englishdepartment( - vincentia high school · term1!! areaofstudy$ ... the ways in which changes of...

1

Vincentia High School

English Department

HSC 2015 Course Booklet ADVANCED ENGLISH

2

Congratulations and welcome to your

HSC Studies!

As you commence your final year of English studies at Vincentia High School you will be engaged in a rigorous program of study that will prepare you for your post school destinations, be it tertiary education or the workforce. It is important that you set realistic goals and expectations for this course and work proactively with your parents, carers and teachers to achieve these. Successful senior students work towards their goals in an organised and systematic fashion. It is important that you have a schedule/timetable that allows you to enjoy and balance your sporting, leisure, family and friend time with your work and school commitments. Reading set texts can be time consuming; establish a regular reading routine at home for completing novels and texts for other subjects too. It is an expectation of the English faculty that all students in Year 12 comply with the following:

Teachers and parents expect you to be working independently at attaining positive result for the Higher School Certificate and undoubtedly you expect much of yourself too. Best of luck and enjoy your year of learning! Ms Renee Gilbert Head Teacher English

ALL students are expected to maintain a workbook and have all appropriate equipment with them.

Assessment and homework tasks are to be submitted (where required) in hard copy on the date due at 8.15am. (No emails, USBs, or disc submission) If you are absent on the due date it is YOUR responsibility to report to your teacher on the first day of your return with appropriate documentation.

Work in a manner that best supports a positive learning environment with positive outcomes for you and your peers. The better we all do…the better we all do!

Use your laptop responsibly within the guidelines of your laptop charter. It is NOT a replacement for a workbook. Laptop misuse will result in immediate consequences.

There are to be no Mobile Phone or MP3 players in English classrooms unless otherwise instructed by your classroom teacher.

Read ALL set texts as prescribed by your teacher when required. Your learning is YOUR responsibility.

3

HSC Advanced English - Course Overview

1 2 3 4 5 6 7 8 9 10 11

Term 4

Module A –Comparative Study of Texts and Context Intertextual Perspectives

The Great Gatsby and Sonnets from the Portuguese

Area of Study: Discovery

‘Introduction’

Term 1

Area of Study Discovery

Go Back to where you came from?

Term 2

Module B Critical Study of Text

Hamlet

Module C Representation and Text Representing People and

Politics Why Weren’t we told?

Term 3

Module C Representation and Text Representing People and

Politics Why Weren’t we told?

Trial Revision and Examination

HSC Revision

4

HSC Advanced English - Assessment Schedule

Task 1

Term 1, Week 3

Task 2

Midcourse Exam Term 1 – Week TBA

Task 3

Term 2, Week 7

Task 4

Term 3, Week 3

Task 5

Term 3, Week TBA

Module A Intertextual Perspectives

‘Gatsby/Browning’

15%

5%

Area of Study Discovery

‘Go Back to Where you came from’

15%

10%

15%

Module B Critical Study of Text

Hamlet

15%

5%

Module C Representing People

and Politics ‘Why weren’t we told’

15%

5%

TOTAL /100 15% 25% 15% 15% 30% WRITING 10% 5% 15% READING 5% 5% 15% SPEAKING 15% LISTENING 15%

V/R 15%

5

From the Syllabus Document

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/english-‐std-‐adv.html

English (Advanced) is designed for students to undertake the challenge of higher-order thinking to enhance their personal, social and vocational lives. These students apply critical and creative skills in their composition of and response to texts in order to develop their academic achievement through understanding the nature and function of complex texts.

HSC English (Advanced) course (120 indicative hours) In the HSC English (Advanced) course, students analyse and evaluate texts, and the ways they are valued in their contexts. The course requires the study of at least FIVE types of texts, one drawn from each of the following categories: Shakespearean drama; prose fiction; poetry; drama or film; nonfiction or media or multimedia.

