents:

Introducing multimodal presentations

Multimodal Presentations have been around for a while, but now they are a compulsory part of Year 11 and 12 assessments.

But what are multimodal presentations?

Multimodal presentations require you to deliver an oral presentation, often with a visual element.

This can be a daunting and technical task.

Why do students struggle with Multimodal Presentations
1. Lack of preparation
Many students simply don't prepare adequately.

It's very easy for students to feel that a three to five-minute presentation will be easy and something they can present off the cuff.
2. Don't take advantage of a range of modes
Others don't take advantage of the range of modes they have at their disposal to present in.

You, like your peers, might do poorly in Multimodal Presentations because you are nervous and stumble through your presentation.

At the root of these struggles is a failure to dedicate enough time to preparing their multimodal presentation.

In this article, we'll talk you through how to prepare for your Multimodal Presentation and give you practical strategies for delivering an insightful speech.

Why do I need to do a multimodal presentation?

From 2018, all Year 11 students will have to give one multimodal presentation as part of their three formal assessments.

In Year 12, from 2019 onwards, students will need to give one multimodal presentation as part of the formal assessment process.

But what exactly is a multimodal presentation?

What is a multimodal presentation?

Producing a multimodal presentation is a daunting experience.

The off-putting aspect is knowing that you need to stand and present in front of your peers. This is what the majority of students get anxious about.

The best way to avoid this anxiety is to prepare thoroughly - this includes:

What does "multimodal" mean?

NESA defines the different ways of engaging with texts as modes. They provide the following categories: listening, speaking, reading, writing, viewing and representing.

We can break these down further into two varieties:

When something is multimodal, it uses a combination of two or more of the above modes. NESA defines multimodal as:
"Comprising more than one mode. A multimodal text uses a combination of two or more communication modes, for example, print, image and spoken text as in film or computer presentations."
In the NESA Guidelines for Assessment and Reporting in Stage 6, the following advice is given:

"The multimodal presentation is designed to provide students with the opportunity to demonstrate their knowledge, understanding and skills across all of the modes. A multimodal presentation includes at least one mode other than reading and writing such as listening, speaking, viewing and representing.
No specific weightings have been allocated to the modes to allow flexibility in task design and to meet the needs and interests of students in a range of contexts."

But what does this mean? Let's break it down:

Students have to do a multimodal task.

Students have to read and write for this task.

In addition, students must either use listening, speaking, viewing and representing.

As this is a presentation, it will require speaking.

Students will likely have to produce a visual representation of some sort.

These multimodal tasks are not new, but now they are mandatory.

The most common form for this sort of task is currently a visual representation of an idea or character from a text and an accompanying presentation that explains the student's choices.

Another common task is a presentation accompanied by slides - such as a PowerPoint or Prezi presentation.

What do multimodal presentations require you to do?

A multimodal presentation requires you to demonstrate aptitude across various modes.

This reflects the requirements of communication in the real world and will be necessary skills for you in the majority of modern workplaces.
Visual representation
Multimodal presentations will require some skills with visual representations.

However, you will not be expected to produce amazing artworks.

Instead, you will be assessed on how you represent ideas and the strategies that you take.
Speaking skills
The other important skill you will be assessed on will be your speaking skills.

As much as the vast majority of people dislike public speaking, it is a necessary skill for communicating.

You will be assessed on how well you present information orally. This will include a focus on -

So, now you know what is involved, how do you prepare for a multimodal presentation? Let's take a look.

A sample multimodal presentation

It goes without saying that you have to have a thorough understanding of your text to do well in a multimodal assessment.

This means that you should thoroughly read and analyse your set text or texts.

If you need help with this, please check out Part 2 of this Guide - how to analyse your English texts.

The other things you will need to work on are your presentation skills and techniques and your visual representations.

As the tasks you will be set will vary from text to text and teacher to teacher, it is hard to give universal advice. What we can do, though, is provide a step-by-step process for approaching these types of tasks.

Before we do that, let's look at a sample task provided by NESA.

To demonstrate the potential requirements of a visual task, we have modified the assessment task and criteria by including a visual element in the assessment task.

