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.