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HSCEnglish

(Standard) Course

2015

HSC English (Standard) 2014 / 2015

The HSC English (Standard) Course is designed to assist students to become proficient in English to enhance their personal, social and vocational lives. The course provides students with the opportunity to become confident and effective communicators and to enjoy the variety and breadth of English texts reflected in the modes of reading, writing, speaking, listening, viewing and representing.

Course RequirementsIn the HSC English (Standard) Course students reflect on and demonstrate the effectiveness of texts for different audiences and purposes.

Text Requirements1. The close study of a least FOUR TYPES OF PRESCRIBED TEXT, one drawn from EACH

of the following categories:-

- prose fiction- drama- poetrynonfiction or film or media or multimedia texts

A wide range of additional related texts and textual forms

The course has two sections and the requirements listed above apply to both sections.

Section 1

Content common to the Standard and Advanced Courses where students analyse and explore texts and apply skills in synthesis.

The HSC Common Content consists of one Area of Study common to the HSC Standard and Advanced Courses.

Section 2

Modules which emphasise particular aspects of shaping meaning and demonstration of the effectiveness of texts for different audiences and purposes.

Students are required to study one elective from each of Modules A, B and C.

Paper 1 (plus 5 minutes Reading Time)1. Reading Task: 40 min2. Writing Task: 40 min3. Extended Response: 40 min

Paper 2 (plus 5 minutes Reading Time)1. Module A: 40 min2. Module B: 40 min3. Module C: 40 min

Study in the HSC course requires close study of particular texts, supported by students’ own wide reading. (BOS English Stage 6 Syllabus – Standard – p. 31)

In order to satisfy course requirements, a different type of prescribed text must be studied in the Area of Study and each of the three modules.Students may study additional prescribed texts if they choose.The details of the HSC English (Standard) Course are elaborated more fully in the BOS English Stage 6 Syllabus document which is available on the Board of Studies website: www.boardofstudies.nsw.edu.au. This website is worth regular visits by both students and

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http://www.boardofstudies.nsw.edu.au/

parents as it is constantly updated with resources, specimen examination questions, examiners’ reports, marking criteria and useful links to other sites.

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English (Standard) OutcomesThese outcomes are derived from the English (Standard) objectives and the content of the Preliminary and HSC courses. They specify the intended result of student learning.

Preliminary HSC1. A student demonstrates understanding of

the relationships between composer, responder, text and context.

1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.

2. A student identifies and describes relationships among texts.

2. A student demonstrates understanding of the relationships among texts.

3. A student develops language relevant to the study of English.

3. A student develops language relevant to the study of English.

4. A student identifies and describes language forms and features and structures of particular texts that shape meaning and influence responses.

4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.

5. A student describes the ways different technologies and media of production affect the language and structure of particular texts.

5. A student analyses the effect of technology and medium on meaning.

6. A student engages with a wide range of texts to develop a considered and informed personal response.

6. A student engages with the details of text in order to respond critically and personally.

7. A student selects appropriate language forms and features, and structures of texts to explore and express ideas and values.

7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts.

8. A student articulates and represents own ideas in critical, interpretive and imaginative texts.

8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.

9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.

9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.

10. A student analyses and synthesises information and ideas from a range of texts for a variety of purposes, audiences and contexts.

10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.

11. A student draws upon the imagination to transform experience into text.

11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language.

12. A student reflects on own processes of responding and composing.

12. A student reflects on own processes of responding and composing.

13. A student reflects on own processes of learning.

13. A student reflects on own processes of learning.

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HSC English (Standard) – Course Outline 2014/ 2015Teacher Module Text

LochnerArea of Study: Discovery Drama

AwayM Gow

Module A: Experience through LanguageElective 2: Distinctively Visual

Prose FictionThe Penguin Henry Lawson

Short Stories H Lawson

Module B: Close Study of Text Poetry War Poems and Others

W Owen Module C: Texts and Society

Elective 2: Exploring TransitionsFilm

Billy ElliotS Daldry

MooreArea of Study: Discovery Drama

AwayM Gow








PolainArea of Study: Discovery Drama

AwayM Gow








StilesArea of Study: Discovery Drama

AwayM Gow








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EBHS HSC ENGLISH STANDARD MATRIX

Component Task 1 Task 2 Task 3 Task 4 Task 5 Weight

Module B Visual Representation and Written Explanation

AoS: Discovery Small Group Discussion

Module AShort Answer and Essay Response to unseen text

Module C Reading and Writing

Trial HSC

Term 4Week 7Thu 20 Nov

Term 1Half-Yearly Exam Period

Term 2 Week 5

Term 3 Week 10

Term 3Trial HSC Period

Outcomes 1, 2, 4, 5, 7, 8, 9, 10, 12, 13

1, 2, 3, 4, 6, 7, 8, 9, 10, 12, 13

1, 2, 3, 4, 10

1, 4, 6, 7, 8, 10, 11

1, 2, 3, 4, 5, 6, 8, 10, 11

Syllabus component

Area of Study 25 15 40

Module A 15 5 20Module B 15 5 20Module C 15 5 20

Language modes

Listening 10 5 15Speaking 15 15Reading 10 15 25Writing 5 5 5 15 30Viewing/Representing

10 5 15

Marks 15 25 15 15 30 100

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HSC English (Standard) – Text Selection 2014 / 2015

The following table has been provided to outline the Area of Study, Modules and texts that have been selected for study by Year 12 in 2014 / 2015.