The sample task is for the Common Module: Text and Human Experience and is on Arthur Miller's The Crucible. This sample assessment has two parts:
Compose an imaginative text of no more than 700 words to reflect your understanding of human experiences related to one of the following three areas that you have focused on in class: The type of text you choose may be a short story, a script, a performance poem, or another type of text approved by your teacher. Your teacher will provide three lessons in class for you to write, conference and/or edit your work and the final version will be submitted on the due date.
This is the creative part of the task. You must produce an imaginative text of your own based on an existing one. You will submit it, and once you have received a mark, you will have to give a presentation.

This presentation is Part B of the task, described below:
In class, on the due date, you will give a presentation and explain and evaluate how your composition represents your understanding of human experiences and how this understanding has been reflected and/or challenged in one piece of self-selected related material. The presentation to the class should be no more than three minutes in length and must include the use of a visual aid.
This is the reflection part of the assessment.

This reflection requires you to create a visual stimulus to help you explain your knowledge of the text and your reflection on your creative task. Reflection tasks are quite common and take a variety of forms.

If you want to know more about reflection tasks, read this detailed blog post.

To help you prepare for assessments, students must be presented with an assessment marking criteria to show students what is expected of them. Now let's take a look at a marking criteria.

Understanding and responding to a multimodal marking criteria

The NESA sample includes a marking criteria. As we have modified the task, we have amended the criteria to reflect the inclusion of a visual element.

To achieve a Band 6 result a student must:

Source: NESA Sample Formal Assessment Tasks

Now we can see what the standards being set are, we need to unpack them to respond to them. Let's break down what these mean, exactly.

What is a marking criteria?

A marking criteria is a kind of Rosetta Stone, it allows students and teachers to communicate using a common language.

Students must use the marking criteria that accompany the assessment notification to decipher the teacher's expectations for the task.

Think about that for a moment.

In the criteria, teachers give students the specific details of what they must do get full marks.

Clearly, this is a useful document. To make sense of it, let's unpack the four metrics that will be used to assess if you have produced a Band 6 result or not.

Criterion 1: "composes a finely crafted text demonstrating an insightful understanding of human experiences"

This statement says that you must have a "finely crafted text." This is referring to your creative submission. To be finely crafted your creative submission needs to be:

In addition, it needs to demonstrate an "insightful understanding of human experiences." This may sound complex, but really it is not that difficult.

To demonstrate this you need to convey what it is like to be a human being.

This is easier than it sounds. Do you know why?

Because you are a human being and have plenty of experience to draw on for your response.

What sorts of things demonstrate an understanding of human experience?

Let's have a look at some important and easy to develop aspects:

Emotional complexity - This is when you experience multiple emotions in succession or at the same time. Have you ever had an argument with a friend or family member and been frustrated and angry that they don't understand your point or give you your way? You will have. This is a moment of complexity caused by the fact that you are: a) disappointed that they don't agree with you which makes you a little angry and frustrated, b) feel that they should be on your side because you love each other or share a close bond of friendship. It is usually, but not always the bond that trumps frustration and is why we are more likely to reconcile with close friends or family.

Human empathy - Humans have empathy for other humans and animals. We often feel sympathetic or angry when we see bad things happening to what we perceive as innocent parties. This empathy can often cause internal conflicts in us because we may have a set of legal rules or social/ cultural values that interfere with our ability to act on our empathy. This kind of moral struggle is at the heart of many political or social disagreement and conflicts.

Hopes, desires, and dreams - As humans, we are imbued with imagination. Our ability to imagine things allows us to picture ourselves in various future scenarios. These sorts of imagined situations reflect where we desire, or maybe don't desire, to be in the future. This allows us to be optimistic about our future and set goals to achieve these dreams. But it also sets us up for disappointment when we don't achieve these things. Maybe we thought we'd do well at a sporting carnival or get that Band 6 result, and we are disappointed when we're not successful in these objectives.

Resilience - Humans are also resilient. When we fail, we try to put ourselves back together rather than wallow in things that have not gone our way. This is reflected in our emotional complexity, our ability to empathise with others even if we have a hard time of it ourselves, and our ability to try and achieve our dreams even if we have setbacks or have them shattered the first time around. Resilience and determination are human qualities that are shared by everybody and demonstrate human experience.

Obviously, writing about human experience is not that hard.

It doesn't have to be a mystical or opaque goal, you just have to represent the kinds of experience you have had, that other people will have shared.

