language culture and identity essay

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Essay on "Language is the bastion of identity"

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Human society throughout time has always struggled hard to come to terms with its fundamental needs, that is, above all, good, functional, and productive communication. Constructive communication establishes community, which in turn is predicated on compromise, compassion, coordination, and companionship. A community without basic agreements of that sort cannot survive and will easily become a victim of devastating atomization, as western society seems to experience increasingly since the turn of the new millennium. This phenomenon was already clearly addressed in pre-modern literature and also historiography, possibly in the arts and even music. This introductory study examines the theoretical and practical implications and illustrates the issues by means of a critical discussion of particularly pertinent cases.

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Home — Essay Samples — Sociology — Personal Identity — Language and Identity: The Inseparable Connection

Language and Identity: The Inseparable Connection

Categories: Cultural Identity Personal Identity

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Published: Sep 12, 2023

Words: 845 | Pages: 2 | 5 min read

The unifying power of language, language as a signifier of identity, preserving cultural heritage, the consequences of language loss, identity rooted in cultural heritage.

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Identity, Language, and Culture Essay

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Introduction

Identity and diaspora, connection between language, identity and cultural difference, reference list.

Identity is marked out by differences in the surrounding or context within which an individual or thing is found. Differences are what make an individual or a group of people identifiable or definable. The identity of a person and what he uses, his culture and language are closely connected.

Language and culture act as symbols which mark or delineate an individual’s identity characteristics. Difference in identity makes an individual or a group of people see themselves as belonging.

The differences outline the demarcations of in-groups to which individuals belong. The basic differences between in-groups are enshrined in the language and symbolic systems that they use.

Identity definitions make individuals or a group of people to see themselves as being better than others. Hall (1997, p. 8) provides a case of a Serb militia man who claims that Serbs are totally different from Croats even in the cigarettes they smoke. Due to the kind of identity definition they hold, the Croats think themselves to be better than Serbs (Hall, 1997, 8).

The language one speaks is a powerful symbol of identity and through it, others can tell one’s nationality or culture. A person can encourage positive identity practice when he accepts and learns the identity of a particular community.

Inversely, if one rejects or vilifies the cultural identity of others, he or she encourages negative identity practices, which if unchecked are likely to result in full blown conflicts. Through language we are able to present to people who we really are and it’s also a way for others to make their own assumptions of who we are.

We have different languages and this is what marks an individual’s or a group of people’s identity. For example, the common English language the Australians speak is different from the ones Americans speak.

The differences in the English spoken in America and the English spoken in Australia results or is a consequence of difference in accents. Therefore, the difference in accents distinguishes these two groups although they speak the same language; English.

Cultural characteristics are also important symbols, which distinguish an individual or a group of people as belonging to a particular group or culture. Through the differences in cultures we are able to mark one’s identity and know or make assumptions of who they are and from which background they hail.

Identity is relational in the sense that it is distinguished by something it is not or does not have. If a particular culture does not have or do something which another culture has or does, then that is what distinguishes that particular culture, and thus gives it an identity.

Language, identity and cultural differences all have this character. An individual or a group of people may not have something in their language or culture which another individual or group of people have. What one culture lacks that another culture has gives the respective cultures a sense of identity; it distinguishes them from the others.

Language, identity and cultural differences are all marked through symbols. Things an individual or a group of people use are closely related to their identity, these are symbols which identify or define them.

They may be using something which another one doesn’t use or which they think is better than theirs, like in the case of Serbs and Croats it’s the cigarettes which define them. The cigarettes act as the symbols and differentiated or distinguish identities (Hall, 1969, p.10).

Language, identity and culture are connected because it is the differences inherent in language that map a given identity. Language and culture are connected because language often carries symbolic meanings that can only be understood in the context of the given culture.

Both languages and cultures have symbols which also act as identifiers or distinction between individuals or groups of people. Language and Culture like identity are also relational in that they are all distinguished by something they are not.

Different languages, identities and cultures have different things which the other does not have and this is what distinguishes and makes them different.

The differences in culture and language gives respective cultures and languages a sense of identity and this is important because it defines an individual or a group of people. Our identities reflect the common historical experiences and shared cultural values which make us to be a united people with stable reference of meaning.

Identity is important in that it defines who we really are and in the post colonial struggles it played a big role in reshaping our world.

The rediscovery of identity in post colonial societies has been the object of hope which has been helping former colonial subjects and colonizers rehabilitate themselves with regard to self definition and appropriation of how others define themselves (Hall, 1997).

Identity has also played an important role in the development of many important social movements. These include feminist, anti-colonial and anti-racist, environmental activists, lobby groups, human rights activists, among others movements. What brings this people together is a common identity.

They identify themselves because of the different causes they hold dear in society. The difference in cause or concern gives them an identity. Further, these social movements are identifiable with distinctive language use or jargon and their developing of symbols that frame a kind of subculture.

Language being a powerful symbol of identity is a major difference between different cultural groups in Australia. Even among people who speak English, differences in accent and use of cliché words creates further distinctions, subcultures and thus identities.

I have some experience of having lived in a multicultural setting. The setting composed of people of African origin, African Americans and indigenous locals. From observations, I noticed many differences that distinguished each set of individuals or groups.

The Chinese believe that in order to achieve unity they must take pride in their history and culture; they believe that intellectual unity and consolidated power is what brings them social harmony. This is different from Australians who still deconstruct their culture, consolidate power and through government work to implement their agendas.

People of Chinese origin focus more on self development and personal growth than transforming or challenging traditional structures and set ups. This is unlike the attitude of black Americans or English Australians.

Considering countries, china is very distinctive or different from Australia. Australia is identified from Chinese because they don’t take pride in their history and cultures like the Chinese do.