Content common to the Standard and Advanced courses – AREA OF STUDY Provides students with the opportunity to explore, analyse and experiment with: • meaning conveyed, shaped, interpreted and reflected in and through texts • ways texts are responded to and composed • ways perspectives may affect meaning and interpretation • connections between and among texts • how texts are influenced by other texts and contexts.

45 indicative hours

MODULES Students choose 1 elective from each of the 3 modules. Module A: Comparative Study of Texts and Context

Module B: Critical Study of Texts

Module C: Representation and Text

The comparative study of texts in relation to historical or cultural contexts.

A single text study – the evaluation of ideas and expression.

The study of how textual forms, choice of language and perspectives represent information, processes and ideas.

75 indicative hours

Texts, the Area of Study and Module electives ARE prescribed for the HSC.

Key Competencies English Stage 6 provides a powerful context within which students develop general competencies that are essential for the acquisition of effective, higher-order thinking skills necessary for further education, work and everyday life. Key competencies are embedded in English Stage 6 to enhance student learning. • collecting, analysing and organising information • communicating ideas and information • planning and organising activities • working with others in teams

6

• solving problems • using technology.

English (Advanced) Objectives Objectives are general statements, organising the more specific learning goals contained in the English (Advanced) outcomes. Students will develop knowledge and understanding of: • the purposes and effects of a range of textual forms in their personal,

social, historical, cultural and workplace contexts • the ways language forms and features, and the structures of texts shape

meaning in a variety of textual forms. Students will develop skills in: • responding to and composing a range of complex texts • effective communication at different levels of complexity • independent investigation, individual and collaborative learning • imaginative, critical and reflective thinking about meaning • reflection as a way to evaluate their processes of composing,

responding and learning. Students will come to value and appreciate: • the role of language in developing positive interaction and cooperation • their developing skills as users of English • the pleasure and diversity of language and literature • the role of language and literature in their lives • the study and use of English as a key to learning • reflection on their own processes of responding, composing and learning • English as a language of communication and culture • appropriateness, subtlety and aesthetics in language use.

Course Requirements • the close study of at least FIVE TYPES OF PRESCRIBED TEXT, one

drawn from EACH of the following categories: – Shakespearean drama – prose fiction – drama or film – poetry – nonfiction or media or multimedia texts

• a wide range of additional related texts and textual forms Study in the HSC course requires close study of particular texts, supported by students’ own wide reading.

7

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

HSC English (Advanced) Course Content

Common Content – Area of Study An Area of Study is the exploration of a concept that affects our perceptions of ourselves and our world. Students explore, analyse, question and articulate the ways in which perceptions of this concept are shaped in and through a variety of texts. In 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. The Area of Study integrates the range and variety of practices students undertake in their study and use of English. It provides students with opportunities to explore, analyse and experiment with: • meaning conveyed, shaped, interpreted and reflected in and through texts • ways texts are responded to and composed • ways perspective may affect meaning and interpretation • connections between and among texts • how texts are influenced by other texts and contexts. Students’ responses to texts are supported by their own composition of, and experimentation with, imaginative and other texts. They explore ways of representing events, experiences, ideas, values and processes, and consider the ways in which changes of form and language affect meaning. The Area of Study and the prescribed texts will be subject to periodic evaluation and review. Prescribed texts are: • A range of prescribed texts for the Area of Study from which at least one

must be selected. This text list will be published in an English Stage 6 support document.

In addition, students will explore texts of their own choosing relevant to the Area of Study. Students draw their chosen texts from a variety of sources, in a range of genres and media.

Modules and Electives In the HSC course, students must choose one of the prescribed electives from EACH of the HSC Modules A, B and C.

8

The electives and text list will be prescribed in an English Stage 6 support document. Electives and texts will be subject to periodic evaluation and review. Each module shows how content and/or texts function within it. Modules are: Module A – Comparative Study of Texts and Context Module B – Critical Study of Texts Module C – Representation and Text – Representing People and Politics

Electives Each elective requires: • the integration of the modes of reading, writing, listening, speaking,

viewing and representing as appropriate • responding to and composing texts • the integrated study of language and text • examination of a variety of textual forms.