Drawing on human qualities such as the four listed above, or combining some of them together, will give you a narrative that demonstrates these kinds of insights.

Criterion 2: "explains and critically evaluates how texts represent specific aspects of human experiences using detailed and relevant textual evidence"

This point builds upon the knowledge and insights from the first criteria.

If you have a solid grasp on human experience, which you should as a person, then your over the line already!

The theme you have to discuss is stated clearly - aspects of human experiences - the sorts of human emotions we discussed above.

The key phrase in this point is "explains and critically evaluates how texts represent".

What is this instructing you to do?

It is telling you that you need to explain how texts develop meaning. That is to say, how do they convey ideas.

Techniques aren't just used by composers to show off, they are used to make particular ideas, events, or experiences more prominent.

It is your job as a critic to explain how a composer is using various techniques and textual structures to convey their ideas to the audience.

The second part of this criteria that you want to focus on is the phrase "detailed and relevant textual evidence."

This is telling you how you must present your argument. It is not enough to say that a composer is doing something in their text, you have to prove it.

To do this you must use examples and explain how they work.

If you are unsure of how to use evidence, then you should read part 2 of our Beginner's Guide to Acing HSC English.

Criterion 3: "makes relevant and insightful connections between their own text and their related text"

This point is concerned with how you reflect on your own work and how you see it in relation to the texts you have been set for study.

"Makes relevant and insightful connections" is instructing you to explain why you have made the representational choices that you have in your creative text.

This is a way of assessing your critical thinking and understanding of the core text.

Your creative for Part A needs to reflect the concerns and issues of the core text.

When you deliver your presentation, your script or speech needs to explain clearly how these texts are connected and why the things you have chosen to represent reflect the original text's concerns.

Your visual representation needs to convey these concerns, too. You need to think about how the visual aspects of your presentation support your argument about the text and your own text and their connections.

A good student will be aware of the strength and weaknesses of their creative submission and be able to confidently discuss what they feel they have conveyed well, and what they wish they could have conveyed to audiences more effectively.

Self-reflection is a good practice to get into so you can continually improve and develop your work. Demonstrating an awareness of this and desire to do so will always score well as it is a key component of the Stage 6 Outcomes.

The final criteria is directly concerned with the presentation of Part B. Let's take a look and see what you need to do.

Criterion 4: "communicates ideas with insightful visual aids, highly effective control of voice, pace and body language"

The key verb here is "communicates." This tells you that it is your communication skills that are being assessed.

Tasks such as the above will be forms of assessment that you will face in Year 11, too.

The other aspects of the criteria are easier to define:

Insightful visual aids - your presentation must convey your ideas clearly. They don't need to be works of art, but they do need to convey a conceptual point that you explain in the oral part of the presentation.

Highly effective control of voice - when you present you need to vary your tone, pitch, and volume to convey ideas. Nobody likes it when a speaker is monotonal. You must demonstrate an awareness of how voice control allows listeners to better understand your concerns. Some things to try and include:

Speak loud enough that all in the room can hear you.

Use tone to convey the relevant emotions of your speech. For example, if you are quoting a text, try to use tone to convey the emotions of that quotation to distinguish it clearly from the rest of your speech.

Make sure you give vocal cues. For example, go up in pitch at the end of a question.

Pace - watch how fast you speak. Speeches are normally presented between 120 and 140 words per minute. This is because information retention falls off significantly outside of this range - listeners get bored or can't follow on. You should practice speaking at this rate. To do this:

1. Count the words in your speech and divide it by 120

2. Break the speech into 120-word chunks

3. Set a timer or stopwatch; then

4. Perform the speech and aim to complete each 120-word block in around a minute

Body language - animate your presentation by using your body. You don't need to perform an interpretive dance, but you should point at relevant slides and use hand gestures to emphasise relevant or important points. Good public speakers are never static, they conduct listeners through their oration by punctuating it with body language.

While the specific preparation you will need to do will vary depending on what the specifics of your task are, we can give you a solid step-by-step process to follow every time you need to create a multimodal presentation. And that is what we will do now!

How to create a multimodal presentation: step-by-step

Each presentation task and its marking criteria will be different, but the process for approaching these tasks needs to be process driven and systematic. Let's look at a foolproof step-by-step process:

Read through this process once or twice and let it sink in.

