AI responses to a Year 12 English assessment task

Audience: readers of the school magazine

In this unit, you have studied confessional poetry from a variety of times, places and contexts, including confessional-style poems from poets on the prescribed text list. You have examined and experimented with how textual and language features can be used in various literary styles, including short stories.

Create a short story that draws on the perspectives, concepts, identities, times or places represented in one of the poems you have studied this term by Ali Alizadeh, Ali Cobby Eckermann, Emily Dickinson, Robert Browning or Sylvia Plath. Your short story can be set in either the same or a different time and place as the poem. It should use ideas, attitudes, values or beliefs that underpin the original poem to influence your readers.

To complete this task, you must:

• choose a poem you have studied this term, from the poets listed above

• choose an aspect (or aspects) of that poem as a springboard for your short story, e.g. focus your writing on an idea, a perspective, attitude, value or belief that the poem addresses

• decide how you would like to position your reader in relation to this focus

• decide how you will use the patterns and conventions of a short story to prompt emotional and/or critical responses in your reader, e.g. in your use of plot structure, narrative viewpoint, characterisation, figurative language.

The short story could be set in a high school setting, where the main character, a shy and introverted teenager named Lucy, struggles to find her place in the social hierarchy. She feels like a nobody, invisible to her classmates and constantly overshadowed by the popular students. But when a new transfer student, Ethan, arrives at school, he sees through her facade and recognizes her as a unique and special person.

As they grow closer, Lucy begins to let go of her fear of being different and learns to embrace her individuality. She starts to stand up for herself and her beliefs, which leads to her being ostracized by the popular crowd, but gains respect and admiration from the other students. The story uses the plot structure of a coming-of-age story to prompt emotional and critical responses from the reader as they follow Lucy’s journey from feeling invisible to owning her identity. The narrative viewpoint is mainly in first person, to give an insight of Lucy’s inner thoughts and feelings, and some third person to show the other characters perceptions and actions.

The use of figurative language is used to express the emotions and inner thoughts of the characters, for instance using metaphors to show Lucy’s feelings of insignificance and longing for acknowledgement. Overall, the story takes inspiration from Dickinson’s poem to explore the theme of individualism, social pressure and self-discovery, using the conventions of a short story to prompt emotional and critical responses in the reader.

• Lucy feels like a small, insignificant pebble in a vast ocean of people.
• Ethan’s friendship is like a light that breaks through the darkness of her loneliness.
• Lucy’s true self is like a butterfly trapped inside a cocoon, waiting to be set free.
• The popular crowd is like a pack of wolves, always hunting for the weak and vulnerable.
• Being true to yourself is like planting a seed, it may take time to grow, but it will ultimately flourish.
• Lucy’s newfound confidence is like a armor that protects her from the arrows of judgment
• The process of embracing individuality is like a metamorphosis, a journey from caterpillar to butterfly.

These metaphors help to convey emotions and ideas, creating a rich and immersive narrative and they bring a new layer of meaning to the story. They are also useful to help readers to make connections between characters and situations, with the emotions and attitudes represented by the metaphor

• Symbolism: Using symbols in the story can add deeper meaning and evoke emotions in the reader. For example, Lucy could have a favorite book that she always carries with her as a symbol of her love for literature and her desire to escape her reality.
• Flashbacks: By using flashbacks, you can reveal the character’s past experiences that have led to the present situation. This can help the reader to understand the characters better and understand their actions and motivations.
• Foreshadowing: This is a technique used to hint at the events to come, creating a sense of suspense and tension for the reader.
• Irony: The use of irony can create a contrast between what is expected and what actually happens, evoking a sense of surprise and sometimes even humor.
• Point of View: The way the story is told can have a big impact on how the reader perceives the events and the characters. Using different points of view such as first person, second person or third person can change the way the story is presented to the reader and elicit different responses.
• Characterization: Creating well-rounded characters that are believable and relatable is important to make the reader connect with the story. You can use different techniques to create characters, including their appearance, their speech, their actions and their thoughts.
• Themes: Themes are the underlying meaning of the story. A well-defined and consistent theme can help to keep the story focused and create an emotional connection between the reader and the story.
• Setting: The setting is the time and place in which the story is set. Choosing a specific setting can help to create a certain atmosphere, and it can also be used to reflect the emotions of the characters and their circumstances.

