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This study guide specifically focussing on The Motorcycle Diaries by Ernesto ‘Che’ Guevara is
integrally aligned with the new HSC syllabus documentation. The intent is to provide you with a
teaching module that contains a scope and sequence for teaching the text, explicit teaching notes
and a wide range of text specific resources. A series of example and blank worksheet templates in
the resource will provide your students with opportunities to develop their own ideas and encourage
a personal response to their core and related texts.
BOSTES allocates 45 indicative hours to the AoS course. Depending on your school timetable this
accounts for about 50 lessons plus assessment allocation. This specific text study guide for The
Motorcycle Diaries by Ernesto ‘Che’ Guevara (2003) provides a series of workshops that can be
integrated into the teaching of your Discovery unit. Each activity is supported by the resources as
listed in the program. Home study, exam preparation and revision resources are included. Scaffolds
and checklists for peer-to-peer and teacher-student feedback are provided. The blank resources can
be photocopied as many times as you wish. Please respect the copyright notice on the resources.
Each resource is explained in terms of how it can be applied in the classroom and how to explain its
purpose and value to your students. A series of summaries and study questions specific to The
Motorcycle Diaries by Ernesto ‘Che’ Guevara are provided as a separate booklet. Each diary entry
has been broken down to determine which aspects relate to the concept of Discovery. The questions
help students focus on a conceptual understanding of the text and embed language analysis that will
assist them to understand how composers present their ideas about discovery either explicitly or
implicitly. The specific requirements of the rubric have been addressed by adding glossaries to
assist in developing student knowledge and familiarity with techniques that can be used for writing
about the text. The explicit scaffolds and sentence starters will assist in developing vocabulary and
structure.
As a teacher of the Standard and Advanced English HSC courses I have used resources such as
these every day in my classroom. As a life long learner I actively seek feedback from my students
on how to create or develop resources that are useful, practical and effective. The systematic
process of teaching the unit - of deconstructing text and developing analytical skills - has resulted in
greater engagement, greater confidence and improved work output. The resources have been tested
and refined and work.
I look forward to your feedback as a colleague. Please send me an email or add questions and
comments to the blog if you would like clarification on how to use or apply any aspects of the study
guide.
Pamela Cohen
4 Lesson 1: Focus: Core text: The Motorcycle Diaries by Ernesto ‘Che’ Guevara: Introduction and tone of Discovery syllabus
the text. description and worksheets
13
Introductory lessons prior to the explicit teaching of the text would cover: The Motorcycle Diaries
summary and questions
school assessment documentation booklet
outcomes relevant to the Standard or Advanced course
Discovery description from the syllabus Purpose bookmarks
an overview of Paper 1 in terms of the HSC examination requirements
Exemplar papers for students to create goals and plan for success Technique bookmarks
have read the text( if not, a reading scope and sequence could be handed out) HOME STUDY
have read through the discovery description from the syllabus
Students to finalise their
have copies of syllabus outcomes
syllabus description sheets
have been provided with the discovery dot point worksheet and the purpose and non-fiction
and begin annotating with
techniques bookmarks
passages from the diary
have been provided with the booklet of home study questions and had the home study expectations entries they have read to
explained to them date.
Provide an overview of the text to orient students in the Discovery objective. Work on study questions
in the question booklet
For example:
Pre revolutionary ‘Che’; Powerful insight into the man who would discover and construct an agenda that
resulted in his revolutionary stance. Text aligns with similar narratives of daring and adventure
recognisable in other coming of age texts, both fiction and non-fiction. Discovery: physical, spiritual,
emotional and philosophical is evident in his highly descriptive writing including:
his description, discussion and evaluation of places he visits for the first time
his willingness to share personal insights into his emotional reaction to events and people
the tolerance, respect and affection in his relationship with Alberto Granado , his travelling
companion
his naïve love for Chichina and deep love for family and more importantly, his growing love and
admiration for Latin America, its people and its hardships
his developing political awareness – his discussion of the extent of poverty and inequity that he
witnesses would impact on the later ‘Che’, the revolutionary
insight and appreciation of social customs and cultural awareness of others – tolerance, respect,
compassion, community - allows reader to discover a world beyond their own experience
Self awareness – a growing sense of self actualisation and knowing of his purpose
Begin the study of the text by reading the opening diary entry to students.
Identify the aspects that relate to ‘Discovery’ using the syllabus description
Have students develop a dot point breakdown of the discovery description. A worksheet for this
purpose is provided in the package
Have students complete a verb activity. Have students go through this first (or a diary entry of their
choice) and highlight the verbs, noting them down in the order they occur. Students should
verbally discuss and evaluate the cumulative value of the verbs to determine the tone of the diary
entry. Discussion would take place relating to what we can learn about Guevara’s vernacular, his
education, his mood in relation to the events he is describing and his love of language. Look for
personification and tone. Identify if the verbs shift in tone throughout the entry; this will provide
students with an introductory feel for Guevara’s purpose and agenda in sharing his experience.
What can we discover about Guevara and Alberto, about courage, determination, persistence,
creativity, self discovery and grasping hold of opportunities as they arise?
Encourage students to write up a paragraph using their material. Create a thesis focus by providing
the question:
‘Discovery is only relevant if it changes the world beyond the individual experience’
Encourage students to explore the fact that self realisation (personal discovery) inherently presents the
idea that it is the responsibility of the individual to act in such a way as to edify rather than impact
negatively on others. You could raise discussion on how and why non-fiction texts are more effective than
fiction texts at presenting these moral lessons? Guevara’s need to share his experience can be discussed
here. Pose questions that challenge a range of perspectives , for example:
Provide students with a TEPA lesson. Explain how the structure works and model an example on
the board. Hand out TEPA sheets and explain how students can use to record their identification of
techniques, evidence, purpose and analysis. A workshop for you as a teacher is provided in this
resource. Use the video lesson from the blog if required. HOME STUDY
Explicitly teach the concept of purpose. Use the purpose word bookmark or list and apply it to a
diary entry. Have students use a range of sentence starters to assist them to write sentences on Work on study questions
purpose. in the question booklet
Allocate questions for a specific diary entry and have students discuss how language shapes a
response to the Discovery concept
Create and model a teacher sample TEPA sheet for this diary entry to assist students with
developing purpose and analysis
Have students develop their TEPA sheets in terms of analysis. As analysis is the most difficult
aspect for students to work through, explain that it simple means that after determining how the
language chosen has been constructed for a specific purpose, discuss the most significant lesson
that can be learned when related to the ‘Discovery’ concept. If you have completed earlier
discussion on Discovery as suggested in the Discovery Teacher Resource and students have
created dot points drawn from the syllabus description they should be able to make quite insightful
connections here.
4 After the initial lessons on the text students should be able to recognise structural elements of a non-fiction
text and some understanding of how the grammatical and figurative techniques convey the concept of
5 ‘Discovery’.
6 Before students continue they need to gain an understanding of context and how it provides depth to their
analysis.
Explicitly teach the seven contexts. Have relevant examples from across the text. There is a video on our Work on study questions
website that has a brief general description but more specific descriptions are provided below. Discuss in the booklet
from the outset that the contexts do not work in isolation; they can interrelate and show for example, how
social and cultural aspects are linked inherently to history or to politics.
Social – aspects of work, education, relationships, leisure: You could discuss Guevara’s family
relationships and expectations – interrelates with the cultural heritage; discuss the political implications-
family investment in education, social class; his friendship with Alberto and the changing nature of that
friendship during the journey.
Cultural – rituals, traditions, heritage; cultural markers such as language, food and customs: You could
explore Guevara’s discussion of the different foods they were able to experience during their journey that
had cultural significance to play and celebration; examine ways of celebrating; marital expectations; use of
language; relationship between identity and language.
Political – balance of power roles in the text: discuss government and governance and its influence on
groups and individuals; examine the power relationships between individuals in terms of knowledge,
experience, age, social hierarchy or gender; explore the political aspirations drawn from experience;
explore the economic and social deprivation raised as issues that have affected Guevara.
Gender – masculinity and/or femininity rather than sexual determinant – masculine traits and the need to
pursue expectations, feminine traits and how these construct views and perspectives; how specific gender
expectations are placed on individuals or are challenged by individuals; how gender relates to political
notions of self; shifts between Alberto’s macho behaviour and the less intimidating behaviour of Guevara.
Religious – any spiritual dimension – references to specific religions and their impact on how individuals
or groups can exist or are constrained or benefited in their experience of discovering self or ideas;
metaphysical dimensions of the individual and their response to circumstances that results in spiritual
growth or change as they discover their identity or their moral and values proximity: examine the role of
the nuns in the leper colonies; explore the concept of a growing spiritual awareness in Guevara as he
learns of his own capacity to empathise with those less fortunate than himself.
Intellectual – reading positions that are evident in the text – communism versus capitalism as a discourse
that limits or attracts opportunities to discover aspects of human behaviour; dominant versus resistant
responses to social constructs that impact on an individual’s ability to discover more about the world, a
specific event, themselves or insight into others. Binary opposition theory – ethical debates on whether
discovery is a valid interpretation of right and wrong, good and evil, happiness or despair, understanding
or ignorance ranging across the perspectives of those who have the power to discover and those who suffer
disenfranchisement through birth or socio-political/economic deficit.
Students will see examples of some or all of these contexts in each diary entry. Those diary entries that are
chosen to analyse should have the context analysis sheets applied. Extra descriptions of a more generic
nature are provided in the context workshop which will assist students to locate context in their own
choice of related material.
3 Focus: Core text: The Motorcycle Diaries by Ernesto ‘Che’ Guevara: Close study of a passage of the core
text.
4
Select a passage that incorporates strong technical evidence and a range of contextual material.
5
Deconstruct the diary entry or passage with students – teacher directed. You could use one of the
6 summaries provided to model ways of engaging with the concept.
If possible, place the passage on the white board using a data projector or hand out photocopy passage for HOME STUDY
students to annotate (if copyright allows).
Work on study questions
Brainstorm with students identifying and annotating the techniques and the contextual material. Have a in the booklet
class discussion testing opinions and validating how the contexts are revealed through the language.
Examine the implications of the passage in terms of gaining a deeper insight into the Discovery concept.
Have students fill out TEPA sheets for the passage incorporating context into their analysis.
Question focus:
Students should develop a paragraph using the question from the previous lesson. Students can use the
paragraph scaffold and the checklist to assist them to develop a detailed response. HOME STUDY
Once the paragraph has been written students can use the checklist to identify areas of improvement in Work on study questions
terms of structure and language. If students are working ahead of the class they can be working on the in the booklet
questions from the study guide. Have students discuss their interpretations of the question with a peer
before writing their responses. All responses should use the TEPA paragraph process:
Topic sentence: restate the question and direct the reader to the argument/thesis being asserted
Context sentence: state the passage discussed and the concept of discovery it addresses
TEP: The chosen technique and evidence that defends the thesis; explain the authorial purpose in
choosing the specific language.
A: what is the most insightful idea that is revealed from the textual reference; what is the most
significant lesson we can learn.
Connecting word: TEP: The chosen technique and evidence that defends the thesis; explain the
authorial purpose in choosing the specific language.
A: what is the most insightful idea that is revealed from the textual reference; what is the most
significant lesson we can learn.
Final sentence: begin with an evaluative adverb or evaluative phrase: Significantly, Purposefully,
Insightfully, Cleverly, The extent to which… and state how effective the text is in presenting
insight into the thesis argued.
4 A key aspect of ‘Discovery’ is responsibility. Whether the discovery is literal – scientific or medical for
example, or a personal discovery – a spiritual or moral awakening - there is an inherent need for
5 responsibility. The discovery of Australia which resulted in the dispossession of First Nations sovereignty
could be argued as being morally irresponsible. Discovery of a roll of money on a bus may be exciting but
6 the finder has a moral responsibility to hand the money in and find the owner. By studying then testing the
values that become evident through the world of text, students become more aware and self discover the
8 impact they can have on society. Values are those things we adhere to, that we know and understand to be
real and true for ourselves. For example, we know it is wrong to lie, steal, deceive, cheat, abuse, HOME STUDY
9 discriminate or have prejudice against others. What we do not always understand, however, is that these
things happen everyday, by individuals, groups and governments. When we ‘discover’ how this occurs in Work on study questions
our own lives or more globally, to others, we begin to realise how values are an important part of in the booklet
establishing our personal ethical position. Students should access the list of values in the resource and
select a range of values that apply to a specific diary entry, for example, when Ernesto and Alberto are
forced to steal or lie or manipulate to get food.
Have students complete a close reading of a range of diary entries from the text and evaluate the extent to
which the author’s language choice reveal his own values and as such, exposes how these values are not
upheld for all individuals. The diary entries that highlight the less than appropriate behaviour enacted by
Alberto or the values that demonstrate Ernesto’s admiration for the miners as well as the actions in the
leper colony are appropriate for examples. Using the worksheet, students should identify at least four
values evident in their chosen diary entries and then identify the relevant techniques and evidence used to
convey the values. Students should develop a paragraph on values that uses the following statement as a
focus:
‘It is easy to become disillusioned when we discover others do not share our values.’
Students should use their values TEPAs to write the paragraph. Purpose should focus on what exactly the
author wants us, as his reader to discover about the world and our place in it. Analysis should focus on the
lessons we should learn and how we have the ability to change and shift the perspectives of others.
4 Literal
Inferential
5 Metaphysical
Philosophical
6
Explicitly teach the LIMP workshop. Provide the limp questions and assist students to develop their
8 understanding of each of the concepts in relation to ‘Discovery’. This workshop is very intense but fulfils
the syllabus concept of taking students beyond literal interpretations. A video workshop is available for HOME STUDY
9 this concept. Definitions are provided below.
Work on study questions
13 Literal: obvious, explicit in the booklet
Example: direct references to discovery: the third diary entry of Guevara’s text entitled ‘discovery of the
ocean’ (translation) (page 34). Literal references to discoveries: objects found; places found; personal
experiences of locating something for the first time. Page 42, discovering or realising the damage to the
bike and then links to inferential with the realisation of the challenges that would impact on future
experiences or discoveries.
Examples: Diary Entry Two: ‘…lovesick pause’ (translation) (page37). References to explorers,
expeditions. Page 38 the realisation of the friend’s wife not being happy to see them infers self realisation;
Page 40 suggests freedom, imagination and anticipation all suggest how the aspects of discovery benefit
an individual providing hope and sustains intention. Page 44, the use of italics around the verb discovered
inferring negative connotations relating to tourism’s influence on San Martin de los Andes.
Examples: Page 49, the realisation or discovery of the power of nature when the stag runs across their
path, the realisation and appreciation of the power of nature; page 54, Guevara’s realisation that his
relationship would not endure and the consequences this held for his future; page 59, recognitions of the
responsibility and privilege placed upon when the newspaper story is released. Pages 66-68, shifting
fortunes and discovery of relationships and reception and how it changed after their loss of the bike.
Philosophical: questions raised by the text and how these questions suggest issues that resonate across
time with both mythical and factual interrelationships.