Do you have a rough understanding of the logic of this process? Make sure you have a clear understanding of the task you have been set before you begin trying to put it together.

For the purpose of this Guide, we will use the NESA sample assessment task as an example.

Let's quickly look at it again.

Remember, the sample task is for Common Module: Text and Human Experience and is on Arthur Miller's The Crucible. This sample assessment has two parts:
Compose an imaginative text of no more than 700 words to reflect your understanding of human experiences related to one of the following three areas that you have focused on in class: The type of text you choose may be a short story, a script, a performance poem, or another type of text approved by your teacher. Your teacher will provide three lessons in class for you to write, conference and/or edit your work and the final version will be submitted on the due date.
This is the creative part of the task. You must produce an imaginative text of your own based on an existing one. You will submit it, and once you have received a mark, you will have to give a presentation.

This presentation is Part B of the task, described below:
In class, on the due date, you will give a presentation and explain and evaluate how your composition represents your understanding of human experiences and how this understanding has been reflected and/or challenged in one piece of self-selected related material. The presentation to the class should be no more than three minutes in length and must include the use of a visual aid.
As this guide is focused on producing a multimodal presentation, we will skip Part A. If you need help with producing creatives and imaginative recreations you should refer to the other parts of this Guide:

Now, we will use Part B of the task as the example. Let's take a look at the steps in detail!

Step 1: Read and analyse your text!

This may seem obvious, but it is an important step that many take for granted.

Make sure that you have a comprehensive understanding of the text and detailed notes before you begin putting the presentation together.

This is because:

If you need help with textual analysis, you should read part 2 of this Guide for a step-by-step process for textual analysis.

Some tasks will ask you to choose and analyse a supplementary text you select yourself.

This sample assessment task, for example, asks you to find and analyse a supplementary text for The Crucible by Arthur Miller.

The first step in completing this task would be to find an appropriate related text - for example, Phillip K Dick's short story The Minority Report is a good text for exploring ideas of trust and justice.

Step 2: Read the assessment notification thoroughly

As we discussed above, the assessment notification will give you:

Clear instructions on the steps you need to undertake to complete the assessment task

The different modes you will be required to demonstrate an understanding and ability in

A marking criteria that will explain what you need to do to score within each Performance Band

If you are unsure how to do this, you should reread the explanation we provided above and read Part 4 of this Guide: Understanding English Notifications and Assessment Tasks.

Remember, the sample task has two parts:

1. Produce an imaginative recreation of 700 words based on your study of The Crucible.

2. Produce a multimodal presentation once your imaginative piece has been marked and returned. We will only concern ourselves with this part of the task.

Step 3: Unpack the question

Before you begin planning you need to understand what you are being asked to do.

It is important that you unpack the question as you would for an essay, regardless of the type of task you have been set.

To do this:

1. Read the question several times.

2. Underline the key verbs. These will tell you what you should be doing.

3. Underline the key nouns. These will tell you what you need to be discussing or representing in your presentation.

4. Rewrite the question a couple of different ways in your own words. This will help you understand the different ways this question can be interpreted.

5. Decide which approach is best suited for you and your understanding of the text.

Part B of the sample assessment has the following instruction:
"You will give a presentation and explain and evaluate how your composition represents your understanding of human experiences and how this understanding has been reflected and/or challenged in one piece of self-selected related material. The presentation to the class should be no more than three minutes in length and must include the use of a visual aid."
Let's unpack what this is asking you to do.

1. You must create a presentation on the theme of human experiences.

2. In this presentation, you must discuss the composition that you produced based on your study of The Crucible.

3. You must choose a related text for The Crucible, analyse it, and discuss it in your presentation.

4. You must discuss how your understanding of human experience has been challenged by engaging with your self-selected text.

5. You must use a visual aid in your presentation.

6. Your presentation can only be three minutes.

This task is difficult for a couple of reasons. Firstly, it has several components. Secondly, you only have 3 minutes. You will need to plan this carefully. Let's think about how to do this.

Step 4: Plan your presentation

Before you write and draw or produce your slides, you need to plan out what you will talk about and how you will structure it. This is why you should plan things first.

The things you need to consider when planning a multimodal presentation are:

The length of the task - presentations are oral tasks. This means that you need to adhere to the conventions around pace (remember, this is around 120-140 words per minute). If you have a three minute task, that means your upper limit for the script should be about 420 words.

