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2018Year11ATAREnglishCourseProgrammeOverarchingGoalsInEnglish&CommunicationStudies(SCASA)
OverallAimsoftheCourse:
v Todevelopstudents’skillsinListening,Speaking,Reading,Viewing&Writing.
v Togrowstudents’capacitytocreatetextsfordifferentpurposes,audiences,contexts.
v Todevelopanappreciationofdifferentusesoflanguageincommunication
v Tobuilduponstudents’analyticalandcreativeskillssoastointerprettextsandproducepersuasive
argumentsinarangeofmodalities
v Toactivelyandconfidentlyengageinteractivelyincriticalanalysisandevaluation
SyllabusStructure:
v TheSyllabusisdividedintotwounits,eachofonesemesterduration,deliveredasapair.Eachunit
consistsofapproximately55classcontacthours.
UnitOne:
Studentsexplorehowmeaningiscommunicatedthroughtherelationshipsbetweenlanguage,text,purpose,
contextandaudience.Thisincludeshowlanguageandtextsareshapedbytheirpurpose,theaudiencesfor
whomtheyareintended,andthecontextsinwhichtheyarecreatedandreceived.Throughrespondingto
andcreatingtexts,studentsconsiderhowlanguage,structureandconventionsoperateinavarietyof
imaginative,interpretiveandpersuasivetexts.Studyinthisunitfocusesonthesimilaritiesanddifferences
betweentextsandhowvisualelementscombinewithspokenandwrittenelementstocreatemeaning.
Studentsdevelopanunderstandingofstylisticfeaturesandapplyskillsofanalysisandcreativity.Theyare
abletorespondtotextsinavarietyofways,creatingtheirowntexts,andreflectingontheirownlearning.
UnitTwo:
Studentsanalysetherepresentationofideas,attitudesandvoicesintextstoconsiderhowtextsrepresent
theworldandhumanexperience.Analysisofhowlanguageandstructuralchoicesshapeperspectivesinand
forarangeofcontextsiscentraltothisunit.Byrespondingtoandcreatingtextsindifferentmodesand
media,studentsconsidertheinterplayofimaginative,interpretive,persuasiveandanalyticalelementsina
rangeoftextsandpresenttheirownanalyses.Studentscriticallyexaminetheeffectofstylisticchoicesand
thewaysinwhichthesechoicespositionaudiencesforparticularpurposes,revealingand/orshaping
attitudes,valuesandperspectives.Throughthecreationoftheirowntexts,studentsareencouragedto
reflectontheirlanguagechoicesandconsiderwhytheyhaverepresentedideasinparticularways.
UnitOne,SemesterOneDescription:
Studentsexplorehowmeaningiscommunicatedthroughtherelationshipsbetweenlanguage,text,purpose,contextandaudience.Theyobservehowlanguageandtextsareshapedbytheirpurpose,theaudiencesforwhomtheyareintended-andthecontextsinwhichtheyarecreatedandreceived.Throughrespondingtoandcreatingtexts,studentsconsiderhowlanguage,structureandconventionsoperateinavarietyofimaginative,interpretiveandpersuasivetexts.Studyinthisunitfocusesonthe
JOHN FORREST Secondary College
similaritiesanddifferencesbetweentextsandhowvisualelementscombinewithspokenandwrittenelementstocreatemeaning.Studentsdevelopanunderstandingofstylisticfeaturesandapplyskillsofanalysisandcreativity.Theyareabletorespondtotextsinavarietyofways,creatingtheirowntextsandreflectingontheirownlearning.
AnticipatedLearningOutcomesforthestudents:
v Understandtherelationshipsbetweenpurpose,contextandaudienceandhowtheserelationshipsinfluencetextsandtheirmeanings.
v Investigatehowtextstructuresandlanguagefeaturesareusedtocommunicateideasandrepresentpeopleandeventsinarangeoftexts.
v Createoral,writtenandmultimodaltextsappropriatefordifferentaudiences,purposesandcontexts.
UnitTwo,SemesterTwoDescription:
Studentsanalysetherepresentationofideas,attitudesandvoicesintextstoconsiderhowtextsrepresenttheworldandhumanexperience.Analysisofhowlanguageandstructuralchoicesshapeperspectivesinandforarangeofcontextsiscentraltothisunit.Byrespondingtoandcreatingtextsindifferentmodesandmedia,studentsconsidertheinterplayofimaginative,interpretiveandpersuasiveelementsinarangeoftextsandpresenttheirownanalyses.Studentscriticallyexaminetheeffectofstylisticchoicesandthewaysinwhichthesechoicespositionaudiencesforparticularpurposes,revealingand/orshapingattitudes,valuesandperspectives.Throughthecreationoftheirowntexts,studentsareencouragedtoreflectontheirlanguagechoicesandconsiderwhytheyhaverepresentedideasinparticularways.