Examples include: the caption for the final image which reveals the philosophical underpinnings of the
‘Che’ that would evolve as a result of the discoveries of self and nature of the poverty and medical need
throughout South America; Page 85, the discovery that individuals make as a result of experience that
helps them to empathise and understand the nature of revolution and its impact on mankind- and extends
across history; Page 86, the revisiting of the past and reviewing of experience as a means of reflectively
questioning our response to experience; page 103, the discourse surrounding history as a means of
connecting past, present and future.
3 Focus: Core text: The Motorcycle Diaries by Ernesto ‘Che’ Guevara : LIMP (continued)
4 Have students expand and locate examples of the metaphysical and philosophical aspects of discovery
developed in the text. These aspects are higher order and will provide a shift from the literal and add
5 insight to their responses.
‘To what extent is spiritual discovery reliant on the individual being open to learning from experience?
Have students complete the peer to peer checklist after writing their paragraphs.
11 Focus: Core text: The Motorcycle Diaries by Ernesto ‘Che’ Guevara: collation and evaluation of
paragraphs and notes taken to date.
14 HOME STUDY
Use checklists to ensure paragraphs have structural integrity, accurate quotation and technique
identification, explore sophisticated ideas and use vocabulary appropriate to audience, purpose and Students to bring in a
context. All work should link to ideas and conceptual underpinnings of the ‘Discovery’ description. Use related text to the next
the summaries to ensure students are locating the discovery concept and the interesting or significant lesson
aspects of the text. Provide the sentence starters to assist them with developing stronger sentence
beginnings and synthesis. Work on study questions
in the booklet
Students should complete their notes, complete and re-evaluate their paragraphs in light of the checklists
and attend to details to ensure they have a strong bank of resources that can be adapted to a range of essay
questions and text types.
8 Focus: Core text: The Motorcycle Diaries by Ernesto ‘Che’ Guevara : Related Texts (continued from Paragraph scaffolds
previous lesson)
11
Develop a comparative worksheet for Related Text One and The Motorcycle Diaries
Begin writing a series of conceptual paragraphs for these two texts HOME STUDY
To what extent is this statement true of the texts you have studied?
11 Students are to bring in the second related text they have chosen, annotating it for aspects of the text that
correlates or contrasts with the ideas about discovery in the core text. HOME STUDY
8 Focus: Core text: The Motorcycle Diaries by Ernesto ‘Che’ Guevara : Related Text Two (continued from
previous lesson)
9
Develop a comparative worksheet for Related Text One and The Motorcycle Diaries
11 Begin writing a series of conceptual paragraphs for these two texts HOME STUDY
To what extent is this statement true of the texts you have studied?
1 Lesson 15:
8 Focus: Core text: The Motorcycle Diaries by Ernesto ‘Che’ Guevara : Drafting an introduction
9 Model how an effective introduction is written. Use the question from Lesson 14.
11 Sentence 1: Topic sentence: restate the question, reworded or restated with the addition of a thesis HOME STUDY
Sentence 2: State the titles of the texts, correctly formatted ( which texts should be underlined,
13 which in inverted commas, dates in brackets etc) Work on study questions
Sentence 3: Present a sentence that identifies three to four clear conceptual argument that will be in the booklet
explored across your range of texts
Sentence 4: Write a concluding sentence that restates the thesis and makes a link to the key concept
to be discussed in the first paragraph topic sentence.
5 Focus: Core text: The Motorcycle Diaries by Ernesto ‘Che’ Guevara : Introductions HOME STUDY
6 Students will use this lesson to write their introduction, peer mark and use the checklist in the large essay Work on study questions
rubric. Students should use the scaffolds provided and the TEPA sheets they have developed to date. in the booklet
4 Lesson 17:
5 Focus: Core text: The Motorcycle Diaries by Ernesto ‘Che’ Guevara : Drafting a conclusion HOME STUDY
6 The conclusion is the most significant part of the essay in terms of leaving the marker with the sense that Work on study questions
the student has grasped, developed deep understanding and located insights and truths from their study of in the booklet
their chosen texts.
Model the writing of an effective conclusion. Use the question from Lesson 14. Provide an exemplar if
available. Make a scaffold from the exemplar. If unavailable provide a sample scaffold as below:
Sentence 1: Restate the question in assertive language and use an evaluative adverb or phrase
Sentence2: present the greatest insight or lesson that can be drawn from the first conceptual
argument
Sentence 3: present the greatest insight or lesson that can be drawn from the second conceptual
argument
Sentence 4: present the greatest insight or lesson that can be drawn from the third conceptual
argument
Final sentence: use an evaluative adverb or phrase and nail home the greatest lesson that can be
learned from the studied texts.
2 Focus: Core text: The Motorcycle Diaries by Ernesto ‘Che’ Guevara : Writing a comparative concept
essay
4 HOME STUDY
Students will use this lesson to draft an essay using the work prepared over the past weeks.
5 Students should complete
The focus is on the idea of adapting the analysis and arguments developed throughout the writing process their draft essay at home
6 to a more generic question. and type up.
Students should access the conceptual essay scaffold and develop as detailed a draft as possible.
Question Focus:
‘The most significant discovery is that which reveals the possibilities for change and growth’
Explain process to students and place the following times as visible reminders.
Introduction: 6 minutes
Paragraph one: 5 minutes
Paragraph Two: 5 minutes
Paragraph Three: 5 minutes
Paragraph Four: 5 minutes
Paragraph Five: 5 minutes
Paragraph Six: 5 minutes
Conclusion: 4 minutes
Try to keep up momentum, stop students with a countdown from ten seconds at the end of each time
period. Give students 30 seconds break between paragraphs. Collect essays.
14 Focus: Core text: The Motorcycle Diaries by Ernesto ‘Che’ Guevara : Feedback
Hand essays back out to students. Students are to use the checklist and mark the first dot point. Essay
should then be passed on the student sitting next to them to mark the next dot point. Continue in this
fashion until all dot points have been completed. HOME STUDY
Comments can be made if they are constructive and supportive. Work on study questions
Work to be handed back to the student to be revised. in the booklet
Students should identify three areas in need of improvement.
Discuss the benefits of this type of group activity and gain feedback on what students can learn from each
other.
Outcome ( insert key words or outcomes here) Link to study of core and related texts
1. Hint: Look for aspects of the text that we can agree or disagree with, can empathise with or realise
similar reactions to the author; examine how we engage with the content and setting; examine how the
context/s create parallels or contrasts with our own experiences.
2. Hint: the correlatives between the core and related texts - use related text analysis sheets to develop
insights then link to the core text through concepts and contexts.
3. Hint: evidence of metalanguage including grammatical and figurative language, structural features,
analytical phrasing, sophisticated vocabulary relevant to the ‘Discovery’ concept. Sentence starters
may be useful here.
4.. Hint: the specific language analysis that takes place in relation to your core and related text material.
TEPA process will develop this aspect of the syllabus
5. Hint: ability to recognise the specific aspects of technology for example, in film or websites or
multimedia texts; medium as representational quality of a text or text type; medium as in artwork, or in
terms of text type including play scripts; ways of delivering the material – radio program, transcript,
blog etc.
6. Hint: close study of the text; detailed, concise textual references relevant to the argument and concept;
personal response, avoid use of commonly available study summaries and engage with the text itself.
Use of TEPA and LIMP worksheets will enhance close engagement.
7. Hint: synthesis is the links made between the core and related text material. You need to find close
links in terms of the concepts or contexts, link similar ways the texts reveal ideas about discovery; use
the worksheets for values; use TEPA; use purpose bookmarks and context worksheets.
8. Hint: independent ideas are significant here, what insights can you bring to your study of the text; you
need to be interpretive in terms of understanding and locating insights in texts; you need to write and
think about your texts in imaginative ways allowing yourself to experience the text by reflecting on
how the ideas have been experienced from your own perspective. TEPA, LIMP, CONTEXT,
VALUES
9. Hint: the ways in which you have used scaffolds or other processes to deconstruct and then write about
texts – TEPA sheets, comparative sheets, using LIMP etc.
10. Hint: writing in a synthesised manner using specific scaffolds that allow for the development of
arguments; for example, essays, speeches, blog discussions, debates, feature articles; developing
conceptual arguments. Use the relevant worksheets in the resource package.
11. Hint: writing imaginative texts - narratives, drama scripts; internal monologues and the use of relevant
stylistic features; original ideas; developed use of figurative language; use of personification, setting,
plot structures, thematic concerns.
12. Hint: use of editing and peer checklists and rubrics
13. Hint: works through drafts and revises work taking into account the feedback received.
Outcome( insert key words or outcomes here) Link to study of core and related texts
1. Hint: Can we make value judgements about the effect of authorial context and align this or contrast
with that of our own. Examine how context creates parallels or contrasts that negate or authenticate
our response.
2. Hint: the correlatives between the core and related texts - use related text analysis sheets to develop
insights then link to core texts through concepts and contexts.
2A. Hint: texts are valued for their historical survival; for their literary value, for their longevity, for the
universal nature of the experience they present and for the insights they allow us to access.
3. Hint: evidence of metalanguage including grammatical and figurative language, structural language,
analytical phrasing, sophisticated vocabulary. Sentence starters may be useful here. Register is
sustained in writing of analytical and interpretive texts.
4. Hint: Verbs are ‘explain and ‘analyse’ -‘ be detailed, how has the technique itself assisted in
developing insight into the concept; analyse – clear ability to deconstruct the text for relevance and
effect.
5. Hint: make value judgements; discuss nuances of text form and structures; film, websites or
multimedia texts; medium as representational quality of visual or written text.
6. Hint: critical, concise textual references; personal response, high level of engagement with the text
itself. Use TEPA and LIMP worksheets to enhance close engagement.
7. Hint: synthesis is the act of making links made between the core and related text material. Link
concepts or contexts, link similar ways the texts reveal ideas about discovery; use the worksheets for
values; use TEPA; use purpose bookmarks and context worksheets
8. Hint: independent, insightful, interpretive, imaginative, experience the text by reflecting on how the
ideas have been experienced from your own perspective. TEPA, LIMP, CONTEXT, VALUES
9. Hint: the ways in which you have used scaffolds or other processes to deconstruct and then write about
texts – TEPA sheets, comparative sheets, using LIMP, CONTEXT and VALUES.
10. Hint: writing in a synthesised manner using specific scaffolds that allow for the development of
arguments; for example, essays, speeches, blog discussions, debates, feature articles; developing
conceptual arguments. Use the relevant worksheets in the resource package
11. Hint: writing imaginative texts - narratives, drama scripts; internal monologues and the use of stylistic
features; original ideas; developed use of figurative language; use of personification, setting, plot
structures, thematic concerns.
12. Hint: use of editing and peer checklists and rubrics
12A. Hint: reflect on drafts and make value judgments about alternate ways of writing or reading the text;
alternate text types and transferability of writing across a range of textual forms.
13. Hint: works through drafts and revises work taking into account the feedback received.
Serendipitous or planned
Speculative
Perspectives
Contexts
Life –changing
Re-evaluated
Discovery vocabulary – locate Quote from the text Example from The Motorcycle Diaries- what are you
definitions looking for?
Look for examples of truth, spiritual awakening, realisation, new worlds,
discovering new ideas, religious awareness
Death of La Ponderosa
unforeseen
Process of survival
planned
Finding shelter
fortuitous
Money
essential
Medicine, leprosy
desire to learn
Landscapes, poverty
evocative
Loss of Chichina
emotional
Potential futures
imagined
Hunger, climate
challenging
Extent of poverty
disturbing
Making money
ingenious
Self awareness
insightful
Realisation of need
thought provoking
New ideas and realisations as a result of time spent in the leprosy clinic
transform
The syllabus uses the word ‘assumption’. If we look at a thesaurus, synonyms such as ‘supposition’,
‘postulation’, ‘best guess’, ‘conjecture’, ‘hypothesis’, ‘theory’, ‘notions’ and ‘belief’ become evident. How
can we apply this vocabulary to the concept of discovery and to your text? We can consider why some
discoveries need to be revisited in terms of their value at the time they were made and how that has changed
as historical or social change has taken place or been acknowledged? We can, therefore, examine to what
extent our chosen text engages with a shift in perspectives or with historical revisionism in relation to
original expectations of the discovery.
What have you, in your own experiences, discovered in the literal sense? For example:
Audience reception in relation to Audience Aspects of Discovery Enduring qualities and lessons
ideas such as: to be learned
Political idealism
Social expectations
The syllabus refers explicitly to a range of contexts. The seven contexts in this program allow
for deep reading of the text and assists students to ‘see’ or ‘hear’ the authorial voice taking
shape. Evaluating how their own contexts, under similar headings develop an interpretation
that is personal and relatable assists them to develop and recognise personal voice in their
own work.
These worksheets provide students with concrete things to look for in texts that apply to the
context. Writing using contextual material is covered in the sentence starters and in the
annotated sample paragraph section.
Teaching context can begin with asking students what they think it might mean. Provide a
definition such as ‘the meanings that surround and inform text’. List the seven contexts on the
board and brainstorm where any of the following are explored in the text.
Context Aspects to look for in the How it might be revealed in the text
text
social Look for aspects of work, Facts, statements about work/education/leisure
education, relationships both Emotional and/or rational discourse on the impact
intrapersonal and interpersonal, of work, education and leisure.
leisure experiences Relationship dialogue and reflection
Formal and informal conversations between
individuals or protagonists
Social expectations discussed explicitly or implied
throughout the text
political balance of power roles in the text Mention of government imposition of intervention
– discuss government and and opinion as a result
governance and its influence on Roles of individuals in the text, natural or assumed
groups and individuals; examine hierarchies
the power relationships between Social class
individuals in terms of Enfranchisement or disenfranchisement due to
knowledge, experience, age, cultural or social expectations
social hierarchy or gender
historical specific historical references, Facts, dates, historical references that define
either implicitly or explicitly responses to events.
stated Assumptions that the reader understands or
identifies key facts, events, personalities and ideas
in the texts relating to specific historical data.
The idea that the text itself contributes to the
history of society, culture and people.
religious Religious aspects may include any References to specific religions and their impact on
spiritual dimension whether how individuals or groups can exist, are constrained
formal or informal. or benefited in their experience of discovering self
or ideas
metaphysical dimensions of the individual and their
response to circumstances that results in spiritual
growth or change as they discover their identity or
their moral and values proximity
gender Gender aspects explore masculine traits and the need to pursue
masculinity and/or femininity expectations
rather than sexual determinant feminine traits and how these construct views and
perspectives
how specific gender expectations are placed on
individuals or are challenged by individuals
how gender relates to political notions of self
intellectual Intellectual reading positions that communism versus capitalism as a discourse that
are evident in the text that may be limits or attracts opportunities to discover aspects
of a social, academic or cultural of human behaviour
nature, dominant versus resistant responses to social
constructs that impact on an individual’s ability to
discover more about the world, a specific event,
themselves or insight into others
Binary opposition theory – ethical debates on
whether discovery is a valid interpretation of right
and wrong, good and evil, happiness or despair,
understanding or ignorance ranging across the
perspectives of those who have the power to
discover and those who suffer disenfranchisement
through birth or socio-political/economic deficit.
Context questions Evidence Inferences and insights Links to ‘Discovery’ Links to related texts.
made apparent that assist concept.
a deeper reading of the
text.