The modes assessed - speaking, reading, and writing are clearly involved as you need to read text, write a speech, and present it. But what else do you need to do? Is there a visual component? What sort of visual component is it? Slides? An image? An animation? A poster? Is there a listening component, how do you need to prepare for that?

The structure of your response - presentations need to be focused and concise. You don't have much time and this means you need to be focused rather than broad and concise rather than longwinded. You need to get your points across efficiently. Use your knowledge of the length of the task to decide how many ideas you should focus on. (Hint: It should most likely be no more than two ideas/ themes).

When you have figured out the basics above, you want to map out the project and plan out the structure. Ask yourself the following questions:

What will the images/ slides be of?

What is involved in producing these?

What is the structure of my presentation going to be?

How will I explain my ideas?

How will I explain my representational choices?

Returning to the sample task, what do we need to do? Let's break this down into specifics:

Decide on a particular idea or theme for your speech

Write a 420-word speech

Produce an accompanying visual - this could be a digital or physical collage, a montage of video clips, a poster, or a powerpoint or Prezi presentation

Step 5: Produce the visual elements

You may not be able to produce all of the visual aspects of an assessment task first, but you should begin with the core elements.

If you are doing a slide presentation, you can always come back to the final slides that relate to your speech when that is finished.

What you must do is produce the central visual element. This will take time and skill.

You will need to think about how to visually represent aspects of your text from characters to themes.

Remember to use the tools at your disposal to produce these. In addition to software programs like Microsoft PowerPoint, MSPaint, and Adobe Photoshop, there are a wide variety available on the internet for free:

Canva - This is an app for creating drag-and-drop images and infographics. They have specialised tools for creating presentations. One of the benefits of Canva is its ease of use.

Lucidchart - This is an app that is handy for creating charts and flowcharts

Prezi - This is an app that is used for creating dynamic visual presentations

WordClouds - This is a webtool for making word cloud visualisations

Creatoon - This is a fairly basic cut out animation tool

Moovly - Another animation tool

Blender - This is open source 3D software. It is fairly versatile and easy to use

There are plenty of video editing apps out there that are used for making things like fan-made trailers. If you wanted to edit together existing clips to make a presentation clip you might look at:

Once you have produced your core visual element or elements, get feedback on them.

Make sure that you ask your friends, teachers, or parents if they can understand how your visual representation embodies your ideas.

Matrix English students always get timely feedback from tutors and teachers about their assessment tasks. You will obviously have to explain your choices, but this will help you plan out your speech!

Let's think about how you could apply this to your assessment task. You could create the following visual elements:

Poster - you could produce a poster with three elements: one presenting a central human experience from The Crucible, another presenting the same idea from our self-selected text, and the same element as depicted in Part A of the task in our creative.

Canva Infographic - you could visualise the central idea of the three texts and explain in steps how you analysed it in your self-selected text and represented it in your creative for Part A.

A Prezi Presentation - you could create a slide presentation that takes you through the key idea and perhaps cites some examples from the texts and your creative from Part A.

A short film of found clips - you could use a video editing app to cut scenes from films and documentaries that have similar ideas and slice them together to make your own remixed short film! You could take clips from shows like The Handmaid's Tale, House of Cards, and The Man in the High Castle to demonstrate a key human experience from your texts. You could then use the remaining two minutes or so to discuss your choices in the video and how they reflect your creative.

There are many different options at your disposal. You are only limited by technology, imagination, and the amount of time you have to present.

Once you have put the visual element together, you're now ready to produce the speech element.

Let's look at how to do that.

Step 6: Write your speech

Speeches are different to essays, but contain the same structural elements.

Speeches are shorter and more concise than essays, but still need to have an introduction, a body, and conclusion.

You will need to focus on one or two ideas only.

You will need to use repetition to emphasise your main points.

To write your speech do the following:

1. Develop your thesis.

2. Pick your themes.

3. Choose the evidence that supports your themes. (Try to use only a couple of examples per paragraph. You want detail not quantity!)

4. Note down how your visual representation conveys these themes and embodies these ideas.

5. Write your body paragraphs - introduce the paragraph with a sentence and then support it with your pieces of evidence.

