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<DIV>Hello Jan</DIV>
<DIV> </DIV>
<DIV>The guessing game continues.... The basis of any print text will
always be the language. Any other element must be secondary, even third in line
or fourth etc... the suggestion that a text has any other basis is limiting; and
corralling student thinking.</DIV>
<DIV> </DIV>
<DIV>Thanks for your contribution.</DIV>
<DIV> </DIV>
<DIV> </DIV>
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<DIV style="BACKGROUND: #f5f5f5">
<DIV style="font-color: black"><B>From:</B> <A
title=Jan.May@stleonards.vic.edu.au
href="mailto:Jan.May@stleonards.vic.edu.au">Jan May</A> </DIV>
<DIV><B>Sent:</B> Sunday, July 15, 2012 6:58 PM</DIV>
<DIV><B>To:</B> <A title=english@edulists.com.au
href="mailto:english@edulists.com.au">VCE English Teachers' Mailing List</A>
</DIV>
<DIV><B>Subject:</B> Re: [English] expected qualities</DIV></DIV></DIV>
<DIV> </DIV></DIV>
<DIV
style="FONT-STYLE: normal; DISPLAY: inline; FONT-FAMILY: 'Calibri'; COLOR: #000000; FONT-SIZE: small; FONT-WEIGHT: normal; TEXT-DECORATION: none">
<DIV
style="FONT-FAMILY: tahoma; DIRECTION: ltr; COLOR: #000000; FONT-SIZE: 10pt">This
is a fascinating discussion to follow. Here's my take.
<DIV>I like to think of the 'basis of a text' as consisting of elements such as
these:</DIV>
<DIV>
<UL>
<LI>the words or language choices of the writer/director/poet/playwright
<LI>context
<LI>structure
<LI>setting
<LI>plot, action, events
<LI>characters</LI></UL>
<DIV>All of these elements - and others - contribute to our appreciation of the
text. We consider these and then come back and see the text in new ways. Part of
the joy of teaching the texts is how students (and the teacher) read and
understand the text in different ways. You might also pick up the links between
my understanding of 'the basis of the text' and the type of essay questions we
end up setting for our students. </DIV>
<DIV> </DIV>
<DIV>Good luck for Term 3 to all</DIV>
<DIV>Cheers</DIV>
<DIV>Jan</DIV>
<DIV>
<DIV> </DIV>
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<TD><FONT size=4><SPAN
style="FONT-FAMILY: 'Arial','sans-serif'; COLOR: #002663"><STRONG><FONT
color=#ffffff>'</FONT>Jan May </STRONG>English and Literature
Teacher</FONT></SPAN></TD>
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<TD><SPAN style="FONT-FAMILY: 'Arial','sans-serif'; COLOR: #002663"><FONT
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<TD height=23 colSpan=3><SPAN
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size=2><FONT color=#ffffff>'</FONT>Jan.May@stleonards.vic.edu.au
<STRONG>|</STRONG><STRONG> <FONT style="BACKGROUND-COLOR: #ffffff"
color=#ffffff>'</FONT>www.stleonards.vic.edu.au
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<DIV style="DIRECTION: ltr" id=divRpF698087><FONT color=#000000 size=2
face=Tahoma><B>From:</B> english-bounces@edulists.com.au
[english-bounces@edulists.com.au] on behalf of rdf4@bigpond.com
[rdf4@bigpond.com]<BR><B>Sent:</B> Sunday, 15 July 2012 6:23 PM<BR><B>To:</B>
VCE English Teachers' Mailing List<BR><B>Cc:</B> VCE English Teachers' Mailing
List<BR><B>Subject:</B> Re: [English] expected qualities<BR></FONT><BR></DIV>
<DIV></DIV>
<DIV>
<DIV dir=ltr>
<DIV style="FONT-FAMILY: 'Calibri'; COLOR: #000000; FONT-SIZE: 12pt">
<DIV>Hi Julie and thanks,</DIV>
<DIV> </DIV>
<DIV>You begin by suggesting that the phrase ‘the basis of the text’ is a
small part of the descriptor that I am being ‘distracted by’. Then you go on to
say that this phrase represents ideas of fundamental importance to the
text!</DIV>
<DIV>You continue with the assertion that the descriptor points to individual
interpretation and reading. If there is such a thing as ‘the basis of a text’
(which I am contesting) then I can’t see how it could in any way be referring to
individuality or originality in terms of interpretation. I mean if you asked
most people what they thought the basis of Macbeth is they’d probably give you
the plot outline. Once again I remain baffled by this phrase. </DIV>
<DIV>Thanks for that little challenge at the end of your email... I am
considering it.</DIV>
<DIV> </DIV>
<DIV>BTW Mary Mason, you have my permission to use my contributions to this
thread for your web site.</DIV>
<DIV> </DIV>
<DIV>Cheers</DIV>
<DIV> </DIV>
<DIV>Russell</DIV>
<DIV> </DIV>
<DIV> </DIV>
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style="FONT-STYLE: normal; DISPLAY: inline; FONT-FAMILY: 'Calibri'; COLOR: #000000; FONT-SIZE: small; FONT-WEIGHT: normal; TEXT-DECORATION: none">
<DIV style="FONT: 10pt tahoma">
<DIV> </DIV>
<DIV style="BACKGROUND: #f5f5f5">
<DIV><B>From:</B> <A title=bookjewel6@gmail.com
href="mailto:bookjewel6@gmail.com" target=_blank>Julie</A> </DIV>
<DIV><B>Sent:</B> Saturday, July 14, 2012 7:05 PM</DIV>