Another way of distinguishing between Australians and Chinese is by language. The Chinese have their languages and even those who have immigrated to Australia still speak and teach their children to speak Chinese.

National identity in Australia was brought about by earlier Australians identifying selves with being able to withstand hardship. This kind of identity has produced a sporting spirit that has continued to grow.

Other historical factors like the gold rush days, Federation, World Wars and others have been significant symbols which have greatly influenced the development of Australia’s national identity.

The Gold Rush had a great impact on the economy of Australia and development of the nation. Diggers in the goldfields developed a strong relationship which has been important to them on how they and others perceive being Australian.

Since then, the diggers’ rebelliousness and disregard for the authority at that time has remained an important topic of discussion in Australia history and identity.

Diverse cultures, people and images in Australia have been a strong symbol of identity. Many important events and people who were involved in these events have helped the Australians shape the view they have of their nations and how others view them as a nation.

Indigenous communities have kept their cultural heritage strong and alive by passing it to every generation. These include their knowledge, art and performances.

By speaking and teaching their language to their children, protecting their culture, sacred and important places and objects, the Australians have been able to maintain and be proud of their identity.

The Aboriginal people in Australia value their land so much. They believe their land is what sustains people. Reciprocally, people and culture in turn are supposed to sustain the land. National parks are of great significance for the Aboriginal people because of the stories associated to them; stories that have been told from one generation to the other.

The diverse cultures and people unite the Australians and this has made them committed to their country. They have a right to express their diverse cultures and beliefs and to participate freely in Australia’s national development.

Everyone in Australia is expected to respect an individual’s worth, dignity and freedom. Every individual has freedom of speech, religion, association and is expected to support and maintain peace. The pride each individual group takes in its cultural heritage has helped keep Australian cultures live.

The cultural identification helps distinguish people and offers them an identity. National initiatives and mechanisms have been put in place to help Australians towards becoming more tolerant towards difference.

Art in Australia has contributed to the shaping and reflecting of the nation’s image. Art scenes have reflected the diverse indigenous cultural traditions and this as a symbol of identity has helped to define the nation. Modern art in Australia is totally different to that of Chinese.

Because of government funding, Australia’s art is more political compared to that of Chinese. This has caused a great divide between the private and the government funded art’s market. This is a mark of identity because identity is relational as it is distinguished by something it is not.

Art in China is distinguished from that of Australia because it’s less political. The difference in art scenes of these two countries also marks identity because identity is marked by differences, and through these differences Australia is able to define itself.

Education in Australia is different from that of China in that in Australia they are more focused on students while in China they are more focused on teachers.

A teacher in Australia will help students find answers to a question by themselves by providing them with the basic knowledge while in China a teacher will easily give answers to students without letting them do something on their own first.

In Australia students interact a lot and more easily than in China. Students in Australia learn by doing things on their own and interacting with their fellow students and they plan their own learning. These differences in education between China and Australia mark identity because identity is all about differences.

Identity is marked through symbols. As a matter of fact, symbols are very important for marking cultural identity and regeneration.

For example, national flag, food recipe and uniform are such symbols that identify individuals or groups. Australia has a national flag in which they take pride and which has become an expression of identity. It is the nation’s chief symbol and Australians respect it and use it with dignity.

Through symbols, individuals define their culture and are able to feel connected with their past. Moreover, symbols also connect the present with the future as they help to store or safeguard a people’s heritage. This is because the symbols have been there from the past and have been passed from one generation to the other.

For example in Australia, the ruling authority wanted to make the Union Jack as the uniting symbol. Many Australians were against this and they tried to create their own symbols in order to challenge the authorities and express their culture.

Many of these were rejected by the government which has in turn has made Australia remain seeking for symbols. Up to now, symbols still define much of political life in Australia and Australians are still trying to find new symbols. This shows how symbols are important in marking an identity of an individual or a nation.

Chinese boast when it comes to hospitality and this is clearly expressed by their way of life. In China they can easily invite a stranger in their homes and share with him their food and make sure he/she is full before leaving. It’s different in Australia because they are kind of wary of strangers than the Chinese people.

Identity is marked through social and material conditions. When it comes to drinking, alcohol is important for both Australians and Chinese. What makes the difference is the way of consumption. The Chinese get drunk very fast and it is acceptable for them to act in an uncontrolled manner while drunk.

For the Chinese drinking is a way of showing respect. On the other hand Australians drink more slowly while having a conversation and they don’t seem to like it when one starts to act in an uncontrolled manner due to drunkenness.

Sex is considered a taboo topic for discussion in China and in order for a woman to be respected and valued in marriage; she has to be a virgin. In Australia sex topics are not considered taboo and they are openly discussed and for a man to marry he doesn’t have to get a virgin woman.

This has caused many women and men to be sexually experienced before getting married. This for most of older Chinese is very immoral. It doesn’t mean that the Chinese are upright in behavior; they also have a number of practices that Australians find immoral.

Men in China find themselves in sexual unfulfilling marriages, this makes it acceptable for them to visit prostitutes or have mistresses. In Australia this is totally unacceptable. Chinese maintain their morality before getting married but after marriage it gets different while Australians maintain their morality in marriage.

Australia is a multicultural nation in which they have many different races, ethnic groups and cultures. In Australia there are the indigenous and non-indigenous people. The indigenous people are claimed to have been marginalized through colonization.

One of the major debates on the significance of belonging and culture is identity. Multiculturalism in Australia is about cultural diversity and has influenced greatly the identity of the nation. It values its racial and ethnic diversity by giving its people freedom to express their cultural values.

Multiculturalism in Australia has worked well because different cultures have been accepted by the people and the peaceful relationship between diverse cultures and individuals has been maintained.

Diversity in Australia has acted as a positive force in bringing the people of together by accepting each others different culture and this has been a very significant identity which the people of Australia take pride in.