AnticipatedLearningOutcomesforthestudents:
v Understandthewaysinwhichideas,valuesandattitudesarerepresentedintexts
v Examinethewaystextsareconstructedtopositionaudiences
v Createoral,writtenandmultimodaltextsthatexperimentwithtextstructuresandlanguagefeaturesforparticularaudiences,purposesandcontexts.
Year11AssessmentTable
Typeofassessment Weighting
RespondingTypesofassessmentwillinvolvetasksinwhichstudentscomprehend,engagewith,interpret,analyse,compare,contrast,reflecton,appreciateandevaluatearangeoftextsandtextformsforavarietyofpurposesandaudiences.Studentscanrespondinarangeoftextformsincludingfictionandnon-fiction,mediatexts,multimodalanddigitaltexts.
35%–40%
CreatingStudentscreatesustainedimaginative,interpretiveandpersuasivetextsinarangeofmodesforavarietyofpurposesandaudiences.Studentscancreatearangeoftextformsincludingfictionandnon-fiction,mediatexts,multimodalanddigitaltexts.
35%–40%
ExaminationTheexaminationassessesworkcoveredintheunit(s)completed,usingquestionsrequiringresponsestotextsandthecreationoftexts.Theexaminationistypicallyconductedattheendofthesemesterand/orunitandreflectstheexaminationdesignbriefforthissyllabus.InpreparationforUnit3andUnit4,theexaminationshouldreflecttheexaminationdesignbriefincludedintheEnglishATARYear12syllabusforthiscourse.
20%–30%
11ATARAssessments-ConcurrentCourse2018Responding(17.5)-Tasks:1,2and4Creating(17.5)-Tasks:3and5Exams(15)-Task:6
Documentation Weighting%
DueDates
1. Responding#1-ShortStoryShortResponses 5 EndofWk3T1
2. Responding#2-InClassComparativeEssay 7.5 EndofWk6T1
3. Creating#1-CreativeWritingShortStory 10 EndofWk8T1
4. Responding#3-NovelEssay 5 EndofWk11T15. Creating#2-PersuasiveSpeech 5 EndofWk2T26. Mid Year Exam Response (15%) - Brief
Comprehending, Composing and Responding
15Wk4/5T2
Total: 50 Semester2Responding(17.5)-Tasks:7,8and10Creating(17.5)-Tasks:9and11Exams(15)-Task:12
Documentation Weighting%
DueDates
7.Responding#4-UnseenExamComprehensionStyleQuestions
5 EndofWk9T2
8.Responding#5-DocumentaryComparativeAnalysis
5 EndofWk5T3
9.Creating#3-MultimodalOralTutorialontheNovel
5 EndofWk7T3
10.Responding#6-InclassJasperJonesEssayResponse
7.5 StartofWk9T3
11.Creating#4-JasperJonesCharacterPOV
10 EndofWk3T4
12. Final Exam Response - Full Exam 15 Wk6/7T4Total: 50
Week KeyTeachingPoints
SyllabusContent AssessmentTask
SemesterOneTermOne
Weeks1-3
Throughtheclosestudyoftwopairsofshortstories:“ThePedestrian”&“ExaminationDay”toconsiderthedangersofconformity–orblindlyfollowingorders;and“AllSummerinaDay”&“FittingIn”toconsiderthepatternsofbullyingandyoungpeoples’tendenciestopickonindividualswhoare“different”forwhateverreason.Studentsareaskedtoconsiderhowmeaningisshapedthroughtherelationshipsbetweenlanguage,text,purpose,contextandaudience.
ShortStoryAppreciation&Analysis:
CapabilityFocus:EthicalUnderstanding&CriticalThinking.Studentswillreadfourshortstoriesandselecttwoofthemfortheshortanswerresponses.
Studentswillconsiderhowmeaningisshapedthroughtherelationshipsbetweenlanguage,text,purpose,contextandaudience.
SuggestedShortStories:
“ThePedestrian”By:RayBradbury(1951)
“ExaminationDay”By:HenrySeslar(1958)
“AllSummerinaDay”By:RayBradbury(1959)
“FittingIn”By:SusanMidalia(2007)
Task1:Responding5%
In-classcreatetwoshortanswerresponsesof300wordstobecompletedin60minutes.
QuestionsTBA
25Marks
Due:___________________________
(Week3)
Weeks4-6
Compare&contrastsimilarities&differencestwoScienceFictionfilmsdealingwithorganharvestingandrepresentingtheissueofgeneticdystopia,considerhowvisual,spokenandwrittenlanguagefeaturesandconventionsshapeaudienceresponse.Studentsconsiderthepurposeoftextsandhowknowledgeofcontextcaninfluencemeaning.
ScienceFictionFilmStudies
Theme:GeneticDystopia&OrganHarvesting
CapabilityFocus:EthicalUnderstanding&CriticalThinkingStudentswillstudytwofilmsinclassandidentifythepurposeofthetextsandhowcontextualknowledgecaninfluencemeaning.Theywillconsiderhowvisual,spokenandwrittenlanguagefeaturesandconventionsshapeaudienceresponse.