<DIV><B>To:</B> <A title=english@edulists.com.au
href="mailto:english@edulists.com.au" target=_blank>VCE English Teachers'
Mailing List</A> </DIV>
<DIV><B>Cc:</B> <A title=english@edulists.com.au
href="mailto:english@edulists.com.au" target=_blank>VCE English Teachers'
Mailing List</A> </DIV>
<DIV><B>Subject:</B> Re: [English] expected qualities</DIV></DIV></DIV>
<DIV> </DIV></DIV>
<DIV
style="FONT-STYLE: normal; DISPLAY: inline; FONT-FAMILY: 'Calibri'; COLOR: #000000; FONT-SIZE: small; FONT-WEIGHT: normal; TEXT-DECORATION: none">
<DIV>Hello again,</DIV>
<DIV> </DIV>
<DIV>I still think, as language experts, we need to focus on the purpose of the
writing in question, in this case the descriptors, rather than be distracted by
a small part of it. The descriptors are designed to 'separate' responses
and help determine and rate the quality of each one. (Descriptors:
<A
href="http://www.vcaa.vic.edu.au/vce/studies/english/2008eng-crit-descriptors.pdf"
target=_blank>http://www.vcaa.vic.edu.au/vce/studies/english/2008eng-crit-descriptors.pdf</A>
)</DIV>
<DIV> </DIV>
<DIV>The difference in degree of the element, 'from the basis of the text'
is quite clear. As the quality of the piece declines, the corresponding
descriptor uses different language to reflect how the student has responded to
the ideas in the text. It deteriorates to 'using some elements of
the</DIV>
<DIV>text' and other indicators such as 'supported appropriately by elements of
the text' (6) and 'referring to appropriate elements of the text (5)</DIV>
<DIV> </DIV>
<DIV>The student who has built a response from the 'basis of the text' employs
ideas of fundamental importance to the text, perhaps as a starting point or
point of departure. This descriptor points to individual interpretation
and reading. Essays beneath that, for example a 5, only refer to 'elements
of the text'. Typically, this level of essay might refer to a theme or two
without moving beyond that because the student does not understand the essence
or basis of the text. </DIV>
<DIV> </DIV>
<DIV>What words, other than 'from the basis of the text', could be used to make
the necessary distinction? </DIV>
<DIV>The distinction is necessary!</DIV>
<DIV> </DIV>
<DIV><SPAN class=Apple-style-span>
<DIV>(I thought I sent this message yesterday but it didn't see to make it to
the thread...Apologies if I've accidentally spammed anyone on the list. My
email did a few strange things yesterday!)</DIV>
<DIV> </DIV></SPAN><BR>Regards,
<DIV>Julie Squires</DIV></DIV>
<DIV><BR>On 14/07/2012, at 9:39 AM, "Mary Mason" <<A
href="mailto:mary.mason@bigpond.com"
target=_blank>mary.mason@bigpond.com</A>> wrote:<BR><BR></DIV>
<DIV><SPAN></SPAN></DIV>
<BLOCKQUOTE type="cite">
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<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">I
have been fascinated by this thread about assessment and would like to put it
on a site for first year teachers which I am developing with the Ministry and
a suggestion to them all to subscribe to the Edulist. Can those who have
contributed please let me know through my email <A
href="mailto:mary.mason@bigpond.com" target=_blank>mary.mason@bigpond.com</A>
whether you would agree with this and thank you Russell for generating such a
thoughtful discussion.</SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt"></SPAN> </P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Thanks</SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt"></SPAN> </P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Mary</SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt"></SPAN> </P>
<DIV>
<DIV
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<P class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt"
lang=EN-US>From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt" lang=EN-US> <A
href="mailto:english-bounces@edulists.com.au"
target=_blank>english-bounces@edulists.com.au</A>
[mailto:english-bounces@edulists.com.au] <B>On Behalf Of </B>Prue
Gill<BR><B>Sent:</B> Friday, 13 July 2012 12:49 PM<BR><B>To:</B> 'VCE English
Teachers' Mailing List'<BR><B>Subject:</B> Re: [English] expected
qualities</SPAN></P></DIV></DIV>
<P class=MsoNormal> </P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">And
one other thing to remember – assessment of written work in English involves
matters of judgement. There are not neat answers to Russell’s questions – the
questions are important because they lead to discussion, and we make our
judgement based on all those discussions we have had about what distinguishes
one piece of writing from another. Those judgements are up for challenge, and
it is in those challenges that I’ve had some of my best professional
development. We should not be frightened by the lack of certainty, but