9

HSC English (Advanced) Course Objectives, Outcomes and Content The table below sets out the content of the HSC English (Advanced) course and illustrates the relationship between the objectives, the outcomes and the content. Students will work to achieve the outcomes by responding to and composing increasingly complex texts in a variety of modes and media.

English (Advanced) Objectives

HSC English (Advanced) Outcomes

HSC English (Advanced) Content

1. A student explains and evaluates the effects of different contexts of responders and composers on texts.

1. Students learn to evaluate the effects of different contexts of responders and composers on texts by:

1.1 comparing and contrasting texts and their contexts

1.2 responding to and composing texts to achieve meaning in a range of contexts

1.3 explaining how values and attitudes are reflected in texts

1.4 explaining and evaluating changes in meaning arising from changes of context

1.5 generalising about the relationships between context and meaning.

2. A student explains relationships among texts.

2. Students learn to explain the relationships among texts by:

2.1 comparing and contrasting the forms and features of texts

2.2 describing and explaining the connections between texts

2.3 describing and explaining the ways in which texts are influenced by other texts and contexts.

Students will develop knowledge and understanding of the purposes and effects of a range of textual forms in their personal, social, historical, cultural and workplace contexts.

2A. A student recognises different ways in which particular texts are valued.

2A. Students learn to recognise ways in which particular texts are valued by:

2A.1 responding to a range of texts that are valued differently in particular personal, social, cultural, historical and workplace contexts

2A.2 explaining how and why they are valued.

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

3. Students learn the language relevant to their study of English including:

3.1 its terminology 3.2 language for making connections,

questioning, affirming, challenging, speculating about and generalising about texts

3.3 language of personal, cultural, public and critical expression

3.4 conventions of language.

10

English (Advanced)

Objectives HSC English

(Advanced) Outcome HSC English (Advanced) Content

4. A student explains and analyses the ways in which language forms and features, and structures of texts shape meaning and influence responses.

4. Students learn about the ways in which language forms and features, and structures of texts shape meaning and influence responses by:

4.1 explaining and analysing the effects of a variety of language forms and features, and the structures of texts

4.2 identifying a range of possible responses to texts influenced by their language forms and features, and their structure

4.3 using various language forms and features, and structures of texts to influence meaning and responses.

Students will develop knowledge and understanding of the ways in which language forms and features, and structures of texts shape meaning in a variety of textual forms.

5. A student explains and evaluates the effects of textual forms, technologies and their media of production on meaning.

5. Students learn to evaluate how textual forms and media of production represent information, ideas and values by:

5.1 describing and explaining the conventions and the effects of textual forms, technologies and media of production on meaning

5.2 choosing from the range of textual forms, technologies and media of production to compose texts for specific audiences and purposes

5.3 reflecting on the effects of a change in textual form, technology or medium of production through their own processes of composing

5.4 explaining the relationships between representation and meaning.

Students will develop skills in responding to and composing a range of complex texts.

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

6. Students learn about the ways they can respond to texts by:

6.1 analysing texts in detail 6.2 composing sustained arguments supported by

textual evidence 6.3 composing and supporting a personal response

to texts 6.4 evaluating the responses of others.

Students will develop skills in effective communication at different of levels of complexity.

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.

7. Students learn to communicate information, ideas and values for a variety of purposes, audiences and contexts by:

7.1 identifying and explaining the effects of language forms and features, and structures of texts

7.2 composing and adapting texts to address different purposes and audiences.

11

English (Advanced)


(Advanced) Outcomes HSC English (Advanced) Content

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

8. Students learn to compose imaginative, personal and critical texts from a range of perspectives by:

8.1 engaging with complex texts 8.2 refining the clarity of their composition to meet

the demands of increasing complexity of thought and expression

8.3 using and manipulating a range of generic forms in a range of modes and media for different audiences and purposes

8.4 using stylistic devices appropriate to purpose, audience and context.