What aspects of social
context are evident in the
text (education, work,
family relationships and
friendships - professional
or personal, leisure etc)
Context questions Evidence Inferences and insights Links to ‘Discovery’ Links to related texts
made apparent that assist concept,
a deeper reading of the
text.
What cultural contexts are
engaged with in your text?
(may include traditions,
heritage, language,
celebrations, rituals,
identity, religious beliefs,
food, clothing)
How does the text’s
cultural context reveal
insights into the
experiences of self?
Context questions Evidence Inferences and insights Links to ‘Discovery’ Links to related texts
made apparent that assist concept,
a deeper reading of the
text.
What is the political
context? (Examine
relationships of power,
government power, bullying,
force, demands, any character
or individual that is forced or
coerced into acting in a
certain way or who is
restricted from acting in a
certain way by a higher
power).
How does the text’s
political context reveal
insights into the
experiences of self?
Context questions Evidence Inferences and insights Links to ‘Discovery’ Links to related texts
made apparent that assist concept,
a deeper reading of the
text.
Identify the author’s
historical context?
Context questions Evidence Inferences and insights Links to ‘Discovery’ Links to related texts
made apparent that assist concept,
a deeper reading of the
text.
What gender contexts are
present in the text?
(Examine the roles of
males and females and
whether they present
stereotypes or challenge
stereotypes).
How does the text’s gender
context reveal insights into
the experiences of self?
Context questions Evidence Inferences and insights Links to ‘Discovery’ Links to related texts
made apparent that assist concept,
a deeper reading of the
text.
How has religious context
influenced the writing of
his text?
Context questions Evidence Inferences and insights Links to ‘Discovery’ Links to related texts
made apparent that assist concept,
a deeper reading of the
text.
What is the intellectual
context explored in the text
– ideas about life,
philosophy – the big ideas
the text deals with?
The strategy is highly effective in that it allows students to see clearly how they can write
analytically about text.
Students are initially reading texts, beginning with reading for pleasure and to develop insight into
the context and ideas. Discussion on these areas takes place followed up by questions that can
identify character, setting, themes, issues, ideas and a range of contexts.
Once the initial reading and discussion has taken place students then need to learn how to write
about the language and how it has revealed or shaped meaning.
The techniques can be deconstructed quite explicitly and should be done so in the first instance to
look for any manipulation of tone or metaphorical inferences evident in the verbs and adjectives;
taking note of punctuation and sentence structure will allow analysis of pace or emphasis; adjectives
often present visual descriptions that have metaphorical or metaphysical meaning. Adverbs in
conjunction with verbs, assists with developing tone, characterisation and personification.
Accumulation of any of these features can present insight into the author’s perspective, their need to
express evocative and emotional reactions to people and events. Phrasing and phrases presents
opportunity to study cumulation as a device to reinforce and emphasise. Look for euphemism, look
for extended metaphor or synecdoche; metonymy can be constructed through successive phrases,
emotional outbursts or metaphysical insights can be revealed as the mind and writer processes them
in the writing of the text.
The evidence aspect of TEPA is self explanatory, textual references from the prescribed and related
material.
Purpose: the list of purpose words provided in this resource can be applied and tested against the
textual references to ascertain the composer’s agenda. This aspect of your analysis is significant as
it determines the insight you have into the way in which the techniques have been used to
intentionally shape meaning,
Analysis is always the hardest aspect of the process for students. Analysis can often be used as the
totality of the textual deconstruction process. This aspect of the process should focus on the greatest
lessons that can be learned from the text, the bigger world ideas and realisations we can draw from
the text. An example has been provided to assist you with your understanding of how to use a
TEPA sheet then to turn the analysis into a coherent paragraph.
Textual Reference:
‘Nearing 30, Alberto is seeing the Atlantic for the first time and is overwhelmed by this discovery
that signifies an infinite number of paths to all ends of the earth.’ Page 34
TECHNIQUE, EVIDENCE, PURPOSE, ANALYSIS (TEPA) WORKSHEET EXAMPLE
Conceptual focus drawn from syllabus description: ‘finding something new’, ‘rediscovering’, ‘life changing’
Allegory
Metaphorical story, usually with
moral purpose that adds layers to
the narrative being explored by
the poet
Allusion
When the text alludes to or makes
reference, either implicitly or
explicitly to another text or idea
Anachronism
Presenting ideas that are not
consistent with the time and place
of the text – out of place – for
example light bulbs in a movie set
in the 16th century
Antonym
A word opposite in meaning to
another
Accumulation
Building up of evidence –
accumulation of verbs or
adjectives for effect
Anthropomorphism
A form of personification giving
human characteristics to an
animal, god or entity
Caesura
Climax
The most intense point of
the poem, may be
anywhere in the structure
Colloquialism
Informal language or
idiom
Colloquial voice
Use of a conversational
tone in the poetry
Couplet
A pair of lines that usually
rhyme and have the same
metre ( beat)
Technique Evidence Purpose Analysis Explicit link to
(provide an explicit example (see purpose word list, some (discussion of effect in relation Discovery
from the poem) examples provided.) to the terms of the question)
Epiphany
Sudden and insightful realisation
Irony
Cynical expression using
language that is opposite to what
would be expected – saying
something is ‘lovely’ when it is
ugly using a sarcastic tone
Juxtaposition
Placing ideas or language side by
side for comparison or contrast
Metaphor
A comparison that says one thing
is another
Metonymy
Using one word to express a
complete idea – crown for
monarchy and all it implies
Technique Evidence Purpose Analysis Explicit link to
(provide an explicit example (see purpose word list, some (discussion of effect in relation Discovery
from the poem) examples provided.) to the terms of the question)
Oxymoron
Placing of two completely
opposite ideas together –
bittersweet
Paradox
A statement or notion that
contradicts itself
Personification
Giving human attributes to non
human objects
Rhetorical questions
Questions that are not intended to
elicit a physical response
Sensory language
Language that explores sight
sound, touch, taste and smell
Technique Evidence Purpose Analysis Explicit link to
(provide an explicit example (see purpose word list, some (discussion of effect in Discovery
from the poem) examples provided.) relation to the terms of the
question)
Simile
A comparison between objects
using like or as
Slang
Extremely informal language
may use expletives
Symbolism
Symbols used to express ideas-
dove for peace, heart for love
etc
Synecdoche
Similar to metonymy – where
one word is used to express a
bigger idea in a metaphorical
manner – take up your pen –
pen is a synecdoche for writing
down your ideas
Tone
The mood, atmosphere or
feeling that is developed
through the composer’s
language choices
LITERAL, INFERENTIAL, METAPHYSICAL, PHILOSOPHICAL (LIMP) ANALYSIS WORKSHOP
Avoiding exaggeration, metaphor, or embellishment; factual; prosaic: a literal description; a literal mind.
Literal: Who: Who is the composer? Who is the target audience? Who are the characters? Identify each character
individually and identify the literal descriptors used for each.
What: What contexts inform the composer’s writing of the text (social, cultural, political, historical,
gender, religious, intellectual)? What contexts relate to the target audience? What is the theme of the text?
What issues does the text examine? What ideas does the composer use to convey themes and issues? What
values are inherent to the text? What level of vocabulary has been used and why is this significant to the
study of texts?
Where: Where was the text written and is the geographical context of the composer important to the
overall concept the text conveys? Where is the text set?
When: When was the text composed? Does the time period a text is composed in inform a particular
reading of the text? Why? How? Does the time period a text is written exclude the responder from aspects
if the text? How? What time period is the text set in? How do you know? What vocabulary or
language/film techniques are used to describe time, space and locality? How effectively does the composer
convey a sense of place or time?
How: How has the text been composed? What is its diary entry structure? What modality of vocabulary
has been used? What language features does the composer use? How effectively have they been used?
Why: Why was this text composed? Is there any evidence to suggest authorial purpose for the text? Why
is this text important/significant?
Inference is/are the meaning/s provided in text that is/are open to interpretation. These interpretations
depend on your understanding of metaphor, allusion and allegory in texts.
Metaphors: One thing conceived as representing another; a symbol Metaphorical can be simple
metaphors – a direct reference or comparison to one object or idea by using another. Metaphorical
meaning can also be gleaned from an analysis of literary features such as similes, personification,
onomatopoeia and oxymoron.
Allusions: An instance of indirect reference: an allusion to classical mythology in a poem Allusions to
other texts are often used by composed to add depth to the meaning in texts. They may infer contextual
information or add an extra layer of meaning to the text. Allusions can be implicitly or explicitly stated yet
are inferential in meaning when used in the composition of texts.
What allusions are made in the text? Do the allusions require a reading of other texts or biographical
material of other composers? What are the possible intentions of the composer in using these allusions?
Allegory: a representation of an abstract or spiritual meaning through concrete or material forms;
figurative treatment of one subject under the guise of another. Allegorical meaning is usually implicitly
stated rather than explicitly stated. References to religious symbols, stories or beliefs can provide added
meaning that exposes the composer’s context as well as suggests the universal understandings of spiritual
concepts in society.
What allegories appear in the text? What texts, beliefs or religious concepts might they refer to?
What abstract idea/s is the composer asking the reader to engage with?
Why would the composer use this technique in his text?
Motifs: a recurring subject, theme, idea, etc., esp. in a literary, artistic, or musical work.
Composers often use recurring symbols in their texts to add metaphorical meaning. The use of the symbols
can relate to a character, a setting or the theme of the text.
What repeated motifs are used in the text? How do they provide deeper meaning?
How effective are the motifs in providing insight into the themes, issues, ideas, characters or setting of the
text.
Studying a text for its metaphysical qualities provides opportunities to see beyond the literal and
metaphorical meaning to develop an understanding of the possible spiritual depth behind texts. Composers
often write quite serious texts as a criticism of society or to inform and educate us about aspects of a
society. The use of puns, euphemisms, parody and specific choice of descriptors often provides clues as to
the metaphysical nature of the text. Reflective voice and moments of spiritual enlightenment clearly create
opportunities to explore more about ourselves and the world we exist in.
What techniques have been used?
Do events in the text suggest the composer is challenging a society, culture, laws, processes or individuals
to shift and change?
What deeply held concerns are related in text challenging new audiences to engage with individuals and
the world with a greater sense of humanity, respect, tolerance and compassion?
How does the text engage with the concept of spiritual renewal and personal growth?
Philosophical: Examining texts for views or theories on profound questions in ethics, metaphysics, logic, and other related
fields.
What views does the composer present that suggest a deeper engagement with the text is required?
What theories does the text present? e.g. Freudian Feminist etc
Does the text raise questions of ethics or morals?
What other questions does the text raise about the world?
Does the text challenge us to appreciate or engage with ideas beyond our own experience?
Inferential
Metaphysical
Philosophical
Brainstorming student definitions and parameters of knowledge can lead into meaningful
discussions.
Some examples of how values can be discussed in relation to The Motorcycle Diaries are suggested
below. The following page holds a checklist of values students could apply as they read. The
worksheets allow for a more detailed paragraph analysis of values in the text.
Values are those things we adhere to, that we know and understand to be real and true for ourselves.
For example, we know it is wrong to lie, steal, deceive, cheat, abuse, discriminate or have prejudice
against others - this is not a new discovery but what is the innate sense of being that tells us these
things are wrong. What we do not always understand, however, is that these things happen
everyday, by individuals, groups and governments. When we ‘discover’ how this occurs in our own
lives or more globally, to others, we begin to realise how values are an important part of
establishing our personal ethical position.
A key aspect of ‘Discovery’ is responsibility. Whether the discovery is literal – scientific or medical
– or a personal discovery about an individual’s response to the world around them there is an
inherent need for responsibility.
Other values explored in The Motorcycle Diaries are truth and integrity. These values, as
represented in Guevara’s text, provoke us to examine our own sense of integrity and the truths we
tell ourselves and others in the process of constructing a personal sense of identity.
Accountability, community, charitable works and sacrifice are all significant aspects of the Guevara
experience. The significance of these values lies in the awareness and personal growth that
accompanies embracing the better part of human experience.
By studying then testing the values that become evident through the world of text, students become
more aware and self discover the impact they can have on society.
Test the following values against the textual references you select for analysis and evaluate how
Guevara’s experience allows insight into humanity’s ability to learn and grow.
Acceptance Cooperation Encourage Ingenuity Openness Resilience
Judicious choice of related texts can make a significant difference to the overall impression of the work
produced on the marker. Reading through the markers comments on the BOSTES site provides some insight
into the need to select related material that has appropriate and effective links to the core text.
The sheets are self directed and provide opportunities to develop some depth in the initial study of the text. It
is at this stage that students can make a clear decision as to whether the text will have sufficient technical and
conceptual detail to correlate with the ideas in their core text.
Selecting at least ONE related texts is wise for the Area of Study. Considering the range of aspects that can
be explored in the ‘Discovery’ description students should select texts that will allow a thorough
understanding.
Ideally, when relating texts to The Motorcycle Diaries students will locate aspects of discovery in terms of
the literal sense of discovering new spaces, as well as suggesting what discoveries these new spaces can
present in terms of understanding self or the world that becomes apparent through experience.
Road and travel texts, especially fictional and figurative texts (to demonstrate breadth of understanding of a
range of text types as stated earlier) will present similarities to the experiences of Ernesto Guevara. Poetry
relating to locating one’s self through personal experience would also work well. Films of road movies
abound, these are appropriate texts as long as students have strengths in deconstructing film. Artworks,
specifically those that relate to exploration and discovery, may prove useful in terms of the cultural and
political implications they resonate. Early Australian art, along with the contextual meaning drawn from
artistic intention can certainly depict a recording of discovery that is open to interpretation and revision of
that interpretation. Guevara reflects on the experiences in quite visual terms and demonstrates the influential
impact in terms of changing and broadening his understanding, tolerance, respect and compassion that shifts
earlier views and understandings. Students who select these text types and others, websites, games or
narrative memoirs need to become quite confident in the language techniques associated with their chosen
text type. A few links to related text options are suggested below to add to those suggested in the program.
Poetry: http://www.poetrysoup.com/famous/poems/travel
Film: http://en.wikipedia.org/wiki/Category:Road_movies
Artworks: http://www.australia.com/about/culture-history/australian-art.aspx
Websites: http://www.nla.gov.au/australiana/australian-history-selected-websites
Key idea from ‘Discovery’ Evidence: content and page Evidence: Related Text One Evidence: Related Text Two
description number: The Motorcycle Diaries
by Ernesto ‘Che’ Guevara
ESSAY SCAFFOLD USING TEPA
There is no exact formula to writing the perfect essay. Writing an essay using TEPA provides
students with a clear structural premise that can be refined as they work towards the final
examination period. Whilst the ‘formula’ may seem pedantic in the first instance, students very
quickly learn how to use the structure to write sophisticated and effective responses that manipulate
the process.
The first thing to consider with students is the ways in which they can structure their essay. The
usual commentary on n essay having an introduction, body paragraphs and a conclusion does not
always provide students with sufficient structure.
Ideally, we would like students to write conceptually rather than independently about texts. Both
structures, however, can work successfully. Both structures are outlined below. Suggested word
counts for paragraphs are provided. These constraints are not rigid requirements, merely
suggestions on how to get our less confident students moving along the continuum of the extended,
critical writing process.
