student booklet hsc english advanced€¦ · – poetry – nonfiction or media or multimedia texts...
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Tuggerah Lakes Secondary College
The Entrance Campus
Student Booklet
HSC
ENGLISH
ADVANCED
2018
1
Contents
1 TLSC HSC Advanced English Yearly Planner.............................................. 2
2 HSC Advanced Course Requirements ......................................................... 3
3 Assessment Task Schedule ......................................................................... 3
4 Advanced Course Objectives and Outcomes ............................................... 4
5 Advanced Course Content and Prescribed Texts ......................................... 7
6 HSC Examination Rubrics .......................................................................... 15
7 HSC Examination Specifications ................................................................ 18
8 Performance Band Descriptors .................................................................. 19
9 Glossary from Syllabus ............................................................................. 20 10 HSC verbs and definitions………………………………………………...........24
10 Websites..................................................................................................... 25
2
THE ENTRANCE CAMPUS
YEAR 12 HSC - Advanced English 2017-18
Term 4: Monday 9/10/17 – Tuesday 19/12/17
Week 1 9/10
Week 2 16/10
Week 3 23/10
Week 4 30/10
Week 5 6/11
Week 6 13/11
Week 7 20/11
Week 8 27/11
Week 9 4/12
Week 10 11/12
Week 11 18/12
Term 1: Monday 29/1/18 – Friday 13/4/18
Week 1 29/1
Week 2 5/2
Week 3 12/2
Week 4 19/2
Week 5 26/2
Week 6 5/3
Week 7 12/3
Week 8 19/3
Week 9 26/3
Week 10 2/4
Week 11 9/4
Term 2: Monday 30/4/18 – Friday 6/7/18
Week 1 30/4
Week 2 7/5
Week 3 14/5
Week 4 21/5
Week 5 28/5
Week 6 4/6
Week 7 11/6
Week 8 18/6
Week 9 25/6
Week 10 2/7
EXAM
FEEDBACK
Term 3: Monday 23/7/18 – Friday 28/9/18
Week 1 23/7
Week 2 30/7
Week 3 6/8
Week 4 13/8
Week 5 20/8
Week 6 27/8
Week 7 3/9
Week 8 10/9
Week 9 17/9
Week 10 24/9
Exam
Feedback
Assess
Task 4
15%
Reading & CREATIVE SKILLS AREA OF StUDY - Discovery
Module C
MODULE B
Assess
Task 3
15%
MODULE C –Representation and text MODULE A - Comparative
study of texts
MODULE B - Critical Study of texts MODULE A
revision
Trial hsc
exams
25%
Mid course
exams 30%
REvision
Assess
Task 1
15%
3
HSC English (Advanced) Course Requirements
Text 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.
The course has two sections and the requirements listed above apply to both sections.
Section 1 Section 2
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.
Modules which emphasise particular aspects
of shaping meaning and representation,
questions of textual integrity, and ways in
which texts are valued.
Students are required to choose one elective
from each of Modules A, B 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.
SUBJECT: ENGLISH - ADVANCED
TASK WHEN TOPIC TYPE OF TASK OUTCOMES VALUE 1 Term 4 2017
Week 9
Area of Study
Discovery
Extended Response H3,H7,H13 15%
2 Term 1 2018
Weeks 10 & 11
Area of Study
Module B
Mid Course Exam
(Reading & Creative)
Exam: Question with
Notice
H2,H4,H5,H11
H2A, H6, H12
15%
15%
3 Term 2 2018
Week 5
Module A Oral Presentation H1,H2,H12A 15%
4 Term 3 2018
Week 2
Module C Extended Response H8,H9,H10 15%
5 Term 3 2018
Weeks 5 & 6
ALL Trial HSC
Examination
ALL 25%
4
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
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.
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.
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.
5
English (Advanced)
Objectives
HSC English
(Advanced) Outcome
HSC English (Advanced) Content
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.
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.
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.
6
English (Advanced)
Objectives
HSC English
(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.
7
English (Advanced)
Objectives
HSC English
(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.
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.
8
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.
Area of Study and Texts for the Common Content of Standard and Advanced Courses
The Area of Study must be considered in the context of the relevant description in
the syllabus and the course objectives, outcomes and content. (Refer to the English
Stage 6 Syllabus, word format, pp 25, 30–33 and pp 43, 48–51.)
Area of Study 2015–18: Standard and Advanced
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
9
Area of Study 2015–18: Standard and Advanced
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.
