<html><head></head><body style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; ">Hi,<div>This is really interesting reading, but I have a more banal question in response to this statement from Janet (?): "... in the exam it's pretty clear who the audience is." </div><div>I understood that the exam no longer states who the audience is... Or am I being obtuse, and you are suggesting that the examiner/some standard sophisticated general audience is the audience?</div><div>Thanks,</div><div>Alison</div><div><span class="Apple-tab-span" style="white-space:pre"> </span>Sorry if I've missed the point here.<br><div><div>On 12/06/2011, at 7:54 PM, <<a href="mailto:mccurryj@netspace.net.au">mccurryj@netspace.net.au</a>> <<a href="mailto:mccurryj@netspace.net.au">mccurryj@netspace.net.au</a>> wrote:</div><br class="Apple-interchange-newline"><blockquote type="cite"><div>... in the exam it's pretty clear who the audience is. <br><br>Quoting Sharon Gardiner <<a href="mailto:sharmick@tpg.com.au">sharmick@tpg.com.au</a>>:<br><br><blockquote type="cite">Writing for an audience is an important thing for me. I am correcting SACs<br></blockquote><blockquote type="cite">and the mid-year exam at the moment and I think, if students have a clear<br></blockquote><blockquote type="cite">idea of the audience to whom they are writing, then their writing is better.<br></blockquote><blockquote type="cite">In the SAC, with the written explanation, this is clear as they state their<br></blockquote><blockquote type="cite">audience, but the exam is a more difficult.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Just thinking as I correct..<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">From: <a href="mailto:english-bounces@edulists.com.au">english-bounces@edulists.com.au</a><br></blockquote><blockquote type="cite">[mailto:english-bounces@edulists.com.au] On Behalf Of Caruso, Greta<br></blockquote><blockquote type="cite">Sent: Sunday, 12 June 2011 6:37 PM<br></blockquote><blockquote type="cite">To: VCE English Teachers' Mailing List<br></blockquote><blockquote type="cite">Subject: Re: [English] suggestions needed for context teaching<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Hi,<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">I think that the text that discusses hybrid writing is the Oxford book. It<br></blockquote><blockquote type="cite">is a good book, but I warn people that text books are the interpretation of<br></blockquote><blockquote type="cite">a few teachers. The publishers are not the authority. VCAA is the authority<br></blockquote><blockquote type="cite">and the Study Design is the document to refer to.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Many of us have faced the same problem with the styles of writing in Writing<br></blockquote><blockquote type="cite">in Context. I ask myself : of all the possible styles of writing in the<br></blockquote><blockquote type="cite">world (EVERYTHING: fairy tales, limerick, beat poems, newspaper articles,<br></blockquote><blockquote type="cite">instructional writing, diaries whatever) which forms could not be considered<br></blockquote><blockquote type="cite">either expository, persuasive or imaginative. If you remember that<br></blockquote><blockquote type="cite">expository just means to expose, persuasive to persuade and imaginative to<br></blockquote><blockquote type="cite">imagine, then it follows that they are not even really forms of wriiting.<br></blockquote><blockquote type="cite">They are general purposes of writing and encompass many forms Thus, my<br></blockquote><blockquote type="cite">answer is that ANY form of writing is allowable.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Next question is: which are we going to recommend. And for me the answer is:<br></blockquote><blockquote type="cite">It depends on the student, the text, the context and the prompt.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Next question is: are there any styles to steer kids away from. My answer is<br></blockquote><blockquote type="cite">that there are some forms that would be really hard to produce in a SAC or<br></blockquote><blockquote type="cite">exam whilst showing sophisticated development of ideas. It is possible that<br></blockquote><blockquote type="cite">an extremely clever writer could produce an acroustic poem that was<br></blockquote><blockquote type="cite">brilliant, but I have not yet met that student. Also we know that an strict<br></blockquote><blockquote type="cite">analytical exposition writing in the same manner as a Text Response ie part<br></blockquote><blockquote type="cite">one of the exam, is not going to be the best idea.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">I tell my students and staff to forget entirely about the style or form,<br></blockquote><blockquote type="cite">just write well, keep the idea of the prompt at the heart of the piece, keep<br></blockquote><blockquote type="cite">the context in mind.