thankful because we are reminded that there are still surprises for us to be
had when we read student writing. I like reading discussions like
this.</SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Prue
</SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt"></SPAN> </P>
<DIV>
<DIV
style="BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; PADDING-BOTTOM: 0cm; PADDING-LEFT: 0cm; PADDING-RIGHT: 0cm; BORDER-TOP: #b5c4df 1pt solid; BORDER-RIGHT: medium none; PADDING-TOP: 3pt">
<P class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt"
lang=EN-US>From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt" lang=EN-US> <A
href="mailto:english-bounces@edulists.com.au"
target=_blank>english-bounces@edulists.com.au</A> [<A
href="mailto:english-bounces@edulists.com.au"
target=_blank>mailto:english-bounces@edulists.com.au</A>] <B>On Behalf Of
</B>Reynolds, Gail G<BR><B>Sent:</B> Friday, 13 July 2012 10:50
AM<BR><B>To:</B> VCE English Teachers' Mailing List<BR><B>Subject:</B> Re:
[English] expected qualities</SPAN></P></DIV></DIV>
<P class=MsoNormal> </P>
<DIV>
<P><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">To
weigh into this discussion again, Russell, as I tried to indicate in my
previous email, those are guidelines for the assessors, not dot points to be
ticked off. The words you are worrying about are markers <STRONG><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'">only</SPAN></STRONG> of high level
responses (if you like an answer to the question <EM><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'">what differentiates a high scoring
response?</SPAN></EM>) Remember purpose and audience, these are assessor
<U>guidelines </U>and intended for that purpose <EM><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'">they are
</SPAN></EM><STRONG><I><SPAN style="FONT-FAMILY: 'Tahoma','sans-serif'">not
criteria </SPAN></I></STRONG><EM><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'">as such but d<U>escriptors</U>
intended to <U>characterise</U></SPAN></EM>.</SPAN></P>
<P><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"></SPAN> </P>
<P><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Secondly
you are not understanding the meaning of the point, because you have
emphasised part of the statement only. The reason that this point does
not appear in the lower descriptors is that this
c<U>haracteristic</U><STRONG><SPAN style="FONT-FAMILY: 'Tahoma','sans-serif'">
only</SPAN></STRONG> belongs to a 9 or 10 script, ie the best and the best of
the best.</SPAN></P>
<P><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"></SPAN> </P>
<P><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">The
'strategy' is NOT NECESSARILY about 'supplying an argument' (although in
<EM><SPAN style="FONT-FAMILY: 'Tahoma','sans-serif'">some</SPAN></EM> cases it
could be) There are any number of ways the 'appropriate strategy' can be
achieved The minute a list is created, then other strategies, not
envisioned by the maker/s of the list, are excluded but the descriptors are
intended to be open so that students who have high level skills to employ
unusual but effective and highly engaging ways of exploring the text and the
question are not penalised but can be rewarded. The 'strategy' reflects the
student's high level ability to engage with the issues of the text and topic ,
the way the issues are raised by the author, the way meaning is created for
the audience... in short it is about insightful ways of thinking</SPAN></P>
<P><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"></SPAN> </P>
<P><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Gail</SPAN></P>
<DIV>
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<P style="MARGIN-BOTTOM: 12pt" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <A
href="mailto:english-bounces@edulists.com.au"
target=_blank>english-bounces@edulists.com.au</A> [<A
href="mailto:english-bounces@edulists.com.au"
target=_blank>english-bounces@edulists.com.au</A>] on behalf of <A
href="mailto:rdf4@bigpond.com" target=_blank>rdf4@bigpond.com</A> [<A
href="mailto:rdf4@bigpond.com"
target=_blank>rdf4@bigpond.com</A>]<BR><B>Sent:</B> Friday, 13 July 2012 9:16
AM<BR><B>To:</B> 'VCE English Teachers' Mailing List'<BR><B>Subject:</B> Re:
[English] expected qualities</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<DIV>
<DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">I’m sorry you seem
to think I’m playing around here Mary. I explained earlier why I think this is
an important issue. The term <STRONG><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'">the basis of the
text</SPAN></STRONG> is increasingly looking like a set of weasel words to me
and in the pursuit of clarity I intend to continue to ask what it means.