Sports, music and art have provided Australia with an identity. It has been recognized worldwide through its achievements in sports.

They have been able to achieve this through a successful multicultural society and their sporting heroes are recognized and valued worldwide giving Australia an identity.

Hall’s explanation of the connection between language, identity and cultural difference has helped in explaining how these three connect. As Hall put it, identity is marked out by differences.

Different people speak different languages and this difference is what makes an individual identify with a particular group of people. There are different cultures and identity which exists between people and they are all marked by differences.

Identity representation has signifying symbols and processes which produce meanings through which we can know who we are and understand our experiences. This symbolic system makes us understand who we are and what we might be in future.

Representations of identity helps an individual see and know themselves. Culture shapes identity by giving meaning to our experiences in that we are able to define ourselves by relating to our cultural experiences.

Diaspora identities are those which are continuing to develop themselves a new through transformation and difference. Thus cultural identities go through constant transformation as it is about what you become and what you are. Cultural identities are the points of identification which are made throughout history of a culture.

In Australia multiculturalism has made it difficult for the government to approve a national cultural symbol because all cultures are equal and the people enjoy freedom of being individuals.

Social and symbolic markings are both important for the defining and maintaining of identities. Symbolic marking is how we look at and understand our social relations and practices while social differentiation is the way people live with these types of differences in their everyday relations.

Identities are formed and maintained because they mater so much and this is why people would always claim their positions and identify with them. Different people, cultures, ethnic groups and even religious groups claim a common culture as their foundation. Identity depends on difference and in social relations symbolic and social differences develop.

Foods people eat tell a lot about who they are and what culture we are in. Foods indicate religious as well as ethnic background and culture of a people, there are foods which are considered as unclean by other cultures or religious groups but are eaten by others.

Through such foods we are able to make an assumption or know which culture or religion one comes from, for example Muslims are identified for their avoidance of pork and this defines their religion.

This marks the identity of such groups who avoid certain foods and the identities of those who are part of a particular belief system and those who are not. The types of food people eat are materialistic because people eat what they are able to afford and what is available in their society.

Identities are made in relation to other identities, what they are not is what defines them and this brings the difference. Chinese art scenes are not as political as those of Australia and this is what marks the difference.

Cultural identities are histories which people share and thus make them one people or one culture. A Diaspora must discover this identity in order for them to express their cultural experiences.

Around the world people define their cultural identity by stereotyping themselves. The stereotypes model the behavior that people want to copy and make people feel that they are part of a community and that they belong to a particular culture.

In Australia, individuals have appreciated the importance of identity and in order to confirm their identity, they have created stereotypes. The Australians take pride in their national unity and people from different cultures are all one and care for one another.

In conclusion, Hall’s argument that Identity is marked by differences is a valid one. Further, the interconnection he relates about language, culture and identity as illustrated in the foregoing paragraphs is a valid one.

Some differences are taken to be more important than others by different ethnic groups or cultures. One group might see themselves superior to the other and what they use as more important and great than the others.

Identity is also marked through social and material conditions. A group may be separated socially and disadvantaged materially if it is it is symbolically marked as an enemy or taboo.

Symbols mark distinctions which are present in social relations. In social relations people use different things and because an individual or group of people may think of theirs as better than others, it brings the distinction.

If a group is socially separated because it is marked as an enemy they will be materially disadvantaged because no one would want to associate with such group which is claimed to be a taboo or enemy.

Social relations may be organized and divided into opposing groups; one group may see themselves as better than the other and consider the other as nothing because of the different social backgrounds and cultures.

Hall, S. (1997). Cultural Identity and Diaspora . London: SAGE Publication

Hall, S. (1969). Commonwealth of Australia . London: Sage Publications

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Module A: Language, Identity and Culture

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1. Common Module: Texts and Human Experiences
2. Module A: Language, Culture and Identity
3. Module B: Close Study of Literature
4. Module C: The Craft of Writing

In this Guide, we’ll explore English Standard Module A: Language, Identity and Culture and give you a detailed breakdown of what the Module requirements are and what the NESA Syllabus outline really means.

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What’s Module A: Language, Identity and Culture?

For Module A, students will need to focus on one set text and explore a range of supplementary texts. This Module is concerned with how composers represent cultures and identity in their works to challenge and shape audiences’ perceptions.

What you are being asked to explore is how texts can challenge or reinforce the assumptions and stereotypes about identity and culture that exist in society.

While this Module does have a comparative element to it, where you explore supplementary material. It is assessed on your set text.

To help you better study Module A, we’ll look at the Rubric is important as it will tell you exactly what you need to focus on as you study your prescribed text and supplementary material.

english standard module a language identity and culture books

Looking for our Module A Text resources?

Henry Lawson – The Ultimate Cheatsheet
Inside My Mother – The Ultimate Cheatsheet and Free Annotated Essay
Contemporary Asian Australian Poets – Ultimate Cheatsheet

Check back regularly as we add new articles and exemplar essays for Module A texts!

You can only ace Module A: Language, Identity and Culture if you understand the Module rubric

To prepare you for studying this Module and engaging with your set and supplementary texts, we’ll take a detailed look at the Module A rubric.

Module A: Language, Identity and Culture Rubric from NESA

Let’s see what the rubric says.

Language has the power to both reflect and shape individual and collective identity. In this module, students consider how their responses to written, spoken, audio and visual texts can shape their self-perception. They also consider the impact texts have on shaping a sense of identity for individuals and/or communities. Through their responding and composing students deepen their understanding of how language can be used to affirm, ignore, reveal, challenge or disrupt prevailing assumptions and beliefs about themselves, individuals and cultural groups.