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Sometimes people need to hear the message from someone outside their work<br></blockquote><blockquote type="cite">context. VATE maybe able to help with someone who could do some on-line<br></blockquote><blockquote type="cite">mentoring.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Yours,<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Greta Caruso<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">English Faculty Head<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Kingswood College<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"> _____<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">From: <a href="mailto:english-bounces@edulists.com.au">english-bounces@edulists.com.au</a> [english-bounces@edulists.com.au] On<br></blockquote><blockquote type="cite">Behalf Of Jenny Gilbert [nenifoofer@gmail.com]<br></blockquote><blockquote type="cite">Sent: Sunday, 12 June 2011 3:13 PM<br></blockquote><blockquote type="cite">To: 'VCE English Teachers' Mailing List'<br></blockquote><blockquote type="cite">Subject: Re: [English] suggestions needed for context teaching<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Hi Gail - and thankyou - this is VERY affirmingJ. Thankyou for taking the<br></blockquote><blockquote type="cite">time for such a detailed response. I hope you follow up with that text book<br></blockquote><blockquote type="cite">and I sincerely appreciate the ideas for writing PD you are suggesting. We<br></blockquote><blockquote type="cite">are, for all intents and purposes, on the same page with our approach to<br></blockquote><blockquote type="cite">marking context. I hope to mark it this year in exam marking. I believe we<br></blockquote><blockquote type="cite">have to do some PD as a staff on teaching writing - it is an area of<br></blockquote><blockquote type="cite">weakness IMO across the board and I am looking into ways of doing this.<br></blockquote><blockquote type="cite">Maybe I will start with a plate of Jelly lol.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Have a good weekend (off to benchmark context pieces lol)<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Jen<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">From: <a href="mailto:english-bounces@edulists.com.au">english-bounces@edulists.com.au</a><br></blockquote><blockquote type="cite">[mailto:english-bounces@edulists.com.au] On Behalf Of Reynolds, Gail G<br></blockquote><blockquote type="cite">Sent: Sunday, 12 June 2011 2:22 PM<br></blockquote><blockquote type="cite">To: VCE English Teachers' Mailing List<br></blockquote><blockquote type="cite">Subject: Re: [English] suggestions needed for context teaching<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">HI Jenny,<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">I think it helps to think of those descriptions as an opening out of what<br></blockquote><blockquote type="cite">can be done rather than a prescription for what must be done. I challenge<br></blockquote><blockquote type="cite">you to nominate any piece of writing that cannot be fitted to one of the<br></blockquote><blockquote type="cite">modes or a hybrid of these. I did this exercise with my staff and we<br></blockquote><blockquote type="cite">couldn't find anything which could not be seen as fitting; because of this,<br></blockquote><blockquote type="cite">we have somewhat ( but not completely) de-emphasised the categories and have<br></blockquote><blockquote type="cite">increased focus on ways of producing "good" writing.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Note that in the exam the students are not allowed to nominate any style and<br></blockquote><blockquote type="cite">in fact last time I marked this section, we were told to disregard any<br></blockquote><blockquote type="cite">Explanations which might accompany the Context. This in effect means that<br></blockquote><blockquote type="cite">the only place the students need to be able to identify how their piece fits<br></blockquote><blockquote type="cite">into the nominated formats is in their SACs in their "explanation of<br></blockquote><blockquote type="cite">authorial choices". Our Y12 teachers agreed that we were doing holistic<br></blockquote><blockquote type="cite">marking and as we marked the SACs we would place the emphasis of our marking<br></blockquote><blockquote type="cite">on the actual piece of writing more than the Explanation (although we still<br></blockquote><blockquote type="cite">took this into account). I personally would not overly-penalise students<br></blockquote><blockquote type="cite">who mix up the various categories, especially in view of the contradictory<br></blockquote><blockquote type="cite">information which the students may be accessing. It is interesting that my<br></blockquote><blockquote type="cite">best students can all provide an excellent Explanation and those who mix up<br></blockquote><blockquote type="cite">the information sit in the mid to lower range in any case... ( I may be bad,<br></blockquote><blockquote type="cite">but I do not lose too much sleep over