Your sentence, </SPAN><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">The
basis of the text can give rise to multiple meanings of it. </SPAN><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Might be more simply
and clearly be written as</SPAN><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">
</SPAN><SPAN style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">‘the
text can give rise to multiple readings’. I still have no idea what is
meant by <STRONG><SPAN style="FONT-FAMILY: 'Calibri','sans-serif'">the basis
of the text.</SPAN></STRONG> ‘Basis’ implies a foundation, as I said before
its one thing. What is the foundation of Macbeth? perhaps it is the text
itself. Now this is circular and clearly unhelpful. I suggest again that the
phrase as it stands in the descriptor is redundant, as it is in your
sentence.</SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Secondly, if a
strategy is supplying an argument, then why doesn’t the descriptor mention the
word argument in its stead. One would expect the ability to supply an argument
to be a feature of middle ranking papers as well as the 9-10 grade where it
singularly appears. Further to this, I would be looking for an ‘effective’
argument, not being sure what an appropriate one is...</SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">But thanks for your
input so far.... I understand if feel you can’t continue and prefer to simply
disagree.</SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Russell</SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"></SPAN> </P></DIV>
<DIV>
<DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"></SPAN> </P></DIV>
<DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <A
title=mary.mason@bigpond.com href="mailto:mary.mason@bigpond.com"
target=_blank>Mary Mason</A> </SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Sent:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">
Thursday, July 12, 2012 11:32 PM</SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">To:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <A
title=english@edulists.com.au href="mailto:english@edulists.com.au"
target=_blank>'VCE English Teachers' Mailing List'</A> </SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Subject:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> Re:
[English] expected qualities</SPAN></P></DIV></DIV></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"></SPAN> </P></DIV></DIV>
<DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">I
think you are now playing with words. The basis of the text can give rise to
multiple meanings of it. I can argue about Macbeth from a feminist
perspective; I can argue that he is beguiled by the witches and his wife; I
can argue that he has created a weaker <BR>Scotland; and so on. In each case I
am using the text as the basis but I am giving it an angle, or following a
particular perspective. In terms of strategy, as a marker, you look for an
argument and how appropriately students have argued. I think students do make
choices about what strategy to adopt and when there is congruence with what
they are arguing, it is magic. Russell, perhaps we just disagree.</SPAN><SPAN
style="COLOR: black"></SPAN></P>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Mary</SPAN><SPAN
style="COLOR: black"></SPAN></P>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P>
<DIV>
<DIV
style="BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; PADDING-BOTTOM: 0cm; PADDING-LEFT: 0cm; PADDING-RIGHT: 0cm; BORDER-TOP: #b5c4df 1pt solid; BORDER-RIGHT: medium none; PADDING-TOP: 3pt">
<P class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"
lang=EN-US>From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"
lang=EN-US> <A href="mailto:english-bounces@edulists.com.au"
target=_blank>english-bounces@edulists.com.au</A> [<A
href="mailto:english-bounces@edulists.com.au"
target=_blank>mailto:english-bounces@edulists.com.au</A>] <B>On Behalf Of
</B><A href="mailto:rdf4@bigpond.com"
target=_blank>rdf4@bigpond.com</A><BR><B>Sent:</B> Thursday, 12 July 2012
10:06 PM<BR><B>To:</B> 'VCE English Teachers' Mailing List'<BR><B>Subject:</B>
Re: [English] expected qualities</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV></DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P>
<DIV>
<DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Hi Mary; and
thanks for the response...</SPAN><SPAN style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">I think what you’ve
written actually highlights one of the aspects of the issue: you write that
you’re guessing twice and presuming once in your interpretation of this, I
would argue, poorly written descriptor.</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">If I understand you
correctly you’re suggesting that the idea of multiple readings
constitute the basis of the text. As I understand it a basis is one thing, so
I’m not sure if this is possible.</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">You go on to argue
that ‘appropriateness’ suggests choices, but the descriptor specifically
mention an appropriate strategy, not that students would put up one strategy,
and then another, then demonstrate that they’ve chosen one. Anyway, what I
want know is what is such an appropriate strategy and, by definition, what is
an inappropriate one. Two responses so for have tried to argue that relevance
her might be the discriminating element here. Gail suggested that students can
wonder off topic. Her example was the <EM><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'">Years of Wonders</SPAN></EM> one
where students might talk in general terms about the plague in London and
forget the setting of the text being Eyam. This hardly seems like an issue to
do with a highly graded paper. The American novel containing flashbacks seems
like students need to deal with a fairly clear structural element within the
text: time shifts. I haven’t read it myself so I cant comment on the
complexity of it... but the issue is, again, not one of complexity, but of the
two elements <STRONG><SPAN style="FONT-FAMILY: 'Calibri','sans-serif'">an
appropriate strategy</SPAN></STRONG> in dealing with the topic and what
is <STRONG><SPAN style="FONT-FAMILY: 'Calibri','sans-serif'">the basis of the
text</SPAN></STRONG>. As far as I can see no clear explanation has been
arrived at.</SPAN><SPAN style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Thanks
</SPAN><SPAN style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Russell</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<DIV>
<DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <A
title=mary.mason@bigpond.com href="mailto:mary.mason@bigpond.com"
target=_blank>Mary Mason</A> </SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Sent:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">
Thursday, July 12, 2012 1:36 PM</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">To:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <A
title=english@edulists.com.au href="mailto:english@edulists.com.au"
target=_blank>'VCE English Teachers' Mailing List'</A> </SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Subject:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> Re:
[English] expected qualities</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV></DIV></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Hi
- I am not an assessor now but given that there are multiple readings of texts
I guess that what this descriptor is saying is that any reading must be
grounded in the text and recognising that such readings will be different.
Presumably the ways in which students interrogate the text should show the
complexity of their response and the choices they deliberately make to express
their reading. Appropriateness suggests they make choices. For example
on Sunday School this week, a teacher talked about the importance of students
not just pursuing the flashbacks of the main character of the novel to America
but the lived in present of his dialogue with the American. Those students who
merely explore the flashbacks without relating it to present time would not
have such a complex reading and may just be repeating a received reading
instead of using all of their knowledge about the text to tackle the question
dynamically. I guess if I were marking – and I have marked in the past –
I would be looking for not only the capacity of the student to have developed
a complex reading of the text which is supported by that text, but I would be
looking at the fluency through which he or she could express that meaning
cogently, and succinctly using appropriate metalanguage which is at the same
time evocative of the language of the novel. The very best answers use
language so well. I have also marked literature as well and in both cases
originality and complexity of reading matched by excellent fluency are the
hallmarks of top answers. Why is the basis of the text not in other levels?