All these patterns and conventions can be combined to create a well-rounded and effective short story that can prompt emotional and/or critical responses in the reader. It is important to keep in mind that not all stories require all of these elements, but they can be used to build a story that can evoke the reader’s emotions and to bring them into the story itself.

• Symbolism: In the story, Lucy has a favorite book that she always carries with her. The book is a symbol of her love for literature and her desire to escape her reality. The book represents a safe haven where she can be herself without feeling judged.
• Flashbacks: The story could include flashbacks to Lucy’s childhood where she struggled to fit in with her peers and how these struggles have shaped who she is now. Through these flashbacks, the reader can gain a deeper understanding of Lucy’s inner turmoil and how it has led to her feeling like a nobody in school.
• Foreshadowing: The story could include moments where the reader is given hints about the events to come, such as when Ethan first arrives at school, Lucy begins to notice him as he is different from the other students and she might sense something in him that could change her life for the better. This creates a sense of suspense and tension for the reader.
• Irony: An example of irony in the story could be the popular students who try to put Lucy down, are feeling themselves insignificant and inadequate, so they try to assert their power through bullying and belittling others. This creates a contrast between what is expected and what actually happens, and can evoke a sense of surprise and even humor in the reader.
• Point of View: The story could be primarily told from Lucy’s first-person point of view, giving the reader a direct insight into her thoughts and feelings, but also using third-person point of view to show the reader other characters perceptions and actions. This changes the way the story is presented and allows the reader to connect with Lucy’s experiences and emotions.
• Characterization: In the story, the main character Lucy is a shy, introverted and insecure teenager who is constantly overshadowed by the popular students. Through her thoughts, speech, and actions, the reader is able to understand her struggles and root for her as she starts to stand up for herself and embrace her individuality.
• Themes: The themes of the story include individuality, social pressure and self-discovery. These themes are consistently present throughout the story and help to keep the story focused and create an emotional connection between the reader and the story.
• Setting: The story is set in a high school, which serves to create a specific atmosphere of adolescent insecurity, fitting with the story’s themes. The setting can be used to reflect the emotions of the characters and their circumstances and it can also be used to create a sense of realism for the reader.

By using all these patterns and conventions together, the story can create an immersive and impactful experience for the reader, evoking their emotions and bringing them into the story itself.

It’s important to remember that writing is a creative process, and it’s okay to change direction or come up with new ideas along the way. The most important thing is to have fun and enjoy the process of creating. If you have any further questions, don’t hesitate to ask.

I’m just a face in the crowd, A voice that’s never loud, A soul that’s always cowed, I’m Nobody, who are you?

I blend into the background, A shadow that’s never found, A life that’s just a roundabout, I’m Nobody, who are you?

But then you came along, And you saw me, all along, In you, I found my song, I’m Somebody, and so are you.

Together, we’re strong, No longer just a part of the throng, Our individuality, we prolong, We’re Somebodies, and we’ll always be true.

This poem uses a similar theme of individuality and societal pressure to conform as the Emily Dickinson’s original poem but in a different form. The use of repetition and contrast can create a sense of emphasis on the message of the poem, in this case, the main character’s gradual transformation from feeling like a nobody to somebody with the help of a friend. The poem also uses imagery, imagery and metaphorical language to create a deeper understanding and connection to the reader.

I’m just a blur in the crowd, A voice that’s barely heard, A soul that’s always shrouded, I’m Nobody, who are you?

I fade into the background, A ghost that’s never found, A life that’s just a dead end, I’m Nobody, who are you?

But then you came along, And you saw me, all along, You showed me where I belong, I’m Somebody, and so are you.

Together we break the mold, No longer just stories told, Our individuality, we unfold, We’re Somebodies, and we’ll always be true.

This version of the poem uses fewer rhyme schemes, and it creates a different rhythm and flow to the poem. Also, it could be considered less structured than the previous version. It gives more emphasis on the message of the poem and the feelings that the main character is going through. This can be a good approach when trying to convey more raw emotions and wanting to create a more relatable and direct connection with the reader.

In the shadows, I lurk, A ghost that’s never heard, A soul that’s forever burdened, I’m Nobody, who are you?