Students will develop skills in independent investigation, individual and collaborative learning.

9. A student evaluates the effectiveness of a range of processes and technologies for various learning purposes including the investigation and organisation of information and ideas.

9. Students learn to evaluate the effectiveness of processes and technologies by:

9.1 using, individually and in groups, different available technologies to investigate, clarify, organise and present ideas

9.2 using individual and collaborative processes to generate, clarify, organise, refine and present ideas

9.3 assessing the most appropriate technologies and processes for particular purposes of investigating, clarifying, organising and presenting ideas.

Students will develop skills in imaginative, critical and reflective thinking about meaning.

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

10. Students learn to synthesise information and ideas into sustained and logical argument by:

10.1 discerning ideas, attitudes and values reflected in texts

10.2 making connections between information and ideas, and synthesising these for various purposes and audiences

10.3 using the information and ideas gathered from a range of texts to present a point of view in analytic, expressive, imaginative and evaluative ways.

Students will develop skills in reflection as a way to evaluate their processes of composing, responding and learning.

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

11. Students learn about the role of imagination in responding to and composing texts by:

11.1 making connections between life experience and imagined experience

11.2 experimenting with ways of transforming experience into imaginative texts in different contexts for specified audiences

11.3 recreating texts into new texts by changing perspective and context

11.4 analysing, explaining and generalising about the relationships between imagination and cultural forms and ideas.

12

English (Advanced)


(Advanced) Outcomes HSC English (Advanced) Content

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

12. Students learn about reflecting on their own processes of responding and composing by:

12.1 assessing and evaluating the compositional style of others to experiment with their own texts

12.2 editing their work to correct errors, reshape structure and refine style

12.3 evaluating their own compositions and compositional style.

12A. A student explains and evaluates different ways of responding to and composing texts.

12A. Students learn to explain and evaluate the different ways of responding to and composing texts by:

12A.1 articulating the ways they approach texts 12A.2 questioning meaning in and through texts 12A.3 evaluating the effect of a range of different

images, perspectives and voices on meaning 12A.4 generalising about the relationships between

perspective and meaning 12A.5 reflecting on their own processes of

responding.

13. A student reflects on own processes of learning.

13. Students learn to reflect on their own processes of learning by:

13.1 articulating and monitoring their own learning and that of others

13.2 assessing the effectiveness of their various learning strategies

13.3 comparing their own learning processes with those of others

13.4 writing to reflect on their own learning and that of others.

13

Vincentia High School

English Department

ASSESSMENT TASKS

14

Vincentia High School – English Department

HSC Assessment Guidelines

Students please familiarise yourself with the following in regards to your assessment in the HSC English (Advanced) course.

1. Your in class assessment contributes to 50% of your final HSC mark.

2. All tasks are to be submitted prior to the commencement of the school day, at the English staffroom and signed for on the assessment register.

3. Your English assessment tasks include a compulsory draft submission. Failure

to submit a draft will result in the loss of 10% of your final mark.

4. If you wish to seek an extension for an assessment task due to misadventure or other unforeseen circumstances you must see Head Teacher, Secondary Studies. Your application must go through the correct process. Students who do not seek this approval and submit a task late will receive a zero mark.

5. Students who submit a task past the scheduled due date must supply

appropriate documentation (e.g. medical certificate) and submit your assessment task on the first day of your return to school.