10
Area of Study 2015–18: Standard and Advanced
Students explore the concept of discovery through at least one of the following:
Prose fiction (pf) or nonfiction (nf)
• Bradley, James, Wrack (pf)
• Chopin, Kate, The Awakening (pf)
• Winch, Tara June, Swallow the Air (pf)
• Bryson, Bill, A Short History of Nearly Everything (nf)
• Guevara, Ernesto ‘Che’, The Motorcycle Diaries (nf)
or
Drama (d) or film (f) or Shakespearean drama (S)
• Gow, Michael, Away (d)
• Harrison, Jane, Rainbow’s End from Cleven, Vivienne et al, Contemporary Indigenous
Plays (d)
• Lee, Ang, Life of Pi (f)
• Shakespeare, William, The Tempest (d/S*)
* In order to satisfy the text requirements of the different English courses, The Tempest is
classified as a drama text for the Standard course and as a Shakespearean drama text for the
Advanced course.
or
Poetry
• Dobson, Rosemary
‘Young Girl at a Window’, ‘Wonder’, ‘Painter of Antwerp’, ‘Traveller’s Tale’, ‘The
Tiger’, ‘Cock Crow’, ‘Ghost Town: New England’
• Frost, Robert
‘The Tuft of Flowers’, ‘Mending Wall’, ‘Home Burial’, ‘After Apple-Picking’, ‘Fire and
Ice’, ‘Stopping by Woods on a Snowy Evening’
• Gray, Robert
‘Journey: the North Coast’, ‘The Meatworks’, ‘North Coast Town’, ‘Late Ferry’,
‘Flames and Dangling Wire’, ‘Diptych’
or
Media
• Nasht, Simon, Frank Hurley – The Man Who Made History
• O’Mahoney, Ivan, Go Back to Where You Came From – Series 1, Episodes 1, 2 and 3
and The Response
Specific editions of the set texts are listed at the end of this document. If the specified
edition is unavailable, however, schools may use any suitable edition of the text selected.
Where a text is quoted in an examination question, it will be from the listed edition.
11
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.
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
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.
Electives and texts for the English (Advanced) course
Electives in the English (Advanced) course must be considered in the context of the
module descriptions and the course objectives, outcomes and content. (Refer to the
English Stage 6 Syllabus, pp 48–51.)
Module A: Comparative Study of Texts and Context
This module requires students to compare texts in order to explore them in relation to their
contexts. It develops students’ understanding of the effects of context and questions of value.
(Refer to the English Stage 6 Syllabus, word format, p 50.)
12
Advanced, Module A: Comparative Study of Texts and Context
Elective 2: Intertextual Perspectives
In this elective, students compare the content and perspectives in a pair of texts in order to
develop their understanding of the effects of context, purpose and audience on the shaping of
meaning. Through exploring and comparing perspectives offered by a pair of texts, students
examine the ways in which particular social, cultural and historical contexts can influence the
composer’s choice of language forms and features and the ideas, values and attitudes
conveyed in each text. In their responding and composing, students consider how the
treatment of similar content in a pair of texts can heighten our understanding of the values,
significance and context of each.
Students choose a pair of texts from the following list:
Shakespearean drama and nonfiction
• Shakespeare, William, Julius Caesar
AND
• Machiavelli, Niccolò, The Prince (translated by Tim Parks)
or
Prose fiction and poetry
• Fitzgerald, F Scott, The Great Gatsby
AND
• Browning, Elizabeth Barrett
Sonnets from the Portuguese – I, XIII, XIV, XXI, XXII, XXVIII, XXXII, XLIII
or
Prose fiction and poetry
• Joyce, James, Dubliners
AND
• Heaney, Seamus
‘Digging’, ‘Blackberry-Picking’, ‘Mid-Term Break’, ‘The Given Note’, ‘The
Strand at Lough Beg’, ‘Casualty’, ‘Granite Chip’, ‘Clearances III’
or
Prose fiction and film
• Orwell, George, Nineteen Eighty-Four
AND
• Lang, Fritz, Metropolis
13
Module B: Critical Study of Texts
This module requires students to engage with and develop an informed personal
understanding of their prescribed text. Through critical analysis and evaluation of its
language, content and construction, students will develop an appreciation of the textual
integrity of their prescribed text. They refine their own understanding and interpretations of
the prescribed text and critically consider these in the light of the perspectives of others.