Well it should be but it is only in those high answers that the response is
controlled and the student is making choices about appropriate
strategies.</SPAN><SPAN style="COLOR: black"></SPAN></P>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Cheers</SPAN><SPAN
style="COLOR: black"></SPAN></P>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Mary</SPAN><SPAN
style="COLOR: black"></SPAN></P>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P>
<DIV>
<DIV
style="BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; PADDING-BOTTOM: 0cm; PADDING-LEFT: 0cm; PADDING-RIGHT: 0cm; BORDER-TOP: #b5c4df 1pt solid; BORDER-RIGHT: medium none; PADDING-TOP: 3pt">
<P class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"
lang=EN-US>From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"
lang=EN-US> <A href="mailto:english-bounces@edulists.com.au"
target=_blank>english-bounces@edulists.com.au</A> [<A
href="mailto:english-bounces@edulists.com.au"
target=_blank>mailto:english-bounces@edulists.com.au</A>] <B>On Behalf Of
</B><A href="mailto:rdf4@bigpond.com"
target=_blank>rdf4@bigpond.com</A><BR><B>Sent:</B> Thursday, 12 July 2012 1:20
PM<BR><B>To:</B> VCE English Teachers' Mailing List<BR><B>Subject:</B> Re:
[English] expected qualities</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV></DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P>
<DIV>
<DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Wondering if there’s
any other assessors on this thread who care to comment on the descriptor in
question... Personally, and professionally I might add, I find this an
interesting issue. If these descriptors hold any weight at all in the
assessment process then don’t we have an obligation to understand them; or if
they are poorly written then at least identify their shortcomings and deal
with it...?</SPAN><SPAN style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">The key questions
once again are: What is <STRONG><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'">the basis of the text?
</SPAN></STRONG>For instance, what is the basis of, say, <EM><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'">Cat’s Eye</SPAN></EM>? And what is
meant by <STRONG><SPAN style="FONT-FAMILY: 'Calibri','sans-serif'">an
appropriate strategy</SPAN></STRONG> for dealing with it (ie the topic) and
why is there no need for a strategy (appropriate or otherwise) below the 9-10
range?</SPAN><SPAN style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Thanks </SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Russell</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <A
title=rdf4@bigpond.com href="mailto:rdf4@bigpond.com"
target=_blank>rdf4@bigpond.com</A> </SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Sent:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">
Tuesday, July 10, 2012 8:14 PM</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">To:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <A
title=english@edulists.com.au href="mailto:english@edulists.com.au"
target=_blank>VCE English Teachers' Mailing List</A> </SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Subject:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> Re:
[English] expected qualities</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV></DIV></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV></DIV>
<DIV>
<DIV>
<DIV>
<DIV>
<DIV>
<DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Hi Gail</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Thanks for
contributing to this thread. </SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Just to be clear,
it’s dot point 2 in the 8-10 range I’m referring to. I suppose good, clear
writing is what I’m concerned about here. Firstly, if someone could
explain to me what <STRONG><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'">the basis of the text
</SPAN></STRONG>is<STRONG><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'">,</SPAN></STRONG> why it is
considered so important then maybe we could then discuss profitable ways of
teaching to it. For instance, what is the basis of the text Cat’s Eye by
Margaret Atwood? Secondly, what is meant by an <STRONG><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'">appropriate
strategy</SPAN></STRONG> and why aren't students below the 9-10 range
considered to need one, appropriate or otherwise?</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">I don’t have any
anxieties about the discrepancy rates or lack thereof, just thinking that we
need to know exactly what is going on in the language and syntax of this
descriptor. Gail’s point about students thinking they are meeting the [wider]
implications surely become an issue when no such implications are referred to
in the examination criteria.</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Russell</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <A
title=reynolds.gail.g@edumail.vic.gov.au
href="mailto:reynolds.gail.g@edumail.vic.gov.au" target=_blank>Reynolds, Gail
G</A> </SPAN><SPAN style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Sent:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">
Tuesday, July 10, 2012 4:57 PM</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">To:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <A
title=english@edulists.com.au href="mailto:english@edulists.com.au"
target=_blank>VCE English Teachers' Mailing List</A> </SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Subject:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> Re:
[English] expected qualities</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV></DIV></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV></DIV>
<DIV>
<DIV>
<P><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"></SPAN> </P>
<P><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Hi
Russell,</SPAN><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"></SPAN></P>
<P><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">I
think the point of the phrase is that the weaker students will often go off
into tangents separating their exploration of the iissues from the text
itself; so for example a <EM><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'">Year of Wonders</SPAN></EM>
response might wander off into a discussion of the plague in general terms,
say, how many were killed in London, which is irrelevant to the text which is
set (apparently) in Eyam an isolated small village well away from
London. The student themselves may think they are meeting the wider
implications criteria, but they are not addressing the text. The phrase
which worries you is a reminder to the Assessors that these discussions need
to be in a context which has a substantial link to the content of the text.