SuggestedFilms:
TheIslandDirector:MichaelBay(2005)
NeverLetMeGoDirector:MarkRomanek(2010)
Task2:Responding7.5%
In-ClassComparativeEssayovertwoperiods:Comparehowtwodifferenttexttypescommunicatesimilarideasorperspectivesindifferentways.
Forexample:
‘Compareandcontrasthowthetwofilmsstudiedpositionyoutorespondtothesocialandethicalimplicationsoforganharvesting.’
25Marks
Due:_________________________
(Week6)
Weeks
7–8
Applyknowledgeofshortstoryformtocreateanengagingnarrativethatpresentsaparticularperspectiveonanissueandshapesaudienceresponsetowardsit.
CreativeWritinginShortStoryFormat
CapabilityFocus:CreativeThinking
Reviewtheshortstoriesreadinthefirstthreeweeksandidentifythecentralthemesandissuesofeach.
Considertheimpactofsocialmediaandtechnologyinourlives,forexample.
Considerusefulliterarytechniquesanddevicesthatmakewritingmoreinterestingandengaging.
Task3:Creating10%
In-ClassandathomeComposeanoriginalshortstoryofapproximately800words(prefaced
withabriefrationale)thatpositionsyourintendedaudiencetoconsiderasocialorculturalissueor
idea.
25Marks
Due:__________________________
(Week8)
Weeks
9–11
Investigatehowtextstructuresandlanguagefeaturescommunicateideasandrepresentpeopleandeventsinatext.CoverKeyPointsinSocialistTheory.MarxismisbasedonthesocialandeconomictheoriesofKarlMarxandFriedrichEngels.Theirbeliefsinclude:Valueisbasedonlabor.Theworkingclasswilleventuallyoverthrowthecapitalistmiddleclass.Inthemeantime,themiddleclassexploitstheworkingclassMostinstitutions-(religious,legal,educational,andgovernmental)-arecorruptedbymiddle-classcapitalists.Marxismstronglyinfluencedfiction,particularlyAmericanfiction,inthe1930s.DiscussthecontextoftheVictorianEraandthehighlyconstrictivegenderrolesofVictorianEnglandandpuritanicalnatureofthesebeliefs.
NovelStudy–TheTimeMachineBy:HGWells(1895)
CapabilityFocus:CriticalThinking
Focusonauthor’spurpose,contextandaudience,analysingandhowtheserelationshipsinfluencesatextanditsmeaning;investigatehowtextstructuresandlanguagefeaturescommunicateideasandrepresentpeopleandeventsinatext.
Explorehowtextstructuresandlanguagefeaturescommunicateideasandrepresentpeopleand/oreventsinoneextendedtextyouhavestudied.
Task4:Responding5%
SUGGESTEDESSAYTOPICS:
OptionOne:
WrittenwithinthehistoricalcontextofrapideconomicgrowthandindustrializationinEngland,TheTimeMachineisaworkofsocialcriticism.Wells’politicalbeliefswereleftist.Describetherelationshipbetweenthespeciesofthefuture,theEloiandtheMorlocks.HowmightTheTimeMachine,initsdepictionofthefutureandthestrugglebetweenthesespecies,beametaphorandprophecyfortheageinwhichWellswasliving?
(OR)
OptionTwo:TheprocessesofevolutionanddevolutionasdepictedinTheTimeMachineprovideinterestinginsightintotheconceptofgenderrolesinmodernsociety.HowdoesWellsconstructhiscriticismofgenderandsocietythroughthedepictionofthesetwospecies?HowdoyouthinkhisVictorianaudiencewouldhaverespondedtothistypeofcommentary?
25Marks
Due:___________________________
(Week11)
Semester1
Term2
Weeks1-4
Studentstoconsiderhowlanguage,structureandconventionscreateapersuasivespeech,employingabasicstructure:
• Greeting• Introduction• Body• Conclusion
Studentsaretodevelopawarenessofhowpurpose,contextandaudiencegeneratemeaningandshapetheirspeechesaccordingly
SkillFocus:PersonalandSocialCapabilityThroughclassroomdiscussioninsmallgroups,studentsdotdownideasintheirjournalsastheyreconsiderconcepts,centralissuesandthemesoftheshortstories,filmsandnovelstudiedandidentifyarelevanttopictoexplorefurtherinapersuasivespeech:atopicaboutwhichtheyhaveaheart-feltopinion,soitcanbedeliveredwithconviction.
Studentscomposeaspeechofapproximately3minutesthatattemptstoconvincingtheirpeeraudience,“winningthemover”byusingtried-and-testedtechniquessuchas:
• RhetoricalQuestions• Repetition
• Listsof3
• Contrast
• EmotiveLanguage
• DirectAddress
• Evidence(%,quotes,examples)
Task5:PersuasiveSpeech10%Creating/ReflectingAddresskeyconcepts/issuesrepresentedtextsstudied.