this)<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">One of our major difficulties with this section is that the Design itself is<br></blockquote><blockquote type="cite">unclear as to the task and our approach is always going to be like juggling<br></blockquote><blockquote type="cite">jelly... you have to find your own way to succeed and some of it will end up<br></blockquote><blockquote type="cite">on the floor. I do understand the feelings of the teacher who wants<br></blockquote><blockquote type="cite">something to cling to -- in its first year everyone was playing safe and<br></blockquote><blockquote type="cite">Assessors had SOOOOO many boring formulaic expository pieces to mark. I also<br></blockquote><blockquote type="cite">know that variety and freshness and engagement with the writing are things<br></blockquote><blockquote type="cite">the Assessors look for. I am afraid we have to lead our staff and our<br></blockquote><blockquote type="cite">students into more open fields when it comes to this section... and it 'aint<br></blockquote><blockquote type="cite">easy!'<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">The awful how much text question -- answer: between one word and all of it.<br></blockquote><blockquote type="cite">I have seen excellent pieces which have used a text as a springboard to dive<br></blockquote><blockquote type="cite">into new ideas -- for example a student who used the film Witness as the<br></blockquote><blockquote type="cite">basis, writing about the Amish practice of Rumspinga. There is a clear<br></blockquote><blockquote type="cite">relationship to the film, a sound platform for discussing Identity and<br></blockquote><blockquote type="cite">Belonging and scope to incorporate the prompt, but it did not draw directly<br></blockquote><blockquote type="cite">upon the text. On the other hand there is an occasionally successful<br></blockquote><blockquote type="cite">strategy which views the plot of a text through the eyes of another<br></blockquote><blockquote type="cite">character (so this one is nearly all text). The thing to remember is that<br></blockquote><blockquote type="cite">this is not a text response (50% text is likely to be way over the top in an<br></blockquote><blockquote type="cite">expository for example). We don't need mention of the text every paragraph<br></blockquote><blockquote type="cite">or use a formulaic paragraph about the student's experience followed by a<br></blockquote><blockquote type="cite">paragraph about the text (few writers are able to make this interesting and<br></blockquote><blockquote type="cite">engaging) I try to get my students to think about the big ideas, how do we<br></blockquote><blockquote type="cite">explore these, what will capture the young writers' imaginations/ interest<br></blockquote><blockquote type="cite">the potential audience?<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">As for your staff member, I wish you luck (she says, her mind crowded with<br></blockquote><blockquote type="cite">bitter memories). One of the text books has an excellent section on hybrid<br></blockquote><blockquote type="cite">writing (It is on my desk at school and I can't remember which one off hand,<br></blockquote><blockquote type="cite">but I'll let you know if I remember) you could try giving that to the<br></blockquote><blockquote type="cite">teacher concerned. For the students at her mercy, how about offering the<br></blockquote><blockquote type="cite">whole 12 Eng cohort an afternoon of Context-focused writing workshop with<br></blockquote><blockquote type="cite">the English teachers in attendance (Is there a local writer you could get to<br></blockquote><blockquote type="cite">facilitate the workshop? Mildura is a relatively big place, there has to be<br></blockquote><blockquote type="cite">someone who would do it ... or someone prepared to come in from elsewhere.<br></blockquote><blockquote type="cite">VATE may have some ideas for people to approach???) This one has the value<br></blockquote><blockquote type="cite">of acting as PD for your staff without singling out or confronting ... and<br></blockquote><blockquote type="cite">it could bring new ideas for everyone.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">I don't have many more suggestions and believe me, I can empathise with your<br></blockquote><blockquote type="cite">predicament. I am not sure that I ever completely succeeded with my guy, but<br></blockquote><blockquote type="cite">I tried to give oblique gentle shoves and increased exposure to a range of<br></blockquote><blockquote type="cite">sample responses/sample lessons (Could you do this in an English faculty<br></blockquote><blockquote type="cite">meeting?) I have just had a meeting with my staff where I asked everyone to<br></blockquote><blockquote type="cite">bring a sample writing lesson. It was actually a lot of fun and some of that<br></blockquote><blockquote type="cite">will translate into teaching our Context...<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">(Hope I haven't done that grandma and egg sucking thing..)