course booklet 2015

DAPTO HIGH SCHOOL ENGLISH DEPARTMENT

YEAR 12 STANDARD ENGLISH Course Booklet 2015 HSC

CONTENTS PAGE Introduction

2

HSC course overview

3

HSC course requirements

4

Standard English outcomes

5-9

Area of Study – Discovery

10

Module A – Experience Through Language – Elective 2: Distinctively Visual

11

Module B – Close Study of Text – Wilfred Owen

11

Module C – Texts and Society – Elective 2: Exploring Transitions

11

Assessment schedule & weightings

12-13

Assessment tasks & reflection sheets

14- 25

Text Types

25

Glossary of Terms

26–30

Common Techniques

30– 40

1

Introduction In English we aim to help you set challenging and realistic goals that will allow you to achieve excellence in your academic studies. To do this, you will need to consider your personal expectations and goals in regard to your Standard English Course. We encourage you to discuss these with your support team of parents, caregivers, year advisors, the careers advisor, learning partners and especially your classroom teacher. We believe that expectations are high when teachers and students communicate the expectation that all members of the class can learn important knowledge and skills that are challenging for them. Students are encouraged and recognized for taking conceptual or other risks in learning. Expectations are also high when students at all levels are expected, and try to master challenging work whether the challenge is intellectual or performance based. Throughout your HSC course, your English teacher will reinforce the strategies you were introduced to in the Preliminary Course such as time management, learning techniques and smart study practices to ensure your goals are met. The most successful students have a schedule/timetable that allows them to play sport, work their part time jobs, go out and spend time with family and friends – as well as complete homework and study. Reading set texts can be time consuming. Establish a regular reading routine at home for completing novels and texts for other subjects too. Reading for 30 minutes each night can make a huge difference. If you set goals and plan to achieve them, this challenging HSC year will be very rewarding This booklet is an overview of the HSC Standard English course and should be read thoroughly and referred to often. It is a document to consult when you need detailed information about the subject outcomes, module rubrics and information about assessment tasks. You will complete six assessment tasks for this course. The final one will be the Trial HSC comprising of two x 2 hours exams. Paper One is on the Area of Study 40% and Paper Two examines the three modules 60%. Familiarise yourself with the assessment tasks published in this booklet and ensure you complete the reflection sheets thoughtfully and set achievable, yet challenging goals. NB There will be no half-yearly exam in English. Teachers and parents expect you to be working independently at attaining a positive result for the HSC – and, undoubtedly, you expect much of yourself too. It is important that you rise to the challenges that Year 12 will provide and achieve your personal best.

Tina Seckold Head Teacher English Dapto High School

2

2015 STANDARD ENGLISH COURSE OVERVIEW

Module C: Texts and Society Elective 2: Exploring Transitions Set text: The Story of Tom Brennan Author: JC Burke Prose Fiction Media Module B: Close Study of Text Set text: Poetry collection Author: Wilfred Owen

Poetry Area of Study: Discovery Set text: Go back to where you came from SE1, E1,2,3 and the response Director: Ivan O’Mahoney Non fiction Module A: Experience Through Language Elective 2: Distinctively Visual Set text: The Shoe Horn Sonata Playwright: John Misto Drama

3

HSC English Course Requirements Study of texts prescribed in any course for the Higher School Certificate examination may not begin before the completion of the Preliminary course. This exclusion applies to study in all English Preliminary courses and to Preliminary courses in other subjects such as Drama. It also applies to the study of a prescribed text in another medium, such as the film of a novel. ‘Study’ of texts does not apply to attending performances during the Preliminary course of plays prescribed as HSC texts or to taking part in production of them. HSC English (Standard) Course Requirements Text Requirements: •

the close study of at least FOUR TYPES OF PRESCRIBED TEXT, one drawn from EACH of the following categories:

•

-

prose fiction

-

drama

-

poetry

-

nonfiction 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. Section1

Section 2

Content common to the Standard and Advanced

Modules which emphasise particular aspects of shaping

Courses where students analyse and explore texts

meaning and demonstration of the effectiveness of texts for

and apply skills in synthesis.

different audiences and purposes.