An effective way of strengthening writing skills is to be quite explicit about what goes in each
sentence in each paragraph. This way, students can see they have covered a range of ideas and have
developed technical and conceptual discussion and analysis.
Students should begin by collating their completed TEPA sheets. They should create two to three
TEPA sheets that are conceptually based. As a starting point, their worksheets should contain at
least two TEPAs for each text they will use in their paragraphs. Modelling how they can write the
paragraph then annotating on the board develops their understanding and confidence.
STRUCTURING YOUR ESSAY: CONCEPTUAL
1. Topic sentence: Introduce texts and use the language of the question acknowledging its
parameters.
2. Thesis sentence: state your thesis
3. Concept One: state your first argument
4. Concept Two: state your second argument
5. Concept Three: state your third argument
6. Final sentence: conclude using an evaluative adverb to demonstrate you will develop an
evaluative response
Body paragraph One: Concept One: 7 sentences maximum, approx 150-180 words: Core Text plus
Related Text One
1. Topic sentence: (explicitly reference language from the question, state title of text, establish
thesis concept)
2. Context sentence: (orient the reader, passage in the text, contextual information relevant to
your argument)
3. TEP ( core text: from your sheets)
4. A: (from your sheets – think about what lessons your choice of reference offers in terms of
Discovery)
5. TEP: (related text: from your sheets use a linking word – similarly, in addition, as a
correlative…)
6. A: (from your sheets – think about what lessons/significance your choice of reference offers
in terms of Discovery)
7. Concluding sentence (use an evaluative adverb - purposefully, cleverly, insightfully etc).Eg.
Significantly, both texts project the necessity of….
NOTE: USE THESE SAME STRUCTURES THROUGHOUT, FIRST TEPA: CORE TEXT,
SECOND TEPA: RELATED TEXT
Body paragraph Two: Concept One: 7 sentences maximum, approx 150-180 words: Core Text plus
Related Text Two
1. Topic sentence:
2. Context sentence:
3. TEP: ( CORE)
4. A:
5. TEP (RELATED TEXT 2)
6. A:
7. Concluding sentence:
1. Topic sentence:
2. Context sentence:
3. TEP:
4. A:
5. TEP:
6. A:
7. Concluding sentence:
Body paragraph Four: Concept Two: 7 sentences maximum, approx 150-180 words: Core Text plus Related
Text Two
1. Topic sentence:
2. Context sentence:
3. TEP:
4. A:
5. TEP:
6. A:
7. Concluding sentence:
Body paragraph Five: Concept Three: 7 sentences maximum, approx 150-180 words: Core Text plus Related
Text One
1. Topic sentence:
2. Context sentence:
3. TEP:
4. A:
5. TEP:
6. A:
7. Concluding sentence:
Body paragraph Six: Concept Three: 7 sentences maximum, approx 150-180 words: Core Text plus Related
Text Two
1. Topic sentence:
2. Context sentence:
3. TEP:
4. A:
5. TEP:
6. A:
7. Concluding sentence:
1. Topic sentence
2. Evaluative sentence on concept one
3. Evaluative sentence on concept two
4. Evaluative sentence on concept three
5. Final sentence that presents the overall strength of your thesis
Use of evaluative adverbs – sophisticated or skilful responses (BAND 6 range in the descriptor bands)
should be able to evaluate the effectiveness of the composer’s purpose, language and meaning. Construct a
list of adverbs that you can use in a range of sentence structures and phrases.
Technique is not limited to a single example; you can accumulate techniques for example,
‘The accumulative value of the verbs ‘coughed, hacked and choked’ constructs the metaphorical imagery
of… in order to…
Ernesto ‘Che’ Guevara’s The Motorcycle Diaries (2003), Wilfred Owen’s ‘Dulce et Decorum Est’ (circa
1917-1918) and Mike Nichol’s film adaptation of Margaret Edson’s play W;t (2001) construct a profound
discussion on the repercussions of self discovery.
To what extent is this statement true in relation to the texts you have studied?
Make reference to your core text and at least ONE text of your own choosing.
(b) ‘Discoveries and discovering can offer new understandings and renewed perceptions of
ourselves and others.’
How has this view of discovery been represented in your text and at least ONE other text of your
own choosing?
(c) ‘Discovery is the promise of something new; the hope of things unseen’
Discuss this statement in the context of the texts you have studied.
Tick Version
Does the introduction topic sentence state and format the titles of the texts YES NO
correctly?
Does each paragraph have at least two examples of TEPA for each text beginning
with the core text then related text?
Have linking words been used between the texts’ TEPA analyses?
Are the concluding sentences of each paragraph evaluative and imply the greatest
lesson that can be learned through the textual analysis of the concept?
Are the publication/release dates placed after the title of the text in brackets in the
introduction?
INTRODUCTION: The student has Sophisticated and original Thesis is present and Some evidence of a Arguments offered but No thesis statement
presented a thesis that links to the thesis. Thesis is relevant to appropriate. May not be thesis but may have not linking to a unifying
requirements of the question and the text choice, parameters of clear in terms of linking some ambiguity as to thesis
sustains the thesis in relation to the the question and can be across all arguments. what it may be or how
arguments presented. sustained for each argument t links to the
offered. requirements of the
question. Not sustained
for each argument
presented.
INTRODUCTION: The student has Sophisticated and insightful, Appropriate, structure is Some evidence of a Little evidence of a No evidence of a
presented one to two sentences detailed links and structure is present but may have a structure but not structure being presented structure being presented
establishing an argument for each clear and explicitly stated lapse in terms of explicit and may lead for the work for the work
text used. Arguments clearly link to argument presentation. to ambiguity or may
the thesis. Student has a clear and have repetition of
defined structure for the essay. earlier arguments
INTRODUCTION: The student Sophisticated evaluative Appropriate sentence- May have closing No closing sentence or No concluding sentence
developed a closing sentence for the sentence that reiterates thesis may use a word or phrase sentence but does not sentence does not
introduction that reiterates the thesis and uses a word or phrase that to link to topic sentence. clearly link to the topic reiterate thesis or link to
and links to the first sentence of the will be echoed in the topic Attempts to be evaluative. sentence of next next paragraph
next paragraph. sentence of the first paragraph paragraph. Repeats the
to create flow. question in a
superficial way.
PARAGRAPHS: The student has Sophisticated and detailed – Appropriate, uses some May be waffly – no Topic sentence is Very weak topic sentence
used a topic sentence that uses no waffle – perfect topic words from the question; clear links to the awkward and does not that does not state an
language from the question and sentence; uses explicit clear sentence and question – uses define an argument, argument or the text
clearly states the text being addressed language or accurate direction established. inaccurate synonyms. introduce a text or have being presented
and the thesis/argument being synonyms from the question Lacks polish. Ambiguous arguments. clear grammatical
presented. establishing the argument and structure
thesis. States text clearly, uses
formatting appropriate to text
type.
PARAGRAPHS: The student has YES – clear and explicit- Context is evident but Attempts to state Context sentence lacks No context sentence.
provided a context statement for the grammatically correct. sentence is not clear or context but is any depth or
text – one sentence that suggests the Insightfully places the context choice of contextual inaccurate or lacks any understanding of the
core themes, issues and ideas, at the forefront of the markers material not exactly depth. Superficial requirements of the
historical context or composer’s attention. relevant to the thesis and mention of dates or question.
context for the text in the context of question. lacks flow or relevance
your study? to the question.
PARAGRAPHS: The next sentence Sophisticated, links to the May have techniques but Some evidence of Minimal discussion or No identification of
introduces the first TEPA and argument, links to the does not link to idea, may techniques but identification of techniques
presents a succinct sentence that question, uses a sophisticated use weaker techniques, discussion is not clear techniques- presents a
identifies an idea, followed by a idea, presents the technique or purpose verb may be or is simplistic- series of statements with
technique or accumulation of accumulation of techniques – suitable but not insightful identifies a noun but no textual evidence
techniques, provides evidence and (‘the significance of identity (‘to create’ rather than ‘to does not identify
suggests purpose? is evident through the verb… evoke’ for example) complex techniques or
which creates a personified figurative language.
image in order to), establishes Begins sentence with
purpose. quotes. Technique
discussion is repetitive
and restated
PARAGRAPHS: Concluding Sophisticated, contextualises Appropriate – Not clear, does not use No evidence of No evidence of
sentence and defends the use of the summarises the evaluative language; evaluative language; concluding sentence
evidence from the text and its paragraph; attempts to may be a statement mere statement or not
effectiveness in addressing the use evaluative language. rather than an evident
question. Uses sophisticated Attempts to establish evaluation
evaluative language. Presents either an insight or a
a significant insight or lesson lesson.
that can be learned from the
text.
CONCLUSION Succinct topic sentence that Conclusion evident; Conclusion is weak – No genuine conclusion – No conclusion
links directly to the question presents a sentence on does not really address some statements but does
and opening sentence of the each text that evaluates its the question or, not link back to the
essay. One succinct sentence role in defending the addresses the question question or have any
on each text that evaluates its argument. Makes an superficially or insights present.
role in defending the attempt to present an repetitively without
argument. Evaluative final insight or lesson. presenting evaluative
sentence that ensures insights insights.
are appreciated and lessons
offered by the text have been
identified.
Synonyms for ‘text’ should be inserted to identify the text type being discussed such as: poem, short
story, newspaper article, song lyric, speech, novel, fiction text, website, image, artwork, documentary,
etc
Sentence starters relating to Discovery (use any of the synonyms relating to Discovery to develop
alternative sentence scaffolds)
Analysis is strong and develops the integrity of your Analysis would be enhanced by linking to the question and
perspective of the question and thesis thesis
Effectiveness adverbs are synthesised and Evaluative adverbs would assist you to develop a statement
demonstrate insights and understanding on effectiveness and present perceptive insights.
Purpose language is relevant and demonstrates clear Work through the range of purpose words and test against
understanding of authorial intent your views to ensure you have addressed authorial intent in a
sophisticated manner
Audience is acknowledged well Inclusion of audience reception will enhance your response
allowing you to reinforce the purpose and effectiveness of
the text on yourself and others.
Concluding sentences are strong and present the Strengthen personal voice by demonstrating how this
lessons learned and presents original insights; paragraph presents a lesson or insight that will change the
personal voice is present. world
Spelling and punctuation are used correctly; Check spelling of circled vocabulary; use punctuation where
vocabulary is sophisticated without being contrived marked for effect and to enhance your meaning. Vocabulary
is, at times. Distracting Apply the KISS principle.
Length is appropriate (900-1000) words and spacing Length needs attention – can you write this much in 40
of paragraphs is appropriate and continuous. minutes? If you extend your discussion by at least one more
paragraph you will allow yourself to demonstrate deeper
understanding of the concept and how the texts work to
express their ideas.
Discovery Resource:
The Motorcycle Diaries
By
Ernesto ‘Che’ Guevara
**********************************************
Language analysis is your agenda. You should, at all times, ensure that the textual references you select
have a direct link to discovery in the first instance, and then that they are rich in techniques; your
responses will then allow you to demonstrate to the markers that you can determine HOW meaning is
being made. In effect, all responses, must deliver detailed analysis of the forms, features and structures of
the text – each answer should focus on techniques, evidence and authorial purpose.
The questions are conceptually based. Whether they explicitly refer to discovery, as in literal discovery -
finding of something, someone or some sense of self - they are also embedded with inferential content –
spiritual, emotional, philosophical aspects of discovery. Clearly, Guevara’s journey was not restricted to
the literal; he acknowledges throughout the text that he has experienced a metaphysical and philosophical
shift in his perspectives which had a profound effect on initial chapter questions are accessible and short
answer style responses. Later questions provide you with the opportunity to develop paragraph length
responses embedded with rich technical analysis; these questions can make up a bank of resources you
can apply to any relevant essay question.
It is important to develop a personal response to the text therefore, there are no prescribed or suggested
answers provided for the questions. The text is open to interpretation and as long as you respond to the
question with evidence and analysis that supports your ideas you have a valid response. Learning how to
deconstruct a text quickly and effectively is essential here. You should read the text in its entirety in the
first instance. Revise your techniques for non-fiction texts as well as the functions of grammatical
features in constructing figurative language. You can then, for example, evaluate the cumulative value of
the verbs to determine the tone of the particular entry. Further analysis would develop you understanding
of how Guevara’s vernacular, his education, his mood in relation to the events he is describing and his
love of language all impart ideas relating to discovery. At all times keep the focus on Guevara’s purpose
and agenda in sharing his experience. It is here you will find the insights that will add depth to your
responses.
Guevara’s writing is, at times, eloquent. The metaphors are evocative and present insight into his idealism
and his spiritual sense of self. The identity that evolves from this young Che into the revolutionary Che is
deeply engaged with his South America and the issues that he learns of and sees first hand throughout his
travels. It is essential that you take the time to think deeply about how these metaphors affect your
response toward his narrative of events and assist you to discover the moments of change – or discovery –
he experiences.
I truly hope you enjoy your study of The Motorcycle Diaries by Ernesto ‘Che’ Guevara as much as I have
in putting together this resource.
Pamela Cohen
The first entry introduces us to Guevara as he reflectively presents his rationale for revisiting his original notes and
rewriting it into a narrative diary form; vocabulary such as ‘adventurer’ and ‘discover’ present explicit links to the
concept. Guevara explains his shift in identity, from the boy he was to the man he is at the time of writing (and
would continue to become as a result of his experiences). He presents the notion that discovery of new places, new
people, new understandings of self and the world change us utterly. The notion here is the eternal paradox we all
become subject to: we long to change, to grow and to become something beyond our present; what we do not
realise in the moments of becoming is that we have altered – emotionally, spiritually and philosophically - to the
point that a revisiting of the experiences is seen through changed eyes. Understanding this notion is the discovery
we are all subject to: we are made different by experience. When retold, our revising reflects new perspectives and
understandings so the original story is never again our reality.
Guevara’s use of third person in the sentence beginning ‘Man, the measure…’
use of mathematical probability as a comparative
metaphor of vision
rhetorical questions
personification
dissociation
evocative language
accumulative value of verbs
descriptive language
juxtaposition
extended metaphor of photography and plates and ‘pictures’, images’
reflective voice
nostalgic tone
evaluative and philosophical voice
use of ellipsis
Study Questions
1. How does Guevara suggest, in reflection, that his experiences were a source of discovery about himself as
an individual?
2. Identify the extended metaphor used by Guevara on page 31 and evaluate its meaning in terms of discovery
being about new perceptions of ourselves and the world?
3. How do the rhetorical questions on page 31 reveal the concept of self discovery as subject to evaluation of
a particular perspective or experience?
4. How does Guevara indicate he has undergone a reawakening of his perspective on who he was at the time
of writing, who he became whilst on the journey and the transition point that renewed his perception of
self?
5. What does the diary entry provoke us to discover about ourselves?
‘forewarnings’
Despite the foreboding title here, Guevara recounts the literal and metaphysical genesis of the journey
that would lead to the discovery of his life purpose. The entry deals with the friendly banter between
Ernesto and Alberto that reflects their sense of confinement in the economic social stricture they find
themselves. The title, clearly decided upon in hindsight, reveals both their naivety and enthusiasm.