<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Gail Reynolds<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">English and Literacy Co-ordinator<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Box Hill High School<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">9877 1177<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"> _____<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">From: <a href="mailto:english-bounces@edulists.com.au">english-bounces@edulists.com.au</a> [english-bounces@edulists.com.au] on<br></blockquote><blockquote type="cite">behalf of Jenny Gilbert [nenifoofer@gmail.com]<br></blockquote><blockquote type="cite">Sent: Sunday, 12 June 2011 11:23 AM<br></blockquote><blockquote type="cite">To: 'VCE English Teachers' Mailing List'<br></blockquote><blockquote type="cite">Subject: [English] suggestions needed for context teaching<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Hi Everyone<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">I have a need for some help in leadership J I have an English teacher that<br></blockquote><blockquote type="cite">is being quite prescriptive ( she is quite presecriptive with most things)<br></blockquote><blockquote type="cite">with the writing forms 'expository, persuasive and imaginative'. She is not<br></blockquote><blockquote type="cite">dealing well with the combination of possible forms and voices in written<br></blockquote><blockquote type="cite">texts. She see them as three completely separate entities. Our teaching of<br></blockquote><blockquote type="cite">this area of study has evolved over time - and we now see the students as<br></blockquote><blockquote type="cite">having to 'create' as writers using what they know about the Context, text<br></blockquote><blockquote type="cite">and their understanding of the concepts in a given prompt. This means we<br></blockquote><blockquote type="cite">have moved away from strict structural controls for a 5 paragraph essay,<br></blockquote><blockquote type="cite">although we do teach it for those students who need something to hang their<br></blockquote><blockquote type="cite">work on as they cling to something of a model. In yr 11 we do focus on the<br></blockquote><blockquote type="cite">three modes - in Unit one we focus on expository and persuasive, in Unit two<br></blockquote><blockquote type="cite">creative. (We used to try and do all 3 in semester 1 but it became a<br></blockquote><blockquote type="cite">workload nightmare) . In Units 3-4 students choose freely.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">When we first started with context there evolved an understanding of the<br></blockquote><blockquote type="cite">expository essay form and that wretched formula of third person formal style<br></blockquote><blockquote type="cite">with 50% use of the text, 25% world and 25% self as a guide for students to<br></blockquote><blockquote type="cite">structure their writing as informed by the ideas and issues of the set<br></blockquote><blockquote type="cite">Context and text. While I have not said do not do this I have encouraged the<br></blockquote><blockquote type="cite">flexibility and creativity of both students and teachers to see that the<br></blockquote><blockquote type="cite">limits here are on the boundaries of the text and context not the 'rules' of<br></blockquote><blockquote type="cite">a specific writing genre. I wonder if there are 'rules'. The way I see it<br></blockquote><blockquote type="cite">there are typical features of writing depending on purpose, audience and<br></blockquote><blockquote type="cite">form and we need to teach those over the years so that in Yr 12 students are<br></blockquote><blockquote type="cite">able to use this knowledge and their skills to write a response they feel<br></blockquote><blockquote type="cite">comfortable with. In expository writing students can explore ideas, look at<br></blockquote><blockquote type="cite">them from a number of angles, and draw conclusions. We are still<br></blockquote><blockquote type="cite">experiencing confusion with this - students explaining their work as<br></blockquote><blockquote type="cite">expository when it clearly argues a view, or vice versa, claiming they have<br></blockquote><blockquote type="cite">done a persuasive piece that in fact has not clear line of argument and is<br></blockquote><blockquote type="cite">even lacking a clear contention. The pick 'persuasive' simply because in the<br></blockquote><blockquote type="cite">end they express an opinion.