6. Connect your evidence to your thesis and visual element. Explain why your choices support this.

7. Write your introduction - explain clearly and concisely what your argument is and how you will support it.

8. Write your conclusion - explain clearly what you have argued and why. Make a statement relevant to the module.

Because speeches are limited in length, you don't have much space to talk about lots of things.

A good speech focuses in detail on one or two ideas.

Let's put this in perspective using our task:

This makes our task hard. What do we discuss? Justice, trust, honesty? These are all key ideas in the texts.

This is when we must rely on our knowledge of the texts to see which one will be the most enlightening topic for our audience and visual element!

Step 7: Edit your speech

Once you have produced a speech, you need to proof and edit it. Make sure that you:

Editing your work helps you avoid tossing marks away unnecessarily.

Matrix English Students are taught how to proof and edit their work. If you are unsure where to start, read Part 7 of our Beginner's Guide to Acing HSC English: How to Edit Your Essay.

Step 8: Rehearse

Now you have the two parts - the visual element and the speech - you need to combine them together and practise the performance.

You want to rehearse several times. The more thoroughly you know your speech, the less reliant you will be on palm cards or scripts.

A good performance seems natural.

If you know the material well enough you should only need the palm cards as prompts if you get stuck.

Practising regularly and in advance will help you manage stage fright and anxiety.

Some suggestions for rehearsing effectively are:

Now that you have created, written, and prepared, you are ready to go forth and achieve that Band 6 result with your performance!

Are you ready for your multimodal assessment task?

Learn how to prepare a speech and visual presentation that effectively conveys your ideas to others in the Matrix 5 day English skills course. Learn more about the Approaching Multimodal Assessments Course.

© Matrix Education and www.matrix.edu.au, 2021. Unauthorised use and/or duplication of this material without express and written permission from this site's author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Matrix Education and www.matrix.edu.au with appropriate and specific direction to the original content.

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Part 10: How To Prepare a Multimodal Presentation | Matrix Education

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In this guide, we give you a detailed breakdown of what to expect and look at a NESA sample assessment. We also give you a step-by-step process for putting your Band 6 presentations together! Multimodal Presentations have been around for a while, but now they are a compulsory part of Year 11 and 12 assessments.

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a) A brief plot summary of the chosen film.

Intro: Chuan wants to reunite with his only daughter, Ah Bee who returns from her studies overseas. But to his horror, Ah Bee brings back a British boyfriend, Benji, and they plan to get married. The film opens with the scene of a wedding ceremony of Dong’s son

Rising Action: Chuan is shocked by the news of Dong’s death because of a stroke. He decides to visit Dong’s family to show his condolence and pay respect.  Soon, he and Benji, his son-in-law embark on a journey throughout Malaysia to deliver the invitation card to Chuan’s classmates.

Climax: Chuan refuses to visit his friend who has just passed away. According to him (his belief), he can't do that. This is mainly because funerals and marriages cannot collide (taboo thingy). Bee, his daughter says that his action is very selfish and she goes inside to pay a visit at the funeral. Other than that, his soon to be son-in-law was also frustrated with him. He thinks that Chuan behaviour is unacceptable because this is the last time Chuan will get the chance to send off his best friend.

Falling Action: Ah-Choo spent his life trying to create a hot air balloon using plastic bags but since he has passed away, the hot air balloon never finished. Uncle Chuan decides that he wants to finish his late friend’s project and wants to bring his ashes flying on the hot air balloon.

Ending: In the end, Ah Bee and Benji finally are married in an old traditional Chinese way, just like how Chuan wants it to be. There, Benji's parents also come to the wedding all the way from England.

b) An analysis of the film focusing on the two most prominent elements of multicultural literature to develop multicultural awareness among viewers.

1. Social Issues - Interracial Marriage,  Language Barrier, Accepting Change, & Age gap between the younger and older generation.

2. Family relationships - Relationship between a strict father, Chuan and a lovely daughter, Ah Bee & Relationship between Chuan and his son-in-law, Benji

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Required to create a multimodal presentation for an HSC English assessment but aren't sure where to start?

Well, fear not. We're here to break down the process for you so you know exactly how to achieve the best marks.

What are you waiting for? Let's get started!

What is a multimodal presentation?

The word "multimodal" has been popping up a lot in the HSC English syllabus and is worth knowing.

It's not just "teacher talk", it's a definition that will help you greatly as you move through the HSC English course.