The HSC Common Content consists of one Area of Students are required to choose one elective from each of Study common to the HSC Standard and Advanced Modules A, B courses.

and C.

Study in the HSC course requires close study of particular texts, supported by students’ own wide reading. 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.

4

Standard Outcomes 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. 5. A student analyses the effect of technology and medium on meaning. 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 synthesizes 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. 12. A student reflects on own processes of responding and composing. 13. A student reflects on own processes of learning

5

Area of Study and Texts for the Common Content of Standard and Advanced Courses Area of Study: Discovery 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. 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.

6

MODULE A: Experience through Language This 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 (Reread English Stage 6 Syllabus, p 30.)

Elective 2: Distinctively Visual 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. Students will choose one of the following texts as the basis for their further exploration of the elective, Distinctively Visual.

MODULE B: Close Study of Text This 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 (Reread English Stage 6 Syllabus, pp 30–31.)

MODULE C: Texts and Society This 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, and bodies of knowledge, attitudes and belief systems in ways particular to specific areas of society.

Elective 2: Exploring Transitions In this elective students explore a variety of texts that deal with aspects of growing up or transition into new phases of life and a broader world. People encounter different experiences and respond to them individually. These personal experiences may result in growth, change or other consequences. Students respond to and compose a range of texts that illustrate different pathways into new experiences. They examine the features of texts that shape our knowledge, attitudes and beliefs about individuals venturing into new experience

7

COURSE CONTENT FOCUS OUTCOMES

TASKS

LANGUAGE MODES AoS

MOD.

MOD.

MOD

A

B

C

LISTENING

SPEAKING

READING

WRITING

VIEWING/ REPRESENTING

TOTAL

Composing & Reflecting 11, 12, 13

(AoS)

2, 3, 6, 8

Essay

& 10

(AoS)

1, 4, 5, 7,

Representation

&9

(A)

1, 4, 8, 10

Speech

& 12

(B)

10%

15%

10%

10%

10%

5%

15%

15%

15%

15%

15%

15%

15%

3, 4, 5, 9 & 13

Listening

15%

15%

(C)

1-13

#6

15%

15%

5%

5%

5%

40%

20%

20%

20%

15%

15%

25%

30%

30%

Trial HSC

6 Tasks

15%

8

15%

15%

100%

Dapto High School English Department HSC Standard English Assessment Task 1 Module C: Texts and Society: Exploring Transitions Weighting: 15% Mode: Listening Outcomes: 3, 4, 5, 9&13 Task Instructions: You will be required to submit a published draft a week prior to the submission date. You will also be required to submit your completed ALARM matrix with your draft. Question: ‘Transitions into new phases of life can lead to growth and a shift in attitudes and beliefs.’ Discuss in relation to your set text, one piece of related material of your own choosing and the text presented on the day. Achievement

A student shows a: Highly developed understanding of how textual features shape meaning in context

A 85-100

Skillful reflection of the different ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems Thoughtful reflection and insightful use of drafting and conferencing process Well- developed understanding of how textual features shape meaning in context

B 70-84

Mature reflection of the different ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems Thoughtful reflection and insightful use of drafting and conferencing process Developing understanding of how textual features shape meaning in context

C 55-69

Reflection on the different ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems Sound reflection and insightful use of drafting and conferencing process Some understanding of how textual features shape meaning in context

D 40-54

Limited reflection of the different ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems Some reflection and insightful use of drafting and conferencing process No/little understanding of how textual features shape meaning in context

E 0-39

Little/no reflection of the different ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems Ineffective assessment of the most appropriate technologies and processes for presenting ideas Limited reflection and insightful use of drafting and conferencing process No attempt Non serious attempt

Feedback:

Task Reflection Sheet Module C: Listening and Viewing Number of lesson absent for this module: I know the rubric of this module Y/N I prepared for this assessment task by: Revising the content of my set text Revising how the techniques are used in my set text to convey ideas about ‘Exploring Transitions’ Practicing through drafting how to organise and write an essay introduction Practicing through drafting how to organise and write topic sentences for the body paragraphs Practicing through drafting how to organise the information in the paragraphs Practicing through drafting how to organise and write an essay conclusion Handing in drafts for teacher feedback