(Remember that these criteria are not the ones given on the exam paper but
intended for the assessors -- a process I think is somewhat duplicitous ...
but that is another issue altogether)</SPAN><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"></SPAN></P>
<P><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"></SPAN> </P>
<P><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">You
should also consider that the assessors make 'on balance' decisions in a
process which is holistic marking, ie markers don't tick off criteria as such,
but use them as a guide for their marking. An experienced assessor will use
these criteria to differentiate scripts, but two responses may receive the
same marks although the degree to which they meet each of the stated criteria
may show greater strength in one area over another when compared one to the
other. It sounds complex, but English has a very low discrepancy rate
(assessors disagreeing) </SPAN><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"></SPAN></P>
<P><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"></SPAN> </P>
<P><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Gail</SPAN><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"></SPAN></P>
<P><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"></SPAN> </P>
<DIV>
<DIV style="TEXT-ALIGN: center" class=MsoNormal align=center><SPAN
style="COLOR: black">
<HR align=center SIZE=2 width="100%">
</SPAN></DIV>
<DIV id=divRpF314813>
<P style="MARGIN-BOTTOM: 12pt" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <A
href="mailto:english-bounces@edulists.com.au"
target=_blank>english-bounces@edulists.com.au</A> [<A
href="mailto:english-bounces@edulists.com.au"
target=_blank>english-bounces@edulists.com.au</A>] on behalf of <A
href="mailto:rdf4@bigpond.com" target=_blank>rdf4@bigpond.com</A> [<A
href="mailto:rdf4@bigpond.com"
target=_blank>rdf4@bigpond.com</A>]<BR><B>Sent:</B> Tuesday, 10 July 2012
11:13 AM<BR><B>To:</B> VCE English Teachers' Mailing List<BR><B>Cc:</B> <A
href="mailto:english@edulists.com.au"
target=_blank>english@edulists.com.au</A><BR><B>Subject:</B> Re: [English]
expected qualities</SPAN><SPAN style="COLOR: black"></SPAN></P></DIV>
<DIV>
<DIV>
<DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Hello Julie and
thanks for your response...</SPAN><SPAN style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">I don’t have an
issue with the key words you identify... though I have a nagging feeling that
the phrase “ from the basis of the text” is redundant. I mean the exam topic
itself invariably refers to the text. Unless it’s referring to something
else, I don’t understand why it’s there. Also your point about
“understanding the text in the wider world”... isn't this a C&P feature
rather than a R&R one? My understanding of an R&R response is that it
deals with the world of the text, not real world elements...</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">I also wonder what
is meant by “an appropriate strategy for dealing with it” ... ie the topic;
and why marks below 8 don’t need a strategy, appropriate or otherwise.
>From your point of view what would such an appropriate strategy be?
Perhaps others also have thoughts on this?</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Thanks
again,</SPAN><SPAN style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Russell</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <A
title=bookjewel6@gmail.com href="mailto:bookjewel6@gmail.com"
target=_blank>Julie</A> </SPAN><SPAN style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Sent:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">
Monday, July 09, 2012 8:50 PM</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">To:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <A
title=english@edulists.com.au href="mailto:english@edulists.com.au"
target=_blank>VCE English Teachers' Mailing List</A> </SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Cc:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <A
title=english@edulists.com.au href="mailto:english@edulists.com.au"
target=_blank>mailto:english@edulists.com.au</A> </SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Subject:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> Re:
[English] expected qualities</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV></DIV></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV></DIV>
<DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Hi
Russell,</SPAN><SPAN style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">The key words in
this description, for me, are: 'implications', 'exploring' and
'complexity'. The thinking associated with these words is quite
sophisticated. While we hope that all students respond 'from the basis
of the text' it is usually clear that the best responses take the ideas so
much further. The basic response 'describes' the ideas in the topic while the
best response moves way beyond this and understands the text in the wider
world. </SPAN><SPAN style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">It is hard to
explain but when you see the difference in student responses the difference is
more obvious.<BR><BR>Regards, </SPAN><SPAN style="COLOR: black"></SPAN></P>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Julie
Squires</SPAN><SPAN style="COLOR: black"></SPAN></P></DIV></DIV>
<DIV>
<P style="MARGIN-BOTTOM: 12pt" class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"><BR>On 09/07/2012,
at 12:42 PM, <<A href="mailto:rdf4@bigpond.com"
target=_blank>rdf4@bigpond.com</A>> wrote:</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<BLOCKQUOTE style="MARGIN-TOP: 5pt; MARGIN-BOTTOM: 5pt">
<DIV>
<DIV>
<DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Hi </SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">I’m looking at the
2011 Expected Qualities (Reading and Responding) for exam markers and wonder
what people understand by the term... “Demonstrates an understanding of the
implications of the topic...exploring its complexity <STRONG><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'">from the basis of the
text</SPAN></STRONG>.” I note that this expected quality is only
referred to in the 8-10 mark range. One would like to think that most
students would use the text as the basis for their response; or am I missing
the point...?</SPAN><SPAN style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"><A
title=http://www.vcaa.vic.edu.au/vce/studies/english/2008eng-crit-descriptors.pdf
href="http://www.vcaa.vic.edu.au/vce/studies/english/2008eng-crit-descriptors.pdf"
target=_blank>http://www.vcaa.vic.edu.au/vce/studies/english/2008eng-crit-descriptors.pdf</A></SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Russell</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">
<A title=lorrainepaul@hotmail.com href="mailto:lorrainepaul@hotmail.com"
target=_blank>Lorraine Paul</A> </SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Sent:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">
Sunday, July 08, 2012 7:58 PM</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">To:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">
<A title=english@edulists.com.au href="mailto:english@edulists.com.au"
target=_blank>english@edulists.com.au</A> </SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Subject:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">
Re: [English] VCE English Teachers and Coordinators</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV></DIV></DIV>
<DIV>
<P class=MsoNormal><SPAN style="COLOR: black"></SPAN> </P></DIV></DIV>
<DIV>
<DIV>
<P style="MARGIN-BOTTOM: 12pt" class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"><BR>Thanks Mary. I
teach in an independent school. It's nice when you have forums like this.