Students study one prescribed text in detail, as well as a range of textual material to explore, analyse and assess the ways in which meaning about individual and community identity, as well as cultural perspectives, is shaped in and through texts. They investigate how textual forms and conventions, as well as language structures and features, are used to communicate information, ideas, values and attitudes which inform and influence perceptions of ourselves and other people and various cultural perspectives.

Through reading, viewing and listening, students analyse, assess and critique the specific language features and form of texts. In their responding and composing students develop increasingly complex arguments and express their ideas clearly and cohesively using appropriate register, structure and modality. Students also experiment with language and form to compose imaginative texts that explore representations of identity and culture, including their own. Students draft, appraise and refine their own texts, applying the conventions of syntax, spelling and grammar appropriately and for particular effects.

Source: Module A Rubric from NESA website

Did you struggle to completely understand what this document is asking you? Don’t worry if you didn’t, it’s written with some complex language and terms you may not have encountered.

Unpacking the Module A Rubric

To ensure that you get to grips with what the Module A Rubric demands of statements, we’ve broken it into 9 Rubric statements.

Let’s have a look at those statements and unpack them into plain English.

Rubric Statement #1

“Language has the power to both reflect and shape individual and collective identity. In this module, students consider how their responses to written, spoken, audio and visual texts can shape their self-perception.”

Analysis of Rubric Statement #1

This statement focuses on the different ways in which identity can exist:

As individuals, or
As part of a community.

The focus, here, is on how language in texts – and in public discourse – has the ability to shape how individuals and community see themselves and are seen by others. This course is concerned with culture and what we think about culture and why.

But what is culture?

Culture, a noun, has a couple of different definitions :

The way of life, especially the general customs and beliefs, of a particular group of people at a particular time
Music, art, theatre, literature, etc.:
The arts of describing, showing, or performing that represent the traditions or the way of life of a particular people or group; literature, art, music, dance, theatre, etc.

This Module is concerned directly with the 1st and 3rd of the above. We want to explore how culture is depicted and how this differs from the lived experience of culture for individuals and communities. This first statement, in particular, draws our attention to how culture can be depicted by art and language but also shaped by it. How culture is depicted will shape how it reacts. For example, if you shame or stereotype a culture it will become insular and suspicious of outsiders. We are interested in exploring how cultures and individuals from within depict themselves and how they react to depictions of them.

So, what does culture have to do with identity and individuals?

If you think about it, as much as we are all individuals moving through the world. We are also parts of different communities. For example, you are you, but you are also part of:

Your local community,
Your religious community,
Cultural or ethnic groups, or
Sporting or extra-curricular groups.

While each of these individually doesn’t define who you are, they all contribute to your identity. These communities all form part of a culture – perhaps a singular culture or a broader one.

The second sentence is instructing you to reflect on how you experience this process as a reader and viewer.

You need to ask yourself, what emotions do I feel when I engage with a text? How does it shape my sense of identity?

A good habit is to keep a reading diary and make note of what your responses are to chapters, short stories, poems, plays, and films that you read and watch. Then, you’ll be in a position to start understanding how the composer represents identity and culture in a way that compels you to self-reflect.

standard-module-a-language-identity-culture pegs

Rubric Statement #2

“They also consider the impact texts have on shaping a sense of identity for individuals and/or communities. Through their responding and composing students deepen their understanding of how language can be used to affirm, ignore, reveal, challenge or disrupt prevailing assumptions and beliefs about themselves, individuals and cultural groups.”

Analysis of Rubric Statement #2

Texts aren’t benign objects. Humanity has a history of producing texts that are controversial because they impact on how a group or community perceives itself.

Texts like Darwin’s The Origin of Species, Joyce’s Ulysses, Plath’s The Bell Jar, Rushdie’s The Satanic Verses, or Michael Ahmad’s The Lebs have all courted controversy because of how they frame identity and culture. These are texts that compel society to reflect on its views and actions. This is often an a challenging experience.

Texts can also be profoundly offensive to particular communities and cultures. The Origin of Species forced Christian culture to reevaluate its place in the universe Rushdie’s The Satanic Verses was profoundly offensive to Muslim communities because of its depiction of the Prophet Mohammed and saw several fatwas issued on him. What one person sees as art can be something another sees as profoundly offensive because of how it depicts and makes assumptions about culture and the individuals that identify with those cultures.

A text that is offensive to a community can have negative reactions. For example, Rob Sitch’s The Castle is a celebration of Australian diversity and egalitarianism. But it also relies on some stereotypes that some might find troubling, such as Farouk a Balkan who is happy to threaten others with bombs. Similarly, the Kerrigan’s are characterised as uncultured working-class whites. Clearly, texts and their depictions are complex. This is what you need to unpack. You need to unpack whether a text that is contentious should be disavowed because of its contents or used as a point of discussion to explore the wider issues that face society.

You need to think about “ how language can be used to affirm, ignore, reveal, challenge or disrupt prevailing assumptions and beliefs about themselves, individuals and cultural groups. “ This means you need to consider how groups a perceived or misrepresented in society and how texts can affirm – that is, continue (either positively or negatively) – or challenge the stereotypes that exist about them. Then, in your responses, you need to describe what these “prevailing assumptions” or stereotypes are but also how to challenge them.

In addition, NESA wants you to consider your own changing perspectives and reflect upon these in your responses. How have your perceptions of yourself and others been shaped or challenged by the texts you’ve watched.

Rubric Statement #3

“Students study one prescribed text in detail, as well as a range of textual material to explore, analyse and assess the ways in which meaning about individual and community identity, as well as cultural perspectives, is shaped in and through texts.”

Analysis of Rubric Statement #3

As we’ve seen, you’ll look at one core set text ( you can see the list below ) and other supplementary material. What you want to unpack are the processes of representation at work in the depiction of identity and cultural perspectives. A cultural perspective refers to the way in which the beliefs and customs of various cultures shape the way that that community and its members see the world around them.