My achievements for this task include:

I can improve in this module by:

I learnt the following from my peers during this module:

The teacher could help me by:

Parent Signature:

Dapto High School English Department HSC and Standard English Assessment Task 3 Area of Study: Discovery Go back to where you came from – Ivan O’Mahoney Weighting: 10% Mode: Writing Outcomes: 11, 12, 13

Task Instructions: You will be required to submit a published draft a week prior to the submission date. You are to compose a narrative exploring the concept of discovery between 750-1000 words in length. Your composition must be word processed. Your composition needs to be inspired by a visual image (photo, painting, icon) you have uncovered in your studies. This image MUST be submitted with your response. Achievement

A student shows a: Highly developed composing skills; polished final copy

A 85-100

Highly imaginative narrative/representation of Discovery Thoughtful reflection and insightful use of drafting and conferencing process Developed composing skills; mostly polished final copy

B 70-84

Imaginative narrative/representation of Discovery Reflective use of drafting and conferencing process Developing composing skills; drafts and final copy

C 55-69

Sound narrative/representation of Discovery Sound use of drafting and conferencing process Variable composing skills; some planning and some problems final copy

D 40-54

A narrative/representation of Discovery Some of drafting and conferencing process Undeveloped composing skills evident

E 0-39

Conventions of chosen text types not evident or poorly employed Ineffectual representation of Discovery No attempt Non serious attempt

Feedback:

Area of Study: Writing

Number of lessons absent for this module:

I know the rubric of this module Y/N In my response, I showed I understood: Narrative structure – orientation, complication and resolution Narrative styles such as linear, woven and circular How to effectively use a variety of narrative techniques How to construct an idea based on the idea of Discovery

What narratives did you read in preparation for this task?

I need to improve in the following areas:

I can do this by:



Parent Signature:

Dapto High School English Department HSC Standard English Assessment Task 4 Area of Study: Discovery Go back to where you came from – Ivan O’Mahoney Weighting: 15% Mode: Writing Outcomes: 2, 3, 6, 8, 10

Task Instructions: You will be required to submit a published draft a week prior to the submission date. This task will be completed in class. Question: ‘An individual’s reaction with others and the world around them can result in positive or negative experiences of discovery?’ Discuss this view with detailed reference to your prescribed text and ONE other related text of your own choosing. Length: 750 – 1000 words Achievement


A 85-100

Skillful reflection of the different ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems surrounding the concept of discovery Highly developed organization of ideas and essay structure Well- developed understanding of how textual features shape meaning in context

B 70-84

Mature reflection of the different ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems surrounding the concept of discovery Effective organization of ideas and essay structure Developing understanding of how textual features shape meaning in context

C 55-69

Reflection on the different ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems surrounding the concept of discovery Developing an organization of ideas and essay structure Some understanding of how textual features shape meaning in context

D 40-54

Limited reflection of the different ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems surrounding the concept of discovery Some evidence of an organization of ideas and essay structure No/little understanding of how textual features shape meaning in context

E 0-39

Little/no reflection of the different ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems surrounding the concept of discovery No/little evidence of organization of ideas and essay structure No attempt Non serious attempt

Feedback:

Task Reflection Sheet Area of Study: Writing Number of lessons absent for this module:

I know the rubric of this module Y/N

I prepared for this task by: Revising the content of my set text Finding my own pieces of related material that I was confident and familiar with Revising the content of my related materials Revising how the techniques are used in my set text to convey ideas about discovery Revising how the techniques are used in my set text to convey ideas about discovery Practicing through drafting how to organise and write an essay introduction Practicing through drafting how to organise and write topic sentences for the body paragraphs Practicing through drafting how to organise the information in the paragraphs Practicing through drafting how to organise and write an essay conclusion Handing in drafts for teacher feedback





Parent Signature:

Dapto High School English Department HSC Standard English Assessment Task 2

Module B: Close Study of Text: Wilfred Owen Weighting: 15% Mode: Speaking Outcomes: 1, 4, 8, 10 & 12 Length: 4 – 6 minutes Task Instructions: You will be required to submit a published draft of your speech transcript a week prior to the submission date. Question: How are Wilfred Owen’s ideas expressed through poetic forms and features? Discuss with close reference to at least three poems. In a speech to your peers, you are to use the above excerpt as a starting point for a discussion on the key aspects of the novel. Your speech needs to refer to features such as themes, techniques, symbols, characters, setting, narrative structure and language. Achievement


A 85-100

Skillful reflection of the different ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems surrounding the concepts of the text Well-developed understanding of how textual features shape meaning in context

B 70-84

Mature reflection of the different ways that texts communicate information, ideas, bodies of Highly developed organization of ideas and essay structure knowledge, attitudes and belief systems surrounding the concepts of the text Effective organization of ideas andtextual essay structure Developing understanding of how features shape meaning in context

C 55-69

Reflection on the different ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems surrounding the concepts of the text Developing an organization ideas features and essay structure Some understanding of howof textual shape meaning in context

D 40-54

Limited reflection of the different ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems surrounding the concepts of the text Some evidence of an organization of ideas and essay Limited understanding of how textual features shapestructure meaning in context

E 0-39

Limited reflection of the different ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems surrounding the concept the text No/little evidence of organization of ideas and essay structure No attempt Non serious attempt

Time:

Feedback:

Task Reflection Sheet Module B: Speaking

Number of lesson absent for this module: ______________________________________________________________________

____________

My achievements for this unit/task are:

I need to improve in the following areas:

I can improve by:

I learnt the following from my peers during this unit/task:

The teacher could improve the unit by:

Parent Signature:

Dapto High School English Department HSC Standard English Assessment Task 5 Module A: Experience through Language – The Shoehorn Sonata Weighting: 15% Mode: Viewing and Representing Outcomes: 1,4,5,7,9 Question: How are people and their experiences brought to life through the distinctively visual? In your response, make a detailed reference to your set text and at least one other related text of your own choosing. Length: 750 – 1000 words Achievement A 85-100

A student shows a: • • •

A sophisticated response representation of the module and elective Highly developed understanding of the ways that language forms and features, and structures of texts shape meaning in the set text and related material Sophisticated analysis of how a composer communicates ideas to their audience A well-developed response representation of the module and elective

B

Developed understanding of the ways that language forms and features, and structures of texts shape meaning in the set text and related material

70-84

Clear analysis of how a composer communicates ideas to their audience A developed response representation of the module and elective

C 55-69

A sound understanding of the ways that language forms and features, and structures of texts shape meaning in the set text and related material Analysis of how a composer communicates ideas to their audience A variable response representation of the module and elective

D 40-54

Some understanding of the ways that language forms and features, and structures of texts shape meaning in the set text and related material

E 0-39

• •

variable understanding of howof a the composer A poor response representation modulecommunicates and elective ideas to their audience Little or no understanding of the ways that language forms and features, and structures of texts shape meaning in the set text and related material A poor understanding of how a composer communicates ideas to their audience

No attempt Non serious attempt

Feedback:

Task Reflection Sheet Module A : Writing Number of lessons absent for this module:

I know the rubric of this module Y/N

I prepared for this task by: Revising the content of my set text Finding my own pieces of related material that I was confident and familiar with Revising the content of my related materials Revising how the techniques are used in my set text to convey ideas about distinctively visual Revising how the techniques are used in my set text to convey ideas about distinctively visual Practicing through drafting how to organise and write an essay introduction Practicing through drafting how to organise and write topic sentences for the body paragraphs Practicing through drafting how to organise the information in the paragraphs Practicing through drafting how to organise and write an essay conclusion Handing in drafts for teacher feedback





Parent Signature:

Trial Exam

My achievements for AOS Section 1 include:



I need to improve in the following areas: Section1:

Section2:

Section3:

My achievements for Module A include:

I need to improve in the following areas: Module A:

My achievements for Module B include:

I need to improve in the following areas: Module B:

My achievements for Module C include:

I need to improve in the following areas: Module C:

I learnt the following from the experience of sitting the Trial HSC:


Text Types Literary (relating to imaginative texts) • Literary Description • Literary Recount •Narrative • Observation • Personal Response • Review

Factual (relating to a non-fiction) • Discussion • Explanation • Exposition • Factual Description • Factual Recount • Information Report • Procedure • Procedural Recount

Purposes and Audiences of Texts

Specific age groups Similar life experiences

Groups that share knowledge of a subject

Who are the AUDIENCES of texts? Groups with similar cultural backgrounds

Groups with similar expectations Specific interest groups

To explain To inform

To request

To argue

What are the PURPOSES of texts?