Standard Prose Fiction Drama PoetryNonfiction or Film or Media or Multi-media

Area of Study:Discovery

AwayMichael Gow

Module A:Experience Through Language

The Penguin Henry Lawson Short StoriesHenry Lawson

Module B:Close Study of Text

War Poems and Others

Wilfred Owen

Module C:Texts and Society

Billy ElliotStephen Daldry

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HSC English (Standard) Schedule of Study and Assessment Dates

Check your texts carefully

1 2 3 4 5 6 7 8 9 10 11

Term 4

2014

Module B: Close Study of a Text Area of Study: Discovery

War Poems and Others (Poetry)Away (Drama)

‘The Next War’, ‘Anthem for Doomed Youth’, ‘Dulce Et Decorum Est’, ‘Insensibility’, ‘Futility’,

‘Strange Meeting’ + Related Texts (of your own

choosing)

Term 1

2015

Area of Study: Discovery Module A: Distinctively Visual

Half Yearly Exam Period

Away (Drama)The Penguin

Henry Lawson Short Stories (Prose Fiction)

+ Related Texts (of your own choosing)

Term 2

2015

Module A: Experience through Language - Distinctively Visual

Module C: Texts and Society - Exploring Transitions

The Penguin Henry Lawson Short Stories (Prose Fiction) Billy Elliot (Film)

‘The Drover's Wife’, ‘Bush Undertaker’, + One Related Text (of your own choosing)‘In A Dry Season’, ‘Loaded Dog’

+ One Related Text

Term 3

2015

Module C: Texts and

Society

Trial Exams Area of Study: Discovery Revision

Paper 1: Sections 1, 2, 3

Focus: Creative Writing

Thesis Statements, Practice Responses and Related Texts

Billy Elliot (Film)

Paper 2: Modules A, B, C

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Assessment Schedule

The tasks listed below were selected to reflect the components from the syllabus:

Listening 15%Speaking 15%Viewing/Representing 15%Reading 25%Writing 30%

Term Week Task Weighting %4 7 Module B 15

1 9/10 Area of Study 25

2 5 Module A 15

3 10 Module C 15

3 3/4 Trial HSC 30

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Module B: Close Study of TextThis module requires students to engage in detailed analysis of a text. It develops students’ understanding of how the ideas, forms and language of a text interact within the text and may affect those responding to it.

Each elective in this module involves close study of a single text from a list of prescribed texts.

Students engage with the text to respond imaginatively, affectively and critically. They explore and analyse particular characteristics of the text, considering how these shape meaning. They also consider the way in which these characteristics establish the text’s distinctive qualities. Composition focuses on meaning shaped in and through the text. These compositions may be realised in a variety of forms and media.

Elective: Poetry

War Poems and Others Wilfred Owen

Students study a selection of works of Wilfred Owen to explore the individuality of each poem and draw conclusions about the nature and concerns of the composer’s work.

Notes

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Your Thesis

______________________________________________________

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ASSESSMENT 1 – HSC English (Standard)

Course: HSC English Standard Year: 12

Task Number: 1 Date Issued: Date Due:20th November 2014

Mark out of: 15 Weighting: 15

Task Type: Visual Representation and Written Explanation. Hand-in task.

Task Description: Part A – PosterCreate a Visual Representation in the form of a poster which demonstrates your understanding of ONE of Wilfred Owen’s poems.

Your poster should explore Owen’s use of imagery and language, representing these ideas visually.

Your poster should express Wilfred Owen’s opinion of war.

You may choose to create your own visuals or to locate photographs and other visual images from other sources to use on your poster.

Part B – Written ExplanationYou must provide a written explanation of how you have designed your poster to represent Wilfred Owen’s imagery, language and opinion of war.

Length: 500 words. You should comment on the visual techniques you have used to create your poster

representation. You should use quotes from your chosen poem to support your explanation. You should comment on the process you have used to create your poster.

Outcomes being assessed by this task:1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.2. A student demonstrates understanding of the relationships among texts.4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.5. A student analyses the effect of technology and medium on meaning.7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts.8. A student articulates and represents own ideas in critical, interpretive and imaginative texts

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EPPING BOYS HIGH SCHOOL

Strive to Achieve

from a range of perspectives.9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.12. A student reflects on own processes of responding and composing.13. A student reflects on own processes of learning.

Specific submission instructions: Hand in hard copy before 9am to the English Staffroom.

Criteria for assessment / marking guidelines / assessment rubric: Assessment Rubric:

In your answer you will be assessed on how well you: Demonstrate an understanding of ideas/themes expressed in the text. Demonstrate an understanding of the ways in which meaning is communicated and

support this understanding with textual detail. Organise, develop and express an argument using language appropriate to audience,

purpose and context. Select/create visual texts which represent the ideas /themes identified.

Marking Criteria Marks Demonstrates effective understanding of the ideas/themes expressed in the text. Develops an effective personal response supported by textual references. Organises, develops and expresses a logical explanation, using language appropriate to

audience, purpose and context. Selects/ creates effective visual texts which represent ideas in the texts

A13–15

Demonstrates developed understanding of the ideas/themes expressed in the text. Develops a developed personal response supported by textual references. Organises, develops and expresses a developed explanation, using language appropriate to

audience, purpose and context. Selects/ creates developed visual texts which represent ideas in the texts

B10–12

Demonstrates sound understanding of the ideas/themes expressed in the text. Develops a sound personal response supported by textual references. Organises, develops and expresses a sound explanation, using language appropriate to

audience, purpose and context. Selects/ creates sound visual texts which represent ideas in the texts

C7–9

Demonstrates a limited understanding of the ideas/themes expressed in the text. Develops a limited personal response supported by some textual references. Presents a limited explanation, using language mostly appropriate to audience, purpose and

context. Selects /creates limited visual texts which represent ideas in the texts

D4–6

Demonstrates elementary understanding of the ideas/themes expressed in the text. Develops an elementary personal response with minimal textual references. Attempts an explanation or composition. Selects/ creates elementary visual texts which represent ideas in the texts

E0–3

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Area of StudyIn the Area of Study, students explore and examine relationships between language and text, and interrelationships among texts. They examine closely the individual qualities of texts while considering the texts’ relationships to the wider context of the Area of Study. They synthesise ideas to clarify meaning and develop new meanings. They take into account whether aspects such as context, purpose and register, text structures, stylistic features, grammatical features and vocabulary are appropriate to the particular text.