Rubric Statement #4

“They investigate how textual forms and conventions, as well as language structures and features, are used to communicate information, ideas, values and attitudes which inform and influence perceptions of ourselves and other people and various cultural perspectives.”

Analysis of Rubric Statement #4

This statement describes how you will go about analysing the texts. You’re asked to look at,

Textual forms – The type of text is it a letter or a prose piece or a script. This will signal the purpose of the text and its intended audience
Conventions – All forms come with some expected conventions (although composers break these, such as by using unreliable narrators in prose fiction)
Language structures – The ways in which the sentences and paragraphs in the text are developed. The perspective and tense used in the text
Language features – The devices – figurative, grammatical, and rhetorical – used by the composers

These are the means that composers use to convey their meaning. You are required to use these to explore how composers have used these to convey information, ideas, values, and attitudes. Information and ideas are straightforward concepts, but students struggle with values and attitudes, so let’s unpack those in some detail.

Values – A value is a belief or idea presented in a text. Beliefs tend to be held around morals, philosophy, religion, and culture (among other things). These are conveyed through what characters say and do. Values are important as they guide our actions
Attitudes – Are the perspectives individuals and communities hold towards values. Some people might feel like they are part of a community and at the same time have negative attitudes to particular values form that community

As you read and respond to texts you need to tease out these details and describe them. These tensions can inform us about the relationships between communities, and also individuals from within those communities.

standard-module-a-language-identity-culture shoes

Rubric Statement #5

“Through reading, viewing and listening, students analyse, assess and critique the specific language features and form of texts. “

Analysis of Rubric Statement #5

This follows on from the previous syllabus point. This statement describes how you will do this (the modes of engagement):

And what you are meant to do:

Analyse – Explain how and why something is occurring: that is, how is the meaning being conveyed by the composer.
Assess – Make a judgement about something – is it useful or effective or good or bad?
Critique – In your responses, you must make an argument about whether the representation is positive or negative and identify and engage with any flaws in the representation.

In short, what you need to do is read/view your texts and engage with them to make a judgement about the text’s meaning and construction. You then have to critically evaluate it in relation to culture and identity in your responses.

Rubric Statement #6

“In their responding and composing students develop increasingly complex arguments and express their ideas clearly and cohesively using appropriate register, structure and modality.”

Analysis of Rubric Statement #6

This statement refers to the construction and depth of your responses. As Year 12 students, you need to be able to express you ideas clearly, precisely, and concisely.

A complex argument does not mean complex language or convoluted sentences. Instead, the complexity is meant to be displayed in the richness of your ideas. For example, a complex argument might be:

While Alice Pung describes the difficulty and challenges of growing up Asian in Melbourne, she also projects an identity as a proud Australian in a multicultural society.

This demonstrates complexity as it shows that while Alice Pung had negative experiences, she still identifies as Australian.

In your responses, you need to write in an appropriate manner. This means using the correct:

Register – The level of language. For example, an essay requires a formal register while a discursive response can be more casual
Structure – The organisation of your ideas in your response. For example, an essay requires a rigid structure with introduction, body paragraphs, and conclusion.
Modality – Modality refers to the level of certainty in your language. High modality language demonstrates a high level of certainty and, thus, authority

Rubric Statement #7

” Students also experiment with language and form to compose imaginative texts that explore representations of identity and culture, including their own. “

Analysis of Rubric Statement #7

Not only do you have to compose critical responses, but you also need to compose imaginative responses. Part of this Module requires you to compose creative responses about the ideas and issues in the Module. These should be used as an opportunity for you to experiment with language and writing styles so you become a better writer. Some schools may choose to incorporate Module C: The Craft of Writing to assist you to develop your writing skills.

You can learn more about editing and proofing work in this article from our Beginner’s Guide to Acing the HSC for English .

Rubric Statement #8

“Students draft, appraise and refine their own texts, applying the conventions of syntax, spelling and grammar appropriately and for particular effects.”

Analysis of Rubric Statement #8

This is an important step in the writing process that most students overlook. The drafting process will help you become a better writer. What this statement is asking you to do is develop a process for composing texts and responses.

Once you’ve developed your ideas and are ready to write a response, you should:

Plan your response out
Scaffold your ideas so that they are structured appropriately
Draft an initial response to develop your ideas and make sure they work
Proofread and edit your first draft for errors and structure
Rewrite your first draft into a second draft
Seek feedback and guidance on the piece
Proof and edit the document again, incorporating the feedback
Rewrite the response again as a polished final draft.

Proofing, editing, and drafting is an essential skill for life. Developing these skills now, before you begin university or trade will ensure that they become habitual and you become a clearer and more effective communicator.

Boost your English Std Module A marks!

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What steps can I take to analyse texts for Module A?

1. read the text several times.

You won’t fully understand the meaning of the text on the first reading. Matrix students learn to read and analyse texts following a process that will help them understand a text with depth and insight while developing their ideas.

An important rule is to use the first reading or viewing of the text as an opportunity to familiarise with the text.

Then, use the second and third readings will allow you to develop your ideas and better come to grips with the complexity fo the text and its ideas.

If you want to read learn more about analysing texts and textual analysis, you should read this article from our HSC English Skills Guide .

2. Develop your understanding of the text

As you work through your Module A study, you need to ask yourself questions such as:

What is this text about?
What is the composer trying to convey?
Why is this composer trying to convey this idea?
How does this text comment on identity, culture?
How is the composer using language to convey this?

As an independent and thinking human being, you need to start developing confidence in developing your own ideas about the texts that you’re studying as well as confidence in expressing these perspectives to others!

3. Write notes

A good practice to develop is to take notes about the texts as you study them. If you want to learn how to write the best study notes, take a read of our Ultimate Guide to Writing Study Notes .