To describe

To persuade

To entertain To respond

Glossary Of Terms 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. electronic 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 The ability to think divergently, to generate original ideas by thinking drawing on emotional and cognitive experiences. interpretation Explanation of meaning within the context of one’s own understanding. language forms and features The symbolic patterns and conventions that shape meaning in 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 through texts This expression implies that meaning variously • 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. 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 Principles and processes which combine to allow people to valuation ascribe value to texts. 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 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.

Common Language Techniques for Stage 6

Account Account for: state reasons for, report on. Give an account of; narrate a series of events or transaction Allegory

Al-le-gree

A narrative (story) where it is easy to apply the story to another group of characters. Alliteration

a-LIT-er-AY-shun

Repetition of a consonant (not a vowel) Allusion

A-LOO-zhun

Use of a reference to another story or text, either directly or by implication (suggestion). Ambiguity Am-big-YOU-i-ty When there is more than one possible meaning. Anachronism An-NAK-kron-is-m Inclusion of a person, place or thing that did not exist in the time in which the story is set. Analyse Identify components and the relationship between them; draw out and relate implications Antagonist An-TAG-on-ist Traditionally defined as an opponent. Antonym Opposite of a word Analogy Partial similarity on which a comparison may be based Apply Use, utilise, employ in a particular situation

Appreciate Make a judgment about the value of Appropriation

a-PROH-pree-AY-shun

Taking over or possessing something for personal use. We all do it all the time when we’re asked to write a composition and we have no new ideas. We use a story we already know and change the details to suit ourselves. Argument Statement or fact used to support a point of view Assess Make a judgment of value, quality, outcomes, results or size Assonance ASS-on-ence Repetition of a vowel (as opposed to a consonant) sound in words with close connection. Atmosphere AT-mos-FEAR The mood, tone or “feeling” created by a particular place or scene. It is a function of setting. Bathos

BAY-thoss

When the climax of a narrative is not only disappointing and not what we expect. Bias BUY-as Prejudice. A one-sided view of an issue. Caricature Exaggeration of certain features to represent a certain character Calculate Ascertain/determine from given facts, figures or information Characterisation KAR-ak-ter-eye-SAY-shun The way in which a character is created and developed during a text.

Clarify Make clear or plain Classify Arrange or include in classes/categories Cliché KLEE-shay A phrase or expression which was once novel, vivid and exciting, but which has been used SO often that it lacks real meaning. Climax High point of the story Collage Coll-ARZH A visual text that is a combination of pictures and different textures based on a single theme or idea. Colloquial Language KOL-LOHK-quee-al LANG-gwidge Words and phrases that belong to everyday speech and conversation. Compare Show how things are similar or different Composer KOM-POHS-er Get used to talking about this person!! It’s the new jargon and refers to the person who has created a text. Composite Text KOM-pos-it Pint Media Terminology. All the bits that make up a newspaper or magazine page. Concept KON-SEPT A thought or idea that often involves a number of issues or aspects. Construct Make; build; put together items or arguments

Content Refers to what surround the word; that is, the rest of the sentence of paragraph Connotation KON-na-TAY-shon The feelings, emotions, subtleties suggested by a word or phrases, as opposed to the word itself. The extra meanings that we, as readers and receivers of texts apply to words. Construct Make; build; put together items or arguments Contrast Show how things are different or opposite Context KON-tekst The circumstances (historical, social, cultural) or facts that surround a particular situation, event, text. Critical thinking Refers to the ability to “pull a text apart” to see HOW it was created or put together. You can then work out HOW WELL it was done and comment on the really good features and not-so-good parts. Deconstruction DEE-kon-STRUK-shon The breaking down and analysis of a text. Deduce Draw conclusions Define State meaning and identify essential qualities Demonstrate Show by example Denotation

DEE-note-AY-shun

The dictionary definition of a word, without the extra meanings, feelings and experiences we may add to it.