Students explore how context influences their own and others’ responses to the text and how
the text has been received and valued. (Refer to the English Stage 6 Syllabus, word format p
51.word format)
Advanced, Module B: Critical Study of Texts
Students choose one text from one of the listed types of text.
Shakespearean drama
• Shakespeare, William, Hamlet
or
Prose fiction
• Brontë, Charlotte, Jane Eyre
• Jones, Gail, Sixty Lights
• Ondaatje, Michael, In the Skin of a Lion
• Winton, Tim, Cloudstreet
or
Drama (d) or film (f)
• Chekhov, Anton, The Seagull (d) (translated by Stephen Mulrine)
• Welles, Orson, Citizen Kane (f)
or
Poetry
Students choose one of the following poets for study. All listed poems for that poet
constitute the prescribed text.
• Eliot, TS
‘The Love Song of J. Alfred Prufrock’, ‘Preludes’, ‘Rhapsody on a Windy Night’, ‘The
Hollow Men’, ‘Journey of the Magi’
• Rossetti, Christina
‘Goblin Market’, ‘After Death’, ‘Maude Clare’, ‘Light Love’, ‘L.E.L.’, ‘In an Artist’s
Studio’
• Yeats, William Butler
‘When You Are Old’, ‘The Wild Swans at Coole’, ‘An Irish Airman Foresees his Death’,
‘Easter 1916’, ‘The Second Coming’, ‘Leda and the Swan’, ‘Among School Children’
or
14
Advanced, Module B: Critical Study of Texts
Nonfiction
• Woolf, Virginia, A Room of One’s Own AND Three Guineas
• Speeches:
Anwar Sadat – Speech to the Israeli Knesset, 1977
Paul Keating – Redfern Speech, 1992
Margaret Atwood – ‘Spotty-Handed Villainesses’, 1994
Noel Pearson – ‘An Australian history for us all’, 1996
William Deane – ‘It is still winter at home’, 1999
Doris Lessing – ‘On not winning the Nobel Prize’, Nobel Lecture, 2007
Geraldine Brooks – ‘A Home in Fiction’, Boyer Lecture 4, 2011
Module C: Representation and Text
This module requires students to explore various representations of events, personalities
or situations. They evaluate how medium of production, textual form, perspective and choice
of language influence meaning. The study develops students’ understanding of the
relationships between representation and meaning. (Refer to the English Stage 6 Syllabus,
word format, p 51.)
Advanced, Module C: Representation and Text
Elective 1: Representing People and Politics
In this elective, students explore and evaluate various representations of people and politics in
their prescribed text and other related texts of their own choosing. They consider the ways in
which texts represent individual, shared or competing political perspectives, ideas, events or
situations. Students analyse representations of people’s political motivations and actions, as
well as the impact political acts may have on individual lives or society more broadly. In their
responding and composing, students develop their understanding of how the relationship
between various textual forms, media of production and language choices influences and
shapes meaning.
Students choose one of the following texts as the basis of their further exploration of the
representations of people and politics.
Shakespearean drama
• Shakespeare, William, King Henry IV, Part 1
or
Prose fiction
• Huxley, Aldous, Brave New World
or
Drama (d) or film (f)
• Miller, Arthur, The Crucible (d)
• Levinson, Barry, Wag the Dog (f)
15
Advanced, Module C: Representation and Text
or
Poetry
• Auden, WH
‘O what is that sound which so thrills the ear’, ‘Spain’, ‘Epitaph on a Tyrant’, ‘In
Memory of W.B. Yeats’, ‘September 1, 1939’, ‘The Unknown Citizen’, ‘The
Shield of Achilles’
or
Nonfiction
• Reynolds, Henry, Why Weren’t We Told?