SuggestedExamples:
• GlobalWarming&RenewableEnergyAlternatives
• SocialImpactofTechnology
• BlindObediencetoAuthority
• IdentityTheft
• AbusiveRelationships–(emotional,physical&psychological)
• Racism
• Belongingvs.Alienation
• GeneticEngineering/Cloning/OrganHarvesting
• Time&Relativity
• SocialJustice
Due:________________________________(Weeks3-4)25Marks
Scheduledoverfortnight
Week5
Weeks6-7
Reviewsyllabuscontent:Identifyindividualstrengthsandareasforfocus.Considertimemanagementskillsfortestconditions.Reviewshortanswerandessayresponseformats.Remindertostartreadingnovel:JasperJonesby:CraigSilvey
ExamPreparationWeek:
Re-capkeypointsonvarioustexts;revisitinter-textualityforcomparingandcontrastingtexts;reviewimportanceofsocio-culturalandhistoricalcontextofauthor/readerand/ordirector/audienceingeneratingmeaningandidentifyingauthorialpurpose.Reviewkeyquotes,examplesandstatisticalinformation.
ExaminationFortnight:Weeks6&7
ExamPreparation:
ReviewPastExamPapers&identifytextssuitedtospecificquestiontypes.Reviewtimemanagement&organization.
Semester1examination:SamestructureastheATARYear12examination:SectionOne,Closereading(30%);andSectionTwo,
Extendedresponse(70%).Studentswillberequiredtorefertothethreegenre,prosefiction,poetryanddramaintheirthreeresponses.
Task6:SemesterOneExamination15%
Commence:Tuesday05JuneConclude:Thursday14June
SemesterTwoTermTwo
Weeks8-9CommenceSem.2Work.
Considerhowvisualtextsrepresenttheworldandhumanexperience;analyzetherepresentationofideas,attitudesandvoicesinavarietyofcontexts,mediaandmodes.
• Movie Posters
• Film Trailers
• Digital Images
• Advertisements
• Political Campaign Images
StillImageAnalysisOverview:
Contextualinformation(time,placeproduced,genreofimage,purpose,targetaudience,participants–(people,animals,landscape,inanimateobjects).
CircumstantialInformation
Whatsortofnarrativebackdroparethesubjectsorpropssituatedbefore?Whatdoestheirbodylanguage,gestures,facialexpression–orgazeexpress?
OtherDesignElements:
• Lighting&Colour• Composition&
Framing• Visual&Print
Interaction• LeadingLines• Juxtaposition• Symbolism&
Iconography• CameraShots&Angles
Task7:Responding5%In-Class–Unseen
In-classshortanswerformatof300wordsperquestion.Threeunseentextswillbeprovidedacrossarangeofcontexts,mediaandmodes.StudentsaretoselecttwoimagesandaddressthetwoquestionsmakingreferencetobothoftheselectedimagesExemplaryQuestionTypes:
1) Howisthesameissuerepresentedindifferentwaysintwoofthetextsprovided?(300words)
2) Explainhowoneofthevoicesinonetextisusedtoshapeaudienceresponse.’(300words)
Due:__________________________(Week9)25Marks
Semester2
Term3
Weeks1-4
Studytwodocumentariestodeterminehowtheyrepresentthesocialworldoffemaleexperiencethroughtheeyesofvictimsofsexualassaultandtheirfamilies.
Criticallyexaminetheeffectofstylisticchoicesintextsandthewaysinwhichthesechoicespositionaudiencesforparticularpurposes,revealingand/orshapingattitudes,valuesandperspectives.
Buildingoncriticalanalysisskillsrelatedtothegenderinequityintheprevioustask,studentsarenow
CapabilityFocus:InterculturalandEthicalUnderstanding(re:Gender&SexualEquality).Investigatetherepresentationofwomen’srights,societalattitudestowardsyoungwomenandthedisparitybetweenlawfulcodesofbehaviourandjudicialinterventionforreportedincidentsofsexualassault.CompareandcontrastthevisualandwrittennarrativeusedtoportrayfemalesexualassaultintheEastern&WesternworldEvaluatetheeffectivenessofbothdocumentariesinpositioningviewerstoreconsiderentrenchedsocio-culturalandinstitutionalattitudesandvaluesregardingsexualassaultandlawfulconsequences.
Task8:Responding5%DocumentaryComparativeAnalysis
ESSAYTOPIC:
‘Therole,treatmentandexpectationsofwomenaredependentonculturaland
societalnorms.’
Discuss,withreferencetoIndia’sDaughterand
TheHuntingGround.Due:___________________________________
(Week4)25Marks
requiredtoconsiderracialandeconomicinequityinthenovelaswellasconsiderstylisticfeaturesofthenarrativethatpositionreaderstorelatetocharactersinspecificways.Studentswillalsobeaskedtoconsidertherolethosegapsandomissionsor“silences”inthenarrativeplayinaskingthereadertofill-inthegaps.
Weeks5-7
Considerhowimaginative,interpretiveandpersuasiveelementsareusedinanextendednarrativeandconsiderchangingmoralandethicalresponsestotextsovertimeandindifferentculturalcontexts.