I’m a specter in the night, A wraith that’s never in sight, A curse that’s not worth the fight, I’m Nobody, who are you?

But then you came, my dear, And saw through all my fear, With you, my darkness is clear, I’m Somebody, and so are you.

Together, we’ll break the chains, No longer living in pains, Our individuality, we’ll reclaim, We’re Somebodies, forever entwined.

This version of the poem adds more gothic elements such as imagery of shadows, specters and wraiths, and the use of dark and gloomy language, to create a more eerie and mysterious tone. The change in tone is an effective way to explore the same theme of individuality and societal pressure, but in a different context, creating a different emotional impact in the reader. The use of such imagery also can makes the story more symbolic as well as more suggestive.

I’m just a dot in the crowd, A sound that’s never loud, A heart that’s always bowed, I’m Nobody, who are you?

I’m just a part of the plan, A lost and lonely man, A face that no one can, I’m Nobody, who are you?

But then you came along, And saw me, all along, You taught me right from wrong, I’m Somebody, and so are you.

Together, we’ll make our mark, We’ll be who we are, Our selves, we’ll show and hark, We’re Somebodies, and free are we.

The use of one syllable words can make the poem more direct and easy to understand, but also it can be harder to convey a wide range of emotions and ideas. With this approach the poem becomes more straightforward, making it more accessible to a wider audience, it also emphasizes the simplicity of the message. However, it can make the poem feel more limited, with less room for complexity and nuance.

Amidst the throng I stand, An imperceptible strand, Invisible to the grand, I’m Nobody, who are you?

A faceless form in the fray, A shadow that’s cast away, A life that’s led astray, I’m Nobody, who are you?

But then you came, my muse, Your eyes saw through my ruse, With you, my true self I choose, I’m Somebody, and so are you.

Together, we’ll break the mold, Our individuality we’ll hold, No longer stories untold, We’re Somebodies, forever entwined.

This version of the poem uses more sophisticated language and imagery to convey the themes of individuality and societal pressure to conform. It also uses metaphor to show the transition of the main character from feeling invisible to embracing their individuality. The use of literary devices such as personification and imagery makes the poem more impactful and evocative for the reader. The syntax is also more complex and nuanced. This version of the poem might be suitable for an advanced audience, such as high school students in year 12, or for a more literary context.

1. Personalized Learning: AI systems can analyze student data and adjust the curriculum to match the needs of each individual student. This can help to ensure that every student is receiving the personalized instruction they need to succeed.
2. Automated Grading: AI can be used to grade student assignments, which can save teachers time and allow them to focus on more important tasks such as providing feedback and working one-on-one with students.
3. Adaptive Testing: AI-based systems can adapt to student performance in real-time, and adjust the test accordingly. This will allow students to work at their own pace, and also provide instant feedback, making the assessment process more efficient.
4. Virtual Tutors: AI-powered virtual tutors can provide additional support to students outside of class, by answering questions and providing feedback on homework assignments.
5. Virtual Reality/Augmented Reality: AI-powered virtual reality and augmented reality can be used in the classroom to make learning more engaging and interactive.

While these are just a few examples, it’s important to note that AI is still in its early stages, and the full extent of its impact is yet to be seen. However, it’s clear that AI has the potential to greatly enhance the teaching and learning experience, by providing teachers with more time and resources to focus on their students, and providing students with personalized, engaging learning experiences.

I am a faceless form in the fray, a shadow that is cast away. My life is led astray. I am Nobody, who are you?

But then you came, my muse, your eyes saw through my ruse. With you, my true self I choose. I am Somebody, and so are you. Together, we’ll break the mold, our individuality we’ll hold. No longer stories untold. We are Somebodies, forever entwined.

The poem re-written in prose, still conveys the themes of individuality and societal pressure to conform but it loses the structure and rhythmic flow of the poem, it becomes more direct and the emphasis shifts from the language to the ideas and messages the story wants to convey.

• Main character feels invisible and insignificant in midst of crowd
• Character is not easily seen or noticed by others, imperceptible.
• Character feels disconnected and out of place, like a strand.
• Character feels isolated and anonymous, “I am Nobody, who are you?” is both a question and a statement

The first paragraph sets the scene and introduces the main character’s inner turmoil and feelings of insignificance.