Area of Study: Discovery

AwayMichael Gow

The new BOS English Stage 6 Prescriptions for the HSC 2015 – 2018 is the basis of the course. For this cycle a new Area of Study: Discovery has been introduced.

This Area of Study requires students to explore the ways in which the concept of discovery is represented in and through texts.

Discovery can encompass the experience of discovering something for the first time or rediscovering something that has been lost, forgotten or concealed. Discoveries can be sudden and unexpected, or they can emerge from a process of deliberate and careful planning evoked by curiosity, necessity or wonder. Discoveries can be fresh and intensely meaningful in ways that may be emotional, creative, intellectual, physical and spiritual. They can also be confronting and provocative. They can lead us to new worlds and values, stimulate new ideas, and enable us to speculate about future possibilities. Discoveries and discovering can offer new understandings and renewed perceptions of ourselves and others.

An individual’s discoveries and their process of discovering can vary according to personal, cultural, historical and social contexts and values. The impact of these discoveries can be far-reaching and transformative for the individual and for broader society. Discoveries may be questioned or challenged when viewed from different perspectives and their worth may be reassessed over time. The ramifications of particular discoveries may differ for individuals and their worlds.

By exploring the concept of discovery, students can understand how texts have the potential to affirm or challenge individuals’ or more widely-held assumptions and beliefs about aspects of human experience and the world. Through composing and responding to a wide range of texts, students may make discoveries about people, relationships, societies, places and events and generate new ideas. By synthesising perspectives, students may deepen their understanding of the concept of discovery. Students consider the ways composers may invite them to experience discovery through their texts and explore how the process of discovering is represented using a variety of language modes, forms and features.

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In their responses and compositions, students examine, question, and reflect and speculate on:• their own experiences of discovery • the experience of discovery in and through their engagement with texts • assumptions underlying various representations of the concept of discovery • how the concept of discovery is conveyed through the representations of people,

relationships, societies, places, events and ideas that they encounter in the prescribed text and other related texts of their own choosing

• how the composer’s choice of language modes, forms, features and structure shapes representations of discovery and discovering

• the ways in which exploring the concept of discovery may broaden and deepen their understanding of themselves and their world.

Notes

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Your Thesis

______________________________________________________

______________________________________________________

______________________________________________________

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Task Number: 2 Date Issued: Date Due:Term 1, Half-Yearly Exam Period, 2015


Task Type: Speaking and listening small group discussion. 3 minutes per speaker [4 speakers = 12 minutes, 5 speakers = 15 minutes].

Task Description: You will be placed in a small group [4-5 Students] for a discussion. You will discuss the Area of Study: Discovery in relation to Away by Michael Gow.

Your discussion must explore the concept of Discovery, ideas/themes present in the text, and language techniques employed by Michael Gow.

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Discussion ScaffoldPresent your thesis: What is Discovery?

1) What do characters uncover, discover, or rediscover in your text Away?2) What are the ramifications of Discovery for the families in Away?3) How does Gow represent ideas about Discovery?

You must support each question with quotes from the text and discuss how the composer uses language to shape meaning.

Listening RequirementsYou must actively demonstrate evidence of listening through interacting with group members, responding to ideas about Discovery and Away.

Additional information The task will take place during the half-yearly examination period. The discussion groups and time schedule will be allocated by the Standard English teachers

and markers prior to the assessment. Each group will discuss their questions for 3 minutes per speaker (4 speakers = 12min; 5

speakers = 15min). You will receive a warning two minutes before the task is due to end. You will not take any notes or your set text with you into the task. Your class teacher will conduct a practice discussion with you prior to the task.

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Strive to Achieve

Outcomes being assessed by this task:1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.2. A student demonstrates understanding of the relationships among texts.3. A student develops language relevant to the study of English. 4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.6. A student engages with the details of text in order to respond critically and personally.7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts.8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.12. A student reflects on own processes of responding and composing.13. A student reflects on own processes of learning.


In your answer you will be assessed on how well you: Demonstrate understanding of the concept of Discovery in the prescribed text. Demonstrate an understanding of the ways in which meaning is communicated and

support this understanding with textual detail Organise, develop and express a spoken argument using language appropriate to

audience, purpose and context. By listening and interacting with other students, adapt, synthesise and actively reflect on

your composing and responding.

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Marking Criteria Marks Demonstrates effective understanding of the concept of Discovery in the prescribed text. Demonstrates effective understanding of the ways in which meaning is communicated and

supports this understanding with textual detail. Organises, develops and expresses an effective spoken argument, using language

appropriate to audience, purpose and context. Demonstrates effective listening and interacting with other students.

A21–25

Demonstrates developed understanding of the concept of Discovery in the prescribed text. Demonstrates developed understanding of the ways in which meaning is communicated and

supports this understanding with textual detail. Organises, develops and expresses a developed spoken argument, using language

appropriate to audience, purpose and context. Demonstrates developed listening and interacting with other students.