Describe Provide characteristics and features. Dialogue DYE-a-log Originally, a conversation between two people (Di = two). It is now common to define dialogue as a conversation between two or more people, usually characters in a novel, play, film, etc. Discuss Identify issues and provide points for an/or against Distinguish Recognise or note/indicate as being distinct or different from; to note differences between Emotive Language Ee-MOHT-ive LANG-gwidge Language specifically chosen to evoke an emotional response from the reader/listener. Empathy EMM-path-ee The state of being able to FEEL the emotions of another. Being able to connect with the spirit of another individual or group. Enjambment

ON-Jom-on

Poetry terminology. You know how the comma or full stop is not always at the end of the line and the line runs straight into the next one? Like a sentence in two or three lines? That running over to the next line is called enjambment. Not a word that’s used very often. Euphemism YOU-fem-is-m An expression used to avoid directly saying something distasteful, unpleasant or confronting. Evaluate Make a judgement based on criteria; determine the value of Examine Inquire into

Explain Relate cause and effect; make the relationship between things evident; provide why and/or how Explicit Eks-PLISS-it Clearly stated; leaving nothing to guesswork or the imagination. Extract Choose relevant and/or appropriate details Extrapolate Infer from what is known Figure of Speech FIGG-ers of SPEECH The devices used by writers to convey more meaning and create better images than ordinary language can convey. Goes beyond merely exploiting the connotations of words. Focus Common thread woven throughout a story or text to convey a clear message Foreshadowing For-SHADD-oh-ing Basically, this means to give us (the reader/viewer) a hint of what is to come. Formal Language FOR-mal LANG-gwidge The most acceptable level of language. DOES NOT include slang, colloquial expressions, contractions and most jargon. Focus Common thread woven throughout a story or text to convey a clear message Homonym Words that sounds the same as another word but has a different meaning, for example ‘pale’ (ashen) and ‘pail’ (bucket) Hyperbole Use of exaggeration in writing to achieve a particular effect

Icon Someone famous who has become a symbol for a movement or some sort of activity Identify Recognise and name Idiom IDD-ee-um An expression or way of speaking which is peculiar to a language (or geographic area for a language as widespread as English). Local people understand it to mean something other than its literal translation. Imagery IMM-adge-er-ee The picture or image created in our imagination by a writer’s choice of words. Implicit Imm-PLISS-it Suggested, rather than clearly stated. When something is implicit, it is often something that is UNDERSTOOD, rather than said outright. Intended Audience The person or group for whom a work was created Interpret Draw meaning from Irony Contradiction in terms; where literal meaning is the opposite of what is intended Intertextuality IN-ter-TEKST-you-AL-ee-tee The relationship between texts. Investigate Plan, inquire into and draw conclusions about Jargon JAR-gun Language that is particular to a group in society.

Justify Support an argument or conclusion Juxtaposition

JUKS-ta-pos-SISH-on

The placement of two images (usually fairly similar, but with some differences) next to each other or in close proximity so that the differences become really obvious. Literacy Technique Means of enhancing a text, for example through the use of simile, personification or analogy Marginalised Character Character that has very little voice (in a text) Meaning Basically, what we (the responder) get from a text – be it a novel or a word; a film or a photograph. Medium MEED-ee-um Literally means “the middle”. In communication, there is the sender, the receiver and medium, through which the message is sent. Metaphor METT-uh-four A comparative figure of speech. A comparison between UNLIKE things that goes further than a simile does. A simile says that one thing is LIKE another. A metaphor states that one thing IS another. This is a very strong and powerful comparison. Metaphorical Language Mett-uh-FO-ree-kle Monologue MONN-o-log An oral piece (be it a speech, comic or dramatic sketch, or a poem) intended to be presented by only one person. Mood The “feeling” or atmosphere of a setting or the text itself.