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Then there is that awful question - how much from outside the text has to be<br></blockquote><blockquote type="cite">included? It seems the struggle with the grey continues with that 50/25/25<br></blockquote><blockquote type="cite">formula. I have - after PD recognised this is not the way to encouraged good<br></blockquote><blockquote type="cite">creation of texts. Last years examiners report confirms this<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">On the other hand, it should be noted that:<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">. there still seems to be a dependence on formulaic responses, which<br></blockquote><blockquote type="cite">suggests that some students believe that<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">rote-learning is sufficient. The study of English is concerned with<br></blockquote><blockquote type="cite">developing students' understanding and<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">confidence in responding to the specific topics and prompts that are offered<br></blockquote><blockquote type="cite">in the examination. Active<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">engagement with texts enables students to develop language awareness,<br></blockquote><blockquote type="cite">articulate ideas and develop<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">communication skills<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">. some students did not fully engage with the actual elements of the topics<br></blockquote><blockquote type="cite">and prompts. Greater care needs to be<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">taken in analysing and recognising the specific expectations of each topic<br></blockquote><blockquote type="cite">or prompt - often this comes down<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">to a precise understanding of the words which comprise the task<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">In section B the commentary is quite clear<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">The most successful responses drew thoughtfully from the text; however, the<br></blockquote><blockquote type="cite">least successful only used a scene or a<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">feature of character in a superficial way or retold the plot of the text.<br></blockquote><blockquote type="cite">This approach was not always relevant to the<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">prompt. There can be no definitive advice on the success of relying on a<br></blockquote><blockquote type="cite">single text or employing both (or more). Some<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">students used the two texts expertly to demonstrate exceptions and<br></blockquote><blockquote type="cite">qualifications, while others did little more than use<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">the second text to add yet more of the same examples. While students writing<br></blockquote><blockquote type="cite">using an expository approach tended to<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">employ both texts, a number of students explored only one text. Students who<br></blockquote><blockquote type="cite">used more than one source to illustrate<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">their ideas often produced pieces with a strong sense of unity and purpose.<br></blockquote><blockquote type="cite">This cohesiveness was contrasted by pieces<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">where one idea followed the next as students went through their list of<br></blockquote><blockquote type="cite">examples. The product was more a plan for an<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">essay than a thoughtful, finished piece.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">The transference of ideas from the texts is critical. Students who<br></blockquote><blockquote type="cite">understood and could convey sophisticated ideas from<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">their texts were the most successful, regardless of the approach to writing<br></blockquote><blockquote type="cite">selected.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><<a href="http://www.vcaa.vic.edu.au/vcaa/vce/studies/english/englishassess/2010/engl">http://www.vcaa.vic.edu.au/vcaa/vce/studies/english/englishassess/2010/engl</a><br></blockquote><blockquote type="cite">ish_assessrep_10.pdf><br></blockquote><blockquote type="cite"><a href="http://www.vcaa.vic.edu.au/vcaa/vce/studies/english/englishassess/2010/engli">http://www.vcaa.vic.edu.au/vcaa/vce/studies/english/englishassess/2010/engli</a><br></blockquote><blockquote type="cite">sh_assessrep_10.pdf<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Our focus has been much more on the concepts and ideas in the prompt and<br></blockquote><blockquote type="cite">text than in writing to a specific formula. Our returning prescriptive<br></blockquote><blockquote type="cite">teacher is more focussed on the required form and wanting rigorous specific<br></blockquote><blockquote type="cite">supplementary texts included in the study. I will refer her to this<br></blockquote><blockquote type="cite">examiners report and others have provided her with documentation from<br></blockquote><blockquote type="cite">inservices- but can anyone offer useful definitions of the 'three explicit'<br></blockquote><blockquote type="cite">forms because I can't. I prefer to paint the grey lines and encourage<br></blockquote><blockquote type="cite">students to create with the focus much more on the connection of the<br></blockquote><blockquote type="cite">concepts and texts. In this instance the labelling of expository, persuasive<br></blockquote><blockquote type="cite">or imaginative is squishing the potential to write from the heart and mind<br></blockquote><blockquote type="cite">if it is done as this teacher is suggesting. SO...