Vocabulary such as ‘lamenting…uneasy…jaded’ characterises both the personalities of each individual
and the tone of the entry; thus the text suggests that the impetus for discovery, for this pair of intrepid
adventurers arises out of:
Serendipity Curiosity
Opportunity Speculation
Unexpectedness Necessity
Emotional Challenge
Study Questions
1. How are contrasts established between the personalities of Alberto and Ernesto on page 33?
2. Identify the cause of Guevara’s unease and evaluate how it could have provoked his decision to
embark on the journey?
3. How has language on page 33exposed the speculative nature of discovery?
4. The final lines on page 33 suggest Guevara and his travelling partner were speculating without
thinking of the ramifications of what they might discover about themselves or the world. How does
the language suggest a romanticised vision of the journey ahead?
5. How can specific language features in this diary entry be used to reinforce the idea that discovery is
often unplanned?
This entry explores discovery literally, in terms of Alberto’s first sighting of the ocean; Guevara
poetically presents the deeply spiritual opportunities afforded by engaging with new experiences.
Guevara’s reflective stance reveals he has previously discovered and appreciates the transformative
qualities of the ocean. Further, Guevara reveals how the expedition was not seen as viable by some,
implying that whilst the taunting they received was jovial, it had the underpinnings of doubt and a lack of
confidence in both the protagonist and the bike (which, cleverly, becomes a character in the narrative
styling of the memoir). The expectations of the travellers is undaunted, however, despite the challenges
expressed, and as the metaphors associated with the ocean suggest, there is an expectation of
transformation associated with the discoveries they will make on their journey. Fear and apprehension are
referred to in this entry. Guevara’s anecdotes about ‘Comeback’ present symbolic implications for the
responsibility we have when we embark on journeys of discovery with others.
Unexpectedness
Speculation
Emotional
Challenges
Necessities
Responsibility
Amazement
Apprehension
Study Questions
1. The literal discovery depicted on page 34 encompasses the experience of discovering something
for the first time. What impact does the arrival at the Atlantic Ocean have on Alberto? Discuss
using the verb and adverbs in lines 7-9.
2. Analyse how Guevara’s poetic language suggests that discovery can be awe inspiring and
transformational.
‘…lovesick pause’
In this entry we discover the ways in which expeditions, planned and dreamed off, can be easily derailed by
emotional and personal attachment. Self deprecating in his honesty, Guevara willingly exposes his weakness found
in his love – or lust (according to Alberto) – for Chichina. Once again Guevara uses sea imagery to express
metaphysical insights into his self awareness; a predestination of the import of continuing with his journey. The
reader must assess these poetic musings in light of the rewriting of the text post journey. Explicit language relating
to the discovery concept – ‘explorers…expedition’ - suggests there is more to be discovered beyond the present
which is foreshadowed by the unease that moves him away from his idyllic beach tryst. The philosophical
utterances here reflect the importance of challenging ourselves to move forward and not allow barriers or
limitations to prevent us from reaching our potential. One could pose the questions here of how history would have
been changed if Guevara had not continued in this journey from this point.
intertextuality
verbs and verb phrases
adverbs
abstract nouns
philosophical musings
use of parentheses
tone
metaphor
euphemism
symbolism
anecdote
Predestination
Spiritual
Challenges
Responsibility
Expectations
Fear
Potential
Study Questions
1. Guevara’s use of metaphor in the first three lines of page 36 suggests that he is not as committed to the
journey as Alberto. Identify the significance of the metaphor in terms of discovery being an insightful way
of reflecting on emotional rather than rational responses.
2. What do we, as the reader, discover about Guevara through the intertextual use of Otero Silva’s poetry?
How does this perspective of Guevara challenge our assumptions given the eventual revolutionary he
became post journey?
3. Guevara uses euphemism to depict his spiritual and emotional nature. Identify the euphemism and explore
how he extends the idea to speculate about how the discoveries he makes on this journey would change his
perspective of self and the world?
4. What warning does Guevara experience through the metaphorical sea references on page 37? How does
this reference suggest Guevara’s deep intellectual understanding of the impact of the experience he would
participate in?
This entry reveals how social conditioning and stereotypes can confine us to a certain pattern of existence.
One aspect of discovering who we are or who we are to become lies in our being able to challenge those
socially imposed proprieties or constructs. Even though there is a realisation of the hardships of hunger
and cold that lay ahead, our protagonists remains excited about the adventure. The title suggests that all
ties with those notions of who we are or were need to be shed if we are to engage truly with the creative
and spiritual aspects of discovery. The entry finishes with the speculative and somewhat romanticised
nature all explorers seem to depict: heroism, liberation and fear. Guevara suggests that he must break free
of constraints - social, political and personal – if he is to truly embrace what lies ahead.
Predestination
Spiritual
Challenges
Adventure
Future
Speculation
Change
Shifting perspectives of self and others
Study Questions
1. Guevara and Alberto’s visit to a university friend (page 38) reveals how values and ideas of
one individual may not correlate with our own. What is the text suggesting can we discover by
acknowledging and appreciating the views of others?
2. How does this diary entry reveal the challenges of the journey? What do we discover about
ourselves when we are faced by challenges?
3. What do Alberto and Guevara discover about our ability to control the uncontrollable? What
are the repercussions of this discovery?
4. Is discovery, according to the evidence in this entry, an idealistic notion or something tangible
and real? What language would you select for analysis to suggest it can be both?
This entry presents a commentary on the vulnerabilities that can inhibit or delay engaging with
exploration and discovery. Guevara’s graphic expressions of his illness, his determination and eagerness
to overcome its hold on him are testament to how committed he and Alberto were to their expedition. The
philosophical underpinnings of freedom referenced here override the subjective nature of human frailty.
Discovery thus lies in the ways in which we determine to shift and change ourselves and our perspective
of the constructs that might attempt to define who we are and what we are capable of achieving.
Vocabulary such as ‘exhaled…circumstances…horizons…’Civilization’ links explicitly to the discovery
concept. Further, we are encouraged to engage with the idea here about subjugation and racial
identification, the social and cultural constraints that define identity, progress and survival.
verbs – in particular how they construct personification of the bike juxtaposed with the emotions
of the travellers.
tone - and how it shifts in this entry
euphemism
symbolism
visceral imagery
anecdote
simile
paradox
sentence structure and phrasing
alliteration
predestination
challenges
speculation
shifting perspectives of self and others
idealism
prejudice
Study Questions
1. What do Alberto and Guevara discover when they awaken after the storm? What are the
repercussions of this discovery? How can this diary entry provide insight into the challenges of
discovery when subjected to the vagaries of nature?
2. How do we, as readers, deal with the disturbing notion of human exploitation depicted in this
diary entry?
3. What paradoxical notions are embedded here in the notion of freedom and civilisation?
The contrasting physical descriptions in the orientation of this diary entry reveal a cynical view of
discovery. The need to secure accommodation, to protect their own subsistence dominates their arrival in
each destination. The expansive philosophical evaluation of the beauty and restorative qualities of the
township are contrasted with the more challenging destinations they encounter; again here it is clear that
Guevara is editing in hindsight. Opportunism becomes an essential aspect of each discovery; the ability to
eat and wash is often compromised by completing menial duties. The diary entry ends with the
excitement of re-engaging with the familiar and how even the most intrepid of explorers is reassured by
the bonds of friendship and the common understandings which connect to the identities we inhabit.
philosophical tone
humourous tone
juxtaposition
contrasts
sensory imagery
simile
paradox
irony
opportunism
idealism
enjoyment
encounters with new people, places
expectations
Study Questions
1. A cynical perspective of discovery is presented in the first paragraph of this diary entry. What is
inferred by the use of inverted commas and the notional reference to tourism?
2. Our assumptions of others are often challenged by our personal values. Through a close
discussion of language features, relate how the representation of the individual met by Guevara
and Alberto in paragraph two suggests we need to discover more about an individual than first
impressions may afford?
3. On page 45, Guevara’s reflective voice draws on the spiritual and philosophical discoveries he
makes about himself as a result of his experiences. How does the style and tone of the language
change when he reflects in this way?
4. Humourous reflections on events such as those on page 46 remind us that, ironically, we usually
find ourselves ‘discovered’ when we try to deceive others. Provide detailed evidence of how the
language of this passage reveals irony and what we can learn from the travellers’ experiences?
5. What specific language shapes the tone of this passage suggesting we need to discover a sense of
personal dignity and honour in order to be respected by others?
‘circular exploration’
This diary entry explores a range of notions relating to the Discovery concept. Whilst we take the
opportunity to explore and discover new places and meet new people, we are constantly being reminded
of who we are ourselves and the contexts that shape our view of new discoveries. All explorers, across
time, go forth on their journeys with a purpose, an intent borne of frustration, desire, need for fame, need
for glory. Guevara and Alberto are no different. Whilst they were not discovering new continents, they
were in search of a newness of self, renewal of soul and spirit, opportunity and truth. The confronting
nature of inequality and coming to terms with expectations that are challenged (and at times shattered),
are explored in this entry. Ideally we realise that true discovery is not in the newness of things or places
but in the way these engagements renew us, make us think beyond ourselves and our own preconceptions.
philosophical tone
juxtaposition
contrast
descriptive imagery
archetypal imagery
metaphor
paradox
unexpectedness
encounters with new people, places
expectations
spiritual awareness
political awareness
implications of interaction
contextual impositions
Study Questions
1. The title of this diary entry infers that when we explore we often find ourselves back where we
began – physically, emotionally or spiritually. Locate the adjective used in the first few sentences
that might reflect back on the reason why Guevara and his companion set out on their journey in
the first place.
2. The opening sentences of this diary entry establish a contrast with those in the previous entry.
What realisations about the landscape are presenting metaphors relating to the breadth of
experience of the human populations of South America?
3. What language is used by Guevara to depict representations of inequality?
4. On page 49, expectations of what the travellers might find are challenged. How has language
revealed the disappointment and disillusionment that comes when expectations are not met?
5. In what ways does the language on page 40 reveal Guevara’s growing spiritual awareness in
relation to the natural world?
6. Is awareness of self or others an essential outcome of discovery? How? Provide a discussion using
evidence from this diary entry.
‘dear mama’
Letters home always reveal the intimacy of relationships. Guevara is no different. Interestingly, in this
letter where he reveals news about his illness, a recap for us, he mentions his taking of penicillin. That the
drug is ‘little-known’ in his experience suggests the importance of a discovery made in 1928 by British
bacteriologist Alexander Fleming. Twelve years later, in 1940, at Oxford University, an Australian
scientist, Howard Fleming and a German refugee, Ernst Chain were able to turn his discovery into a
powder that became the drug that would be used to save thousands of lives during WWII and since
(acs.org). Medical discovery is again referenced in this letter, when Guevara tells his mother he was able
to diagnose a tumour in someone he has met. This ‘discovery’ would have been reassuring to parents who
have already invested in their son becoming a doctor. What this entry does provide is an understanding
that whilst some discoveries are serendipitous they have the potential to be of life changing importance.
humourous tone
medical jargon
personal language
person, first person
euphemism
salutation, closing, paragraph structure of a letter
nomenclature – reflects affection, Mama, Papi
visual descriptive language
opportunism
serendipity
realisation
encounters with new people, places
reflection
physical
assumptions
historical context
Study Questions
1. How effective is the insertion of the letter that Guevara has written to his mother? How does the
letter provide insight into Guevara’s personality?
2. Guevara provides us with some historical context into discovery here by mentioning his taking of
penicillin. How significant was the discovery of penicillin to the world and how does this passage
of text allow us to engage with broader ideas about the impact of discovery on human experience?
3. How does this letter allow us to discover the importance of the medical knowledge gained by
Guevara? To what extent is the journey and the discoveries made by the protagonists largely
influenced by the medical education and focus they both have?
This diary entry engages with discovery in terms of the impact of heightened sensory experience. The
appreciation and embracement of the natural environment is contrasted with the constructed beauty of a
suburban garden. Further, the challenge of engaging with a range of environments, for a range of
individuals, is explored. The metaphor implied here is that we can only truly discover ourselves or
understand the experiences of others when we break free from the social constraints that construct a
superficial view of the world. Further, this entry deals with fear as the protagonist of impulsive action that
may result in unfortunate consequences. Story and myth can become synthesised creating reactionary
truths that may impact beyond our own experience. The entry dares to raise the question of how we
absolve or make excuses for our behaviour and foolish deeds in the name of survival. The irony here is
that when making new discoveries of people and places we are forced to discover our own flaws and
inconsistencies.
adjectives
verbs
euphemism
poetic language
reflective tone
emphatic tone
irony
opportunism
self-realisation
encounters with a range of new people and environments
reflection
physical, social contexts
curiosity
transformative
Study Questions
1. This diary entry provides insight into Guevara’s ability to discern between his own life experience
and that of others. How does the passage on page 51 indicate a growing sense of a South
American sensibility in terms of the gulf between equity and discrimination?
2. What intellectual and spiritual aspects of Guevara’s personal discovery are explored in the first
paragraph on page 52?
3. Whilst humourous, how does the relating of experiences in this diary entry suggest that fear and
its consequences can be barriers to self discovery?
There are times in our life experience when we are challenged to re-evaluate our direction. When these challenges
come we are often thrown off course, sometimes momentarily, sometimes long term. The way in which we respond
to such events encourages self realisation which leads to spiritual and philosophical discoveries about how we react
and respond to the world around us. The import of this entry is that we need to recognise when we are subject to
making our lives fit a certain pattern, to an expected pattern, to an unsustainable pattern. These are all aspects of
growing up and dealing with broken hearts and realising not only can we overcome them but that we need to look
beyond ourselves at these times, to see we are not the centre of the universe. The nature of this type of discovery is
quite confronting, and many of us do not accept or react well. Despite Guevara being surrounded by opportunities,
by living in a world outside of his emotional estate, he allows, for this short time, his world to be overcome by his
fear and loss of Chichina. Guevara uses the clichéd metaphor of ‘crossroads’ to depict his state of mind. That he
moves forward on his quest, even if he did not realise it at the time, suggests his awareness of his need to re-
evaluate and then draw on resilience to re-engage with life.
self-realisation
challenge
encounters with others – truth and interpretations of truth
self-reflection
physical, social contexts
transformative
emotional
spiritual
intellectual
Study Questions
1. The title of this diary entry is a metaphor. How does the language suggest an impending incidence
of self realisation for Guevara?
2. To some extent, this text can be interpreted as a bildungsroman. How?
3. How does Guevara’s emotional pain create empathy in the reader?
4. The metaphor ___________________in the final sentences of the diary entry indicates the need to
reassess old expectations and relationships. Discovery and renewal of identity is then a significant
reminder of the human need for ___________________.
5. In what ways does the allusion to Otero Silva show a shift from the earlier mention of the poetry
in diary entry four?
6. To what extent is the text developing your understanding of discovery in terms of realising the
capacity for emotional and spiritual growth as an individual?