Focus:PersonalandSocialCapability.NovelTutorialSessionswillbestructuredaroundnarrativecodesandconventionsandassignedtostudentpairsforpresentation.PointsforConsideration:AuthorialContext&PurposeNarrativePerspectiveSetting&AtmosphereComing-of-AgeStoryMoralDualityScapegoatsMoralityVs.EthicsResponsibility&CulpabilityAtonementLawandLegalityRaceandEthinicityAustralianCultureLanguageandNarrativeTechniquesImagery/Symbolism/FigurativeLanguage.
Task9:OralCreating5%NovelReviewAnalysis:
JasperJonesTutorialPair-WorkPresentations
Workingasaclass,studentswillallbeallocateddifferentaspectsofthenoveluponwhichtopreparea5-minuteanalyticalpower-pointpresentationinatutorial-style,rotatingcircle.TheBookClubconsistsofrotatingpairsofstudentsofferingupinturntheirperspectiveonvariousnarrativethemes,issues,techniquesandstylisticchoicesofCraigSilvey.Due:_______________________________
(Week7)25Marks
Weeks8-10
Applyunderstandingofcontext,purposeandgenretopositiontheaudiencetorespondinaparticularwayinaformofchoice.
Analyseandevaluatehowandwhyresponsestotextsvarythrough:• Theimpactoflanguageand
structuralchoicesonshapingownandothers’interpretations
• Thewaysideas,attitudesandvoicesarerepresented
• Theinterplaybetweenimaginative,interpretiveandpersuasivetechniques
• Analysingchangingresponsestotextsovertimeandindifferentculturalcontexts.
Reflectontheirownandothers’textsby:Criticallyexamininghowandwhytextspositionreadersandviewers.
Task10:Responding7.5%ExamStyleIn-ClassEssayon
NovelJasperJones.
ESSAYTOPIC:‘Jasper’sownbrandofpersonalethicsforcesCharlietodevelopamore
sophisticatedmoralunderstanding.’(25Marks)
DiscussSilvey’suseofthefirstpersonperspectiveinpositioningreaderstorecognizetheblurredlinesbetweenmoralcorrectnessandethicalintegrity.(800-1,000words)
DueDate:___________________________
(Week10)
Weeks1–3
Considerthevaluesandbeliefsculturallyandraciallyduringthe1960’s&1970’sinaWesternAustraliansettingtocreateanauthenticvoiceforchosencharacter.
Createafirstpersonnarrativerecreatinganincidentfromthenovel:• Usingimaginative,
interpretiveandpersuasiveelementsfordifferentpurposes,contextsandaudiences.
• Developingandsustainingvoice,toneandstyle
• Usingaccuratespelling,punctuation,syntaxandmetalanguage.
Notes/Planning/RoughDraft2.5%(peerevaluated);Final,editedcopy7.5%
Task11:Creating10%In-ClassandatHomeTASKDESCRIPTION:
Createafirst-personnarrativefromanothercharacter’sperspectivefocusingonanincidentofinterest,describingeventsfromtheiruniqueperspective.
(800-1,000words)SuggestedCharacters:
1) JeffreyLu2) Eliza
3) LauraWishart4) JackLionel
5) Charlie’sMum6) Jasper’sMum
Due:________________________(Week3)25Marks
Weeks4-5
Weeks6-7
Reviewcoursecontent,textsandinter-textualapproaches.
ExamRevision:Considerpastpapers
Discusspossibleapproaches
Task12:SemesterTwoExamination15%
Commence:Wednesday,14November
Conclude:Friday,23November
1–GradedescriptionsYear11
A
Demonstratessustainedcontroloflanguageconventionsforprecisionandfluency,andmanipulateslanguageforeffect.Demonstratesaclearunderstandingofpurpose,audienceandgenreinproducingandrespondingtotexts.Demonstratesunderstandingofcontextstoproduceandmakecriticaljudgementsabouttexts.Developswell-structuredresponsesthatmakemeaningfulconnectionsbetweentexts.Maymakeconnectionsbetweentextsandownexperiences.
B
Demonstratescontroloflanguageconventionsforclarityandappropriateness.Demonstratesanunderstandingofpurpose,audienceandgenreinproducingandrespondingtotexts.Demonstratesunderstandingofthesignificanceofcontextinproducingandmakingmeaning(s)oftexts.Organisesresponsesclearlyandmakesappropriatereferencestoothertexts.Mayincludereferencestoownexperiences.
CGenerallydemonstratesappropriateuseoflanguageconventions.Demonstratesawarenessofpurpose,audienceandgenreand,whereappropriate,adaptsgenericconventionsbutwithlimitedsuccess.Demonstratesanawarenessofcontextinproducingandrespondingtotexts.Attemptstoorganiseideasintoalogicalstructureanddrawsonsomesupportingevidence.