<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">What suggestions do you have about what I should say to her other than to<br></blockquote><blockquote type="cite">send her on PD to meet the examiners -I have not yet marked this section so<br></blockquote><blockquote type="cite">I am at a bit of a loss and relying very much on my experience teaching it,<br></blockquote><blockquote type="cite">PD and examiners reports.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Thanks<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">PS..to add to confusion some publications are now using the word exposition<br></blockquote><blockquote type="cite">for persuasive writing - how do we deal with that?<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Jenny Gilbert<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">English Coordinator, St Joseph's College Mildura<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Linked IN<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"> <<a href="http://nenifoofer.edublogs.org/">http://nenifoofer.edublogs.org/</a>> Blog<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"> <<a href="http://msgsresources.wikispaces.com/">http://msgsresources.wikispaces.com/</a>> Wiki<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"> <<a href="http://www.diigo.com/user/nenifoofer">http://www.diigo.com/user/nenifoofer</a>> Diigo<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Jens <<a href="http://livebinders.com/edit?id=6500">http://livebinders.com/edit?id=6500</a>> PLN at Live Binders<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Twitter - @nenifoofer<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Important - This email and any attachments may be confidential. 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Any<br></blockquote><blockquote type="cite">representations or opinions expressed are those of the individual sender,<br></blockquote><blockquote type="cite">and not necessarily those of the Department of Education and Early Childhood<br></blockquote><blockquote type="cite">Development.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><br><br><br><br><br>------------------------------------------------------------<br>This email was sent from Netspace Webmail: <a href="http://www.netspace.net.au">http://www.netspace.net.au</a><br><br>_______________________________________________<br><a href="http://www.edulists.com.au">http://www.edulists.com.au</a> - FAQ, resources, subscribe, unsubscribe<br>VCE English Teachers' Mailing List kindly supported by<br><a href="http://www.vate.org.au">http://www.vate.org.au</a> - Victorian Association for the Teaching of English VATE and<br><a href="http://www.vcaa.vic.edu.au/vce/studies/english/index.html">http://www.vcaa.vic.edu.au/vce/studies/english/index.html</a> - Victorian Curriculum and Assessment Authority <br></div></blockquote></div><br><div>
<span class="Apple-style-span" style="border-collapse: separate; color: rgb(0, 0, 0); font-family: 'Gill Sans'; font-size: 14px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0; "><span class="Apple-style-span" style="border-collapse: separate; color: rgb(0, 0, 0); font-family: 'Gill Sans'; font-size: 14px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; "><div style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; "><span class="Apple-style-span" style="border-collapse: separate; color: rgb(0, 0, 0); font-family: 'Gill Sans'; font-size: 14px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; "><div style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; "><span class="Apple-style-span" style="border-collapse: separate; color: rgb(0, 0, 0); font-family: 'Gill Sans'; font-size: 14px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; "><div style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; "><div><div><font class="Apple-style-span" color="#008000">Alison Smith</font></div><div><font class="Apple-style-span" color="#008000">Chisholm House Leader</font></div><div><font class="Apple-style-span" color="#008000">Wanganui Park Secondary College</font></div><div><font class="Apple-style-span" color="#008000">Shepparton, Victoria</font></div><div><font class="Apple-style-span" color="#008000">Phone: 03 5820 9900</font></div><div><font class="Apple-style-span" color="#008000"><br></font></div></div></div></span><br class="Apple-interchange-newline"></div></span><br class="Apple-interchange-newline"></div></span><br class="Apple-interchange-newline"></span><br class="Apple-interchange-newline">
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