The way we engage with a text is known as a 'mode', for example, reading, listening and viewing are all different types of modes.

Therefore, " a multimodal text uses a combination of two or more communication modes, for example, print, image and spoken text as in film or computer presentations".

What forms can a multimodal presentation take?

The most obvious type of multimodal presentation is the classic in-class speech, accompanied by some sort of visual aid (e.g. slideshow, handout, etc.) to tick that all-important "multimodal" box.
However, this type of presentation is overdone.
Yes, I said it.

I mean, who hasn't had to get up and give a speech at some point?!

Thus, in the spirit of the updated syllabus, a lot of schools are now looking to freshen things up by saying goodbye to the traditional in-class speech and welcoming all kinds of new types of presentations.

In the table below, we've broken down some of the most common types of multimodal presentations students may be asked to give during their HSC year. Pay close attention, you might have to give one yourself!

Multimodal Presentation Type

What does it involve?

Pros?

Cons?

In-class speech

Standing up in front of the class to deliver a speech, accompanied by a visual aid of some sort.

Usually over very quickly (i.e. within 5 minutes) so you can get it over and done with.

Don't have to worry about video/audio editing.

Can be incredibly nerve-wracking for some.

Nowhere to hide if you make a mistake.

Video/vlog

Videoing yourself giving a speech, can take the more casual form of a "vlog".

You may also be allowed to play around with visual effects, pictures and sound.

You can go back and re-record/edit anything you mess up.

No live audience.

Some may feel self-conscious watching/listening to themselves on video.

Often requires some knowledge of video editing.

Audio recording/podcast

Creating a voice recording of yourself giving a speech.

You can go back and re-record anything you mess up.

No live audience.

You don't have to look at yourself on screen.

Some may feel self-conscious listening to a recording of their own voice (I know I certainly do...).

May require a knowledge of audio editing.

Viva-voce

A relatively casual discussion with 1-2 teachers.

Can be similar to an interview.

You'll often be asked to bring in a visual aid of some sort.
E.g. a mindmap or poster and explain this as part of your discussion.

Not as daunting as standing up in front of the whole class.

Usually over very quickly (i.e. within 5 minutes) so you can get it over and done with.

Don't have to worry about video/audio editing.

Can be intimidating.

Teachers might decide to ask unexpected questions designed to throw you off or challenge you.

How to Ace Your Multimodal Presentation Assessment

Step 1: Get Into the Details

You don't have to start writing your presentation right away but at least do the following little things to help get in the right mindset for approaching the task:

Make note of the due date and task weighting.

Read over the question and look up any unfamiliar words in a dictionary, to ensure you understand it fully.

Underline key words of the question - and make sure you are able to define them. Not just literally, in a dictionary sense but also critically too - are there any other ways in which the word or phrase might be interpreted?

Read and annotate the marking criteria. What do you need to do to get a Band 6? Clarify definitions with a teacher or tutor if necessary.

Step 2: Work on Your TEE Table

Next up, start gathering notes on your text/s. You'll likely be talking about both your prescribed text and a related text so it goes without saying that you should know them well.

Start by compiling a classic TEE table for each text (click here to learn more about TEE tables!). Rather than having one giant table, which can get unwieldy, consider having separate tables divided up by theme or section.

Consider the following guiding questions as you work through the Effect (effect = analysis) section of your TEE table:

What human experience is being represented? How?

What type of human experience is this? How do we know this?

What is this significance of this human experience - for the character, for the author and for the reader? How do we know this?

Is there anything different or unusual about this experience? Does it reveal any inconsistencies, anomalies or paradoxes in human behaviour? How do we know this?

Step 3: Write Your First Draft

Now's the time to start writing your first draft.

Your first draft, more often than not, will not be your best work.

Give yourself enough time to write multiple drafts, get feedback on your drafts (from a teacher, tutor, family member, etc) and apply that feedback in writing a new draft.

This process of revision is crucial as it can help you to spot weaknesses that you might not have noticed otherwise - or that you might not have noticed until too late.

Most importantly, don't let your first draft be your last draft.

As you write your drafts, make sure you are continuously and relentlessly answering the question. Put simply, you will lose marks if you don't. That question is there for a reason; it's not just there for decoration, it's not there as a "starting sentence"... it's there to be answered!