‘objects of curiosity’
This entry engages with discovery in a number of ways. Guevara relates how he and Alberto meet with a number of
doctors whilst travelling to Chile. The medical interests of our travellers, leprosy in particular, provides them with
the opportunity to show off, to share their knowledge. In hindsight, Guevara presents an honest appraisal of their
embellishment of their skills. The opportunities afforded by an unexpected meeting foreshadow future experiences
for our ‘doctors’. Discovery is also humorously references here as we realise that despite their travels, Ernesto does
not know who to drive a car. The language is humourous, the tone light-hearted in contrast to the previous entry as
we learn some of the mishaps of his driving experience. Finally, this entry deals with discovery in the historical
sense. Explicit allusions to the conquistadors allows us to reflect on the alignment Guevara makes as an inveterate
explorer of all things new, at least in reference to himself and Alberto. We discover some facts about interracial
mixing, or lack therefore, and the respect for preserving indigeneity. Discoveries of food, customs and self
realisation (of what we lose when we do not engage with the experiences of others) provide interesting
philosophical discussions on the ways in which discovery has shaped or reshaped peoples across the world.
verbs
euphemism
irony
humorous tone
metaphor
cultural context
historical context
social context
metaphor
opportunism
encounters with a range of new people and environments
curiosity
values
human experience
potential
assumptions
Study Questions
1. This diary entry presents opportunities to explore discovery as a means of educating others,
enriching them through a sharing of knowledge. Locate at least three textual references,
deconstruct them for techniques and determine how Guevara is highlighting the need to have
integrity in one’s experience.
2. Guevara’s reference to the history of the conquistadors implies the positive attributes of discovery.
To what extent do his discussions reveal the responsibilities inherent in the actions of explorers
and adventurers?
3. What do we discover about the cultural aspects of race and indigenous impact in Chile? Why has
Guevara shared these insights?
‘the experts’
This diary entry engages with discovery in terms of the potential we have to make a difference in the lives
of others. Reviewing of events that have occurred is uppermost in Guevara’s account, referencing the self
reflective qualities that have arisen as a result of engaging with their journey. The intertextual placement
of the headlines of the newspaper story they are the subject of provides them with kudos and recognition.
This new discovery would be advantageous for the two men and, in their usual fashion, be used to their
benefit, especially when it came to locating food and shelter. What this diary entry does raise is the idea
that we can reinvent ourselves to suit certain purposes. What happens if we are discovered for what we
are not? Guevara seems to realise this fact in hindsight, identifying the audacity of their intentions and
assertions. Does this suggest we should never extend our truth in order to maintain integrity?
verbs
euphemism
reflective tone
irony
high register of language
metaphor
nomenclature
opportunism
self-reflection
encounters with a range of new people and environments
transformative
confronting
necessity
values
consequences
Study Questions
1. Discovery of one’s ability to change and grow are often a result of reviewing the impact of
experiences. Identify how circumstances and experiences are impacting on Guevara’s growth as
an individual.
2. The hubris evident as a result of the newspaper article has consequences. How has language been
used to foreshadow the consequences that may arise when the travellers are exposed?
Sometimes the discoveries we make are requisite to our needs. Facing the reality that La Ponderosa was
becoming an increasing liability leads our travellers to reassess the future of their journey. The newspaper
article, however, has resulted in the two being ‘discovered’ and they enjoy reaping benefits from their
personality status. As objects of curiosity they are able to use notoriety to be fed and housed. Lessons are
to be learned here by the still naive Ernesto. His crush on a married woman gets him into trouble and he
quickly learns about the fickleness of this woman; an important discovery to make considering the
implications. Discovery can be explored in this entry philosophically: we may have status, self assumed,
but that status does not make us better human beings.
pronouns
assumed nomenclature
oxymoron
use of dialogue ( remember this is memory)
anecdote – cultural context
verbs and adverbs
metaphor
humorous tone
irony
opportunism
self-realisation
encounters with a range of new people and environments
reflection
hubris
provocative
necessity
values
inventiveness
Study Questions
1. As we experience life we develop our perspective of the world and a tolerance and understanding
for the experiences of others. What is the significance of Guevara’s developing realisation of the
fickleness of women?
2. To what extent does the diary entry title suggest challenge is a prerequisite for spiritual growth?
This diary entry explores the need to reassess our intentions in our endeavours to discover new places and
people. The loss of La Ponderosa II is going to have ramifications for the next phase of their journey. The
accident is a form of discovery, the unexpected nature of events that are out of our control. Further,
Guevara’s ill health and lack of control of his bodily functions adds a humourous note to discovery. The
impact of loss, of the bike, of the hopes and dreams of the journey ahead, of the fears and expectations
that will overshadow their intentions, is a premise for new discoveries to be made about manhood,
individuality, resilience and ingenuity.
foreshadowing
amplification
adjectives
sentence structure, cumulative phrasing
verbs
euphemism
reflective tone
irony
caesura
hyperbole
self-realisation\
unexpectedness
necessity
speculation
re-evaluation
ramifications
perspective
Study Questions
1. The title of this diary entry foreshadows that the remainder of Guevara’s journey will be altered.
In what ways does this challenge to pre-existing expectations provide opportunities for the
travellers to self reflect on all aspects of their experience? Provide evidence from the text to
support your assertions.
2. Is it possible to speculate, at the point of disaster, the true discoveries we can make about
ourselves when events do not take an expected course? Why not? How then, do we overcome or
rationalise the unexpected?
In this diary entry we are introduced to the hardworking Guevara and Granado. With the loss of the bike
there needs to be a reassessing of how the journey will evolve and how others will influence the extent to
which the travellers are physically able to continue on their way. Contributing to the lives of others,
contributing to community brings a fresh perspective on their view of the world and of themselves. Their
ability to work hard, to contribute productively, provides them with a greater sense of self worth. The
discovery we can make here is that we are often caught out ‘navel-gazing’; we often forget how our lives
change when we contribute constructively to the world beyond ourselves.
Study Questions
1. Identify the figurative language used to reveal Guevara’s creativity as a writer. Explain how the
language challenges the historical notion of the ‘Che’ that evolves later in his life. Are these
notions mutually exclusive?
2. On page 66, Guevara reveals how some individuals have no sense of self awareness. To what
extent does the language create paradoxical but realistic notions of human experience?
3. Discovery of sameness and commonality of experience is what unites humanity. Identify specific
language features and examples used by Guevara to support this idea.
This entry presents the idealistic nature of our adventurers. The shift in perspective as to how Ernesto and
Alberto see themselves and how they imagine they are received by others reveals a sensitivity to their
new circumstances. References to the hospitality of the region romanticises the benefits of travel, an
appeal not lost on others. The reader is able to discover the contrasts in the landscape and the inferred
development of Valparaiso. Uppermost in the intentions of the travellers is to find a way to get to Easter
Island. The text reveals how we long to go to exotic places and rather than make mention of the medical
ideology that first attracted them, the references are to women and the perfection of all that may be found
in an imagined place, prime for discovery. In contrast, reflections of the experiences of visiting and
treating an elderly sick woman provide insight into Guevara’s developing revolutionary awareness. We
discover the beginnings of a passionate voice that identifies the class distinctions between the proletariat
and the bourgeoisie. Humour is evident in the depiction of Alberto and the sardonic ‘heroic’ decision to
embark on new adventures in a somewhat daring and unconventional manner.
the choices we make and how we negotiate them in our new realities
new perspectives of self and others
curiosity
speculation
new ideas and possibilities
relationships
social class and the consequences of social injustice
Study Questions
1. The first paragraph indicates, in no uncertain terms, that the travellers’ expectations of the road
journey is about to change in profound ways. Identify examples from the text that indicate this
change and suggest the discoveries about self we can learn from their experience.
2. On page 70, the man who would become ‘Che’ begins to evolve. The language is distinctly
different from earlier diary entries. Provide three examples from the entry; deconstruct for
techniques and explain the significant lessons we can learn from these discoveries.
‘stowaways’
Ingenuity and inventiveness are presented as positive attributes in this entry; the fact that the values
exhibited by our protagonists are supported by daring and associated risks exemplifies some of the innate
ironies of discovery. As stowaways, our travellers are faced with challenges that are visceral and at times,
somewhat graphic in their description. These qualities allow us to imagine our own reaction to such an
experience and to evaluate the consequences of our actions whether they are planned or spontaneous. The
reflective nature of the entry, closing with a realisation of dreams of a ‘vocation’ that lies in travel,
seeking new experiences and rejecting any kind of true engagement with the serious issues of humanity,
suggests how discovery can become an obsession, rather than an end in itself. Responsibility is inferred:
for our actions when we seek new places and are confronted with new opportunities; for engaging with
people and places that expose us to new ideas; for challenges that engage us in real and genuine ways
with a humanity that cannot be romanticised. Responsibility is thus a quintessential quality of discovery.
anecdote
visceral language constructed through adjectives and verbs
juxtaposition and contrast
reflective voice
sardonic tone to construct humour
evaluative and philosophical voice
euphemism
repetition
Study Questions
1. This diary entry is about responsibility and repercussions relating to discovery. Locate two
textual references and suggest the implications for understanding more about the interactions
we have that can impact on others.
2. The reflective tone in the final paragraph reinforces some of the negative aspects of discovery
for the sake of discovering. Why would Guevara include this philosophical musing in his text?
This diary entry uses a range of vocabulary and concepts relating to discovery: ‘Odyssey’, both literal and
metaphorical; becoming lost; being found; being found out; self realisation; realisation of how others are
impacted on by social class and capitalist agendas; expressing knowledge of the consequences of being
discovered and then hidden from public view; and, exposing the truth and the sad realities of human
existence. Guevara’s representation of the miners, their desperation and their typifying of the
overwhelming poverty that exists in parts of South America is tangible. We are encouraged by Guevara’s
revolutionary voice as it contrasts with the dreamer voice from the previous entry. There are implications
of complicity, an acceptance of historical impositions of colonialism, a disregard in the exploitive
qualities of humanity by humanity, one of the greatest ironies of all. Would we be aware of these issues if
we did not read or engage with this text? What can we discover about our own needs and wants that
suggest our complicity in allowing others to be compromised by materialism and consumerism?
Study Questions
1. The opening sentence of this diary entry reveals Guevara’s reflective nature and the revisiting of
his original comments from his first entry. How have the expectations of the original agenda
changed and how has this impacted on their sense of adventure?
2. In the final two paragraphs of page 77 and on page 78, Guevara retells the story of meeting a
couple who represent a political and social conundrum in Chile. What does the use of reflective
voice suggest about the discovery Guevara makes about himself and how are we affected by the
knowledge we can gain from this passage?
3. Irony and sarcasm become apparent in the final paragraph of this diary entry. The discovery
compromises the travellers and provokes a shift in their experience. Identify specific language
used to shape the tone and present insight into the concerns being expressed here.
‘chuquicamata’
The descriptive and explanatory data provided in this diary entry reveal the juxtaposing elements of
requisitioning of land and manpower as part of the discovery process with the need to respect humanity
and cultural integrity of the native population. The accumulation of euphemisms and metaphor in this
entry reveal a passionate voice of realisation and discontent when faced with the vista of the mine and its
ramifications. Nationalism as an excuse for exploitation becomes evident in the revolutionary rhetoric
used by Guevara. Genuine underpinnings of the ‘Che’ are in evidence here. The experience, if read
between the lines of the invective vocabulary, reveals sympathies for the people, empathy for the plight
of nations desperate for economic sustainability and, a deep and abiding criticism for exploitation.
Discovering the ramifications of exploiting the poor leads to discoveries of how we measure human
integrity when it is compromised by nationalist agendas.
realities
consequences
confronting ideas
curiosity
speculation
political context
cultural context
historical context
philosophical context
responsibility to explore ramifications
loss and culpability
Study Questions
This diary entry engages with the next leg of the journey for our travellers. Hardship, in terms of hunger
and need for water, shade and paradoxically, warmth in an unforgiving desert landscape become evident.
Discovery of new places and new ideas and the dreams of eternal travel are forsaken as both men become
overwhelmed by their less than ‘heroic’ qualities. The need to return to where they had started from that
day suggests that some discoveries, whether literal or philosophical, will need revisiting or revising.
Security and basic needs often drive our ability to sustain our objectives. Ingenuity and a reliance on the
success of social interaction once again benefit our protagonists. Historical context on the evolution of the
mines and their political, functional and economic benefits for the country are juxtaposed with the social
paradigms they construct. The final paragraphs return us to Guevara’s poetic voice, the simile and
allusion reminding us that discovery is often speculative and is embedded in the human imagination
through visual stimuli that can reinvigorate our spirit. Expectations and hopes are not always met,
however, so adaptation and pragmatism become necessary values for those seeking to discover new
worlds, both physical and spiritual.
reality
curiosity
cultural context
historical context
ingenuity
courage
hopefulness
values
serendipity
revision
Study Questions
1. What qualities, physical, psychological and spiritual, does this diary entry engage with in terms of
how we discover our personal strengths and weaknesses? Locate at least four textual references
from across the diary entry; deconstruct verbs for tone, adjectives for descriptive insights and
figurative devices used. Explain how these textual details present insight into self reflection as the
key to self actualisation.
2. The interaction of the travellers with others is a significant aspect of the discoveries they make
about themselves. How does this entry suggest community and collaborative endeavours can
contribute to small discoveries that in turn, become a necessity if we are to contribute to larger
endeavours?
Travelling and paralleling their physical and intellectual journey in the footsteps of explorers is an explicit
link to the discovery concept here. The feats of colonisation, of endurance and engagement with a
landscape so demanding and fierce in its contradictions impress our travellers. Guevara references the
vagaries of desire and the desperation for fame and glory that substantiate conquest and refute any who
negate the authority of the conqueror. The aligning of Valdivia’s role in history with that of Caesar
exposes uncontrollable hubris and its resulting consequences as an expected outcome of discovery.
Guevara’s political notion of self continues to be exposed in his expressions of resentment against an
unwelcoming bourgeois doctor met in Arica. The symbolic generosity of the Chilean population is once
again referenced; as a travelogue, the reader is encouraged by the notion that there is encouragement to
engage in new pursuits in lands unfamiliar and challenging.
verbs
adjectives
tone
imagery
contrast
historical referencing
statistics
symbolism
political rhetoric
parallelism
reflective voice
political context
cultural context
historical context
philosophical context
responsibility
hubris
Study Questions
1. Explicit reference is made to discovery in the opening paragraph of this diary entry; therefore it
has a literal meaning. What are the inferential connotations of this discovery?
2. What do we discover about the challenges of exploration? Does Guevara’s reference to historical
exploration and discovery have a philosophical correlation to their own journey?
3. What do the travellers discover about the inhabitants of Arica?
4. How is a sense of anticipation established in the final paragraph?
This entry clearly identifies the postscript nature of its writing; Guevara acknowledges that the writing
reflects the impressions of his discoveries in the moment they occurred. The paradox is that once a
discovery has been made there is no option but to revise the experience with the emerging power of new
knowledge. A commentary could be made here about how discoverers reflect on the impact of their
interactions with land and peoples in hindsight; or, how history itself chooses to selectively ignore the
consequences or ramifications of discovery. The abdicating of responsibility for the actions of generations
of explorers has been an abiding concern for revisionist historians. In this entry, however, Guevara’s
analysis of his experience constructs his perspective of a Chile where poverty and inequality abounded.