D
Demonstratessomecontroloflanguageconventions.Meetsthebasicrequirementsofthetaskandthegenre,butshowslimitedawarenessofpurposeandaudience.Demonstrateslimitedawarenessofcontextinaddressingfamiliaraspectsofthetopicortask.Mayattempttoorganiseideasbutincludeslittlesupportingevidence.
EDemonstrateslimitedcontroloflanguageconventions.Meetsfewoftherequirementsofthetask.Demonstratesliteralunderstandingoftextsandlittleornoawarenessofcontext.Offersideasthatarenotrelatedoraredisconnected.
Appendix2–GlossaryThisglossaryisprovidedtoenableacommonunderstandingofthekeytermsinthissyllabus.
Aesthetic Asenseofbeautyoranappreciationofartisticexpression.
Analyse Considerindetailforthepurposeoffindingmeaningorrelationships,andidentifyingpatterns,similaritiesanddifferences.
Appreciation Theactofdiscerningqualityandvalueofliterarytexts
Attitudes Anoutlookoraspecific feelingaboutsomething.Ourvaluesunderlieourattitudes.Attitudescanbeexpressedbywhatwesay,doandwear.
Audience The group of readers, listeners or viewers that the writer, designer, filmmaker orspeakerisaddressing.Audienceincludesstudentsintheclassroom,anindividual,thewidercommunity,reviewwriters,criticsandtheimpliedaudience.
Author The composer or originator of awork (for example, a novel, film,website, speech,essay,autobiography).
Context Theenvironmentinwhichatextisrespondedtoorcreated.Contextcanincludethegeneralsocial,historicalandculturalconditions inwhichatext is respondedtoandcreated(thecontextofculture)orthespecificfeaturesofitsimmediateenvironment(contextofsituation).Theterm isalsousedtorefer to thewordingsurroundinganunfamiliarwordthatareaderorlistenerusestounderstanditsmeaning.
Convention An accepted practice that has developed over time and is generally used andunderstood, for example, the use of specific structural aspects of texts such as inreport writing with sections for introduction, background, discussion andrecommendations.
Digitaltechnologies Theuseofdigitalresourcestoeffectivelyfind,analyse,create,communicate,anduseinformation in a digital context and incorporates the hardware of mobile phones,cameras,tablets,laptopsandcomputersandthesoftwaretopowerthesedevices.
Digitaltexts Audio,visualormultimodaltextsproducedthroughdigitalorelectronictechnology,whichmaybeinteractiveandincludeanimationsandhyperlinks.ExamplesofdigitaltextsincludeDVDs,websitesande-literature.
Evaluate Evaluationofanissueorinformationthatincludesconsideringimportantfactorsandavailableevidenceinmakingjudgementthatcanbejustified.
Figurativelanguage Word groups/phrases used in a way that differs from the expected or everydayusage. They are used in a non-literal way for particular effect(for example, simile – ‘white as a sheet’; metaphor – ‘all the world’s a stage’;personification–‘thewindgrabbedatmyclothes’).
Form;formsoftexts Theshapeandstructureoftexts.Literarytexts,forexample,includeabroadrangeofformssuchasnovels,poetry,shortstories,plays,fiction,multimodaltexts,andnon-fiction.(SeeTextsunderOrganisationofcontent.)
Genre Thecategories intowhichtextsaregrouped.Thetermhasacomplexhistorywithinliterary theory and is often used to distinguish texts on the basis of their subjectmatter(forexample,detectivefiction,romance,sciencefiction,fantasyfiction),formandstructure(forexample,poetry,novels,biography,shortstories).
Hybridtexts Compositetextsresultingfromamixingofelementsfromdifferentsourcesorgenres(for example, infotainment). Email is an example of a hybrid text, combining theimmediacyoftalkandtheexpectationofareplywiththepermanenceofprint.
Ideas In this course the word has an open meaning and can be interpreted asunderstandings,thoughts,notions,opinions,viewsorbeliefs.
Idiom A group of (more or less) fixed words having a meaning not deducible from theindividualwords. Idiomsare typically informal expressionsusedbyparticular socialgroupsandneedtobeexplainedasoneunit(forexample,‘Iamoverthemoon’,‘onthinice’,‘afishoutofwater’,‘feduptothebackteeth’).
Interpretation SeeReadingandReadings.
Issues Matters of personal or public concern that are in dispute; thingswhich directly orindirectlyaffectapersonormembersofasocietyandareconsideredtobeproblems.Manyissuesareraisedintextsanditisforthereader/audiencetoidentifythese.
Languagefeatures The features of language that support meaning (for example, sentence structure,noun group/phrase, vocabulary, punctuation, figurative language, framing, cameraangles). Choices in language features and text structures together define a type oftextandshapeitsmeaning.Thesechoicesvaryaccordingtothepurposeofatext,itssubjectmatter,audience,andmodeormediumofproduction.