Multiple readings The variety of different meanings, interpretations or meanings that can be given to a text. Narrator Nar-RAYT-er The person or “voice” who tells the story. When studying narratives, it is usual to talk about the “voice”. There are two main voices: First Person and Third Person. Objective

Ob-JEK-tiv

Be definition, being objective is when you are not personally involved and have distanced yourself from your emotions to describe a situation in a factual and reasonable manner. Onomatopoeia

ON-oh-MAT-a-PEE-ya

A component of figurative language. Where the SOUND of a word is the same as its MEANING. Orientation The beginning or introduction to characters and settings Outline Sketch in general terms; indicate the main feature of Oxymoron Combination of words that are, Paradox A seemingly contradictory statement that contains a truth or opinion. Parody PARR-o-dee An imitation or mimicking of a text, especially using exaggeration to create humour. Pathos PAY-thoss The quality of a text that stimulates or evokes sympathy or pity in the responder.

Persona Per-SOH-nah The “voice” or personality that a composer may adopt when creating a text. This is sometimes different from the personality or attitudes of the composer her/himself. Personification Per-SONN-if-ee-KAY-shon When inanimate (non-living) objects or ideas are given human qualities. Predict Suggest what may happen based on available information Propose Put forward (e.g. a point of view, idea, argument, suggestion) for consideration or action Pun A play on words. A pun is dependent upon two words sounding similar, or there being two meanings for the same word. Quote Exact words spoken or written by someone Reader Positioning How a reader/viewer/listener is encouraged to agree with a particular set of beliefs, attitudes or ideas about the subject of a text. Recall Present remembered ideas, facts or experiences Recommend Provide reasons in favour Recount Retell a series of events

Reader Response This is a theory that claims that the meaning of a text is provided by the reader, as opposed to the specific words on the page or in the film, etc. Register REJ-jist-uh Register is the language a composer uses as a result of his/her consideration of pupose, audience and format. Resolution The end of the story that accounts for the conflict and complications in the plot and can include a twist or unexpected conclusion Rhetorical Question A question asked, usually in a speech or oral presentation, for which no answer is expected. In fact, it is expected that EVERYONE will agree with only one possible answer and will agree with the point being made by the speaker. Rhyme Words that sound the same Sarcasm SAR-Kas-m Can be very amusing to others who are not being attacked, although there is often a sense of discomfort because it’s not a “nice” thing. Satire Sat-IRE A text that ridicules (has “a go at”) human beings (the weaknesses, hypocrisies and failings of both individuals and society as a whole) with the intention of bringing about change. Simile SIMM-ill-ee A person or object is said to be LIKE another, or qualities of the person or object are compared to another. Slang Slang is language that is common or distinctive to a particular social group.

Soliloquy Sol-LILL-o-quee A short speech by a character in a play, where he/she relates the thoughts and ideas (often plans) that are going through his/her head. Stereotypes STAIR-ree-oh-TYPES A standardised idea or concept, especially about people or groups of people. A word (or two) that describes a group of people who may not be totally alike. Structure The way a text is organised. Subjective When an individual’s personal attitudes, feelings or emotions are involved. It could be in the creation or the response to a text. Summarise Express, concisely, the relevant details Symbolism Simm-bol-IS-m The use of symbols in the arts, including music and literature. Summarise Express, concisely, the relevant details

Synthesis Putting together various elements to make a whole Text types The name given to the basic scaffolds (building frames) that are common to most formats and texts. Theme THEEM Traditionally, the theme of a text was its central idea or argument. In other words, texts were supposed to have a broad idea or issue that the composer was attempting to either teach the reader or increase the reader’s awareness.

Tone This is the attitude that the composer has towards what is being discussed or described and , by extension, his/her attitude towards the responder (reader). It is the emotional colouring of the text. Values The ideas, principles or attitudes which a person or group believes to be important or consider to be appropriate. Vectors

VEK-ters

Graphics terminology. Vectors are the lines in a photograph, painting or picture that draw the eye to a particular object or person. Vernacular Ver-NAK-yoo-lar Language common to the people of a place. Voice Firstly, there is the “voice” or the narrator in a story. See Narrator for more details on this. Secondly, and the can be more subtle, there is the sense of personality, intelligence or character behind the “voice” of the narrator.

Others _ _ _

Notes

course booklet 2015

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