HSC Examination Rubrics
English (Standard) and (Advanced)
Paper 1 – Area of Study
Section 1
In your answers you will be assessed on how well you:
• demonstrate understanding of the way perceptions of discovery are shaped in and
through texts
• describe, explain and analyse the relationship between language, text and context
Section II
In your answer you will be assessed on how well you:
• express understanding of discovery in the context of your studies
• organise, develop and express ideas using language appropriate to audience, purpose and
context
16
Section III
In your answer you will be assessed on how well you:
• demonstrate understanding of the concept of discovery in the context of your study
• analyse, explain and assess the ways discovery is represented in a variety of texts
• organise, develop and express ideas using language appropriate to audience, purpose and
context
HSC Examination Rubrics
English (Advanced)
Paper 2 – Modules
Section I – Module A: Comparative Study of Texts and Contexts
In your answer you will be assessed on how well you:
• demonstrate understanding of the meanings of a pair of texts when considered together
• evaluate the relationships between texts and contexts
• organise, develop and express ideas using language appropriate to audience, purpose and
form
Section II – Module B: Critical Study of Texts
In your answer you will be assessed on how well you:
• demonstrate an informed understanding of the ideas expressed in the text
• evaluate the text’s language, content and construction
• organise, develop and express ideas using language appropriate to audience, purpose and
form
17
Section III – Module C: Representation and Text
In your answer you will be assessed on how well you:
• demonstrate understanding of and evaluate the relationship between representation and
meaning
• organise, develop and express ideas using language appropriate to audience, purpose and
form
18
English (Advanced) HSC Examination Specifications The exam will consist of a written paper worth 40 marks and a second written paper worth 60
marks. Paper 1 will be common to the Standard and Advanced courses.
Paper 1: Area of Study (40 marks)
Paper 1 will be marked out of 45 marks and the mark for each candidate will be converted to
a mark out of 40.
Time allowed: 2 hours plus 10 minutes reading time.
The paper will consist of three sections.
Section I (15 marks)
• There will be one question to the value of 15 marks.
• This question will consist of a number of short answer parts.
• The question will be based on unseen texts related to the Area of Study Discovery
Section II (15 marks)
• There will be one question to the value of 15 marks.
• Candidates will be required to compose or adapt a text for a specific context, purpose
and audience.
Section III (15 marks)
• There will be one question to the value of 15 marks
• The question will require a sustained response based on the Area of Study and prescribed
texts.
Paper 2: Modules (60 marks)
Time allowed: 2 hours plus 5 minutes reading time.
Section I – Module A: Comparative Study of Texts and Context (20 marks)
• There will be one question to the value of 20 marks.
• The question will require a sustained response based on the candidate’s chosen elective.
Section II – Module B: Critical Study of Texts (20 marks)
• There will be one question to the value of 20 marks.
• The question will require a sustained response based on the candidate’s chosen elective.
Section III – Module C: Representation and Text (20 marks)
• There will be one question to the value of 20 marks.
• The question will require a sustained response based on the candidate’s chosen elective.
19
PERFORMANCE BANDS DESCRIPTIONS
ENGLISH - STANDARD AND ADVANCED
The typical performance in this band:
Band 6 • demonstrates extensive, detailed knowledge, insightful understanding and
sophisticated evaluation of the ways meanings are shaped and changed by
context, medium of production and the influences that produce different
responses to texts.
• displays a highly developed ability to describe and analyse a broad range of
language forms, features and structures of texts and explain the ways these
shape meaning and influence responses in a variety of texts and contexts.
• presents a critical, refined personal response showing highly developed skills
in interpretation, analysis, synthesis and evaluation of texts and textual detail.
• exhibits an ability to compose imaginatively, interpretively and critically with
sustained precision, flair, originality and sophistication for a variety of
audiences, purposes and contexts in order to explore and communicate ideas,
information and values.
Band 5 • demonstrates detailed knowledge, perceptive understanding and effective
evaluation of the ways meanings are shaped and changed by context, medium
of production and the influences that produce different responses to texts.
• displays a well developed ability to describe and analyse a broad range of
language forms, features and structures of texts and explain the ways these
shape meaning and influence responses in a variety of texts and contexts.
• presents a critical personal response showing well developed skills in
interpretation, analysis, synthesis and evaluation of texts and textual detail.
• exhibits an ability to compose imaginatively, interpretively and critically with
flair, originality and control for a variety of audiences, purposes and contexts
in order to explore and communicate ideas, information and values.
Band 4 • demonstrates sound knowledge and understanding of the way meanings are
shaped and changed by context, medium of production and the influences that
produce different responses to texts.
• displays ability to describe and analyse a range of language forms, features and
structures of texts and explain the ways these shape meaning and influence
responses in a variety of texts and contexts.
• presents a sound critical personal response showing developed skills in
interpretation and analysis of texts.
• exhibits an ability to compose imaginatively, interpretively and critically with
confidence and control for a variety of audiences, purposes and contexts in
order to explore and communicate ideas, information and values.
Band 3 • demonstrates generalised knowledge and understanding of the ways meanings
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are shaped and changed by context, medium of production and the influences
that produce different responses to texts.