Consider the questions above, and then write down your interpretations as they develop.

You will then be in a position to reflect upon how your interpretation of the texts developed or how your perspective on the earlier text has been reshaped by the latter one.

english standard module a language identity and culture books stairs

What texts will I study for Module A: Language, Identity and Culture?

There are seven texts that can be studied for Module A. They are:

Prose fiction

‘The Drover’s Wife’
‘The Union Buries Its Dead’
‘Shooting the Moon’
‘Our Pipes’
‘The Loaded Dog’
Levy, Andrea, Small Island (2004)

Poetry (p) or Drama (d)

Merlinda Bobis, ‘This is where it begins’;
Miriam Wei Wei Lo, ‘Home’;
Ouyang Yu, ‘New Accents’;
Vuong Pham, ‘Mother’;
Jaya Savige, ‘Circular Breathing’;
Maureen Ten (Ten Ch’in Ü), ‘Translucent Jade’
‘Oombulgarri’
Lawler, Ray, Summer of the Seventeenth Doll (2012) (d)
Shaw, Bernard, Pygmalion (2003), (d)
Valentine, Alana, Shafana and Aunt Sarrinah , (2010) (d)

Nonfiction (nf), film (f) or media (m)

Pung, Alice, Unpolished Gem (2006) (nf)
Perkins, Rachel, One Night the Moon (2001) (f)
Sitch, Rob, The Castle (1997) (f)
Merewether, Janet, Reindeer in my Saami Heart (2016) (m)

Texts set for study. (Source: NESA)
Text	Key Ideas for Language, Identity and Culture

Levy, Andrea, Small Island (2004)
(2013) (p)
(2015) (p)
Lawler, Ray, (2012) (d)
Shaw, Bernard, (2003), (d)
Valentine, Alana, , (2010) (d)
Pung, Alice, (2006) (nf)
Perkins, Rachel, (2001) (f)
Sitch, Rob, (1997) (f)
Janet Merewether, (2016) (f)

How will I be assessed for Module A: Language, Identity and Culture?

You can have one internal (that is, in-school) assessment specifically on this Module.

Internal assessments and the HSC Trial Exam

As there is a cap of 4 internal assessments for Year 12 including the Trial HSC Exam, only 3 Modules will have assessments attached to them. This means that you may not have a formal essay assessment for Module A before the HSC Trial exam.

In addition to this limit, there is a cap of one formal written assessment for Year 12.

The potential forms for a Module A: Textual Conversation assessment are:

A multimodal presentation (you must do one multimodal presentation throughout the year)
An imaginative recreation
A combination of the above tasks.

In your Trial HSC Exam, you will be set an essay question.

The HSC Exam: Paper 2

During Paper 2 of the HSC, you will have an essay question.

Standard Module B: Close Study of Literature

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Guide to HSC English Standard Module A: Language, Identity and Culture

Wondering what HSC English Standard Module A is all about?

We’re here to help you know more about the module! We’ll take you through what you’ll be assessed on, the prescribed texts , and how you can get a Band 6.

Let’s jump in and show you how to ace HSC English Standard Module A: Language, Identity and Culture!

What is Module A all about? What will I be assessed on? What are the Prescribed Texts? How do I get a Band 6 in Module A?

What is HSC English Standard Module A: Language, Identity & Culture all about?

The module is built on the relationship between who people are, what group of people they come from, and how this is reflected through language.

However, you are expected to understand not only these relationships, but how these aspects are perceived, and how these perceptions are supported or challenged by the text you are studying.

Let’s take a look at the module rubric and break it down to better understand what this module is all about:

hsc english standard module a language identity and culture

Now, that’s a little bit complicated, so let’s break down exactly what you need to be able to do to succeed in Module A into focus questions to guide your study:

In this module, you will learn about the power of language to reflect and change an individual’s and a collective identity (or a culture).

In particular, you will focus on cultural perspectives , that is, how particular groups of people connected by cultural distinguishers such as class, ethnicity, nationhood, or particular experiences, such as immigration, might view the world.

For instance, if you are studying The Castle , you will likely focus on how the film represents a particularly Australian working-class experience, while you analyse how the film reflects and conveys perspectives on home ownership or gender.

While the examination will only be on one text, you will also study a range of other short texts that are relevant t o the unit, and explore similar issues to your prescribed text.

For instance, you may read a poem on an immigrant experience, like Peter Skrzynecki’s ‘Migrant Hostel,’ if you are studying Alice Pung’s ‘ Unpolished Gem .’

You’ll be looking at how form (type of text, like novel or play) and conventions are used to convey these concepts. A ‘convention’ in this sense is an expectation placed on a particular kind of text: for instance, a climax towards the end of a text is a convention.

There is a focus on ‘values and attitudes’ in the unit, and it’s useful to think about what these are.

A value is the way people think about particular issues : for instance, the cultural value placed on romantic relationships may be high in one culture, and low in another.

Similarly, attitude is about a reaction : the question is not what a cultural thinks about, but what they think about a particular issue.

Your focus will be on looking at how the text itself interacts with prevailing assumptions and beliefs about the people being presented.

For example, Shafana and Aunt Sarrinah is a text about a young Muslim woman and her atheist aunt, and plays with stereotypes of young Muslim woman as submissive and docile, because Shafana is forthright and argues with Aunt Sarrinah because of her fierce conviction in her beliefs.

If you’re studying this text, you’ll want to discuss how this stereotype is addressed and challenged through language.

As with other modules, you will be assessed on how clear, precise, and effective your language is.

‘Register, structure, and modality ’ are words used to describe your writing, and essentially mean that your work shows an understanding of the formality of writing for English.