B16–20

Demonstrates sound understanding of the concept of Discovery in the prescribed text. Demonstrates sound understanding of the ways in which meaning is communicated and

supports this understanding with textual detail. Organises, develops and expresses a sound spoken argument, using language appropriate

to audience, purpose and context. Demonstrates sound listening and interacting with other students

C11–15

Demonstrates limited understanding of the concept of Discovery in the prescribed text. Demonstrates limited understanding of the ways in which meaning is communicated and

supports this understanding with textual detail. Organises, develops and expresses a limited spoken argument, using language appropriate

to audience, purpose and context. Demonstrates limited listening and interacting with other students

D6–10

Demonstrates elementary understanding of the concept of Discovery in the prescribed text. Demonstrates elementary understanding of the ways in which meaning is communicated and

supports this understanding with textual detail. Attempts to express a view or response. Elementary listening and interacting with other students

E0–5

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Module A: Experience through LanguageThis module requires students to explore the uses of a particular aspect of language. It develops students’ awareness of language and helps them understand how our perceptions of and relationships with others and the world are shaped in written, spoken and visual language.

Each elective in this module requires study of a prescribed text through a key aspect of language. This provides the basis for the study and use of this aspect of language in other texts, including texts drawn from students’ own experience.

Elective 1: Distinctively Visual

The Penguin Henry Lawson Short StoriesHenry Lawson

In their responding and composing students explore the ways the images we see and/or visualise in texts are created. Students consider how the forms and language of different texts create these images, affect interpretation and shape meaning. Students examine one prescribed text, in addition to other texts providing examples of the distinctively visual.

Notes

______________________________________________________

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Your Thesis

______________________________________________________

______________________________________________________

______________________________________________________

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Task Number: 3 Date Issued: Date Due:Term 2, Week 5, 2015


Task Type: Listening, Viewing and Writing short answer and extended response [70 minutes].

Task Description:

You will be required to respond to an extract from an unseen text. You will view the extract twice. Between the first and second viewing you will be given 5 minutes to record notes.

You will then respond to a range of short answer questions and compose an extended response.

NOTE: In the extended response you will be required to make connections between the unseen text and your prescribed text.

Outcomes being assessed by this task:1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.2. A student demonstrates understanding of the relationships among texts.3. A student develops language relevant to the study of English. 4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.


In your answer you will be assessed on how well you: Demonstrate knowledge and understanding of how particular aspects of language are

chosen and used to shape meaning. Demonstrate understanding of the way language can create an experience or perspective

for an audience. Organise, develop and express an argument using language appropriate to audience,

purpose and context.

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Strive to Achieve

Marking Criteria Marks Demonstrates effective knowledge and understanding of how particular aspects of language

are chosen and used to shape meaning. Demonstrates well-developed understanding of the way language can create an experience

or perspective for an audience. Organises, develops and expresses an argument logically and skilfully, using language

appropriate to audience, purpose and context

A13–15

Demonstrates developed knowledge and understanding of how particular aspects of language are chosen and used to shape meaning.

Demonstrates developed understanding of the way language can create an experience or perspective for an audience.

Organises, develops and expresses an argument effectively, using language appropriate to audience, purpose and context.

B10–12

Demonstrates sound knowledge and understanding of how particular aspects of language are chosen and used to shape meaning.

Demonstrates sound understanding of the way language can create an experience or perspective for an audience.

Organises, develops and expresses an argument, using language appropriate to audience, purpose and context.

C7–9

Demonstrates limited understanding of how particular aspects of language are chosen and used to shape meaning.

Demonstrates limited understanding of the way language can create an experience or perspective for an audience.

Presents a limited argument, using language mostly appropriate to audience, purpose and context.

D4–6

Demonstrates elementary knowledge and understanding of how particular aspects of language are chosen and used to shape meaning.

Demonstrates an elementary understanding of the way language communicates an experience or perspective.

Attempts to compose an argument or composition.

E0–3

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Module C: Texts and SocietyThis module requires students to explore and analyse texts used in a specific situation. It assists students’ understanding of the ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems in ways particular to specific areas of society.

Electives in this module are designed around a specific social context and the tests that are characteristic of and valued within it. Prescribed texts will be drawn from a variety of professional and social contexts. Students are also required to supplement this study with texts of their own choosing related to the module.

Students explore the role of textual features in the shaping of meaning in specific contexts. They develop the communication skills necessary for a wide variety of personal, social, historical, cultural and workplace contexts. Composition focuses on analyzing and experimenting with textual forms characteristic of the specific contexts. These compositions may be realised in a variety of forms and media. Elective 2: Exploring Transitions

Billy ElliotStephen Daldry

In this elective, students explore and analyse a variety of texts that portray the ways in which individuals experience transitions into new phases of life and social contexts. These transitions may be challenging, confronting, exciting or transformative and may result in growth, change and a range of consequences for the individual and others. Through exploring their prescribed text and other related texts of their own choosing, students consider how transitions can result in new knowledge and ideas, shifts in attitudes and beliefs, and a deepened understanding of the self and others. Students respond to and compose a range of texts that expand our understanding of the experience of venturing into new worlds.

Notes

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Your Thesis

______________________________________________________

______________________________________________________

______________________________________________________21





Task Type: Reading and Writing letter task.

Task Description:

Students will write a formal letter to the Editor responding to how the ideas presented in the reading and the images [p. 23-24] relate to characters in Billy Elliot .

Your letter must comment upon the issues present in the Module Texts and Society and the focus Exploring Transitions.

Outcomes being assessed by this task:1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.6. A student engages with the details of text in order to respond critically and personally.7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts.8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language.

Specific submission instructions: Hand in hard copy before 9am to the English Staffroom.

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Strive to Achieve


In your answer you will be assessed on how well you: Demonstrate understanding of ideas/themes expressed in the text Demonstrate understanding of the ways in which meaning is communicated and support

this understanding with textual detail Organise, develop and express an argument using language appropriate to audience,

purpose and context.

Marking Criteria Marks Demonstrates effective understanding of the ways in which texts explore aspects of society. Develops an effective personal response supported by textual references. Organises, develops and expresses a logical argument, using language appropriate to

audience, purpose and context.