• displays ability to describe a limited range of language forms, features and
structures of texts and convey an awareness of the ways these shape meaning
and influence responses in a variety of texts and contexts.
• presents a response showing some evidence of interpretation and analysis of
texts.
• exhibits an ability to compose imaginatively, interpretively and critically with
variable control in using language appropriate to audience, purpose and
context in order to explore and communicate ideas, information and values.
Band 2 • demonstrates elementary knowledge and understanding of the ways meanings
are shaped and changed.
• displays ability to recognise and comment on basic language forms, features
and structures of texts.
• presents an undeveloped response showing recognition of the main ideas in
texts.
• exhibits an ability to compose with some awareness of audience, purpose and
context in order to explore and communicate ideas and information.
Band 1
Glossary
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 An interactive approach to teamwork that enables students to
learning 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:
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• 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.
concept A concept is an abstract idea derived or inferred from specific
instances or occurrences. In the context of an Area of Study,
‘concept’ typically operates in and through language and text which
enables ideas and experiences to be organised and at the same time
shapes meaning and inferences.
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 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 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.
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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.
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
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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 The relationships of the different parts of a text to each other
texts 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.
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Remember to use the TXXXC framework for each paragraph as well as the whole
response. Develop your “thesis” and support it with relevant examples and/or
references to texts. Make sure that you do what the key word asks you to and get those
“5 extra marks”!
HSC VERBS AND DEFINITIONS
ACCOUNT FOR State reasons for, report on, explain, give an account of, narrate a series
of events or transactions
ANALYSE Identify components and the relationship between them, draw out and
relate implications
APPLY Use, utilise, employ in a particular situation
ASSESS Make a judgment of value, quality, outcomes, results or size. Give your
opinion with facts.
CLARIFY Make clear or plain
COMMENT ON Identify and write about the main issues, give reactions based on what
you’ve read and/or researched
COMPARE Show how things are similar or different (hint – use a Venn diagram),
show the relevance of the similarities / differences
CONTRAST Show how things are different or opposite
CRITICALLY (analyse / evaluate) Add a degree or level of accuracy, depth, knowledge
and understanding, logic, questioning, reflection and quality to
analysis/evaluation
DEFINE State meaning and identify essential qualities, give the exact meaning of
DEMONSTRATE Show by example
DESCRIBE Provide characteristics and features of the item / concept, outline the main
events
DISCUSS Identify issues and provide points for and/or against, investigate or
examine by argument, examine the implications
DISTINGUISH (between) Recognise and indicate as being distinct or different from, to
note differences
between things
EVALUATE Make a judgment and give your opinion based on criteria, determine the
value of, assess and give your judgment about the merit, importance or
usefulness of something
EXAMINE Inquire into, find out the facts, look closely into something
EXPLAIN Relate cause and effect, make the relationships between things evident,
provide the why and/or how about the item / concept, make clear why
something happens
EXPLORE Examine thoroughly, consider from a variety of viewpoints
HOW DOES By what means – consider the processes, techniques, steps and ideas
behind the issue/s or concept/s
IDENTIFY Recognise and name
ILLUSTRATE Make something clear and explicit, giving examples and/or evidence
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INTERPRET Draw meaning from, show the meaning and relevance of data or other
material presented
INVESTIGATE Plan, inquire into and draw conclusions about
JUSTIFY Support an argument or conclusion with evidence and examples, show
why a decision or conclusion/s was/were made
OUTLINE Sketch in general terms, indicate the main points / features / general
principles of
PREDICT Suggest what may happen based on available information
PROPOSE Put forward a point of view, idea, argument or suggestion for
consideration or action
RECOMMEND Specify a path / course / action and provide reasons in favour
RELATE Show similarities and differences between items / concepts
STATE Give the main features briefly and clearly
SUMMARISE Concisely express the relevant details
SYNTHESISE Putting together the various elements to make a whole
TO WHAT EXTENT Consider how far something is true (or not true) or contributes to a
final outcome
WHY For what causes, reason or purpose, on what account does/did
something happen/occur
Some useful websites for Study Guides and Strategies:
• libguides.csu.edu.au/HSC
• www.boardofstudies.nsw.edu.au
• www.boredofstudies.org
• www.studygs.net
• www.tale.edu.au/tale4students
• www.cli.nsw.edu.au
(Each of the universities’ websites also has tips and guides, so try a search under their names.)