15


HSC Advanced English – Task 1

Module: Area of Study – Discovery Task Title: Creative Writing Date Due: Draft Copy – Term 1, 2014 – Week 1 (Wednesday) ____________________ Final Copy -‐ Term 1, 2014 – Week 3 (Wednesday) _____________________ Failure to submit a draft will result in a 10% deduction from your final mark. Task Weighting: 15% Task Outcomes: H1. Demonstrates understanding of how relationships between composer, responder, text and context shape meaning. H6. Engages with the details of texts in order to respond critically and personally. H11. Draws upon the imagination to transform experience and ideas into text, demonstrating control of language. H12. A student reflects on own processes of responding and composing. H13. Reflects on own processes of learning. Task Description: Using the stimulus provided on the next page that exploring concepts of belonging. You are to use ONE image to compose a 800-‐1000 word piece of imaginative writing that creatively explores the concept of discovery. Marking Guidelines: Assessment Criteria Marks • Composes an imaginative piece skillfully with a clear relationship to the

concept of discovery as provided in the stimulus material. • Demonstrates sophisticated control of language and structure appropriate to

purpose, audience, context and form. • Reflects perceptively on an aspect of discovery.

A Range

13-15

• Composes an imaginative piece effectively with some relationship to the concept of discovery as provided in the stimulus material.

• Demonstrates well-developed control of language and structure appropriate to purpose, audience, context and form.

• Reflects on an aspect of discovery.

B Range

10-12

• Composes an imaginative piece with some relationship to the concept of discovery as provided in the stimulus material.

• Demonstrates satisfactory control of language and structure appropriate to purpose, audience, context and form.

• Attempts to reflect on an aspect of discovery.

C Range

7-9

• Attempts to compose an imaginative piece with some relationship to the concept of discovery as provided in the stimulus material.

• Demonstrates variable control of language and structure appropriate to purpose, audience, context and form.

• May attempt to reflect on an aspect of discovery.

D Range

4-6

• Attempts to compose a piece about discovery. • Demonstrates elementary control of language.

E Range

1-3

16


HSC Advanced English – Task 1 Stimulus Sheet

17

Vincentia High School – English Department HSC Advanced English – Task 2

Module: Area of Study – Discovery Module A – Intertextual Perspectives Task Title: Mid course Examination Date Due: Term 1, 2013 – Week 10 (Day TBA) Task Weighting: 25% Area of Study – Discovery (10%) Module A: Distinctively Visual (15%) Task Outcomes: H1. Demonstrates understanding of how relationships between composer, responder, text and context shape meaning. H2. Demonstrates understanding of the relationships among texts. H2A. A student recognizes different ways in which texts are valued. H4. Describes and analyses the ways that language forms and features, and structures of texts shape meaning and influences responses. H5. Analyses the effect of technology on meaning. H6. Engages with the details of texts in order to respond critically and personally. H8. Articulates and represents own ideas in critical, interpretative and imaginative texts in a range of perspectives. H9. Assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas. H10. Analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences. Task Description: You will sit ONE examination that has THREE sections. The examination will be 2 hours in length. Section 1 – Area of Study – Section One – Unseen texts (Written and visual) You will be required to responds (short/medium style responses) to a range of unseen stimuli related to the area of study – Discovery. Section 2 – Area of Study – Section Three – Essay Response You will be required to respond to an essay question regarding your studies of Discovery. You must refer to your prescribed text, ‘Swallow the Air’ and ONE other related text. Section 3 – Module A – Intertextual Perspectives – Essay Response. You will be required to address an unseen question with consideration of your Module A studies of the ‘Intertextual Perspectives In your response make detailed reference to your prescribed texts, ‘The Great Gatsby’ and ‘Sonnets from The Portuguese as well as the contexts and values

apparent in them.