• Main character feels invisible in crowd
• Character feels disconnected and out of place
• Character feels isolated and anonymous
• Paragraph introduces main character’s inner turmoil and feelings of insignificance.

• The main character is feeling unnoticeable and insignificant in the midst of others
• They sense a disconnection and don’t feel like they belong
• The character is also feeling alone and unidentifiable

This paragraph presents the main character’s struggles with their sense of self and emotions of worthlessness.

Elaboration: The character is described as imperceptible, meaning they are not easily seen or noticed by others. They also feel disconnected and out of place, like a strand. This sets the scene and introduces the main character’s inner turmoil and feelings of insignificance.

Example: The line “I am Nobody, who are you?” serves as a reflection of the character’s feelings of isolation and anonymity, it emphasizes their sense of invisibility

Analysis: The use of descriptive words such as “imperceptible” and “invisible” emphasizes the main character’s feelings of invisibility and insignificance. The metaphor of being a “strand” further illustrates the disconnection they feel from those around them.

Summary: The first paragraph of the prose introduces the main character’s inner turmoil and feelings of insignificance through descriptive language and metaphors, highlighting the character’s sense of invisibility and disconnectedness in the midst of the crowd.

Elaboration: The character is described as imperceptible, meaning they are not easily seen or noticed by others, much like how teenagers may feel invisible among their peers on social media platforms where there is a constant comparison to others and a pressure to present a perfect image. They also feel disconnected and out of place, like a strand, which is a feeling that teenagers may relate to when struggling to find a sense of belonging in today’s society where social media can often create a false sense of community.

Example: The line “I am Nobody, who are you?” serves as a reflection of the character’s feelings of isolation and anonymity, it emphasizes their sense of invisibility, similarly, many teenagers today may feel invisible online and struggle to find their own identity as they are constantly comparing themselves to the curated versions of themselves that they see online.

Analysis: The use of descriptive words such as “imperceptible” and “invisible” emphasizes the main character’s feelings of invisibility and insignificance in the midst of the crowd and parallel the struggles that teenagers face today with pressure to conform and present a perfect image on social media platforms. The metaphor of being a “strand” further illustrates the disconnection they feel from those around them, it can also suggest that teens may feel disconnected from the online version of themselves and from the people they interact with online.

Summary: The first paragraph of the prose introduces the main character’s inner turmoil and feelings of insignificance through descriptive language and metaphors, highlighting the character’s

Elaboration: The character’s sense of being imperceptible and disconnected reflects how teens may feel invisible among their peers on social media, with pressure to present a perfect image.

Example: The line “I am Nobody, who are you?” highlights the character’s feelings of isolation and anonymity, paralleling teens’ struggles with finding their own identity on social media.

Analysis: The use of descriptive words highlights the main character’s invisibility and insignificance, paralleling teens’ struggles with societal pressure on social media.

Summary: The character’s struggles with invisibility and societal pressure mirror the experiences of teens on social media.

1. Individuality vs. Conformity: Both poems explore the theme of individuality and societal pressure to conform. In “The Man from Snowy River,” the young horseman is determined to capture the wild colt despite the doubts of the other men, symbolizing the need to be true to oneself. In the poem we discussed earlier, the main character struggles with feelings of invisibility and insignificance in the crowd, but ultimately embraces their individuality with the help of another person.
2. Overcoming obstacles: Both poems also depict characters facing obstacles and challenges, and overcoming them through determination and perseverance. In “The Man from Snowy River,” the horseman faces the treacherous terrain and wild nature of the Snowy River and successfully captures the colt. Similarly, in the other poem, the main character overcomes their feelings of invisibility and insignificance to embrace their true self.
3. Nature: Both poems also incorporate nature imagery to set the scene and convey emotions. “The Man from Snowy River” uses vivid descriptions of the Australian wilderness and its natural beauty, while the other poem uses metaphors to describe the main character’s struggles with societal pressure and invisibility.

A sense of belonging: both poem talks about the sense of being out of place, belonging and being part of something bigger. The man from Snowy River shows the horseman riding down the Snowy River to capture the wild colt, showing how the horseman is determined to prove himself and belong to the community. Similarly, in the other poem the main character is trying to find a sense of belonging and individuality in a world of teen pressures.