Justice Game Essay (1 Viewer)
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callisto
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heres some help for you ppl doing the justice game!
this is a PM i sent to a student asking for help about the justice game
your eng paper2 is tomorrow. so if you STILL have no idea of what its all about then read this..
________
ok so you're doing the justice game. its not easy cause theres not much stuff out there to help cause noone does it.
as far as integrating your response.. thats the easy part!! just be sure to make your paragraphs flow. the ideas in the previous paragraph should be somehow linked to the next one. ie don't blindly jump from one to another and totally chagne ideas. the exception to this is when you are challenging an idea or comparing something and the ideas oppose, but even in that case the ideas still have some realtion to each other. they're still in that order for the essay to make sense.
be sure to use words like
-similarily
-likewise
-additionally
-alternatively
-in the same vein
-in a similar manner
to link paragrpahs!
the related texts i used are
-a wikipaedia (enclylopedia article) reporting the trials of Oz events which was VERY factual. no bias/subjective language etc
-bowling for columbine by michael moore (censorship, representation of truth etc)
-an eulogy for princess diana at her funeral, which portrayed her in a positive light (different to what was said about her in Diana in the Dock,) therefore an effective comparison and an indication of diff. ppls view on truth. ie two diff views on the one person - what can be learnt from the copmparison? diff. values/contexts etc
basically you have to talk about 2 or 3 cases from justice game (i used trials of oz, diana in the dock and michael X) and say >>>>>>WHAT<<<<<< they are saying about the the truth (WHY are they saying it this way?? what does it say about them?? what can we conclude about their values/morals/reason for writing. ie michael moore's motives are v. differnt (think commercial) to those of the eulogy of diana (to commemorate her person, appreicate her, hail her as a 'hero' where as diana in the dock practiaclly tears her down etc)
the next part is >>>>HOW<<<<< as in techniques. (the whole 2U english course is basically about the what and how)
this is obviously the techniques utilised by the composer. like in trials of oz, the caricature of the judge, other language techniques. also if you look at a film or anything similar (pinting, photos etc.. all are regarded as texts you can use) you should look at the techniques unique to that medium. like in Bowling for columbine we talked about sound/lighting/ camer angles etc to show how Moore communicates his view.
the final part you should talk about is a general view on 'what is truth?' ie try and include some philosophical discussion about the abstract conceppt of truth. such as truth is beauty etc and other lame/mushy stuff! butyeah the examiners lap it up and it gives your essay an edge if you can analyse the actual CONCEPT of truth and not just talk about truth
think about
-why mankind values truth
-how it can be fabricated/manipulated
-can we ever come to an absolute definition of truth?
-is one mans thruth always different to anothers?
I have included a speech i wrote on the justice game. it got 15/15 ... yay!
Good morning teachers and fellow students. The concept of ‘truth’ has often been considered an abstract phenomenon, often highly valued and sought after along with such other abstract ideals as freedom and love. The quest for an absolute ‘truth’ has often dominated mankind’s international psyche as a pure truth, untainted and free from error, has been a source of preoccupation in a continual search for perfection.
John Keates states that ‘truth can be seen as parallel to beauty’ as a precious commodity, yet the truth can also inevitably be manipulated and fabricated. Historian Keith Windschuttle noted that ‘our representation of the world is inherently subjective’. This statement suggests that truth is relative to both ourselves and the various power structures in our society. Hence the truth that we uphold is the truth which best suits our need.
The fact that all interpretations of a preconceived truth are relative to the individuals context, experiences and background leads to a representation of that truth. Such a representation is indicative of the values and beliefs of the composer, producing a symbolic construction of a version of reality. A representation of a truth is manifest in ‘The Justice Game’ by Geoffrey Robertson and in ‘To Kill A Mockingbird’ by Harper Lee as both texts seek to explore the concept of racial inequality in relation to justice and the law.
The comparison between the two texts allows an exploration of the ways in which different medium of production may establish the relationship between representation and meaning. Through the effective utilisation of visual techniques displayed on the front cover of the ‘Justice Game’ we are made aware of the strong representation and bias that is to follow. Robertson’s position on the cover is one of dominance while black and white contrasts allude to the factual elements contained within his text.