For example, “The start of The Castle might show what Australians think of the differences between boys and girls” would make for a terrible opening to an essay, because it shows little understanding of register through the lack of formality, a poor grasp of structure (it discusses a specific scene at the very beginning), and a low modality (‘might’) when a higher one would work best.

“Within Rob Sitch’s comedy-drama film The Castle (1917), the director both affirms and challenges beliefs about working-class Australians’ views on gender through the use of language” would work as a stronger opening sentence, because it uses the right kind of register and modality, while also being structurally sound.

The more you show your understanding of cultural perceptions and identity, and how they are shown through language, the higher your grades will be.

You will also be expected to write ‘imaginatively,’ meaning you will be producing writing of your own which shows your understanding of how particular cultural groups are represented.

What will I be assessed on?

You can have one internal (that is, in-school) assessment specifically on this Module.

As there is a cap of 4 internal assessments for Year 12 including the Trial HSC exam only 3 modules will have assessments attached to them. This means that you may not have a formal essay assessment for Module A before the HSC Trial Exam.

In addition to this limit, there is a cap of one formal written assessment for Year 12.

Potential forms for a Mod A assessment are :

A multimodal presentation (you must do one throughout the year)
An imaginative recreation
A combination of the above tasks

In your Trial HSC exam, you will be set an essay question in Paper 2 of the HSC English Exam.

Prescribed Texts for HSC English Module A: Language Identity and Culture

Here is the list of prescribed text for the module. Each of them focus on aspects of cultural perspectives:

Prescribed Text	Themes for Language, Identity and Culture
, Henry Lawson	- Class issues - Home and belonging - Work and identity
Adam Aitken, Kim Cheng Boey and Michelle Cahill (eds), Merlinda Bobis, ; Miriam Wei Wei Lo, ; Ouyang Yu, ; Vuong Pham, ; Jaya Savige, ; Maureen Ten (Ten Ch’in Ü),	- Home and belonging - Immigration - Ethnicity and identity
Cobby Eckermann,	- Home and belonging - Ethnicity and identity - Racism
Ray Lawler,	- Home and belonging - Work and identity - Class issues
Bernard Shaw,	- Class issues - Gender and identity - Work and identity
Alana Valentine,	- Religious identity - Gender and identity - Ethnicity and cultural background
Alice Pung,	- Home and belonging - Immigration - Ethnicity and identity
Rachel Perkins,	- Racism - Ethnicity and cultural background - Home and belonging
Rob Sitch,	- Working class issues - Home and belonging - Immigration
Janet Merewether,	- Home and belonging - Ethnicity and identity - Racism

How Do I Get a Band 6 in HSC English Module A?

Tip #1: develop your textual knowledge.

Having a solid grasp of the terms used often in English will assist you in how you handle the text, and ensure your composition on the text demonstrates an understanding that goes further than a surface reading.

Step 1: Familiarise yourself with textual elements

“ [Students] investigate how textual forms and conventions, as language structures and features, are used to communicate information, ideas, values, and attitudes which inform and influence perceptions of ourselves and other people and various cultural perspectives .”

To best unpack how cultural perspectives are presented in a text, you need to understand how textual features and conventions are used. As with other modules, you will analyse textual features (techniques) to analyse your text.

It is likely you will want to focus more on techniques you do not generally discuss, such as slang or languages which are not English.

For a list of textual features, have a read of our list, here !

Step 2: Learn about the form

This means discussing elements of a form which differentiate it from other kinds of forms — for example, the verse structure of a poem or particular camera angles in a film. Think hard about what your text does that would not be possible to translate into other mediums.

Step 3: Start practising writing analyses of your text

While the way you write analysis will be different depending on the form of your text, it’s important you keep proactive about recording thoughts and ideas — whether it’s by annotating your book of poetry, or recording rough notes as you watch your film, you will want to get into the habit of developing these notes into analyses.

As for how you do that, TEE tables are a great start!

What’s useful about TEE tables is that they by creating them, you’re making yourself think analytically about the text at the same time you’re creating a pool of notes for you to later draw evidence for your arguments from.

This could be done in a number of ways: for instance, you could group them by themes.

If you need some help getting started on your TEE Table for Module A, we’ve got an awesome article to help you out – click here!

Tip #2: Show Your Understanding of Your Text

Of course, in order for any of this learning to be useful, you need to learn to be able to write well in order to complete your compositions to satisfaction.

This means you need to develop the ability to write clearly, with specificity, and with a strong understanding of structure.

Step 1: Get a handle on structure

“[Students] develop increasingly complex arguments and express their ideas clearly and cohesively using appropriate register, structure, and modality.”

There are many ways you can structure your essay and its paragraph, but they are not made equal. While your analysis may be strong, it means nothing if it can’t be read in a clear and cohesive structure.

We recommend the STEEL structure for English essays: Statement, Technique, Example, Effect, and Link.

For more advice on writing a Band 6 HSC English essay, click here !

Step 2: Practise!

“Students also experiment with language and form to compose imaginative texts that explore representations of identity and culture, including their own.”

This is going to be hard to do, as you’re dealing with new ideas and concepts.

The best way to improve your understanding is to put it into words: the more practise you get in at showing your understanding of language, identity, and culture, the more refined your work will be once it’s time for examination.

Find a bunch of Year 12 Module A: Language, Identity and Culture practice questions in this article !

Step 3: Have your work read by others

Once you’ve got some writing at length done, and checked over it yourself, have your teachers or peers read over it critically.

Having other people read it is important, as when we read our own work, we tend to overlook our own mistakes and fail to notice our bad writing habits.

However, you can also try reading your work aloud to yourself, which is another way to make sure you’re making sense.

Looking for some extra help with HSC Standard English Module A: Language, Identity and Culture?

We have an incredible team of hsc english tutors and mentors who are new hsc syllabus experts.