18

Marking Guidelines: Section 2 – Area of Study Essay Response Assessment Guidelines Marks • Demonstrates a highly developed understanding of the concept of discovery • Explains and assesses skillfully the way various composers represent

discovery • Composes a well integrated response that reflects the question using

language appropriate to audience, purpose and context

A range

13-15

• Demonstrates a well-developed understanding of the concept of discovery • Explains and assesses effectively the way various composers represent

discovery • Composes an integrated response that reflects the question using language

appropriate to audience, purpose and context

B range

10-12

• Demonstrates a sound understanding of the concept of discovery • Explains and assesses soundly the way various composers represent

discovery • Composes a response that attempts to engage with the question using

language appropriate to audience, purpose and context

C range

7-9

• Demonstrates a limited understanding of the concept of discovery • Attempts to explain the way various composers represent discovery • Attempts to compose a response with limited engagement with the question

using language with some appropriateness to audience, purpose and context

D range

4-6

• Demonstrates an elementary understanding of discovery • Attempts to describe what a composer says about discovery • Attempts to compose a response with elementary control and no

engagement with the essay question.

E range

1-3

Section 3 – Module A Essay Response Assessment Guidelines Marks • Analyses skillfully the ways in which a comparative study of texts and

contexts invite consideration of humanity’s connection with the natural world.

• Evaluates skillfully the relationships between texts and contexts using well selected and detailed textual reference.

• Composes a perceptive analysis using language appropriate to audience, purpose and form.

A range

17-20

• Analyses effectively the ways in which a comparative study of texts and contexts invite consideration of humanity’s connection with the natural world.

• Evaluates effectively the relationships between texts and contexts using detailed textual reference.

• Composes an effective analysis using language appropriate to audience, purpose and form.

B range

13-16

• Analyses the ways in which a comparative study of texts and contexts invite consideration of humanity’s connection with the natural world.

• Demonstrates some evaluation of the relationships between texts and contexts using relevant textual reference.

• Composes a sound analysis using language appropriate to audience, purpose and form.

C range

9-12

• Explains the ways in which a comparative study of texts and contexts invite consideration of humanity’s connection with the natural world.

• Demonstrates limited understanding of relationships between texts and contexts.

• Composes a limited response using language appropriate to audience, purpose and form.

D range

5-8

• Describes aspects of the texts using elementary knowledge. • Attempts to compose a response that describes aspects of the texts.

E range 1-4

19


HSC Advanced English – Task 3

Module: Module B – Critical Study of Text Task Title: Hamlet – Speaking Task Date Due: Draft Copy – Term 2, 2015 – Week 4 (Wednesday) _________________________ Final Copy -‐ Term 2, 2015 – Week 6 (Wednesday) __________________________ Failure to submit a draft will result in a 10% deduction from your final mark. Task Weighting: 15% Task Outcomes: H1. Demonstrates understanding of how relationships between composer, responder, text and context shape meaning. H3. Develops language relevant to the study of English H4. Describes and analyses the ways that language forms and features, and structures of texts shape meaning and influences responses. H6. Engages with the details of texts in order to respond critically and personally. H8. Articulates and represents own ideas in critical, interpretative and imaginative texts in a range of perspectives. H10. Analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences. Explains and evaluates different ways of responding to and composing text. Task Description: You will be required to present a 7 minute oral presentation to your class. In your response you will be required to:

• Demonstrate an informed understanding of ideas expressed in texts. • Evaluate the text’s language, content and construction. • Organises and develops ideas using language appropriate to audience

and purpose.

Answer the following question: ‘Shakespeare’s Hamlet continues to engage audiences through its dramatic treatment of struggle and disillusionment.’

In light of your critical study, does this statement resonate with your own interpretation of Hamlet?

20


Marking Criteria

Student: _________________________________________ Class: ____________ Time: ___________________ Assessment Guidelines Skillfull

5 Competent

4 Sound 3

Limited 2

Elementary 1

Speaks clearly with effective use of voice

MANNER

Stance and gesture is suitable. Student effectively uses notes to engage the audience.

Skillfully addresses aspects of the text with careful consideration of the chosen question.

Critically analyses how the forms, features and structures of chosen texts shape meaning and influence responses

MATTER

Uses aptly selected textual evidence to support the discussion of the chosen question

METHOD Speech structure is appropriate to purpose, audience and

form.