Similarly, Robertson quotes his credentials alongside copious amounts of superlatives praising his work as a ‘fearless and romantic lawyer’. In this manner we are already receiving a representation of the man through effective use of language. Correspondingly, in ‘To Kill A Mockingbird’ Lee effectively utilises a plethora of stylistic devices to establish the physical setting of the town of Maycomb.
The use of the metaphor ‘men’s stiff collars wilted by nine’ and alliteration in ‘slowly shuffled’ creates the image of a town as presented to the reader with that of an authorial representation. In the same vein, throughout ‘Michel X’ Robertson uses effective word choice to create a representation of Black Americans in prison. Michel is described as the ‘token black’ and the description of the inmates on death row builds tension, creating a poignant effect.
This tension is broken by a moment of hope which creates Robertson’s position as a hero, a role corresponding to that of Atticus Finch in ‘To Kill A Mockingbird’. Lee uses Atticus as a mouthpiece for tolerance, teaching his children that ‘you’ll never really understand a man until you get inside his shoes’ thus Atticus creates his own version of the truth.
In this way, Atticus fosters tolerance among his children, claiming that ‘all men are equal in the courts’ thus attempting to diffuse any tendencies towards racial discrimination. In this sense, Lee’s own personal representation of issues of truth, justice and racial inequality are voiced through the character of Atticus and the use of an engaging first person narrative to create immediacy. In creating this representation, Lee employs realistic dialogue and the use of colloquialism from the southern USA to convey her opinions on the issues at heart.
Likewise, in ‘Michel X’ Robertson utilises laguage to create empathy and to persuade the reader against the inhuman practices of the treatment of prisoners through a ghoulish description of the hangings. Such phrases as ‘the body twists to and fro’ and ‘the breaking of the cervical vertebrae’ are deliberatly chosen to position the reader in this way. Here, use of emotive language is delibratly used to create a representation of the truth.
Similarly, Lee utilises the Mockingbird motif to represent the harmless and innocent characters of the story; Boo Radley and the Negro unjustly accused of rape, Tom Robinson. Through the use of symbolic imagery Lee likens these men to mockingbirds, and although Atticus claims that ‘it’s a sin to kill a mockingbird’ the persecution of the innocent appears imminent, allowing Lee to challenge her readers with such rhetorical questions as “is the law always
just?” And “are all people equal before the law?”.
The proceedings in the Maycomb courthouse may be likened to those of the morally corrupt cases in ‘Show Trials’. As in Lee’s novel, justice is not fairly administered as established social codes adhering to bigotry allow for white domination over blacks. This scene is effectively dramatised in the film version of ‘To Kill A Mockingbird’ as powerful bottom up shots effectively portray the sense of dominance the white
lawyers held over the accused Negro.
In this way, stylistic devices provide a representation of the conflict within the legal system and the racial intolerance experienced during the 1930s. As the author herself had witnessed acts of discrimination, her purpose remains to enlighten and inform her audience through characterisation and motifs, whilst Robertson seeks to promote his own case as a prime defender of human rights.
This remains one of the reasons why I believe ‘To Kill A Mockingbird’ is more successful in it’s representation of issues then the justice game. In the Prisoner of Venda, Robertson also attempts to represent a truth about racial intolerance, that of apartheid. Through the use of facts and names to establish credibility and emotive language in ‘war torn, famine ridden’ Robertson’s role as a hero of the game of justice is established.
Yet in this particular representation, as the diatribe against apartheid begins to dominate the case, the cause of Ratshitanga is not longer integral to the purpose. As this structural weakness becomes apparent Robertson’s lobby for the fair treatment of blacks is rendered less effective due to these flaws in logic. In this manner, ‘To Kill A Mockingbird’ appears to be the more effective representation as Lee is able to passionately explore the issues raised through a myriad of techniques.