Have the assessment notification beside you as you write so you can see the question at all times; alternatively, you might write it out on a post it note and stick it on your laptop or you might even title your document as the question itself (radical, I know).

Should I write formally or casually?

Multimodal presentations are interesting in that they're often caught in the middle of formal and casual writing. On one hand, you want to sound sophisticated, perceptive and insightful... on the other hand, you don't want to put your audience to sleep.

Try and strike a balance between formal and casual language. Don't include hashtags or the word "yeet" in your script for example, but also don't use unnecessarily big and obscure words that do nothing other than make it obvious that you're showing off.

Let's consider three examples, writing on the popular prescribed text Billy Elliot...

Example A Daldry yeets Billy as this mirror which we can use to connect with the idea of being an edgy teenager lol #relatable

Example B Billy is posited by Daldry as a specular, empathic character with whom viewers such as ourselves and other audiences across temporal dimensions can find correspondence in the notion of being a transgressive adolescent human.

Example C Billy is therefore positioned by Daldry as a kind of mirror through which viewers can empathise with the paradoxical experience of adolescent rebellion - something we've all been through in one way or another.

Which example do you think is the most appropriate for a multimodal presentation?

The correct answer is Example C.

While it is still relatively formal and sophisticated, it is not so dense or archaic that we can't understand it. It's easy to follow and easy to engage with, which is what you should be aiming for in connecting with your audience - something that is often addressed in marking criteria.

Step 4: Edit, Polish and Revise!

Help! My script is too long...

One of the trickiest parts about multimodal presentations is their length. Students are usually required to present for somewhere around 3-6 minutes which is really not that long. It's less writing than the average length of an essay (around 800 words) so you will need to do some chopping.

Consider instead writing more of a mini essay - focussing more so on your time limit rather than word limit.

Need some extra help on editing, polishing and revising your multimodal presentation? Check out our awesome article, here!

Wait, so I'm not just writing an essay and presenting it?

Nope. A lot of students do fall into a trap of writing an essay as their script. However, it's important you don't do this, A) because your language can get too formal and isolating for your audience, B) because it can be too long and C) because you're not being asked to write an essay.

Make sure you adapt your language and structure so that it resembles the text type actually there on your notification. HSC English is about more than just essays, believe it or not.

How the heck do I video/audio edit? I'm not a YouTuber...

You don't need to be a professional YouTuber to do this. Many programs are incredibly user-friendly and if you're lucky, your teacher may even run a demo in class.

Popular programs include:

For audio, a simple voice recording is often enough. Otherwise, your teacher may recommend audio editing platforms such as Audacity or VoiceThread, both of which are incredibly straightforward and easy to use.

What about visual aids?

You may need to submit a visual aid as part of your presentation, depending on the specific task requirements.

Ensure your visual aid is not text-heavy and is not a crutch to your presentation. It should supplement not substitute what you have to say. If you're spending half the presentation reading off your visual aid or staring at it then you're doing it wrong.

Okay so I've written my script, I've recorded everything and edited... Now what?

Hit submit!

Go treat yourself to a good chill out sesh. You've earned it.

For more tips on creating a multimodal presentation, check out our article here!

Need some extra help with your HSC English Multimodal Presentation?

We pride ourselves on our inspirational HSC English coaches and mentors!

We offer tutoring and mentoring for Years K-12 in a large variety of subjects, with personalised lessons conducted one-on-one in your home or at our state of the art campus in Hornsby!

To find out more and get started with an inspirational tutor and mentor get in touch today!

Give us a ring on 1300 267 888, email us at or check us out on !

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How to Ace Your Multimodal Presentation for HSC English

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Required to create a multimodal presentation for an HSC English assessment but aren't sure where to start? Well, fear not. We're here to break down the process for you so you know exactly how to achieve the best marks. What are you waiting for? Let's get started!

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1. GROUP INTRODUCTION (PP)
2. SUMMARY OF THE MOVIE (PLOT) (VID PRESENTATION & STORYBOARD THAT)
3. ANALYSIS (CANVA & WONDERSHARE FILMORA)
4. CLOSING - ( WONDERSHARE FILMORA) FILMORA

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- Discussion on WS
- Google Docs and Canva
- Finalizing our ideas and analysis

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RECORD OF PAIRWORK -MULTIMEDIA PRESENTATION-