A13–15

Demonstrates developed understanding of the ways in which texts explore aspects of society.

Develops a developed personal response supported by textual references. Organises, develops and expresses a developed argument, using language appropriate to


B10–12

Demonstrates sound understanding of the ways in which texts explore aspects of society. Develops a sound personal response supported by textual references. Organises, develops and expresses a sound argument, using language appropriate to


C7–9

Demonstrates limited understanding of the ways in which texts explore aspects of society. Develops a limited personal response supported by some textual references. Presents a limited argument, using language mostly appropriate to audience, purpose and

context.

D4–6

Demonstrates elementary understanding of the ways in which texts explore aspects of society.

Develops an elementary personal response with minimal textual references. Attempts an argument or composition.

E0–3

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“Real Men” by Joe Jackson Song Lyrics

Take your mind back, I don't know when Sometime when it always seemed To be just us and them Girls that wore pink And boys that wore blue Boys that always grew up better men Than me and you What's a man now, what's a man mean Is he rough or is he rugged Is he cultural and clean Now it's all change, it's got to change more Cause we think it's getting better But nobody's really sure And so it goes, go round again But now and then we wonder who the real men are See the nice boys, dancing in pairs Golden earring golden tan Blow-wave in the hair Sure they're all straight, straight as a line All the gays are macho Can't you see their leather shine You don't want to sound dumb, don't want to offend So don't call me a fagot Not unless you are a friend Then if you're tall and handsome and strong You can wear the uniform and I could play along And so it goes, go round again But now and then we wonder who the real men are Time to get scared, time to change plan Don't know how to treat a lady Don't know how to be a man Time to admit, what you call defeat Cause there's women running past you now And you just drag your feet Man makes a gun, man goes to war Man can kill and man can drink And man can take a whore Kill all the blacks, kill all the reds And if there's war between the sexes Then there'll be no people left And so it goes, go round again But now and then we wonder who the real men are

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25

Real Teenage Boys?Real Women?





Task Type: Reading and Writing Trial HSC.

Task Description:

You will complete ONE two hour paper on Discovery which will imitate the structure of the actual HSC examination.

You will also complete ONE two hour paper on Modules A, B and C which will imitate the structure of the actual HSC examination.

(1) PAPER 1: 2 hours + 10 minutes reading time Area of Study: Discovery (15% weighting)

Section 1: You will read and view a series of unseen texts related to the concept of Discovery. You will complete a series of short answer responses to these texts. (15 marks)

Section 2: You will create an original composition on Discovery based on stimulus material provided. (15 marks)

Section 3: You will complete an extended response, in a specific text type, based on your understanding of the way Discovery is represented in your set text and related texts of your own choosing. You should have TWO related texts prepare for this task. (15 marks)

(2) PAPER 2: 2 hours + 5 minutes reading time Modules A and B (15% weighting)

Section 1: Experience through Language: The Penguin Henry Lawson Short Stories

Section 2: Close Study Of Text: Wilfred Owen

Section 3: Texts and Society: Billy Elliot

For each section you will be asked to compose an extended response in a specific text type.

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Strive to Achieve

Outcomes being assessed by this task:1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.2. A student demonstrates understanding of the relationships among texts.3. A student develops language relevant to the study of English. 4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.6. A student engages with the details of text in order to respond critically and personally.8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language.

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HSC English – Glossary of Terminology

This glossary includes words and expressions that are used with particular reference in the syllabus.

aesthetic Having an appreciation of beauty.

affective Relating to a thoughtful consideration and evaluation of emotions and values associated with an idea or set of ideas.

appropriated text A text which has been taken from one context and translated into another. The process of translation allows new insights into the original text and emphasises contextual differences between the two.

assess To establish the value of a particular idea or text.

collaborative learning An interactive approach to teamwork that enables students to combine their individual skills and resources to generate creative solutions to mutually defined problems.

composing The activity that occurs when students produce written, spoken, or visual texts. Composing typically:-

• Involves the shaping and arrangement of textual elements to explore and express ideas and values

• Involves the processes of imagining, drafting, appraising, reflecting and refining• Depends on knowledge and understanding and use of texts,

their language forms, features and structures.

context The range of personal, social, historical, cultural and workplace conditions in which a text is responded to and composed.

conventions Accepted practices or features which help define textual forms and meaning.

creative thinking The ability to think laterally and imaginatively looking at all sides of an issue and devising interesting and imaginative solutions.

critical thinking The ability to think using hypothesis and deduction as a way to question, interpret and draw conclusions.

culture The social practices of a particular people or group, including shared beliefs, values, knowledge, customs and lifestyle.

elective A unit of work, a text or group of texts, designed to deliver aspects of course content chosen by teachers and students from a list prescribed by the Board of Studies in accordance with syllabus requirements.

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electronic media Media technology, such as television, the internet, radio, teletext and email, that communicates with large numbers of people.

evaluate To estimate the worth of a text in a range of contexts and to justify that estimation and its process.

explore To examine closely and experiment with texts.

flexible thinking The ability to change or adapt information and ideas to present a different perspective or create something new.

genre A category of text that can be recognised by specific aspects of its subject matter, form and language.

imaginative thinking The ability to think divergently, to generate original ideas by drawing on emotional and cognitive experiences.

interpretation Explanation of meaning within the context of one’s own understanding.

language forms The symbolic patterns and conventions that shape meaning in and features texts. These vary according to the particular mode or medium of

production of each text.

language modes Listening, speaking, reading, writing, viewing and representing. These modes are often integrated and interdependent activities used in responding to and composing texts. It is important to realise that:-

• Any combination of the modes may be involved in responding to or composing print, sound, visual or multimedia texts; and• The refinement of the skills of any one of the modes develops skills in the others. Students need to build on their skills in all

language modes.

literacy A synthesis of language, thinking and contextual practices through which meaning is shaped. ‘Effective literacy is intrinsically purposeful, flexible and dynamic’ (Dawkins, J, Australia’s Language: The Australian Literacy and Language Policy, AGPS, 1991) and involves interactions in a range of modes and through a variety of media.

meaning The dynamic relationship between text and responder involving information (explicit and implicit), the affective and the contextual.

meaning in and This expression implies that meaning variously:-through texts • Resides in texts

• Is a dynamic process through which responders engage with texts, and

• Involves the incorporation of understanding gained through texts into a wider context.