As it can be seen, through considering two contrasting representations of a truth one may explore the process by which statements come to be accepted as true as we question who has the authority to make to those statements in a quest for the abstract concept of ‘truth’.
good luck guys. hope this helps
this is a PM i sent to a student asking for help about the justice game
your eng paper2 is tomorrow. so if you STILL have no idea of what its all about then read this..
________
ok so you're doing the justice game. its not easy cause theres not much stuff out there to help cause noone does it.
as far as integrating your response.. thats the easy part!! just be sure to make your paragraphs flow. the ideas in the previous paragraph should be somehow linked to the next one. ie don't blindly jump from one to another and totally chagne ideas. the exception to this is when you are challenging an idea or comparing something and the ideas oppose, but even in that case the ideas still have some realtion to each other. they're still in that order for the essay to make sense.
be sure to use words like
-similarily
-likewise
-additionally
-alternatively
-in the same vein
-in a similar manner
to link paragrpahs!
the related texts i used are
-a wikipaedia (enclylopedia article) reporting the trials of Oz events which was VERY factual. no bias/subjective language etc
-bowling for columbine by michael moore (censorship, representation of truth etc)
-an eulogy for princess diana at her funeral, which portrayed her in a positive light (different to what was said about her in Diana in the Dock,) therefore an effective comparison and an indication of diff. ppls view on truth. ie two diff views on the one person - what can be learnt from the copmparison? diff. values/contexts etc
basically you have to talk about 2 or 3 cases from justice game (i used trials of oz, diana in the dock and michael X) and say >>>>>>WHAT<<<<<< they are saying about the the truth (WHY are they saying it this way?? what does it say about them?? what can we conclude about their values/morals/reason for writing. ie michael moore's motives are v. differnt (think commercial) to those of the eulogy of diana (to commemorate her person, appreicate her, hail her as a 'hero' where as diana in the dock practiaclly tears her down etc)
the next part is >>>>HOW<<<<< as in techniques. (the whole 2U english course is basically about the what and how)
this is obviously the techniques utilised by the composer. like in trials of oz, the caricature of the judge, other language techniques. also if you look at a film or anything similar (pinting, photos etc.. all are regarded as texts you can use) you should look at the techniques unique to that medium. like in Bowling for columbine we talked about sound/lighting/ camer angles etc to show how Moore communicates his view.
the final part you should talk about is a general view on 'what is truth?' ie try and include some philosophical discussion about the abstract conceppt of truth. such as truth is beauty etc and other lame/mushy stuff! butyeah the examiners lap it up and it gives your essay an edge if you can analyse the actual CONCEPT of truth and not just talk about truth
think about
-why mankind values truth
-how it can be fabricated/manipulated
-can we ever come to an absolute definition of truth?
-is one mans thruth always different to anothers?
I have included a speech i wrote on the justice game. it got 15/15 ... yay!
Good morning teachers and fellow students. The concept of ‘truth’ has often been considered an abstract phenomenon, often highly valued and sought after along with such other abstract ideals as freedom and love. The quest for an absolute ‘truth’ has often dominated mankind’s international psyche as a pure truth, untainted and free from error, has been a source of preoccupation in a continual search for perfection.
John Keates states that ‘truth can be seen as parallel to beauty’ as a precious commodity, yet the truth can also inevitably be manipulated and fabricated. Historian Keith Windschuttle noted that ‘our representation of the world is inherently subjective’. This statement suggests that truth is relative to both ourselves and the various power structures in our society. Hence the truth that we uphold is the truth which best suits our need.
The fact that all interpretations of a preconceived truth are relative to the individuals context, experiences and background leads to a representation of that truth. Such a representation is indicative of the values and beliefs of the composer, producing a symbolic construction of a version of reality. A representation of a truth is manifest in ‘The Justice Game’ by Geoffrey Robertson and in ‘To Kill A Mockingbird’ by Harper Lee as both texts seek to explore the concept of racial inequality in relation to justice and the law.
The comparison between the two texts allows an exploration of the ways in which different medium of production may establish the relationship between representation and meaning. Through the effective utilisation of visual techniques displayed on the front cover of the ‘Justice Game’ we are made aware of the strong representation and bias that is to follow. Robertson’s position on the cover is one of dominance while black and white contrasts allude to the factual elements contained within his text.