Languagepatterns Thearrangementofidentifiablerepeatedorcorrespondingelementsinatext.Theseincludepatternsofrepetitionorsimilarity(forexample,therepeateduseofverbsatthebeginningofeachstepinarecipe,ortherepetitionofachorusaftereachverseina song). Thepatternsmay alternate (for example, the call and responsepatternofsome games, or the to and fro of a dialogue). Other patterns may contrast (forexample,opposingviewpointsinadiscussion,orcontrastingpatternsofimageryinapoem). The language patterns of a text contribute to the distinctive nature of itsoverallorganisationandshapeitsmeaning.
Literarytexts Literarytextsreferstopastandpresenttextsacrossarangeofculturalcontextsthatarevaluedfortheirformandstyleandarerecognisedashavingenduringorartisticvalue.While thenatureofwhat constitutes ‘literary texts’ isdynamicandevolving,theyareseenashavingpersonal,social,culturalandaestheticappealandpotentialfor enriching students’ scopeof experience. Literary texts includeabroad rangeofforms, such as novels, poetry, short stories, plays, fiction,non-fictionandmultimodaltexts.
Mediatexts Spoken, print, graphic or electronic communications with a public audience. Theyoften involvenumerouspeople in their constructionandareusually shapedby thetechnologyused intheirproduction.Themediatextsstudied inEnglishcoursescanbe found in newspapers and magazines and on television, film, radio, computersoftwareandtheinternet.
Medium Themeans or channel of communication such as the spokenword, print, graphics,electronic/digital forms (for example, the medium of television, the medium ofnewspapersandthemediumofradio).
Metalanguage Language used to discuss language (for example, language used to discuss film orliterarystudy,suchasmise-en-scène,symbolism,characterisation,or languageusedtotalkaboutgrammaticalterms,suchas‘sentence’,‘clause’,‘conjunction’).
Mode The various processes of communication: listening, speaking, reading/viewing andwriting/creating. Modes are also used to refer to the semiotic(meaning-making)resourcesassociatedwiththesecommunicativeprocesses,suchassound,print,imageandgesture.
Mood The atmosphere or feeling in a particular text. For example, a textmight create asombre,reflective,exhilaratingormenacingmoodoratmospheredependingontheimageryorotherlanguageused.
Multimodaltext Combinationof twoormore communicationmodes (forexample,print, imageandspokentext,asinfilmorcomputerpresentations).
Narrative A story of events or experiences, real or imagined. In literary theory, narrativeincludesthestory(whatisnarrated)andthediscourse(howitisnarrated).
Narrativepointofview Thewaysinwhichanarratormayberelatedtothestory.Forexample,thenarratormighttaketheroleoffirstorthirdperson,omniscientorrestrictedinknowledgeofevents,reliableorunreliableininterpretingwhathappens.
Personification Thedescriptionofaninanimateobjectasthoughitwereapersonorlivingthing.
Perspective(s) A position from which things may be viewed or considered. People may havedifferent perspectives on events or issues due to (for example) their age, gender,
socialpositionandbeliefsandvalues.Aperspective ismorethananopinion; it isaviewpointinformedbyoneormorecontexts.Whileapregnantwoman,ahomelessman and a police officer, for example, view theworld from different perspectives,theymaystillsharethesameopinionaboutsomething.Textsthroughanembeddedideologycanalsopresentaparticularperspective
Pointofview (See also Narrative point of view.) The opinion or viewpoint expressed by anindividual in a text, for example an author, a narrator, a character or an impliedreader.
Prose Ordinarylanguageusedinspeakingorwriting,distinguishedfrompoetrybyitslackofamarkedmetrical structure.Manymodern genres, such as short stories, novels infiction, for example, and letters, essays, and other types of non-fictionwriting aretypicallywritteninprose.
Reading Theprocessofmakingmeaningoftext.Thisprocessdrawsonarepertoireofsocial,cultural and cognitive resources. Reading occurs in different ways, for differentpurposes,inavarietyofpublicanddomesticsettings.Readingisthereforeacultural,economic, ideological,politicalandpsychologicalact.Thetermappliestotheactofreadingprinttextsortheactofviewingafilmorstaticimage.
Readings Readings are particular interpretations of a text. The classification of readings into
alternative,resistantordominant isquitearbitrary,dependingonthe ideologyheldbythereader.Alternativereadings:readingsthatfocusonthegapsandsilencesintextstocreatemeaningsthatvaryfromthosemeaningsthatseemtobeforegroundedbythetext.Dominant reading: is the reading that seems to be, for the majority of people insociety, thenaturalornormalway to interpreta text. Ina societywhere therearestrongly competing discourses (i.e. most societies), the definition of what is adominantreadingdependsontheideologyofthepersonmakingthedecision.Resistantreading:awayofreadingormakingmeaningfromatextwhichchallengesor questions the assumptions underlying the text. Resistant readings employ adiscoursedifferentfromthediscoursethatproducesthedominantreading.
Representation Representationreferstothewaypeople,events,issuesorsubjectsarepresentedinatext. The term implies that texts are not mirrors of the real world; they areconstructions of ‘reality’. These constructions are partially shaped through thewriter’suseofconventionsandtechniques.