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medium The physical form in which the text exists or through which the text is conveyed.

module A component of a course in the syllabus. The modules in the HSC courses contain prescribed electives and texts.

paradigm Organising principles and underlying beliefs that form the basis of a set of shared concepts.

perspective A way of regarding situations, facts and texts and evaluating their relative significance.

popular culture Cultural experiences widely enjoyed by members of various groups within the community.

recreating texts Transforming texts to explore how changes in particular elements of a text affect meaning.

reflection The thought process by which students develop an understanding and appreciation of their own learning. This process draws on both cognitive and affective experience.

register The use of language in a text appropriate for its purpose, audience and context. A register suited to one kind of text may be inappropriate in another.

representation The ways ideas are portrayed through texts.

representing The language mode that involves composing images by means of visual or other texts. These images and their meaning are composed using codes and conventions. The term can include such activities as graphically presenting the structure of a novel, making a film, composing a web page, or enacting a dramatic text.

responding The activity that occurs when students read, listen to or view texts. It encompasses the personal and intellectual connections a student makes with texts. It also recognises that students and the texts to which they respond exist in social and cultural contexts. ‘Responding’ typically involves:-

• Reading, listening and viewing that depend on, but go beyond, the decoding of texts• Identifying, comprehending, selecting, articulating, imagining,

critically analysing and evaluating.

structures of texts The relationships of the different parts of a text to each other and to the text as a complex whole.

synthesis The collecting and connecting of many specific elements or ideas from various sources to form something new.

systems of valuation Principles and processes which combine to allow people to ascribe value to texts.

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technology The knowledge, tools and processes used to create the medium in which the text exists or through which the text is conveyed.

texts Communications of meaning produced in any medium that incorporates language, including sound, print, film, electronic and multimedia representations. Texts include written, spoken, nonverbal or visual communication of meaning. They may be extended unified works or a series of related pieces.

textual integrity The unity of a text; its coherent use of form and language to produce an integrated whole in terms of meaning and value.

value (verb) To estimate or assign worth to a text; to consider something to have worth.

value (noun) A quality desirable as a means or an end in itself.

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Language forms and features and their effects

Language Feature Example Effect on readerCommands/Imperatives Act now, Don’t delay,

Stay tuned. Speaks directly to you, conveying a feeling of urgency.

PersonFirst person

Second person

Third Person

I feel … I need … me, my (singular) We feel ... us, our (plural)

Are you tired of… ?

He, she, it, his, her, its, (singular)They, them , their (plural)

Gives a more personal feeling to the text, like an intimate conversation where the writer or a character is telling you his or her thoughts and feelings. Brings you closer to the experience or to the writer’s thoughts and feelings.

Speaks directly to you, makes you feel personally involved in what is happening in the text.

Makes the writing seem objective, factual and impersonal.

Colloquial language The language of everyday conversation

Includes – Slang Contractions (it’s,

can’t, won’t) Swear words /

expletives Idioms

G’dayThat’s coolSure thingHe kicked the bucket.She got the sack. What a dickhead.

Appeals to young people who use these terms, relaxes the reader and makes him or her feel at home and therefore more likely to respond personally to the text. It can also act to reveal more personality of the composer by the choice of language he/she chooses – e.g. a teenager using colloquial language to a much older person like a principal can make the teenager seem either disrespectful or as if he/she is trying to be friendly.

Descriptive languageLanguage that uses a lot of describing words, including adjectives and adverbs.

The bird was a lonesome wanderer, ducking and weaving joyously on the ocean breeze.

Creates imagery: pictures, smells, taste, and sound in the reader’s mind and involves the reader’s imagination. If the reader can clearly imagine the things described, this makes the writer’s message clearer and therefore more effective.

Emotive languageWords that arouse a feeling in the responder

Often used in texts that have the purpose of persuading – for example advertisements

BrutalEvilLovingCaringGorgeousSobbing

Emotive language involves the reader emotionally in the text. It’s often used to emphasise the intense nature of an emotion. It makes the reader feel or experience the emotions described and this can make the reader feel more sympathetic for the persona feeling the emotions. It can also make the reader feel more involved in the emotional problems described. Emotive words with negative connotations: ‘He brutally kicked the defenceless child who sobbed bitterly’ makes the reader feel sorry for the child and feel angry toward the person who ‘brutally’ kicked the child.

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ConnotationsThese can be: Negative OR positive. ‘Connotations’ are the special meaning or ideas that certain words have. The special meanings cannot be found in a dictionary.

The word ‘home’ has positive connotations because when you think about home you think about warmth, love, Discovery, security.

Another example is the word ‘fat’. Fat has negative connotations whereas words like ‘overweight’, ‘chubby’ and ‘cuddly’ are neutral or even positive terms.

Brings more meaning into the text by suggesting other ideas without actually saying them.

Verbs Active – Thinking, quickly she grabbed the shark’s fin and wrestled and roped the creature to the ship’s bow.

Passive – Commuters are kindly asked not to smoke on this bus.

Effective verbs make the events in the writing seem more exciting and show there is action in the story.