We can help you master your HSC English text and ace your upcoming HSC English assessments with personalised lessons conducted one-on-one in your home or at one of our state of the art campuses in Hornsby or the Hills!

We’ve supported over 8,000 students over the last 11 years , and on average our students score mark improvements of over 20%!

To find out more and get started with an inspirational HSC English tutor and mentor, get in touch today or give us a ring on 1300 267 888!

Anna Dvorak graduated from High School last year and is now studying a Bachelor of Communications, majoring in media, arts & production and journalism, at UTS. Alongside studying, Anna works as an Academic Coach & Mentor at Art of Smart while also doing freelance work. She is very passionate about the art of storytelling and helping people fulfil their potential. In her free time, you’ll find Anna working on her craft, reading, watching Netflix, somewhere outside or catching up on sleep.

Cameron Croese completed his HSC in 2013, earning first place in his cohort in Advanced English, Extension English 1, and Extension English 2. Privately tutoring throughout his university career as an English and Education student, he enjoys helping his students at Art of Smart understand, write well on, and enjoy their texts, as well as assisting with other aspects of school life. He is a contributing editor to his student magazine, in which he has had reviews, feature articles, and short stories published.

Topics: ✏️ English , ✍️ Learn

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Module A – Language, Culture and Identity – One Night the Moon

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Resource Description

Module A – Language, Culture and Identity on the related text: One Night the Moon

Section I — Module A: Language, Identity and Culture Key terms/points:

Language has the power to both reflect and shape individual and collective identity, how responses to written, spoken, audio and visual texts can shape their self-perception
Language can be used to affirm, ignore, reveal, challenge or disrupt prevailing assumptions and beliefs about themselves, individuals and cultural groups
Textual forms and conventions are used to communicate information, ideas, values and attitudes which inform and influence perceptions of ourselves and other people and various cultural perspectives
Experiment with language and form to compose imaginative texts that explore representations of identity and culture

Theme: Racism and prejudice

Technique: A high angle shot

Opening scene, where Albert’s daughter waves to emily, and emily waves back, only to have her mother force her hand down
A high angle shot of Albert’s family is used to construct an image of someone insubstantial and inferior in comparison to that of Jim’s family who is an embodiment of superiority as indicated by society
Also reveals the vulnerability of Albert’s family and their constant subjection to discrimination
Reveals the learned behaviour of indirect forms of intolerance and racial discrimination from adults to children, and the challenging reality of unconscious doings of racism, ultimately addressed through the language form of camera shots
Cultural perspectives: Entertains the notions that people of colour face discrimination and shadowed in societies

Technique: Mise-en-scene

Mise-en-scene, another technique, utilises figure movement and expression in order to efficiently convey racism and prejudice
The physical performances of characters like rose, uses the force of hand on emily to communicate the indifferences of the Indigenous people to their family and the supremacy their family upholds
Mise-en-scene functions in order to express rose’ prejudicial thoughts and the influence she has on emily’s cognitive behaviour by denying her the right to do things as simple as wave, as an outcome of hostility towards Indigenous culture
Cultural perspectives: Racial prejudice comes from learned behaviour and is not inherent, thus emitting the perspective that mannerisms can be toxic, especially those with negative connotations

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When Talking About Identity, How Much Do Words Matter?

How deliberate are you with the words you use when talking about race, ethnicity, gender and sexuality? Are changes in language a necessary step toward achieving justice?

By Michael Gonchar and Callie Holtermann

Language has always had power. Words can hurt, offend and provoke, but they can also empower, uplift and inspire. They can even change culture. Language has always evolved, and that is certainly true for language related to race, ethnicity, gender and sexuality.

Words and terms like BIPOC, P.O.C., she/her, he/him, they/them, nonbinary, LGBTQIA+, antiracism, white privilege and microaggression might have been unfamiliar to most people even a decade ago. “African American” is sometimes being superseded by “Black,” with a capital “B.” The term “queer” has been reclaimed by some, but still reads as hate speech to others. And debates erupt over whether to use Latinx or Latino for people of Latin American descent.

Have you noticed this kind of evolving language within your school community? How careful are you with the language you use to discuss identity and social issues? Do you think this debate over language is a meaningful social justice imperative, or does it miss what is most important: substantive policy changes?

In “ BIPOC or POC? Equity or Equality? The Debate Over Language on the Left ,” Amy Harmon writes:

In California, a Black college freshman from the South is telling a story about his Latino friends from home when he is interrupted by a white classmate. “We say ‘Latinx’ here,” he recalls her saying, using a term he had not heard before, “because we respect trans people.” In Philadelphia, Emma Blackson challenges her white neighbor’s assertion that Black children misbehave in school more than others. “It’s just my implicit bias,” the neighbor offers, saying that she had recently learned the phrase. In Chicago, Kelsey O’Donnell, 31, wonders why colleagues and friends have suddenly started saying “BIPOC,” an acronym that encompasses individuals who are Black, Indigenous or other people of color. Where had it come from? “There was really nobody to ask,” says Ms. O’Donnell, who is white. “It was just, ‘This is what we say now.’” Americans have always wrestled with language when it comes to describing race, with phrases and vocabulary changing to meet the struggles and values of the moment. But especially in the wake of protests for social justice in the summer of 2020, there is a heightened attention to this language, say scholars and activists, as some on the left try to advance changes in the culture through words. “You can’t change what you can’t name,” Cathy Albisa, vice president of institutional and sectoral change at the racial justice nonprofit Race Forward, said. For some people, though, the new lexicon has become a kind of inscrutable code, set at a frequency that only a narrow, highly educated slice of the country can understand, or even a political litmus test in which the answers continually change. Others feel disappointment, after so many protests last summer demanded far deeper change on issues like criminal justice and voting rights.

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