Rhetoric Thelanguageofargument,usingpersuasiveandforcefullanguage.
Rhetoricaldevices Language techniques used in argument to persuade audiences(forexample,rhetoricalquestions,repetition,propositions,figurativelanguage).
Shortanswerresponse Well-developedparagraphorparagraphsinStandardAustralianEnglishwhichincludesupporting detail and typically ranging between 200-300words depending on timeallocation.Whilenotrequiredtoconformtotheconventionsofformalessaywriting,shortanswerresponsesshouldbesuccinctanddirectlyaddressthequestion.
StandardAustralian English(SAE)
ThevarietyofspokenandwrittenEnglishlanguageinAustraliausedinmoreformalsettings such as for official or public purposes, and recorded in dictionaries, styleguidesandgrammars.Whileitisalwaysdynamicandevolving,itisrecognisedasthe‘commonlanguage’ofAustralians.
Stylisticchoices Theselectionofstylisticfeaturestoachieveaparticulareffect.
Stylisticfeatures Theways inwhichaspectsoftexts(suchaswords,sentences, images)arearrangedandhowtheyaffectmeaning.Stylecandistinguishtheworkofindividualauthors(forexample, Jennings’ stories, Lawson’s poems), as well as the work of a particularperiod (for example, Elizabethan drama,nineteenth-century novels), or of a particular genre or type of text(for example, recipes, scientific articles, play-by-play commentary). Examples of
stylistic features are narrative viewpoint, structure of stanzas, juxtaposition,nominalisation,alliteration,metaphorandlexicalchoice.
Synthesise Combineelements(information/ideas/components)intoacoherentwhole.
Textstructure The ways in which information is organised in different types of texts(for example, chapter headings, subheadings, tables of contents, indexes andglossaries, overviews, introductory and concluding paragraphs, sequencing, topicsentences, taxonomies, cause and effect). Choices in text structures and languagefeatures together define a text type and shape its meaning. Examples of textstructuresinliterarytextsincludesonnets,monologuesandhypertext.
Theme An idea, concern or argument developed in a text; a recurring element(for example, the subject of a textmay be love, and its theme could be how loveinvolvessacrifice).Aworkmayhavemorethanonetheme.
Tone Tonedescribesthewaythe ‘voice’ isdelivered.Forexample, thetoneofavoiceorthetoneinapassageofwritingcouldbefriendlyorangryorpersuasive.
Typesoftexts Classifications of texts according to the particular purposes they are designed toachieve.Ingeneral,intheseniorcoursesintheEnglishcurriculum,textsareclassifiedas imaginative, interpretive, persuasive or analytical types of texts, although thesedistinctions are neither static nor discrete and particular texts can belong tomorethanonecategory.AnalyticaltextsTextswhoseprimarypurposeistoidentify,examineanddrawconclusionsabouttheelements or components that make up other texts. Analytical texts develop anargumentorconsideroradvancean interpretation.Examplesofthesetexts includecommentaries,essaysincriticism,reflectiveordiscursiveresponsesandreviews.ImaginativetextsTexts whose primary purpose is to entertain or provoke thought through theirimaginative use of literary elements. They are recognised for their form, style andartisticoraestheticvalue.Thesetextsincludenovels,traditionaltales,poetry,stories,plays,fictionforyoungadultsandchildren,includingpicturebooks,andmultimodaltextssuchasfilm.InterpretivetextsTextswhoseprimarypurposeistoexplainandinterpretpersonalities,events,ideas,representationsor concepts. They includeautobiography,biography,media featurearticles,documentaryfilmandothernon-fictiontexts.Thereisafocusoninterpretiveratherthaninformativetextsinthesenioryearsofschooling.PersuasivetextsTexts whose primary purpose is to put forward a point of view and persuade areader,viewerorlistener.Theyformasignificantpartofmoderncommunicationinboth print and digital environments. They include advertising, debates, arguments,discussions,polemicsandessaysandarticles.
Visualelements Visualcomponentsofatextsuchascomposition,framing,representationofactionorreaction,shotsize,socialdistanceandcameraangle.
Voice/Voices in texts(seealsoNarrativepointofviewandTone)
AuthorialvoiceIntheliterarysense,voicecanbeusedtorefertothenatureofthevoiceprojectedinatextbyanauthor;thepersona,roleorcharacteradoptedbyanauthor.NarrativevoiceThewaysinwhichanarratormayberelatedtothestory.Forexample,thenarratormighttaketheroleoffirstorthirdperson,omniscientorrestrictedinknowledgeofevents,reliableorunreliableininterpretingwhathappens.
Voicesintexts As well as an author’s voice, texts often contain ‘multiple voices’. These are theviews,positions,ideasandperspectivesofotherindividualsorgroups.Itisimportanttorecognisethevariousvoicesinatext,howtheyrelatetooneanother,andhowthecreatorofatextusesthesetoshapeaudienceresponse.
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