Verbs are expressed in a passive way, to avoid seeming too demanding or to soften the effect of an order. Generally, however, using verbs in a passive way is not an effective use of language.

Verb tense – present, past, future

Past tense – sang, danced, have seen, saw, were, had been dancing

Present tense – see dances, are dancing, are being seen

Future – will see, am going to, shall go

Tense informs you when the events in the texts are taking place.

Rhetorical questionsThese are questions that are not meant to be answered

When a teacher says “Can you please be quiet?” the teacher isn’t expecting an answer. He/she automatically assumes you will be quiet.

Makes the reader think about the answer to the question and therefore involves the reader in the problems /issues of the text. Generally, rhetorical questions are used to persuade and are often used in speeches and advertising.

Jargon Technical language i.e. words that only a particular group of people know about. For example when you watch hospital shows they use a lot of terms that are familiar to medical people. For example, myocardial, infarction

The following is an example of legal jargon:

The affidavit should be executed and served on the plaintiff in order to initiate civil proceedings of defamation.

Makes association between the writing or ideas being written about and the world of the professional, knowledgeable people. This gives the writing or topic more authority, importance or authenticity.

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Statistical information e.g. numbers, fractions, percentages

‘5%’ ‘more than half of the people surveyed’ ‘2000 people were killed’

Makes the information given sound more scientifically proven and therefore more objective and factual.

Clichés A phrase, expression or idea that has been so overused and its meaning has lost impact.

‘there’s no place like home’‘he’s my soul mate’

Clichés are the mark of bad, prosaic and uninspiring writing; they show the composer’s lack of originality or intelligence’.

In speech it can indicate insincerity – that the speaker doesn’t really mean what he/she is saying because he/she uses other people’s overused expressions instead of putting it in his/her own words.

PunsA play on words, particularly where one word has two meanings.

Atlantic Airlines is just plane cheap!In this example ‘plane’ has two meanings.

Makes the writing humorous, clever and memorable because the reader has to think about/ puzzle over the meaning.

Tautology (redundancy)Using language that offers no extra information – e.g. two synonyms put together.

‘new innovation’‘true facts’‘a final ending’

A hallmark of bad writing, it can make the speaker or writer appear foolish, as if they are trying to impress by using long sentences when really some of the words are unnecessary.

Paradox A statement or situation which seems contradictory, but which upon closer examination makes sense.

‘There is nothing more tiring than doing nothing’‘Parting is such sweet sorrow’

Makes the reader take notice of what is being said/written because it seems weird, or unconventional, but actually conveys a thoughtful notion.

Hyperbole Deliberate exaggeration to create a particular effect.

‘He promised to turn the seas red with the blood of his enemies.’

Emphasises the words, makes the idea more memorable.

Repetition When a word or phrase is repeated.

‘Sleep, my little one, sleep’ Makes the message more memorable and places emphasis on particular ideas.

Euphemism This is an expression that is meant to be less offensive or troubling than the words or phrases it replaces.

‘She passed away’ instead of ‘she died’

‘His clothes have seen better days’ means his clothes are shabby but says it in a nicer way.

Can indicate sensitivity on the part of the composer or speaker.

Can also indicate that the writer or speaker cannot speak plainly, truthfully.

SymbolA concrete object or thing that represents/stands in for a more abstract idea(s).

A dove symbolises peace.

A rose symbolises beauty.

Brings more meaning into the text. Deepens our awareness or understanding of the theme of a text.

Often a symbol has to recur a number of times before we start to understand its significance in the text that we are reading. For example, in a poem about a beautiful girl that keeps referring to a lily, we come to understand that the lily symbolises the purity and innocence of the girl.

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Irony The simplest definition of irony is saying one thing when you mean another. For example, when the intended meaning of the words are the opposite of their literal meaning or dictionary meaning.

Situational irony occurs when what happens is different to what is expected to happen.

‘Quitting school when you have no job to go to – what a smart move!’

It was ironic that in trying to save the drowning girl, the men in fact killed her.

Irony often creates humour or it may be used to highlight a contradiction between what is and what should be. In speech it is generally called sarcasm.

ParodyAn imitation of another more serious piece of work often with the purpose of making fun of the original.

The Simpson’s parody a number of texts and institutions – think of the tree house of horror episode which parodies the famous poem ‘The Raven’.

Parodies grab our attention and appeal to our sense of humour. Parodies are also used to ridicule the original texts upon which they are based, or they may simply pay tribute to a more famous text.

ToneThe attitude of the composer toward what he or she is writing about or towards the audience.

In written texts tone is elicited through word choice. In speech it is also conveyed by the manner in which a person speaks.

Tone is described using adjectives, for example:ChattySombreFrustratedReflectiveWarmIntimateBitterNeutral (where no attitude is being expressed)

RegisterThe level of formality of language.

If you were writing a personal letter you would use less formal language and sentence structure than if you were writing an essay.

Register ranges from very formal to slang and includes colloquial language, i.e. the language of everyday conversation. The most important thing to remember about register is that you need to adjust your language according to the situation.

MoodThe feeling evoked by the writing

‘The old house brooded in the dark, watchful, waiting.’

Mood is strongly facilitated through word choice of the composer. Mood is also described using adjectives such as, peaceful, mysterious, and tense. Mood helps to convey ideas about the feelings in a text.

Source: https://portalsrvs.det.nsw.edu.au/f5-w-H68747470733a2f2f6465747777772e6465742e6e73772e6564752e6175$$/curr_support/english/eslivworkhand.doc

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https://portalsrvs.det.nsw.edu.au/f5-w-H68747470733a2f2f6465747777772e6465742e6e73772e6564752e6175$$/curr_support/english/eslivworkhand.doc



Techniques used in visual texts

Some of the different techniques used by visual texts to give messages and ideas to the reader are set out in the following table.