His references to the standard of living reflect his awareness of his own privilege. His evaluation of the
political parties and their influence on the nation’s economic and philosophical future are inherently
affected by his revised awareness. Guevara’s assertions that Chile needs to remove itself from the power
of external factions that use the discovery of minerals to exploit its nationals demonstrates the significant
politicisation that has occurred post his original experience.
political realities
consequences
speculation
political context
historical context
philosophical context
responsibility to explore ramifications
provocation
confrontation
values
Study Questions
1. How does the opening paragraph provide the reader with a sense that Guevara, in hindsight, has
discovered insights into himself and humanity as a result of his experiences in Chile? List the
concerns Guevara has about what he has seen and experienced. Evaluate, from this list, the
political and social agenda that resonates.
2. Write a paragraph, using specific, deconstructed textual references, that defines Guevara’s
reactions to his experiences. Use the BOSTES ‘Discovery’ description to assist you with
identifying those aspects of the journey that suggest how we, as readers, can discover deeper
understandings of the world from his experience.
This diary entry reflects aspects of discovery including apprehension and frustration. Expectations of how
we journey and experience new discoveries is often influenced by pragmatism. The impact of the
surroundings, of meeting with the native population who seem suspended in time is confronting and
provokes our protagonists to reflect on their purpose. Being able to share stories of Argentina, to provide
hope to others is a significant shift in the perspective. Increasingly, they realise the import of their impact
as individuals on others. The personal discovery they make and share in relation to the exploitation and
misery construed by the history of colonisation constructs a confronting position for us as readers. If we
are to learn anything from this entry it may be to suggest how we ourselves can be a source of discovery
for others.
reality
consequences of discovery
inaction
curiosity
political context
cultural context
historical context
philosophical context
responsibility to explore ramifications
loss and culpability
Study Questions
Discovery in this entry is explored through new experiences in Peru and engagement with cultural rituals
our travellers had not previously encountered. Despite the fact that Ernesto and Alberto are significantly
suffering in physical as well as economic terms, they differentiate themselves from other travellers who
suffer even greater indignity. The implicit social class commentary presented here reveals how even when
we are confronted by need and desperation and are, in many ways equal in circumstance, we are keen to
distance ourselves from what we determine as undesirable. Rituals and customs, symbolism and history
are all encountered as the travellers encounter new people and experiences. The political commentary
continues as we learn of the racial and educational deficits placed on people who are deprived of human
rights. Radicalisation of politics as a means of defending the under-classes is highlighted. Our discovery
should be to parallel these revelations with the political commentary on refugees or those who live in
third world conditions throughout Australia and the world. In this way we become as informed and able
to enact change as Guevara did in his later role as the ‘Che’.
Study Questions
1. How does the opening paragraph use provocative language to suggest the travellers desire to differentiate
themselves from their other travelling companions?
2. What discoveries, physical and psychological, do Alberto Granado and Ernesto Guevara make when they
compare their interaction with the landscape to that of the Indians?
3. To what extent does the relating of their personal political experiences in Argentina suggest the needs, fears
and hope across South America in general?
4. What discovery do the travellers make on page 96? What impact does it have for the travellers? What
implications does it present for us as we understand the importance of experiencing new places and ideas if
we are to discover a deeper sense of self?
5. What contrasts in human experience does Guevara provide insight into on page 97? What political growth
is afforded the young traveller through this experience? Identify the metaphors, allusions and context that
shape his response.
Verbs such as ‘revealed’ and ‘exploring’ are used in this entry to remind us of the nature of discovering
new places. The geographical beauty of the landscape never seems to escape Guevara allowing us to
discover a world beyond our imagination or experience. The poetic language reminds us of the man not
the revolutionary, of the boy who sees something new in every sunrise. Resilience and determination to
engage fully with the journey highlights the benefits of experience. Contrasts between ritual and
symbolism, costume and traditions and the visible influence of European civilisation are discussed
reminding us once more of the stark discoveries made by the travellers.
adjectives
abstract nouns
verbs
adverbs
juxtaposition
contrast
metaphor
jargon
curiosity
speculation
cultural context
historical context
impact
repercussions
Study Questions
1. The reference to the islands, with populations who live and practise ancient rituals, foods and
traditions, provides insight into the impact that discovery has made on other parts of South
America and indeed the world. Why is this a significant point of discovery for our travellers?
2. What can be suggested here about the impact of discovery on people, landscapes and traditions
across the world? Locate specific language choices that can be used to make a critical commentary
on the invasive and destructive repercussions of discovery, exploration and colonisation.
This entry allows us further insight into racial prejudice and racial differentiation that has resulted from
discovery and colonisation. Whilst not discussed explicitly, the inference is that the travellers were
distinctly aware of the issue in this part of their odyssey. We, as readers, see the increasing mention of
hunger, cold and weariness that begins to overshadow their experiences. These discoveries could be
interpreted as warnings or as a means of expressing the charity and generosity the travellers were afforded
at different points in their journey.
adjectives
verbs
anecdote
dialogue
rhetorical questions
juxtaposition
jargon
humour
manipulative tone
curiosity
racial context
cultural context
philosophical context
responsibility
dignity
preservation
Human Rights
ritual
Study Questions
1. This diary entry reveals the ingenuity of Granado and Guevara as a result of their experiences.
Identify language features that highlight the humourous discoveries they have made about
themselves and others along their journey.
2. Despite making discoveries about ourselves we often ignore the warning signs and consequences
of our actions. How does this diary entry provide opportunities to explore this idea?
3. How is racial prejudice exposed in this entry? What implications are there for us, in Australia, as
we discover the ramifications of our response to the ‘other’?
‘the navel’
The arrival of the travellers in Cuzco reveals its impact as a city where discovery and rediscovery has
made a mark on the geographical and architectural landscape. Explicit references to discovery and
rediscovery can be ascertained through the discussion of conflict between the conquistadors and native
populations. The explicit language of people, the search for new futures and the conquering of new
territory reveals a sense of realisation of the impact and consequences of new domination; the need for
defence and the building of fortresses seems incongruous with the ‘discovery’ of something previously
unknown. Cuzco, as a city, becomes a symbolic tale of conquest: the text details battles for freedom and
rights and the ramifications of discovery and how it continues to resonate throughout South America. The
historical information provided here allows us to discover the mythical and historical import of this place
in the journey.
consequences
curiosity
political context
cultural context
historical context
philosophical context
responsibility to explore ramifications
loss and culpability
freedom
imposition
awe
Study Questions
1. Deconstruct this diary entry for its evocative use of language. Highlight verbs, adjectives and
adverbs. Identify the allusions and imagery that are constructed and explain how they shape
meaning in terms of the discovery paradigm.
2. Develop an analytical paragraph here that reveals both the critical and appreciative perspectives of
the traveller’s first introduction to Cuzco.
3. Explore the political critique that is being presented here by our travellers. Identify and analyse
the impact of the landscape and the mythical and symbolic resonance of the city as a focus for
discovery.
This diary entry presents historical detail of the consequences of colonisation and discovery in South
America. Guevara presents an evocative summary of the repercussions of history, specifically in relation
to the geographical layout of cities, constructs of defence and the resulting social, cultural and political
implications that eventuated. Guevara, relating what he saw and thought at that time (and in hindsight,
remembering he revises these entries) suggests the imperative of responsibility - or the lack of foresight –
of colonisers. Language of defensiveness, calls to arms, battles won and lost against those who want to
draw on or impose themselves on a people resonates and reminds us of the consequences for all countries
and peoples who become subject to the dominion of those with greater economic strength and resources.
The loss of what was, rediscovering the greatness of a people is an important aspect of the entry
reminding us that we can find something in ourselves, that all is not lost even when we are defeated by
centuries of social and racial stigma. Historical references to explorers and conquistadors, the religious
impositions and sacrifices, the development of architecture resonate for our travellers as they encounter
the history they have learned first hand. One can only wonder at the awe with which they witnessed first
hand the ironic and impressive defence that epitomised this discovery. A true paradox!
adjectives
adverbs
verbs
historical references
metaphor
symbolism
allusion
use of parentheses
euphemism
Study Questions
1. What is the significance of this diary entry in terms of discovery and Guevara’s revelations of the past?
2. To what extent has this diary entry enhanced your understanding of colonisation and how it has impacted
on cultures in such a manner as to expose the paradoxical nature of discovery?
Guevara shares here a somewhat distanced view of the ritual and celebration he bears witness to in his
travels. Discovering history, discovering the source of ritual becomes a factor in becoming part of an
event. Voyeurism is a simple way to see but not acknowledge; to stand outside of the consequences and
ramifications of events that have reshaped history. The voice is strangely distanced here reminding us that
our travellers are merely tourists. Empathy for the shifts and changes in tradition and culture are then
presented and paralleled with historical representations presenting incongruities and contrasts. The way
we relate our discovery of a people or a country defines us somewhat. As this entry ends it is clear that
history sustains its narrative and rather than hides the impact of colonisation, the benefits and changed
rituals, Guevara emphasises the spectacular nature of what was, rediscovered through new eyes with new
appreciation.
reality
consequences
curiosity
political context
cultural context
historical context
loss and culpability
rediscovery
new perspectives
Study Questions
1. This diary entry relates experiences that reflect social, cultural, religious, political and historical
imperatives relating to discovery. Identify what each of these are and critically evaluate the
purpose in adding this entry in terms of what it criticises and affirms about discovery and
colonisation.
As Guevara relates the beauty of the city, its buildings, and criticises the overly ornate impact of
colonisation, we recognise the impact and ramifications of imposing new values, new religions and new
uses for the mined resources after centuries of colonisation. The entry provides a tour narrative; an
explanation of the wealth of a people dominated who paradoxically lost their true wealth – pride,
endurance and longevity amid the colonisers’ impositions. The benefits of discovery are referenced, the
bounty of the new world being transported back to an Imperial parent that now controls and assumes
power. There is an embedded irony throughout this entry, as we rediscover such historical places as
tourists we must not forget to acknowledge a past that has seen the loss of an entire civilisation.
adjectives
humour
juxtaposition and contrast
historical references
dates, facts
metaphor
political rhetoric
allusion
referential tone
irony
paradox
consequences
imposition
political context
cultural context
historical context
loss and culpability
rediscovery
new perspectives
reassessment
questioning of the empirical defence of discovery
Study Questions
1. Identify the personal realisation that Guevara makes as he reflects upon his time in Cuzco.
2. Guevara recommends tourists travel to see this part of the world. To what extent is this passage
suggesting why we need to discover those aspects of our world that have been lost, forgotten or
concealed?
‘cuzco straight’
Discovery is explicitly referred to in this diary entry with reference to Hiram Bingham, the American
who, according to Guevara, ‘discovered’ the ruins at Machu Picchu. This reference highlights the concept
of ‘discovery’ in terms of its being compromised by colonial constructs. Historical fact would not support
Bingham as the discoverer; he may have been preceded by a German archaeologist Augusto Berns in
1867. Regardless, he is ascribed in this journal as being the person who discovered and therefore wears
the implications and ramifications of that discovery. The excavation of the site to the degree where it
suffered from looting and disregard for the ownership of the country itself has become a source of
political and historical discourse on ownership of artefacts and discovery. The vast implications of this
new ‘ownership’ have ramifications that impact on the future of archaeology. The extensive knowledge of
the museum’s curator and his personal insights into the impact of colonisation on native Indians reprises
Guevara’s political voice. Discovery, once so sought after by nations, claimed and venerated, is now a
damning commentary on the ramifications, social, cultural and political, that have impacted on a people
and their innate understanding of the land.
adjectives metaphor
verbs political voice
juxtaposition and contrast allusion
historical references referential tone
dates irony
facts
reality
consequences
curiosity
political context
cultural context
historical context
loss and culpability
rediscovery
new perspectives
Study Questions
‘huambo’
Discovery is referenced in this entry initially, through the eyes of tourists. New places, new appreciations
of experience and reflections on past experiences are uppermost in the early part of the entry. The latter
part of the entry introduces us to the leper hospital and the conditions the two ‘doctors’ find there. This
entry reveals the distance between the reality of poverty and rejection of those who suffer this dire
disease. We discover the extent of the disease and the nature of the conditions challenging us to engage
with experiences we are not likely to witness in our lifetimes. For the travellers, this sojourn is an
imperative that reinforces their realisation of economic and social distance that is impacting on the health
of so many who are afflicted by leprosy. That leprosy continues to be the subject of intensive disease
management by the ILEP (The International Federation of Anti-Leprosy Associations – ilep.org.uk)
suggests that we need to discover means of containing its spread as well as locating effective treatments
that ease the suffering of the inflicted.
adjectives
verbs
juxtaposition and contrast
historical references
political rhetoric
medical knowledge and jargon
irony
paradox
reality
consequences
curiosity
political context
historical context
values
challenge
ramifications
Study Questions
1. This diary entry introduces us to the travellers’ initial experiences at a leper colony. How does
Guevara use language to reveal his perception of the medical facilities?
2. How can we use this diary entry to develop an argument for the validity of Guevara’s developing
revolutionary stance?
3. How does the description of the hospital impact on you as a reader? What do you discover about
leprosy and its impact on individuals and nations?
’ever northward’
The human capacity to withstand hunger is explored in this entry. Increasingly the travellers are impacted
on by their own need for food and shelter. Ironically, in a land where poverty is so profound, where
discrimination is rife – and referenced in this passage by the witnessing of an assault on an Indian woman
– Ernesto and Alberto are able to survive. The revelation of the disregard exhibited towards the Indian
race reprises an ongoing culpability in negating the sovereignty of First Nations peoples in Australia. The
dispiritedness of the race is exemplified in the anecdote about the young bull. It is important here that we
realise the depth of racial prejudice implied in this entry and speculate the extent to which these
experiences developed Ernesto’s revolutionary stance in later life.
adjectives
adverbs
verbs
metaphor
political rhetoric
euphemism
imagery
tone
reality
consequences
confronting ideas
speculation
political context
cultural context
historical context
philosophical context
intellectual determinations
assumptions and values
Study Questions
1. An aspect of the protagonists’ journeys throughout South America was the ever-present hunger
they experienced. Why would individuals continue to travel knowing they might not find food or
lodging? What can we discover here about human capacity and the power of human will?
2. How does the language used to relate racial prejudice expose the values of the travellers?
3. The human capacity for survival often involves manipulation of others. Why would Guevara
expose this aspect of the experience? What does his writing suggest about the contradictory values
of integrity and human weakness?
The impact of the extended journey on our protagonists is evident in this entry. Hunger, hunger and more
hunger is referenced throughout the entry suggesting an increasing lack of control over their
circumstances. The reliance and expectations on others to support them is contrived and manipulated by
their lack of funds, their ability to sway opinion and their status as ‘doctors’. The tensions of the journey,
the haphazard events that marked their travel create a narrative of adventure. The sharing of their
experiences with others highlights the opportunity to discover more about the world and about their
response to events that have taken place in the past and the present. The implied reminder of the racial
prejudice towards Indians resonates within this entry reminding us of the political realisations that were
embedding themselves in Guevara’s future.
adjectives
verbs
metaphor
jargon
political voice
euphemism
repetition
consequences
potential
confronting ideas
curiosity
speculation
political context
cultural context
historical context
philosophical context
responsibility to explore ramifications
assumptions about others
values
Study Questions
1. Hunger, and the language surrounding the desperation and need to source food, whatever the
means, continues as a focus in this entry. How and why is this focus, in terms of Guevara’s
decision to rewrite and publish his diaries, of significance?