All the best!<BR></SPAN><SPAN
style="FONT-FAMILY: 'Comic Sans MS'; COLOR: #1f497d">Lorraine </SPAN><SPAN
style="COLOR: black"></SPAN></P>
<DIV>
<DIV style="TEXT-ALIGN: center" class=MsoNormal align=center><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">
<HR align=center SIZE=2 width="100%">
</SPAN></DIV>
<P style="MARGIN-BOTTOM: 12pt" class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">From: <A
href="mailto:mary.mason@bigpond.com"
target=_blank>mary.mason@bigpond.com</A><BR>To: <A
href="mailto:english@edulists.com.au"
target=_blank>english@edulists.com.au</A><BR>Date: Sun, 8 Jul 2012 09:21:46
+1000<BR>Subject: Re: [English] VCE English Teachers and
Coordinators</SPAN><SPAN style="COLOR: black"></SPAN></P>
<DIV>
<P class=ecxmsonormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Lorraine
- I’m sorry. You need to have an edumail address to access the site. You can
be a crt teacher or an employee in a state school.</SPAN><SPAN
style="COLOR: black"></SPAN></P>
<P class=ecxmsonormal><SPAN style="COLOR: black"></SPAN> </P>
<P class=ecxmsonormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Mary</SPAN><SPAN
style="COLOR: black"></SPAN></P>
<P class=ecxmsonormal><SPAN style="COLOR: black"></SPAN> </P>
<DIV>
<DIV
style="BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; PADDING-BOTTOM: 0cm; PADDING-LEFT: 0cm; PADDING-RIGHT: 0cm; BORDER-TOP: #b5c4df 1pt solid; BORDER-RIGHT: medium none; PADDING-TOP: 3pt">
<P class=ecxmsonormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"
lang=EN-US>From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black" lang=EN-US> <A
href="mailto:english-bounces@edulists.com.au"
target=_blank>english-bounces@edulists.com.au</A> [<A
href="mailto:english-bounces@edulists.com.au"
target=_blank>mailto:english-bounces@edulists.com.au</A>] <B>On Behalf Of
</B>Lorraine Paul<BR><B>Sent:</B> Saturday, 7 July 2012 11:15
PM<BR><B>To:</B> <A href="mailto:english@edulists.com.au"
target=_blank>english@edulists.com.au</A><BR><B>Subject:</B> Re: [English]
VCE English Teachers and Coordinators</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV></DIV>
<P class=ecxmsonormal><SPAN style="COLOR: black"></SPAN> </P>
<DIV>
<P class=ecxmsonormal><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"><BR>Hello
Mary,</SPAN><SPAN style="COLOR: black"></SPAN></P>
<DIV>
<P style="MARGIN-BOTTOM: 12pt" class=ecxmsonormal><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Is
this open only to State School Teachers ?<BR></SPAN><SPAN
style="FONT-FAMILY: 'Comic Sans MS'; COLOR: #1f497d">Lorraine </SPAN><SPAN
style="COLOR: black"></SPAN></P>
<DIV>
<P style="TEXT-ALIGN: center" class=MsoNormal align=center><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">! </SPAN><SPAN
style="COLOR: black"></SPAN></P>
<DIV style="TEXT-ALIGN: center" class=MsoNormal align=center><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">
<HR align=center SIZE=2 width="100%">
</SPAN></DIV>
<P style="MARGIN-BOTTOM: 12pt" class=ecxmsonormal><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Date:
Thu, 7 Jun 2012 12:58:49 +1000<BR>From: <A
href="mailto:mcclenaghan.douglas.j@edumail.vic.gov.au"
target=_blank>mcclenaghan.douglas.j@edumail.vic.gov.au</A><BR>To: <A
href="mailto:english@edulists.com.au"
target=_blank>english@edulists.com.au</A><BR>Subject: Re: [English] VCE
English Teachers and Coordinators</SPAN><SPAN
style="COLOR: black"></SPAN></P>
<DIV>
<P class=ecxmsonormal><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Hello
Mary</SPAN><SPAN style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=ecxmsonormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=ecxmsonormal><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Yes,
I am certainly interested in this. Sign me up.</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<P class=ecxmsonormal><SPAN style="COLOR: black"></SPAN> </P></DIV>
<DIV>
<P class=ecxmsonormal><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Yours</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=ecxmsonormal><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Douglas
McClenaghan<BR><BR>>>> Mary Mason<<A
href="mailto:mary.mason@bigpond.com"
target=_blank>mary.mason@bigpond.com</A>> 7/06/2012 11:13 AM
>>></SPAN><SPAN style="COLOR: black"></SPAN></P></DIV>
<DIV>
<P class=ecxmsonormal><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Dear
VCE teachers</SPAN><SPAN style="COLOR: black"></SPAN></P>
<P class=ecxmsonormal><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">I
am working with a group for the Department of Education on designing course
materials for Years 11 and 12 VCE English for State School Teachers. We are
also working on a site on! the Ultranet for teachers new to VCE English.