Comment:

21


Module: Module C – Representation and Text – Why Weren’t we told? Task Title: Listening Task Date Due: Term 3, Week 3 (Double Period – Day TBA) _________________________________ Term 3, Week 3 (Single Period – Day TBA) __________________________________ Task Weighting: 15% Task Outcomes: H1. Demonstrates understanding of how relationships between composer, responder, text and context shape meaning. H2. Demonstrates understanding of the relationships among texts. H3. Develops language relevant to the study of English H4. Describes and analyses the ways that language forms and features, and structures of texts shape meaning and influences responses. H6. Engages with the details of texts in order to respond critically and personally. H10. Analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences. Task Description: You will listen to an unknown stimulus related to your study of ‘Representing People and Politics’. You will listen to the selected excerpt TWICE and are able to take notes during your viewing. You will be provided with contextual information You will have a double period to prepare an analysis of the provided text and further an evening beyond this to prepare a response (to be completed under examination conditions) to the following question: All representations are acts of manipulation.’

To what extent does your study of Representing People and Politics support this statement? In your response, make detailed reference to your prescribed text and the stimulus text provided.

22

Marking Guidelines: Criteria Marks Analyses perceptively the extent to which the statement – All

representations are acts of manipulation – is supported by their study of ‘people and politics

Explores skilfully the relationship between representation and meaning

Composes a skilful personal response using language appropriate to audience, purpose and form

17-‐20

Analyses thoughtfully the extent to which the statement – All representations are acts of manipulation – is supported by their study of ‘people and politics’

Explores effectively the relationship between representation and meaning

Composes an effective personal response using language appropriate to audience, purpose and form

13-‐16

Analyses the extent to which the statement – All representations are acts of manipulation – is supported by their study of ‘people and politics’

Explores the relationship between representation and meaning Composes a sound response using language appropriate to

audience, purpose and form

9-‐12

Describes limited aspects of the relationship between representation and meaning

Composes a limited response

5-‐8

Attempts to describe aspects of the texts Attempts to compose a response

1-‐4

23


HSC Advanced English – Task 5 Task Title: Trial Examination Date Due: Term 3, 2014 – Week 5 and 6 (Day to be announced) Task Weighting: 30% Task Outcomes: H1. Demonstrates understanding of how relationships between composer, responder, text and context shape meaning. H2. Demonstrates understanding of the relationships among texts. H2A. A student recognizes different ways in which texts are valued. H3. Develops language relevant to the study of English H4. Describes and analyses the ways that language forms and features, and structures of texts shape meaning and influences responses. H5. Analyses the effect of technology on meaning. H6. Engages with the details of texts in order to respond critically and personally. H7. Adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts. H8. Articulates and represents own ideas in critical, interpretative and imaginative texts in a range of perspectives. H9. Assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas. H10. Analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences. H11. Draws upon the imagination to transform experience and ideas into text, demonstrating control of language. H12. A student reflects on own processes of responding and composing. H12A. A student explains and evaluates different ways of responding and composing texts. H13. Reflects on own processes of learning. Task Description: For the trial examination you will sit TWO examination papers: PAPER ONE – Area of Study Duration: 2 hours + 10 minutes reading time

PAPER TWO – Modules Duration: 2 hours + 5 minutes reading time

Section One: You will be required to respond to a variety of unseen visual and written stimulus. Your response will be in the form of short to medium length responses. Section Two: You will be asked to compose a piece of imaginative writing relating to the concept of Discovery. Section Three: Essay response referring to your set text, ‘Go Back to Where you Came from’ and other related texts

Module A: Intertextual Perspectives Gatsby and Sonnets Module B: Critical Study of Text Hamlet Module C: People and Politics ‘Why weren’t we told?’ and other related texts

N.B. Marking Guidelines to be issued at a later date.

englishdepartment( - vincentia high school · term1!! areaofstudy$ ... the ways in which changes of...

Documents