2. How effective has Guevara been, in revealing human frailty?
3. Is the acceptance of human frailty the true subject of the text? If so, what are we able to determine
about our own ability to withstand hardship, fear and deprivation?
‘shattered hopes’
As readers we discover how necessity has begun to override conscience in our travellers. Hunger and lack
of resources has forced them to accept even begrudging hospitality. That this hospitality is so generously
provided is fortuitous. Euphemistically speaking, Ernesto and Alberto, knowing full well that their host
would like to relieve himself of their presence, accept an offer to return to the city. Opportunists as they
are, they fall prey to a scam to dump them by the side of the road, a significant distance from their
planned destination. Once more the ingenuity of our protagonists is presented, identifying as ‘routine’ the
behaviours they have discovered have the greatest impact and result in getting the sustenance they crave.
adjectives
verbs
simile
layout
metaphor
euphemism
humourous tone
sarcasm
sardonic tone
irony
reality of circumstances
consequences
curiosity
political context
cultural context
historical context
philosophical context
responsibility to explore ramifications
assumptions and perspectives
Study Questions
1. How does this chapter use euphemism to reveal the travellers as gullible? Why are we being
exposed to so many traits of human weakness? Can we discover something about our own
tendencies to dwell on the difficulties rather than the successes of our experience? What could the
entry have been about? What opportunities were given to the travellers?
2. What do we discover about human ingenuity through the five point plan presented in this entry?
3. What would cause Alberto to become nervous?
4. What implicit discussion is being presented on work and the significance of work as an
honourable venture to the people of Peru?
One of the longest entries of the journey, this representation of the journey makes explicit and implicit
references to discovery. The architectural beauty is explored in detail and juxtaposed with the memories
of Cuzco. Colonial contrasts are made as are the notions of explorers and settlements made since the first
Spanish explorers arrived and constructed monuments to their gods and their power. The interest of our
travellers in the museum reprises our understanding of their keenness to know and understand the origins
and evolution of the city. Meetings with doctors at the leprosy hospital once again reaffirm their interest
in scientific discoveries and treatment. A significant aspect of this entry is the growing sense of a journey
well-travelled, despite some less than admirable traits becoming commonplace in the oeuvre of our
protagonists in their search for food and shelter.
adjectives
verbs
simile
juxtaposition
contrast
historical context
metaphor
euphemism
anecdote
humour
confronting ideas
curiosity
speculation
cultural context
historical context
philosophical context
assumptions
values
responsibility
opportunism
Study Questions
1. How does the opening sentence of this entry indicate the ability of individuals to develop an
appreciation for a life lived in simplicity?
2. How does Guevara’s discovery of the sights of Lima equate or contrast with that of the
conquistadors long before? Why is this comparison being made?
3. List the discoveries the travellers make through their various experiences in Lima. How do these
activities add weight to the purpose of their journey in both the literal and philosophical sense?
Explicit reference to discovery is evident in the nomenclature of ‘explorers’. The spiritual connotations of
the journey are evident in the reflective voice used by Ernesto as he describes the landscape he recalls.
Despite being housed in the first class section of the vessel, the travellers discover their truth lies with
sailors and passengers who are less privileged; a natural evolution considering the experiences they have
had over the previous six months. Discoveries, according to this entry, are sometimes simple reminders
that the world does not revolve around us. We are part of a greater experience that if we make the
decision to contribute to, can be enriched and confident in our contribution to a more equal world.
adjectives
imagery
poetic language
verbs
adverbs
simile
personification
metaphor
assumptions
expectations
curiosity
speculation
philosophical context
psychological importance
responsibility
consequences
experiential necessity
Study Questions
1. This diary entry focuses on the adventurous nature of our protagonists. How does exploration and
discovery lure both Granado and Guevara? At any point do the travellers suggest the journey is
less than worth the discovery they hope to make?
2. There is a distinctly spiritual connotation to the wanderlust presented here. Identify two textual
references that reveal this aspect of their personalities.
3. Guevara explicitly references the psychological aspects of the experience in this entry. Why?
What aspects of the BOSTES ‘Discovery’ description does his representation align with?
‘dear papi’
In his letter to his father, Guevara suggests he is discovering interests in certain fields of medicine. He
also suggests he does not know if these interests will be sustained. The voice of the explorer resonates in
the speculation of further journeys into more dense and remote country reflecting a desire to know more
about the native populations and the illnesses they suffer. There is a spiritual discovery being conveyed
here; the simplicity, the embracing of himself and Alberto by those suffering leprosy has resonated with
Ernesto. A realisation of the need to meet the people, to connect with humanity is implied in his relating
of the experience. The letter contains silences; many of the feats of endurance are missing; many of the
manipulative qualities used to sustain them on their journey go unmentioned. These silences reflect the
need to take responsibility for actions.
adjectives
verbs
reflective tone
silences
juxtaposition
comparison
statistics
use of punctuation
spiritual
emotional
truth
consequences
confronting ideas
curiosity
philosophical context
Study Questions
1. How effectively does Ernesto use language to share his experience with his father?
2. How does his representation of self reveal a shift in his perspective of others?
3. In what way does the language in this entry impel us to understand and reject our prejudices for
those less fortunate than ourselves?
One of the greatest things we can discover from this text is the benefits we gain from learning from
others; especially those how allow us to humble ourselves in the face of such grace. The time spent in
the leprosy clinic, realising the humanity of its patients has a spiritual and psychological impact on
Ernesto. His depiction of the lifestyle and the respect of the medical staff reflect a willingness to learn
lessons of self deprecation and appreciation of the needs of others. The dire needs, simple requisites
for many citizens including electricity, refrigeration and basic medical equipment highlights the lack
of resources and economic focus on those who suffer leprosy. This entry is significant in terms of the
text as a whole. We learn that if we contribute to humanity we have the opportunity to discover that
better part of ourselves.
adjectives
verbs
statistics
jargon
political context
medical context
social context
reality
consequences
humility
assumptions
values
opportunity for personal growth
Study Questions
1. What elements of scientific discovery and the benefits of studying the sick are presented in this
entry? Why is this entry significant in the schema of the diary as a whole?
2. What aspects of human experience evident in this entry can provide us with the opportunity to
discover a sense of humanity for those less fortunate than ourselves?
3. To what extent do you think this experience led to Ernesto becoming a richer person in the
spiritual sense?
Spiritual growth and self discovery are essential qualities we should aspire to. This entry reflects upon the
impact of the experience of meeting and working at the leprosy clinic. The endearment of our travellers in
the eyes of the patients and medical staff is implied. The philosophical underpinnings of equity are
evident. Understanding of the people we meet, acceptance and tolerance, respect for humanity and
restoring human dignity is the message being related here. These discoveries are profound and often take
extraordinary experiences for them to become real in our lives.
adjectives
verbs
analogy
insertion of speech transcript
reflective voice
metaphor
jargon
political voice
euphemism
repetition
humility
reality
consequences
opportunity
speculation
spiritual benefits
generosity
Study Questions
1. How does Guevara’s speech at the colony suggest spiritual growth and self discovery?
2. Considering Guevara’s young age, what has he discovered about South America, Alberto, social
and racial poverty, sickness and life?
3. What is the metaphorical significance of these travellers leaving on a raft?
4. How has the leper colony impacted on both individuals?
5. What have they discovered about themselves, their futures and their dreams?
6. How can we apply these lessons to our own lives?
This entry explores the fortitude, resilience and pragmatism of the travellers. Frustration at their inability
to physically control their raft metaphorically presents the concept that we cannot always control our
circumstances. The study of the discovery concept can teach us that not all aspects of our experiences are
going to be planned. Being able to cope with change to those plans, being able to adjust and accept the
vagaries of nature and humanity are essential to our being able to cope with life. Destinations and how we
get there may change but a true spiritual discovery is accessible to our understanding of ourselves and the
world when we realise that we do not have to be in control. What is essential is the realisation that as long
as we have the intellectual and spiritual resources to make the best of whatever confronts us in our
experience we will benefit not only ourselves but contribute more effectively to the world as global
citizens.
adjectives
verbs
abstract nouns
tone
personification
metaphor
euphemism
foreshadowing
realities
confronting ideas
speculation
serendipity
philosophical context
loss and culpability
responsibility
Study Questions
1. Discovery can be both active and passive. How does serendipity become a complicit contributor to
the ultimate goals of our travellers?
2. To what extent is spiritual discovery evident in this entry?
3. How can we apply the pragmatism shown by Ernesto to experiences in our own lives?
4. How effectively, at this point in the text, has Ernesto explored the significance of planning and
then readjusting experiences? How is this in itself, a form of discovery?
‘dear mama’
This letter as with previous letters, inserted as a diary entry, must have been recovered post journey. The
details of the experiences and the claims - expressed with self deprecating humour - of being explorers
reveals the intentions of the journey were to engage in new experiences despite a world that was shifting
and changing. The political tensions and air of revolution presents an ironic backdrop to this letter. The
relating of events is more thorough than some of the previous entries on the same topic; written in the
moment, the detail and desire to share the experiences provides greater insight into how we resolve to
learn from experiences. There is a clear indication that the travellers are nearing the end of their journey
as Ernesto begins to talk about the future. The dreamer, however, is still present as Guevara’s
humanitarian desires express his hopes to return and continue his travels and engagement with the human
populations he has met at a later stage.
realities
consequences
confronting ideas
curiosity
speculation
political context
cultural context
philosophical context
responsibility
Study Questions
1. This letter recounts much of the recent journey and event of the travellers. What does Guevara
leave out of his letter? How effective is this letter in presenting the personal and childlike Ernesto?
2. This entry expresses the confronting realities of a South America that has experienced much
conflict and tension over many centuries. What discoveries does Guevara recount? How have
these discoveries constructed new perspectives?
This entry explores responses to the confrontations with authority experienced by the travellers. The
confronting discovery of the need to ensure personal safety through diplomacy is evident. The need to be
diplomatic, respectful and intuitive resonates as the protagonist locates themselves in more challenging
territory. This diary entry is quite different in tone to the freedom and joy expressed in earlier entries. The
tensions of the destination clearly affect the protagonists who have to become increasingly aware of what
they say and how they manage situations. This new level of understanding, according to Guevara, and the
need to be diplomatic, has become an art they have had to reprise as they have engaged with others during
their experiences. It is this inner realisation that demonstrates how much they have discovered about
themselves and the changing South America they travel within.
adjectives
verbs
adverbs
abstract nouns
ambiguity
simile
juxtaposition and contrast
personification
metaphor
political voice
euphemism
Study Questions
1. Discovery, in all its forms, can take its toll on the human body, physically and psychologically. To
what extent does this entry suggest the repercussions of such a long journey on the health of our
protagonist?
2. The underlying sense of danger and the need to protect oneself echoes throughout this entry. Does
the end justify the means? Is the risk taken worth the outcome of the experience?
Realisation of the end of the journey being close and final separation of the compatriots resonates
throughout this entry. The discoveries made and shared are nostalgically referenced. The idea that
exploration and discovery has changed the travellers’ outlook on life and humanity is reflected through
philosophical reflections on colonisation and the contrasts between the races who maintain a tense
distance, socially, politically and culturally. Coming to terms with the life to be experienced beyond the
journey seems to be confronting. The discoveries made have been profound in terms of understanding
how humanity responds to change, how colonisation has impacted so harshly on the native populations
and how the spirit of man can absorb and then use the education gained from such a journey to become a
revolutionary themselves.
adjectives
adverbs
verbs
simile
juxtaposition and contrast
metaphor
political rhetoric
euphemism
repetition
reality
consequences
compromise
confronting ideas
curiosity
speculation
political context
cultural context
historical context
philosophical context
responsibility to explore ramifications
loss and culpability
Study Questions
1. What is the importance of Alberto and Ernesto’s relationship in terms of this narrative? Would the
discoveries of place, of life, of the people they met and the food that they shared or purloined, the
hardships overcome, been as meaningful if they had attempted the journey alone?
2. Guevara is exposing the contrasts between urbanisation and the pastoral extremes experienced on
this long journey. Why? What can we learn?
The poetic nature of Guevara’s language, the accumulating personal rhetoric on human rights and his
observations on political inequality and discontent resonate throughout this entry. The notation is a
foreshadowing of what is to come. The dire warnings of revolutionary spirit overshadow the prose. We,
as readers, discover the underpinnings of his revolutionary stance and his perceived need to make a
difference in a South America that has resited change for so long that it has sacrificed generations of
people to its internal tensions. The entry is revolutionary, starkly political and highlights that catalysts
come at times in our lives when we are most vulnerable to prepare us for change. Discovery here cannot
be planned; it must be appropriated from experience. The lessons learned of humanity’s inability to
adjust, accommodate and appreciate each other are a damning indictment on the way in which, despite
history, we have not learned the deficits of discovery and will live in a world that continues to deal with
its paradoxical ramifications and benefits.
adjectives metaphor
verbs political rhetoric
juxtaposition euphemism
contrast repetition
historical context foreshadowing
compound complex sentences
reality
truth
consequences
confronting ideas
curiosity
speculation
political context
cultural context
historical context
philosophical context
responsibility
challenge
change
Study Questions
1. This final entry is provocative, highly political, reflects the source and seeds of discontent that
form revolution, of the individual or the soul and of a people. Why has Guevara added this entry?
What discovery does he expose about himself and the impact of this journey?
2. To what extent has this journey been a discovery of self determination?
3. To what extent has this journey been a discovery of the hardiness of the human spirit?
4. To what extent can we, as readers, take on the responsibility towards humanity that Guevara has
discovered and shared?
This entry reveals the journey towards becoming a revolutionary that has taken place in the eight years
since this travelogue of discoveries was written. The change in tone and the reflective voice reveals a
politicised annotation on the ways in which the right of passage experience had such a profound affect on
Guevara. We discover the man he becomes; his poetic voice is used effectively to persuade the reader, as
it must have done for so many that stopped to listen and believe in his passion for a changed South
America. We are provoked by this new discovery, how in such a short time we can change in such
revolutionary and revelationary ways. The continued desire to travel further, the levels of inequality
recognised, become powerful reminders of his earlier travels and build on his discovery of himself.
realities
consequences
confronting ideas
curiosity
speculation
political context
cultural context
historical context
philosophical context
responsibility to explore ramifications
loss and culpability
Study Questions
1. In what ways does the appendix draw together the impact of the experiences of the travel diary?
2. To what extent, according to Guevara, does he attribute that experience in terms of having the
opportunity to see firsthand a continent of such varied wealth and poverty?
3. Do we all have to have to undergo such a life changing journey to discover our place in the world?
4. What impact did the poverty have on Guevara?
5. What impact did hunger have on Guevara?
6. What impact did Alberto Granado have on Guevara?
7. What impact has Ernesto ‘Che’ Guevara had on you?
8. What have you discovered?
9. Have you discovered a revolutionary humanist inside yourself?
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