Layout Techniques Definitions/EffectFont Different ways the letters/words are written. Different font styles

have different connotations.

Borders and text boxes

A line or other boundary around the outside of a page or an object. Borders help us to organize information and set it apart from other parts of the text, thereby making it easier to read.

Background The part of the text or image that appears furthest away, or behind the other objects in a picture.

Foreground The part of the text or page that appears closest to the reader/viewer. The foreground of an image is usually the most important aspect of the image that the composer wants the viewer to look at first.

Bullet points, numbered paragraphs

These make the information easier to access/read quickly.

Columns These organise information and can make a text look like a newspaper, and thereby make it seem informative and formal.

Bold/Italics Makes the bolded words stand out and highlights important information.

Speech Bubbles Used in cartoons to show what people are saying.

Colour Different colours give different messages. For example, white = purity and black= death, depression and fear.

Graphic Techniques Definitions/Effect

Camera Angles The direction from which an image is viewed.Low = makes a person look big and powerful.High = makes a person look small, insignificant.Eye-level = makes a person look honest, direct, as though looking straight at you.

Lighting The quality of light in a photo or in which another image appears. Different lighting can provide different meanings. E.g. bright light can give the idea of happiness, and daytime, whereas low light and shadows can suggest fear or eeriness.

Camera shots The size of an image as it appears in a frame.Close-up = can see facial expressions.

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Mid = can see half the person.Long = can see the whole figure and also information about the environment around them.Wide = sets the scene, gives full information about people and what environment/ time/ place, etc. they’re in.

Body Language Posture, gestures and facial expressions of people in a photo or picture. These all give lots of clues about the way they are feeling and this helps to give messages to us about them.

Vectors Sight lines or lines in a photo or picture that leads your eye to a particular point or through a particular path.

Offer of information A technical term for a visual text which offers the reader some information to do with the message being communicated.

Demand A technical term for visual texts, used when a figure gazes directly out of the page at the reader, demanding a response. These texts involve the reader/ viewer more in the message.

Positioning In what direction are the objects or people facing? Is it at the camera, past the camera or at another person?

Texture A term used to describe how the surface of the image would feel if you could touch it. Some images look as if they have a rough or bumpy or grainy surface. Other images look as if they would be shiny and smooth to feel.

Focus A term which is used to describe how the image is viewed, e.g. whether the image is in clear focus (is able to be clearly seen) or is out of focus (the image is hazy or misty and not able to be clearly identified).

Costuming Reflects the personality of the subject and can also be a symbol of period, culture and status.

Objects/Symbols Shapes and figures which could be people, animals, places. Some objects are symbolic and/ or are associated with certain emotions or qualities. For example lion = bravery.

Salience/ Dominant image

The most noticeable thing in the picture – usually it is also the biggest thing.

Balance Refers to the way images are arranged to create an aesthetically pleasing effect. Balance can be achieved through symmetry or through the careful positioning of individual objects.

Juxtaposition Placements of two items side by side in order to invite comparison, usually to emphasise difference.

Source: https://portalsrvs.det.nsw.edu.au/f5-w-H68747470733a2f2f6465747777772e6465742e6e73772e6564752e6175$$/curr_support/english/eslivworkhand.doc

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Visual features

Use the guide below to help you analyse each type of text.

1. You will need to identify: the purpose the audience the visual features used (refer to graphics and layout – how

something is designed)

2. You will need to explain how each visual feature helps to achieve the purpose of the text. Remember to:

discuss each feature in terms of what you can see explain why it has been used in the text

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Visual features

photographs symbolic images horizontal/vertical print drawings cartoons illustrations logos headings subheadings numbers layout dot points variety of fonts type size use of bold type shading background spacing with words and text indenting captions use of colour

Purpose of visual features

You will need to think carefully about why each separate visual feature has been included, but below are some words to help you.

to attract the readers attention to ...

to show ... / to represent ...

to contrast …

to highlight … to promote ...

to emphasize ...

to support what is written

to illustrate …

to reinforce …

Epping Boys' High SchoolPreliminary/HSC English Assessment Task Variation Form

Student Name: _______________________________ Roll Call: _______________________

Course Name: _______________________________ Class Teacher: ___________________

Assessment Task: ____________________________ Date of Task: ____________________

Reason for Variation: (Please tick)___ Late Submission of an Assessment Task ___ Illness___ Non-submission of an Assessment Task ___ Approved Leave___ Non-completion of an In-Class Assessment Task ___ Other School Commitment___ Extension ___ MisadventureDetailed Explanation:____________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Signature of Student: _____________________________ Date: __________________________

Signature of Parent: ______________________________ Date: __________________________

Supporting Documentation Attached: (Please tick)

___ Medical Certificate from Dr _______________________ ___ Letter from Parent/Guardian

___ Other (describe) ______________________________________________________________________________

Decision : ______________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

Signature of Head Teacher: ________________________ Date: ___________________________

Notification to Class Teacher:Student Name: _______________________________ Roll Call: _______________________Course Name: _______________________________ Class Teacher: ___________________Assessment Task: ____________________________ Date of Task: ____________________This HSC Assessment Variation Form has been / not been approved.Reason: ______________________________________________________________________________________________________________________________________________________________________________________Signature of Head Teacher: _________________________ Date: __________________________

Notification to Class Teacher: (Class Teacher to return form to student)

Student Name: _______________________________ Roll Call: _______________________

Course Name: _______________________________ Class Teacher: ___________________

Assessment Task: ____________________________ Date of Task: ____________________

This HSC Assessment Variation Form has been / not been approved.

Reason: _______________________________________________________________________________________

_______________________________________________________________________________________________

Signature of Head Teacher: _________________________ Date: __________________________

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