This site will provide excellent materials for teachers; provide
opportunities for them to ask questions of experienced VCE teachers;
participate in a forum with other teachers; and opportunities to access
virtual discussions/lectures on aspects of the course. We are also hopeful
that there could be a forum on it for collaborative research for VIT
projects. We would like to have about 30 teachers from state schools ,who
are presently teaching VCE, who would be willing to trial and help us
to build the site so it will be helpful for teachers. Participation
will count towards professional development time and will, I think, be most
interesting. If you are a CRT teacher you are welcome to join as well. I
know it is diffi! cult sometimes for you to pick up professional development
hours. Please contact me directly on my email: <A
href="mailto:mary.mason@bigpond.com"
target=_blank>mary.mason@bigpond.com</A> if you are able to participate. The
trial will be in Term 3 and will involve you loggi! ng into the
site, participating in some of the forums, and feeding back to us your
comments.</SPAN><SPAN style="COLOR: black"></SPAN></P>
<P class=ecxmsonormal><SPAN style="COLOR: black"></SPAN> </P>
<P class=ecxmsonormal><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Best
wishes</SPAN><SPAN style="COLOR: black"></SPAN></P>
<P class=ecxmsonormal><SPAN style="COLOR: black"></SPAN> </P>
<P class=ecxmsonormal><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Mary
Mason</SPAN><SPAN style="COLOR: black"></SPAN></P>
<P class=ecxmsonormal><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Consultant
to the Ultranet</SPAN><SPAN style="COLOR: black"></SPAN></P></DIV>
<P class=ecxmsonormal><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"><BR><B>Important
- </B>This email and any attachments may be confidential. If received in
error, please contact! us and delete all copies. Before opening or using
attachments check t hem for viruses and defects. Regardless of any loss,
damage or consequence, whether caused by the negligence of the sender or
not, resulting directly or indirectly from the use of any attached files our
liability is limited to resupplying any affected attachments. Any
representations or opinions expressed are those of the individual sender,
and not necessarily those of the Department of Education and Early Childhood
Development.<BR><BR>_______________________________________________ <A
href="http://www.edulists.com.au"
target=_blank>http://www.edulists.com.au</A> - FAQ, resources, subscribe,
unsubscribe VCE English Teachers' Mailing List kindly supported by <A
href="http://www.vate.org.au" target=_blank>http://www.vate.org.au</A> -
Victorian Association for the Teaching of English VATE and <A
href="http://www.vcaa.vic.edu.au/vce/studies/english/index.html"
target=_blank>http://www.vcaa.vic.edu.au/vce/studies/english/index.html</A>
- Victorian Curriculum and Assessment ! Authority</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV></DIV></DIV></DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"><BR>_______________________________________________
<A href="http://www.edulists.com.au"
target=_blank>http://www.edulists.com.au</A> - FAQ, resources, subscribe,
unsubscribe VCE English Teachers' Mailing List kindly supported by <A
href="http://www.vate.org.au" target=_blank>http://www.vate.org.au</A> -
Victorian Association for the Teaching of English VATE and <A
href="http://www.vcaa.vic.edu.au/vce/studies/english/index.html"
target=_blank>http://www.vcaa.vic.edu.au/vce/studies/english/index.html</A>
- Victorian Curriculum and Assessment Authority</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV>
<DIV style="TEXT-ALIGN: center" class=MsoNormal align=center><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">
<HR align=center SIZE=2 width="100%">
</SPAN></DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">_______________________________________________<BR><A
href="http://www.edulists.com.au"
target=_blank>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" target=_blank>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"
target=_blank>http://www.vcaa.vic.edu.au/vce/studies/english/index.html</A>
- Victorian Curriculum and Assessment Authority</SPAN><SPAN
style="COLOR: black"></SPAN></P></DIV></DIV></DIV></DIV></BLOCKQUOTE>
<BLOCKQUOTE style="MARGIN-TOP: 5pt; MARGIN-BOTTOM: 5pt">
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">_______________________________________________<BR><A
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