Similarly, Robertson quotes his credentials alongside copious amounts of superlatives praising his work as a ‘fearless and romantic lawyer’. In this manner we are already receiving a representation of the man through effective use of language. Correspondingly, in ‘To Kill A Mockingbird’ Lee effectively utilises a plethora of stylistic devices to establish the physical setting of the town of Maycomb.
The use of the metaphor ‘men’s stiff collars wilted by nine’ and alliteration in ‘slowly shuffled’ creates the image of a town as presented to the reader with that of an authorial representation. In the same vein, throughout ‘Michel X’ Robertson uses effective word choice to create a representation of Black Americans in prison. Michel is described as the ‘token black’ and the description of the inmates on death row builds tension, creating a poignant effect.
This tension is broken by a moment of hope which creates Robertson’s position as a hero, a role corresponding to that of Atticus Finch in ‘To Kill A Mockingbird’. Lee uses Atticus as a mouthpiece for tolerance, teaching his children that ‘you’ll never really understand a man until you get inside his shoes’ thus Atticus creates his own version of the truth.
In this way, Atticus fosters tolerance among his children, claiming that ‘all men are equal in the courts’ thus attempting to diffuse any tendencies towards racial discrimination. In this sense, Lee’s own personal representation of issues of truth, justice and racial inequality are voiced through the character of Atticus and the use of an engaging first person narrative to create immediacy. In creating this representation, Lee employs realistic dialogue and the use of colloquialism from the southern USA to convey her opinions on the issues at heart.
Likewise, in ‘Michel X’ Robertson utilises laguage to create empathy and to persuade the reader against the inhuman practices of the treatment of prisoners through a ghoulish description of the hangings. Such phrases as ‘the body twists to and fro’ and ‘the breaking of the cervical vertebrae’ are deliberatly chosen to position the reader in this way. Here, use of emotive language is delibratly used to create a representation of the truth.
Similarly, Lee utilises the Mockingbird motif to represent the harmless and innocent characters of the story; Boo Radley and the Negro unjustly accused of rape, Tom Robinson. Through the use of symbolic imagery Lee likens these men to mockingbirds, and although Atticus claims that ‘it’s a sin to kill a mockingbird’ the persecution of the innocent appears imminent, allowing Lee to challenge her readers with such rhetorical questions as “is the law always
just?” And “are all people equal before the law?”.
The proceedings in the Maycomb courthouse may be likened to those of the morally corrupt cases in ‘Show Trials’. As in Lee’s novel, justice is not fairly administered as established social codes adhering to bigotry allow for white domination over blacks. This scene is effectively dramatised in the film version of ‘To Kill A Mockingbird’ as powerful bottom up shots effectively portray the sense of dominance the white
lawyers held over the accused Negro.
In this way, stylistic devices provide a representation of the conflict within the legal system and the racial intolerance experienced during the 1930s. As the author herself had witnessed acts of discrimination, her purpose remains to enlighten and inform her audience through characterisation and motifs, whilst Robertson seeks to promote his own case as a prime defender of human rights.
This remains one of the reasons why I believe ‘To Kill A Mockingbird’ is more successful in it’s representation of issues then the justice game. In the Prisoner of Venda, Robertson also attempts to represent a truth about racial intolerance, that of apartheid. Through the use of facts and names to establish credibility and emotive language in ‘war torn, famine ridden’ Robertson’s role as a hero of the game of justice is established.
Yet in this particular representation, as the diatribe against apartheid begins to dominate the case, the cause of Ratshitanga is not longer integral to the purpose. As this structural weakness becomes apparent Robertson’s lobby for the fair treatment of blacks is rendered less effective due to these flaws in logic. In this manner, ‘To Kill A Mockingbird’ appears to be the more effective representation as Lee is able to passionately explore the issues raised through a myriad of techniques.
As it can be seen, through considering two contrasting representations of a truth one may explore the process by which statements come to be accepted as true as we question who has the authority to make to those statements in a quest for the abstract concept of ‘truth’.
good luck guys. hope this helps